Lesson topics and plan
BSBTEC501 Develop and Implement an E-commerce Strategy
Supporting: BSB60120 Advanced Diploma of Business; May also support other qualifications based on respective packaging rules
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Assignment Cover Sheet
Note: Plagiarism/Cheating is a serious offence. If a student is found plagiarizing/cheating, it may result in a penalty of suspension/cancellation of student’s enrolment. In submitting their work, students must be aware of college’s Plagiarism and Academic Misconduct Policy available in student handbook, college’s website and student administration.
Declaration of Originality:
A copy of the original assessment task/work is retained by me and that I may be required to submit the original assignment to the trainer/assessor upon request
The trainer/assessor may, for the purpose of assessing this assessment task/work:
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BSB60120 Advanced Diploma of Business
Introduction
Welcome to the learner’s guide for this unit of competency for the qualification BSB60120 Advanced Diploma of Business. This guide provides you with essential information on competency standards, delivery plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency.
The purpose of this learner’s guide is to:
List resources which may assist in student learning and assessment tasks
Unit Overview
This unit describes the skills and knowledge required to evaluate e‐commerce models and strategies for use in a business context. This includes the ability to incorporate results of evaluations into design of an e‐commerce strategy, including marketing, buying and selling goods and services online.
Evaluate e‐commerce models
Design an e‐commerce strategy
Skill Recognition and Credit Transfer
Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence of successful completion of the same unit in an equivalent or higher qualification. Under the Australian Qualifications
Competency Standards
Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview), performance criteria, required skills, required knowledge, embedded employability skills components, assessment requirements and evidence guide.
They can also be viewed at:
AQF Descriptor
Analyze information to complete a range of activities
Interpret and transmit solutions to unpredictable and sometimes complex problems
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Evidence of the ability to:
Design and implement an e‐commerce strategy for an organization or work area
Key features of common e‐commerce models
Organizational policies and procedures
Delivery Plan
Delivery Arrangement
Delivery Conditions
Learners are required to attend the prescribed delivery sessions, in particular where assessment plan, schedule, projects, and in‐class activities and tasks are planned
On commencement, the learners should review and understand all the course related information including course structure, prerequisites and competency requirements for each unit of competency
Lesson Topics and Plan
The following lesson plans are planned for this unit. According to session times, trainers may expand these lesson plans into their own session plans. Trainers must take a special note of the activities planned in the right‐hand column. These activities form part of “Formative Assessments”. The formative assessments are not marked (assessed) but they contribute towards learning that prepares them for summative tasks.
The following topics are covered in the classroom training sessions. The topics for this unit include;
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Suggested Learner Resources
Other Resources
Strategic Plan for an E‐Business Design: http://smallbusiness.chron.com/strategic‐plan‐ebusiness‐design‐13234.html
Channels (General ref)
List of some of the online educational channels. Search for the relevant topics and concepts.
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Assessment Plan
To provide feedback to the learners/trainees indicating the areas of improvement and professional development
To measure the effectiveness of the delivery plan and evaluate the learning outcomes the required assessment criteria are provided in each assessment task for learner’s information. Assessment Method
Written Assessment Tasks
Practical/Analytical Tasks
The Written Assessment Tasks and Tests have been developed to address various parts of Performance Criteria as well as Required Knowledge.
The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and activities are mostly designed as in‐class assessments, enabling the trainers to observe the work being undertaken and completed (i.e., demonstration of a specific/required skill). Practical tasks may also include use of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally provided within the task description. However, trainers/assessor may set certain conditions for conducting and observing these tasks.
Observation forms part of in‐class activities, participation in designated group processes, presentation and provides an option where specific skills need to be demonstrated to the assessor.
Some of the assessments in this course may be used as Integrated Assessments; i.e., to use evidence created in one unit/task to determine competency in another unit/task. The concept behind the design of the integrated assessment is to limit repetitive tasks that test the same or similar competency elements in different units of competency.
To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as indicated in the Competency Standards (2).
Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes.
Submission of Work
The following assessments are planned for this unit;
These assessment tasks/activities have been described in detail in the following section. Task schedule to be advised by trainer/assessor based on the lesson and session plans.
Assessment Tasks
Assessment Task 1:
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In this assessment task, you will be required to research and develop an e‐business project plan for a business assuming that the wish to launch a new online business model. For the purpose of this task, you will assume the role of an E‐business developer. Your trainer/assessor will accordingly play the role of your manager. Ensure that you maintain an effective communication and interaction within the role play and obtain the necessary approvals at different states.
You must retain copies of all work in this task as the subsequent assessment tasks are linked to this task. Consider the following scenario;
Fight parallel imports and gain competitive advantage with online presence
Develop a business model based on a fast and low‐cost delivery system, eliminating Stuckists
Submission Guidelines
Submit:
Value‐chain analysis (from production to delivery) – source to end‐user process and resources
External and internal analyses (SWOT) – based on company profile and assumptions
Estimated costs for implementation
Legal, ethical issues in online marketing and exports (with references to the relevant legislations, codes etc.)
Assessment Task 2:
You will continue within the same roleplay used in the previous task, with your trainer/assessor playing the role of your manager.
Assume that following a formal submission of the Project Plan, Sarah has agreed to proceed with implementation of the proposed e‐business model. The idea is to divest physical shops and stores and gradually move all the business online. Assume that until a final business model is confirmed, the proposed site will incorporate both business‐to‐business and business‐to‐consumer sections. Accordingly, design an e‐business that helps with the transition and includes;
Online shop requirements (development and resources focus)
Proposed e‐business design (layout, structure, features, appearance, user friendliness, design elements. target audience)
Target market, and value chain structure (supply/production and distribution)
Perceived organizational changes (e‐business literacy, staff training, cultural changes, HR requirements, resource requirements)
You will also need to support the above model with relevant policies. As examples, draft the following policies; Information Management Policy
Quality Policy – Products and Services User Terms and Conditions
Submission Guidelines
Submit:
Proposed e‐business design (layout, structure, features, appearance, user friendliness, design elements. target audience)
Pricing, discounts and online promotions
Strategies for implementation (in comparison with conventional business)
Draft policy documents (4)
About Us page
Terms and Conditions
Assessment Task 3:
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As this and the previous assessment tasks were undertaken in a simulated, role‐play‐based classroom environment, further implementation will require presenting the proposed e‐business design to the appropriate audience and collecting feedback.
Accordingly, you will be required to present your proposed e‐business design to the class, assuming the class audience as the organizational stakeholders. The presentation will be a formal presentation, using your continuing roleplay as the E‐business Developer.
To create the context for implementation, you will be required to use two sample website/online stores (one B‐to‐B and one B‐to‐C) as examples of the actual stores (select and shortlist from other stores you visit and keep links/references of all sites for information). Your presentation will accordingly incorporate;
Comparative analysis of the competitive/benchmark stores/sites
Business relevance and brand association (e.g., does the site look like the type of business it is) Site navigation and ease of use
Visual elements – balance of text, images, video and appeal to visitors Contents
You will need to summarize the e‐business model and strategies developed in previous tasks. For evaluation purpose, use the sample site as a benchmark.
Save the draft notes and designs as evidence of preparation. Presentation time: 20 minutes
KPIs for monitoring e‐business performance
Continuous improvement (feedback and survey analyses)
Submission Guidelines
Strengths and weaknesses in each model
Your proposed e‐business design (Assessment Task 2) and comparison with the sample sites
KPIs for monitoring e‐business performance
Continuous improvement process (feedback and survey analyses)
Academic Policies and Processes
Language, literacy and numeracy (LLN)
Assistive technology
The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability.
Some examples of reasonable adjustments could include:
adjustment of the physical environment, e.g., specific furniture, arrangement of classroom.
The determination of “reasonableness” requires judgement that must take into account the impact on the RTO and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the standards expected should be the same irrespective of the group and/or individual being assessed (Disability Standards for Education 2005).
The college acknowledges skills and knowledge obtained through:
Formal training (conducted by industry or educational institutions in Australia or overseas)
Undertake a challenge test; and/or
Attend an interview with specialist staff.