Learning Outcomes:
On completion of this assignment, students should be able to demonstrate
their ability to:
LO1- Model prospective customers for a given product or
service.
LO2 -Evaluate the needs of the prospect through
appropriate questioning techniques.
LO3- Design and deliver a compelling business
development proposal based upon the identified needs of the prospect.
Transferable skills
This
assessment will assist in development of the following transferable skills:
Transferable
Skill 1: Independence
· You will be
engaging with independent learning throughout the module in organising your own
work/learning schedule. For example, seminar prep, watching online lectures and
taking notes, completing online tasks, readings and locating external
information relating to the course content. In addition, your assessment
requires independently researching, presenting and answering questions about
your chosen psychopathology through the lens of attachment theory.
Transferable
Skill 2: Critical thinking and problem solving.
· As an applied Business
module, you will learn to think critically about multiple contexts of Business
including scenarios which you may face as a manager which will require you to
solve strategic problems within the workplace.
Transferable
Skill 3: Communication
· Each week you
will be involved in small group discussions and make independent contributions
to in-class discussions. You will also have the opportunity to contribute to
the module forums, asking and answering questions posed by your colleagues. In
addition, the assessment is in-person, and involves both written, pictorial,
and verbal communication so each of these skills will be developed and used in
this module.
Transferable
Skill 4: Ability to work under pressure.
· You will have
deadlines for formative assessment, and you will need to work consistently
throughout the module to do well. This will mean you having to set your own
schedule of work and keep to your own deadlines to meet the objectives of the
module. As this is a wholly applied module, there is a pressure on you to
develop a high standard of understanding as well as knowledge to meet the
learning objectives of the module to a high standard.
Transferable
Skill 5: Planning and time management
· You will need
to set your own schedule of independent work within your own timetable to
enable you to fully engage with all elements of this module. You will do this
via ensuring that you engage with the necessary readings, research and
preparing for seminars, watching provided videos and external online resources,
taking notes and organising your thoughts, and organising and scheduling your
time.
Transferable
Skill 6: Leadership
· Each week you
will be offered the opportunity to take the lead in small group discussions, as
well as being encouraged to make contributions to the class discussions through
a critical lens. We will engage with topics that will challenge some views, and
through debates you will learn to reflect on your own views and appreciate those
of others, a key skill in good leadership.
Summative Assessment
Overview:
Type of assessment-
1.
50% Presentation and Sales meeting pro-forma LO1 and
LO2
2.
50% Business Proposal LO3
Learning
outcomes
LO1- Model prospective customers for a given product
or service.
LO2 -Evaluate the needs of the prospect through
appropriate questioning techniques.
LO3- Design and deliver a compelling business
development proposal based upon the identified needs of the prospect.
.
1.
Task One (50%) – Preparation for a sales meeting,
including:
•
A credentials presentation with audio voiceover
•
A completed sales meeting pro forma
2.
Task Two (50%) – Business Proposal 2000words +/-10%
Description of the
Assessment
Scenario
and pre-assessment preparation
You will be
assuming the role of a salesperson for your own organisation.
v
In
preparation, you will also undertake some background research to identify
potential prospects for you to target for business.
v
You
will qualify these prospects and select one for targeting, representing
the ‘prospect/ qualification’ and ‘pre- approach’ stages of
the selling process.
v
Marks
will be provided for evidence of preparation in your sales meeting pro forma
and in your proposal.
v
You
will also be delivering a brief (approximately 10 minutes) credentials
presentation – which will be done via a pre-recorded audio PPT to introduce
yourself and your organisation.
Required
tasks.
Task
One (50%) – Preparation for a sales meeting. LO1& LO2
As a result of your good preparation,
you have managed to secure an initial meeting with your prospect. You now need
to prepare for this meeting with the objective of gaining agreement to submit a
proposal for selling your products / services.
For this task, you must provide:
1.
A 10-minute credentials pre-recorded presentation
using the audio
recording facility on PowerPoint, which introduces yourself, your company, and
its products/services. The presentation must include a voice over.
2.
A completed sales meeting pro forma (template attached to this document) to be added as an appendix to your
Business Proposal.
Task
Two – Business Proposal (50%) 2000 Words
+/- 10% LO1&LO3
As a result of your meeting, and an
assessment of the prospects needs, prepare a basic proposal for our prospect,
detailing why they should do business with you and presenting a product or
service that would be suitable for then, based upon their identified needs.
The proposal should follow the format
below.
1. Background
– On the prospect
organisation and on the organisation you represent.
2. Identified
Needs – Summary of the
problem you wish to solve.
3. Solution
– Summary of your
solution to the problem, introducing the product or service you wish to sell
and its features and benefits.
4. Costs
and timings – Summary
of timeline and costs involved.
5. Account
Management – How the
account will be managed if you are successful.
6. Appendix
– Sales pro forma from
task one
Marking:
Marking is
completed using the marking grid provided on page 8. The detailed mark scheme
identifies what percentage each LO contributes to the overall grade, and what
percentage each marking criteria contributes to assessing the stated LO (out of
100%).
To ensure clarity and transparency about how each of the criteria for
each class of grade can be achieved you should read through the cells on the
detailed mark scheme[1]. The
marking criteria will be discussed further in class to ensure transparency of
the process.
Formative Assessment:
Formative
assessment is given through regular feedback designed to help you improve your
work. This form of assessment does not contribute towards your grade.
Penalties for late submission
At time of
publication the rules regarding late submission of work are:
· Assessments
submitted up to 1 hour after the
published deadline will receive no penalty.
· Assessments submitted between one and 24 hours
after the published deadline will be reduced by 5% of the actual mark given by
the tutor.
· Assessments
submitted between 24 hours and five
working days after the published deadline will be reduced by 10% of the
actual mark given by the tutor.
· Work submitted
more than five working days after
the published deadline will not be marked and the student will be deemed to
have failed an attempt at the assessment.
If a student
has a support statement specifying additional time to complete coursework, the
penalties will only apply from the alternative deadline provided by the
statement.
Importance of Taking Assessments
It is
important that you complete your assessment, otherwise it is classed as a
failed attempt (unless you have made a successful EC claim relating to Extenuating Circumstances).
If you fail
any of your modules you will have to re-take it, although there are limits on
the number of times that you can re-take and you may even have to re-study a
module you have failed. Having to re-sit or re-study modules means that your
workload will be increased and you will be putting yourself under more pressure. You may even be liable to incur more fees if
you are required to re-study a module.
The university
does appreciate that there are times when you may be unable to take an
assessment due to circumstances outside your control such as illness. If this is the case you need to make a formal
claim for an extension or deferral, as without this you are expected to submit
within the standard guidelines.
No
tutor, module leader or course leader can grant any form of extension to the
published deadlines – this is done by a separate team within the university to
ensure consistency and fairness for all.
For full guidance on what constitutes an exceptional circumstance and
how to make a claim, please visit the Extenuating Circumstances page
on iCity; you can also contact the Student Support Team
for help.
Plagiarism
·
You are reminded of the University’s
Disciplinary Procedures that refer to plagiarism. A copy of the Disciplinary Procedure is available from iCity. Except
where the assessment of an assignment is group based, the final piece of work
that is submitted must be your own work. Close similarity between assignments
is likely to lead to an investigation for cheating. You must also ensure that
you acknowledge all sources you have used. Submissions that are considered to
be the result of collusion or plagiarism will be dealt with under the
University’s Disciplinary Procedures, and the penalty may involve the loss of
academic credits. If you have any doubts about the extent to which you are
allowed to collaborate with your colleagues, or the conventions for
acknowledging the sources you have used, you should first of all consult module
documentation and, if still unclear, your tutor.
·
Please note that submissions are run through
Turnitin to check for plagiarism, this includes a ChatGP and AI detection
software.
·
If you have a Support Summary that tutors must take
account of when marking your work, please check the appropriate box on the
coversheet. Contact the Enablement and Wellbeing team for further advice if
required https://icity.bcu.ac.uk/student-affairs/health-and-wellbeing/mental-health-and-wellbeing
·
If there is something outside your control that is
affecting your ability to complete an assessment or has affected your
performance in an assessment, then you can make a claim for extenuating
circumstances: https://icity.bcu.ac.uk/student-affairs/appeals-and-resolutions/extenuating-circumstances-procedure
·
If you are experiencing problems, you should contact
Student Affairs staff via https://icity.bcu.ac.uk/essentials/support
Additional
information about electronic submission:
All work
submitted electronically needs to be submitted in accordance with the following
guidelines:
·
Submission means that a correctly formatted electronic
copy has been submitted in the correct method via Moodle, by the deadline set.
Failure to do so may result in a mark of zero being awarded.
·
Your work must be submitted via Moodle – please refer
to the Module Moodle site for further details on where to upload your work.
·
It is your responsibility to ensure that your
work is successfully submitted. You will receive an email receipt confirming
your submission. Please check this and
keep it for your reference.
·
Submissions using file formats other than those listed
above may affect your work being marked, and the feedback you may receive.
·
The work you submit must not be password
protected.
·
You must retain an electronic copy of your
work. Failure to produce a copy on request will result in a mark of zero for
the assessment task.
· You can use the Turnitin at BCU Moodle page to learn more about
software that assists in detecting collusion, AI and plagiarism. On this page
you can upload a draft of your work to view a Turnitin Originality Report.
Mark Scheme:
This is the marking scheme your tutors will use
when marking your assessment.
This
assessment addresses the following learning outcomes.
Task
One: LO-1 & LO2 Sales Meeting – Evidence of preparation and selling
skills – 50 Marks
Criterion*
0-39%
Fail
40-49%
Third
50-59%
2:2
60-69%
2:1
70-79%
First
80-100%
First
1.
(50% of grade)
LO 1 & LO2
Inadequate or
poor preparation including little knowledge of personal presentation and
knowledge of the prospect.
No evidence
of knowledge of how to build rapport with the prospect.
Credentials
presentation is not tailored to the prospect.
Poor questioning
skills and/or no application of the SPIN model.
Objections are not addressed or
dealt with showing lack of confidence and knowledge.
Weak
preparation including limited understanding of personal presentation and
knowledge of the prospect.
Weak evidence
of knowledge of how to build rapport with the prospect.
Credentials
presentation is not tailored effectively to the prospect.
Weak
questioning skills and limited application of the SPIN model.
Objections are address expressing
some evidence of confidence and knowledge.
Reasonable
preparation including understanding of personal presentation and knowledge of
the prospect.
Reasonable
evidence of knowledge of how to build rapport with the prospect.
Credentials
presentation is in some parts tailored to the. prospect
Reasonable
questioning skills and good application of the SPIN model.
Objections are address expressing
some level of confidence and knowledge
Good
preparation including understanding of personal presentation and knowledge of
the prospect.
Good evidence
of knowledge of how to build rapport with the prospect.
Credentials
presentation is mostly tailored to the prospect.
Good
questioning skills and good application of the SPIN model.
Objections are address expressing a
good level of confidence and knowledge.
Excellent
preparation including understanding of personal presentation and knowledge of
the prospect.
Excellent
evidence of knowledge of how to build
rapport with the prospect.
Credentials
presentation is completely tailored to the prospect.
Excellent
questioning skills and application of the SPIN model.
Objections are addressed
expressing excellent confidence and knowledge.
Outstanding
preparation including understanding of personal presentation and knowledge of
the prospect.
Outstanding
evidence of knowledge of how to build rapport with the prospect.
Credentials
presentation is completely tailored to the prospect.
Outstanding
questioning skills and application of the SPIN model.
Objections are addressed
expressing outstanding confidence and knowledge.
Task Two: LO-1 & LO3 Business
Proposal – Evidence of preparation and business proposal development (50 Marks)
2000 words +/- 10%
Criterion*
0-39%
Fail
40-49%
Third
50-59%
2:2
60-69%
2:1
70-79%
First
80-100%
First
2.
(50% of grade)
LO 1 & LO3
Inadequate or poor preparation
and knowledge of the client.
Weak preparation and
limited including knowledge of the client.
A reasonable
preparation including knowledge of the client.
A good preparation
including knowledge of the client and their needs has been evidenced.
Excellent preparation
including knowledge of the client and clear identification of needs.
Outstanding
preparation including knowledge of the client and clear identification of
needs.
An inadequate proposal which fails
to link the identified needs to the solution.
Guidelines on how the account will
be managed are likely to provoke little or no confidence from the prospect.
The proposal is not
written in a clear and appropriate format providing little confidence to the
reader of professionalism and competence.
A weak proposal which in some areas
links the identified needs to the solution, delivering a limited case.
Guidelines on how the account will
be managed to provoke some level of confidence from the prospect, however
limited in some parts.
The proposal is
written in a weak format providing limited confidence to the reader of
professionalism and competence.
A reasonable proposal which links
the identified needs to the solution well, delivering a reasonable case.
Guidelines on how the account will
be managed to provoke a reasonable level of confidence from the prospect.
The proposal is
written in a reasonable format providing some confidence to the reader of
professionalism and competence.
A good proposal which almost
entirely links the identified needs to the solution well, delivering a good
case to the client.
Guidelines on how the account will
be managed to provoke a good level confidence from the prospect.
The proposal is
written in a clear and appropriate format providing a very good level
confidence to the reader of professionalism and competence.
An excellent proposal which clearly
links the identified needs to the solution, delivering a compelling case.
Clear guidelines on how the account
will be managed to provoke excellent confidence from the. prospect
The proposal is
written in a clear and appropriate format providing confidence to the reader
of professionalism and competence.
An outstanding proposal which
clearly links the identified needs to the solution, delivering a compelling
case.
Clear guidelines on how the account
will be managed to provoke exceptional confidence from the prospect.
The proposal is
written in an exceptionally clear and appropriate format providing confidence
to the reader of professionalism and competence.
Sales
meeting pro-forma
Prospect company name
Prospect company contact name and position.
Starting the Meeting
How I’ll build rapport to start
the meeting?
How will I be dressed?
(S)Situation
What open questions will I ask
to establish to prospect’s situation?
What do I anticipate the
response to be, based upon my research?
(P)Problem
What questions will I ask to
establish what the problem is that the prospect would like to be solved?
What do I anticipate the
response to be, based upon my research?
(I)Implication
What questions would I ask to
bring the client to a point of realisation that the problem needs to be
solved urgently?
What do I anticipate the
response to be, based upon my research?
(N) Need pay off
How will I present the
potential need/payoff to the prospect? (FABU)
Handling objections
What objections do I anticipate
the prospect to have?
How will I respond to these?
Closing
Which closing techniques will I
use and why?
[1]
Please
note that we use a 19-point marking scheme (as do the majority of HEI’s) and to
avoid confusion the grades across most have three points: a lower point mark
ending in a “2”, a midpoint mark ending in a “5” and an upper point mark ending
in an “8”. The exception to this 3-point scale is for fail grades and for first
class grades (please see detailed mark scheme).
