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

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UNIT 3 Product research, design and development within hair and beauty Level 3 Advanced Diploma

Unit 3 Product research, design and development within hair and beautyUnit overview60 Guided learning hours (GLH)

Learning outcomes:LO1: Understand a range of factors that impact

on hair and beauty product design and development

LO2: Understand product development processes, including testing and trialling

LO3: Be able to create, present and evaluate design ideas for a specific hair and beauty product and market

Resources provided:Sample scheme of work page 86

Overview of activities page 94

Activities page 96

Sample assessment page 108

PowerPoint presentation on CD-ROM

VTCT_Advanced_Unit3_Hair&Beauty_1 1 27/4/09 09:34:19

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Level 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.

Unit 3 Product research, design and development within hair and beautySample scheme of work

Guided learning hours (GLH): 60

Structure 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 specific learning outcome. Following 54 GLH of structured delivery, there are 6 hours for assessment of this unit.

Session Content Possible activities Resources

1

(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 reflection and recapitulation of learning.

•

•

•

Unit 3 Handbook

Overview purpose of the unit

Overview of learning outcomes

Overview 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 influences on the global market place (LO1)

Whole class teachingIntroduce session objectives. Introduce influences on the global market (celebrity, media, TV, fashion, need, medical, age).

Paired workAsk learners to conduct research on influences, 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 advertising


3© Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.



2

(2 GLH)

(Continued)

Whole class teaching Facilitate group discussion on influences of the global market. Reflect on learning from the activity

•

•

3

(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 specific 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 influenced their development. Learners should also collect leaflets 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. Reflect on learning from the activity.

••

•

•

Useful websites:

http://www.thetimes100.co.uk/index.php

http://www.businesslink.gov.uk

Activity 3.2 Product design and development: vocabulary cards

5

(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 other’s case studies.

••

Activity 3.3 Iconic cosmetic brands

For research:

Useful website:

http://www.thetimes100.co.uk/index.php

Company websites

Douglas Holt, How Brands Become Icons: The Principles of Cultural Branding (Harvard Business School, 2004)


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6

(2 GLH)

Interrelationships between manufacturers and retailers and other associated industries, process, relationship and mutual benefits (LO1)


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 reflection and recapitulation of group work.

Activity 3.4 Relationships and mutual benefits: role play

7

(2 GLH)

The impact of key social, environmental, ethical and economic factors on the global marketplace (LO1)


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 identified 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; definitions 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 reflection 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) representative

Learner questions and prompt cards

Identification of who will ask which questions

CD-ROM: PowerPoint presentation – Social, environmental, ethical and economic factors





8

(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 influence the global market place (LO1: AC3); Evaluate the internal and external factors that drive and influence the global market place (LO1: AC4)


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 Handbook




Research methods (see pp. 11–20)

Activity 3.5 Quiz formats

Buzzers, 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 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 Younger’

Group workLearners identify the procedures used in the episode, e.g. anti-wrinkle treatments, cosmetic procedures, laser treatment.

Whole class teachingConclude session by reflecting 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)


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10

(2 GLH)

Understand product development processes and how iconic and technological developments have contributed to the development of the hair and beauty sector (LO2)


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 reflecting 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-over

For research:

Popular glossy magazines

Trade journals

Products and procedure leaflets

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 reflection and recapitulation of learning.

••

•

Activity 3.7 Conducting market research: effective techniques

Microphone 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.htm

www.harleymedical.co.uk

www.chisuk.org.uk/index.php

www.bbc.co.uk/health

www.bupa.co.uk





12/13

(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 other’s area to share ideas and promote further thinking and discussion.

Whole class teachingConclude session by reflection 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 reflection on learning.

••

Activity 3.8 Developing a new product or service: research process cards

Activity 3.9 Developing a product or service


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16/17

(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.Reflect 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.html

http://www.toolpack.com/services/surveys.html

18

(2 GLH)

Be able to create, present and evaluate design ideas for a specific hair and beauty product and market, create design ideas (LO3)


Group workEach group creates innovative design ideas for their new product/service. This should be appropriate to the specified 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 group’s design ideas.Reflect each group’s project.

•

•

Data from planning and development stages of group work project

Data from customer survey

ICT, e.g. Photoshop

Magazines and journals

Video and audio recording equipment

19

(2 GLH)

Be able to create, present and evaluate design ideas for a specific hair and beauty product and market, different types of business, marketing and presenting methods (LO3)


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 scenarios





19

(2 GLH)

(Continued)

Whole class teaching

Feedback and reflection on learning.

20

(2 GLH)

Be able to create, present and evaluate design ideas for a specific hair and beauty product and market, marketing and presenting methods (LO3)


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 advertising

21

(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)


Group workAssessment preparation and internal formative assessment. Ask groups to write quiz-style questions to cover AC5 and AC11.


•

•

Unit 3 Handbook




Research methods ( see pp. 11–20)





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22

(2 GLH)

Be able to create, present and evaluate design ideas for a specific hair and beauty product and market, marketing and presenting methods (LO3)


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 specific 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.

•

•

ICT

Magazines and journals

Leaflets 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 findings. Facilitate comparisons between companies and evaluation of methods used.

••

•

•

•


Activity 8.10 Evaluation of cosmetics: trialling and testing

For research:

Company websites

Magazines and newspapers

Literature from trade fairs


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24

(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 floor 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 timeline

Sticky notes


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26

(2 GLH)

Explain the influence 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)


Group workAssessment preparation and internal formative assessment. Learners write quiz-style questions to cover AC6, AC7, AC8 and AC9.


•

•

Unit 3 handbook




Research methods (see pp. 11–20)




6 hours Assessment


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Unit 3 Product research, design and development within hair and beautyOverview of activities

Activity NotesLinks to functional skills

Link to PLTS

3.1 Factors affecting the marketplace: Bingo!

Photocopy the sheet once and keep for reference.

Then photocopy the grids on to card. Learners brainstorm factors that influence 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 fill in with any ten words chosen from the board. Tutor calls out random words from the board

Reading, writing, speaking

CT, RL, TW, EP

3.2 Product design and development: vocabulary cards

Photocopy 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 definition. This activity can be used to assess prior knowledge and/or as a revision exercise.

Reading, writing IE, TW, EP

3.3 Iconic cosmetic brands

This activity has three tasks to gradually develop understanding of key factors in product development. The final task, writing a case study, would be an ideal piece of assessment or extension work.

Reading, writing, ICT IE, CT, RL, TW, SM, EP

3.4 Relationships and mutual benefits: role play

This activity has four tasks to gradually explore relationships and mutual benefits. 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 10–15 minutes for each task depending on ability and/or prior knowledge of the learners.

Speaking, writing CT, RL, TW, SM, EP


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Link to PLTS

CD-ROM: PowerPoint presentation – Social, environmental, ethical and economic factors

The 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 reflect and build on what they already know.

Speaking, listening, reading

RL, EP

3.5 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 don’t always have to be the host; you might keep score or even join a team. Maybe include small prizes or certificates as incentives. With larger classes, organise different heats, with the winners of each heat going head to head in the final.

Speaking, listening, maths

CT, RL, TW, EP

3.6 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, EP

3.7 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, ICT

CT, RL, TW, EP





Link to PLTS

3.8 Developing a new product or service: research process cards

Photocopy 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, EP

3.9 Developing a new product or service

This 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, EP

3.10 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.html

ICT, reading, writing CT, RL, TW, SM, EP

3.11 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, EP

3.12 Typical problems associated with product development

A 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, EP


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Link to PLTS

3.13 Product development processes timeline

Photocopy 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 floor 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, speaking

CT, RL, TW, EP




Session �

Activity 3.� Factors affecting the market place: Bingo!This sheet is for tutors/teachers/practitioners only.


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Session �

Activity 3.� Product design and development: vocabulary cardsThis sheet is for tutors/teachers/practitioners only.

Benefits The advantages to the consumer of using the product

Brand Identifying name or logo which differentiates one product from another

Concept Original idea for a new brand, product or service

Consumer The user of a product, who may or may not be the purchaser

Decline Falling sales and profits due to competition from other brands

Development First stage in the lifecycle of products and/or services

Initial growth Profits are good as sales of the new product increase

Lifecycle of product Development Ë Launch Ë Initial growth Ë Maturity Ë Decline

Market research Methods used during the development of a new product to find out about consumers

Market segment Group of consumers who share similar needs

Maturity Growth in sales has reached its peak and starts to slow

4 Ps Marketing mix of Product, Price, Place and Promotion

Place Distribution from area of manufacturer to retailer

Price Determined by cost of production plus profit

Productivity Ability to create products of value to the consumer

Promotion Methods of raising awareness about a product

Retailer Buys products from wholesaler to sell to purchaser and consumer

Target market Group of consumers at which product and promotions are aimed

Turnover Rate at which a company sells its products and/or services

Wholesaler Supplies products to retailers in large quantities




Session �/�3


Name: Group or class:

Case study: Nivea Nivea is a major brand produced by a global company. Market research identified a gap in the beauty market place which led to the development of a new range aimed at 13–19-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 rangeProductPricePlacePromotion

Now write a short case study of about 200 words on your chosen brand.

1.

a.

b.

c.

d.

e.

2.

••••••••••

3.


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Session �

Activity 3.� Relationships and mutual benefits: role play


The aim of this activity is to explore the interrelationships and mutual benefits between manufacturer, wholesaler, retailer and the customer.

Discuss and record the role of:

Manufacturer

Wholesaler

Retailer

Customer

1. 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 benefit 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 first 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.




Session �/��/��

Activity 3.� Quiz formats

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 first 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 first to reach five 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.


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Session �0

Activity 3.� Consumers in the hair and beauty sector: TV make-over


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 guest’s 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 hasn’t 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 Barbara’s first 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 can’t remember the last time she went shopping for herself and hasn’t 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 doesn’t 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’.


�3© Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.


Session ��

Activity 3.� Conducting market research: effective techniques


Part 1: Thinking Small groups of learners discuss market research techniques, including:

how to check customer needs

loyalty and desires

the importance of price

open and closed questioning

types of questions

how to remain impartial

who 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, influences 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: Reflecting Each member of the group feeds back their experience. Start with the observer, then the consumer and finally the researcher. You might find it helpful to record the interview using audio or visual equipment which can be reviewed by the group afterwards.

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Session ��/��

Activity 3.� Developing a new product or service: research process cards


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 research

What are the benefits of my new product?

Can the market place support a new product?

What is the USP of my new product?

How are my customer’s needs being met currently?

How is this product better than my competitor’s 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 profit.

The cost of the product must cover the cost of its development.

The product will represent good value for money.

The product must be financially 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 find out who my customers will be.

Research will help me to spot opportunities.

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Activity 3.� Developing a new product or service


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 benefits and value for money.


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Activity 3.�0 Developing a new product or service: questionnaire


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 confidential.

Thank you for taking part in this research.

Gender: ® Male ® Female

Age: ® 16–25 ® 26–35 ® 36–45 ® 46–55 ® 56–65 ® Over 65

® Agree ® Neither agree nor disagree ® Disagree










Session ��

Activity 3.�� Marketing and presenting methods: business scenarios


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 filters, is non-allergenic and non-comedogenic.

‘Cosmolight’ is a brand new cosmetic procedure set to revolutionise the cosmetics industry. It works on the scientific 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 profit 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 is

The spa is


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Session ��

Activity 3.�� Typical problems associated with product development


Typical problem What this means When it might happen How it can be avoided/dealt with

Delayed time to market

Development overspends

Inability to meet target costs

Misunderstood market profiles

Demanding consumers

Need to respond quickly to demand




Session ��

Activity 3.�3 Product development processes timeline


Generation of initial ideas for product Pricing the product

Screening and distillation of initial ideas Marketing and promotion of product

Market research to match product to client need Merchandising and product placing

Creating a concept Product launch

Technological and feasibility studies Hotspot positioning of product

Strategic analysis Initial growth of product

Creating prototypes of product Second wave of marketing and promotion

Trialling and piloting product prototype Maturity of product

Test marketing of prototype Sustainability of product

Adjusting and finalising the concept Decline and falling sales


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

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