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Unit 19 Hospitality Consumer Behaviour and Insight NCL

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Assignment   Brief  


 

Higher National Certificate/Diploma in

                             Hospitality Management

                                   Assignment Brief

Student Name/ ID No    
Unit Number and Title 19: Hospitality Consumer Behaviour and Insight  
Academic Year 2019/2020  
Module Leader Hakeem Kazeem  
Unit Tutor Hakeem Kazeem  
Assignment Title Understanding the consumer  
Issue Date W/C 23 September 2019  
Submission Date 29 November 2019  
IV Name & Date    
  Introduction   Consumer behaviour is the study of individuals and organisations and how they select, buy, use and dispose of goods, services, ideas, or experiences to satisfy their needs and wants (Kotler and Keller, 2006).  Studying consumers provides organisations with clues for improving, or introducing, products or services, setting prices, devising channels, crafting messages, and developing other marketing activities (Kotler, et al., 2008). It is mainly concerned with psychology, motivations, and behavior. The study of consumer behavior includes: Unlike other business organisations that deal mostly in tangible products with service coming second, the hospitality industry is mainly concerned with services first, and their products might be seen as secondary to the services that they provide. The consumers will be satisfied by the quality of the service provided as compared to the quality of the products in other business environments. It is therefore important for managers in the hospitality industry to understand how consumers make decisions on the types of services they need and where to obtain the services.  While realising that creating memories and joyous experiences for consumers is a key dimension affecting the profitability and growth of any hospitality organisation, the aim of this assessment is to appraise students’ knowledge and understanding of the consumers’ decision making process. The assessment will enable students to exhibit their comprehension of the factors that influence customers’ decisions. Students are expected to relate real world examples including their own personal experiences in doing this assignment. Knowledge and understanding will be assessed in the context of the students’ presentation and report to fulfil respective learning outcomes        
Unit Learning Outcomes
LO1: Examine the factors that influence hospitality consumer behaviour and attitudes LO2: Demonstrate the ability to map a path to purchase in a hospitality context, including the decision-making process LO3: Evaluate appropriate forms of research to understand influences on the hospitality consumer decision-making process LO4: Evaluate how marketers influence the different stages of the hospitality consumer decision-making process.  
Submission Format and Guidance: LO1 (Part A) Presentation
  Scenario and Activity   You have been appointed as a marketing analyst for a UK-wide hospitality organisation. Your remit is to monitor the purchasing decisions of the organisation’s customers. In your role as a market analyst you will also need to understand how your organisation’s customers think and feel about different alternatives of products and services, and how marketing campaigns can be adapted and improved to more effectively influence them. Your line manager has asked you to give a presentation for departmental managers to demonstrate your understanding of consumer behaviour.    Submission is in the form of a 15-minute group presentation using relevant software, with five minutes allocated for questions. (5 students per group). The presentation slides and speaker notes should be submitted as one copy. You are required to make effective use of Microsoft PowerPoint headings, bullet points and subsections as appropriate. Research should be referenced and bibliography provided using the Harvard Referencing system. It is recommended that you provide not more than 20 slides with introduction and references.   The presentation will:   Part A should be submitted to the Presentation portal of the Virtual Learning Environment (VLE) as shown below:    
Learning Outcome and Assessment Criteria
Pass Merit Distinction LO1 Examine the factors that influence hospitality consumer behaviour and attitudes   D1 Critically analyse the emerging trends in consumer behaviour and attitudes using specific examples from the hospitality industry to support your arguments P1 Investigate the different cultural, social, personal and psychological factors that influence consumer behaviour and attitudes within a hospitality context M1 Analyse how cultural, social, personal and psychological factors that influence consumer behaviour and attitudes are changing and driving trends in hospitality P2 Explore how consumer trends are changing due to the impact of digital technology              
Submission Format and Guidance: LO2, LO3 & LO4 (Part B) Report   Scenario and Activity:   As part of your job role, you are also responsible for delivering regular reports and customised analyses to determine the feasibility and viability of multi-channel marketing campaigns. Your manager has asked you to conduct a research to identify and measure opportunities that enhance conversion, efficiency and profit to present at the next leadership meeting. You will firstly map out the path to purchase for customers of the organisation and produce a report to evaluate the different market research approaches for understanding the decision-making process.   In producing the report you will:     Part B should be submitted to the Assignment portal of the Virtual Learning Environment (VLE) as shown below:       You may, if you wish, use an organisation of your choice or one where you are currently employed if appropriate for this assignment.    

                                         Learning Outcomes and Assessment Criteria

Pass Merit Distinction
LO2 Demonstrate the ability to map a path to purchase in a hospitality context, including the decision-making process  
P3 Examine the stages of the consumer decision- making journey and map a path to the purchasing for a given hospitality service P4 Explore why it is important for marketers to map a path to purchase and understand consumer decision- making in the hospitality sector                       M2 Evaluate how marketers are responding to the decision-making process, applying relevant examples from the hospitality sector LO2 LO3 LO4 D2 Critically evaluate the application of appropriate theories, concepts and models that influence and impact upon the hospitality decision- making process, supported by specific hospitality examples and contexts
LO3 Evaluate appropriate forms of research to understand influences on the hospitality consumer decision-making process  
P5 Compare and contrast the key differences of the hospitality decision- making process in the context of B2C and B2B, using specific hospitality examples P6 Evaluate the different approaches to market research and methods of research used for understanding the decision-making process M3 Provide a coherent and justified evaluation of how different factors influence hospitality decision-making and buying behaviour, supported by specific hospitality examples  
Pass Merit Distinction
LO4 Evaluate how marketers influence the different  
stages of the hospitality consumer decision-making
process
P7 Evaluate how M4 Critically evaluate
marketers can influence how marketers influence
the different stages of each stage of the
the hospitality decision- decision-making process
making process giving with reference to relevant
specific hospitality methods and models
examples applied
                                                Submission Instructions
  Late submissions are not allowed and will be penalised. If extenuating circumstances for late submission are acceptable, such submissions will be capped to “Pass”Reasonable consideration will be given in the case of failure to submit the assignments on time due to any medical reasons (provided sufficient medical proof is made available at the time of exemption).Referencing should be provided using the Harvard Referencing style: (https://qualifications.pearson.com/content/dam/pdf/BTEC-Higher-Nationals/Advanced-Practice-in-Early-Years-Education/2016/Specification/Pearson_Guide_to_Harvard_Referencing.pdf). The assignments should be completed in an appropriate format. The recommended font is Arial Font  Size12, using 1.5 line spacing.                                      Appendix A: Plagiarism and Collusion   Students are referred to the College’s Assessment policy during interview and induction and as included in the Students’ Handbook. Students are reminded that persistent offences in this area will result in the student’s termination.   Any act of plagiarism and/or collusion will be seriously dealt with according to the regulations. In this context the definition and scope of plagiarism are presented below:   “Using the work of others without acknowledging the source of the information or inspiration. Even if the words are changed or sentences are put in different order, the result is still plagiarism”. (Cortell, 2003)   Collusion is the submission of work/assignments produced in collaboration with another student or students.  Where one person shares his/her work with others who submit part or all of it as their own work, then the incidence of collusion is established.   Collusion does not apply to group work, but only amongst members of the same group – two separate groups, using the same content, or partial content, will count as collusion.                                     Appendix B: Harvard Referencing System   Any information that is not yours needs to be referenced or else turns to be plagiarism.   The authors and publication information cited within the main body of your work must be listed in the reference list. For example:   Bell, J. (1999) ‘Doing your research Project’. (3rd Ed) Buckingham: Open University Press   For example According to Bell (1999), as you write up your research you will use a citation to indicate in your text the source of piece of information.   The authors and publication information cited within the main body of your work must be listed in the reference list. For example:   Bell, J. (1999) ‘Doing your research Project’. (3rd Ed) Buckingham: Open University Press   Detailed guidance on the Harvard Referencing System (HRS) is available on the Virtual Learning Environment (VLE).  The Harvard System of Citation requires you to acknowledge certain information, which is mainly the surname and year of publication within the text.                                                        Recommended Resources Textbooks Bowie, D. and Buttle, F. (2011): Hospitality Marketing Principles and Practice.2nd ed. Oxford: Routledge.Dixit, K. (2017): The Routledge Handbook of Consumer Behaviour in Hospitality and Tourism. 1st ed. Oxford: Routledge.Jahauri, V. (2017) Hospitality Marketing and Consumer Behaviour: Creating Memorable Experiences. 1st ed. New Jersey: Apple Academic Press.Swarbrooke, J. and Horner, S. (2016) Consumer Behaviour in Tourism. 3rd ed. Oxford: Taylor and Francis.  

                 Glossary of terms used for internally assessed units

This is a summary of the key terms used to define the requirements within units.

Term Definition
Analyse Present the outcome of methodical and detailed examination either: breaking down a theme, topic or situation in order to interpret and study the interrelationships between the parts and/or of information or data to interpret and study key trends and interrelationships. Analysis can be through activity, practice, written or verbal presentation.  
Apply Put into operation or use. Use relevant skills/knowledge/understanding appropriate to context.  
Arrange Organise or make plans.  
Assess Offer a reasoned judgement of the standard/quality of a situation or a skill informed by relevant facts.  
Calculate Generate a numerical answer with workings shown.
Communicate Convey ideas or information to others. Create/construct skills to make or do something, for example a display or set of accounts.  
Compare Identify the main factors relating to two or more items/situations or aspects of a subject that is extended to explain the similarities, differences, advantages and disadvantages. This is used to show depth of knowledge through selection of characteristics.  
Compose Create or make up or form.  
Create/ Construct Skills to make or do something, for example, a display or set of accounts.  
Critically analyse Separate information into components and identify characteristics with depth to the justification.  
Critically evaluate Make a judgement taking into account different factors and using available knowledge/experience/evidence where the judgement is supported in depth.  
Define State the nature, scope or meaning.
Demonstrate Show knowledge and understanding.
Describe Give an account, including all the relevant characteristics, qualities and events.
Determine To ascertain or decide something based on evidence and facts.
Discuss Consider different aspects of a theme or topic, how they interrelate, and the extent to which they are important.
Design Plan and present ideas to show the layouts, function, workings, object, system or process.
Develop Grow or progress a plan, ideas, skills and understanding
Differentiate Recognise or determine what makes something different.
Evaluate Work draws on varied information, themes or concepts to consider aspects, such as: strengths or weaknessesadvantages or disadvantagesalternative actionsrelevance or significance.   Students’ inquiries should lead to a supported judgement showing relationship to its context. This will often be in a conclusion. Evidence will often be written but could be through presentation or activity.  
Explain To give an account of the purposes or reasons.
Explore Skills and/or knowledge involving practical research or testing.
Identify Indicate the main features or purpose of something by recognising it and/or being able to discern and understand facts or qualities.  
Illustrate Make clear by using examples or provide diagrams.
Indicate Point out, show.
Interpret State the meaning, purpose or qualities of something through the use of images, words or other expression.
Investigate Conduct an inquiry or study into something to discover and examine facts and information.
Justify Students give reasons or evidence to: support an opinionprove something is right or reasonable.  
Outline Set out the main points/characteristics.
Plan Consider, set out and communicate what is to be done.
Produce To bring into existence.
Reconstruct To assemble again/reorganise/form an impression.
Report Adhere to protocols, codes and conventions where findings or judgements are set down in an objective way.
Review Make a formal assessment of work produced. The assessment allows students to: appraise existing information or prior eventsreconsider information with the intention of making changes, if necessary.  
Show how Demonstrate the application of certain methods, theories or concepts.
Stage and manage Organisation and management skills, for example, running an event or a [Sector] pitch.
State Express.
Suggest Give possible alternatives; produce an idea, put forward, for example, an idea or plan, for consideration.
Undertake/ carry out Use a range of skills to perform a task, research or activity.

This is a key summary of the types of evidence used for BTEC Higher Nationals:

Type of evidence Definition
Case study A specific example to which all students must select and apply knowledge.  
Project A large-scale activity requiring self-direction of selection of outcome, planning, research, exploration, outcome and review.  
Independent research An analysis of substantive research organised by the student from secondary sources and, if applicable, primary sources.  
Written task or report Individual completion of a task in a work-related format, for example, a report, marketing communication, set of instructions, giving information.  
Simulated activity/role play A multi-faceted activity mimicking realistic work situations.
Team task Students work together to show skills in defining and structuring activity as a team.  
Presentation Oral or through demonstration.  
Production of plan/business plan Students produce a plan as an outcome related to a given or limited task.  
Reflective journal Completion of a journal from work experience, detailing skills acquired for employability.
Poster/leaflet Documents providing well-presented information for a given purpose.