Course name: Sales and Purchasing Management

Professor: Dr. Angelos Vouldis

Student name: Vittorio Cappelli Program: BBA

Date of submission: 22/08 Year: 2021

Academic Year 2020-2021

Summer Semester 2 2021

DECLARATION BY STUDENT

I hereby undersign that the work submitted is my own effort. I certify that all material in this

Dissertation, which is not my own work, has been identified and acknowledged. No

materials are included for which a degree has been previously conferred upon me.

Signed (Student): _____________________________

Grade awarded:

Signature of Faculty: ________________________

Table of Contents:

➢ Description…………………….page 3

➢ Point 1………………………page 4

➢ Point 2……………………….page 4

➢ Point 3………………………page 5

➢ Point 4……………………..page 5/6

➢ Point 5……………………..page 6

➢ Point 6…………………….page 7

➢ Point 7…………………….page 8

➢ References………………page 9/10

Description of the company and Product

BMW is a worldwide recognized car and motorcycle company that has been

operating in the business for over a century. Its origin can be traced back to

1916 and the creation of this firm is attributed to Karl Rapp and Gustav Otto,

initially the company was known as BFW. Initially the company only produced

motor engines but in 1923 and in 1951 the first motorcycle and car were

created and sold to the public (BMW,2021). Throughout the years It has

become one of the most accredited and famous motor vehicle producers in

the world and in 2019 it counted 2.62% of the global automotive market share

(Automobile market share worldwide 2018 | Statista, 2021).

The product taken under consideration is the BMW X3 2021 model. This car

is considered to be a high-quality family car that can be used for travels and

everyday use. It is gasoline working SUV equipped with an all-wheel driving

system, 382 HP, and has an autonomy of 10 L every 100km (BMW X3 |

Compact 4×4 SUV | BMW Canada, 2021).

1.

Attract attention of the customer

To attract the attention of the customer the salesman will have to explain to

the customer what and how the BMW X3 can add value to the buyer. Firstly, It

is important to prove trough specific information how this car can be viewed

as a family SUV that is still able to be attractive, with an elegant design, and

highly functional given the outstanding performances it is able to conduct. The

main attraction point of the car is that it allows the buyer to have a luxurious

car within a reasonable price, and with all the features that make it a family

friendly solution.

2

Identify customer’s problems/needs

Since this car is mainly aimed to be sold to families, a customer need analysis

of this precise target market must be conduct. For families the most important

needs when buying a car are safety, comfortability, and the possibility to fit 5

people (Kelley Blue Book – New and Used Car Price Values, Expert Car

Reviews, 2021). The BMW X3 can fulfill of all these needs. It can fit easily 5

people, it has lots of room in the front seats, able to comfortably fit 2 tall adults

and allows the installation of 3 child safety seats in the rear (CarsUS,2021).

For safety instead it is ranked as G, which is the top rating for cars regarding

safety (2021 BMW X3 4-door SUV, 2021).

3.

Build Interest for the customer

In order to build trust with the customer the salesman will have to be open to

listening all of the questions and needs that he/she has and prove with

specific information or studies how these will be addressed with the BMW X3.

Since the main needs are safety, comfortability and 5 seats, the features of

the car will be shown to the client as well as a real-life example. A solution

could be the possibility for the client to use the car for a test drive with his

family, allowing him/her to see how the car operates and furthermore the

reading of reviews given by accredited websites or by clients that have

already bought the car. An example of a review that could be given is the one

by Car and Driver (2022 BMW X3 Review, Pricing, and Specs, 2021).

4.

Give a testimony

Testimonies are a necessary instrument to convince future clients to conclude

the purchase and for this reason customers must be incentivized to leave

positive reviews and comments about the car. A way to obtain these

testimonies could be the offering of gasoline vouchers that can be used in

specific gas stations that are affiliated with the business. For example, if after

the purchase the customer is willing to leave a positive review he/she will be

gifted with a 200$ gas voucher. Another way to gain these testimonies could

be the offering of free car features for the future BMW car that will be

purchased by the client, by doing so the salesman will be able to have more

testimonies and also to retain a client who will be purchasing a newer car

model in the future, making him/her a loyal customer.

5.

Validate possible objections

Some concerns that the potential client interested in buying the BMW X3

might have could be related to the price or the level of pollution produced by

the car. In order to address the objection regarding the quite high price, the

salesman can prove how the car is worth the money by showing the unique

features and quality that BMW offers and has been offering for many years

throughout its entire selection of products. Furthermore, the price can be

justified by the incredible customer service offered by BMW, and by the fact

that its cars are a long-lasting investment that keeps on having a high

performance in time. Regarding the C02 emission of the car, detailed

information will be offered to prove how the car is regulated and fulfils any

established government rule (BMW X3 | Compact 4×4 SUV | BMW Canada,

2021).

6.

Create Desire

One of the most important ways to create desire is the opportunity to act, with

this meaning that if a person knows that there is the possibility to comply a

certain desire, he/she will have a higher craving of this action (5 Elements of

Desire Formation, 2021). With this said, a way to create desire for the

purchasing of the BMW X3 could be the offering of a free family activity such

as a weekend in the mountains in a resort equipped with attractions for both

children and parents offered by BMW after the acquisition of the car. By

offering such, the client will feel a major urge to buy the car due to the fact

that it will allow the family to escape from the stress of the everyday life to a

weekend of relax and pleasure entirely offered by BMW.

7.

Move to Action

In order to conclude the purchasing process, the salesman will have to

motivate the client to do so. Some techniques that could be used are the

offering of a limited time discount of 10% if the purchase is concluded before

the end of the month. By doing so the client will feel the urge to buy the car,

avoiding waiting too long. This psychological phenomenon is defined as fear

of missing out and it consists in an anxiety of not being able to obtain the

same deal in the future (LIMITED-TIME OFFERS – A GOOD TRICK IN

ECOMMERCE, 2021). Another way to move the client to action could be to

offer the client the possibility obtain a full optional car with no extra cost by

bringing a new client to BMW, such as a friend, a family member or coworker.

References:

• 2021. [online] Available at: <https://www.bmwgroup.com/en/company.html>

[Accessed 22 August 2021].

• 2021. [online] Available at: <https://cars.usnews.com/cars-

trucks/bmw/x3/interior> [Accessed 22 August 2021].

• 2021. [online] Available at: <https://cars.usnews.com/cars-

trucks/bmw/x3/interior> [Accessed 22 August 2021].

• Bmw.ca. 2021. BMW X3 | Compact 4×4 SUV | BMW Canada. [online]

Available at: <https://www.bmw.ca/en/all-models/x-series/X3/2017/at-a-

glance.html> [Accessed 22 August 2021].

• Car and Driver. 2021. 2022 BMW X3 Review, Pricing, and Specs. [online]

Available at: <https://www.caranddriver.com/bmw/x3> [Accessed 22 August

2021].

• IIHS-HLDI crash testing and highway safety. 2021. 2021 BMW X3 4-door

SUV. [online] Available at: <https://www.iihs.org/ratings/vehicle/bmw/x3-4-

door-suv/2021#child-seat-anchors> [Accessed 22 August 2021].

• Kbb.com. 2021. Kelley Blue Book – New and Used Car Price Values, Expert

Car Reviews. [online] Available at: <https://mediaroom.kbb.com/press-

releases?item=105624> [Accessed 22 August 2021].

• Mageplaza. 2021. LIMITED-TIME OFFERS – A GOOD TRICK IN

ECOMMERCE. [online] Available at:

<https://www.mageplaza.com/blog/limited-time-offers-ecommerce-trick.html>

[Accessed 22 August 2021].

• Psychology Today. 2021. 5 Elements of Desire Formation. [online] Available

at: <https://www.psychologytoday.com/us/blog/science-choice/201610/5-

elements-desire-formation> [Accessed 22 August 2021].

• Statista. 2021. Automobile market share worldwide 2018 | Statista. [online]

Available at: <https://www.statista.com/statistics/316786/global-market-share-

of-the-leading-automakers/> [Accessed 22 August 2021].

ACTIVITY BRIEF FOR ASSESSMENT CHOOSE AN ASSESSMENT CATEGORY

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.

Assessment brief with more details will be published on the course site

07 May. 23

17:00

30%

INSTRUCTIONS

Main task

A specific product or service of an organisation developing the elements bellow for supporting the salesmen for their customer contact and also the sales managers for their approach.

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.

For each element, I combine the relevant theory for having a ground understanding and then explaining how these could be developed for the specific product or service for the organization.

For all the elements theory, means citations with the appropriate references + implementation

Start with the second element

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.

It is the key need that you service, or product can give you, then you convert it in a statement

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

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

Explain what a problem and a customer is need

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

How we develop a relationship with a customer for changing his/her trust approach

4. Give a Testimony (15%)

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

How you will persuade the customers to give a testimony in the social media

5. Validate the possible objections (15%)

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

One of the first steps are not study your competitors, also the reviews for your products answering many times the objections before to come out

6. Create desire (15%)

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

Giving something that it is not only a better price that pushing the customer for taking a desicion

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 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 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

The student used problem

The student used problem-solving techniques to make

The student used problem

The student formed a conclusion,

25%

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.

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.

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.

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

but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

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

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

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

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’

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

20%

professional practice.

some elaboration still needed.

professional practice.

professional practice is not mentioned.

practice, with no elaboration.

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)

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