VTCT Hair and Beauty Studies: Level 3 Advanced Diploma ADR Unit 3

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Take a look at Unit 3: Product research, design and development within hair and beauty, from our ADR pack for VTCT Level 3 Advanced Diploma in Hair & Beauty Studies.

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1 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced DiplomaU0|l 5 F|0000l |888|00. 088|80 00 08v8I0m80l w|l0|0 0|| 00 080l9U0|l 0v8|v|8w60 Guided learning hours (GLH)Learning outcomes:LO1: Understand a range of factors that impact on hair and beauty product design and developmentLO2: Understand product development processes, including testing and triallingLO3: Be able to create, present and evaluate design ideas for a specifc hair and beauty product and marketResources provided:Sample scheme of work page 86Overview of activities page 94Activities page 96Sample assessment page 108PowerPoint presentation on CD-ROMVTCT_Advanced_Unit3_Hair&Beauty_1 1 27/4/09 09:34:19Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.U0|l 5 F|0000l |888|00. 088|80 00 08v8I0m80l w|l0|0 0|| 00 080l9bmI8 8008m8 0l w0|k Guided learning hours (GLH): 60Structure of delivery: The scheme of work for this unit is divided into 2-hour theory sessions and 2-hour practical sessions, each relating to a specifc learning outcome. Following 54 GLH of structured delivery, there are 6 hours for assessment of this unit. Session Content Possible activities Resources1 (2 GLH)Introduction to Unit 3, factors which impact on hair and beauty product design and development, impact of key social, environmental, ethical and economic factors on the global market place (LO1), product development process (LO2) Whole class teaching Introduce the unit aims and objectives. Demonstrate where other units (1, 5, 6 and 8) link with this unit. Introduce session objectives. Group workEach group is given a category of factors affecting the global market place to idea-storm (social, environmental, ethical and economic).Whole class teachingBuild on group idea-storming (Activity 3.1).Whole class teachingConclude session by refection and recapitulation of learning. Unit 3 HandbookOverview purpose of the unitOverview of learning outcomesOverview of assessment criteria Activity 3.1 Factors affecting the market place: Bingo!2(2 GLH)Understand factors which impact on hair and beauty product design and development, impact of infuences on the global market place (LO1)Whole class teachingIntroduce session objectives. Introduce infuences on the global market (celebrity, media, TV, fashion, need, medical, age). Paired workAsk learners to conduct research on infuences, making relevant notes such as type of celebrity endorsements (gender, age, industry links), relationship between medical, fashion and cosmetic industries.For research:Popular magazines, newspapers, department stores, TV advertisingVTCT_Advanced_Unit3_Hair&Beauty_2 2 27/4/09 09:34:205 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced DiplomaSession Content Possible activities Resources2(2 GLH)(Continued)Whole class teaching Facilitate group discussion on infuences of the global market. Refect on learning from the activity3(4 GLH)Understand a range of factors that impact on hair and beauty product design (LO1); Be able to create, present and evaluate design ideas for a specifc hair and beauty product market (LO3)Whole class teachingIntroduce session objectives. Whole class activityVisit to trade fair. Learners should focus on new products and services and speak to professionals about the range of factors which infuenced their development. Learners should also collect leafets and brochures about new products and services. Trade shows such as Salon International, Professional Beauty, Professional Spa, Health and well-being fairs and events 4(2 GLH)Understand factors which impact on hair and beauty product design and development, global size and structure, lifecycle of products or services (LO1) Whole class teachingIntroduce session objectives. Provide overview of product design and development. Paired workResearch key vocabulary in order to complete product design and development vocabulary cards (Activity 3.2). Whole class teaching Q & A session to check learning. Refect on learning from the activity.Useful websites: http://www.thetimes100.co.uk/index.phphttp://www.businesslink.gov.uk Activity 3.2 Product design and development: vocabulary cards5(2 GLH)Understand factors which impact on hair and beauty product design and development, global size, iconic worldwide brands (LO1)Whole class teachingIntroduce session objectives. Assess prior learning of product design and development. Paired workResearch one iconic brand and write a short case study. Then photocopy case studies and share with the whole class.Whole class teachingLearners identify factors relating to product design and development from each others case studies.Activity 3.3 Iconic cosmetic brands For research:Useful website:http://www.thetimes100.co.uk/index.phpCompany websites Douglas Holt, How Brands Become Icons: The Principles of Cultural Branding (Harvard Business School, 2004)VTCT_Advanced_Unit3_Hair&Beauty_3 3 27/4/09 09:34:200Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.Session Content Possible activities Resources6(2 GLH)Interrelationships between manufacturers and retailers and other associated industries, process, relationship and mutual benefts (LO1) Whole class teachingIntroduce session objectives. Group work/Individual workAsk groups to explore the roles of manufacturer, wholesaler, retailer and customer in a series of task-based activities. Individual learners create a short person scenario applying their learning from earlier tasks. Each group creates four scenarios which they swap with another group to check learning. Whole class teachingConclude session by refection and recapitulation of group work. Activity 3.4 Relationships and mutual benefts: role play 7(2 GLH)The impact of key social, environmental, ethical and economic factors on the global marketplace (LO1)Whole class teachingIntroduce session objectives. Whole class activityVisit from speaker. Assist learners to prepare questions in advance so that they gain the most value from the session. Individual learners could be identifed to ask particular questions and have the questions written down as prompts. Suggested topics: recycling; animal testing; ethical trading; minimum wage; use of overseas suppliers and manufacturers; defnitions of ethical/environmental/green; use of local and/or organic goods; air miles; fair trade; sustainability.Whole class teachingVisiting speakers to engage learners in thinking about social, environmental, ethical and economic factors with Q & A refection and recapitulation of learning at end of session.Speakers could include:environmental health expert, councillor, environmental student or tutor, green specialist, Body Shop (or similar) representativeLearner questions and prompt cardsIdentifcation of who will ask which questions CD-ROM: PowerPoint presentation Social, environmental, ethical and economic factors VTCT_Advanced_Unit3_Hair&Beauty_4 4 27/4/09 09:34:215 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced DiplomaSession Content Possible activities Resources8(2 GLH)Explain the global size, structure and growth of the hair and beauty manufacturing and retail sector at high street and professional trade levels (LO1: AC1); Evaluate the interrelationships between manufacturers and retailers and other associated industries (LO1: AC2); Consider the impact of key social, environmental, ethical and economic factors that infuence the global market place (LO1: AC3); Evaluate the internal and external factors that drive and infuence the global market place (LO1: AC4)Whole class teachingIntroduce session objectives.Group workAssessment preparation and internal formative assessment. Ask learners to write quiz-style questions to cover AC1, AC2, AC3 and AC4. Whole class teaching Collate the questions and act as quiz host. Groups should compete in teams to answer the questions they have prepared. The quiz could take on the format of a TV game show such as Who Wants to be a Millionaire! or The Weakest Link. Reinforce assessment criteria and how they will be achieved.Unit 3 HandbookOverview purpose of the unitOverview of learning outcomesOverview of assessment criteria Research methods (see pp. 1120)Activity 3.5 Quiz formatsBuzzers, bells, hooters, etc. for quiz Egg timer to measure time to answer questions 9(2 GLH)Understand product development processes including testing and trialling, how iconic and technological developments have contributed to the development of the hair and beauty sector (LO2) Whole class teachingIntroduce session objectives.Whole class activityLearners watch an episode of What Not to Wear.Group workLearners identify and discuss procedures used in the episode, e.g. make-up, skin care, clothing advice. Whole class teachingLearners watch an episode of 10 Years YoungerGroup workLearners identify the procedures used in the episode, e.g. anti-wrinkle treatments, cosmetic procedures, laser treatment.Whole class teachingConclude session by refecting on how iconic and technological developments have contributed to the development of the hair and beauty sector.Episode of What Not to Wear (BBC)Episode of 10 Years Younger (Channel 4)VTCT_Advanced_Unit3_Hair&Beauty_5 5 27/4/09 09:34:22bLevel 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.Session Content Possible activities Resources10 (2 GLH)Understand product development processes and how iconic and technological developments have contributed to the development of the hair and beauty sector (LO2) Whole class teachingIntroduce session objectives.Group workEach group forms the production team of a TV make-over show. Their task is to research and plan treatments, products and procedures to boost customer knowledge and self-esteem and improve health and well-being. They should present their ideas as a story board. Whole class teachingConclude session by refecting on how iconic and technological developments have contributed to the development of the hair and beauty sector.Activity 3.6 Consumers in the hair and beauty sector: TV make-overFor research:Popular glossy magazinesTrade journals Products and procedure leafets 11 (2 GLH)Understand product development processes and typical consumer market research processes, importance of market research, market research tips (LO2) Whole class teachingIntroduce session objectives. Revisit learning from case studies (session 5) and prior knowledge. Introduce importance of market research and tips for open and closed questioning, being impartial and being realistic.Group workEach group is to plan and conduct initial market research. Whole class teachingConclude session by refection and recapitulation of learning.Activity 3.7 Conducting market research: effective techniquesMicrophone and recording or video equipment 12/13 (4 GLH)Understand product development processes and typical consumer market research processes, iconic and technological developments (LO2)Whole class teachingIntroduce session objectives. Provide overview of new developments and assess prior knowledge. Paired workEach pair conducts research into a recent development in the hair and beauty sector, e.g. anti-ageing treatments, laser, facial peeling, surgical procedures, hot stones, ear candles, hair extensions.Useful websites:www.dh.gov.uk/en/PublicHealth/CosmeticSurgery/index.htmwww.harleymedical.co.ukwww.chisuk.org.uk/index.phpwww.bbc.co.uk/healthwww.bupa.co.ukVTCT_Advanced_Unit3_Hair&Beauty_6 6 27/4/09 09:34:227 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced DiplomaSession Content Possible activities Resources12/13 (4 GLH)(Continued)Whole class activityEach pair creates a display to promote their chosen product or service (taking the form of a trade fair) with groups visiting each others area to share ideas and promote further thinking and discussion.Whole class teachingConclude session by refection and discussion to reinforce learning. 14/15 (4 GLH)Understand product development processes and typical consumer market research processes, develop new product ideas and services (LO2) Whole class teachingIntroduce session objectives. Demonstrate where other units (Units 6 and 8) link with this unit.Paired workAsk learners to think about the process of developing a new product or service.Group workTwo pairs join to form groups of four. Learners develop an idea for a new product/service, building on the previous session and linking with other units.Whole class teachingConclude session by refection on learning.Activity 3.8 Developing a new product or service: research process cards Activity 3.9 Developing a product or service VTCT_Advanced_Unit3_Hair&Beauty_7 7 27/4/09 09:34:238Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.Session Content Possible activities Resources16/17(4 GLH)Understand product development processes and typical consumer market research processes, develop new product ideas and services, market research processes (LO2) Whole class teachingIntroduce session objectives. Review previous session, identifying any problems with group project. Group workIn the same group as the previous session, learners plan and carry out a customer survey to check customer needs, loyalty, desires, attitudes, etc. This will provide information about how to price, package and promote the new product/service. Whole class teaching Explain how data from surveys is interpreted.Refect on market research.Activity 3.10 Developing a new product or service: questionnaire Useful websites to help learners write their questionnaires:http://www.qualitydigest.com/oct96/surveys.htmlhttp://www.toolpack.com/services/surveys.html18(2 GLH)Be able to create, present and evaluate design ideas for a specifc hair and beauty product and market, create design ideas (LO3)Whole class teachingIntroduce session objectives.Group workEach group creates innovative design ideas for their new product/service. This should be appropriate to the specifed market. Groups can present their design in the form of a launch poster, or short radio or TV advertisement. This can form part of the internal assessment (AC10).Whole class teaching Feedback on each groups design ideas.Refect each groups project.Data from planning and development stages of group work project Data from customer surveyICT, e.g. PhotoshopMagazines and journalsVideo and audio recording equipment 19(2 GLH) Be able to create, present and evaluate design ideas for a specifc hair and beauty product and market, different types of business, marketing and presenting methods (LO3) Whole class teachingIntroduce session objectives.Paired workLearners identify different types of business from the scenarios presented. They then create further scenarios for each business type. Pairs swap their scenarios with other pairs to further develop understanding of the hair and beauty product market.Activity 3.11 Marketing and presenting methods: business scenariosVTCT_Advanced_Unit3_Hair&Beauty_8 8 27/4/09 09:34:235 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced DiplomaSession Content Possible activities Resources19(2 GLH)(Continued)Whole class teachingFeedback and refection on learning. 20(2 GLH)Be able to create, present and evaluate design ideas for a specifc hair and beauty product and market, marketing and presenting methods (LO3) Whole class teachingIntroduce session objectives.Group workLearners research methods of marketing and presenting used by local, national and multi-national businesses. They should be encouraged to use a range of resources.Whole class teaching Learners create a visual display of their research. Facilitate evaluation of marketing and presenting methods.For research:Popular magazines, trade journals, national newspapers, trade fair literature Camera to record billboards, presentations, demonstrations and in-store advertising21(2 GLH)Explain how iconic and technological developments have contributed to the development of the hair and beauty sector (LO2: AC5); Evaluate learning to inform future progress in product research, design and development (LO3: AC11)Whole class teachingIntroduce session objectives.Group workAssessment preparation and internal formative assessment. Ask groups to write quiz-style questions to cover AC5 and AC11.Whole class teaching Collate the questions and act as quiz host. Groups should compete in teams to answer the questions they have prepared. The quiz could take on the format of a TV game show such as Who Wants to be a Millionaire! or The Weakest Link. Reinforce assessment criteria and how they will be achieved.Unit 3 HandbookOverview purpose of the unitOverview of learning outcomesOverview of assessment criteria Research methods ( see pp. 1120)Activity 3.5 Quiz formatsBuzzers, bells, hooters, etc. for quiz Egg timer to measure time to answer questionsVTCT_Advanced_Unit3_Hair&Beauty_9 9 27/4/09 09:34:2410Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.Session Content Possible activities Resources22(2 GLH)Be able to create, present and evaluate design ideas for a specifc hair and beauty product and market, marketing and presenting methods (LO3) Whole class teachingIntroduce session objectives.Group workEach group represents a particular type of business, e.g. hair, beauty, nail, multi-national, high street, cosmo-medical. Their task is to design a method of marketing and advertising which suits the different types of business and reaches a specifc target market. Learners can choose from: promotions, television, advertising campaigns, billboards, presentations, demonstrations.Whole class teaching Learners create a visual display of their research. Facilitate evaluation of methods used. ICTMagazines and journalsLeafets and brochures from trade fair Video and audio recording equipment Camera 23 (2 GLH)Understand product development processes, testing and trialling, concept development (LO2)Whole class teachingIntroduce session objectives. Revisit prior learning from this unit, e.g. case studies, and Unit 8. Provide overview of methods of testing and trialling, including differences between smaller national and larger international companies. Group workEach group chooses or is allocated a national or international company. Groups conduct research into the development of a single product range, including use of prototypes, trials, pilots, test marketing, product launch.Whole class teaching Learners share their fndings. Facilitate comparisons between companies and evaluation of methods used. Activity 3.3 Iconic cosmetic brands Activity 8.10 Evaluation of cosmetics: trialling and testingFor research:Company websitesMagazines and newspapersLiterature from trade fairs VTCT_Advanced_Unit3_Hair&Beauty_10 10 27/4/09 09:34:2411 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced DiplomaSession Content Possible activities Resources24(2 GLH)Understand product development processes, testing and trialling and typical problems (LO2)Whole class teachingIntroduce session objectives Revisit prior learning from this unit and Unit 8. Identify problems associated with product development. Paired workLearners conduct independent research in order to complete the summary sheet (Activity 3.12).Whole class teachingConclude session with Q & A to check learning.Activity 3.12 Typical problems associated with product development 25(2 GLH)Understand product development processes, testing and trialling, key logistical processes and supply chain mechanisms (LO2)Whole class teachingIntroduce session objectives. Revisit prior learning from this unit and Units 1 and 7.Whole class activity Create a timeline on the foor or around the walls to illustrate the lifecycle of product development and supply chain mechanisms. Learners then write typical problems on sticky notes and add them to timeline.Whole class teachingFacilitate evaluation of learning.Activity 3.13 Product development processes: a timelineSticky notes VTCT_Advanced_Unit3_Hair&Beauty_11 11 27/4/09 09:34:241Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.Session Content Possible activities Resources26(2 GLH)Explain the infuence of consumer market research processes to product development (LO2: AC6); Evaluate the role and purpose of the typical stages of product development (LO2: AC7); Analyse the ways in which testing and trialling processes can differ between international businesses and smaller national companies (LO2: AC8); Explain the key logistical processes and supply chain mechanisms used by manufacturing and retail businesses in the hair and beauty sector (LO2: AC9) Whole class teachingIntroduce session objectives.Group workAssessment preparation and internal formative assessment. Learners write quiz-style questions to cover AC6, AC7, AC8 and AC9.Whole class teaching Collate the questions and act as quiz host. Groups should compete in teams to answer the questions they have prepared. The quiz could take on the format of a TV game show such as Who Wants to be a Millionaire! or The Weakest Link. Reinforce assessment criteria and how they will be achieved.Unit 3 handbookOverview purpose of the unitOverview of learning outcomesOverview of assessment criteria Research methods (see pp. 1120)Activity 3.5 Quiz formatsBuzzers, bells, hooters, etc. for quiz Egg timer to measure time to answer questions6 hours Assessment VTCT_Advanced_Unit3_Hair&Beauty_12 12 27/4/09 09:34:2515 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced DiplomaU0|l 5 F|0000l |888|00. 088|80 00 08v8I0m80l w|l0|0 0|| 00 080l9Dv8|v|8w 0l 0l|v|l|88Activity NotesLinks to functional skillsLink to PLTS3.1 Factors affecting the marketplace: Bingo! Photocopy the sheet once and keep for reference.Then photocopy the grids on to card. Learners brainstorm factors that infuence the global marketplace in small groups and record their ideas on the whiteboard with pens or sticky notes. Each learner is given a blank bingo card which they fll in with any ten words chosen from the board. Tutor calls out random words from the board Reading, writing, speakingCT, RL, TW, EP3.2 Product design and development: vocabulary cardsPhotocopy the sheet once and keep for reference. Photocopy on to card and cut into 40 individual cells (one set per small group or pair). Learners must match the key vocabulary with its appropriate defnition. This activity can be used to assess prior knowledge and/or as a revision exercise.Reading, writing IE, TW, EP3.3 Iconic cosmetic brandsThis activity has three tasks to gradually develop understanding of key factors in product development. The fnal task, writing a case study, would be an ideal piece of assessment or extension work. Reading, writing, ICT IE, CT, RL, TW, SM, EP3.4 Relationships and mutual benefts: role playThis activity has four tasks to gradually explore relationships and mutual benefts. You should group learners to allow for differentiation (i.e. mixed age/ability). Then facilitate the activity by helping groups who become stuck to think about their own prior knowledge and/or experiences. Allow 1015 minutes for each task depending on ability and/or prior knowledge of the learners.Speaking, writing CT, RL, TW, SM, EPVTCT_Advanced_Unit3_Hair&Beauty_13 13 27/4/09 09:34:2510Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.Activity NotesLinks to functional skillsLink to PLTSCD-ROM: PowerPoint presentation Social, environmental, ethical and economic factorsThe presentation could be used to introduce or revisit the issues presented by the visiting speakers. Each slide should be used to prompt learner discussion with pauses for feedback between each one. Alternatively, it could be used in place of speakers, in which case more time will be needed for elaboration and exploration of the topics presented. Encourage learners to refect and build on what they already know.Speaking, listening, readingRL, EP3.5 Quiz formats Create a TV quiz show atmosphere by introducing music and catchphrases from game shows and using buzzers or bells. You can encourage learner participation by getting fully in role as the quiz host. You dont always have to be the host; you might keep score or even join a team. Maybe include small prizes or certifcates as incentives. With larger classes, organise different heats, with the winners of each heat going head to head in the fnal.Speaking, listening, mathsCT, RL, TW, EP3.6 Consumers in the hair and beauty sector: TV make-over Learners working in a small team should delegate roles and responsibilities for this task, with each learner playing to their strengths (e.g. research, art, creativity, industry knowledge). Facilitate and keep learners focused on time and task. Storyboards (collages) are a great way to present to the larger group and encourage feedback. Create a bank of magazines and newspapers and encourage learners to add to this resource. Speaking, listening, ICT CT, TW, SM, EP3.7 Conducting market research: effective techniques The main part of this activity is role play, which involves learners interviewing and observing each other about their consumer habits. Facilitate the planning and review stages of this activity to keep learners on task. Using video to record interviews is a valuable learning tool.Speaking, listening, ICTCT, RL, TW, EPVTCT_Advanced_Unit3_Hair&Beauty_14 14 27/4/09 09:34:2615 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced DiplomaActivity NotesLinks to functional skillsLink to PLTS3.8 Developing a new product or service: research process cardsPhotocopy the sheet once and keep for reference. Photocopy onto card and cut into individual cells (one set per pair). Learners sort the cards into three sets of six factors to consider when developing a new product. This activity can be used to assess prior knowledge and/or as a revision exercise.Reading, speaking IE, CT, RL, TW, EP3.9 Developing a new product or serviceThis activity helps learners to put into practice what they have learnt about product development. They should be encouraged to be creative and innovative. The project will continue over a number of sessions.Speaking, writing CT, RL, TW, EP3.10 Developing a new product or service: questionnaire This activity builds on the previous planning activity. Carry out a risk assessment if market research is to be conducted off-campus. Learners should be given support in writing their questionnaires encourage them to think about the style of questions and the kinds of responses these will elicit as well as how the data will be analysed. Learners may also require support in using ICT to design their questionnaires using the pro-forma provided. There are some useful websites which provide guidance for writing questionnaires such as: http://www.qualitydigest.com/oct96/surveys.html http://www.toolpack.com/services/surveys.htmlICT, reading, writing CT, RL, TW, SM, EP3.11 Marketing and presenting methods: business scenarios Individual or paired learners identify business types from the scenarios. Learners then write their own scenarios and swap with other learners to identify business types. As an extension activity, learners suggest suitable methods of marketing for each business. Reading, writing IE, CT, RL, TW, EP3.12 Typical problems associated with product developmentA simple summary grid to focus the paired research activity. Learners could create their own card game (see Activity 3.7) by photocopying their summaries and cutting into cells before reconstructing it again. A good way to check learning. Reading, writing, ICT IE, RL, TW, SM, EPVTCT_Advanced_Unit3_Hair&Beauty_15 15 27/4/09 09:34:261bLevel 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.Activity NotesLinks to functional skillsLink to PLTS3.13 Product development processes timelinePhotocopy the sheet once and keep for reference. Enlarge on to card and cut into 20 individual stages. Learners work together to create a timeline across the foor or along the wall to illustrate the product development process. The second part of the activity involves learners writing typical problems associated with each stage on to sticky notes which they then add to the timeline.Reading, writing, speakingCT, RL, TW, EPVTCT_Advanced_Unit3_Hair&Beauty_16 16 27/4/09 09:34:2717 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced Diplomab888|00 1 R0l|v|l9 5.1 0l0|8 ll80l|08 l08 m|k8l I08. b|080IThis sheet is for tutors/teachers/practitioners only.VTCT_Advanced_Unit3_Hair&Beauty_17 17 27/4/09 09:34:2718Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.b888|00 0 R0l|v|l9 5. F|0000l 088|80 00 08v8I0m80l. v0000I|9 0|08This sheet is for tutors/teachers/practitioners only.Benefts The advantages to the consumer of using the productBrand Identifying name or logo which differentiates one product from anotherConcept Original idea for a new brand, product or serviceConsumer The user of a product, who may or may not be the purchaser Decline Falling sales and profts due to competition from other brandsDevelopment First stage in the lifecycle of products and/or services Initial growth Profts are good as sales of the new product increase Lifecycle of product Development Launch Initial growth Maturity DeclineMarket research Methods used during the development of a new product to fnd out about consumersMarket segment Group of consumers who share similar needsMaturity Growth in sales has reached its peak and starts to slow 4 Ps Marketing mix of Product, Price, Place and PromotionPlace Distribution from area of manufacturer to retailerPrice Determined by cost of production plus proftProductivity Ability to create products of value to the consumer Promotion Methods of raising awareness about a productRetailer Buys products from wholesaler to sell to purchaser and consumerTarget market Group of consumers at which product and promotions are aimed Turnover Rate at which a company sells its products and/or servicesWholesaler Supplies products to retailers in large quantitiesVTCT_Advanced_Unit3_Hair&Beauty_18 18 27/4/09 09:34:2715 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced Diplomab888|00 55R0l|v|l9 5.5 l000|0 008m8l|0 0|008Name: Group or class: Case study: Nivea Nivea is a major brand produced by a global company. Market research identifed a gap in the beauty market place which led to the development of a new range aimed at 1319-year- olds. Nivea Visage Young was launched and is a global leader in skincare for this age group. Further research was conducted using focus groups and product testing to make sure that both the product and packaging appealed to the target market. Packaging was reduced and containers made recyclable; natural raw ingredients were incorporated into the products. Nivea products are sold through retailers. The majority of sales are from high street stores such as Boots and Superdrug, with about a third of sales from supermarkets such as Asda and Tesco. When Nivea Visage Young was launched, the company distributed a million samples of its products in major marketing campaign. Nivea Visage Young is advertised on social networking sites such as MySpace, Facebook and Bebo, which are used by the target market.Read the case study above and then identify the following:Brand Target market Product Place Promotion Choose an iconic brand and conduct research focusing on the following:ConceptBrandMarket researchDevelopmentTarget marketIntroduction of product rangeProductPricePlacePromotionNow write a short case study of about 200 words on your chosen brand.1.a.b.c.d.e.2.3.VTCT_Advanced_Unit3_Hair&Beauty_19 19 27/4/09 09:34:280Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.b888|00 b R0l|v|l9 5.0 K8Il|0080|8 00 m0l0I 0808hl8. |0I8 I9Name: Group or class: The aim of this activity is to explore the interrelationships and mutual benefts between manufacturer, wholesaler, retailer and the customer. Discuss and record the role of:ManufacturerWholesaler Retailer Customer1. Each person takes one of the roles listed above. You have 10 minutes to explore the relationships between the roles. Imagine an actual scenario, such as the launch of a new product, and think about how you (in role) would relate with and beneft from each of the other roles. Record the relationships between each of the four roles. Write a short scenario based on your experience in the role play. You should write in the frst person but not name your role. Try to use the format below to develop your scenario: I need to build a good relationship with the person who makes the product because ... I will do this by ...2.3.4.VTCT_Advanced_Unit3_Hair&Beauty_20 20 27/4/09 09:34:301 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced Diplomab888|00 81b R0l|v|l9 5.5 U0|2 l0|ml8 This sheet is for tutors/teachers/practitioners only.There are numerous TV game shows which most learners will be familiar with. Many of them lend themselves to classroom quizzes and can be played by either individuals or teams. Below are some suggestions.Who wants to be a millionaire! (A fun team game for mixed ability learners)Create two score panels on the smartboard which show increasing amounts of money. Teams sit opposite each other and answer questions in turn. Team 1 player 1 answers questions until they get one wrong when play passes to the other team. Team 2 player 1 answers questions until they get one wrong when play passes back to the other team. The frst team to reach 1 million is the winner.University Challenge (A team game that works best with similar ability learners)Teams sit opposite each other, with the quiz host in the centre. Quiz host reads questions in turn and individual team members buzz when they think they know the answer. Teams are awarded 10 points for each correct answer given by a member of their team. Set a time limit and the winning team is the one with the most points at the end of the time. The Weakest Link (Only use with a cohesive group of learners who know each other well)Competitors play as individuals with the quiz host asking one question of each person in turn. No one keeps score, but at the end of each round the competitors vote someone off. Use individual whiteboards (laminated A4 card works well) for the voting. When there are only two competitors remaining, questions continue in turn and the frst to reach fve correct answers is the winner. Mastermind (Individual competition, good for smaller groups)Learners take turns to sit in the hot seat. They have one minute to answer as many questions as possible. You could divide questions into categories so that learners can take part in a specialist subject round as well as a general knowledge round. Highest score wins. VTCT_Advanced_Unit3_Hair&Beauty_21 21 27/4/09 09:34:31Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.b888|00 10 R0l|v|l9 5.b L0080m8|8 |0 l08 0|| 00 080l9 880l0|. TV mk80v8|Name: Group or class: Imagine you work for the production team of a TV make-over show. Choose one of the person scenarios below (or write your own) to be the guest on your show. You should research treatments, products and procedures to boost your guests self-esteem. Your aim is to improve their health and well-being while raising public awareness of the hair and beauty sector. Create a storyboard to illustrate how your guest will be transformed using cosmetic treatments, products and procedures. JoleneJolene is 46 and recently divorced. She has three children who are all in their late teen. They are all fairly independent though they still live at home. Jolene was married for over 20 years and now feels free to pursue her own life. Recently, Jolene has wondered about going to singles events in order to meet new friends. However, she feels shy and insecure. She knows she is overweight and hasnt been to the hairdresser for years. She feels that her appearance is holding her back from entering the next stage of her life. BarbaraBarbara is 34 and has been married to Pete for 10 years. They met at college and Pete was Barbaras frst boyfriend. They have two boys, aged 6 and 3. Pete works full time and often gets home late in the evenings. Barbara is a stay-at-home-mum who enjoys cooking and looking after the boys. She has always been practical in her outlook and dresses for comfort rather than pleasure. She cant remember the last time she went shopping for herself and hasnt worn lipstick since her wedding day. Lately, Barbara has noticed Pete looking at other women who make an effort to look nice, something Barbara never does. MelMel is 37 and has a career in publishing. She spent her twenties and early thirties getting dressed to party and enjoyed a busy social life. When Mel met David, they soon fell in love and married. David doesnt like Mel wearing too much make-up or dressing seductively when they go out. Mel rarely goes out with friends anymore because she knows it upsets her husband. She has stopped going to the gym and is beginning to put on weight. Mel thinks that her priority as a married woman is to her husband.CarolineCaroline is 49 and dreads turning 50. She is slim and attractive and spends a lot of time and money on her appearance. She has a salon blow-dry once a week and fortnightly manicures. Caroline also uses a sun-bed and occasionally has a spray tan. She never goes out without make-up and even her closest friends have never seen her au natural. Caroline wants to delay the ageing process by continuing to make an effort with her appearance but was very upset recently when she overheard someone describe her as mutton dressed as lamb. VTCT_Advanced_Unit3_Hair&Beauty_22 22 27/4/09 09:34:315 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced Diplomab888|00 11 R0l|v|l9 5.7 L00000l|08 m|k8l |888|00. 8ll80l|v8 l8000|0088 This sheet is for tutors/teachers/practitioners only.Part 1: Thinking Small groups of learners discuss market research techniques, including: how to check customer needsloyalty and desiresthe importance of priceopen and closed questioningtypes of questionshow to remain impartialwho to talk to. Part 2: Planning Learners to design a short interview/questionnaire with the aim of researching current habits of consumers. Part 3: Role play Learners take turns in the roles of researcher, consumer and observer. The researcher questions the consumer about their use of hair and beauty products and services including needs and desires, brand loyalty, average spend, infuences on spending, etc. The observer notes verbal language and body language of the two participants. Does the researcher put the consumer at ease? Does the researcher gain useful information? How can the researcher improve their technique? Part 4: Refecting Each member of the group feeds back their experience. Start with the observer, then the consumer and fnally the researcher. You might fnd it helpful to record the interview using audio or visual equipment which can be reviewed by the group afterwards. VTCT_Advanced_Unit3_Hair&Beauty_23 23 27/4/09 09:34:320Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.b888|00 1015 R0l|v|l9 5.8 D8v8I0|08 08w |0000l 0| 88|v|08. |888|00 |00888 0|08 This sheet is for tutors/teachers/practitioners only.Learners to sort cards into three sets of factors and place into six rows:Rows 1 and 2 Factors to consider when matching product to clientRows 3 and 4 Factors to consider when pricing a productRows 5 and 6 Factors to investigate in market researchWhat are the benefts of my new product?Can the market place support a new product?What is the USP of my new product?How are my customers needs being met currently?How is this product better than my competitors product?What risks will I need to take to meet customer needs?The product will be more expensive because it is revolutionary.The product will be in a similar price bracket to its competitors.The product must be sold at a proft.The cost of the product must cover the cost of its development.The product will represent good value for money.The product must be fnancially viable for my company.I need to investigate customer attitudes.How will I compete with other suppliers?How will I sell my product effectively? I need to carry out customer surveys.I need to fnd out who my customers will be.Research will help me to spot opportunities.VTCT_Advanced_Unit3_Hair&Beauty_24 24 27/4/09 09:34:325 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced Diplomab888|00 1015 R0l|v|l9 5.5 D8v8I0|08 08w |0000l 0| 88|v|08Name: Group or class: You will work in a small team to develop a brand new product or service for the hair and beauty sector. This could be a revolutionary anti-ageing treatment, an exciting new hair product or an indulgent spa service. Discuss your ideas and decide on the following:Concept of product/service:How it will meet customer needs:Unique selling point (USP):Once you have agreed on the initial concept, you will need to plan a feasibility study to assess the factors below:Environmental impact:Short-term potential:Long-term potential: Finally, you will need to plan your market research (which will be your next task!) to ensure that your product or service matches client needs in terms of benefts and value for money. VTCT_Advanced_Unit3_Hair&Beauty_25 25 27/4/09 09:34:32bLevel 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.b888|00 1b17 R0l|v|l9 5.10 D8v8I0|08 08w |0000l 0| 88|v|08. 0088l|000||8 Name: Group or class: I would like you to take part in a questionnaire which will help me to complete my Diploma project. Please answer the questions by ticking the response which best suits your opinion. You do not need to give your name and your responses will be kept confdential. Thank you for taking part in this research. Gender: Male FemaleAge: 1625 2635 3645 4655 5665 Over 65 Agree Neither agree nor disagree Disagree Agree Neither agree nor disagree Disagree Agree Neither agree nor disagree Disagree Agree Neither agree nor disagree Disagree Agree Neither agree nor disagree Disagree Agree Neither agree nor disagree Disagree Agree Neither agree nor disagree DisagreeVTCT_Advanced_Unit3_Hair&Beauty_26 26 27/4/09 09:34:337 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced Diplomab888|00 15R0l|v|l9 5.11 M|k8l|08 00 |8880l|08 m8l0008. 008|0888 8080||08Name: Group or class: Identify the different types of business from the scenarios below:Customers describe Acquiesce as heaven on earth and a secret paradise. With eight specialist complementary treatment rooms, two restaurants, two pools and six acres of gardens, Acquiesce is fully equipped to take away the stresses and strains of modern living. Whether you visit for a day or a week, the experience will leave you refreshed. After several years of research, Bandino is now ready to launch its exclusive sun product on to the UK market. The product protects the skin against UVA and UVB damage and has an SPF40. Unlike other sunscreens, the Bandino product does not leave a thick, sticky layer on the skin. It contains 100% natural mineral flters, is non-allergenic and non-comedogenic.Cosmolight is a brand new cosmetic procedure set to revolutionise the cosmetics industry. It works on the scientifc principle of light radiation which is proven to renew and rejuvenate facial skin. The treatment removes the upper epidermis and stimulates the deeper dermal layers to produce new skin cells. In just weeks skin looks younger, softer and renewed. Most people accept that aromatherapy is more than just pretty smells, and Delicious is set to proft from this enhanced public awareness. The business produces a range of products, using active essential oils, for skin, hair, body and home. Delicious sources all its pure essential oils from within the UK and employs a small team of manufacturers and distributers.Elysium is an upside down sort of place! Downstairs is an established hairdressing salon with six stations, while upstairs is divided into beauty treatment and tanning areas. The business is open six days a week with two late nights on Thursday and Friday. Elysium also offers special packages for holidays, weddings and the ever-popular pamper parties.The cosmo-medical business is The multi-national business is The high street salon is The independent manufacturer isThe spa is VTCT_Advanced_Unit3_Hair&Beauty_27 27 27/4/09 09:34:338Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.b888|00 0 R0l|v|l9 5.1 T9|0I |00I8m8 8800|l80 w|l0 |0000l 08v8I0m80l This sheet is for tutors/teachers/practitioners only.Typical problem What this means When it might happen How it can be avoided/dealt withDelayed time to marketDevelopment overspendsInability to meet target costs Misunderstood market proflesDemanding consumersNeed to respond quickly to demand VTCT_Advanced_Unit3_Hair&Beauty_28 28 27/4/09 09:34:345 Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced Diplomab888|00 5 R0l|v|l9 5.15 F|0000l 08v8I0m80l |0088888 l|m8I|08This sheet is for tutors/teachers/practitioners only.Generation of initial ideas for product Pricing the product Screening and distillation of initial ideas Marketing and promotion of productMarket research to match product to client need Merchandising and product placingCreating a concept Product launch Technological and feasibility studies Hotspot positioning of productStrategic analysis Initial growth of productCreating prototypes of product Second wave of marketing and promotionTrialling and piloting product prototype Maturity of productTest marketing of prototype Sustainability of product Adjusting and fnalising the concept Decline and falling salesVTCT_Advanced_Unit3_Hair&Beauty_29 29 27/4/09 09:34:3450Level 3 Advanced Diploma UNIT 3 Product research, design and development within hair and beauty Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.VTCT_Advanced_Unit3_Hair&Beauty_30 30 27/4/09 09:34:34

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