ACBUS1014: Marketing Fundamentals - Matthew and Nadia Marketing Case Study Assessment Answer

Subject Code: ACBUS1014 Internal Code: 1AGIHH

Marketing Case Study Assessment Answer

TASK Scenario ln week 3 of a first year subject, Marketing Fundamentals, students were allocated into groups of 4-5. The purpose of forming groups was to facilitate collaborative learning. Once the groups were established, the group were expected to work together every week in class and outside of class to work towards their group marketing plan and presentation for a product of their choice. The activities facilitated during the class time required some pre-reading and the skills acquired during the class activities are designed to assist students to develop an understanding of the material and apply their knowledge to create a marketing plan for their chosen product. Each group selected a name for their team. The marketing plan should be 3500 words and the presentation 10 minutes long. Team 'Yellow' consisted of Cynthia, Matthew, Daryl, Cheryl and Nadia. Matthew discovered that no one else had completed the required reading, Nadia had only skim- read the text book chapter but did not read the required article and Daryl didn't even attend. Matthew didn't say anything but helped the team contribute responses to the rest of the class, although, Cynthia didn't want to talk in front of the class and left it to Cheryl and predominantly Matthew. Weeks 5 and 6 were very similar. Matthew was getting concerned with the lack of contribution from his team. He asked everyone at the end of class in week 6 ifthey could meet after class. Daryl and Cheryl left without communicating. Nadia and Cynthia said they could meet 2 days later and Cynthia said she had contact numbers for both Daryl and Cheryl. Together they all exchanged numbers and agreed to meet at the canteen at 2pm on the Thursday of Week 6. Matthew and Nadia arrived at the canteen at 1.50pm and ordered a coffee. Cheryl arrived around 2.10pm and Daryl about 2.15pm. Cynthia didn't show up at all so around 2.30pm they decided they really needed to start the meeting. They discussed what needed to be completed and verbally agreed on how to approach the project. Matthew still not approach the topic about not arriving to class prepared. lnstead they each just said they'd take it in turns to prepare for each week. Daryl agreed to let Cynthia know what she had to do. Cynthia never apologised for not attending the meeting and nor did she show up for the week she was supposed to prepare for. Daryl looked at the headings in the text but didn't read the required reading and his notes were limited for what was required in the class activities. Cynthia only attended every second week and did not communicate wit anyone. Nadia was relatively well prepared but with EnBlish as her second language her writing was to the standard the Matthew wanted. Nadia and Matthew tried to meet regularly and communicated times to the rest of the group but Daryl was always working, Cheryl never responded and Cynthia frequently said she was coming then never showed up. Nadia and Matthew did the best they could but Nadia agreed with everything Matthew said. By Week 9, Matthew was really annoyed and went to see the teacher. The teacher asked for evidence of the meetings the group had held and action items allocated. Matthew had nothing to give. There was nothing the teacher could do. All students are given the same mark. The end result was that Matthew ended up writing the whole report and the presentation was very disjointed. Ma$hew was distressed as all his time was taken up with this sub.ject. Although he achieved a distinction in this subject, he failed one of his other subjects which really upset him. Daryl and Cheryl still failed the subject because they hadn't gained enough understanding of the subject to answer enough questions in the exam correctly. Nadia achieved a credit and Cynthia only just passed overall but she wouldn't have passed at all if it wasn't for Matthew's hard work. Task: Pretend that you are a mentor for higher education students. Evaluate the approach that the group used to complete the task and make references to theory to support your analysis of the scenario. Recommend how the students could approach a group assessment next time. Include tools and templates that should be used in the apPendices but refer to these tools and templates throughout the report. Relevant templates should be created, referred to and presented in the appendices. Consider at least 4 of the following areas for analysis in your report:

• lnterpersonal skills
•  Team development
•  Team communications
• Roles within a team
• Time management