SUMMATIVE ASSESSMENTS MEMORANDUM

NATIONAL DIPLOMA: MARKETING MANAGEMENT

ID 61593 - LEVEL 5 – CREDITS 243

CONDUCT A MARKETING SITUATIONAL ANALYSIS

US ID: 10041

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Learner Information (Please Complete this Section)
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Declaration

I(Learner)…………………………………………………………………………………………….herewith
declare that I am ready for the assessment, that we have reviewed the assessment preparation and plan, I
understand the assessment process and I am happy that the assessment will be conducted in a fair manner.
Learner Signature: Date:

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 Assessor Information

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Date:

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Moderator Information

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Summative Assessment Information

The purpose of this summative assessment is to award credits to learner achieving the following skills program/unit
standard: CONDUCT A MARKETING SITUATIONAL ANALYSIS, and is intended for use by the accredited
Training Providers, for the following qualification: NATIONAL DIPLOMA:
MARKETING RESEARCH ID 20896 - LEVEL 5 – CREDITS 243
NOTE
The assessment instruments included in this assessment pack are all summative assessment instruments and are to be
read in conjunction with the formative assessment instruments Contained in the learner workbook. Both formative
(workbook) and summative assessments are to be retained as part of the learner’s portfolio of evidence.
 A number of the assessment instruments contained in this assessment are workplace knowledge based
questions.
 This means that you will arrange with the learner, a time that is suitable, during which the learner will
complete each questions.
 Answer all the questions.

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 1 US: 10041, NQF LEVEL 5 WORTH 5 CREDITS
Learning Unit CONDUCT A MARKETING SITUATIONAL ANALYSIS

This unit standard is a core standard and forms part of the qualification, National
Diploma and is registered at Level 5 on the National Qualifications Framework
(NQF). Learners working towards this standard will be learning towards the full
qualification, or will be working within a Marketing Environment, specialising in
either Marketing Communication, Marketing Management, Market Research or
Customer Management, where the acquisition of competence against this standard will
Unit Standard
add value to one`s job.
Purpose
This standard will also add value to learners who are starting their own business and
recognises that Marketing forms an integral component of any business.
The qualifying learner is capable of:
 Gathering data relating to project from the environment
 Analysing data for the marketing situational analysis
 Draw conclusions and make recommendations

 Learners accessing this qualification will have demonstrated competence against

Learning Assumed to the standards in the National Certificate in Marketing, Marketing Communication
be in Place or Marketing Research or Marketing management or Customer Management or
equivalent at NQF Level 4.

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SESSION 1
GATHER DATA RELATING TO PROJECT FROM THE ENVIRONMENT
SO 1

Learning  1. Data gathered is relevant and appropriate to the project

Outcomes  2. Data is gathered within the agreed time frames
(Assessment  3. Data gathering processes are methodical and well structured
Criteria)  4. Budget constraints are observed and remain within allocations

Activit
y
1
Outline how you will organize data you have collected
How you do this depends on what you’re planning to do with it, and on what you’re interested in.
 Enter any necessary data into the computer.  This may mean simply typing comments, descriptions, etc.,
into a word processing program, or entering various kinds of information (possibly including audio and
video) into a database, spreadsheet, a GIS (Geographic Information Systems) program, or some other type
of software or file.
 Transcribe any audio- or videotapes.  This makes them easier to work with and copy, and allows the
opportunity to clarify any hard-to-understand passages of speech.
 Score any tests and record the scores appropriately.
 Sort your information in ways appropriate to your interest.  This may include sorting by category of
observation, by event, by place, by individual, by group, by the time of observation, or by a combination or
some other standard.
When possible, necessary, and appropriate, transform qualitative into quantitative data .  This might involve, for
example, counting the number of times specific issues were mentioned in interviews, or how often certain
behaviors were observed.

Activit
y
2
Give a description and explain When Technique Might be Useful for the following Data-Generation
Techniques
 Interviews
 Questionnaires

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 Brainstorming sessions
 Expert panels

Data-Generation Description When Technique Might be

Technique Useful
Interviews Informal or structured dialogue that follows a Determine past health of
script prepared by the interviewer. resource. 
Identify potential impacts. 
Validate data that is dubious or
outdated.
Questionnaires Structured survey instruments that contain Validate data (e.g., survey
questions directed at extracting relevant members of a cultural resources
information. organization to validate data
contained in outdated directory).
Expert panels Groups of experts assembled to address one or Determine health of resource. 
more specific issues. Assess development trends.
Identify potential cumulative or
indirect impacts.
Validate data.
Delphi technique Highly structured data gathering technique that Identify potential indirect
involves the use of questionnaires administered impacts.
to knowledgeable individuals. This technique Assess development trends.
can be used to identify issues and generate
feedback regarding alternatives and impacts. 
This can be an expensive approach, so it is not
likely that it will be practical for use on small
projects or projects with minor impacts.
Brainstorming sessions Informal sessions involving the free-flowing Determine health of resource.
exchange of ideas and information from Identify potential impacts.
knowledgeable individuals.
Field and windshield Field surveys involve traveling to a site and Validate data. Identify potential
surveys walking around to observe conditions. impacts.
Windshield surveys involve driving around and
observing conditions from a vehicle.

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 SESSION 2
ANALYSE DATA FOR THE MARKETING SITUATIONAL ANALYSIS
SO 2

 1. Data processing and analysis is approached logically

Learning
 2. Main issues and/or themes are identified
Outcomes
 3. All aspects are considered including the 'big picture' scenario
(Assessment
 4. Analysis of data is recorded and documented according to requirements
Criteria)
 5. Presentation of data is in the agreed format and location

Activit
y
3
Outline the meaning of analyzing data
Analyzing information involves examining it in ways that reveal the relationships, patterns, trends, etc. that can be
found within it. That may mean subjecting it to statistical operations that can tell you not only what kinds of
relationships seem to exist among variables, but also to what level you can trust the answers you’re getting. It may
mean comparing your information to that from other groups (a control or comparison group, statewide figures, etc.),
to help draw some conclusions from the data. The point, in terms of your evaluation, is to get an accurate
assessment in order to better understand your work and its effects on those you’re concerned with, or in order to
better understand the overall situation. There are two kinds of data you’re apt to be working with, although not all
evaluations will necessarily include both. Quantitative data refer to the information that is collected as, or can be
translated into, numbers, which can then be displayed and analyzed mathematically. Qualitative data are collected
as descriptions, anecdotes, opinions, quotes, interpretations, etc., and are generally either not able to be reduced to
numbers, or are considered more valuable or informative if left as narratives. As you might expect, quantitative and
qualitative information needs to be analyzed differently.
Activit
y
4
Outline the difference between QUANTITATIVE and QUALITATIVE DATA
Quantitative data refer to the information that is collected as, or can be translated into, numbers, which can then be
displayed and analyzed mathematically. Qualitative data are collected as descriptions, anecdotes, opinions, quotes,
interpretations, etc., and are generally either not able to be reduced to numbers, or are considered more valuable or
informative if left as narratives. As you might expect, quantitative and qualitative information needs to be analyzed
differently.

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Activit
y
5
Explain when and by whom should data be collected and analyzed
As far as data collection goes, the “when” part of this question is relatively simple: data collection should start no
later than when you begin your work – or before you begin in order to establish a baseline or starting point – and
continue throughout. Ideally, you should collect data for a period of time before you start your program or
intervention in order to determine if there are any trends in the data before the onset of the intervention.
Additionally, in order to gauge your program’s longer-term effects, you should collect follow-up data for a period of
time following the conclusion of the program. The timing of analysis can be looked at in at least two ways: One is
that it’s best to analyze your information when you’ve collected all of it, so you can look at it as a whole. The other
is that if you analyze it as you go along, you’ll be able to adjust your thinking about what information you actually
need, and to adjust your program to respond to the information you’re getting. Which of these approaches you take
depends on your research purposes. If you’re more concerned with a summative evaluation – finding out whether
your approach was effective, you might be more inclined toward the first. If you’re oriented toward improvement –
a formative evaluation – we recommend gathering information along the way. Both approaches are legitimate, but
ongoing data collection and review can particularly lead to improvements in your work. The “who” question can be
more complex. If you’re reasonably familiar with statistics and statistical procedures, and you have the resources in
time, money, and personnel, it’s likely that you’ll do a somewhat formal study, using standard statistical tests.
(There’s a great deal of software – both for sale and free or open-source – available to help you.)

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SESSION 3
DRAW CONCLUSIONS AND MAKE RECOMMENDATIONS
SO 3

Learning  1. Conclusions drawn and made are useful, significant and appropriate
Outcomes  2. Conclusions and recommendations solve the marketing problem
(Assessment  3. Recommendation can be applied within resource limitations
Criteria)  4. Recommendations lead to a competitive advantage

Activit
y
6
Discuss the most common question that evaluation research is directed toward is whether the program being
evaluated works or makes a difference.
INTERPRET THE RESULTS
Once you’ve organized your results and run them through whatever statistical or other analysis you’ve planned for,
it’s time to figure out what they mean for your evaluation.  Probably the most common question that evaluation
research is directed toward is whether the program being evaluated works or makes a difference.  In research terms,
that often translates to “What were the effects of the independent variable (the program, intervention, etc.) on the
dependent variable(s) (the behavior, conditions, or other factors it was meant to change)?”   There are a number of
possible answers to this question:
 Your program had exactly the effects on the dependent variable(s) you expected and hoped it would. 
Statistics or other analysis showed clear positive effects at a high level of significance for the people in
your program and – if you used a multiple-group design – none, or far fewer, of the same effects for a
similar control group and/or for a group that received a different intervention with the same purpose.   Your
early childhood education program, for instance, greatly increased development outcomes for children in
the community, and also contributed to an increase in the percentage of children succeeding in school.
 Your program had no effect.  Your program produced no significant results on the dependent variable,
whether alone or compared to other groups.  This would mean no change as a result of your program or
intervention.
 Your program had a negative effect.  For instance, intimate partner violence increased (or at least appeared
to) as a result of your intervention. (It is relatively common for reported events, such as violence or injury,
to increase when the intervention results in improved surveillance and ease of reporting). 
 Your program had the effects you hoped for and other effects as well.
o These effects might be positive.  Your youth violence prevention program, for instance, might
have resulted in greatly reduced violence among teens, and might also have resulted in
significantly improved academic performance for the kids involved.

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o These effects might be neutral.  The same youth violence prevention program might somehow
result in youth watching TV more often after school.
o These effects might be negative.  (These effects are usually called unintended consequences.)
Youth violence might decrease significantly, but the incidence of teen pregnancies or alcohol
consumption among youth in the program might increase significantly at the same time.

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Assessment Judgement

Competent(Tick/Cross) Not Yet Competent(Tick/Cross)

Action/s required (if any):

By when:
Learner Feedback & Comments

Declaration by the Learner

I ……………………………………………………………………………….. The candidate, declare that I have
received feedback and been informed of my overall competence for the criteria within the assignment.
Declaration by the Assessor
I ……………………………………………............. (Assessor) hereby certify that I have examined the learner
workbook and I am satisfied with the Facilitator Judgment of this assessment.

Learner (Sign) Date Assessor (Sign) Date

Moderator (Sign) Date

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