Operations Management homework help. ASSESSMENT: PUMA COMMUNICATION CAMPAIGN
Puma is a world-leading sportswear brand. Their history goes back to the 1950s when Rudolf Dassler together with 14 employees decided to open a new factory and to start producing football boots. Since then, the brand has grown dramatically. Although there have been some difficult moments, today Puma is among the leaders in its market. In particular, their shoes are popular again thanks also to important collaborations – Puma x Mr Doodle, Puma x Von Dutch, Puma x Helly Hansen, Puma x Sonic, to mention a few. Yet, being able to have an attractive product on the market is not sufficient anymore if a brand wants to stay relevant to its customers (Ahrholdt et al., 2019).
You will develop a communication campaign for Puma that is aiming to promote a brand social/environmental/cultural initiative to strengthen the relationship with the consumers (Iglesias et al., 2020).
Ahrholdt, D. C., Gudergan, S. P., & Ringle, C. M. (2019). Enhancing loyalty: When improving consumer satisfaction and delight matters. Journal of business research, 94, 18-27.
Iglesias, O., Markovic, S., Bagherzadeh, M., & Singh, J. J. (2020). Co-creation: A key link between corporate social responsibility, customer trust, and customer loyalty. Journal of Business Ethics, 163(1), 151-166.
|Task specific guidance:
This project aims to let you demonstrate your ability to plan and present a strategic communications campaign integrating ‘above the line’ communications techniques. The plan is on behalf of Puma for a social/environmental/cultural initiative and is focussed on the UK market.
You have to provide a compelling document to present your campaign for Puma. The word count should be a max of 2,500 words, supported where appropriate with visuals, photography and graphics. Your campaign needs to be integrated with an overall message. Your message needs to be specific and it can be only one between socially oriented, environmentally oriented, or culturally oriented.
Your document needs to contain at least the following elements:
· A clear aim of the campaign with an appropriate, unique, and compelling message (a clear concept and rationale that justifies your campaign);
· Consumer profile;
· A set of SMART objectives;
· A strategic approach comprehensive of a timeline for your campaign;
· At least 3 “above the line” techniques (you can use all the “above” technique if it is coherent for your project). The choice of the techniques needs a clear rationale and has to be justified (use communication theories – at least apply the AIDA tool).
· A clear plan to monitor and assess your campaign after the launch.
You should use layout skills to present a fully branded and professionally-finished report, and include photography, images and any supporting visual materials.
The module has an extensive reading list set on Brightspace. Moreover, further readings and additional material will be provided during the entire Term to facilitate your work.
|General study guidance:
· Cite all information used in your work which is clearly from a source. Try to ensure that all sources in your reference list are seen as citations in your work, and all names cited in the work appear in your reference list.
· Reference and cite your work in accordance with the APA 7th system – the University’s chosen referencing style. For specific advice, you can talk to your Business librarians or go to the library help desk, or you can access library guidance via the following link:
· APA 7th referencing
· The University has regulations relating to academic misconduct, including plagiarism. The Learning Innovation and Development Centre can advise and help you with how to avoid ‘poor scholarship’ and potential academic misconduct
· Do not exceed the word limit / time / other limit.
· The Assessment Criteria are shown the end of this document. Your tutor will discuss how your work will be assessed/marked and will explain how the assessment criteria apply to this piece of work. These criteria have been designed for your level of study.
· These criteria will be used to mark your work and will be used to support the electronic feedback you receive on your marked assignment. Before submission, check that you have tried to meet the requirements of the higher-grade bands to the best of your ability. Please note that the marking process involves academic judgement and interpretation within the marking criteria.
This section is for information only.
The assessment task outlined above has been designed to address specific validated learning outcomes for this module. It is useful to keep in mind that these are the things you need to show in this piece of work.
On completion of this module, students will need to demonstrate:
1. Demonstrate a critical understanding of the scope and role of integrated marketing communications within overall strategic planning.
2. Explain and understand the major tools that can be employed and how marketing communications campaigns should be researched, timed and evaluated.
3. Apply communications theories and techniques best suited to various marketing situations.
4. Analyse and set goals for marketing communications campaigns.
5. Plan integrated marketing communications campaigns, selecting and justifying the most appropriate tools and approaches.
Please note these learning outcomes are not additional questions.
Appendix 1 Assessment criteria
These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance of a given criteria.
Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking criteria.
The grades between Pass and Very Good should be considered as different levels of performance within the normal bounds of the module. The Exceptional and Outstanding categories allow for students who, in addition to fulfilling the Excellent requirements, perform at a superior level beyond the normal boundaries of the module and demonstrate intellectual creativity, originality and innovation.
|90-100||80-89||70-79||60-69||50-59||40-49||30-39||20-29||10 – 19||0 – 9|
|Response to the question /task||Full command of assessment task; imaginative approach demonstrating flair and creativity||Clear command of assessment task; sophisticated approach||Very good response to task; elements of sophistication in response||Well-developed response to assessment task with evident development of ideas||Secure response to assessment task but not developed sufficiently developed to achieved higher grade||Adequate response that meets minimum threshold, but with limitations of development||Nearly a sufficient response but lacks key aspects.||Insufficient response||Little response||No response|
|Knowledge and understanding|
|Detailed knowledge and critical understanding of relevant knowledge in the subject (I)||Skilfully integrate ideas from beyond the module or disciplinary areas to provide original/ creative insights into the subject, tensions, and ambiguities in a considered individual voice. Shows an ease with contingency and ambiguity.||Skilfully integrates extended knowledge/ ideas from
beyond the module, and disciplinary areas to provide excellent critical insights. Shows a level of comfort with contingency and ambiguity.
|Comprehensively draws on an extended knowledge to show well-developed critical insights and good knowledge integration.
No major errors or misunderstandings or gaps.
|Accurately demonstrates extended knowledge showing good critical insights and some knowledge integration.
No major errors or misunderstandings or gaps.
|Accurately demonstrates most basic knowledge offers a basic critical understanding.
Lacks depth of integrating ideas.
Few errors and/or gaps in coverage and relevance.
|Adequately demonstrates relevant basic knowledge and some, but limited, critical understanding
No integration of ideas.
Some errors and/or gaps in coverage and relevance
|Mentions some terminology relating to theories, concepts
Little critical understanding of relevant well-established area(s) of knowledge with a many of errors, misunderstandings, and omissions
|Very poor knowledge or critical understanding of relevant well-established theories / principles. Major misunderstandings or omissions.||Negligible coverage of knowledge or critical understanding of well-established / major theories / principles||Wholly irrelevant.|
Cognitive / Intellectual skills
A range of means of framing cognitive and intellectual skills are provided to reflect the variety of assessment tasks across the School. Module leaders should consider the following criteria and select the one(s) that best reflect the assessment tasks. Assessment task briefs should be designed with sufficient information to provide students with a clear understanding of the core intellectual skills expected within the bounds of the module– corresponding with the appropriate level of study
Module leaders should be clear about the nature of information / data to be analysed, as well as the ‘tools’ of analysis expected. Analytical tools can be based on logic (comparison, connection, categorisation, evaluation, justification) and/or numerical (e.g. statistics, financial) or other.
|Application of knowledge / skills to practice / a solution(s) / proposal / conclusion||Creative & original application of knowledge /skills to produce new insights and offers a novel and comprehensive solution / proposal / conclusion which extends beyond the boundary of the brief.
|Applies knowledge / skills to develop a comprehensive solution / proposal / conclusion which extends beyond the original boundary of the brief.
|Applies knowledge / skill in a sophisticated manner to develop a well conceptualised and solution / proposal / conclusion.
Alternative approaches might be considered.
Thoughtful and developed insights/ creativity.
|Applies knowledge/skill in a logical and developed manner to provide a considered solution / proposal / conclusion.
Some good insights /creativity
No logical errors.
|Applies knowledge/skill in a logical manner to provide a more developed solution / proposal / conclusion.
Some but limited insights/creativity.
Few logical errors
|Applies knowledge/skills in a basic manner to develop a simple but limited solution/ proposal/conclusion.
No insights / creativity
Logical errors evident.
|Use of some knowledge to provide a solution / proposal / conclusion, but limited solution/ proposal / conclusion||Some use of knowledge, but mostly insufficient.||Weak use of knowledge / skills evident. Very limited solution / proposal / conclusion.||No evidence of attempt to analyse or interpret information or provide a solution/proposal/ conclusion.|
|Use of referenced* evidence and sources to support task
*Normally APA 7th or OSCOLA
|Systematic and rigorous use of evidence/ sources beyond the normal bounds of the module to robustly support purpose of the work. Evidence of independent reading and research.
Referencing fully competent and accurate
|Comprehensive use of high-quality evidence and sources beyond the normal bounds of the module and shows evidence of independent reading and research.
Referencing fully competent and accurate
|Task is very well supported by very extensive use of evidence / sources.
All points fully substantiated.
No unsubstantiated points.
Referencing fully competent and accurate
|Task is well supported by more developed use of sources/evidence
Most points are substantiated and no major unsubstantiated points
Referencing largely competent and accurate. Some minor errors in citations or references.
|Task is supported by several sources /evidence.
Some points are unsubstantiated.
Referencing largely competent and accurate but may include errors
|Task supported by basic evidence and sources but is over-reliant on very few sources.
Significant number of points are unsubstantiated.
Some effort to reference, but frequent errors and omissions
|One or two apparent references to concepts introduced in the assessment task
Very few points are substantiated using evidence / sources.
Significant errors and omissions in referencing
|Little or no evidence
Significant errors and omissions in citation and application of referencing
Very little attempt to cite or reference
|Structure and, style in supporting the development of ideas
(criteria relevant for essay-style work)
|Elegant flow and structure is integral to the argument. An exceptional demonstration of academic writing which effectively guides the reader.||Elegance of flow that skilfully through the work and excellently supports key message.
|Well-ordered logical flow of material in a fluid style which contributes well to the development of the key messages and guides the reader through the writer’s thinking.
|Clear logical and structured flow of material that guides the reader and supports the development of key messages.||Basic logical flow of material with elements of signposting for the reader which supports key messages to some extent, but which can lapse in places.||Some logical flow of material with some observable elements of signposting for the reader but elements of disorganisation
May contain repetition or irrelevant material which obscures the key messages.
|Some attempt at structure, but disorganized and ineffectual in reflecting argument or analysis.
|No evident intent of structure. Disorganised, irrelevant or repetitive content.||None||Insufficient evidence|
|Formatting of work (font, pagination, labelling)||Impeccable formatting entirely consonant with assessment brief expectations||Excellent formatting. Polished and consonant with the assessment brief expectations.||Formatting consonant with assessment brief expectations. No formatting issues.||Formatting very largely free from major presentational problems and consonant with assessment brief.||Formatting broadly consonant with assessment brief but some breaches of guidance|