ACTIVITY BRIEF FOR ASSESSMENT 1

ACADEMIC YEAR 2022 – 2023 – TERM III

Course MBA304 SALES MANAGEMENT & STRATEGY. (3CH/4ECTS)

Instructor Dr. Angelos Vouldis

Participation in all assessment activities stated in this document is required. An overall course total of 70

points is required to pass the course. Due dates and times are always in Geneva time.

Assessment Choose an assessment category

Description Due date and
time

Weight of
course total

Task 1.1: Sales & Marketing
Assessment type: Discussion forum

Description: What the Roles and Responsibilities of a Sales and
Marketing Team

02 Apr. 23

17:00

5%

Task 1.2: Hiring a Salesman
Assessment type: Discussion forum

Description: Develop some potential questions for an interview hiring
a salesman

23 Apr. 23

17:00

5%

Task 1.3: Sales Pitch
Assessment type: Written assignment

Description: Students will deliver a compelling sales pitch for a
product or service

07 May. 23

17:00

30%

INSTRUCTIONS

Main task

Students will deliver a compelling sales pitch business report explaining in the Board of Directors of an
organisation how will be developed the sales approach for a specific product or service. Students must justify
its effectiveness according to key indicators of the market and apply theories learned in class.

Communication in the business setting is persuasive in nature. You are constantly selling yourself, your ideas,
or products and services to customers. The goal of this assignment is to help you develop the skills necessary
to prepare and deliver a compelling sales pitch. To achieve this goal, you are required to pitch a product or a

service of your choice. The goal is to persuade your audience to “buy” your idea.

Keep in mind that the pitch must be supported by solid analysis.

Elements to address by your pitch and grading distribution:

1. Attract the attention of the customer (15%)

You need to build a solid opening statement or headline.

2. Identify the customer’s problem (10%)

Clearly identify the complex set of needs and problems that the product/service can solve

3. Build Interest for the customer (10%)

You must be able to establish a relationship with the customer. Demonstrate clearly that your

product/service has the solution to the problem

4. Give a Testimony (15%)

Introduce benefits for the audience by showing how other customers have received the product/service.

5. Validate the possible objections (15%)

Accept the underlying concerns that the customers have about your product/service.

6. Create desire (15%)

Help the customer come to a decision about your product/service.

7. Move the customer to action (20%)

You must be proactive by asking for a decision for the customer. Given an incentive to act now.

FORMAT

Your submission must meet the following formatting requirements:

• Submit one file(s) only.

• Required file format for main submission: PDF.

• Additional file format for additional deliverables: PDF.

• Additional file requirements: Type additional requirement info or “None”.

Other details:

• Font size 12

• Double-spaced

• Number of words: 1000

All refencing and citations require Harvard referencing style.

LEARNING OUTCOMES

1. link the corporate, marketing and sales strategies in complex competitive environments.

2. critically evaluate and formulate the criteria by which to determine a potential or existing market and

articulate corresponding sales strategies.

3. examine the strengths and weaknesses of different sales channels in complex environments and

assess their competitive advantages to propose suitable sales strategies.

4. design an appropriate sales strategy constrained by procurement management in different industry

context.

5. design and communicate a compelling sales pitch for any product or service and justify its

effectiveness according to key indicators of the market.

6. assess the performance of sales (targets and revenue) to review and assess its process and how it

can be optimized.

ASSESSMENT CRITERIA

Rubric: written assignments

Criteria Accomplish
ed (A)

Proficient
(B)

Partially proficient
(C)

Borderlin
e (D)

Fail (F) Weight on
assessme

nt

Problem
identificati
on

The business
issue has been
correctly
identified, with
a competent
and
comprehensive
explanation of
key driving
forces and
considerations.
Impact on

The student
correctly
identified
the issue(s),
taking into
account a
variety of
environment
al and
contextual
drivers. Key
case

The student correctly
identified the case
(issues), considering
obvious
environmental/context
ual drivers. There is
evidence of analysis,
but it lacks depth.

The student
correctly
identified
the issue(s)
but analysis
was weak.
An absence
of context –
the work is
basically
descriptive

The student
failed to
correctly
identify the
issue(s);
analysis was
incorrect or
too
superficial to
be of use;
information
was

30%

company
operations has
been correctly
identified.
Thorough
analysis of the
issue is
presented.

information
has been
identified
and
analyzed.

with little
analysis.

misinterprete
d.

Information
gathering

The student
showed skill in
gathering
information
and analyzing
it for the
purposes of
filling the
information
gaps identified.
Comprehensiv
e and relevant.

Relevant
information
gaps were
identified
and
additional
relevant
information
was found
to fill them.
At least two
different
types of
sources
were used.
The student
demonstrate
s coherent
criteria for
selecting
information
but needs
greater
depth.

The student correctly
identified at least one
information gap and
found relevant
information, but which
was limited in scope.
Some evidence of
sound criteria for
selecting information
but not consistent
throughout. Needs
expansion.

An
information
gap was
identified
and the
student
found
additional
information
to fill it.
However,
this was
limited in
scope.
Weak
criteria for
the
selection of
necessary
information.

Information
was taken at
face value
with no
questioning
of its
relevance or
value. Gaps
in the
information
were not
identified or
were
incorrect.

20%

Conclusion
s

The student
evaluated,
analyzed,
synthesized all
information
provided to
create a
perceptive set
of conclusions
to support the
decisions and
solutions.

The student
evaluated,
analyzed
and
synthesized
to create a
conclusion(s
) which
support
decisions
and
solutions.

The student reached
conclusions, but they
were limited and
provided minimal
direction for decision-
making and solutions.

The
conclusion
was
reasonable
but lacked
depth and
would not
be a basis
for suitable
strategy
developme
nt.

The student
formed a
conclusion,
but it was not
reasonable.
It was either
unjustified,
incorrect or
unrelated to
the case in
hand.

25%

Solutions The student
used problem
solving
techniques to
make
thoughtful,
justified
decisions
about difficult
and conflicting
issues. A
realistic
solution was
chosen which
would provide
maximum
benefit to the
company.
Alternative
solutions were
explored and
ruled out.

The student
used
problem
solving
techniques
to make
appropriate
decisions
about
complex
issues.
Relevant
questions
were asked
and
answered. A
realistic
solution was
chosen.
Alternatives
were
identified,
explored

The student used
problem-solving
techniques to make
appropriate decisions
about simpler issues.
The solution has
limited benefit but
does show
understanding of
implications of the
decision. Alternatives
were mentioned but
not explored.

The student
used
problem
solving
techniques
to make
decisions
about
simpler
issues but
disregarded
more
complex
issues.
Implications
of the
decision
were not
considered.
Alternatives
were not
offered.

The student
formed a
conclusion,
but it was not
reasonable.
It was either
unjustified,
incorrect or
unrelated to
the case in
hand.

25%

and ruled
out.

Rubric: discussion forums

Criteria Accomplishe
d (A)

Proficient (B) Partially
proficient (C)

Borderline
(D)

Fail (F) Weig
ht on
grade

Content
knowledge

Discussion
promotes
sophisticated use
of content. Posts
demonstrate
participants’
mastery of
content
knowledge. This
is evidenced by
extensive use of
concepts and
terminology
across most or all
posts/threads.
Examples depict
understanding of
concepts and are
clear and
accurate. Posts
engage concepts
critically.

Discussion
promotes basic
use of content.
Posts
demonstrate
participants’
adequate
understanding of
content
knowledge. This
is evidenced by
use of concepts
and terminology
across some
posts/threads.
Examples depict
understanding of
concepts and are
clear and
accurate.

Discussion
promotes
uncertain or
misguided use of
concepts. Posts
demonstrate
participants have
not fully grasped
content
knowledge. This
is evidenced with
only some use of
concepts and
terminology
across
posts/threads.
Examples are
correct with some
details.

Discussion
promotes use of
content that lacks
coherence. Posts
demonstrate
limited
understanding of
content
knowledge. This
is evidenced with
little or no use of
concepts and
terminology
across
posts/threads.
Examples are
correct with few
details

Discussion does
not promote basic
use of content.
Posts do not
demonstrate
participants’
adequate
understanding of
content
knowledge.
Examples do not
depict
understanding of
concepts and are
unclear and
inaccurate.

20%

Connection Posts connect to
the
assignment/previo
us posts by
addressing most
or all its
components and
linking them to
course material or
topics learned.
Posts draw
insightful links
between course
content and
professional
practice, with a
detailed
explanation of
participants’ own
professional
practice.

Posts connect to
the
assignment/previo
us posts by
addressing some
of its components.
Relevant course
topics are
mentioned with
connections to
course material or
topics learned
with some
details/elaboration
. Posts draw links
between course
content and
participants’ own
professional
practice, with
some elaboration
still needed.

Posts do not
connect to the
assignment/previo
us posts and
address few
components of
the
assignment/previo
us post. Relevant
course topics are
mentioned with
very few
connections to
course material or
topics learned, or
with no details or
elaboration. The
participants rarely
or never mention
their own
professional
practice.

Posts make only
minimal reference
to the
assignment/previo
us posts and
address hardly
any components
of the
assignment/previo
us post. Relevant
course topics are
mentioned with
very limited
connections to
course material or
topics learned, or
with minimal
details or
elaboration.
Participants’
professional
practice is not
mentioned.

Posts do not
connect to the
assignment/previo
us posts by not
addressing of its
components.
Relevant course
topics are not
mentioned with
connections to
course material or
topics learned
with some
details/elaboration
. Posts do not
draw links
between course
content and
participants’ own
professional
practice, with no
elaboration.

20%

Collaborati
on

Discussion across
the posts serves
to build new ideas
or stimulate
further insight.

Posts mostly point
to areas of
agreement or
disagreement and
asking
clarification
questions about
previous posts.

Posts are
disjointed.

Little attempt is
made to respond
to previous
comments and/or
discussion
questions.

Posts do not point
to areas of
agreement or
disagreement and
do not ask
clarification
questions about
previous posts.

20%

Timeliness Participants show
a lot of initiative
by posting replies
or comments
within days.
Participants invite
peer responses
and engage in
meaningful
interaction in the

Participants show
some initiative by
posting replies or
comments within
one week.
Participants invite
responses from
classmates.
Discussion ends
by a deadline.

Participants show
little initiative by
posting replies or
comments after
more than one
week. Participants
suggest few ideas
that encourage
responses.
Discussion

Participants show
no initiative by
posting replies or
comments after
more than one
week. Participants
suggest no ideas
that encourage
responses.
Discussion

Participants do
not show any
initiative by not
posting replies or
comments within
one week.
Participants do
not invite
responses from
classmates.

20%

discussions.
Discussion ends
by a deadline
(e.g. end of that
module).

among
participants
begins late or not
at all (e.g.
instructor must
prompt them
when the module
is over).

among
participants is
very limited.

Discussion does
not end by a
deadline.

Convention
s

Overall,
participants follow
online
conventions,
extend courtesy
towards fellow
participants by
being respectful,
polite and
adopting a
positive tone in
posts.
Participants
compliment and
provide
constructive
feedback to
previous posts.

Overall,
participants follow
online
conventions,
extend courtesy
towards fellow
participants by
being respectful,
polite and
adopting a
positive tone in
posts.

Overall,
participants do
not always follow
online
conventions and
occasionally do
not extend
courtesy towards
fellow
participants, make
curt responses or
use a slightly
critical tone in
posts.
Participants
sometimes do not
acknowledge
previous posts.

Overall,
participants
sometimes follow
online
conventions and
at times lack
courtesy towards
fellow
participants, make
curt responses or
use an overly
critical tone in
posts.
Participants often
do not
acknowledge
previous posts.

Overall,
participants do
not follow online
conventions, lack
courtesy towards
fellow participants
by being
disrespectful,
impolite and
adopt a negative
tone in posts.
Participants fail to
acknowledge
previous posts.

20%

ADDITIONAL INFORMATION

If required, please add further details of your assessment here (e.g., case study, list of questions, etc.).