JAIPURIA INSTITUTE OF MANAGEMENT

PGDM (G / SM / M); TRIMESTER III; ACADEMIC YEAR 2018-19

Course Code and title MKT302: Sales Management & Business

Credits
Term and Year
Course Pre-requisite(s)
Course Requirement(s)
Course Schedule (day and time of class) Time Table Slot here
Classroom # (Location)
Course Instructor
Course Instructor Email
Course Instructor Phone (Office)
Student Consultation Hours
Office location
Development
3
III Term, 2018 -19
Marketing Management
Knowledge of Basic Marketing Terminologies*
Dr. Ajay Bansal / Dr. Deepak Singh /
Dr. S R Singhvi / Dr. Vinita Srivastava
0120-4638339 / 373 / 390 / 347

*Key terminologies of Marketing: Marketing, STP, Need, Want, Demand, Customer Value,
Buying Behaviour, Marketing Mix.

1. Course Overview

Sales Management and Business Development is a course designed to engage students in various
classroom and out of class activities to familiarize them with the various techniques and tactics
which works in real life sales situations. The focus of this course will be on problem solution
selling which further requires upgradation in the performance of the sales force, development of
new skillset besides restoring and re-evaluating the capabilities of the existing workforce. High
pressure on margins, changing expectations of customers, modifications in the channels of
communication and distribution necessitate the corresponding alteration in the skills and profile
of sales force.
The course also focuses on imparting knowledge related to attracting, developing, motivating and
retaining performers, and building teams. This course will discuss relevant sales management
frameworks and examine their application for practical sales situations. Having understood the
basic concepts of Marketing Management, the course of Sales and Business Development would
prepare the students for a career in sales. The learning from this course can be further utilised in
the courses on Services Marketing, Consumer Behaviour, Distribution and Channel management
and Customer Relationship Management.

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 2. Course Learning Outcomes (CLO):

After undergoing this course, the students will be able to:

CLO1: Describe the role of a sales manager (K)
CLO2: Explain the various activities involved in business development (K)
CLO3: Analyse sales force management practices (K)
CLO4: Evaluate the sales planning process (K)
CLO5: Demonstrate the selling skills (S)
CLO6: Value Ethical Sales Practices (A)

List of PLOs
PLO 1: Communicate effectively and display inter-personnel skills
PLO2: Demonstrate Leadership and Teamwork towards achievement of
organizational goals
PLO 3: Apply relevant conceptual frameworks for effective decision-making
PLO 4: Develop an entrepreneurial mindset for optimal business solutions
PLO 5: Evaluate the relationship between business environment and organizations
PLO 6: Demonstrate sustainable and ethical business practices
PLO 7: Leverage technologies for business decisions
PLO 8: Demonstrate capability as an Independent learner

PLO-7
PLO-5
Levera
PLO-1 PLO-3 Evaluate PLO 6
ge PLO-8
Communic PLO-2 Apply the :
technol Demonstra
ate Demonstra relevant PLO-4 relationshi Demonstra
ogies te
effectively te conceptual entreprene p between te
for capability
and display Leadership frameworks urial business sustainable
busines as an
inter- and for effective mindset environme and ethical
s Independe
personnel Teamwork decision- nt and business
decisio nt learner
skills making organizatio practices
ns
ns

CLO1:
Describe the
X
role of a sales
manager
CLO2:
Explain the
various
activities X X
involved in
business
development
CLO3:
Analyse sales
force
X X
management
practices

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CLO4:
Evaluate the
X
sales planning
process
CLO5:
Demonstrate
X X
the selling
skills
CLO6: Value
Ethical Sales X X X X
Practices

List of GAs
GA 1: Self-initiative
GA 2: Deep discipline knowledge
GA 3: Critical thinking and Problem solving
GA 4: Humility, Team-Building and Leadership Skills
GA 5: Open and Clear Communication
GA 6: Global outlook
GA 7: Ethical competency and sustainable mindset
GA 8: Entrepreneurial and innovative

3. Mapping of CLOs with GAs

GA 1 GA 2 GA 3 GA 5 GA 6 GA 7 GA 8
GA 4
CLO1: Describe the
role of a sales X X
manager

CLO2: Explain the

various activities
X X
involved in business
development

CLO3: Analyse sales

force management
X X
practices

CLO4: Evaluate the X X

sales planning process
CLO5: Demonstrate X X X X
the selling skills

CLO6: Value Ethical

X X X X
Sales Practices

Blocks in grey colour are key differentiators

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4. Text Book

Havaldar K. & Cavale V.M., Sales and Distribution management, McGraw Hill, 3 rd Edn.

5. Assessment Tasks

S.No. Assessment Item Description Weightage CLO

1 Quiz (2 quizzes) There will be 2 quizzes 10% CLO1, CLO3

as per
schedule/announcement.
The duration of each
quiz will be 10 minutes
with 10 questions per
quiz.

2A Role Play (Group) This component will 10% CLO5

evaluate their selling
skills. Role plays as per
the selling theme
announced by the
instructor will have to
be done in class in
groups.

2B Sales Pitch Individually selling & 10% CLO5

(Individual) pitching some product
of choice in front of
class for 2 to 3 minutes
(individual activity).

3 Class participation The instructor will 05% +05% CLO2

and discussion evaluate the students on
forum on LMS their inputs/contribution
to the class especially
(Individual)
during case discussion.
The students will be also
marked for their
attendance.

4 Field Sales Project Students would be 10% + 10% CLO3, CLO4

Report & divided into groups to
Presentation(Group) study the sales practices
of an organization
across different sectors

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 The presentation will be
based on the key
learning’s gained during
the field sales project

5 End Term It will be based on the 40% CLO4, CLO6

total course. This will
consist of case study;
application based
situational questions,
theoretical & conceptual
questions.

6. Mapping of Assessment Components with CLOs

Class
Field Sales
Role participation
Sales Pitch Project End
Quiz Play and
(Individual) Report & Term
(Group) discussion
Presentation
forum
CLO1:
Describe the
role of a sales
x
manager

CLO2: Explain
the various
activities
involved in
x
business
development

CLO3: Analyse
sales force
x
management x
practices

CLO4: Evaluate x
the sales x
planning process
CLO5: x x
Demonstrate the
selling skills

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 CLO6: Value
Ethical Sales x
Practices

7. Session Plan

Session Topic/Sub Session Details

No. Topic
Module:1 Fundamentals of Sales and Personal Selling

1 Sales Text  Havaldar Ch 1 Pg. 1-10

Management Book/  Tapan Panda Ch 1 Pg. 4-13
overview
(Evolution of Reading  Ingram LaForge- Module-1: pg. 1-14
personal selling Pedagogy Pre Class- Read the importance of sales management
Effective Sales Class discussion
Manager Beyond Class Room- Find out about the various sales
Nature, Role designations and roles of sales people
and Importance CLO 1
of Sales
SLO At the end of the session the student would be able to
Management)
 Define sales management
 Explain the difference between marketing and sales
 Identify the nature and importance of sales
management
2. Personal Text  Havaldar Ch 1 Pg. 11-25
Selling Book /  Tapan Panda Ch 1 Pg. 14-29 and Ch 2 Pg. 47-84
(Types/ Reading  Ingram LaForge- module-2: pg.25-30 and appendix 2
Classification of
Pedagogy Pre Class- Classification of sales jobs
personal selling
Class discussion
Difference
Case 1 - Vishal Julka’s Dilemma (Tapan Panda pg. 37)
between selling
Beyond Classroom- Find out about sales careers by
and marketing
interacting with Alumni, internet resources and JDs available
Skill Sets
with placement department
required in
CLO 1
selling
Sales Careers) SLO At the end of the session, the student will be able to
 Describe personal selling and prerequisite of an
effective sales manager
 Classify various styles of personal selling
 Know about the sales career

3. Guest Session 1 Sales career and roles and responsibilities

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 Module 2: Selling Skills, Strategies & Sales Process
4 Selling Skills: Text  Havaldar, Ch2, Pg. 64-66
(Communication Book/  Tapan Panda Ch 2 Pg. 41-63 (Handouts)
skills and Reading
process
Pedagogy Pre Class- Handouts on selling skills required
Managing Body
Language Class discussion, Role Play
Listening Skills CLO 5
Conflict
Management)
SLO At the end of the session, the student will be able to
 Describe the skill sets required for an effective sales
manager
 Comprehend the communication process
 Understand importance of body language in sales
 Learn conflict management and listening skills

5 Selling Skills Text  Tapan Panda Ch 2 Pg. 64-100 (Handouts)

Book/ Case :
(Negotiation, Reading
conflict Pre Class Preparation- Read the case on MRF Tyres from
management Pedagogy Tapan Panda, pg. 97
and
Class discussion
Problem Solving
Case 2- MRF Tyres Tapan Panda, Pg 97
Skills)
Beyond Classroom- Movie- Rocket Singh, Pursuit of
Happyness, Videos of Victor Antonnio
CLO 5

SLO At the end of the session, the student will be able to

 Describe tactics under negotiation
 Problem solving skills

6 Selling Process Text  Havaldar Ch 2, Pg. 37-45

Book/  Tapan Panda Ch 3 Pg. 101-115
(Pre-sales Reading  Kirshna Hawaldar Ch 2 Pg. 36-38
preparation
Methods of Pedagogy Class discussion, Role Play
prospecting
Pre-approach & CLO 5
Approach to the SLO At the end of the session, the student will be able to
Customer
 Explain pre-sales preparation
SPANCO
 Describe prospecting and its various methods
approach, SPIN  Describe the pre-approach and the approach stage of
Approach, FAB sales process
Approach)  SPIN Approach (Situation Qns, Problem Qns,
Implication Qns and Need Pay off Qns)

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  SPANCO approach (Suspecting, Prospecting,
Analyzing, Negotiating, Closing & Objection
handling)

7 Selling Process Text  Kirshna Hawaldar Ch 2 Pg. 46-56

Book/  Tapan Panda Ch 3 Pg. 116-131
(Approaches to Reading
Sales Pedagogy Class discussion, Role Play
Presentation
Methods of CLO 5
handling
customer SLO At the end of the session, the student will be able to
objections)  Describe various approaches to sales presentation
 Comprehend various methods of handling sales
objections
 SPIN concept (Situational-Problem-Implication-
Need questions)

8 Selling Process Text  Kirshna Hawaldar Ch 2 Pg. 56-63

Methods of Book/  Tapan Panda Ch 3 Pg. 116-131
closing sales Reading
and follow up Pedagogy Class discussion, Role Play
action
CLO 5

SLO At the end of the session, the student will be able to:
 Delineate different methods of sales closure
 Understand importance of follow up action

9 Role Plays Text Role Plays

(Group) Book/
Reading
Pedagogy Role Play

CLO 5

SLO At the end of the session, the student will be able to:
 Demonstrate selling skills in a team
Module 3: Business Development Plan & Process

10 Business Text  Kirshna Hawaldar Ch 3 Pg. 77-88

Development Book/  Kirshna Hawaldar Ch 3 Pg. 107-110
Reading
(What is
business Pedagogy Pre Class-Forbes Magazine Article: What exactly is business
development; development
Difference
Class discussion

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 between Beyond Class room- Forbes magazine article: Proven
business sales strategies that will grow your business Outlook
development Business Article: Taking on the Giants
planning and
sales planning; CLO 2
Why planning
for SLO At the end of the session, the student will be able to
business
development is  Appreciate the difference between sales management
important; How and business development
is business plan  Describe why business development is important
developed)
11 Guest session 2 Text
Book/
(Business Reading
Development Pedagogy Guest session
role of sales
manager) CLO 2

SLO Business Development

Module 4: Sales Planning : Process, Execution & Effectiveness

12 Sales Text  Kirshna Hawaldar Ch 3 Pg. 89-97

Forecasting Book/  Tapan Panda Ch 4 Pg. 144-169
Reading  Ingram LaForge Module 4, Appendix 4
(Forecasting
approaches- Pedagogy Class discussion
qualitative and CLO 4
quantitative for
market Demand) SLO At the end of the session, the student will be able to
 Understand the importance of forecasting market
demand and know the forecasting approaches

13 Sales Text  Kirshna Hawaldar Ch 3 Pg. 99-105

Forecasting Book/  Tapan Panda Ch 4 Pg. 144-169
Reading  Ingram LaForge Module 4, Appendix 4
(Sales Pedagogy Class discussion, Working on Excel
forecasting Beyond Class room- Working on Problems using Excel
methods) CLO 4
SLO At the end of the session, the student will be able to
 Understand and work on various sales forecasting
methods
14 Sales Text  Kirshna Hawaldar Ch 4 Pg. 123-138
Territories Book/  Tapan Panda Ch 7 Pg. 248-257
(Designing and Reading  Ingram LaForge Module 4, pg. 102-106
Allocation of
Pedagogy Pre Class Preparation- Read the case Guhring India Pvt.
Sales Territories
Ltd., Krishna Havaldar, pg. 158

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 Route Planning) Class discussion
Case 3: Guhring India Pvt. Ltd., Krishna Havaldar, pg. 158
CLO 4
SLO At the end of the session, the student will be able to :
 Understand the concept of a sales territory and its
importance to a sales organization
 Factor influencing design of sales territories
 Routing & Scheduling in a sales territory

15 Sales Quotas Text  Kirshna Hawaldar Ch 4 Pg. 139-150

Book/  Tapan Panda Ch 8 Pg.278- 285
(Types of Sales Reading
Quotas Pedagogy Class discussion
Procedure of Beyond Class- Work on problems on excel
Quota setting CLO 4
Problems in
setting sales SLO At the end of the session, the student will be able to
 Various types of quota
quotas)
 Methods of setting quotas
Problems in setting quotas
16 Designing Sales Text  Kirshna Hawaldar Ch 5 Pg. 161-174
Organization Book/  Tapan Panda Ch 5 Pg. 214-235
Reading  Ingram LaForge Module 4, pg. 85-100

Pedagogy Pre Class- Find out about various sales organization structure
in different organizations, Read the case Protek
Packaging Inc. Ingram LaForge Pg. 112.
Class discussion
Case 4 - Protek Packaging Inc. (Making sales Management
Decisions) Ingram LaForge Pg. 112
CLO 4
SLO At the end of the session, the student will be able to
 Understand various sales organization design
structures
 Understand the merit and demerits
17 Staffing Text  Kirshna Hawaldar Ch 5 Pg. 175-194
salespeople Book/  Tapan Panda Ch 5 Pg. 214-235
(Workload Reading  Ingram LaForge Module 4, pg. 85-100
analysis)  Tapan Panda Ch 7 Pg.258 practical exercise
Pedagogy Class discussion, Work on Excel
Beyond Class- Work on exercises on Excel
CLO 4

SLO At the end of the session, the student will be able to:
 Calculate the sales force requirement based on the
given situation

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 Module 5: Motivating the Sales Force
18 Text  Kirshna Hawaldar Ch 6 Pg. 226-240
Sales Book/  Tapan Panda Ch 11 Pg.375- 386
Motivation Reading  Ingram LaForge Module 8, pg. 216-234
(Factors  Tapan Panda Ch 11 Pg.387- 391
Influencing
Motivation of Pedagogy Pre Class Preparation- Read the case Floor shine Cleaning
Products, Ingram LaForge Pg. 239
Sales Person Class discussion
Designing Case discussion Floor shine Cleaning Products, Ingram
Motivational LaForge Pg. 239
Programme
Motivational CLO 3
Tools) SLO At the end of the session, the student will be able to:
 Factors influencing the motivation of a salesperson
 Process and methods of motivation
19 Sales Force Text  Kirshna Hawaldar Ch 6 Pg. 240- 249
Compensation Book/  Tapan Panda Ch 12 Pg.400-415
(Factors Reading
influencing the Pedagogy Class discussion
design of a
Compensation CLO 3
Plan At the end of the session, the student will be able to:
SLO
Types of
 Factors to consider while designing compensation
Compensation
plan
Plan
 Types of compensation plans
Trends in
Compensation
Mgmt)
20 Sales Text  Kirshna Hawaldar Ch 7 Pg. 270-285
Organization Book/  Tapan Panda Ch 13 Pg.438-450
Audit Reading Ingram LaForge Module 9, Pg. 251-263
(Sales force Pedagogy Pre Class Preparation- Read the case Beauty Glow
Expense Cosmetics Company, Ingram LaForge Pg. 268
Analysis Class discussion
Measurement of
Case 5 - Beauty Glow Cosmetics Company, Ingram LaForge
Sales
Pg. 268
Organization
Effectiveness)
CLO 3

SLO At the end of the session, the student will be able to:
 Sales Audit & Marketing Audit
 Expense Analysis

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  Evaluation process of sales organization

21 Presentations Text
Book/
Reading
Pedagogy Class Presentation
CLO 3,4

SLO At the end of this lesson students will be able to:

 Learn the various aspects of sales management
through presentations

22 Presentations Text
Book/
Reading
Pedagogy Class Presentation

CLO 3,4

SLO At the end of this lesson students will be able to:

 Learn the various aspects of sales management
through presentations

23 Presentations Text
Book/
Reading
Pedagogy Class Presentation

CLO 3,4

SLO At the end of this lesson students will be able to:

 Learn the various aspects of sales management
through presentations

24 Session wind up, Feedback and Learning Integration; Tutorial as per announcement

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8. Time budgeting in course planning:

Time
Activity Description
Budgeted
Classes 2-3 hours per week for 12 weeks 30 hours
Reading Prescribed readings and making notes 30 hours
Preparation of set questions,
Including shared and group exercises 10 hours
exercises and problems
Preparation of assignment Reading and writing 10 hours
Study and revision for test and end
Self-preparations 20 hours
of Trimester examination
TOTAL 100 hours

9. Reference Text

1. Panda,Tapan K, and Sahadev Sunil,(2013), ‘Sales and Distribution Management, Oxford, 2nd
ed.
2. Still, Cundiff, and Govni, (2011), Sales Management: Decision, Strategy and cases, Pearson,
5th ed.
3. Ingram & Lafarge, Sales management: Analysis & Decision making, Cengage

Internet Resources

 www.salesforce.com
It is a website which provides latest information on sales practices and procedures
followed by leading organization. A practical guide all sales related problem

 www.sellingpower.com
The website updates students on recent articles and studies including white papers on
sales management. This is an online magazine which is quite informative in nature.

 www.forbes.com
This online magazine gives tips on latest in sales management and business development

10. Rubrics

10.1 Rubrics for Role Play

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 Parameters
Evaluation
S.
N 5 - Excellent 4 - Proficient 3 - Adequate 2 – Insufficient
o

Relevant Along with relevant Many Irrelevant Relevant questions

questions were questions some questions were asked were not asked to
asked to identify irrelevant questions to identify customer identify customer
customer needs were asked to needs needs
identify customer
Content

needs
1
Excellently Was proficient in Skills in order to Poor Skills in
Exhibited skills Exhibiting skills in overcome customer overcoming
in overcoming overcoming objections were customer objections
customer customer objections average
objections
Excellent Good product Adequate product Poor product
Product and competitor

product knowledge was knowledge was knowledge was

knowledge was depicted depicted depicted
knowledge

depicted
2
Excellent Good competitor Adequate competitor Poor competitor
competitor knowledge was knowledge was knowledge was
knowledge was depicted depicted depicted
depicted
Excellently Proficiently depicted Fairly depicted the Could not depict
Depiction

depicted the the scenario scenario the scenario upto the

Scenario

Skills

3 scenario expectations

Speech was Speech was clear Speech was not clear Speech was unclear
clear with with correct at times, some with poor
appropriate pronunciation but the pronunciations were pronunciation and
volume, tone & tone was same incorrect & the tone no voice modulation
Communication & Body Language

pronunciation throughout was same throughout

Body language Body language The signs of The body language

depicted depicted confidence nervousness were was very poor
4 confidence in the beginning but at there which needs to throughout the role
times it was dull be worked upon play

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 10.2 Rubrics for Sales Pitch

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 Parameters
Evaluation
S.
N 4 - Excellent 3 - Proficient 2 - Adequate 1 – Insufficient
o

Relevant Along with relevant Many Irrelevant Relevant questions

questions questions some questions were asked were not asked to
were asked to irrelevant questions to identify customer identify customer
identify were asked to needs needs
customer identify customer
needs needs
Content

Excellently Was proficient in Skills in order to Poor Skills in

Exhibited Exhibiting skills in overcome customer overcoming
skills in overcoming objections were customer objections
overcoming customer objections average
customer
objections
Excellent Good product Adequate product Poor product
Product and competitor

product knowledge was knowledge was knowledge was

knowledge depicted depicted depicted
knowledge

was depicted
2
Excellent Good competitor Adequate competitor Poor competitor
competitor knowledge was knowledge was knowledge was
knowledge depicted depicted depicted
was depicted
Exhibited Exhibited convincing Exhibited adequate Lacked convincing
convincing power while selling convincing power power while selling
power while the product while selling the the product
selling the product
Convincing Skills
Conviction &

product

3
Depicted Depicted detailed Depicted adequate Depicted poor
detailed product knowledge product knowledge product knowledge
product and was not fully and more research on and was unaware of
knowledge aware of competition competition was competition
and was aware needed
of competition
Speech was Speech was clear Speech was not clear Speech was unclear
communication &
Body Language

clear with with correct at times, some with poor

Clarity in

appropriate pronunciation but the pronunciations were pronunciation and

4 volume, tone tone was same incorrect & the tone no voice modulation
& throughout was same throughout
pronunciation

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 Body Body language The signs of The body language
language depicted confidence nervousness were was very poor
depicted in the beginning but at there which needs to throughout the role
confidence times it was dull be worked upon play

The selling The selling process The selling process did The selling process
Time Management &

process comprised of all the not comprise of all the ignored the steps of
comprised of steps of selling but steps of selling and the selling and the
Closure

all the steps of there was scope for student could not student could not
5
selling and the effective sales effectively close sales close sales
student could closure
effectively
close sales

10.3 Rubrics for Quiz, and end term

Quizzes : There will be 2 quizzes as per schedule/announcement. The duration of each quiz will
be 10 minutes with 10 questions per quiz. Each quiz will be of 10 marks. Marks obtained in
quizzes will be added and weighted for 10% in total marks. The coverage of each quiz is defined
in the course outline.

Excellent Good Fair Poor

Points 9 – 10 Points 6 – 8 Points 3 - 5 Points 0-2

Exemplary Proficient Minimal Unsatisfactory

90% or more answers are Between 60 – 80% Between 30 – 50% Only up to 30%
correct. Most of concepts answers are correct. answers are correct. answers are
are clear and understood Majority of concepts Many of the concepts correct. Most of the
by the student. are clear and are clear and concepts are not
understood by student. understood by student. clear and student is
unable to
understand the
same.

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10.4 Group Field Project
Field Sales Project : Students would be divided into groups and assigned different organizations
to study a particular type of company (e.g. Private Bank, Insurance Company, Manufacturing
company, Mobile Manufacturers, Mobile service providers etc.)
Students need to interview the sales manager and executives study the following:
i. Sales structure of the company and the designations of the various levels
ii. Sales targets given to them
iii. Number of sales force deployed to cover the markets,
iv. Details of the territorial alignment of sales force,
v. Beat plan
vi. Reporting norms
vii. Training and Development opportunities provided to them
viii. Performance appraisal system and individual growth prospects
ix. The level of sales force satisfaction

Criteria Developing (0-4) Proficient (5-7) Advanced (8-10)

Understanding of Is not very clear about the
Organization Structure organization structure in
the territory/region
Able to explain the Able to clearly explain
organization structure in and understand the
the territory/region importance of that
particular organization
structure in the
territory/region

Knowledge of sales To some extent To a medium extent To a large extent

Quotas

Number of Sales Exhibits fair knowledge
Personnel and Territory of the salespersons and
Alignment territory allotment to
them
Exhibits good knowledge Exhibits excellent and
of the salespersons and complete knowledge of
territory allotment to the salespersons and
them territory allotment to
them

Reporting Norms Minimal Understanding Adequate Understanding Complete Understanding

of the various reporting of the various reporting of the various reporting
formats and their usage formats and their usage formats and their usage

Understanding of Minimal Understanding Adequate Understanding Complete Understanding

Training and of training and of training and of training and
Development Development Development Development activities
requirements requirements activities requirements activities carried out in the
carried out in the carried out in the organization
organization organization

Performance Appraisal To some extent To a medium extent To a large extent

System Followed

Overall Report Language is poor. Is adequately Impressive Is impressive

Table of index is absent

Key Data is Missing

Formatting is poor

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 10.5 Group work and Presentation Rubrics

Inadequate Good Excellent Remarks

(0-4) (5-7) (8-10)

Content
(Group)

Knowledge Student 1
(Individual)
Student 2

Student 3

Student 4

Student 5

Presentation Student 1
Skills
(Individual) Student 2

Student 3

Student 4

Student 5

Query
Handling
(Group)

11. Institute’s Policy Statements

It is the responsibility of every student to be aware of the requirements for this course, and
understand the specific details included in this document. It is emphasized that this course
requires a significant commitment outside of formal class contact. The learning tasks in this
course may include classes (lectures or seminars), required reading, the preparation of answers
to set questions, exercises and problems and self-study. In addition, students may be required to
complete an assignment, test or examination.

12. LMS-Moodle/Impartus:

LMS-Moodle/Impartus is used to host course resources for all courses. Students can download
lecture, additional reading materials and tutorial notes to support class participation.

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13. Late Submission

Assessment tasks submitted after the due date, without prior approval/arrangement, will be not
be accepted. Requests for extension of time must be made with the faculty member concerned
and based on Special Consideration guidelines.

14. Plagiarism:

Plagiarism is looked at as the presentation of the expressed thought or work of another person as
though it is one's own without properly acknowledging that person.

Cases of plagiarism will be dealt with according to Plagiarism Policy of the institute. It is
advisable that students should read Student Handbook for detailed guidelines. It is also advisable
that students must not allow other students to copy their work and must take care to safeguard
against this happening. In cases of copying, normally all students involved will be penalised
equally; an exception will be if the student can demonstrate the work is their own and they took
reasonable care to safeguard against copying.

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