5 Module Five: The Ongoing Revolution


During this module we will draw together many of the ideas covered throughout the course before engaging in some future gazing about where digital is going next.

Your main module five project will challenge you to analyse and present recommendations for change in a compelling way that engages your target audience, and you’ll find the instructions for that on the usual project tab.

You will also look at the legal and ethical issues that need to be considered in professional practice, which will form the basis of a second group submission in week three. The instructions for that activity can be found in the first pre-class activity in week three. There’s no class in week three but there is one in week four where several groups will be invited to present these submissions to the rest of the cohort, so please familiarise yourself with the timings for these activities.

By the end of this module, you should be able to:

  • Critically analyse current emerging trends and the implications they have for business and marketing.
  • Apply change management principles to enable organisations to benefit from current and future innovations in digital technologies.
  • Operate effectively within an overall context of customer expectations, and legal, ethical and regulatory concerns.

Week 1

Lesson 1: Digital Trends

In this lesson we will examine some current digital trends, how these are impacting on society now and how they will continue to have an effect in 2015 and beyond. We will bring together some of the ideas and topics covered during the course so far and ask you to think about how these might be affected by the trends we identify.

Right at the beginning of this course we asked you to identify the most important technology to emerge in the next five years, so some of the trends we discuss over the next few activities may be familiar.

By the end of this lesson, you should be able to:

  1. Describe some of the current digital trends and their implications for digital marketing.
  2. Comment on changing consumer behaviour and how this interacts with technology trends.
  3. Discuss some of the longer term trends and the opportunities they represent.

Complete the activities below before the live class on Thursday 21st May. This lesson should take no more than three hours to complete in total: the pre- and post-class activities should take no more than two hours to complete and the live class lasts one hour. The pre-class activities will be explored in the class.

Start with the first activity at the top. When you complete an activity, come back to this page to access the next one.

Discussion: Consumer Attitudes And Behaviour (20 Minutes)

Trends are as much about changes in human behaviour and attitude as they are about new technologies, so this activity focuses in on what’s known as Generation C.

There’s little doubt that there is a difference in behaviours and attitudes between various generations, but lately there has been a recognition that these differences are not always driven by age and may be more about attitude and mindset.

This is the thinking behind Google’s identification of Generation C: The YouTube generation. These people care about the 4 C’s of creation, curation, connection, and community.

Your first task is to read this article introducing the concept of Generation C: http://www.thinkwithgoogle.com/research-studies/introducing-gen-c-the-youtube-generation.html

Next flick through this slide deck on the internet of caring things, which is a trend suggested by trendwatching.com:


Now, pick one of the products from the slides and post a short note on the discussion forum on why you think this product in particular would appeal to members of Generation C.

Discussion: The Future Of Data (25 Minutes)

Module four focused on data and analytics, and one trend in this area is the continued growth in the volume and variety of data collected. Analytics is now universal, with more ways to collect and integrate different types of data, and gain more insights about our customers’ behaviour.

Go to the Google Analytics blog below to find out about some of the new features Google is adding to its Analytics product: http://analytics.blogspot.co.uk/2014/05/google-analytics-summit-2014-whats-next.html

When you’ve done that, click on the “Announcements” label and spend another five or ten minutes skimming through the articles to see what else has changed and been improved since that article was published.

From what you’ve read, pick one new feature and outline briefly how you think it could improve your campaign planning and management.



Week 2

Lesson 2: Innovation And Change

In this lesson we are going to discuss innovation and change. We spent some time back in module two focusing on disruption and change, and innovating effectively. Much of that work is relevant here, but we will be focusing more closely on how companies need to respond to this change, given that digital impacts on all aspects of business.

We will start by looking at how current changes in technology are influencing customer expectations, before considering how these changes affect the role of the marketer. Finally, we’ll consider how and why organisations should be adaptable, in order to spot opportunities and move quickly to gain benefit from them.

By the end of this lesson you should be able to:

  1. Discuss how organisations need to respond to innovations in technology and changing consumer expectations.
  2. Assess your organisation’s level of agility, adaptability and readiness for change.
  3. Describe how the role of marketing needs to change to remain innovative in the digital age.

Complete the activities below before the live class on Thursday 28th May. This lesson should take no more than three hours to complete in total: the pre- and post-class activities should take no more than two hours to complete and the live class lasts one hour. The pre-class activities will be explored in the class.

Start with the first activity at the top. When you complete an activity, come back to this page to access the next one.

Survey: Organisational Adaptability (20 Minutes)Preview

There is a lot of management literature on organisational change and how to manage that process. The authors usually present some kind of model based around three stages (different models have different numbers of steps, but they generally boil down to these):

1. Gearing up for change

2. Making a change

3. Making the change stick

This isn’t really the best approach at the moment, given the pace and volume of change and disruption. Nowadays, it’s much more about having an organisational culture that’s open for change, values curiosity, and is constantly adapting and looking for opportunities.

Read the article by Neil Perkins on “Agile Strategy”, and then complete the survey below to see where you think your organisation is positioned in terms of readiness for change.


Discussion: Digital Innovation And Marketers (35 Minutes)

As you’ve seen throughout this course, disruption and innovation are driving (and are driven by) changes in customer expectations. Marketing now truly requires a holistic approach.

These points (and more) are made in an article by Marc de Swaan Arons, Frank van den Driest, and Keith Weed in the July-August 2014 edition of the Harvard Business Review.

Read this article now: The Ultimate Marketing Machine.

With this article in mind, think of an organisation you’re familiar with and post suggestions on what changes you think could be made to its organisational structure in order to move away from a silo mentality and towards an integrated approach to digital.

Week 3

Lesson 3: Legal Issues And The Advertising Codes

In previous lessons we looked at trends in consumer behaviour and innovations in technology, and how you can make the most of these in your digital marketing. Another factor you need to take into account is the system of rules and regulations which govern this area.

In this lesson, we will consider the legal issues and regulations related to digital, to get you thinking about how these rules might affect your work, and how you can stay up to date with any changes.

In this fast-moving profession, you’ll often find that these regulations need to be interpreted in light of changing consumer expectations or new technological developments. In this lesson we are giving you an opportunity to consider these rules in relation to specific scenarios by developing a creative tactical idea within your groups in response to a client brief.

You will find further details on this task in the “Exercise: Making a Pitch” activity below. Your creative pitch will need to be completed and submitted by Thursday 4th June, 20:00 GMT+1 (BST).

The tutors will review your ideas and select a number of groups to present their creative imaginings in the next live class on Thursday 11th June. We will contact the groups selected to present by Friday 5th June.

By the end of this lesson, you should be able to:

  1. Outline the main legal and ethical issues facing marketers today.
  2. Identify the main regulators and explain their roles in upholding industry standards.
  3. Integrate your understanding into the planning and execution of advertising campaigns.

Quiz: Following The Rules (25 Minutes)

In the UK, advertising is regulated by the Advertising Standards Authority (ASA), an independent body which enforces the UK advertising codes.

The ASA has produced a short video explaining its work. Watch this:


Now watch this video clip from our legal expert, Lesley Tadgell-Foster, where she introduces the ASA, covers the basic requirements that ads be legal, decent, honest and truthful, and give some examples of ads that have attracted complaints in the past. (video could not be downloaded)

While the ASA enforces the rules, it doesn’t write them: the advertising codes are written by the Committees of Advertising Practice (CAP). Visit the organisation’s website, and from there go tohttp://www.cap.org.uk/Advertising-Codes.aspx and familiarise yourself with the broad sections of the code.

Week 4

Presentation And Study Week

Don’t forget to submit your creative pitch idea by Thursday 4th June, 20.00 GMT+1 (BST). You will find all the details of this task in the week three tab.

Submit a link to your creative pitch idea.

You will need to submit your module five project by Friday 12th June, 20.00 GMT+1 (BST).

Submit a link to your project.

You will receive your feedback for this project by Friday 3rd July at the latest.

You will also need to complete your group reflection and peer review by  Monday 15th June, 20.00 GMT+1 (BST).


Week 5

Lesson 4: Review

This week, we will review the ideas that we have discussed throughout the Ongoing Revolution module. By the end of this lesson, you should be able to summarise the main themes of the module.

Complete the activities below before the live class on Thursday 18th June. This lesson should take no more than two hours to complete in total: the pre and post-class activities should take no more than one hour to complete and the live class lasts one hour. The pre-class activities will be explored in the class.

Start with the first activity at the top. When you complete an activity, come back to this page to access the next activity.


Week 6

You Are The Revolution

Now that your time as a Squared student is drawing to an end, this week is designed to help you translate your experience over the past few months into specific actions that will have a positive influence after you graduate.

Your conclusion class is being delivered by leadership and management development expertsImpact International, who you first met in module two in the “What Just Happened?” optional class.

Over the next week you will be encouraged to look at how you make choices and decisions, and how you might go about influencing the people who can bring your aspirations to life.

You will need to complete the pre-class activities below before the live class on Thursday 25th June in order to get the most out of the class. These activities can take as little as 10 minutes each, or longer if you choose to spend more time thinking about each one. These are required activities for completing the course, as is watching the conclusion class itself.

Please come to the class armed with your completed activities for further discussion.

Exercise: Lifeline (10 Minutes)

This activity is designed to help you reflect on how you make important decisions and how you respond to events outside of your control, with the aim of encouraging you to identify those moments where you can take action to achieve a positive outcome.

This activity will not be marked but will need to be completed before the live class.

1. Download and print the pdf below or draw the timeline yourself

2. We’ve outlined some example life events below. Look through these and consider whether each of these has occurred at any point during you life and the date it occurred.

Life events:

  • You made an important decision
  • Something significant happened to you, not of your own making
  • You did something significant that has worked out well for you
  • You did something that hasn’t worked out so well or an opportunity that you missed
  • You met someone who inspired you
  • You met someone who has been a significant person for you
  • And other major life events you feel should belong on your lifeline


3. Plot these events on your personal timeline, thinking about whether they ‘created and released my energy’, in which case they should be plotted above the line, or ‘absorbed my energy’, in which case they should be below the line. Some events will have had a really positive outcome and will be placed high above the line. Others might have only been slightly positive, while others may fall below the line to varying degrees. You should plot a minimum of four events on your timeline, but you can do more if you wish.

4. You can join the dots and will see a simple graph of your life so far. It might look like this with lots of writing on it:

Take your time over this exercise and enjoy looking back at your life so far. You might want to show the result to one or two people who are close to you and see if they recognise the picture you have created.


Exercise: Stakeholder Map (10 Minutes)

Your final task, before the class, is to think of one change you want to make in your life as a result of Squared and to consider who may be involved in helping you to achieve this change.

As part of that we want you to create a stakeholder map.

For the purpose of this exercise, stakeholders are the people who have influence within your professional life; these can be senior professionals or even colleagues who are equal or junior to you.

Take a look at the example below and then create your own map with you in the middle and your stakeholders (individual people, not departments, organisations or groups) around you.

The size of the circle indicates how much power each person has to bring about your desired change. The width and direction of the arrow indicates the direction and strength of influence at present.

We will review this in the class and also look at another way to categorise these people.

We have included a printable version of this image at the bottom of the page:

Bob’s goal as outlined in the example above is to move his business towards providing more online development and less face to face events for clients.

  • Jim is the CEO, ultimately he gets to say “yes let’s invest in this area, give him some time to do it. And yes let’s find a partner who is established in the online world”
  • Karen is Bob’s boss and the General Manager of the company. She can choose whether or not to take an idea to Jim. She does what he tells her, in the end – but she can influence his decisions
  • Chris is Impact’s head of sales – he guides the sales people as to what products and ideas they can offer
  • Jenny and Andy are sales people. They talk to current and new clients every day, they are Bob’s access to clients
  • Steve and Sarah are clients with whom Bob has trusting relationships. He responds to their requests but can also influence what they request

Looking at this map, Bob has decided to go directly to Karen to sell his ideas. He needs to develop his relationship with Chris as they’re not close enough at the moment. He will also try to create demand for his ideas by being more confident with her direct client contacts.

 Printable stakeholder map example

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