Unitec Business Paper

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UNITEC Institute of Technology | Department of Management and Marketing

Faculty of Creative Industries and Business Department of Management & Marketing (DoMM) Bachelor of Business Course Handbook BSNS 5373 Advertising and Promotion

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Course Contacts

Robert Davis is Head of Department and Associate Professor at the DoMM, Unitec, specializing in interactive marketing and digital commerce. He has a PhD from the University of Auckland in marketing based on a study of Woolworth Online (1996-2000). He has published internationally in the Journal of Mobile Marketing and International Journal of Mobile Communications, Journal of Advertising Research, Marketing Science, Decision Sciences Journal of Innovative Education, Communications of the ACM, Journal of Service Research among others. Robert was worked in a marketing leadership position at IBM and has consulted for ARPASS (www.arpass.org.nz) Paralympics NZ, Go Holidays, BMW, Air New Zealand, Telecom New Zealand, TUANZ, and the New Zealand Health Software Cluster. His recent work is transforming the way consumers are interactive in digital marketspaces and are motivated to engage in offline physical activity (www.getup.co.nz, www.playday.org.nz).

Dr Robert Davis: Associate Professor, Head of Department, DoMM Office: 172 – 4010 Phone: 815 4321 Extension 7418 Mobile: 021 303 743 (Preferred) Email: [email protected] (Preferred) Office Hours: Friday: 10.30 to 12.00 noon

Roger Hawkins - Lecturer / Facilitator DoMM, Unitec. Advertising & Promotion.

Dip Bus Marketing – Auckland University - 2000 Telecom New Zealand – Senior Acquisition Manager – Business Mobile. Artcraft Signs - Managing Director. Go Holidays / Travel.co.nz - Marketing Consultant Prevu Corporation - Sales and Marketing Manager Air New Zealand - Marketing Manager Agency.

Office: 172 – 3001 / 3022 Phone: 815 4321 Extension 8069 Email: [email protected]

mailto:[email protected]


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Source: OgilvyOne Digital-Reboot

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Preface

WHERE DO I GO? WHAT DO I DO.?

ADVERTISING, COMMUNICATIONS.

WHATEVER.

POSTMODERN

COMMUNICATIONS OR THE

CREATIVE SPACE

GOSH…JUST WANT TO COMMUNICATE, INFLUENCE….MANIPULATE.

SOUNDS LIKE A GOOD IDEA. WHAT WAS I THINKING?

CONTROL OF THE MIND.

BLAST...CONSUMERS FIGHTING BACK.

THINKING. WHAT OR WAS THAT EFFECTIVE? WHAT WAS I THINKING?

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Table of Contents

COURSE CONTACTS .............................................................................................................................. 2

SOURCE: OGILVYONE DIGITAL-REBOOT ............................................................................................... 3

PREFACE ............................................................................................................................................... 4

TABLE OF CONTENTS ............................................................................................................................ 5

1. COURSE DESCRIPTOR: ................................................................................................................... 6

2. LEARNING MODEL: ........................................................................................................................ 9

3. LECTURES AND CONDUCT: .......................................................................................................... 10

4. ASSESSMENT PORTFOLIO: ........................................................................................................... 13

5. ASSIGNMENT ONE CRITICAL ANALYSIS: THE ROLE OF ADVERTISING IN SOCIETY IN NEW

ZEALAND ...................................................................................................................................... 14

6. ASSIGNMENT TWO RESEARCH PROJECT: THE ROLE OF CUSTOMER EMOTIONS IN RESPONSE

TO ADVERTISING ......................................................................................................................... 17

7. ASSIGNMENT THREE CREATIVE PROPOSAL: BRAND IDEA .......................................................... 20

8. ASSIGNMENT FOUR CREATIVE PROPOSAL: CAMPAIGN STRATEGY ............................................ 22

9. ASSIGNMENT FIVE GROUP PRESENTATION: BRAND AND CAMPAIGN PITCH ............................ 24

10. ASSIGNMENT SIX PEER ASSESSED COURSE AND TEAM CONTRIBUTION .................................... 26

11. GENERAL INFORMATION............................................................................................................. 43

12. REQUIREMENTS TO PASS A COURSE ........................................................................................... 54

13. QUICK GUIDE TO ONLINE ENROLMENT ...................................................................................... 56

14. COURSE POWERPOINT SLIDES AND READINGS .......................................................................... 58

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1. Course Descriptor:

COURSE TITLE: ADVERTISING AND PROMOTION

Course number: BSNS 5373 Level: 5 Credits: 15

Main programme: Bachelor of Business Pre-requisites: Co-requisites: Restrictions: Compulsory/elective: Compulsory

LEARNING TIME

Lecturer contact hours Non-contact hours Total hours

52 98 150

COURSE AIM

Advertising and promotions is the foundation course in advertising and marketing communications. The course will help students understand the role of advertising in business and society and that advertising has a global effect on business, industry and national economies. The course also aims to help students start to appreciate the role of advertising in business strategy as well as start to gain an impression of the creativity and technical expertise required in advertising. Students will gain insight into the creative disciplines.

LEARNING OUTCOMES: ON SUCCESSFUL COMPLETION OF THIS COURSE STUDENTS WILL:

1. Discern the real economic, social, and cultural role of advertising and conversely, the impact of a society’s values on advertising

2. Appreciate the important global effect of marketing and advertising on business, industry and national economies

3. Comprehend the strategic function of advertising within the broader context of business and marketing

4. Evaluate and appreciate the impressive artistic creativity and technical expertise required in advertising

5. Discover what people in advertising and related disciplines do. How they do it, and the expanding career opportunities these fields now offer

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TOPICS/CONTENT OUTLINE

Week Topic Assignments

1 What Is Advertising Today?

The Evolution of Advertising

The Economic, Social, and Regulatory Aspects of Advertising

The Scope of Advertising: From Local to Global

2 Marketing and Consumer Behaviour: The Foundations of Advertising Market Segmentation and the Marketing Mix: Determinants of Advertising Strategy

3 Guest Speaker Assignment 1

4 Research: Gathering Information for Advertising Planning

5 Marketing and Advertising Planning

6 Planning Media Strategy: Finding Links to the Market Assignment 2

7 Creative Strategy and the Creative Process

8 Creative Execution: Art and Copy

Producing Ads for Print, Electronic, and Digital Media

9 Guest Speaker Assignment 3

10 Using Print Media Using Electronic Media: Television and Radio

11 Using Digital Interactive Media and Direct Mail Using Out-of-Home, Exhibitive, and Supplementary Media

Assignment 4

12 Relationship Building: Direct Marketing, Personal Selling, and Sales Promotion Relationship Building: Public Relations, Sponsorship, and Corporate Advertising

13 Presentations Assignment 5

Assignment 6

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ASSESSMENT

Weighting Nature of assessment Learning outcomes

15% Assignment 1 Critical Analysis: The Role of Advertising in Society in New Zealand

1-2

20% Assignment 2 Research Project: The Role of Customer Emotions in Response to Advertising

3

20% Assignment 3 Creative Proposal: Brand Idea 3-5

20% Assignment 4 Creative Proposal: Campaign Strategy 3-5

15% Assignment 5 Group Presentation: Brand and Campaign Pitch

3-5

10% Assignment 6 Peer Assessed Course and Team Contribution

5

LEARNING AND TEACHING APPROACHES

A mix of lectures class discussions, case study, visiting lecturers, on-line and web-based resources.

LEARNING RESOURCES REQUIRED

Contemporary Advertising, 12th Edition, William F. Arens, Michael F. Weigold and Arens 2009, ISBN-13 9780073381077.

LEARNING RESOURCES RECOMMENDED

1. Moodle and/or Blackboard Site. 2. Course www.Ning.com site for the course community:

http://thedomm.ning.com/group/advertisingandcommunications 3. Department of Management and Marketing Blog: http://thedomm.com/ 4. Department of Management and Marketing Facebook Site:

http://www.facebook.com/group.php?gid=104981291451 5. Unitec Library databases online.

http://www.ning.com/

http://thedomm.ning.com/group/advertisingandcommunications

http://thedomm.com/

http://www.facebook.com/group.php?gid=104981291451

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Learning Model

Textbook

Phase 1

(33%)

Lectures

Phase 2

(33 %)

Assignments

Phase 3

(34%)

Stretch

Phase 4

(10++)

Base Explore Define Own

InnovateIdeasVariationRoadmap

2. LEARNING MODEL:

In this course, your learning will be driven by four concurrent and equally important forces:

1. Textbook-learning: this component of learning helps to provide some base knowledge and a roadmap for your thinking.

2. Lecture-based learning: a component of knowledge development that provides a forum for the exploration of the base knowledge and a chance to get ‘off-road’. This process of thinking helps you to understand the variation in the base knowledge. Blended-Learning students can supplement this learning by actively being involved in discussions.

3. Assessment -based learning; this component of learning enables learning to be focused and for ideas to be defined more clearly within a given context.

Students that develop competency in the first three phases of learning tend to come out of this course with a B/B+ grade. This is acceptable but it always begs the question: Was the full potential achieved?

1. Stretch-based extension; this phase places emphasis on innovative thinking and the ownership of knowledge. Ownership means moving towards the application of both the theory and the practice into an entrepreneurial setting.

Students that extend themselves and stretch will get A grades and they will start to reach their full potential. More importantly, they lay a more solid platform for the growth and ongoing development of their career. In addition, students who integrate all four phases of learning:

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Incremental Approach

Textbook

Phase 1

Lectures

Phase 2Assignments

Phase 3

Stretch

Phase 4

Increasing

Innovation

Decreasing

One Size

Fits ALL

Learning

Curve

Entrepreneurial

Development

2. Exponentially rise up the learning curve.

3. Are more prepared to engage in entrepreneurial activity in companies and for themselves.

4. They have a higher level of innovation.

5. Are able to apply theory and practice in a flexible and adaptable way, that is, they tend to have already rejected the “ONE size fits ALL” approach to business.

6. They are more reliant upon their own ‘engine’ of learning rather than being dependent on the lecturer as the foundation knowledge.

3. LECTURES AND CONDUCT:

1. ALL lecture sessions are compulsory. Email me before hand if you are not going to attend.

2. Lecture sessions for non-blended learning students will be the primary time discussions will be held about the Assessment s.

3. In grading all Assessment s, consideration may be taken into account of students who do not regularly attend lectures.

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4. Please ensure that before coming to the lecture sessions and tutorials that you are prepared. Read the relevant chapters. Prepare questions and or case examples you would like to discuss. I expect you to be up to date on current industry developments.

5. It is really vital that when we have guest lecturers that: (1) all students attend, (2) everyone is prepared with questions to ask and (3) there is a high level of professionalism towards the visitor. These guest lecturers come from industry through my own professional contacts to contribute to your learning.

6. Our lecture sessions should be fun and interactive NOT boring PowerPoint monologues.

ASSESSMENT:

Extensions require a doctor’s certificate without question.

Group free-riders and plagiarists will be heavily penalised.

Do not underestimate the time required to do these Assessment s. All are major and expectations are high. It is my expectation that for each Assessment, students will spend approximately 2 to 3 weeks on each. As there is no exam, heavy emphasis is placed upon the quality of course work.

Assessment feedback will focus on the overall major issues across all students. I strongly encourage all students to discuss their Assessments with me, face to face, before and after they have been handed in. If you disagree with your grade; come and talk to me with some tangible reasons.

All written Assessments:

o To be prepared in a professional report format acceptable to a managerial audience.

o All reports should be properly and professionally bound.

o Style: 12 pt, 1 ½ paragraph spacing.

o Hand-in time: The week specified on Friday before 4 pm.

o Blended-Learning student should mail me a hard copy of their Assessment. Please do not email me your Assessment.

All presentations:

o To be held at lecture times in the week and date specified.

o To be prepared in a professional format acceptable to a managerial audience.

o Prepared in PowerPoint

o Blended-Learning students should accompany their presentation with presentation notes but you do not have to present in person. If you are able to

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come and present in person to the class then I welcome this. It would be nice to see you from time to time if you are able to drop into lectures.

Turn It In: This course uses www.turnitin.com for all written report Assessment work (not presentations). Submit by the week specified before Friday, 4 pm.

When an Assessment asks for references and theory I do not mean the prescribed textbook for this course. I expect students to go behind this and work hard to access other books and more importantly via the library, online databases that hold journal articles based upon quality research and thinking. When referencing, please reference properly and accurately.

All Assessment s grades will include the following grading factors and for some Assessment s these factors may account for up to 50 percent of the allocated grades:

o Argument Development (the ability to think)

o Professionalism (the ability to deliver high quality standards)

http://www.turnitin.com/

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4. ASSESSMENT PORTFOLIO:

There are four assignments in this courses portfolio of learning that help to build Phase Three of your learning development and knowledge outcome. There is no exam for this course.☻ However, assessment will then place more emphasis on lecture attendance, contribution, assignments and extension, that is, Phase 1, 2, 3 and 4 of your learning model.

Weighting Nature of assessment

Learning outcomes

Due Week

15% Assignment 1

(Individual)

Critical Analysis: The Role of Advertising in Society in New Zealand

1-2 3

20% Assignment 2

(Individual)

Research Project: The Role of Customer Emotions in Response to Advertising

3 6

20% Assignment 3

(Individual)

Creative Proposal: Brand Idea

3-5 9

20% Assignment 4

(Group)

Creative Proposal: Campaign Strategy

3-5 11

15% Assignment 5

(Group)

Group Presentation: Brand and Campaign Pitch

3-5 13

10% Assignment 6

(Group)

Peer Assessed Course and Team Contribution

5 13

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ASSIGNMENT ONE CRITICAL ANALYSIS:

THE ROLE OF ADVERTISING IN SOCIETY IN NEW ZEALAND

GENERAL GUIDELINES

Individual Assignment.

15 percent of final grade.

Guidance on size: 10 to 15 pages plus references and/or appendices.

The assignment is a critical discussion to be presented in a report format.

TASK

There has been a lot of discussion about the role of advertising in New Zealand society. On one

hand, health campaigners criticise advertising because they claim it helps to make New Zealand

children obese. On the other it has been proven the advertising helps people understand a

range of different issues; from mental health to prescription drugs. What is your view about the

role of advertising in society in New Zealand?

MARKING CRITERIA

The assignment will be marked according to the following criteria:

Content (80 percent):

Clear and comprehensive presentation of both sides of the argument (20 percent)?

Isolation of the key points? Isolation of conflicting positions (20 percent)?

The development of a unified perspective OR taking a strong position on either side of the argument. In other words; taking a position (20 percent).

Presentation of clear guidelines for managerial decision making and guidance (20 percent).

Argument Development (the ability to think) (10 percent)

Development of convincing well thought through argument.

Use of examples to support the argument.

Use of frameworks relevant to managers (e.g., Keller’s Brand Equity Model).

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Understanding of related issues to the argument and decision making.

Overall contribution to managerial decision making.

Professionalism (the ability to deliver high quality standards) (10 percent)

Level/style of professional presentation appropriate to managers.

Style is appropriate to managers.

Grammar and spelling.

Originality and level of innovation in thinking and approach.

Use of diagrams to explain complex issues.

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ASSIGNMENT ONE: GENERAL ASSIGNMENT FEEDBACK

General Assignment Marking Guide

Poor < 50 percent

Average 50 to 65 percent

Good 65 to 80 percent

Very Good > 80 percent

Content The argument tended to only promote one side of the argument. A weak perspective leaving the CEO in ambiguity. Even worse, the CEO takes your advice and makes the wrong decision.

Coverage of both sides of the argument but the debate tends to be shallow. A lack of depth. Therefore, the overall findings do not have impact and no clear position can be adopted. The CEO is left in a position of ambiguity.

Coverage of both sides of the argument but with depth. Leads to some clear conclusions. Good support of the argument with appropriate theory and case examples. Clear decision making implications.

A convincing argument that goes well beyond the existing debate. Comes up with new innovative directions. Strong future orientation that leads to ideas that creates significant branding advantage.

Argument Development

The assignment is weak in terms of the conceptual and managerial argument. It tends to be based solely on textbook thinking and is myopic. The overall contributions of the findings are weak. Not acceptable to management.

The assignment has an adequate argument that tends to only have practical implications. Thinking is focused on what was expected. The findings tend to have a short term focus. Acceptable to management after further review.

The assignment has a strong argument that covers the relevant issues and contributes to managerial thinking and practice. The argument also covers issues beyond expectations. Issues covered start to extend textbook thinking.

The assignment has a very strong argument that covers the relevant issues and contributes significantly to managerial thinking and practice. The argument also covers issues beyond expectations. The findings have a strong future orientation and they look beyond the short term

Professionalism Not acceptable in a professional setting. Ignorance of the basic elements; style, grammar/spelling, originality.

Acceptable basic elements; style, grammar/spelling, originality. More work required to improve its potential to influence managers.

More than acceptable basic elements; style, grammar/spelling, originality. Has the potential to impact managers. The assignment shows a good level of professionalism.

WOW, you should be the CEO. A lot of time spent on acceptable basic elements; style, grammar/spelling, originality. Impacts managers at all levels.

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5. ASSIGNMENT TWO RESEARCH PROJECT:

THE ROLE OF CUSTOMER EMOTIONS IN RESPONSE TO ADVERTISING


Guidance on size: 10 to 15 pages.


Question: You should start to assume the position of Creative Director of an Ad Agency.

Before you start Assignment Two, Three, Four and Five you need to decide upon an existing

or new products/service that you are going to base these 3 assignments on.

One you have chosen an existing or new products/service, the first step will be to do a

target audience analysis.

You are required to conduct informal research amongst the target audience, that is, the

market for your chosen product/service. You need to pay particular attention to the role of

emotions in the customers response to advertising. In essence you are seeking to

understand the target audience for your product and/or service and their emotional

response.

The better you know the customer and their emotional response, the more closely you will

be able to start aligning your objectives, media and positioning to the customer’s emotive

needs, wants, behaviours and perceptions. Consider:

o The decision process of the consumer who is involved in the decisions. What is

the role of emotions?

o The attitudes that they have about the market and brand/s in the market. What

is the role of emotions?

o How big is the market? Define its quantitative dimensions?

o What else?

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Define:

o The benefits required by the consumer. What is the role of emotions?

o What process of selection, thinking, feeling they go through in relation to the

product market or situation.

o What communication objectives will be relevant?

o The different media needed to achieve these tasks.

o Where to know? What are your preliminary recommendations?

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GENERAL ASSIGNMENT FEEDBACK


Poor < 50 percent




Assignment Related Factors

Complete lack of understanding of your target market. Little attempt to size the market. No coverage of buyer behaviour. Little attempt to understand key attitudes and the implications for positioning and the brand. No attempt at thinking about the implications of the target market analysis for any future integrated marketing communications strategy. An analysis that leads to a flat communications space. More akin to traditional push communications and of little value to the complex media space.

Limited of understanding of your target market. No attempt to size the market. Brief coverage of buyer behaviour and key attitudes. No implications for positioning and the brand. No attempt at thinking about the implications of the target market analysis for any future integrated marketing communications strategy. Still an analysis that leads to a flat communications space. More akin to traditional push communications and of little value to the complex media space.

Understanding of your target market and size of the market. In depth coverage of buyer behaviour and key attitudes and the implications for positioning and the brand. Limited coverage of the implications of the target market analysis for future integrated marketing communications strategy. An analysis that, with further work can be of value to the complex media space.

Complete understanding of your target market and size of the market. In depth coverage of buyer behaviour and key attitudes and the implications for positioning and the brand. Advanced coverage of the implications of the target market analysis for future integrated marketing communications strategy. An analysis that is of value to the complex media space.

Argument Development (the ability to think)





Professionalism (the ability to deliver high quality standards)

Not acceptable in a professional setting. Ignorance of the basic elements; style, grammar/spelling, originality.




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6. ASSIGNMENT THREE CREATIVE PROPOSAL: BRAND IDEA




Assignment Guidelines

Based upon the target audience analysis, now create the Creative Brief

It is important that the creative idea is relevant to the target audience and to sustain

integrated marketing communication integration over all future chosen marketing

communication channels.

What channels are to be coupled together? Why?

It is important to start thinking and presenting the creative aspects of the campaign. What

are the components?

The most important parts of this brief are linked to target audience:

o Specific objectives/effects.

o Message strategy and tone.

o Positioning.

o Brand image.

What other areas are important? Budget, timing…?

Do you have any secondary research to back up your brief?

Remember, creative briefs are an art form in their own right. They need to provide specific

detail but at the same time get the client excited about the potential of the campaign from

a creative as well as effectiveness perspective.

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GENERAL ASSIGNMENT THREE FEEDBACK


Poor < 50 percent





As consequence of the poor target market analysis, the creative brief has little relevancy to the audience. AS a result the objectives, communications effects, message strategy, brand and positioning are way off the mark. Almost random. No attempt at developing the creative aspects of the campaign. Little foundation for future strategy development. No review of the target market analysis as learning proceeds.

As consequence of the poor target market analysis, the creative brief still has little relevancy to the audience. AS a result the objectives, communications effects, message strategy, brand and positioning are inconsistent. Weak attempt at developing the creative aspects of the campaign. Limited foundation for future strategy development. Limited review of the target market analysis as learning proceeds.

Building from a good target market analysis. Therefore, the creative brief has relevancy to the audience. Objectives, communications effects, message strategy, brand and positioning are consistent. Good attempt at developing the creative aspects of the campaign. Potential for future strategy development. Review of the target market analysis as learning proceeds.

It is clear that a lot of work was put into the target market analysis. So, your creative brief is intimately linked and consistent with the audience. AS a result the objectives, communications effects, message strategy, brand and positioning are well aligned. Advanced development of all the creative aspects of the campaign. Solid foundation for future strategy development. Review of the target market analysis as learning proceeds.











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7. ASSIGNMENT FOUR CREATIVE PROPOSAL: CAMPAIGN STRATEGY



Group Assignment.

Assignment Guidelines

Form groups of 2 to 4 people. Based on your individual assignments 2 and 3, decide which

brand idea to develop into a creative proposal as a group.

Based upon the target audience analysis, now create the Creative Proposal

It is important that the creative idea is relevant to the target audience and to sustain

integrated marketing communication integration over all future chosen marketing

communication channels. What channels are to be coupled together? Why?

It is important to start thinking and presenting the creative aspects of the campaign. What

are the components?

The most important parts of this brief are linked to target audience:

o Specific objectives/effects.

o Message strategy and tone.

o Positioning.

o Brand image.

What other areas are important? Budget, timing…?

Do you have any secondary research to back up your brief?

Remember, creative briefs are an art form in their own right. They need to provide specific

detail but at the same time get the client excited about the potential of the campaign from

a creative as well as effectiveness perspective.

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GENERAL ASSIGNMENT THREE FEEDBACK


Poor < 50 percent





As consequence of the poor target market analysis, the creative brief has little relevancy to the audience. AS a result the objectives, communications effects, message strategy, brand and positioning are way off the mark. Almost random. No attempt at developing the creative aspects of the campaign. Little foundation for future strategy development. No review of the target market analysis as learning proceeds.

As consequence of the poor target market analysis, the creative brief still has little relevancy to the audience. AS a result the objectives, communications effects, message strategy, brand and positioning are inconsistent. Weak attempt at developing the creative aspects of the campaign. Limited foundation for future strategy development. Limited review of the target market analysis as learning proceeds.

Building from a good target market analysis. Therefore, the creative brief has relevancy to the audience. Objectives, communications effects, message strategy, brand and positioning are consistent. Good attempt at developing the creative aspects of the campaign. Potential for future strategy development. Review of the target market analysis as learning proceeds.

It is clear that a lot of work was put into the target market analysis. So, your creative brief is intimately linked and consistent with the audience. AS a result the objectives, communications effects, message strategy, brand and positioning are well aligned. Advanced development of all the creative aspects of the campaign. Solid foundation for future strategy development. Review of the target market analysis as learning proceeds.











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8. ASSIGNMENT FIVE GROUP PRESENTATION: BRAND AND

CAMPAIGN PITCH

Group Assignment.

Please present your strategy in class using PowerPoint.

Hand-in a hardcopy of your presentation as an appendix in your report. The total

presentation time is 10 minutes. A high level of professionalism will be required. In other

words, would your presentation of ideas be acceptable within a real company board

meeting setting.

In the presentation, students should focus on communication of their case to executive

management decision makers. In simulation, they will make the decision on whether to

fund your project according to your thinking, strategy, action and budget.

Key areas of assessment:

Advanced use of PowerPoint to aid the communication.

Coverage of key points rather than all the points.

Appropriate and relevant content. Evidence of being prepared to present.

Ability to deal with questions.

Effort beyond the expectations.

Timing; over or under allocated time.

Use of diagrams and text to support the communication.

Level of professional approach appropriate to managers.

Style is appropriate to managers.

Usefulness of final presentation and findings.

Overall final impressions of the presenter and content.

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GENERAL ASSIGNMENT FEEDBACK


Poor < 50 percent





Presentation: Unacceptable to an audience. Lack of preparation and delivery. Very unprofessional. Lack of respect for the audience.

Presentation: Good preparation but poor delivery. Just acceptable to a managerial audience.

Presentation: Adequate preparation and delivery. Excellent communication. Presentation has impact. Acceptable to a managerial audience.

Presentation: More than adequate preparation and delivery. Your presentation and its delivery have the WOW factor. Excellent communication. Presentation has impact. Excellent link between your strategy report and the visual communication. Acceptable to a managerial audience.











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9. ASSIGNMENT SIX PEER ASSESSED COURSE AND TEAM

CONTRIBUTION

The following sections and questions will be used to assess your contribution to the course and team by your team.

THINK STRATEGICALLY & INNOVATIVELY

Emerging: Links 'day-to-day' to strategy Does this person...

Understand, and can they explain, how their current work fits into the bigger picture?

Organise daily work in line with the business goals?

Think about the long-term goals when dealing with the short-term?

Identify patterns or trends and relate them to past experience?

Intermediate: Thinks past the job Does this person...

Think about the long term and consider other perspectives, such as customers, when planning and explaining future work?

Think laterally, and explain the thinking to others?

Try to predict the impact of change - social, political, technological?

Think about how present day policies could be affected by future events?

Advanced: Thinks strategically Does this person...

Explain what we have to do by using diagrams, frameworks, and examples, even though this work may be some way in the future?

Use conceptual frameworks to make complex issues easier to understand?

Plan policies, processes and methods with a view to future developments?

Help develop far-sighted strategy?

Check that current strategies will work long-term?

Sophisticated: Shapes & innovates Does this person...

Think about and explain what we need to be doing in future years, which may be quite different from and very challenging to what we do now?

Question accepted approaches to business?

Create all-new strategies?

Share a vision of goals for the business?

Forge new ways of doing things to meet the long-term goals?

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BE COMMERCIALLY ASTUTE

Emerging: Shows basic acumen Does this person...

Understand the work in their area in terms of what costs the most and what generates the most value, and therefore what we need to focus on?

Know how their own activities affect the commercial results of the organisation?

Keep in mind the latest numbers, business performance drivers and company trends when making decisions?

Articulate the key drivers of value in the business?

Intermediate: Actively gathers information Does this person...

Look at several options and consider such things as "do we do this ourselves or pay someone else to do it?" when making decisions that can impact on costs or revenue?

Gather commercial information from external and internal sources?

Question others in the search for key industry data or opportunities?

Tap into personal networks to gather market intelligence?

Break problems into smaller parts and study the relationships, consequences of actions, and the pros and cons of decisions?

Advanced: Evaluates commercial opportunities Does this person...

Make decisions that involve commercial analysis, such as Net Present Value, Payback, and Profit Analysis?

Assess each opportunity against the value-add to the business?

Understand linkages throughout the business?

Break complex problems into smaller parts, evaluating their commercial significance and the cause and effect implications?

Explain how new technology and processes could improve commercial return?

Continually research future trends and developments from many sources?

Sophisticated: Makes decisions that add significant value Does this person...

Make commercial decisions of some magnitude and risk, using the right mix of systematic information gathering, research, detailed analysis, and judgement?

Understand where the most value will be created for the business in the short and long term?

Put systematic internal processes in place for continuous information gathering and research?

Do complex analysis that covers the risk involved with a range of options?

Assess the long-term benefits of strategic relationships, joint ventures, mergers, acquisitions and divestments?

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ACT DECISIVELY

Emerging: Deals with today Does this person...

Respond quickly and thoroughly to deliver results, or solve problems and issues?

Act promptly to solve problems or issues as they arise?

Act quickly to pick up on opportunities as they present themselves?

Respond rapidly to issues involving customers, employees or waste?

Work out quickly what needs to be done and allocate resources and time to the task?

Intermediate: Anticipates situations Does this person...

Think of problems that might lie ahead and make sure that any action needed now takes this into account, rather than just taking a "knee-jerk" reaction approach?

Try to be one step ahead of situations that are likely to arise?

Act quickly to prevent loss when problems spring up?

See short term opportunities and plan steps to take advantage of them?

Act urgently and visibly in a crisis?

Advanced: Makes the hard decision to act Does this person...

Work with a sense of urgency and in a planned manner on activities that take some time (weeks or months) to achieve?

Know the point to stop gathering information and start acting?

Plan ahead by implementing projects with a clear scope and put strategies into play?

Make a decision even if the information is ambiguous or conflicting?

Empower others to take decisions and celebrate the decision above the outcome?

Sophisticated: Capitalises on future opportunities Does this person...

Make decisions and take action, or commit us to a course of action, even though the outcome is a long way off and risky?

Implement initiatives to capture long-term gain or avoid future downside?

Identify future needs for positioning - people, capital and strategic resources?

Make decisions that trade short-term pain for long-term gain?

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EMBRACE TECHNOLOGY

Emerging: Use technology to improve personal productivity Does this person...

Effectively use technology like email, time management systems, and mobile phones to lift their performance?

Look for ways to improve their day-to-day skills and performance by using new technologies?

Work proactively to develop the relevant skills associated with technologies in order to maximize their use?

Intermediate: Use technology to improve team performance Does this person...

Effectively use technology like online project management tools and document tracking systems to improve the team's performance?

Promote, and keep people up to date with, the use of new technologies within the business?

Advanced: Use technology to advance current business Does this person...

Show an understanding of the value that new technological advances can add to the business, such as time utilisation software?

Use technology to improve current business systems and processes, such as web sites, intranets, and sales tracking tools?

Sophisticated: Use technology to create new business opportunities Does this person...

Assess the value that new technological advances can add to the business?

Take advantage of new technologies to create new business opportunities like e-business?

Research technological trends and champion new technologies that create significant value?

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INSPIRE WITH VISION

Emerging: Shares the vision Does this person...

Keep us informed about what we're aiming for and why it's important that we get there?

Provide a clear summary of the future vision and direction for the organisation?

Let others know about important decisions and the rationale behind them?

Keep the group focused on only the most important issues and activities?

Remind people what is most important for achieving the organisation's goals?

Intermediate: Fosters involvement and participation Does this person...

Get rid of obstacles that prevent us from achieving our goals? This might include finding out information for us, getting us access to technology, getting a decision from higher up to get things moving, or giving us the authority to do something?

Involve others in developing and implementing the vision?

Stay accessible and visible, especially at key times?

Remove the obstacles to the team achieving goals?

Explain how specific work is linked to the vision?

Encourage others to share their expertise and opinions during discussions, meetings or presentations?

Advanced: Secures commitment Does this person...

Create the sort of climate where we all want to do our best, for example by sharing "sensitive" information, by involving us in decisions that affect us, or by recognising what we each contribute?

Ensure the team has the money, technology, people and time needed to achieve the vision?

Publicly and privately recognise individual and team efforts towards achieving the vision?

Open up contacts, sources, and networks that others can't?

Use team activities, work and play to build a team spirit and commitment?

Sophisticated: Wins hearts & minds Does this person...

Make the future sound exciting by showing us that we're an important part in getting there and by constantly challenging us to take risks and to go for it?

Personally communicate the vision with enthusiasm and commitment?

Lead by example in working to achieve the vision?

Encourage and expect others to excel?

Describe to the team what success looks like, the measures of success and how they will get there?

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DRIVE FOR PERFORMANCE

Emerging: Sets clear expectations Does this person...

Make sure that goals and standards are set out clearly for each role so that everyone knows exactly what they have to achieve?

Talk about expectations with individuals and agree on them together?

Discuss performance against expectations on a regular agreed timetable?

Agree on a course of action with an individual if the other person is not meeting their potential?

Intermediate: Holds people accountable Does this person...

Make sure people know when they're doing well in their job and when they're not doing so well?

Make sure the implications of falling short of agreed performance standards are clear?

Ensure people know what is expected of them and how they are doing?

Give people personal time and help to achieve their performance objectives?

Commit to a formal process for managing performance, even when the outcome may not be positive?

Raise performance issues promptly, and seek help to deal with them if it is needed?

Advanced: Ensures performance meets objectives Does this person...

Tackle the difficult issues when measuring and talking about our performance?

Give individuals and teams honest feedback?

Spell out what good performance looks like, and work with individuals and teams to achieve this?

Give constructive feedback on performance when the situation is unpleasant or negative?

Personally address performance gaps as they happen, rather than building a list of negatives to drop on the individual at a later date?

Take action on long-term performance inadequacies even at the risk of losing vital technical skills?

Sophisticated: Rejects mediocrity Does this person...

Demonstrate they are firm in insisting on performance against agreed targets?

Check and re-check that people know what is expected and agree on their targets?

Tackle the most difficult performance issues promptly, and stick with it until they are resolved?

Confront people about poor performance in a straightforward manner?

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BUILD LEADERS & TEAMS

Emerging: Understands individual needs Does this person...

Make sure that people in their team get constructive advice and support so that they can develop their skills and grow?

Accurately assess the development needs of individuals and teams?

Use practical suggestions and `how-to' examples to help develop individuals?

Identify the gaps between a person's goals and current reality, and determine how to close them?

Stretch the individual with new responsibilities, without snapping them?

Demonstrate they are realistic about matching people to roles/opportunities?

Intermediate: Supports individual development Does this person...

Encourage people to develop beyond their current role and to try new things?

Take a genuine interest in the success of the people in the team?

Provide balanced feedback to people, dealing with pluses and minuses?

Recruit new talent to a team when appropriate?

Earn the trust of team members by letting go and being free with information?

Reassure the team after a setback and praise them for taking the risk?

Celebrate the success of the team or an individual?

Advanced: Builds capability Does this person...

Allow people to make decisions relative to their responsibility and not overrule them?

Provide opportunities that will stretch the team, even at the risk of not achieving targets?

Publicly build others up, acknowledging the other person's leadership role?

Call for new ideas and integrate them into the overall plan?

Promote co-operation and support within a team by setting expectations?

Sophisticated: Builds future leaders and teams Does this person...

Delegate major portions of their role to others and give them full accountability and autonomy, even if this is a bit risky for both parties?

Set team challenges that build team spirit whilst fostering enterprise and innovation?

Require the team to work smoothly with other teams?

Let others lead, even if it is at their own expense?

Create responsibilities that will foster a person's long term development?

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BE PASSIONATE FOR SUCCESS

Emerging: Sets and resets personal goals Does this person...

Set themselves personal goals and ensure that they aren't "soft" on themselves?

Set personal objectives against measurable benchmarks, and record them?

Work to meet the goals set by management?

Set higher goals as each target is reached?

Question organisational inefficiency or waste that gets in the way of achieving goals?

Intermediate: Constantly improves Does this person...

Demonstrate that they are really energetic, enthusiastic, and strongly driven to improve their performance?

Improve systems, methods and environment in order to improve performance against goals?

Measure performance against appropriate internal and external benchmarks?

Allow some time to get past a setback, let it go, and then push on?

Show energy, enthusiasm and drive towards personal goals?

Advanced: Sets the bar higher Does this person...

Demonstrate that they are willing to set themselves a stretch target and do their utmost to deliver it?

Make challenging personal and team commitments and follow through with the effort to deliver on them?

Go the extra mile for colleagues and clients to deliver results?

Get other people involved to help deal with challenging situations or issues?

Sophisticated: Change Does this person...

Verge on being obsessive about setting, meeting, or exceeding very challenging goals?

Show they are driven about setting, meeting and exceeding challenging goals?

Strive to improve on the current level of performance - personal or team - even if it is already high?

Continually look for the next challenge, project or role to take on?

Commit to improved business performance, and put in the time, energy and resources required?

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BE SELF CONFIDENT

Emerging: Understands themselves Does this person...

Exhibit self-reliance in doing their job and only bring in support when necessary?

Work without needing close supervision?

Make straightforward decisions without needing external assistance?

Intermediate: Backs themselves Does this person...

Have presence and act self-confidently at meetings and presentations?

Present a confident face to the world?

Speak out if they disagree with a specific issue?

Bounce back quickly after a setback or failure?

Advanced: Comfortable with personal challenges Does this person...

Demonstrate that they are prepared to speak up even when more senior people could challenge them on their opinion?

Welcome a challenge?

Actively embrace new opportunities that will stretch their ability, even where failure is a possibility?

State their views confidently, even where seniors may disagree?

Sophisticated: Embraces risk and change Does this person...

Take on risky and challenging assignments?

Confront others, even when there is personal risk involved or criticism is probable?

View ambiguity or change as a positive opportunity to develop their ability and capitalise on it?

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BE SELF AWARE

Emerging: Understands themselves Does this person...

Talk about themselves in terms of their own strengths and weaknesses?

Control their emotional reactions to situations?

Understand the emotional drivers underlying their behaviour?

Know how to have a laugh at their own expense with others?

Intermediate: Believes in themselves Does this person...

Act professionally in situations which may arouse strong emotions?

Know how they'll react to specific situations and control their responses?

Understand the emotional drivers underlying other people's behaviour and adjust their own behaviour to take it into account?

Advanced: Comfortable with challenge Does this person...

Seek feedback about their own behaviour and abilities?

Use mechanisms to maintain their perspective and smooth out emotional bumps?

Manage pressure so that it does not diminish their performance?

Learn from feedback and make positive behavioural changes?

Show real understanding of others' feelings and reactions?

Sophisticated: Embraces personal risk and challenge Does this person...

Demonstrate that they are willing to change how they react to situations by modifying their behaviour, such as sympathising with someone when usually they would lose patience with them?

Anticipate the reactions of others in tough situations and act accordingly?

Anticipate and manage their own reaction to a difficult situation?

Develop strategies for managing very challenging situations?

Act as a role model to others in their ability to adapt to and cope with highly charged situations?

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INFLUENCE OTHERS

Emerging: Uses direct persuasion Does this person...

Choose the right words to use when trying to persuade others?

Persuade directly by declaring intent, appealing to reason and using concrete examples?

Listen and respond appropriately?

Use effective word selection and presentation styles?

Adapt presentations to allow for the audience's unspoken thoughts and feelings?

Intermediate: Employs flexible approach Does this person...

Take different approaches to people, such as telling people what to do, or consulting with people on how to do something?

Adapt the message for different audiences, situations or individuals?

Select the right channel for the communication?

Understand the reasons why others act as they do and adapt their approach to fit?

Analyse how different groups are likely to respond in different scenarios?

Use their understanding to influence others?

Advanced: Uses 'different strokes for different folks' Does this person...

Think about where people will be coming from and plan different ways of influencing them?

Use a variety of influencing strategies, adapted to different needs and audiences?

Analyse key stakeholder interests and use this understanding to help tailor an approach to influencing them?

Stage 'events' or capitalise on situations that can affect the opinions of key stakeholders?

Use a third party to sell ideas or prepare groundwork?

Sophisticated: Pulls it all together Does this person...

Use multiple mechanisms to influence others, such as lobbying, using the grapevine, or building behind-the-scenes alliances, in such a way that people may be unaware that this has been done or that this person is doing it?

Present Sophisticated, well-prepared ideas in a professional manner that influence the wider audience?

Use group process skills to direct a group to the desired outcome?

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BE CUSTOMER FOCUSED

Emerging: Responds to customer needs Does this person...

Manage transactions with cheerfulness, courtesy and efficiency?

Understand the activities, processes and measures that affect customer satisfaction?

Respond to service problems with speed and decisiveness?

Intermediate: Keeps communication lines open Does this person...

Maintain a constant dialogue with the customer over mutual expectations?

Ensure that all customers understand what your organisation is capable of?

Follow up on customer satisfaction post-purchase?

Involve the customer in decision making?

Share information openly to create trust?

Advanced: Creates solutions by understanding the customer Does this person...

Understand the customer's business and the forces that act on it, in order to provide the right solutions?

Tackle potential future issues pre-emptively, before they become satisfaction 'hot spots'?

Work to regain the confidence of the customer after a negative experience?

Sophisticated: Takes a long-term view Does this person...

Trade off short-term gains in the interests of ongoing trading between your business and the customer's business?

Act as a trusted adviser or partner to the customer's commercial requirements?

Go to great lengths to exceed the customer's expectations?

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BE ADAPTABLE

Emerging: Understands the need for flexibility Does this person...

Change views and adapt processes when presented with new information?

Understand the customer's business and the potential need for adapting the rules to accommodate customer needs?

Bring flexibility into play (rather than recite the rules or lecture customers) if the customer is unhappy?

Intermediate: Applies the rules flexibly Does this person...

Work out how to adapt normal procedures to meet customer needs, without compromising the organisation?

Celebrate the meeting of special customer needs?

Take a flexible approach to customer issues?

Advanced: Adapts tactics Does this person...

Weigh up individual situations and think of new tactics, within sensible limits, to reach a solution that meets customer needs?

Win ongoing customer loyalty by consistent willingness to deal with issues flexibly and promptly?

Put in the extra effort required when acting outside normal procedure?

Sophisticated: Adapts strategic direction Does this person...

Change the plan, the goal, even the project if the situation requires it?

Make changes, even temporary ones, to meet a customer's specific needs

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THINK ANALYTICALLY

Emerging: Breaks the problem down Does this person...

Zero in on a commercial issue by looking at it slice-by-slice?

Create a simple list of tasks and activities to address each part of the problem?

Apply solutions that work to each part of the problem?

Intermediate: Sees basic relationships Does this person...

Find the connection between the parts of a problem?

Acknowledge that A leads to B - the causal relationship?

Ensure the corrective steps solve all the issues (i.e. leave no "loose threads")?

Advanced: Sees multiple relationships Does this person...

Break down the problem into smaller parts, making multiple causal links?

Identify potential causes of events or actions?

Anticipate obstacles and next steps?

Know the connections between different parts of a problem or situation?

Sophisticated: Makes complex plans or decisions Does this person...

Combine analytical methods to spot the links between component parts of a commercial problem or situation?

Weigh up the relative merits of each option when making changes?

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BE A TEAM PLAYER

Emerging: Cooperates with the team Does this person...

Do their own share of the team workload?

Accept the team rules?

Co-operate with other team members to get work done, even if they disagree with the methods?

Praise other team members' efforts and skills?

Intermediate: Acknowledges others Does this person...

Pro-actively share information with all team members?

Generously give credit where it is due?

Advanced: Involves others Does this person...

Ask for input from other team members when making decisions and show a willingness to learn from them?

Involve people from other areas of expertise and keep them up to date with decisions made?

Reassure and encourage team members after setbacks, and give emotional or practical support when needed?

Sophisticated: Builds team spirit Does this person...

Encourage and empower team members - show them they are important?

Publicly praise team members or the team for good performance?

Clear the path for team effectiveness by openly dealing with conflict rather than ignoring it, and by acting as an advocate for the team?

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DRIVE FOR TEAM PERFORMANCE

Emerging: Understands roles within the team Does this person...

Understand each team member's role and function?

Ensure all team members understand and stay focused on the most important issues?

Intermediate: Acts as role model Does this person...

Meet expected performance levels?

Get involved in the formal machinery agreed to by the team to monitor and review team results?

Alert others to the need to address performance issues?

Advanced: Requires performance to standards Does this person...

Give open and objective feedback on performance, always focusing on the behaviour and not the individual?

Listen and act on performance feedback from other members of the team?

Sophisticated: Tackles the hard issues Does this person...

Tackle the most difficult and challenging team performance issues head-on?

Approach others directly over their performance when required?

Hold people accountable for their performance, even if this is uncomfortable for other team members?

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BUILD TEAM CAPABILITY

Emerging: Keeps learning Does this person...

Keep up to date with relevant external information that can affect team performance?

Share new information with the team?

Continue learning and building the information base?

Recognise the strengths and potential of the team?

Intermediate: Acts as a coach Does this person...

Coach and guide team members as required?

Offer practical advice, demonstrations and the insight of experience?

Question team members to ensure they understand roles, instructions and objectives?

Share skills?

Advanced: Increases the team skill base Does this person...

Take extra effort to share key information with the team?

Seek views, advice and involvement from outside the team to build the skill base?

Let others take the lead and practice leadership in a supportive environment?

Sophisticated: Pushes the team Does this person...

Seek opportunities to push the team into new territory?

Challenge the team to go beyond the accepted barriers?

Hand over hard-won responsibilities in order to take on new skills?

TEAM MEMBER RATING

On a scale of 1 – 10, how to you rate your team member: 10 = The team member added a huge amount of value to the team. 1 = The team member subtracted value from the team. Team Member Name: Rating (1 to 10):

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10. General Information

KEY STAFF

Dr. Robert Davis Head of Department: Management & Marketing (DoMM),

o Tel. 815 4321, Ext 7418 [email protected]

Dr. Liz Rainsbury Head of Department: Accounting & Finance,

o Tel. 815 4321, Ext 8803, [email protected]

Andrew Slessor, Programme Director — BBus & DipMgt,

o Tel. 815 4321, Ext 8131. [email protected]

Malama Solomona Lecturer/Pacific Advisor, [email protected], or [email protected]

KEY CONTACTS

The Unitec Counselling Service, Tel. 815 4321, Ext 8160

Maia Māori Development Staff, Tel. 815 4321 Ext 8695 or 7093

Unitec Campus Bookstore, Tel. 815 4321 Ext 7490 (Shop) or Ext 8437 (Manager)

Te Puna Ako -Learning Support Centre, Tel. 815 4321 Ext 8611

Unitec Library Front Desk, Tel. 815 4185

Pasifika Student Support, Tel. 815 4321 Ext 8782

Student Loans and Allowances Administrators, Academic Records

o Jacky Brodie, Tel. 815 4321 Ext 8545

USU Students’s Association at Unitec, www.usu.co.nz





http://www.usu.co.nz/

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POLICIES AND PROCEDURES

Please read these policies specific to the Bachelor of Business in conjunction with the Unitec publication, “Your Guide to Unitec’s Rules and Policies”

Unitec’s Commitment and Expectations of Students:

Unitec is committed to providing you with:

Lecturers who are well prepared and organised

Display a thorough knowledge of their subject

Good communicators

Provide you with useful feedback on your performance

Responsive to your learning needs

Qualifications that are credible and portable

A quality education in a climate of continuous improvement

Accurate information about your programme

Assessment that is fair, valid and timely

The opportunity to evaluate courses and teaching in confidence

A learning environment that is safe and one that enables you to achieve your full potential.

We expect Students to:

Be punctual and reliable in attendance

Be well organised and prepared for each class

Be committed to your own learning

Participate actively in group work and other learning activities associated with their programme.

Abide by Unitec statutes and regulations

Respect the rights of your fellow students and Unitec staff

Provide useful feedback to courses and teaching to assist us in improving our programmes and services.

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Cell Phones:

Cell phones must be turned off during class. Students who leave cell phones on during class time may be asked to leave for the duration of that session, or have the phone confiscated until the end of class.

What is a programme?

A programme leads to a qualification such as a degree, diploma or certificate and consists of a number of courses. When you complete a course in a programme, you achieve a certain number of credits. In the case of a BBus student you would receive 15 credits for each course successfully passed.

What is a course?

A course is a module of study within a programme that is usually taken over a semester. In this time you may be required to attend lectures and tutorials, sometimes a lecture/tutorial, complete with assignments as well as exams. In some programmes all courses, sometimes called papers, are compulsory, while in others there may be elective courses.

Study Options

You can study full-time over three years or part-time over a longer period. You have to complete the Bachelor of Business within TEN years. Each course is one semester long. Selected courses are also offered during Unitec’s Summer School, which is held in December and January.

Full-time classes are scheduled Monday to Friday, with a range of times during the day for you to choose from. Typically you will spend between 12 to 16 hours per week in the classroom and at least 20 to 24 hours per week on study, assignments and other our of class work.

Learning Support

If you have any difficulty understanding information given in lectures, you should in the first instance speak with your lecturer. Also ensure that you attend the tutorials for the course. If you continue to have a problem with a particular concept or skill you should make an appointment with the Te Puna Ako Learning Centre situated in The Hub, Building 180. Te Puna Ako provides a range of learning support services, including workshops. They can also provide help on how to write essays, reports etc, and help you to understand the requirements of assignments.

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Staff Support

To Get Help with: Contact:

A particular subject: The Course Lecturer

Your studies in general: Student Advisor or BBus Programme Director

Problems about assessments: The Course Lecturer first, then the Business Information & Support Centre or Programme Administrator

Enrolling, Cross Credits, Exemptions: Business Information & Support Centre or Programme Administrator

Planning Your Programme: Student Advisor or BBus Programme Administrator

Personal Matters Affecting Your Studies: Any of the above staff or Unitec Counselling Service

Financial Matters: Unitec Student Financial Advisor or Unitec Counselling Service

Scholarships: Unitec Student Financial Advisor, Maia staff, Student Advisor, or email [email protected]

Centre for Pacific

The Centre for Pacific was established to meet the needs of Pacific communities and to enhance and increase the participation, completion and progression rates of Pacific students. The Centre currently provides the following services:

Academic support; general and content specific

Careers advice

Course and programme enquiries

Financial/Scholarship advice

Pastoral care

Mentoring

Pacific lecture series

Pacific events: Orientation, Graduation, Pacific Leadership Fono (Secondary Schools), student and staff events, Fanau evenings, KavalUP – Quarterly newsletter.


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Computer Laboratory Rules

You will be provided with a username and a directory for storing files, as well as access to a range of software in our computer labs (your username is the same in each lab where you work). Inform your lecturer immediately if the equipment is faulty. Professional and ethical behaviour is expected of our students, just as it would be in a work situation. These rules are needed to make it possible for a large number of people to co-operate in using the laboratories. Breaches of the rules may lead to penalties ranging from loss of access to labs to exclusion from the programme.

Do not do anything that will interfere with the normal operation of the equipment, other users, and networks.

Do not password protect files; otherwise virus checkers may be impeded. Do not connect your lap top to the Unitec network.

Respect the laws of copyright. No private material is to be used on Unitec equipment. No copying of Unitec software is permitted.

Do not copy files or applications into your directory from outside your directory or vice versa without specific permission from a lecturer. This applies to files in another directory, or on a removable storage device.

Do not use anyone else's username or directory, and do not let others use yours.

Do not send unwanted or offensive mail. Messages should be brief and related to your programme of studies.

Keep your own directory tidy and uncluttered. Delete unwanted files, sub-directories, and mail.

Never eat or drink in computer labs or classrooms except for water bottles with seals. Help keep labs tidy by looking after your own waste paper and using the recycling bins provided.

You may not play games in Unitec labs or take furniture outside.

Cell phones must be switched off during all lab and classroom sessions.

Your Student ID Card must be placed in the clear plastic holder on the side of the screen or front of the computer unit, during use of the computer.

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Assessments/Assignments/Exams

During your course you will have a number of assessments. You will be expected to turn in high quality work, of the same standard that will be expected of you in a work situation. All assessment work for this programme must be each student’s own original work unless group projects are specifically designated by the Lecturer. Marked assignments not collected within three months of submission will be disposed of.

1. Examination dates are fixed.

An examination timetable is available prior to the commencement of a semester. When selecting courses it is important to check again the examination dates before semester commences. A student cannot ask for an examination date(s) to be changed to suit his/her particular arrangements.

2. Special Assessment Circumstances (SAC)

Any student who is prevented from completing an assessment item by the due time and date, or whose performance is affected by factors beyond their control, may apply for a SAC under the Institute's provisions outlined in the Academic Statute.

Students should note that such an SAC application must be lodged with the Business Information & Support Centre, Building 172, with the appropriate medical or other documentation within five (5) working days of the due time and date of a test or exam, or before the deadline date and time for an assignment (refer to “Late Assignments” below).

In the case of illness or injury, documentary evidence such as a medical certificate must be dated within 24 hours of the assessment date and must be signed by a New Zealand registered medical practitioner.

Only one SAC application is possible in any one course in each semester.

An SAC application will only be considered if all other assessment items have been completed. NOTE: Students who apply for a SAC for the final examination must take the exam in the following semester.

Where a valid SAC application has been received

For an assignment, the student will usually be granted an extension to the due date, but the SAC application must be submitted before the deadline date and time – refer to “Late Assignments” below;

For a test the Programme Committee may assign an assessed mark, based on class ranking and marks achieved in other course assessments and the final exam; or when it is known in advance of the test that special assessment circumstances will apply, it may be arranged for the student to sit the test prior to the test date;

For the final exam, the student will then receive a deferred grade and will be required to sit

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the exam the next time the course is offered, usually the following semester of Summer School. The student is not given an assessed grade;

For impaired performance in a test or exam, the Programme Committee may let the mark achieved stand or adjust the mark based on marks and class rankings achieved in other as-sessments in the course. In such instances the estimated grade is marked (est.) in the stu-dent’s academic record. The application form is available from the Business Information and Support Centre.

3. What is beneficial assistance when doing assessments?

Study Groups

Discussion

Sharing reading material

4. What is unacceptable assistance when doing assessments

Working together on one copy of the assessment and submitting it as own work

Giving another student your work

Copying someone else’s work. This includes work done by someone not on the course

Changing or correcting another student’s work

Copying from books, Internet etc, and submitting it as your own work

5. Assistance to other students

Students themselves can be an excellent resource to assist the learning of fellow students, but there are issues that arise in assessments that relate to the type and amount of assistance given by one student to another. It is important to recognise what types of assistance are beneficial to another’s learning and are acceptable in an assessment. The Unitec Academic Statute governs the conduct of assignments and examinations, and violations of the standards will result in disciplinary action.

6. Acknowledgement of Sources

Referencing is an important part of all academic work. Sources of information should be acknowledged for the following reasons:

To distinguish between your ideas and someone else’s.

To show readers the range and quality of your reading.

To direct readers to the sources used, if they want further information.

Failure to acknowledge a source of information, or using other people’s ideas as your own, is called plagiarism, and is a serious form of academic dishonesty. Use APA referencing style in your assignments – refer to the required textbook for all courses on BBus written by Lisa Emerson, and the Blackboard/Moodle BBus site.

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7. Turnitin.com is a software package that identifies plagiarised content in assignments. Lecturers will require students to submit their assignments through Turnitin.com. A user manual for students is available for downloading at: http://turnitin.com/static/training.html if you wish to learn more about Turnitin.com.

8. Use of Textbooks / Written Materials in Tests and Exams

You will be advised by each Course Co-ordinator of which statutes, text books, notes or other written materials that may be taken into the Assessment Tests and Final Examination. Where the use of such books or materials is permitted there should be no pen or pencil markings of any kind, but the proper use of highlighting with a highlighting pen is acceptable. Any unauthorised material or marking (e.g., writing, extra pages, markers, numbering, arrows, asterisks etc), will be treated as evidence of cheating and will be acted upon and the text book or statute or written materials confiscated and not replaced.

9. Use of Dictionaries in Tests and Examinations

Unless otherwise advised, students may take into a test or examination a copy of either Collins Pocket English Dictionary or Oxford Pocket English Dictionary. No Dictionary taken into a test or examination may be marked in any way other than with the student's name. This means that there should be no writing, high-lighting or underlining in the dictionary. At the start of the test or examination concerned dictionaries will be checked and may be confiscated from a student for the duration of the test or examination if any marking is found. In circumstances where marking found in a dictionary gives rise to a suspicion of cheating, disciplinary proceedings may follow.

10. Restrictions on Entry to Examination Room

A student arriving late for a 3 hour test or examination will not be permitted to enter the examination room later than 1½ hours after candidates have commenced writing the test/examination; in the case of a 2 hour test or examination, later than 1 hour after the commencement of the test/examination; in the case of a 1½ hour test or examination, later than 45 minutes after the commencement of the test/ examination.

Unless accompanied by a supervisor, a student is not permitted to leave the examination room before 1½ hours (for a 3 hour test or examination) has elapsed, or 1 hour for a 2 hour test or examination.

Students who continue writing after the “STOP WRITING” instruction will have their marks reduced by 5% of the exam marks.

11. Availability of Marked Assessments

Students shall be entitled to the return of all written work (or a copy thereof) submitted for formal assessment, and to be given access to a copy of the marking schedule used to mark the assessment. Marked work will only be retained until 4 weeks into the following semester. Original examination scripts are available from the Business Information and Support Centre to students free of charge after grades are approved by the Programme Committee, or copies are available at cost at the end of the academic year. For computer-based examinations a detailed marking schedule only will be provided. If a student uplifts the original examination she/he forgoes the right to apply for a recount of the script or an appeal against the grade.

http://turnitin.com/static/training.html

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12. Recount of Final Examinations

A recount of a final examination will confirm that all questions have been marked and that the marks correctly add to the total mark for that script. A recount may lead to no change or to either a raising or lowering of the grade. The procedure for having a particular final examination recounted shall be as follows:

A written application for recounts, together with the prescribed fee, must be received by the Business Information and Support Centre (BISC) within 15 working days of the mailing of results and prior to the student uplifting his/her original script;

The Programme Leader shall arrange for a recount of the marks;

The Programme Committee shall confirm the outcome of the recount and advise the student in writing within 5 working days of the confirmation.

13. Appeal against a Grade

A student may appeal against the final grade or pass category awarded in any course by applying in writing to the Dean, Faculty of Creative Industries and Business, giving reasons to justify the appeal. Applications for appeal must be received by the Dean 15 working days from the mailing of the results. In exceptional circumstances the Dean may extend the time for receipt of the application for appeal.

14. Late Assignments

There is a policy of No Late Assignments on this programme. An assessment item submitted after the due time and date will not be marked or graded unless:

The student’s performance has been affected by factors beyond the control of the student (as defined in the Academic Statute); and

An application for Special Assessment Circumstances (SAC) has been lodged before the deadline and verified. Application for an SAC is to be made by the student to the Programme Director. Application forms are available from the Business Information and Support Centre, Building 172.

When requesting an SAC for an assignment, the application must be submitted (along with work completed to date) either before the deadline or within the timeframe of the extension requested i.e. if the Doctor's Certificate is for one (1) day, then the SAC and work completed must be submitted within one (1) day of the deadline. Only one SAC application is possible in any one course per semester

15. Use of the Unitec Logo within your assignment

Use of the Unitec logo is not permitted on assignments. The Unitec logo is for Unitec documents and only for use by Unitec staff.

16. Lost Assignments

Course lecturers accept NO responsibility for lost assignments. It is the student’s responsibility to retain copies of assignments that are submitted for marking/grading. Copies should be

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retained either in hard copy or on computer disks/files. Computer-based assignments that require submission of computer files must have a back-up copy stored on the Unitec Student F: Drive.

17. Collection of Marked/Graded Assignments

It is the student’s responsibility to collect graded/marked assignments. Assignments due in one semester will be kept no longer than four weeks into the following semester.

18. Misconduct in Assessments / Assignments / Exams

Any student who has plagiarised any work or colluded with another student(s) in any way will be referred to the Programme Leader. The student will be subject to disciplinary action under the Institute’s Academic Statute. Definitions of dishonest practice shall include:

“Cheating”, which is defined as any fraudulent response whatsoever by students to any item of assessment, including any action which may otherwise defeat the purpose of the assessment.

“Plagiarism”, which is defined as the act of taking and using another person’s thoughts, ideas, writings, inventions or work as one’s own without proper acknowledgement and includes:

Copying the work of another student;

o (ii) directly copying any part of another’s work, including information obtained from the internet;

o (iii) summarising another’s work;

o (iv) using experimental results obtained by another.

o Submitting work for summative assessment which has been jointly prepared for presentation, in circumstances where this has not been approved by the Programme Leader.

o The submission of work for summative assessment which has previously been submitted elsewhere, without the prior permission of the Programme Leader.

o The presentation of fraudulent material as evidence of achievement in an educational or employment context in order to gain entry to a programme or to gain credit within a programme.

o A breach of any rules relating to summative assessment.

19. Penalties for Misconduct

For the first occurrence within the programme, the student will receive a zero mark for the assessment.

For the second occurrence within the programme the student will appear before the Discipline Committee. The Discipline Committee may impose a number of different

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penalties including suspension from the course, exclusion from the programme or exclusion from UNITEC.

20. Exclusion from a Programme

Any student who, over the last four semesters of his or her studies, has failed to pass courses equivalent to one half of the credits in which she/he has been enrolled over that period, shall be deemed to be excluded from that programme and shall not be permitted to re-enrol without the prior permission of the Programme Committee.

21. Exclusion from a Course

A student who has failed the same course on two occasions shall not be enrolled again for that course except with the permission of the Programme Committee.

22. Course Concerns

If you have any concerns about the way your course is progressing this semester please contact one of the following people to discuss it: - your Course Lecturer -the Course Coordinator or arrange an appointment with the BBus Programme Director or Student Advisor. Anonymous complaints will not be actioned. Please include your name and student number in any correspondence to the Programme Director. Your identity will not be divulged to the lecturer. For official complaints procedure refer to www.unitec.ac.nz Select the Facts/Rules and Policies and then follow the “Quick Link” to “Students Complaint Policy”.

23. Information for Students with Disabilities

At UNITEC we are attempting to remove all barriers to learning for people with disabilities. Please make your needs known to your lecturer as soon as possible. UNITEC offers the following resources to students with disabilities:

One-to-one assistance -available in the form of note-takers, readers and writers (for tests and exams) but it is the responsibility of the student to organise.

Separate examination rooms and extra time can be arranged.

Support networks and individual needs support: contact the Disability Co-ordinator, Wendy Russell, on 815 4321 extension 8606 for more information about any of these services.

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11. Requirements to Pass a Course

Grades of 50% or higher are required to pass a course. The following grade-mark correspondences apply:

Grade Mark

A+ 90 to 100 )

A 85 to 89 ) Distinction

A- 80 to 84 )

B+ 75 to 79 )

B 70 to 74 ) Merit

B- 65 to 69 )

C+ 60 to 64 )

C 55 to 59 ) Pass

C- 50 to 54 )

D 40 to 49 )

E 0 to 39 ) Fail

W Withdrawn )

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For an A Grade

Content: A comprehensive and well-planned answer where the report clearly meets the requirements of the questions asked. Succinctly integrates a range of relevant concepts, principles, practices and theories. All answers are fully justified and are supported by evidence from relevant literature and current practice. Can demonstrate the ability to analyse a comprehensive range of issues and reach supported conclusions/recommendations; is able to identify all key issues, processes and contexts; can apply theory to practice; answer contains no irrelevant material.

Presentation: Report professionally presented. It is well structured, including page numbers and a properly referenced text and bibliography. There are no spelling or grammatical errors.

For a B Grade

Content: Answer is relatively comprehensive, and integrates many relevant concepts, principles and theories. Answers are adequately justified and are supported by some evidence from relevant literature and current practice; can demonstrate the ability to analyse a range of issues and reach conclusions and recommendations; is able to identify some key issues, processes and contexts; can apply some theory to practice. Answer may contain some irrelevant material.

Presentation: Presentation is very good, but falls short of excellent in several areas, particularly in terms of grammar and referencing.

For a C Grade

Content: Understands the topic and can link some concepts, principles and theories. Answers have little justification and support from evidence or from literature and current practice; can demonstrate the ability to analyse some issues, processes and contexts in order to reach conclusions or recommendations; answers are descriptive and typically lack any real critical discussion or evaluation; applies little theory to practice, produces irrelevant material.

Presentation: Typed, layout is generally clear, but contains spelling and grammatical errors. Referencing errors occur.

For a C/E Grade

Content: Poor answer; shows little understanding of the theory and concepts. Areas will be missing and mismatches may occur between the theory and practice; may be unable to cite supporting material; answer is disjointed and fails to reach conclusions and make relevant recommendations.

Presentation: Not acceptable, for example, not typed, untidily presented, high level of errors, poor and confusing layout.

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12. QUICK GUIDE TO ONLINE ENROLMENT

Enrolment is not automatic; you need to re-enrol by either completing a re-enrolment form or via Unitec’s On-line system -myRecords.

www.unitec.ac.nz myUnitec portal – see below for further instructions

You can access Online Web Enrolment (myRecords) via Unitec’s website

Before you start make sure you have your:

Username and Password

Timetable for reference available on Blackboard site or in Business Info Reception List of classes you wish to enrol in as per Timetable

Not received your results yet? You may still enrol on-line

You can amend your enrolment after results are available

Instructions:

Type in the URL www.myunitec.ac.nz

Click myUnitec Portal

Enter username and password (same as Unitec network username & password)

Click myRecords

Click Enrolment

Click Enrol in class

Click Accept to accept the Pre-Enrolment checklist & Student Declaration

Choose Semester and enter the CLASS NUMBER (you will find this on the timetable) If there is more than one class a week, you will automatically be enrolled in all sessions.

Click Continue

Click Submit Request

The next screen will tell you if your classes have been added successfully.

Please note: If system indicates “Class not Added” you must view the VIEW ENROLMENT REQUEST LOG where you will find an Error Message.

Click on Submit Appeal Request if, after reading the error message, you still wish to enrol in this class.

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Type a detailed message and click on Save (this gets sent to the programme administrator via email, to investigate your enrolment query)

You will normally receive a response by email or a phone call within a few days.

Additional Information

After completing your enrolment on-line, it takes approximately 24 hours for the system to calculate your fees.

You can view and pay your account via myRecords. An invoice will follow your enrolment due 7 days before start of Semester.

In addition to viewing your own personal timetable following successful enrolment, you can also update your address, phone numbers & preferred email via myRecords.

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13. Course PowerPoint Slides and Readings

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Week Topic

1 What Is Advertising Today?

The Evolution of Advertising

The Economic, Social, and Regulatory Aspects of Advertising

The Scope of Advertising: From Local to Global

Idea for the Week:

Campaign for the Week:

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Week Topic

2 Marketing and Consumer Behaviour: The Foundations of Advertising Market

Segmentation and the Marketing Mix: Determinants of Advertising Strategy

Idea for the Week:


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Week Topic

4 Research: Gathering Information for Advertising Planning

Idea for the Week:


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Week Topic

5 Marketing and Advertising Planning

Idea for the Week:


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Week Topic

6 Planning Media Strategy: Finding Links to the Market

Idea for the Week:


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Week Topic

7 Creative Strategy and the Creative Process

Idea for the Week:


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Week Topic

8 Creative Execution: Art and Copy

Producing Ads for Print, Electronic, and Digital Media

Idea for the Week:


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Week Topic

10 Using Print Media Using Electronic Media: Television and Radio

Idea for the Week:


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Week Topic

11 Using Digital Interactive Media and Direct Mail Using Out-of-Home, Exhibitive, and

Supplementary Media

Idea for the Week:


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Week Topic

12 Relationship Building: Direct Marketing, Personal Selling, and Sales Promotion

Relationship Building: Public Relations, Sponsorship, and Corporate Advertising

Idea for the Week:


Documents

Unitec Business Paper