Main task Develop a detail business analysis report for the bellow case study. A Spanish Hotels Chain company, a subsidiary of a Fortune 500 company, needed help building a plan to driv

ACTIVITY BRIEF FOR ASSESSMENT 2

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 2.1: B2B Sales Assessment type: Discussion forum

Description: How will you promote a B2B service?

21 May. 23

17:00

5%

Task 2.2: CRM Selection Assessment type: Discussion forum

Description: Suggest a CRM system for the EU Business School

28 May. 23

17:00

5%

Task 2.3: Case Study Analysis Assessment type: Written assignment

Description: Critical development for a specific case study

11 Jun. 23

17:00

50%

INSTRUCTIONS

Main task

Develop a detail business analysis report for the bellow case study.

A Spanish Hotels Chain company, a subsidiary of a Fortune 500 company, needed help building a plan to drive profitable growth over the next three years after the Covid19 period. The company enjoyed significant name recognition with customers, particularly with a holiday and rest stay. However, Airbnb is its main competitor.

THE SOLUTION

• A consultant performed a rapid assessment and engaged company leadership in prioritizing the solutions:

• Develop and structure a sales team

• Develop service lines to exploit new market opportunities

• Establish the appropriate sales channels

• Overhaul marketing approach to differentiate the brand and generate warm leads

• Embed key accounts prospecting assignments into annual planning

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: 2500

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

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

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 with little analysis.

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

30%

Information gathering

The student showed skill in gathering information and analyzing it for the purposes of

Relevant information gaps were identified and additional relevant

The student correctly identified at least one information gap and found relevant information, but which was limited in scope. Some evidence of

An information gap was identified and the student found

Information was taken at face value with no questioning of its relevance or

20%

filling the information gaps identified. Comprehensiv e and 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.

sound criteria for selecting information but not consistent throughout. Needs expansion.

additional information to fill it. However, this was limited in scope. Weak criteria for the selection of necessary information.

value. Gaps in the information were not identified or were incorrect.

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 and ruled out.

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%

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

Discussion promotes basic use of content. Posts demonstrate

Discussion promotes uncertain or misguided use of concepts. Posts

Discussion promotes use of content that lacks coherence. Posts demonstrate

Discussion does not promote basic use of content. Posts do not demonstrate

20%

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.

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.

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.

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

participants’ adequate understanding of content knowledge. Examples do not depict understanding of concepts and are unclear and inaccurate.

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

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

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

Participants do not show any initiative by not posting replies or comments within one week. Participants do not invite responses from classmates. Discussion does not end by a deadline.

20%

Convention s

Overall, participants follow online conventions, extend courtesy towards fellow participants by being respectful, polite and adopting a

Overall, participants follow online conventions, extend courtesy towards fellow participants by being respectful, polite and adopting a

Overall, participants do not always follow online conventions and occasionally do not extend courtesy towards fellow participants, make

Overall, participants sometimes follow online conventions and at times lack courtesy towards fellow participants, make curt responses or

Overall, participants do not follow online conventions, lack courtesy towards fellow participants by being disrespectful, impolite and adopt a negative

20%

positive tone in posts. Participants compliment and provide constructive feedback to previous posts.

positive tone in posts.

curt responses or use a slightly critical tone in posts. Participants sometimes do not acknowledge previous posts.

use an overly critical tone in posts. Participants often do not acknowledge previous posts.

tone in posts. Participants fail to acknowledge previous posts.

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ADDITIONAL INFORMATION

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