Branding in Retail Business

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Edexcel BTEC Level 2 Firsts specification in Business

Issue 1 January 2010 Edexcel Limited 2009239

Unit 21: Promoting and Brandingin Retail Business

Unit code: D/502/5345

QCF Level 2: BTEC First

Credit value: 10

Guided learning hours: 60

Aim and purpose

The aim of this unit is to enable learners to have an awareness of the different sectors and channels used

in retail today, and understand the importance of branding and promotion to retail business.

Unit introduction

We have experienced rapid change in UK retailing over the last 30 years. We have seen a major shift in

focus from the high street to out-of-town shopping, the emergence of a more sophisticated and demanding

shopper and a general intensification of competition as many sectors reach maturity. Since the 1990s we have

witnessed the emergence of new retail formats caused by changing customer needs, advances in technology

and demographics.

In this unit learners will examine how retail businesses are organised into sectors and channels. A retail

channel is the retailers route to market. Developments in technology and society have resulted in a needfor alternative methods of getting goods to customers in order to remain competitive in a rapidly changing

trading environment. Successful retailers identify and develop innovative ways of developing new business

opportunities, including retail channels, that make best use of available information and resources.

Learners will consider and develop a brand suitable for a retail channel. They will also develop promotional

materials for the product.

Learning outcomes

On completion of this unit a learner should:

1 Understand the structure of retail businesses and their supply chains

2 Understand the importance of branding and promotion to retail business

3 Be able to develop and promote a brand for a retail channel.


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Unit content

1 Understand the structure of retail businesses and their supply chain

Retail sub-sectors: product related sub-divisions of the retail industry, grocery, fashion, automotive,

electrical, health and beauty, homeware

Retail channels: outlets (shops, stores, showrooms), e-tailing, mobile technology, catalogues, home

shopping, market stalls

Retail formats and sizes: small, medium, large; convenience stores, specialist outlets, market stalls, kiosks,

discounter stores, cooperatives, franchises; department stores, superstores and hypermarkets; non store

formats: mail order, E-tailing, catalogues, telephone selling, vending

Types of location: city/town, district, out of town, retail parks, primary locations, secondary locations;

choice of location by retailers

Businesses that support the retail sector: transport, delivery companies, suppliers, manufacturers,

computing, financial services, trades people, shop fitters, marketing and advertising agencies

2 Understand the importance of branding and promotion to retail businesses

Branding: meaning; reasons for; benefits achieved from successful branding;

Reviewing and updating brand eg if business objectives change

Promoting: meaning; reasons for; benefits achieved; activities used including marketing mix (4 Ps

Product, Price, Place, Promotion, market segmentation

3 Be able to develop and promote a brand for a retail channel

Branding: methods and techniques used including logos, straplines, celebrity endorsements; promoting

brand image across channels

Development of ideas for brand: considerations eg race, nationality, religion, children, infirm and

disabled, environmental

Development of Promotional Ideas: media, practicalities, techniques to measure effectiveness,

market research


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241Edexcel BTEC Level 2 Firsts specification in Business Issue 1 January 2010 Edexcel Limited 2009

Assessment and grading criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that

they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the

level of achievement required to pass this unit.

Assessment and grading criteria

To achieve a pass grade the

evidence must show that the

learner is able to:

To achieve a merit grade the

evidence must show that, in

addition to the pass criteria,

the learner is able to:

To achieve a distinction grade

the evidence must show that,

in addition to the pass and

merit criteria, the learner

is able to:

P1 identify the varioussub-sectors, channels,formats, business models and

locations of retail businesses

M1 compare how two differentchosen businesses operate interms of channel, sub-sector,

location and support

D1 evaluate the choiceof channels for aselected business

P2 explain how other businessessupport the retail sector

P3 identify the importanceof branding and promotionto retail channels

M2 compare the brandingand promotion of twodifferent businesses/products

P4 assess the marketing mixfor a product

P5 generate ideas and explorepossibilities for branding

a product[EP]

M3 compare and contrastbrand ideas.

D2 justify brand idea in termsof customer need

P6 produce promotionalmaterials taking intoaccount ethical andcultural considerations.[CT, TW]

D3 evaluate promotionalmaterials.

PLTS: This summary references where applicable, in the square brackets, the elements of the personal,

learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate

effective application of the referenced elements of the skills.

Key IE independent enquirers

CT creative thinkers

RL reflective learners

TW team workers

SM self-managers

EP effective participators


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Essential guidance for tutors

Delivery

For learning outcome 1, learners should be encouraged to investigate as many different types of retail

business as possible and how the retail sector is evolving and changing. They should be encouragedthroughout to relate to their own experiences of retailing. It is important that learners gain a firm grasp

of what is meant by a retail supply chain so that they understand that a retail store is the last part of a chain

of events where goods and services are offered to customers.

Learner should explore the different types of ownership/business models that exist and how they relate

to other parts of the supply chain and logistical arrangements. Retail websites contain a wealth of information

regarding ownership, markets, channels, formats and locations. Visits to different types of outlet would be useful

as would guest speakers from local and national retail groups to discuss retailing and supply chain management.

Learners need to know the main features of retail channels and how the channels vary in the ways that they

operate. Learners should identify the many types of retail channels available in a selected location.

Learners should investigate their local retail environments to identify different retail channels and factors

that influence choice of channel such as availability of parking, delivery routes, relationship between other

channels, local infrastructure and location, as well as residential and commercial areas. Ideally they should

gain practical experience and knowledge of as many different retail channels as possible; including retail parks

and shopping malls, factory outlets, high street and local shopping areas. Visits will enable learners to acquire

practical experience of the variety and size of channels as well as their different features. The unit can be

delivered through case studies, discussions, guest speakers and organised trips. Primary and secondary data

can be collected to help identify how services offered by different retail channels encourage consumers to

shop. Part-time employment within retail channels will reinforce understanding and knowledge and support

group discussion.

Observations in local high streets can be used to identify both primary and secondary shopping locations

and also the relationship with transport systems and car parking.

Learners can use the internet to identify and analyse online shopping channels to investigate alternative

retail channel formats and see how technology is influencing retail channels.

Learning outcome 2 could be delivered by allocating groups of learners different well-established businesses

(for example Coca Cola, Marks & Spencer, McDonalds, Nike) which are active in retail channels and getting

learners to consider and contrast how the organisations have used their brand name and image in promoting

their product(s). Learners could be asked to investigate how the organisations make use of the 4 Ps (Product,

Price, Place, Promotion) in promoting their brand and product.

An alternative activity could be to allocate each group of learners just one of the 4 Ps and ask them to identify

recent activity by local or national retailers that demonstrates a practical application of their allocated P.

For both activities learners could conduct group discussions to evaluate the effectiveness of different promotional

activities and how you measure the effectiveness of promotional campaigns.

This unit balances research and theory with practical activities. Learners need to understand the variety of

techniques used for branding within different retail channels and how organisations maintain and protect their

brand and adapt it to changing customer preferences and tastes. They also need to be aware of how ethical

and cultural considerations can influence branding and the need for retail organisations to constantly monitor

consumer preferences and changing attitudes towards ethical, cultural and environmental factors. Learners

could conduct an activity where they show how an organisation has reacted to changing ethical, culturaland environmental influences by re-developing its brand image.


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For learning outcome 3, learners could produce simple promotional campaigns for a given product

or business and could produce a variety of marketing information such as posters, point-of-sale material

or newspaper advertisements. Learners should be given the opportunity to discuss existing promotional

campaigns from television or newspapers and magazines. Visits to local retail businesses and talks from

retail managers would help here. All types of retail establishment can be used to illustrate the problems

of falling sales volume and the means used to increase it. The problems and their solutions are broadly

common to all areas of the retail industry.Learners need to know the basic principles of making presentations to stimulate interest in a promotion

idea: the importance of structure and clarity; how software and handouts can be used; why it is important

to present an idea in a positive light; and what information potential customers/investors will want to know.

Learners at this level will not be expected to provide the sorts of detailed financial and practical information

that would be expected in the real world. Learners need to understand the decisions and planning that are

involved in implementing a promotional campaign. They need to know about the different promotional

methods and materials they could use and why.

Learners also need to know why it is important to monitor the effectiveness of their campaign and how

to do so.

Learners need to know the different ways in which success can be measured, such as quantitative (eg profits,

sales targets) and also more subjective measures such as whether the team worked well together, lessons

learned and skills developed

This outcome should enable learners to develop an understanding of how retail channels have to continually

evaluate and alter their techniques in order to meet customers ever-changing needs, especially with regard

to ethical, cultural and environmental factors.

Outline learning plan

The outline learning plan has been included in this unit as guidance and can be used in conjunction with the

programme of suggested assignments.

The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.

Topic and suggested assignments/activities and/assessment

Induction and outline scheme of work/programme of assignments.

Formal theory input on structure of retail business and the supply chain.

Speakers from local businesses.

Visits from local businesses.

Research.

Group work.

Assignment 1: Retail Business

Formal theory input on branding and promotion.

Speakers from local businesses.

Visits from local businesses.

Research.

Group work.


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Topic and suggested assignments/activities and/assessment

Assignment 2: The Importance of Branding and Promotion

Input on developing a brand for a retail channel.

Research and group work.

Practical work.

Assignment 3: My Band

Supervised assignment work.

Non-supervised individual study time and completion of assignments.

Assessment

The assessment strategies used in this unit need to reflect the evidence required within the grading criteria

and should be assessed through appropriate investigative and practical assignments, where communication

can be considered through the learners presentations, reports, posters, graphs, charts etc.

For P1 and P2, learners need to develop practical and enquiry skills and use ICT to collect information on

businesses, and their choice of sector, channel, location and business model and whether it is appropriate.

Learners also need to investigate the other businesses on which they rely for logistics and the supply chain.

For P3, learners need to identify the importance of branding and promotion to retail channels, and assess

the marketing mix used for a current product.

To carry out the investigative work, learners will require a brief from the tutor to guide them through the

practical or case study/assignment work and give them ideas about how to obtain information to complete

straightforward problems.

The merit-grade learners will independently carry out research with little guidance and will be able to plan and

carry out practical work to solve more complex problems. The merit grade learners will be able to makeaccurate observations and comparisons required by the criteria, and give independent reasons.

The merit grade learners will be able to link ideas from different areas and discuss the impact of a variety

of factors on an issue, for example their research will link well to their brand and promotion materials.

The distinction grade learners will use a wide range of resources independently and analyse the information

from these to produce fluent explanations and discussions, using the correct technical language. All work will

be planned, carried out and evaluated with a minimum of support. Errors will be identified and conclusions

drawn.

The examples given will be detailed, individual and comprehensive. Distinction grade learners will present

reasoned discussions of issues, showing consideration of conflicting viewpoints.


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Programme of suggested assignments

The following table shows a programme of suggested assignments that cover the pass, merit and distinction

criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either

write their own assignments or adapt any Edexcel assignments to meet local needs and resources.

Criteria covered Assignment title Scenario Assessment methodP1, P2, M1, D1 Retail Business Businesses choice of

channel.Report, presentation

P3, P4, M2 The Importance ofBranding and Promotion

Brand design. Design, presentation,research

P5, P6, M3, D2, D3 My Brand Promotion materials. Posters etc

Links to National Occupational Standards, other BTEC units, other BTECqualifications and other relevant units and qualifications

This unit forms part of the BTEC Business sector suite. This unit has particular links with the following unit

titles in the Business suite:

Level 2 Level 3

Business Purposes Creative Product Promotion

Business Organisations Relationship Marketing

Visual Merchandising and Display Techniques for

Retail Business

Working in Business Teams

This unit also links to the following National Occupational Standards in Marketing and Sales, particularly:

Unit U10: Plan the promotion of your products and services

Unit U20: Evaluate the effectiveness of marketing activities.

Essential resources

For this unit learners should have access to a suitable business teaching environment with access to the

internet to do research, and access to retail businesses or a mock shop. Teachers may consider building a

bank of resource materials to ensure there is a sufficient supply of relevant information. Students can generate

evidence from a work placement or from work experience. Other students may have access to information

to family owned and run businesses.


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Employer engagement and vocational contexts

Support to enable centres to initiate and establish links to retail businesses is available from:

National Education Business Partnership Networkwww.nebpn.org

Learning and Skills Networkwww.vocationallearning.org.uk

Work experience/workplace learning frameworks Centre for Education and Industry (University ofWarwick)www.warwick.ac.uk/wie/cei/

Indicative reading for learners

Textbooks

Cox R and Brittain P Retailing: An Introduction (FT Prentice Hall, 2004) ISBN 0273678191

Dion J The Complete Idiots Guide to Starting and Running a Retail Store (Alpha Books, 2008) ISBN 1592577261

Fernie J, Fernie S and Moore C Principles of Retailing (Heinemann, 2003) ISBN 0750647035

Pilgrim D Retailing(Real Life Guides)(Trotman & Co, 2008) ISBN 1844551555

Segel R Retail Business Kit for Dummies (John Wiley & Sons, 2008) ISBN 0470293306

Journals

Convenience Store

Independent Retailer

Retail Week

The Grocer

Websites

www.businesslink.gov.uk Advice and information service for businesses

www.mrs.org.uk The Market Research Society

www.skillsmartretail.com The Sector Skills Council for Retail

www.theretailbulletin.com The complete retail news resource

www.tradingstandards.gov.uk Consumer protection information in the UK


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Delivery of personal, learning and thinking skills

The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been

included within the pass assessment criteria of this unit.

Skill When learners are

Creative thinkers adapting skills and knowledge to changing circumstances

Team workers working together in teams carrying out the practical work

Effective participators planning, negotiating and communicating with integrity.

Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further

opportunities to develop a range of PLTS through various approaches to teaching and learning.


Independent enquirers planning and carrying out research into business sectors and channels

Creative thinkers adapting skills and knowledge to changing circumstances

Reflective learners reviewing and reflecting on their coursework and acting on the outcomesto modify and improve their work

inviting feedback on their own work and dealing positively with praise, setbacksand criticism

evaluating their experiences and learning to inform future progress

Team workers collaborating with others to research information about business brandsand promotion

managing discussions to reach agreements and achieve results

Self-managers organising time and resources and prioritising actions when producing coursework,whether on their own or in a group

dealing with competing pressures, including personal and work-related demands

responding positively to change, seeking advice and support when needed

Effective participators planning, negotiating and communicating with integrity.


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Functional Skills Level 2


ICT Use ICT systems

Select, interact with and use ICT systems independentlyfor a complex task to meet a variety of needs

selecting and using information from assignmentsto produce reports

Use ICT to effectively plan work and evaluate theeffectiveness of the ICT system they have used

researching and selecting information to makecomparisons

ICT Develop, present and communicate

information

Enter, develop and format information independentlyto suit its meaning and purpose including:

text and tables

images

numbersrecords

producing tables, graphs from research information

Bring together information to suit content and purpose bringing the information together for practicalassignment reports

Present information in ways that are fit for purposeand audience

producing assignment reports/presentations

Evaluate the selection and use of ICT tools and facilitiesused to present information

exchanging information with tutors and using reflectivepractice

English

Speaking and listening make a range of contributionsto discussions and make effective presentations ina wide range of contexts

working as a team member

taking part in team discussions during the teamactivities/challenges

providing feedback to team members

Reading compare, select, read and understand textsand use them to gather information, ideas, argumentsand opinions

researching information for the unit and assignment.

Branding in Retail Business

Documents

Transcript of Branding in Retail Business