Assessment Details

Assessment A

Although the Firing Memo is not graded, it is compulsory. Members of a group get together to discuss the way they wish to interact, the norms they will abide by and under which circumstances they will be allowed to “fire” a member of their group. All members need to participate in drawing up this agreement and need to sign it as a formal set of “rules of engagement” for their group assignments. (This is aimed at achieving an understanding or agreement for collaboration to produce Assessment Cii – a major assessment event.) Once a member has been fired, the course convenor needs to be informed, in writing, and the course convenor will then consider the circumstances of the fired member. The “fired” member will from then (if deemed fairly fired), work as an individual and will have to deliver ALL components of Assessment Ci and Cii on his/her own. The “fired” group member will still participate as a full member of the group during tutorial discussions and in-class group work. (See example online; Word limit: about 300 – 500 words)


Find at least 3 online advertisements (at least two from Marketing: Sales, Advertising, Marketing Research, Event Management, Brand Management, Sponsorships, SCSR) and at least one advert from the Creative Industry (advertising, design, product innovation, inventions, product brand manager, etc.) for jobs that you would be likely to apply for (now or in the future). Copy and paste these job/vacancy advertisements into an Appendix. Also include their URL in the Reference list and as NOTE below the advertisements.

Answer the following questions (like you would in an exam, no need for introductions, conclusions, report structure, etc.)

B 1. Selection of Job specification/Advertisement (250 – 300 words)

Why did you select this particular job/these advertisements? What is the relevance to your future career prospects, ideals or aspirations?

B 2. Personal KSA, traits and talents (300 – 500 words)

Which knowledge, skills, experience, attributes and personality traits do they require (create a table). Explain carefully (with examples or evidence from past experiences and habits) why you are particularly well suited for these jobs. Provide clearly stated, credible evidence of your performance in each of these technical/soft skills areas. Suggested sites:

B.3. Creative Ideas Generation (350 – 500 words+ A4 visual)

Provide at least two carefully explained, creative ways to portray your talents, qualifications and experience. The suggestions need to meet the following criteria:

  • Be novel or original; (ii) be in visual or multi-media format that can either be sent in hard copy to a recruiter OR via soft copy (internet, web, or social media) and (iii) meet the requirements set out in the job advertisements, whilst simultaneously demonstrating your skills as a uniquely talented creative thinker and self-marketer. Write a short paragraph to explain why your suggested artefact will be evidence of (a particular set of) your competencies.

(See Marking Rubric in the Assessment Folder)

(iii) Explain in words AND/OR in a drawing/picture (A4 slide or hand-drawn pictorial representation) how you will create this artefact for mailing/delivering to your future employer. Your ability to relate/visualize/explain your idea to your peers will be evaluated during a tutorial session and will add/reduce your assignment grade by no more than 10% (up or down).

Assessment Ci – Creative idea generation

This assessment has two components.

Part 1: LITERATURE REVIEW (± 300 words)

  • Conduct a literature search and create a concise table of approximately 300 words on how marketers/firms/organizations/institutions are engaged in social or causal marketing OR use corporate social responsibility tactics and strategies to position themselves as legitimate, responsible corporate citizens in the world. A minimum of five academic peer-reviewed journals should be reviewed and cited. Provide in-text references (in the table) and a reference list (of 5-7 sources) using APA 6th edition formatting. Copy the abstract of your five key sources and enclose as Appendix to your report.
  • Other, less authoritative, printed and web-based electronic sources will provide a large amount of valuable information. These sources should be clearly identified and cited. Information should be paraphrased and interpreted, rather than quoted or summarized.
  • The table should focus on providing a clear demonstration of the underpinning theories, concept sand models providing clear justifications for assertions and proposals later in Part 2 or Part 3
  • The Appendix MUST include the abstracts of the top five
    journal articles used to guide your thinking. Notes and highlighting on the articles is welcome
  • Example of a table:

Type of CSR or Social Campaigns

How this communicates value to audiences

Specific Examples from the Journal Article

Journal OR Authoritative Source





















Part 2: CREATIVE IDEA OUTLINE (± 300 words)

Students will need to individually generate creative ideas for the creative concept as detailed below. I expect a minimum of broad outlines of three novel ideas for the elements set out below. (Note you do NOT develop the ideas further than the original “big idea” or campaign outline.
(For Assessment Cii, students will work in groups to select and create the mock campaign.)

Your team will be asked to develop FROM THESE outlines (a) the “improved”creative concept; and (b) mock-up visuals for a two-pronged promotional campaign (teaser and final campaign) to promote a social cause (community issue) OR to promote and communicate the corporate social responsibility programme/strategy/tactics of a specific firm/organization/institution. These may include, amongst others, alcohol abuse, date rape, Hospice, UNICEF, GreenPeace, donations/collections, rubbish (on roads and public places) etc. See this link for some inspiration:

Part 3: ASSESSMENT CRITERIA (± 250 words)
Individual students compose seven assessment criteria (create a matrix as per the grading matrices for this paper) to rate the creative ideas (their own and those of the other group members as it relates to the PITCH below).

Individual students type and print a 250-word, logically argued and well-substantiated justification of the criteria they have developed to bring to the tutorial workshop. Students report how the criteria relate to the creativity construct.

In addition, all students self-rate ONE of their own ideas using their own criteria and include this in the assignment/submission. (Complete ONE sheet for ONE of your own ideas.) Explain why you get this rating.


Online Submission:

A type-written copy of Parts1-3 must be submitted online on or before the due date.

Hard Copies to Class:

EACH student must bring six copies of these criteria to the tutorial (of the following week. I suggest that you fit more than one per A4-sheet).

During the tutorial, students will work in groups of ±five students, to generate a list of 7 assessment criteria for the group as a whole AND students will select the idea to work on for their final group presentation (see creative pitch below). Your idea presentation will be graded.

Assessment Cii – Creative pitch re: Social or Causal Marketing Campaign

You and your team are the creative team of a Marketing & Promotion Agency. During the Creative Idea Generation Exercise, your group will have formulated a number of possible ideas. Your group now selects only ONE of the suggestions and presents a two-pronged campaign for this single idea. You will pitch your proposal to a panel of decision-makers: the Marketing Department Chair, a senior member NGO executive and an industry expert in promotions and trade shows. You and your group (approximately 5 members) will be expected to have generated a creative promotional campaign, involving various media (at least ONE electronic medium AND ONE outdoor display) to promote your initiative to the relevant target audience. It would be expected that your budget for the campaign would be no more than $10 000. The oral pitch or group presentations are a maximum of 15 minutes (total for the group), followed by an additional Question/Answer session of 10-15 minutes. The presentations will be evaluated on the basis of lecturer evaluation (70%) and peer evaluation (30%). More detail will be provided during lectures. A written two-page overview of the presentation will be handed in prior to the oral group presentation, and will make up part of the lecturer marking component. Please note, class participation during these sessions will take into account the quality of the questions you as students ask the presentation groups. The three primary marking criteria for this piece of assessment are:
(i) the creativity and appropriateness of the idea; (ii) the quality and creativity of the presentation itself; and (iii) your expression abilities.

Assessment D – Reflective journal

Students will be given activities to undertake and bring to the Thursday class. During the second hour of this class a tutorial/discussion session will be run and students will be expected to partake in exercises and/or discussions related to a particular topic area. Students are required to put the results of their activities into the journal and write a brief reflection on what they have learnt during this tutorial/discussion period and how it relates to lecture material. Students are also expected to briefly discuss their own creative growth and development. It would be expected that each entry would not be longer than 250 words (excluding the activity/tutorial worksheet assignment). Student will have to record activities from week 1 to week 12. (A total word count of 3000 words is expected.)

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