Learning and Teaching Approaches Learning and Teaching Approaches Advice and Guidance for PractitionersAdvice and Guidance for Practitioners

National 5 Business ManagementNational 5 Business Management

Management of Marketing and Management of Marketing and OperationsOperations

About this resourceAbout this resource

The potential learner approaches that follow present the opportunity to The potential learner approaches that follow present the opportunity to explore the topics in the Management of Marketing and Operations explore the topics in the Management of Marketing and Operations unit in more depth in order to reinforce knowledge and understanding unit in more depth in order to reinforce knowledge and understanding of this unit.of this unit.

For most activities, the range of working methods and presentation For most activities, the range of working methods and presentation media are left to practitioner/learner choice. Use of ICT for some media are left to practitioner/learner choice. Use of ICT for some activities is recommended and web research will be an integral part of activities is recommended and web research will be an integral part of several suggested approaches. several suggested approaches.

These suggested learner approaches can be adapted to suit the These suggested learner approaches can be adapted to suit the needs of practitioners. needs of practitioners.

Management of MarketingManagement of Marketing

Welcome to Welcome to

SuperJam was created by Scottish jam-maker Fraser Doherty after he was taught to make jam using his Gran’s secret recipes at the age of 14.

From humble beginnings, the company has gone on to sell millions of jars, has won a variety of awards and is even exhibited in the National Museum of Scotland as an example of an ‘iconic Scottish food brand’.

SuperJam™ is a range of 100% pure fruit jams sweetened with grape juice and made using super fruits, such as blueberries and cranberries.

Watch the interview with Fraser Doherty here.

What do customers want? (1)What do customers want? (1)

Learners could watch the video interview with Fraser Doherty of SuperJam and use this information as a basis for further investigation.

Learners could suggest how SuperJam researched the market during the early stages of the formation of the company.

In groups or pairs, learners could mind map or summarise the different methods used to undertake market research and illustrate which of these methods are primary and which are secondary.

For reflective questioning or to prompt further discussion, learners could decide how the information gathered might have affected the new company and/or which decisions may have been made with the researched information in mind.

What do customers want? (2)What do customers want? (2)To further investigate the possibilities of market research, To further investigate the possibilities of market research, learners could use their own enterprise or business idea learners could use their own enterprise or business idea (perhaps created in the Understanding Business unit) and (perhaps created in the Understanding Business unit) and create a simple internet survey to research the needs and create a simple internet survey to research the needs and wants of their potential market.wants of their potential market.

The links below lead to internet survey sites where learners The links below lead to internet survey sites where learners can look at ready-made questionnaires and/or design their can look at ready-made questionnaires and/or design their own questionnaire for their business idea or a own questionnaire for their business idea or a product/business familiar to them.product/business familiar to them.

Alternatively, learners could base a survey on SuperJam, with Alternatively, learners could base a survey on SuperJam, with the aim of further expanding its market.the aim of further expanding its market.

Survey Monkey

Polldaddy Zoomerang

Note: Some sites may require account creation or trial subscriptions.

What do customers want? (3)What do customers want? (3)

In addition to surveys, learners could discuss/list other In addition to surveys, learners could discuss/list other methods of market research in groups or pairs.methods of market research in groups or pairs.Learners could then decide on the three methods that they Learners could then decide on the three methods that they think would be most appropriate for SuperJam based on the think would be most appropriate for SuperJam based on the company information they have (eg market, location, size of company information they have (eg market, location, size of company etc).company etc).Alternatively, learners could decide on the methods of market Alternatively, learners could decide on the methods of market research that they would use for their own business idea or research that they would use for their own business idea or enterprise and justify why they think these would be effective.enterprise and justify why they think these would be effective.Learners could present their findings using an appropriate Learners could present their findings using an appropriate method and include their plans for using the market research method and include their plans for using the market research information within their organisation.information within their organisation.

From launch to decline (1) From launch to decline (1)

Learners could be introduced to this topic using reflective Learners could be introduced to this topic using reflective questions such as:questions such as:

– – Is a product always an instant success?Is a product always an instant success?

– – What happens to sales at the launch of a product or What happens to sales at the launch of a product or after after it has been on the market for some time?it has been on the market for some time?

– – Why and when are products replaced?Why and when are products replaced?

Learners could be encouraged to research the different Learners could be encouraged to research the different stages of the product life cycle and to find examples of stages of the product life cycle and to find examples of products that are currently at each stage, eg video recorders products that are currently at each stage, eg video recorders are in the withdrawal stage.are in the withdrawal stage.

Using examples, learners could be encouraged to research Using examples, learners could be encouraged to research and produce product life cycle diagrams for very different and produce product life cycle diagrams for very different products, eg a novelty product relating to a specific event, a products, eg a novelty product relating to a specific event, a lifetime success like Coca Cola, a seasonal product like lifetime success like Coca Cola, a seasonal product like Crème Eggs etc.Crème Eggs etc.

From launch to decline (2)From launch to decline (2)

Learners could again look at the information on SuperJam Learners could again look at the information on SuperJam and produce a product life cycle diagram for this business, and produce a product life cycle diagram for this business, perhaps explaining to the group which stage of the cycle perhaps explaining to the group which stage of the cycle SuperJam is currently at.SuperJam is currently at.

Learners could select a product familiar to them (or one Learners could select a product familiar to them (or one provided by a local company) and try to establish the product provided by a local company) and try to establish the product life cycle of this product. This could be achieved through life cycle of this product. This could be achieved through group discussion, working in pairs or internet research. Ideas group discussion, working in pairs or internet research. Ideas could be presented using an appropriate form of ICT.could be presented using an appropriate form of ICT.

Additional study could be made on the product life cycle and Additional study could be made on the product life cycle and extension strategies by using the linked resource below, extension strategies by using the linked resource below, which looks at Kellogg’s products and how their success has which looks at Kellogg’s products and how their success has been maintained in the market by the company.been maintained in the market by the company.

The Times 100

Promoting the product (1)Promoting the product (1)

Learners could be introduced to the topic of promotion with an Learners could be introduced to the topic of promotion with an entertaining approach to marketing demonstrated by the entertaining approach to marketing demonstrated by the linked adverts below.linked adverts below.Learners could then be tasked with using internet resources Learners could then be tasked with using internet resources to find the most effective example of this type of shock to find the most effective example of this type of shock marketing.marketing.Discussion points or possible additional activities focused Discussion points or possible additional activities focused around the results of the research could be:around the results of the research could be:

–– What are the costs and benefits of this type of marketing?What are the costs and benefits of this type of marketing?

– – Can learners come up with a similar type of marketing event Can learners come up with a similar type of marketing event or or incident to promote SuperJam, their own business idea or a incident to promote SuperJam, their own business idea or a

local business that is familiar to them?local business that is familiar to them?

Nike Coca Cola Bravia

Promoting the product (2)Promoting the product (2)

Learners could use the linked information below to Learners could use the linked information below to suggest the most appropriate/accessible/cost-effective suggest the most appropriate/accessible/cost-effective marketing tools for SuperJam, their own product or marketing tools for SuperJam, their own product or service idea, or a product that is local or familiar to them.service idea, or a product that is local or familiar to them.

Learners could produce a mini marketing pitch for the Learners could produce a mini marketing pitch for the group, with discussion and sharing on the most effective group, with discussion and sharing on the most effective marketing strategies.marketing strategies.

Guerrilla marketing

Promoting the product (3)Promoting the product (3)Learners could explore the use of promotional pricing with an Learners could explore the use of promotional pricing with an initial web research task where pairs or teams compete to find initial web research task where pairs or teams compete to find as many different promotional pricing strategies as they can as many different promotional pricing strategies as they can on internet advertising sites.on internet advertising sites.Following this task, learners could produce a ‘top five’ of the Following this task, learners could produce a ‘top five’ of the most effective strategies, working as a whole group, and most effective strategies, working as a whole group, and decide why these are the most effective.decide why these are the most effective.Learners could then research the different methods of pricing Learners could then research the different methods of pricing and link the defined methods to the examples they have found and link the defined methods to the examples they have found using the internet.using the internet.Links are given to assist in finding a range of pricing methods Links are given to assist in finding a range of pricing methods and to an additional activity that could further support this and to an additional activity that could further support this topic.topic.

Pricing activityPricing strategies

Brand beautiful (1)Brand beautiful (1)

Learners could begin investigating branding by creating their Learners could begin investigating branding by creating their own short definition of branding using a well-known product to own short definition of branding using a well-known product to illustrate the key points of their definition. This information illustrate the key points of their definition. This information could be presented as a short report or presentation using an could be presented as a short report or presentation using an appropriate form of ICT.appropriate form of ICT.A more detailed approach to this may be to task learners to A more detailed approach to this may be to task learners to create the brand for their own product or service idea and to create the brand for their own product or service idea and to ‘pitch’ this to the rest of the group, inviting comment from ‘pitch’ this to the rest of the group, inviting comment from peers on the effectiveness of their brand. A time limit could be peers on the effectiveness of their brand. A time limit could be set for pitches and an evaluation system developed by the set for pitches and an evaluation system developed by the group to assess each presentation on the same basis.group to assess each presentation on the same basis.The learning objective in this approach would not be to The learning objective in this approach would not be to establish ‘winners’ but to share consumer information on establish ‘winners’ but to share consumer information on branding amongst the group as peers play the part of branding amongst the group as peers play the part of consumers offering comment on each branding presentation. consumers offering comment on each branding presentation.

Brand beautiful (2)Brand beautiful (2)

In further investigation of branding, the objective here would In further investigation of branding, the objective here would be for learners to explore the benefits of branding to an be for learners to explore the benefits of branding to an organisation. organisation. This could be approached using a familiar Scottish product This could be approached using a familiar Scottish product such as Irn Bru, which has a strong and very distinctive brand. such as Irn Bru, which has a strong and very distinctive brand. Other iconic products could be used and/or strong local Other iconic products could be used and/or strong local brands.brands.Learners should research the brand using a range of Learners should research the brand using a range of resources, including the internet, the media and even product resources, including the internet, the media and even product packaging. packaging. Learners then summarise what the brand represents, how it is Learners then summarise what the brand represents, how it is effective for the organisation and what benefits the strong effective for the organisation and what benefits the strong brand may bring to the organisation.brand may bring to the organisation.Ideally, each small group or pair could work on different Ideally, each small group or pair could work on different brands and then present their findings to the whole group.brands and then present their findings to the whole group.

Brand beautiful (3)Brand beautiful (3)Finally in this topic, learners could review the information Finally in this topic, learners could review the information available from SuperJam.available from SuperJam.Learners could then comment on the branding of this product Learners could then comment on the branding of this product using the following suggestions for extended discussion or using the following suggestions for extended discussion or summary of their ideas:summary of their ideas:

–– Does the brand represent the objectives of the Does the brand represent the objectives of the company?company?–– Does the brand display the product positively? How?Does the brand display the product positively? How?

–– What makes this brand distinctive from others?What makes this brand distinctive from others?(In order to answer this, learners could research (In order to answer this, learners could research

competitor products and the branding they use. Links are competitor products and the branding they use. Links are given below to support this.)given below to support this.)

–– Could any changes be made to this brand to make it Could any changes be made to this brand to make it more effective?more effective?

Hartley’s Mrs Bridges Mackay’s

Marketing and ICT (1)Marketing and ICT (1)

Learners can explore how ICT can be used to enhance Learners can explore how ICT can be used to enhance marketing using the following approach:marketing using the following approach:

–– From the linked list of marketing tools below From the linked list of marketing tools below learners could establish how many rely on learners could establish how many rely on methods methods of ICT.of ICT.

– – Learners could then define how the use of ICT Learners could then define how the use of ICT enhances these methods and the benefits enhances these methods and the benefits brought brought to marketing through an increased use to marketing through an increased use of ICT.of ICT.

Marketing tools

Marketing and ICT (2)Marketing and ICT (2)Learners could use an appropriate method of ICT to Learners could use an appropriate method of ICT to produce/suggest three marketing strategies that SuperJam produce/suggest three marketing strategies that SuperJam could use.could use.Suggested approaches could include:Suggested approaches could include:

–– producing leaflets/fliers using desk-top publishing or producing leaflets/fliers using desk-top publishing or word processingword processing

–– using email to circulate company information or using email to circulate company information or special special offers informationoffers information

–– using a website or internet advertising to reach a wide using a website or internet advertising to reach a wide market.market.

Learners could opt to produce marketing materials using ICT Learners could opt to produce marketing materials using ICT or to summarise and outline or to summarise and outline howhow they would use ICT to they would use ICT to promote SuperJam and promote SuperJam and whywhy this would be effective. this would be effective.

Management of OperationsManagement of Operations

Getting it right (1)Getting it right (1)

Fraser Doherty of SuperJam says finding the right Fraser Doherty of SuperJam says finding the right companies to work with was a challenge when he first companies to work with was a challenge when he first set up in business.set up in business.Learners could explore the factors for consideration in Learners could explore the factors for consideration in finding good suppliers and working partners for finding good suppliers and working partners for SuperJam, their own business idea or a local business.SuperJam, their own business idea or a local business.Learners could work in groups or pairs to establish a list Learners could work in groups or pairs to establish a list of factors they would have to consider in choosing the of factors they would have to consider in choosing the right supplier or working partner.right supplier or working partner.Thinking in more detail about the production of a specific Thinking in more detail about the production of a specific product and what is involved in producing, packaging product and what is involved in producing, packaging and distributing products may support learners in this and distributing products may support learners in this activity.activity.

Getting it right (2)Getting it right (2)

Following on from the previous slide, learners could Following on from the previous slide, learners could collate their group ideas and decide through collate their group ideas and decide through discussion and debate which would be the top three discussion and debate which would be the top three priorities to consider when choosing a supplier.priorities to consider when choosing a supplier.

Learners could summarise these three factors, Learners could summarise these three factors, including their justification for why they are the most including their justification for why they are the most significant factors and what impact the wrong significant factors and what impact the wrong decision could have on the business they have decision could have on the business they have chosen to study.chosen to study.

Too little or too much? (1)Too little or too much? (1)

Fraser Doherty of SuperJam says he was making up to 1000 Fraser Doherty of SuperJam says he was making up to 1000 jars of jam per week when he first set up the business.jars of jam per week when he first set up the business.Learners could discuss how the correct level of production Learners could discuss how the correct level of production could be decided for SuperJam or for their own business idea.could be decided for SuperJam or for their own business idea.For a new business, the lack of historical sales data would be For a new business, the lack of historical sales data would be a factor. Learners could decide how they would overcome this a factor. Learners could decide how they would overcome this and predict the level of demand at the start of the SuperJam and predict the level of demand at the start of the SuperJam business or their own business idea.business or their own business idea.Learners could discuss the consequences for their own Learners could discuss the consequences for their own business idea or for SuperJam of producing too many business idea or for SuperJam of producing too many products or too few products.products or too few products.

Too little or too much? (2)Too little or too much? (2) At the start of his business, Fraser Doherty would have At the start of his business, Fraser Doherty would have

produced SuperJam products to satisfy demand so would not produced SuperJam products to satisfy demand so would not have had to store any products.have had to store any products.

Learners could discuss the implications of having to store Learners could discuss the implications of having to store products and what additional costs this may lead to for products and what additional costs this may lead to for SuperJam or for a local business familiar to them.SuperJam or for a local business familiar to them.Learners could create a list of consequences of stocking too Learners could create a list of consequences of stocking too many products versus having too few products in stock. What many products versus having too few products in stock. What are the costs of each option?are the costs of each option?Learning could be guided in this activity using the following:Learning could be guided in this activity using the following:

–– What might be the costs of stocking too many What might be the costs of stocking too many products?products?

–– What may be a consequence of not holding enough What may be a consequence of not holding enough stock?stock?

–– What factors would have to be considered when What factors would have to be considered when deciding deciding on stock levels of SuperJam? on stock levels of SuperJam?

Ethical production (1)Ethical production (1)

To begin this topic, learners could use internet To begin this topic, learners could use internet resources and other information sources to research resources and other information sources to research what ethical production means and to find at least what ethical production means and to find at least two examples of ethical production practice from a two examples of ethical production practice from a real-life organisation.real-life organisation.

The links below may help to support learners with The links below may help to support learners with the first part of this activity.the first part of this activity.

Ethical production 1

Ethical production 2

Ethical production (2)Ethical production (2)Following on from their previous research, learners could Following on from their previous research, learners could investigate the following:investigate the following:

–– an example of ethical production in a Scottish an example of ethical production in a Scottish organisationorganisation

–– an example of non-ethical production in an an example of non-ethical production in an organisation.organisation.

Learners could then discuss/summarise in groups or pairs:Learners could then discuss/summarise in groups or pairs:

–– what benefits ethical production may bring to the what benefits ethical production may bring to the Scottish Scottish organisationorganisation

–– what impact non-ethical production may have had on what impact non-ethical production may have had on the the organisation.organisation.

Click on the links to read about non-Click on the links to read about non-ethical production.ethical production.

Adidas

GAP Designer brands

Ethical production (3)Ethical production (3) Finally in this topic, learners could investigate the possible Finally in this topic, learners could investigate the possible

ethical practices of SuperJam.ethical practices of SuperJam.

Using the information provided and the SuperJam website, Using the information provided and the SuperJam website, learners could research and suggest possible ethical learners could research and suggest possible ethical practices that the business may already use or could adopt.practices that the business may already use or could adopt.Learners could summarise their findings, presenting their Learners could summarise their findings, presenting their information as a report for Fraser Doherty of SuperJam, information as a report for Fraser Doherty of SuperJam, highlighting the benefits that these practices may bring to the highlighting the benefits that these practices may bring to the business. Learners could use an appropriate form of ICT to do business. Learners could use an appropriate form of ICT to do this.this.Alternatively, learners could produce a report on their own Alternatively, learners could produce a report on their own business idea or a local business familiar to them and suggest business idea or a local business familiar to them and suggest what ethical practices could be adopted and what benefits what ethical practices could be adopted and what benefits may be achieved by doing this.may be achieved by doing this.

Quality production (1)Quality production (1)

As an engaging and active introduction to the topic of quality, As an engaging and active introduction to the topic of quality, learners could do the following practical exercise:learners could do the following practical exercise:

– – Using the range of cut-out templates provided, Using the range of cut-out templates provided, learners learners form production groups and decide how many form production groups and decide how many models models they will produce in the time given. All groups they will produce in the time given. All groups should should make the same model.make the same model.

– – At the end of production time, each group’s products At the end of production time, each group’s products should be quality checked by a quality group. This should be quality checked by a quality group. This

group group should accept or reject models following a set of should accept or reject models following a set of quality quality guidelines drawn up earlier.guidelines drawn up earlier.

– – Each group should review their performance against Each group should review their performance against the the quality indicators and discuss how they could improve quality indicators and discuss how they could improve

the the quality of their production in future.quality of their production in future. See the quality production worksheet Appendix 2 in the See the quality production worksheet Appendix 2 in the Advice and Guidance booklet for full instructions and Advice and Guidance booklet for full instructions and templates for models. A full range of models is available templates for models. A full range of models is available using this hyperlink.using this hyperlink.

Paper Toys

Quality production (2)Quality production (2)

Following their production activity, learners could Following their production activity, learners could research all current methods of quality assurance using research all current methods of quality assurance using a range of available resources.a range of available resources.Learners could then decide which method(s) would be Learners could then decide which method(s) would be most appropriate to apply to their own business idea, a most appropriate to apply to their own business idea, a local business they have studied or SuperJam.local business they have studied or SuperJam.Learners could produce a short report or presentation Learners could produce a short report or presentation outlining their chosen methods of quality assurance and outlining their chosen methods of quality assurance and the costs and benefits of each method.the costs and benefits of each method.This could be an oral presentation, use ICT or be hand-This could be an oral presentation, use ICT or be hand-written as appropriate for each learner and practitioner. written as appropriate for each learner and practitioner.

Technology in production (1)Technology in production (1)

As an initial research exercise, learners could be asked As an initial research exercise, learners could be asked to use internet resources to find at least three different to use internet resources to find at least three different examples of how technology can be used in production.examples of how technology can be used in production.

Learners could summarise their findings using an Learners could summarise their findings using an appropriate form of ICT. appropriate form of ICT.

Learners could then use information about SuperJam to Learners could then use information about SuperJam to decide which forms of technology may be used in the decide which forms of technology may be used in the production of this product.production of this product.

Learners could mind map this information and work in Learners could mind map this information and work in groups or pairs.groups or pairs.

Technology in production (2)Technology in production (2)

Using the hyperlinked information below as an example Using the hyperlinked information below as an example or starting point, learners could be asked to find real-life or starting point, learners could be asked to find real-life examples of three of the technologies highlighted. For examples of three of the technologies highlighted. For example, learners could select robotics, databases and example, learners could select robotics, databases and computer-aided design.computer-aided design.

Learners then present three case studies of the use of Learners then present three case studies of the use of this technology in production or operations and outline this technology in production or operations and outline the possible costs and benefits that each example has the possible costs and benefits that each example has brought to the real business organisation.brought to the real business organisation.

Three sample case studies are also accessible through Three sample case studies are also accessible through this hyperlink.this hyperlink.

Technology

Technology in production (3)Technology in production (3)

Finally, learners could be asked to apply the theoretical Finally, learners could be asked to apply the theoretical knowledge they have gathered to their own business knowledge they have gathered to their own business idea or enterprise (or a local business familiar to them).idea or enterprise (or a local business familiar to them).Learners should decide how the use of technology could Learners should decide how the use of technology could improve the operation of the organisation and what the improve the operation of the organisation and what the costs of employing this technology may be.costs of employing this technology may be.Learners could be encouraged to think beyond the Learners could be encouraged to think beyond the financial cost and to consider employment of staff, financial cost and to consider employment of staff, maintaining and researching new technology, training maintaining and researching new technology, training issues and other more complex factors.issues and other more complex factors.