MGT5029 Being a Marketing Manager

Learning Outcomes

At the end of this module you will be able to:

• Function as useful and productive member of a marketing placement organisations’ workforce
• Develop marketing career aspirations and enhance personal development in the marketing profession
• Understand how to assess and continue to develop your personal, marketing and management skills and your personal behaviour
• Provide a good account of your current personal, marketing and management skills level and any gaps and document these in your personal profile on LinkedIn
• Identify and provide an account of how your skills have developed
• You will work to develop your skills with the Module Convenors, and Careers/Workplace Learning staff and your personal tutor to identify your  skills requirements.

Your Assignment

You will be expected to complete the following:

• An initial situation analysis/assessment of your skills
• Review of the marketing management skills requirements and identification of areas you feel you need more individual development to become a marketing manager, so you need to produce a ‘Statement of the marketing skills you are interested in’
• Completion of a ‘Personal Development Pan (PDP)’.

The PDP will enable you to manage and track your progress in developing your skills and to develop a strategy for seeking employment, also enabling prospective employers and St Mary’s staff to identify which placement organisations are appropriate for you.  This should include:

• How the Module has helped you develop your marketing knowledge
  and skills
• Your plans for further improvement of your marketing skills in the future,
  what you want to learn at University, and which marketing Institutes would
      intertest you for gaining additional qualifications

The University criteria for written work is included in this document.  But for the module your grades will be awarded by assessing the following:

• Your review of how you have learnt to use your skills to fulfil marketing functions
• Your ability to express in your Linkedin your professional skills and the aspects of marketing you are devoting your career to
• Your reflection on your strengths and weaknesses in developing your Personal Development Plan, which you should view as your Action Plan for the future.  

Please include a section which is a critical analysis of your skills with examples of why you have made this assessment – for example, if you are better at analysing statistics gives examples of how you did this; if you are better at analysing needs and motivations give examples of how you have did this

• Your ability to communicate and write your PDP.  The process we will adopt is to give you the opportunity to present your ideas in class or personal tutorial to have a discussion about them in the last two weeks of the Module, so that you can check that you are preparing the assignment as required
• Then to complete the assignment you need to write the PDP and TurnItin

Any questions please ask us in Tutorial sessions

Note:

The skills will include:

• personal presentation and personal management (e.g. time management, communicating, writing and editing, presenting, telephone and email skills, creating a digital persona, problems solving assertiveness),
• IT (e.g. Excel, PowerPoint, graphics, web management, web publishing, creating and analysing data sets),
• placement (assessing and selecting placement opportunities and preparing for placement e.g. interview preparation),
• team working, general management (e.g. project management, leadership, motivation, innovation, enterprise, appraisal, coaching, mentoring, training others, selling, consulting, risk management, planning) and marketing research (e.g. sourcing and using research, making sense of secondary data) and job-seeking (e.g. CV preparation, interview skills).

The overall pass mark of 40%is required in order to pass this module.

Robin J Birn and Elizabeth Farrier-Williams – October, 2020

St Mary’s University Criteria for Written Work – Level 5

1st Class 80% + 

Demonstrates substantial intellectual self-con?dence and originality of thought. Shows a rigorous understanding of the topic and can apply well-established principles of the area(s) of study. Incisive argument is sustained throughout. Organises material systematically. Makes critical use of a very wide range of general and scholarly texts. Work is set within the context of research in the ?eld. Shows impressive qualitative and quantitative ability where appropriate. Writing is polished, accurate and ?uent. Presentation uses appropriate scholarly conventions.

1st Class 70-79% 

Demonstrates intellectual self-con?dence and originality of thought. Shows a rigorous understanding of the topic and can apply well-established principles of the area(s) of study. Incisive argument is sustained throughout. Organises material systematically. Makes critical use of a wide range of general and scholarly texts. Work is set within the context of research in the ?eld. Shows impressive qualitative and quantitative ability where appropriate. Writing is polished, accurate and ?uent. Presentation uses appropriate scholarly conventions.

Upper-Second Class 60-69% 

Demonstrates a rigorous understanding of the topic. Understands and applies well-established principles of the area(s) of study. Argument is sustained, focussing consistently on the title / question. Organises material systematically, based around the argument presented. Makes critical use of a good range of appropriate general and scholarly texts. Shows awareness of research in the ?eld and integrates this into written work. Shows qualitative and quantitative ability where appropriate. Writing is accurate and ?uent. Presentation uses appropriate scholarly conventions.

Lower-Second Class 50-59% 

Demonstrates a good understanding of the topic. Understands and applies well-established principles of the area(s) of study. Argument is sustained, but could be developed further in places. Organises material effectively. Makes critical use of appropriate general texts and scholarly literature. Shows awareness of research in the ?eld and integrates this into written work. Shows qualitative and quantitative ability where appropriate. Writing is generally accurate, but shows occasional errors of grammar, syntax and spelling.

Third Class 40-49% 

Demonstrates some understanding of the topic. Understands and applies well-established principles of the area(s) of study. Shows awareness of research in the ?eld. Shows acquisition of coherent and relevant knowledge. Argument is developed, but lacks depth, rigour and complexity. Engages with appropriate general texts and scholarly literature. Shows reasonable qualitative and quantitative ability where appropriate. Writing often lacks ?uency, clarity and precision and would bene?t from proof reading and redrafting.

Fail 30-39% 

Misunderstands or is confused about many aspects of the topic. Presents some appropriate knowledge and evidence base, but handles these super?cially. Argument is present, but is too often insuf?cient or incoherent. No sustained engagement with the set title / question. Has used some appropriate texts, but does not use a suf?cient range of scholarly literature at this level. Writing is marred by continual errors of grammar, syntax and spelling. Presentation is poor and ignores appropriate scholarly conventions.

Poor Fail 0-29% Misunderstands or is confused about most aspects of the topic. Presents some appropriate knowledge and evidence base, but handles these very super?cially. No sustained argument is presented. Written work may be very brief and / or un?nished. Very little engagement with the set title / question. Has used inappropriate texts for intermediate level work. Writing is marred by constant errors of grammar, syntax and spelling. Presentation is poor and ignores appropriate scholarly conventions.