Marketing Plan Proposal

CHM601BM_Assessment_2_Brief_ Group Presentation – Marketing Plan Proposal _Week 8 Page 1 of 9

ASSESSMENT 2 BRIEF
Subject Code and Title CHM601BM Contemporary Hotel Marketing
Assessment Group Presentation – Marketing Plan Proposal
Individual/Group Group
Length 15-minute presentation with 1,000 (+/- 10%) word script
Learning Outcomes The Subject Learning Outcomes demonstrated by successful
completion of the task below include:
a) Explain the rationale and process of developing a marketing
strategy
b) Analyse and evaluate market opportunities and trends
c) Locate, appraise, and interpret market and consumer
intelligence
d) Create an integrated marketing strategy based on
supporting evidence, and develop a corresponding action
plan
e) Identify organisational objectives to prioritise marketing
activities with a set of key performance indicators to
evaluate marketing opportunities, measure marketing
success and to determine strategic adjustments
Submission Presentation to be delivered during the scheduled Week 8 class.
PowerPoint and script documents due by 11:55pm on the scheduled
Week 8 class day.
Weighting 25% (10% Individual and 15% Group)
Total Marks 100 marks

Assessment Task
Work in a group to evaluate and apply theories, concepts, tools and techniques used by marketers to
create, and deliver a strategic and compelling marketing plan proposal for an Australian hotel
organisation.
Please refer to the Instructions for details on how to complete this task.

CHM601BM_Assessment_2_Brief_ Group Presentation – Marketing Plan Proposal _Week 8 Page 2 of 9
Context
By focusing on the key elements of an integrated marketing plan, this assessment aims to develop
the skills required to conceptualise, create and communicate a marketing plan proposal for an
existing four- or five-star hotel located in Australia. Marketers today must be able to work in a team
environment to orally and visually present an overview of the critical objectives, strategies, activities
and performance indicators of a proposed marketing plan to key stakeholders, prior to investing
significant resources into a detailed marketing plan. Feedback arising from this assessment will be
critical to the development of your detailed and practical hotel marketing plan. Please note, for the
purpose of this assessment, you are not required to create a detailed marketing plan.
Instructions
To complete this assessment task, you must:
1. Identify one existing hotel (four- or five-star) of your choice in Australia to serve as the case
hotel.
2. Establish a company goal and propose an aligning marketing objective.
3. Research, evaluate and describe one (1) appropriate target market (e.g. Leisure, Corporate,
B-Leisure or Meetings, Incentive, Conferences, Events) that presents opportunities for the
hotel to target and develop.
4. Identify and apply a minimum of two (2) relevant (but not all) theories, concepts,
frameworks and tools learned from the course content to undertake a macro and micro
analysis of the business environment in which your hotel operates. Examples include PESTLE,
SWOT, Customer Journey Map, and Customer Profiling.
5. Locate, appraise and interpret relevant market and consumer intelligence to inform the
marketing plan proposal.
6. Identify and justify appropriate commercial partners for the case hotel to work with in order
to reach the company’s objectives.
7. Design and explain new marketing strategies and activities that are aligned to the marketing
objective, and appropriate for the proposed target market. You should incorporate each of
the original 4Ps of the Marketing Mix (Product/Service, Price, Promotion,
Place/Distribution).
8. Present a cohesive, concise and visually appealing PowerPoint Presentation (15 slides
maximum) that includes the above information and delivers the key elements of the
Marketing Plan Proposal within a 15-minute pitch.
9. Write a script (1,000 words, +/-10% in total) with a few sentences to accompany each
PowerPoint slide, which clearly articulates the key information to be conveyed.
You must refer to a minimum of four (4) academic and four (4) credible professional/trade
publications. You should utilise the following resources
https://library.torrens.edu.au/academicskills_ap/oral-presentations and
https://library.torrens.edu.au/academicskills_ap/group-assessment prior to attempting this
assessment.

CHM601BM_Assessment_2_Brief_ Group Presentation – Marketing Plan Proposal _Week 8 Page 3 of 9
Group Contract
Student groups of no more than three (3) will be formed in Week 2. Your Learning Facilitator will
advise you of which group you have been assigned to.
At the beginning of the term/project:
• All students taking part in a group assessment should draw up and sign a group contract
using the template provided on Blackboard, in the Assessments section. This step should be
completed at least two weeks prior to your assessment due date. Your Learning Facilitators
may ask to review the contracts when deemed necessary (for example, when there is a lack
of progress or conflict among group members).
During the project:
• You should keep records of communication and drafts. Any serious concerns about an
individual group member’s contribution should be brought to the attention of the Learning
Facilitator as soon as they occur or at least two weeks before the due date, whichever is
earlier.
At the end of the project/assessment submission:
When submitting the group assessment, you are required to attach the group contract as an
appendix of the submission. You are reminded not to ‘recycle’ (self-plagiarise) contracts
from other assessments. Sections on deliverables, timeline and expectations should be
unique to each assessment or project. Self-plagiarism constitutes a breach of Academic
Integrity and can lead to penalties to the assessment or subject.
The group contract accounts for 10% of the assessment grade, as indicated in the marking
rubric. The group contract will be assessed based on its effectiveness in stipulating targets,
plans and expectations. It should be clear, realistic and appropriate for the nature of the
project.
If a student has been accused of not contributing equally or fairly to a group assessment, the
student will be contacted by the Learning Facilitator and given three working days to
respond to the allegation and provide supporting evidence. If there is no response within
three working days of contact, the Learning Facilitator will determine an appropriate mark
based on the evidence available. This may differ from the mark awarded to other group
members and would reflect the individual student’s contribution in terms of quantity and
quality of work.
Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more
information on referencing in the
Academic Skills webpage.
Submission Instructions
During Week 6, a Presentation Schedule for all student groups will be posted online by the
Learning Facilitator in the Announcements link on the main navigation menu in CHM601BM.
Please note during the submission process: You will need to submit three (3) separate
documents per group:
(1) The presentation slides in PDF format

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(2) The written script in PDF format
(3) The completed Group Contract
Once the first document has been uploaded, click
‘Browse Your Computer’ to attach the
second and third documents as appendices. Then click the
Final Submit button. You may also
submit a Zip drive.
Submit this task via the Assessment 2 link in the main navigation menu in CHM601BM:
Group Presentation – Marketing Plan Proposal.
The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal.
Feedback can be viewed in My Grades. Written feedback will be provided promptly to
enable student groups to incorporate feedback into Assessment 3 Group Marketing Plan.
Should a student not be present without submitting an Assessment Special Consideration
Form prior to the Assessment due date, they will receive zero marks for this Assessment.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately
referenced and academically written according to the
Academic Writing Guide. Students also need
to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure
and subsequent penalties for academic misconduct. These are
viewable online.
You also must keep a copy of all submitted material and any assessment drafts.
Special Consideration
To apply for special consideration for a modification to an assessment or exam due to unexpected or
extenuating circumstances, please consult the
Assessment Policy for Higher Education Coursework
and ELICOS
and, if applicable to your circumstance, submit a completed Application for Assessment
Special Consideration Form
to your Learning Facilitator.
CHM601BM_Assessment_2_Brief_ Group Presentation – Marketing Plan Proposal _Week 8 Page 5 of 9
Assessment Rubric

Assessment
Attributes
Fail
(Yet to achieve
minimum standard)
0-49%
Pass
(Functional)
50-64%
Credit
(Proficient)
65-74%
Distinction
(Advanced)
75-84%
High Distinction
(Exceptional)
85-100%
Knowledge and
understanding of the
process of developing
and delivering a
marketing strategy
Percentage for this
criterion = 20%
Demonstrates a partial or
underdeveloped
understanding of the
process of developing and
delivering a marketing
strategy.
Key components of the
assignment are not
addressed.
Little to no strategic
alignment between goals
and objectives.
Limited or no
understanding of the
target market,
competitors and partners.
Limited or no
independent and relevant
research.
Demonstrates functional
knowledge of the process of
developing and delivering a
marketing strategy.
Most components of the
assignment are addressed.
Understands strategic
alignment between goals and
objectives.
Demonstrates understanding
of the target market,
competitors and partners.
Some independent and
relevant research on market
and consumer research is
located and appraised.
Demonstrates proficient
knowledge of the process
of developing and
delivering a marketing
strategy.
All components of the
assignment are addressed.
Clearly defined strategic
alignment between goals
and objectives.
Identified relevant target
market, competitors and
partners.
Good use of independent
research.
Demonstrates advanced
knowledge of the process of
developing and delivering a
marketing strategy.
All components of the
assignment are addressed.
Expertly defined strategic
alignment between goals
and objectives.
Ability to argue for relevant
target market, competitors
and partners.
High-quality, independent
research.
Demonstrates exceptional
knowledge of the process
of developing and
delivering a marketing
strategy.
All components of the
assignment are addressed.
Expertly defined strategic
alignment between goals
and objectives.
Presents and succinctly
discusses relevant and
supported strategic
position and options, with
regard to target market,
competitors and partners;
includes limitations and
implications, and offers
alternatives.
Expert independent
research skills.

CHM601BM_Assessment_2_Brief_ Group Presentation – Marketing Plan Proposal _Week 8 Page 6 of 9

Evaluation of market
opportunities, creativity
in developing new
marketing strategies
and consistency in
alignment to the
marketing objective
presented with credible
supporting information
Percentage for this
criterion = 25%
Limited understanding of
key concepts required to
support development of
new marketing strategies
and activities that are in
alignment with marketing
objective.
Market opportunities are
not clearly identified.
Little to no research of the
chosen target market.
Marketing strategies are
vague and not aligned to
the marketing objective.
Proposed marketing
activities are not
consistent with target
market overview.
Viewpoints of experts are
taken as fact with little
questioning.
Resembles a recall or
summary of key concepts
required to support
development of new
marketing strategies and
activities that are in
alignment with marketing
objective.
Market opportunities are
often a confused assertion of
personal opinion with
information substantiated by
evidence from the
research/course materials.
Proposed marketing
strategies are somewhat
aligned to the marketing
objective.
Some inconsistency with
target market overview and
proposed marketing
activities.
Proposed marketing activities
demonstrate a lack of
independent thinking and
rigour.
Supports personal opinion
and information
substantiated by evidence
from the research/course
materials in developing new
marketing strategies and
activities that are in
alignment with marketing
objective.
Demonstrates a capacity to
explain and apply relevant
concepts to propose clear
marketing strategies
aligned to the marketing
objective.
Proposed marketing
activities demonstrate
creativity and are
consistent with a well
researched target market.
Questions viewpoints of
experts.
Discriminates between
assertion of personal
opinion and information
substantiated by robust
evidence from the
research/course materials
and extended reading in
developing new marketing
strategies and activities that
are in alignment with
marketing objective.
Well-demonstrated
capacity to explain and
apply relevant concepts to
propose superior marketing
strategies aligned to the
marketing objective.
Thorough understanding of
target market
demonstrated with an
analysis of the
demographic, behavioural
and psychographic variables
adopted in customer
profiling.
Proposed marketing
activities reflect growing
judgement, intellectual
independence, rigour and
adaptability.
Systematically and critically
discriminates between
assertion of personal
opinion and information
substantiated by robust
evidence from the
research/course materials
and extended reading in
developing new marketing
strategies and activities
that are in alignment with
marketing objective.
Information is taken from
sources with a high level of
interpretation/evaluation
to develop a
comprehensive critical
analysis of market
opportunities.
Identifies gaps in
knowledge.
Proposed marketing
activities are expertly and
uniquely formulated and
justified.

CHM601BM_Assessment_2_Brief_ Group Presentation – Marketing Plan Proposal _Week 8 Page 7 of 9

Effective
Communication
(Written)
Percentage for this
criterion = INDIVIDUAL
10%
Presents information
without analysing or
interpreting it.
Specialised language and
terminology are rarely or
inaccurately employed.
Meaning is repeatedly
obscured by errors in the
communication of ideas,
including errors in
structure, sequence,
spelling, grammar,
punctuation and/or the
acknowledgment of
sources.
Communicates in a readable
manner that largely adheres
to the given format.
Generally employs specialised
language and terminology
with accuracy.
Meaning is sometimes
difficult to follow.
Information, arguments and
evidence are structured and
sequenced in a way that is
not always clear and logical.
Some errors are evident in
spelling, grammar and/or
punctuation.
Communicates in a
coherent and readable
manner that adheres to the
given format.
Accurately employs
specialised language and
terminology.
Meaning is easy to follow.
Information, arguments and
evidence are structured and
sequenced in a way that is
clear and logical.
Occasional minor errors
present in spelling,
grammar and/or
punctuation.
Communicates coherently
and concisely in a manner
that adheres to the given
format.
Accurately employs a wide
range of specialised
language and terminology.
Engages audience interest.
Information, arguments and
evidence are structured and
sequenced in a way that is
clear and persuasive.
Spelling, grammar, and
punctuation are free from
errors.
Communicates eloquently.
Expresses meaning
coherently, concisely and
creatively within the given
format.
Discerningly selects and
precisely employs a wide
range of specialised
language and terminology.
Engages and sustains
audience’s interest.
Information, arguments
and evidence are insightful,
persuasive and expertly
presented.
Spelling, grammar and
punctuation are free from
errors.
Effective
communication
(Presentation/Oral)
Difficult to understand for
audience; no logical/clear
structure; poor flow of
ideas; argument lacks
supporting evidence.
Stilted, awkward and/or
oversimplified delivery.
Presentation is sometimes
difficult to follow.
Information, arguments and
evidence are presented in a
way that is not always clear
and logical.
Presentation is easy to
follow.
Information, arguments and
evidence are well
presented, mostly clear
flow of ideas and
arguments.
Engages audience interest.
Information, arguments and
evidence are very well
presented; the presentation
is logical, clear and well
supported by evidence.
Engages and sustains
audience interest.
Expertly presented; the
presentation is logical,
persuasive, and well
supported by evidence,

CHM601BM_Assessment_2_Brief_ Group Presentation – Marketing Plan Proposal _Week 8 Page 8 of 9

Percentage for this
criterion = INDIVIDUAL
30%
Limited use of engaging
presentation techniques
(e.g. posture, eye contact,
gestures, volume, pitch
and pace of voice).
Presentation aids are not
employed or developed as
directed.
Insufficient timing has
been allocated to deliver
key information.
Correct, but often stilted or
awkward delivery.
Sometimes uses engaging
presentation techniques (e.g.
posture, eye contact,
gestures, volume, pitch and
pace of voice).
Employs basic but generally
accurate presentation aids as
directed. A number of aspects
require further refinement
(e.g. amount of information,
styling, editing, etc.).
Adequate timing has been
allocated to deliver key
information.
Correct, but occasionally
stilted or awkward delivery.
Uses engaging presentation
techniques (e.g. posture;
eye contact; gestures;
volume, pitch and pace of
voice).
Employs clear and
somewhat engaging
presentation aids as
directed. A few aspects
require further refinement
(e.g. amount of
information, styling,
editing, etc.).
Key information is
presented in a timely
manner.
Clear and confident
delivery.
Confidently and consistently
uses a range of engaging
presentation techniques
(e.g. posture, eye contact,
expression, gestures;
volume, pitch and pace of
voice, stance, movement).
Employs succinct, styled
and engaging presentation
aids that incorporate a
range of elements
(graphics, multimedia, text,
charts, etc.).
Very good delivery of
presentation within the
allocated timeframe.
demonstrating a clear flow
of ideas and arguments.
Clear, confident and
persuasive delivery.
Dynamic, integrated and
professional use of a wide
range of engaging
presentation techniques
(e.g. posture, eye contact,
expression, gestures,
volume, pitch and pace of
voice, stance, movement).
Employs succinct, creative
and engaging presentation
aids that effectively
integrate a wide range of
elements (graphics,
multimedia, text, charts,
etc.).
Excellent delivery of
presentation within the
allocated timeframe.

CHM601BM_Assessment_2_Brief_ Group Presentation – Marketing Plan Proposal _Week 8 Page 9 of 9

Group contract
Percentage for this
criterion = 10%
The group contract has
been poorly completed.
Targets, plans and
expectations have not
been clearly defined and
are not achievable.
The group contract has
not been completed or
submitted.
The group has partially
completed the contract. Some
targets, plans and
performance expectations
have not been identified and
clearly defined. Some targets,
plans and performance
expectations are not
achievable. Roles are not
always clear.
The group has completed
the contract.
The group contract contains
somewhat clear, precise and
achievable targets and
plans. It also stipulates
performance expectations
for each group member or
role.
The group has thoroughly
completed the contract.
The group contract contains
well thought out targets,
plans and performance
expectations. There are
clear explanations in
relation to performance
expectations for each group
member or role.
The group has completed
the contract to an
exceptional level. The group
contract contains clear,
precise and achievable
targets and plans which are
detailed and well justified.
There are clear and well
structured explanations in
relation to performance
expectations for each group
member or role.
Correct citation of key
resources and evidence
Percentage for this
criterion = 5%
Demonstrates
inconsistent use of good
quality, credible and
relevant resources to
support and develop
ideas.
Referencing is omitted or
does not resemble APA.
Demonstrates use of credible
and relevant resources to
support and develop ideas,
but these are not always
explicit or well developed.
Referencing resembles APA,
with frequent or repeated
errors.
Demonstrates use of
credible resources to
support and develop ideas.
Referencing resembles APA,
with occasional errors.
Demonstrates use of good
quality, credible and
relevant resources to
support and develop
arguments and statements.
Show evidence of wide
scope within the
organisation for sourcing
evidence.
APA referencing is free
from errors.
Demonstrates use of high
quality, credible and
relevant resources to
support and develop
arguments and position
statements.
Show evidence of wide
scope within and without
the organisation for
sourcing evidence.
APA referencing is free
from errors.