Once you have a Practicum Project topic and objectives, you need to determine how you will execute the project. Breaking it down further, you should decide the who, what, how, where, and when associated with each of your Practicum Project objectives. For example, who will make what change, by how much, where, and by when? This methodology will guide the implementation of your project at the practicum site.
But how will you know whether you have met your objectives? How will you know the impact of your project? Formative evaluation, while the project is in progress, and summative evaluation, at the conclusion of the project, offer different types of feedback and information at different points. Thus, evaluation can offer helpful insight into objective achievement.
Post a description of your proposed Practicum Project. Identify a project methodology that is appropriate for your project and explain why it will be valuable to use. Then select the model you will use during your project and explain why it is appropriate for your project. Next, summarize two theories that relate to your Practicum Project and evaluate their application to your experience.
Explain how you will evaluate your Practicum Project. Specifically, describe a formative evaluation plan and a summative evaluation plan you will use. Detail what the evaluations will measure and what information you can gain from the evaluations. Then, describe any potential ethical issues that may occur as you complete your Practicum Project. Explain how you will avoid or address these issues.
· Jasper, M., Rosser, M., & Mooney, G. P. (2013). Professional development, reflection, and decision-making in nursing and healthcare. John Wiley and Sons.
· Chapter 4, “Decision-Making in Professional Practice” (pp. 109–135)
· McBride, D. (2018). Evaluation Links to an external site.. In B. B. Frey (Ed.), The SAGE encyclopedia of educational research, measurement, and evaluation (p. 624). SAGE.
· Christ, T. J., & Kember, J. (2018). Formative evaluation Links to an external site.. In B. B. Frey (Ed.), The SAGE encyclopedia of educational research, measurement, and evaluation (pp. 697–699). SAGE.
· Plotner, A. J. (2018). Summative evaluation Links to an external site.. In B. B. Frey (Ed.), The SAGE encyclopedia of educational research, measurement, and evaluation (pp. 1636–1637). SAGE.
Critical Analysis of Government Policy or Program Choose a government response (State or Federal) that is aimed at supporting families at risk, such as a policy or program, and address the following in your report: !. An overview of the policy or program including its goals and objectives, target population, and implementation strategies. “. A critical analysis of the effectiveness of the policy or program including its strengths, weaknesses, opportunities, and threats (SWOT analysis).
.
$. Recommendations for how the policy or program could be improved to better support families at risk Your responses should incorporate reference to current literature and relevant theory (minimum five academic references) and adhere to APA7 referencing style
Assessment 2 Rubric Criteria Performance Standards Fail 0-49 Pass 50-64 Credit 65-74 Distinction 75-84 High Distinction 85-100 An overview of the policy or program including its goals and objectives, target population, and implementation strategies. 20% The overview of the policy/program is absent or unclear, and/or irrelevant to the question. The overview of the policy/program is basic or limited in scope; lacks clarity, detail or coherence, and/or the information provided is incomplete or contains errors/inconsistencies. Minimal integration of literature. The overview of the policy/program is well- structured, clear and concise, and provides a good understanding of the goals, objectives, target population, and implementation strategies. Well- supported by literature. The overview of the policy/program is highly detailed, comprehensive and well-structured, demonstrating a deep understanding of the goals, objectives, target population, and implementation strategies. Strong integration of literature demonstrating evidence of critical analysis and synthesis. The overview of the policy/program is exceptional, demonstrating outstanding insight and analysis of the goals, objectives, target population, and implementation strategies. The overview is rigorous and thoughtful and demonstrates sophisticated integration of literature. A critical analysis of the effectiveness of the policy or program including its Limited or no identification of the policy/ program’s strengths, weaknesses, Identification of some of the policy/program’s strengths, weaknesses, opportunities, and Identification of most of the policy/ program’s strengths, weaknesses, opportunities, and Comprehensive identification of the policy/program’s strengths, weaknesses, A comprehensive and insightful identification of the policy/ program’s strengths, weaknesses, 23/7/23, 1:19 pmSubject guide Page 2 of 3https://courses.highered.tafensw.edu.au/mod/book/tool/print/index.php?id=746605&chapterid=53099 strengths, weaknesses, opportunities, and threats (SWOT analysis). 20% opportunities, and threats; limited or no discussion of the effectiveness of the policy or program; limited or no use of relevant literature to support the analysis. threats; some discussion of the effectiveness of the policy or program; use of some relevant literature to support the analysis threats; a critical analysis of the effectiveness of the policy or program, with a well-supported argument; use of relevant literature to support the analysis. opportunities, and threats; a well- developed critical analysis of the effectiveness of the policy or program, with a convincing argument supported by relevant literature. opportunities, and threats, with an original perspective; a well-developed and sophisticated critical analysis of the effectiveness of the policy or program, with a compelling argument supported by a breadth of relevant literature. An evaluation of the policy or program’s impact on families at risk, including any unintended consequences or benefits 20% No evaluation of the policy/program’s impact on families at risk; evaluation lacks critical analysis and is not supported by evidence Basic evaluation of the policy/program’s impact on families at risk, but lacks critical analysis; minimal integration of literature Clear evaluation of the policy/program’s impact on families at risk with some critical analysis. evidence provided to support the analysis with appropriate integration of literature Detailed and thorough evaluation of the policy/program’s impact on families at risk with critical analysis; strong evidence provided to support the analysis, including strong integration of literature Exceptional evaluation of the policy/program’s impact on families at risk with comprehensive and insightful critical analysis; robust evidence provided to support the analysis, including sophisticated integration of literature Recommendations for how the policy or program could be improved to better support families at risk 20% No recommendations provided or recommendations are not relevant to the policy/program analysed; recommendations lack specificity or are not feasible. Recommendations are provided but lack detail or specificity. recommendations are feasible but do not address all major weaknesses identified in the analysis. recommendations are not supported by evidence or analysis. Recommendations are specific, feasible, and supported by evidence or analysis. Recommendations address most of the major weaknesses identified in the analysis. Recommendations consider the needs and perspectives of families at risk and other stakeholders. Recommendations are highly specific, innovative, and feasible. Recommendations address all major weaknesses identified in the analysis and provide a clear rationale for why they will be effective. Recommendations are supported by a strong evidence base and consider the potential unintended consequences of implementation. Recommendations are highly specific, innovative, and feasible. Recommendations are supported by a comprehensive and rigorous analysis of the policy or program and its impact on families at risk. Recommendations are likely to result in significant improvements in the policy or program and its outcomes for families at risk. Fluent academic writing with correct spelling, grammar and punctuation 10% Numerous errors in spelling, grammar, and punctuation that impede comprehension; Basic proficiency in spelling, grammar, and punctuation; some errors in sentence structure and clarity, but meaning is generally clear; Good proficiency in spelling, grammar, and punctuation with few errors; clear and concise sentence structure that is easy to follow; demonstrates Very good proficiency in spelling, grammar, and punctuation with no errors; Exceptional proficiency in spelling, grammar, and punctuation with no errors; outstanding sentence structure 23/7/23, 1:19 pmSubject guide Page 3 of 3https://courses.highered.tafensw.edu.au/mod/book/tool/print/index.php?id=746605&chapterid=53099 poor sentence structure and lack of clarity in expression; use of inappropriate language and tone for academic writing appropriate language and tone for academic writing an understanding of academic writing conventions and tone excellent sentence structure and clarity that is engaging and easy to follow; demonstrates a strong understanding of academic writing conventions and tone and clarity that is engaging and compelling; demonstrates a deep understanding of academic writing conventions and tone, and applies this knowledge to create a highly effective piece of writing Use of current literature and relevant theory (minimum five academic references) referenced in accordance with the APA referencing style 10% No references provided or references are not relevant to the topic; absence of, or incorrect use of, APA referencing style References provided but are not all current or not all relevant to the topic. APA referencing style used with minor errors or inconsistencies At least five current and relevant references provided and integrated well into the essay. APA referencing style used accurately and consistently More than five current and relevant references provided and used effectively to support arguments throughout the essay. APA referencing style used expertly and consistently More than five current and highly relevant references provided and used expertly to support arguments and insights throughout the essay. APA referencing style used impeccably and consistently, demonstrating expert- level skill and knowledge
For this task, create a tool (i.e., an evaluation rubric, matrix or comprehensive checklist) that can help assess an IT policy. The tool should have an appropriate number of criteria and a scale on which to evaluate each criterion. Then, prepare a report that contains the following elements:
• Title of the Policy • Objective of the Policy • Expected improvements or controls to be mitigated by the Policy • Policy Contents • Stakeholders and users that need to observe the policy • Evaluators and Approvers of the Policy • Distribution and Communication • User Awareness Sessions • Revisions History
Part 2: Evaluate an Organization’s IT Policy
Conduct research on an organization of your choice. You can use government or academic portals whose policies are available online. Using the tool that you created in part 1 of this assignment, research and evaluate the organization’s IT policy.
Then, create a report in which you summarize the following:
1. Provide a description of the organization that you chose, along with the web address for the IT policy.
2. Describe the IT policy at a high level. 3. Present a chart depicting each criterion with its description and a
scale showing the requirements for each level in the scale of the evaluation tool (in an appendix).
4. Create a narrative to explain the rationale for the criteria and rating scale.
5. Use your tool to evaluate the IT policy and provide strengths and weaknesses.
6. Provide three recommendations to improve the IT policy.
7. Explain how this organization uses IT policy strategically.
Length: 4-5 pages, not including title page and references page or appendix
References: Include a minimum of 3 scholarly resources
The assignment is for MPA Public Program Evaluation class. The Midterm Evaluation Critique requires you to locate an existing evaluation report of a specific program or policy that is of interest to you and then critique it according to the specific criteria in the assignment requirements. There are hundreds of evaluation reports published online; a simple search including “evaluation report” and your topic and/or location of interest should be sufficient to find options; you may also want to narrow your search to a specific program that you already have in mind (please do not choose the program your group has selected Pell Grants (do not select Pell Grant). You may also find evaluations in the form of peer-reviewed journal articles; these are also acceptable for the project. There are also several organizations that conduct evaluations on various topics, so you could check out these websites: AIR (American Institutes of Research), or the IES Regional Education Labs. (REL). This paper should be 3-4 pages single-spaced or (6-8 pages double-spaced) and must include the following (bolded text should be the heading of each section): Purpose of the Evaluation. A succinct summary of the program/context, purpose(s) of the evaluation, context, methods, and findings from the evaluation that you chose to critique. (20 pts) Narrative answers to the following questions: For each of the following evaluation areas, discuss whether the evaluation report provide sufficient detail; provide evidence for your answer (use quotes and/or page citations); if it does not provide sufficient detail, include suggestions as to what could be done to improve each section. Rationale (i.e., theoretical framework) (10 pts) Background (e.g., literature review, previous evaluations) (10 pts) Context for the evaluation (10 pts) Are the methods (including data collection, sampling, instruments) aligned with the purpose(s) of the evaluation? Provide evidence and rationale for your answer. If you believe they are not aligned, provide a better alternative method to addressing the stated purpose. (20 pts) Are the findings useful for the stated purpose? If you were involved in the program under evaluation, how would you use the findings to change or improve the program? (15 pts) Conclusion: A succinct conclusion of the quality of the evaluation, based on your specific critiques included in the body of the paper. (I.e., would you recommend that program staff use this evaluation for improvements? Do you think the funder of the program should use it to judge the worth of the program and potential funding renewal? Do you think other similar programs could learn from this evaluation? Evidence for any of these should not be in the conclusion but rather in the specific critique sections, which you can then reference back to in the conclusion.) (10 pts) Bibliography, including citation (and link, if applicable) to the evaluation that you chose to critique, as well as any additional resources you referenced, including course readings. (5 pts) I have provided an excellent example (Bernhardt+SPEA+562+Midterm.pdf Download Bernhardt+SPEA+562+Midterm.pdf) from a previous student on Canvas. Please feel free to use this as you work through the sections, to see what level of detail and organization I am expecting
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This summative assessment can be completed in class or at any other convenient location.
Students are required to complete this task using digital tools and ensure to submit in an acceptable format, e.g. .docx, .pdf, .pptx, or as advised by your assessor.
Please use the following formatting guidelines to complete this assessment task:
Font Size: 12; Line Spacing: Double; Font Style: Times New Roman
Assessment activities can be completed either in real workplace environment or in a simulated environment such as your classroom. In both cases, appropriate evidence of the assessment activities must be provided.
Instruction to Assessors:
You must assess student’s assessment according to the provided Marking Criteria.
You must complete and record any evidence related to assessment activities including role-plays and presentations using appropriate forms which must be attached with student assessment submission.
You must provide students with detailed feedback within 10 working days from submission.
For a project nominated by your Assessor, you are required to implement a monitoring, evaluation and reporting program.
In order to do so, complete the attached Evaluation Worksheet then complete the following questions:
Purpose
– What is the purpose of the evaluation?
– Who is it serving?
– Does the design of the evaluation support the initiative taking place on the ground?
– Does the research generate new knowledge?
– Is the evaluation being used as a tool to help empower the individuals and communities it serves?
Realistic
– Are adequate resources available for the evaluation?
– Are the evaluators fully trained and competent in the techniques they are being asked to carry out? (This may be particularly important with internal evaluations – i.e. when project staff are being asked to carry out much of the evaluation themselves.)
– Do stakeholders agree that the resources earmarked for the evaluation are proportional to the overall size of the project? i.e. +/- 10% of the total budget for the project.
– Do all stakeholders share similar views of what the evaluation aims to achieve?
– What has been done to ensure that funders and practitioners have a realistic view of the communities they are working with and their capacity to absorb and engage with different kinds of evaluation activities?
– What has been done to ensure that the proposed project outcomes, and the timescale within which changes might be expected, are compatible?
– Is the project goal/vision compatible with the anticipated outcomes?
– Has the evaluation considered the historical, political and social (local and national) context in which the program is taking place?
– Does the evaluation address the theoretical assumptions on which the project is based? – What are the political forces at play? How much political power is being wielded?
Ethics
– Has an appropriate ethical framework been developed? This may include considerations of protecting the confidentiality and anonymity of responses.
– Who considered the ethical dimensions of the project and how ethical policies would be implemented?
Methods
– Is the evaluation participatory?
– Are the objectives and monitoring indicators SMART (Specific, Measurable, Appropriate, Realistic, Time-Bound)?
– Has the planning of the evaluation been treated as equally important as the data collection? – Is the evaluation integrated into all stages of development and implementation?
– Is the chosen methodology the most appropriate in light of the project interventions? Be clear why!
– How is the quality of practice/application of methods ensured (different questions need to be asked if the research is commissioned or carried out internally)?
– Is the timeframe of the evaluation sufficient to measure the potential outcomes (some of which may be very long-term)?
– Are the methods used flexible enough to monitor unintended outcomes?
Dissemination
– How can evaluators be encouraged to report more fully on their evaluation activities?
– Will the findings be conveyed to all participants and stakeholders in meaningful, timely and appropriate ways?
– Will the results show the failings as well as the achievements of the project?
Attach copies of all produced documents including the evaluation plan, surveys, survey outcomes and reports.
Demonstrates that you are familiar with the case studies and includes an explanation and evaluation of the public health methods used for each topic below.
There must be 1 page in length for each topic listed below and reflects proper spelling, capitalization, punctuation, and grammar usage.
Includes citations and references in APA format.
There is a total of three topics to write about, ALL ARE TO BE WRITTEN ABOUT. In total there must be 3-6 pages long, 1-2 pages per topic.
1. Explore the ASTHO website at http://www.astho.org/ and prepare a brief 1 page report on initiatives that affect public health in your home state. Be sure to include the initiative, its goals, any opposition that you think may be there and your own opinion of the initiatives.
2. Visit the Guide to Community Preventive Services web site at:
https://www.thecommunityguide.org/
Research a topic that is an important public health issue in your local area/hometown. Investigate the types of scientific research that has been done on the issue and recommendations for community interventions that have emerged from the research. Report your findings in a brief summary. This report should be 1 page long
3. Review the tools and resources offered by The Community Tool box at http://ctb.ku.edu/en. This free public service offered by the University of Kansas
Work Group for Community Health and Development offers a large number of resources for practitioners and community volunteers. Make a list of resources that you would find helpful as a new graduate starting his/her first job with a public health agency.
This should be a 1-2 page list with a brief explanation of how that resource could be helpful to you.
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Discussion: Summative Assignment This course covered public health programs, their planning, evaluation, and other challenges. Write a summary on what you have learned in this course. In addition, your summary should include:
A description of how the methods and tools of program planning and evaluation can be used in a public health setting.
A description of how methods and tools can be used in your current workplace or future career.
Submission Details
Support your responses with examples.
Cite any sources in APA format.
Submit your response to thisDiscussion Areaby thedue date assigned.
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As a continuation of our course project due in Unit VII (A Permit by Rule (PBR) Evaluation for Painting Operation Facility), complete the next section—VOC Content Minus Water and Exempt Solvents—of your proposal by following the instructions carefully, and then submit your continued draft of your evaluation document into Blackboard for grading.
Closely read the required reading assignment from the textbook as well as the unit lesson in the study guide.
Open your proposal draft from Unit V, and make any improvements to your draft, using your professor’s feedback from the Unit V Mini Project.
Open the Unit VI Study Guide, read the Unit VI Lesson, and then review the calculations demonstrated and explained regarding VOC content minus water and exempt solvent calculations for our scenario. Be sure to use the scenario data instead of the data used in the study guide examples.
Make your Unit VI work the fifth level 1 heading titled “VOC Content Minus Water and Exempt Solvents.” Describe the environmental, health, and safety (EHS) implications of the work system while pulling from the textbook as well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to discuss the methods for sampling, quantitatively analyzing, and evaluating air quality.
Perform and present (not hand-written, but neatly typed) the calculations for the following in this section of your project: (a) gallons of water in one gallon of coating, (b) gallons of exempt solvent (ES) in one gallon of coating, and (c) pounds of VOC in one gallon of coating (less the water and ES) per day. Determine if the work system is still going to need any administrative controls to keep it is compliance with the state requirements.
In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. Remember that we are adding one sentence per unit to reflect our work as we go, with the final abstract length being about 8 to 10 sentences long.
Your narrative and calculations for operational air emission rates must be presented in at least 200 words (minimum). You are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations.
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Assignment Expectations: As part of your Research Project, the second assignment requirement expects students to complete a Website Evaluation of TWO websites that are acceptable for college-level academic research and contain information related to their research topic. For this assignment, students will use a search engine of their choice (e.g., Google or Bing) to find appropriate websites related to their topics. After selecting, reviewing and analyzing your two websites, students should write a 250-word analysis for each website. Keep reading to find out more about where to find websites for this assignment and what your analysis should include. As always, if you have questions, please feel free to reach out to your instructor via email.
But First, What Exactly is a Website Evaluation?:
There is a great deal of information available on the web and you can do much of your research from your computer. However, not everything on the web is suitable for academic research. This assignment will help you evaluate web sites that you find on the free web.
Before you start your Web Site Evaluation assignment, read the UMGC Library guidelines for evaluating Web resources, “Is My Source Credible,” to determine whether the contents are of high quality and acceptable for college-level academic research: and then view their video “Evaluating Web sites”:
Transcript
Welcome to this Information and Library Services Tutorial on evaluating Web sites. In this tutorial, you will learn how to determine whether a Web site contains trustworthy information that is appropriate for college level research.
Many Web sites contain trustworthy information that is appropriate to use in college-level research. But because no one regulates information placed on the Web, there are also Web sites that you would not want to use in a research paper: Web sites, for example, with out-of-date, inaccurate or biased information.
Here are some questions you can ask that will help you critically evaluate information you find on the Web:
Who is the author of the Web site?
Does the Web site present information that is biased, one-sided?
Does the Web site present accurate information?
Is the Web site current enough for your research topic?
This tutorial will explore those questions in more detail.
When evaluating a Web site, ask yourself, who has written the Web site content? Are the author’s credentials given? Think about the author’s expertise and credibility. Knowing who wrote the content can help you determine the Web site’s trustworthiness.
You may find an author whose credentials are not given on the Web site. When that happens, use Google or another search engine to see if you can find information on the author elsewhere on the Web.
Frequently, an organization can be considered the author of a Web site. For example, the author of a Web site might be a business, a professional association or a government agency. You can usually find a link on an organization’s Web site that provides information about the organization—its activities, mission, leadership and so on. Learning about the organization can help you judge the credibility of the information on the organization’s Web site.
When evaluating a Web site, also ask yourself, does the Web site present information that is objective and neutral as possible, or is the Web site presenting biased, one-sided information? Depending on your research project, it may be appropriate for you to use biased information.
For example, if you are presenting both sides of an argument in a pro/con essay about the chemical industry and environmental groups, you could cite information from a chemical industry association and from environmental activists. But you need to be aware of possible bias in a Web site and use—or not use—that Web site accordingly.
When evaluating a Web site, you should also ask, is the information on the Web site accurate? Compare the information on the Web site with knowledge you have gained from other sources in the course of your research, to see if the Web site contains errors. For example, you might compare the information in a Web site with scholarly articles you have read in library databases, with reference books and so on. Also, does the Web site give sources for the information it presents, sources you can look up and verify?
Timeliness is another important factor, especially if you are researching a subject in which knowledge can change rapidly, like health and medicine, business or technology. Does the Web site date its information? If so, is the information is current enough for the topic you are researching?
You can find trustworthy, useful information on all types of Web sites: commercial Web sites, organization, government, education Web sites and so on. But no matter what kind of Web site you are using, you must critically evaluate the information it contains.
At our library Web site, you can find more information on evaluating Web resources. And, if you have any questions about your research, please contact us via Ask a Librarian.
Assignment Directions: After selecting, reading and analyzing your websites, please make sure each analysis follows the format below and includes the following information.
First, before you get started, please note what you should not do for this assignment. Please do not use the following types of sites:
UMGC library databases (in other words, do not use any resources found in the library database like Jstor. You will use the library for these resources for later projects)
Do not use Wikipedia or any other wiki site (in fact, refrain from using these sites for any part of the research project)
Do not use any encyclopedia websites (i.e. Britannica.org. These sites are wonderful for general knowledge, but not for the requirements of this research project)
Do not use any sites that require a subscription (also, do not use any of these sites for the requirements of this research paper.)
Okay, now on to what your Website Analysis should include:
Format: Each Website Analysis should be typed in a word document, with 1-inch margins, double spaced, and include no less than 250 words.
Bibliography: At the top of each Website Analysis, students should provide a complete bibliographic entry. This complete bibliographic entry should include a formal citation, including the URL and your date of access. You should note that the required style for this class is Chicago Humanities Style (not the author/date variant). The Effective Writing Center created a short overview on using Chicago Humanities Style called “Brief Guide to Citing Sources in Chicago.” It includes a list of sources formatted in this style. The examples labeled N=footnote/endnote format and those labeled B=bibliographic entry. A copy of this guide is located in the Writing Resources section of Course Resources under Content of this LEO class site.
Analysis and Content: Each Website Analysis should include a detailed summary of the main points of the article – in your own words. Ultimately, this should be written within the first two paragraphs of your analysis and include:
Describe the content and purpose of the website
Determine the author, accuracy of information presented and website’s currency.
Explain in detail how and why you determined the site is acceptable for use in an academic research paper
Each website analysis should explain how the content pertains to your research
Explain how the site relates to your research topic or what you found on the site that relates to your topic
It is important that students share more than a simple sentence in this analysis. I would like to see a paragraph dedicated to this portion of the assignment.
Submitting Your Work: Students can submit their work under the Website Evaluation Assignment directions. Click on this assignment, scroll to the bottom of the page where you see “Add Attachments,” and then attach assignment here. Students can also submit this assignment through the Assignment tab. Students will also see the rubric attached to this assignment. Please make sure to review the rubric before submitting your final draft.
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An analysis which deals fully with the major elements from a marketing point of view* Selection and amplification of ideas which accord with the analysis presented* Work which shows very good grasp of the marketing topic* Effective use of language and a developed critical evaluation * An excellent and cohesive responseCore text – This unit is supported by the following core text:Dibb, S. & Simkin, L. (2013), Marketing Essentials (Second Edition), Cengage, London.Guided reading – the following is expected reading for this unit. Details of what to read and when will be provide in the BREO site reading lists.P.R. Smith & Ze Zook , (2011), Marketing Communications: Integrating Offline and Online with Social Media, Kogan Page. Independent study – to receive high grades you will need to demonstrate your wider reading. The following resources provide useful background reading for the material in this unit.• Campaign• Marketing Week• PR Week• Journal of Integrated Marketing Communications• Journal of Marketing Communications- Harvard system of referencing- A minimum of 5 referenced academic sources is required.- No more than 50% of references may be from the internet.
For many years supermarkets have engaged in vigorous marketing thus making the flow of products in the shelf and stores to move swiftly. Most of the large supermarket designs their marketing strategies based on socioeconomic profile of the consumers. For example, studies have shown that homogeneity of customer group tend to go for homogeneous products, whereas heterogeneity of customer group tend to demand for heterogeneous products(Melanie, & Marian, 2011). Homogeneity of customer group made the supermarket to excel on specific market segments, but with increased globalization, heterogeneity of customer group is increasing rapidly. Also, the increased use of internet and online marketing, many supermarkets faces stiff competition from online sales. In the past two decades, large supermarket such as Walmart have closed some store because of dwindling returns and increased expenses.
Marketing strategies
Therefore, for supermarkets to adopt the dynamic world of customers as well as keep pace with the competition, it is important for the supermarket to shift to aggressive and reliable marketing strategy. Past marketing strategies focused on customers as the most ultimate prize to be won if the supermarket was to remain at the top………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
