marketing case study and need the explanation and answer to help me learn.
Hello, can you please help me with this Digital business assignment? I must follow the structure and not use AI. I can do it myself with Chat Gpt but I need more than copy paste. Thank you.
Requirements: 2100
1 Assessment Briefs Guidelines Digital Business (MGT 4017) Level 4 REFLECTIVE BLOGS WRITTEN ASSIGNMENT ORAL GROUP PRESENTATION ASSIGNMENT Dr Antonia Alafouzo MODULE CONVENOR AND LECTURER 19 August 2023
2 Written Individual Assignment Tasks Reflective Blogs and Oral Group Slide Presentation To submit a series of 3 reflective blogs (700 words each) To submit a group oral slide presentation (6-8 Slides approximately in PDF, 5mins+Q&A). Weighting: 80% Blogs; 20% oral group presentation. Learning Outcomes Assessed Course work Blogs: 1-5. Learning outcomes Assessment Group Oral Slide Presentation: 3, 4, 5. KIS category Description of assessment task Word count / length of exam or presentation Learning outcomes assessed Weighting % Coursework A Series of three Reflective blogs for a Maximum of 2,100 words 1-5 80% Coursework Group Presentations 5minutes + Q&A 3, 4, 5 20% Structure (for each blog) Cover page Please include Module name, module code, student regnum Introduction You should ensure that you reference accurately and comprehensively using Harvard style. [Please use the St Mary’s library webpages Harvard Style and library staff to help you to develop your referencing skills]. Body Conclusion References Notes on Wordcount for Reflective Blogs -The wordcount for each task is 700 words + or – 10% -Wordcount does not include cover page, table of contents, list of references, tables/graphs (if used), appendices. An overall pass mark of 40% is required in order to pass this module. Notes on Group Oral Presentation- – The allocated time is 5mins + Q&As (+ or – 10%) and the recommended group number is 2 students per presentation of approximately 6-8 slides; Pdf Format.
3 Learning Outcomes 1.Discuss and explain what digital business is compared with the e commerce transactions 2. Analyse the new digital business models, explain their attributes conceptually and compare their relevance in the context of strategic imperatives 3. Evaluate and prioritise important concepts that are essential in digital business marketing and organizational transformation 4. Discuss and Apply key analytical techniques to the environment and organizations – from internal and external standpoints 5. Understand and engage in some professional discussions on the main issues in the module Formative Assessment Formative assessment and feedback are a critical feature of the module which allows the lecturer to evaluate the academic progression of students and, if necessary, the convenor can modify the teaching and learning approaches to improve student attainment. Summative Assessment To accompany and explore the topics of the reflective blogs, individual presentations, role modelling and seminar workshop exercises will be regularly held, offering again a more interactive course work approach.
4 REFLECTIVE BLOG SET/1– WRITTEN ASSIGNMENT GUIDELINES AND AREAS TO CONSIDER 1. A front page with title(s) 2. A contents page and page numbers First Blog: 3. Introduction to the first topic area — Describe the various trends of the Digital World of 2030, the new industries that are expanding and reflect on the internet and role of new technologies that are promoting the changes. Also focus on the fact that many organisations are meshing the physical and digital worlds in their business. Use Nike as the example case study organization’ 4. Suggested Areas to Work On: a. Environment, the Digital Space: Briefly explain the main trends in the digital world of 2030 from the videos and lectures we shared – including what digital transformation means, what new industries are being established and growing, the role of technologies, and new products innovated in the digital world and the bringing together of the digital and physical worlds as part of business b. Profile of company: Introduce the company that is listed to be analysed in relation to the main trends and the other elements you are discussing; establish a profile of the organisation including ➢ Mission/vision ➢ Company Profile, ie. Established in years, place, country ➢ Business it is in ie. products lines, aspects of its business etc ➢ Number of employees ➢ Executive team ➢ Is the organisation in digital transformation, look up its strategy? 5. Analysis: ➢ Identify that Nike is at the new frontiers of digital transformation trends and offers innovative ‘phygital’ products (blending the physical with the digital purchase experience) to consumers in retail. ➢ Identify/explain its stores and how they blend physical products with digital products for customers; Explain how it sells to its customers and its uses of AR/VR and the Metaverse.
5 ➢ Establish its presence in various digital channels — its growing presence in social media and the organisations’ seamless connection with the online communities it reaches; look over other channels of reaching customers. ➢ Also you can research the organization’s data analytics usage and how it uses them to get information on customers which may contribute to their success. 6. Critical Viewpoint: Your write up should include a critical concluding thought of whether the organisation and its practices are a good example of digital transformation in the world of 2030 in your view. 7. Reflective part – A paragraph or two approximately on what you have learnt and other aspects you may engage in your research and analysis if you had more time. Establish that reflective practice is closely linked to learning. Use the Gibbs Reflective Cycle. 8. References – Use the Harvard Referencing Style You can include appendices if you wish. Sources (to consult but not limited to): Simon Kingsnorth (2022) Digital Marketing Strategy. Kogan Page, Limited. Chaffey, D. (2015) Digital business and e-commerce management: strategy, implementation and practice. Sixth edition. Harlow, England: Pearson. Chaffey, D., Hemphill, T. and Edmundson-Bird, D. (2019) Digital business and e-commerce management. Seventh edition. Harlow, England: Pearson McKinsey Reports Nike Website and Annual Reports on Website Class videos, lectures and presentations
6 REFLECTIVE BLOG SET/2 – WRITTEN ASSIGNMENT GUIDELINES AND AREAS TO CONSIDER 1. A front page with title(s) 2. A contents page and page numbers Second Blog: 3. Introduction to the topic area -‘Discuss the 4 P model of marketing as it applies to a digital organisation and reflect on what it is about and explain its purposes in marketing. Specifically, in the context of the new digital space establish the new meanings of each P (per our lectures). In doing so, explain also how the 4 P’s are meant to interrelate and become the basis for a new marketing campaign. Use the Apple Organisation as a case study. 4. Suggested Areas to Work On: a. Briefly explain the main trends in the digital world of 2030 and the different marketing types that are operative b. Profile of company: Introduce the company that is listed to be analysed in relation to the main trends and the other elements you are discussing; establish a profile of the organisation including: ➢ Mission/vision ➢ Company Profile: Established in years, place, country ➢ Business it is in: Products lines, aspects of its business et ➢ Number of employees ➢ Executive team ➢ Is the organisation in marketing digital transformation, state its strategy? 5. Analysis ➢ Your analysis could focus on the nature of the Apple marketing and how the P’s frame its marketing strategy; in short what does it mean for Apple and the awareness of its brand? ➢ You could consider also the type of Apple’s marketing strategy (whether it is emotive, content based, benefits of product based, subliminal, aspirational, a mix of styles or others)
7 ➢ Analyse whether its strategy centers on creating high-quality, engaging content that resonates with its target audience. ➢ |Analyse and establish whether/how the organisations uses digital channels (blog posts, social media, videos and other types) to highlight its products and services 6. Critical Viewpoint: You should have a concluding thought as to whether you think that Apple’s marketing is adept at having the 4 Ps aligned to their brand objectives while also providing value to its customers. 7. Reflective part – A paragraph or two approximately on what you have learnt and other aspects you may engage in your research and analysis if you had more time. Establish that reflective practice is closely linked to learning. Use the Gibbs Reflective Cycle. 8. References – Use the Harvard Referencing Style You can include appendices if you wish. Sources (to consult but not limited to): Simon Kingsnorth (2022) Digital Marketing Strategy. Kogan Page, Limited. Chaffey, D. (2015) Digital business and e-commerce management: strategy, implementation and practice. Sixth edition. Harlow, England: Pearson. Chaffey, D., Hemphill, T. and Edmundson-Bird, D. (2019) Digital business and e-commerce management. Seventh edition. Harlow, England: Pearson McKinsey Reports Apple Website and Annual Reports on Website Class videos, lectures and presentations
8 REFLECTIVE BLOG SET/3 – WRITTEN ASSIGNMENT GUIDELINES AND AREAS TO CONSIDER 1. A front page with title(s) 2. A contents page and page numbers Third Blog: 3. Introduction to the topic area – Discuss and analyse the greater importance of the customer experience (CX customer centricity) and of lifelong customer relationships (CRM) promoted by digital transformations. Use Netflix as the case study organisation. 4. Suggested Areas to Work On: a. Define what constitutes the customer experience in the digital environment context, establishing how and why it has been elevated in importance in terms of establishing relationships with customers, targeting them, and communicating with them regularly. . b. Profile of company: Introduce the company that is listed to be analysed in relation to the main trends and the other elements you are discussing; establish a profile of the organisation including: Mission/vision Company Profile: Established in years, place, country Business it is in: products lines, aspects of its business etc Number of employees Executive team Is the organisation in marketing or customer experience digital transformation, state its strategy? (ie. Specifically consider describing any initiatives within its strategy it has taken to enhance its customers’ experience) 5. Analysis ➢ Focus on the changing nature of the customer experience in a digital context and the important components and ‘touchpoints’ to elevate and customise the experiences so as to be able to retain customers over time. ➢ Analyse specific initiatives Netfix has taken to enhance the customers’ experiences of its offerings. – How/what Is it providing outstanding and
9 unparalleled video entertainment services which it personalises and does not take its customers for granted, aiming to exceed their expectations ➢ Analyse and comment on the culture of Netflix and its relationship with customers, suppliers and partners ➢ Analyse and comment on the customer service aspect in relation to the topic 6. Critical Viewpoint: You should have a concluding thought as to whether you think that Netflix is doing the right thing in how it offers ‘personalised’ content and how it ‘communicates’ with its customers for repeat purchases. 7. Reflective part – A paragraph or two approximately on what you have learnt and other aspects you may engage in your research and analysis if you had more time. Establish that reflective practice is closely linked to learning. Use the Gibbs Reflective cycle. 8. References – Use the Harvard Referencing Style You can include appendices if you wish. Sources (to consult but not limited to): Simon Kingsnorth (2022) Digital Marketing Strategy. Kogan Page, Limited. Chaffey, D. (2015) Digital business and e-commerce management: strategy, implementation and practice. Sixth edition. Harlow, England: Pearson. Chaffey, D., Hemphill, T. and Edmundson-Bird, D. (2019) Digital business and e-commerce management. Seventh edition. Harlow, England: Pearson McKinsey Reports Netflix Website and Annual Reports on Website Class videos, lectures and presentations .
10 GROUP ORAL PRESENTATION- STRUCTURE (GROUP OF TWO) 5 mins with additional 2-3 mins for questions Please submit your slides in PDF format SUGGESTED GUIDELINES TO CONSIDER 1. Research the Amazon case study organisation and the ecommerce marketplace from the lectures and sources of the module and construct a power point slide PDF presentation of approximately 6- 8 slides 2. The contents of the slides should be in bullet points easily legible and not too busy with nice colours 3. Do not please read from your mobile. It is ok to refer to it for prompt but not read all the lines all the time 5. When you go through the slides of your presentation emphasise the most important parts/bullet points. 6. Please remember I/we are not here to mark you down or criticise we are truly interested in sharing knowledge and seeing what your work has been 7. I will ask you 2-3 Questions at the end about your view about the organisation its success or not 8. I will ask you also to share some reflections about your work and in the context of the Gibbs Reflective Cycle stages
11 POWER POINT PRESENTATION SLIDES AREAS TO CONSIDER FOR SLIDES Introduction/cover slide/ name/Reg/module/date Write out the topic area: Discuss the e-commerce Marketplace and the differences between the various e-commerce business and consumer models. Choose the organisation Amazon as your case study. Describe the nature of a 2-3 of important trends in the digital space and the establishment of e-commerce as a key development for buyer-seller transactions and relationships In this new e-commerce marketplace consider that there are a number of business and consumer models that you will have to analyse including the B2B, B2C, C2C and C2B as most important. Analysis of the Amazon case study organisation and its business model and commercial practices. Analyse the organisation in relation to the various models that it has operating as different models of e-commerce it uses. B2B, B2C, C2C et al For example consider the following: “Amazon.com itself is a major website that sells everything from car seats to lipsticks to sun umbrellas” (Amazon Website). The analysis could focus on the different models Amazon uses to target and sell to different groups, consumers, businesses In specifying the type of business model that Amazon has evolved in consider that when you shop from Amazon.com, you are buying directly from Amazon’s complete product inventory and individual sellers. Research and analyse Amazon founder Jeff Bezos statement that “We strive to offer our customers the lowest possible prices, the best available selection, and the utmost convenience, and be the most customer centric organization in the world”(Amazon Website). Referencing of sources using the Harvard Referencing Style This is a template but you can vary the numbers of slides to be fewer/more as long as you are within the time limit. They offer you points and areas to consider but you may find others you wish to cover. Q&As session follows the oral group presentations.
12 ADDITIONAL THINGS TO CONSIDER • Proof read your work before submission • In text Citations should match the References at the end • Excellent cited throughout without unsupported statements • Strict adherence to Harvard style for in text citations and references • Spell out numbers when used at the beginning of a sentence • Explain abbreviations when first used • No punctuation required before citations • Indicate page numbers • Submit as PDF
13 GRADING CRITERIA UNIVERSITY ASSESSMENT MARKS FOLLOW
14 Grading Criteria University Assessment Written Course work level–4 Knowledge and Understanding Intellectual skills Scholarly practices Enquiry and research skills Professional and life skills Mark band 0-29: Fail Major gaps in knowledge and understanding. Significant inaccuracies. Brief and irrelevant. Descriptive. Only personal views offered. Unsubstantiated generalisations. Little or no attempt to draw conclusions. No evidence of reading. Views are unsupported and non- authoritative. Academic conventions largely ignored. E&R skills; Very little or no evidence of ability to undertake research-related tasks even with external guidance. Communication of the task is inappropriately pitched for the context and audience. Very little evidence of the required skills in any of the skills areas. 30-39: Fail Gaps in knowledge and superficial understanding. Some inaccuracies. For the most part descriptive. Views/ findings sometimes illogical or contradictory. Generalisations/ statements made with scant evidence. Conclusions lack relevance and/or validity. Evidence of little reading appropriate for the level of study, and/or indiscriminate use of sources. Academic conventions used weakly. E&R skills; Limited evidence of ability to undertake straightforward E&R tasks even with external guidance. Communication of the task may have some merit but is inappropriately pitched for the context and audience. Limited evidence of skills in the range identified for the assessment at this level. Significant weaknesses evidence, which suggest that the candidate is not on course to gain the necessary for professional-level employment. 40-49: Pass (3rd) (Threshold) Broadly accurate knowledge and understanding of the material. Some elements missing and flaws evident. Some awareness of issues. Sense of argument emerging though not completely coherent. Some evidence to support views, but not always consistent. Some relevant conclusions Threshold level. Some evidence of reading, with superficial linking to given text(s). Some academic conventions evident and largely consistent, but with some weaknesses. E&R skills: Some evidence of ability to collect appropriate information and undertake straightforward research tasks with external guidance. Can communicate in a range of formats, including orally, at a standard appropriate for the discipline and professional-level employment but with evident weaknesses. Can generally work professionally and effectively with others as a member of a group, and meet most obligations to others (e.g. to peers and tutors). Some evidence of ability to apply methods appropriately to address a well-defined problem. Able to recognise own strengths and weaknesses in relation to professional, digital and practical skills, identified by others, but lacks insight in some areas. 50-59: Pass (2.2) Sound, routine knowledge and understanding of the material, main concepts and key theories. Some flaws may be evident. Issues identified within given areas. An emerging awareness of different stances and ability to use evidence to support a coherent argument. Broadly valid conclusions. Knowledge of literature beyond core text(s). Literature used accurately but descriptively. Academic skills generally sound. E&R skills: Can collect and interpret appropriate information and undertake straightforward research tasks with external guidance. Can communicate in a range of formats, including orally, at a standard appropriate for the Can work professionally and effectively with others as a member of a group, and meet most obligations to others (e.g. to peers and tutors). Can apply methods accurately to address a well-defined problem, and begin to appreciate the complexity of the issues in the discipline. Able to evaluate own
15 discipline and professional-level employment. strengths and weaknesses in in relation to professional, digital and practical skills identified by others. 60-69: Pass (2.1) Good, consistent knowledge and understanding of the material, main concepts and key theories at this level. Good analytical ability. Acknowledgement of views of others. Arguments generally logical, coherently expressed, well organised and supported. Sound conclusions. Knowledge of the field of literature appropriately used to support views. Research-informed literature integrated into the work. Good use of academic conventions. E&R skills: Can collect and interpret appropriate information and successfully undertake straightforward research tasks with limited external guidance. Can communicate well and consistently in a range of formats, including orally appropriate for the discipline and professional-level employment. Can work professionally and very effectively with others as a member of a group, and meet most obligations to others (e.g. to peers and tutors). Can apply methods accurately to address a well-defined problem, appreciating the complexity of the issues in the discipline. Able to take initiative in evaluating own strengths and weaknesses in relation to professional, digital and practical skills identified by others 70-79: Pass (1st) Detailed knowledge and understanding of the main concepts/ theories at this level. Beginning to show awareness of the limitations of the knowledge base. Very good analysis throughout. Perceptive and persuasive points made within given area. Explicit acknowledgement of other stances. Arguments well- articulated, and logically developed with a range of evidence. Critical engagement with appropriate reading. Knowledge of research-informed literature embedded in the work. Consistently accurate use of academic conventions. E&R skills: Can collect and interpret appropriate information and successfully undertake research tasks with a degree of autonomy. Can communicate very effectively in a range of formats, including orally, appropriate for the discipline and professional-level employment. Can work professionally and very effectively with others as a member of a group, showing leadership skills where appropriate, and meet all obligations to others (e.g. peers & tutors). Can apply methods accurately and very effectively to address a well-defined problem, appreciating the complexity of the issues in the discipline. Able to demonstrate insight and autonomy in evaluating own strengths and weaknesses in relation to professional, digital and practical skills. 80-100: Pass (1st) Highly detailed knowledge and understanding of material, concepts and theories at this level. Awareness of the ambiguities and limitations of knowledge. Strong conclusions. Logical, articulate analysis a consistent feature. Persuasive points made throughout the work within a highly articulate, balanced argument. Judiciously selected evidence, drawn from relevant research. Convincing conclusions. Exceptionally wide range of relevant literature used critically to inform argument, balance discussion and/or inform problem-solving. Consistently accurate and assured use of academic conventions. E&R skills: Can collect and interpret appropriate information and successfully undertake research tasks with autonomy and exceptional success. Can communicate highly effectively in a range of formats, including orally, appropriate for the discipline and professional-level employment. Can work professionally and exceptionally well with others as a member of a group, showing leadership skills, negotiating and meeting all obligations to others (e.g. peers & tutors). Can apply methods accurately and very effectively to address a well-defined problem, appreciating the complexity of a range of issues. Able to demonstrate insight and autonomy in evaluating own strengths and weaknesses in relation to professional, digital and practical skills.
16 University Assessment Criteria – Presentations – FHEQ Level 4 Grading Criteria Knowledge and Understanding Intellectual skills Scholarly practices Enquiry and research skills Professional and life skills Mark band 0-29: Fail Major gaps in knowledge and understanding of topic(s). Significant inaccuracies. Fails to summarise main points of presentation. If group presentation – integration of components very weak/non existent. Brief and irrelevant information presented with no significant focus on the topic. Descriptive with no clear structured reasoning nor creativity. Only personal views offered. Little or no attempt to draw conclusions. No evidence of appropriate reading. Views are unsupported with no clear evidence of being based on appropriate sources. References and citations for presentation absent. Unable to answer questions with any conviction. E&R skills; Very little or no evidence of ability to undertake research appropriate to presentation. Communication of the research is inappropriately pitched for the context and audience. Inadequate delivery, monotone, difficult to follow. Inadequate use of presentation tools e.g. AV. Presentation timing substantially too short or too long. No evidence of ability to work in a team (if appropriate). 30-39: Fail Gaps in knowledge and superficial understanding. Some inaccuracies. Fails to adequately summarise main points of presentation. If group presentation – integration of components weak. Brief with some relevant information presented with little focus on the topic. Descriptive with little structured reasoning and creativity. Only personal views offered. Little attempt to draw conclusions. Little evidence of reading appropriate for the level of study. Views are poorly supported with little evidence of appropriate sources being used. References and citations for presentation poor. Answers questions poorly. E&R skills; Little evidence of ability to undertake research appropriate to presentation. Communication of the research is poorly pitched for the context and audience. Little evidence of the required skills in any of the skills areas. Poor delivery, monotone, difficult to follow. Poor use of presentation tools e.g. AV. Presentation timing either too short or too long. Poor evidence of ability to work in a team (if appropriate). 40-49: Pass (3rd) (Threshold) Broadly accurate knowledge and understanding of the material. Some elements missing and flaws evident. Basic summary of main points of presentation. Basic understanding of the topic If group presentation – cohesive. Basic integration of components. Some awareness of issues and structured reasoning and creativity. Sense of argument emerging though not completely coherent. Some evidence to support views, but not always consistent. Some relevant conclusions. Some evidence of reading, with superficial linking to given text(s). Views are basically supported with basic evidence of appropriate sources being used. References and citations for presentation basic. Basic answers to questions. E&R skills; Evidence of basic ability to undertake research appropriate to presentation. Communication of the research is adequately pitched for the context and audience. Evidence of basic skills in any of the skills areas. Uninspirational delivery. Basic use of presentation tools e.g. AV. Presentation timing broadly accurate. Basic ability to work in a team (if appropriate).
17 If group presentation – basic integration of components. 50-59: Pass (2.2) Sound, routine knowledge and understanding of the material, main concepts and key theories. Some flaws may be evident. Reasonable summary of main points of presentation. Reasonable understanding of the topic If group presentation – cohesive. Issues identified within given areas. Some structured reasoning and creativity. An emerging awareness of different stances and ability to use evidence to support a coherent argument. Broadly valid conclusions. Knowledge of literature beyond core text(s). Views are adequately supported with adequate evidence of appropriate sources being used. References and citations for presentation adequate. Adequate answers to questions. E&R skills; Evidence of reasonable ability to undertake research appropriate to presentation. Communication of the research is reasonably pitched for the context and audience. Adequate evidence of the required skills in any of the skills areas. Adequate delivery. Adequate use of presentation tools e.g. AV. Presentation timing adequate Adequate evidence of ability to work in a team (if appropriate) 60-69: Pass (2.1) Good, consistent knowledge and understanding of the material, main concepts and key theories at this level. Good summary of main points of presentation. Good understanding of the topic If group presentation – cohesive, good integration of components. If group presentation – good integration of components. Good analytical ability. Good structured reasoning and creativity. Acknowledgement of views of others. Arguments generally logical, coherently expressed, well organised and supported. Sound conclusions. Good knowledge of the field of literature appropriately used to support views. Views are well supported with good evidence of appropriate sources being used. References and citations for presentation good. Good answers to questions. E&R skills; Good evidence of ability to undertake research appropriate to presentation. Communication of the research is well pitched for the context and audience. Good evidence of the required skills in any of the skills areas. Good delivery. Good use of presentation tools e.g. AV. Presentation timing accurate. Good evidence of ability to work in a team (if appropriate). 70-79: Pass (1st) Detailed knowledge and understanding of the main concepts/ theories at this level. Beginning to show awareness of the limitations of the knowledge base. Very good summary of main points of presentation. Very good understanding of the topic If group presentation – Very good analysis throughout. Very good structured reasoning and creativity. Perceptive and persuasive points made within given area. Explicit acknowledgement of other stances. Arguments well- articulated, and logically Critical engagement with appropriate reading. Views are very well supported with very good evidence of appropriate sources being used. References and citations for presentation very good. Very good answers to questions. E&R skills; Very good evidence of ability to undertake research appropriate to presentation. Communication of the research is very well pitched for the context and audience. . Very good evidence of the required skills in any of the skills areas. Very good delivery. Very good use of presentation tools e.g. AV. Presentation timing accurate. Very good evidence of ability to work in a team (if appropriate).
18 cohesive, very good integration of components. If group presentation – very good integration of components. developed with a range of evidence. 80-100: Pass (1st) Highly detailed knowledge and understanding of material, concepts and theories at this level. Awareness of the ambiguities and limitations of knowledge. Excellent summary of main points of presentation. Clear understanding of the topic If group presentation – cohesive, excellent integration of components. If group presentation – excellent integration of components. Strong conclusions. Excellent structured reasoning and creativity. Logical, articulate analysis a consistent feature. Persuasive points made throughout the work within a highly articulate, balanced argument. Judiciously selected evidence, drawn from relevant research. Convincing conclusions. Exceptionally wide range of relevant literature used to inform argument, balance discussion and/or inform problem-solving. Views are supported excellently with excellent evidence of appropriate sources being used. References and citations for presentation excellent. Excellent answers to questions. E&R skills; Excellent evidence of ability to undertake research appropriate to presentation. Communication of the research is excellently pitched for the context and audience. Excellent evidence of the required skills in any of the skills areas. Excellent delivery. Excellent use of presentation tools e.g. AV. Presentation timing very accurate. Excellent evidence of ability to work in a team (if appropriate
