Chat with us, powered by LiveChat Strictly follow the guidelines. Any company from B2B (preferably car parts company). P&L analysis and sales forecast need to be done but can be made up as well.TaskbriefBCO316Industrialmark | WriteDen

Strictly follow the guidelines. Any company from B2B (preferably car parts company). P&L analysis and sales forecast need to be done but can be made up as well.TaskbriefBCO316Industrialmark

Strictly follow the guidelines. Any company from B2B (preferably car parts company).

P&L analysis and sales forecast need to be done but can be made up as well.

COURSE CODE BCO316 COURSE NAME Industrial Marketing Task brief & rubrics

Task II

• Individual task

• You must choose a product or a service within the B2B market. Preferably choose products or services that belong to the B2B category clearly. For

example, components for the automotive industry, fleet cars for big companies, computers for companies or institutions, etc. The product/service

chosen will have to be the one chosen in Part I of the assignments of this course.

• This task consists in writing the follow-up of the Marketing Plan for an industrial Product/Service within a given company chosen for task I

o The marketing plan in this task will have to contain at least the following chapters

▪ Description of the marketing strategies to be deployed.

▪ A description of the communication strategies

▪ A concise description of the marketing and sales objectives.

▪ An overall description of the tactical plan, including the digital and non-digital activities.

▪ A concise description of each marketing and sales activity to be performed to achieve the objectives. Each action must describe the type

of action, the objective of the action and the expected result of it, the target customer, and the chronogram or the time of

implementation of the action, and the budget of the action.

▪ A P&L of the product/service, including the expected sales, the CoG if needed, the gross profit, the marketing costs,and other costs

associated with the product

• The task will have to be submitted in a report format, like the sample marketing plan given as a reading material.

Formalities:

• Wordcount: 2000-2500 words

• Cover, Table of Contents, References and Appendix are excluded of the total wordcount.

• Font: Arial 12,5 pts.

• Text alignment: Justified.

• The in-text References and the Bibliography have to be in Harvard’s citation style.

Submission: Week (12) – Via Moodle (Turnitin). Sunday 8th of January 2023 at 23:59 as hour limit.

Weight: This task is a 60% of your total grade for this subject.

It assesses the following learning outcomes:

• Understanding how to write a correct strategy

• To set correctly the marketing and sales objectives

• Understanding the role of communications in marketing

• Understanding how to plan and implement a number of actions related to the objectives set.

• Understanding the costs associated to a marketing plan

• The financial consequences of the marketing plan

• Develop analytical and critical thinking skills in the field of industrial marketing.

Rubrics

Learning Descriptors Fail Below 60% Marginal Fail 60-69% Fair 70-79 % Good 80-89% Exceptional 90-100%

Purpose & Understanding KNOWLEDGE & UNDERSTANDING 10%

Very poor coverage of central

purpose, goals, research

questions or arguments with

little relevant information

evident. Virtually no evidence of

understanding or focus.

Minimal understanding of

purpose of the study; factual

errors evident. Gaps in

knowledge and superficial

understanding. A few lines of

relevant material.

Reasonable understanding and

clearly identifies the purpose,

goals, research questions or

argument. Reflect partial achievement of

learning outcomes.

A sound grasp of, and clearly

identifies, the purpose, goals,

research questions or argument.

Some wider study beyond the

classroom content shown.

Effectively describes and explains

the central purpose, arguments,

research questions, or goals of

the project; explanation is

focused, detailed and

compelling. Recognition of

alternative forms of evidence

beyond that supplied in the

classroom.

Content KNOWLEDGE & UNDERSTANDING 10%

Content is unclear, inaccurate

and/or incomplete. Brief and

irrelevant. Descriptive. Only

personal views offered.

Unsubstantiated and does

not support the purpose,

argument or goals of the

project. Reader gains no

insight through the content

of the project.

Limited content that does not

really support the purpose of

the report. Very poor

coverage.

Displays only rudimentary

knowledge of the content

area. Reader gains few if any

insights

Presents some information

that adequately supports

the central purpose,

arguments, goals, or

research questions of the

project. Although parts

missing, it demonstrates a

level of partially proficient

knowledge of the content

area. Reader gains some

insights.

Presents clear and

appropriate information

that adequately supports

the central purpose,

arguments, goals or research

questions of the project.

Demonstrates satisfactory

knowledge of the content

area. Reader gains proficient

insights.

Presents balanced, significant

and valid information that

clearly and convincingly

supports the central purpose,

arguments, research

questions or goals of the

project. Demonstrates in-

depth and specialised

knowledge of the content

area. The reader gains

important insights

Organization COMMUNICATION 10%

Information/content is not

logically organized or

presented.

Topics/paragraphs are

frequently disjointed and fail

to make sense together.

Reader cannot identify a line

of reasoning and loses

interest.

Information/content is not, at

times, logically organized or

presented. Topics/paragraphs

are frequently disjointed

which makes the content

hard to follow. The reader

finds it hard to understand

the flow of the report.

Information/content is

presented in a reasonable

sequence.

Topic/paragraph transition is

unclear in places with

linkages for the most part.

Reader can generally

understand and follow the

line of reasoning, although

work needed to be

proficiently organized.

Information/content is

presented in a clear and

understandable sequence.

Topic/paragraph transition is

good with clear linkages

between sections and

arguments. Reader can

understand and follow the

line of reasoning.

Information/content is

presented in a logical,

interesting and effective

sequence. Topics and

arguments flow smoothly

and coherently from one to

another and are clearly

linked.

Reader can easily follow

the line of reasoning and

enjoyed reading the

report.

Style & Tone COMMUNICATION 10%

Writing is poor, unclear and

unengaging, and the reader

finds it difficult to read and

maintain interest. Tone is

not professional or suitable

for an academic research

Writing is unengaging and

reader finds it difficult to

maintain interest. Tone is not

consistently professional or

suitable for an academic

research project. Work

Writing is usually engaging

and keeps the reader’s

attention. Tone is generally

appropriate for an academic

research project, although a

clearer and more

Writing style and tone is

generally good and sustains

interest throughout. Tone is

professional and appropriate

for an academic research

project.

Writing is compelling and

sustains interest throughout.

Tone is consistently

professional and appropriate

for an academic research

project.

project. A reorganization

and rewrite is needed.

needed on academic writing

style.

professional style and tone is

needed.

Use of References COMMUNICATION 10%

Little or no evidence of

reference sources in the

report. Content not

supported and based on

unsubstantiated views.

Most references are from

sources that are not peer-

reviewed or professional,

and have uncertain

reliability. Few if any

appropriate citations are

provided. Reader doubts the

validity of much of the

material.

Professionally legitimate

references are generally

used. Fair citations are

presented in most cases.

Some of the

information/content/evidence

comes from sources that are

reliable, but more academic

sources needed to be

convincing.

Professionally and

academically legitimate

references are used. Clear

and accurate citations are

presented in most cases. The

majority of the

information/content/evidenc

e comes from sources that

are reliable.

Presents compelling evidence

from professionally and

academically legitimate

sources. Attribution is clear

and accurate. References are

75% from primarily peer-

reviewed professional

journals or other approved

sources.

Formatting COMMUNICATION 10%

Research project exhibits

no formatting, or

frequent and significant

errors in Harvard

formatting.

There are too many errors in

the Harvard formatting to be

acceptable as a partially

proficient piece.

Harvard formatting is

employed in the research

project with minor errors. A

review and rework of format

and style of referencing in

text and in the bibliography

is needed.

Harvard formatting is used

accurately and consistently

throughout the research

project, although some

issues are apparent as the

reader is unable to find

sources.

Harvard formatting is used

accurately and consistently

throughout the research

project. Accurate hyperlinks

are included where required,

making it easy for readers to

review sources.

Written Communication Skills COMMUNICATION 10%

The written project exhibits

multiple errors in grammar,

sentence structure and/or

spelling. Inadequate writing

skills (e.g., weaknesses in

language facility and

mechanics) hinder

readability and contribute to

an ineffective research

project.

The written project exhibits

errors in grammar,

punctuation and spelling.

The written project comes

across as untidy and not

properly checked for

mistakes. Errors present in

written communication

make readability frustrating.

Written research project

displays good word choice,

language conventions and

mechanics with a few minor

errors in spelling, grammar,

sentence structure and/or

punctuation. Errors do not

represent a major distraction

or obscure meaning.

Readability of the project is

good due to the clarity of

language used. Grammar,

spelling and punctuation is

without error.

Spelling and grammar

thoroughly checked.

Readability of the project is

enhanced by facility in

language use/word choice.

Excellent mechanics and

syntactic variety. Uses

language conventions

effectively (e.g., spelling,

punctuation, sentence

structure, paragraphing,

grammar, etc.).

Oral Communication Skills COMMUNICATION 10%

Oral presentation cannot be

understood because there is

no logical sequencing of

research information.

Presenter uses superfluous

graphics or no graphics;

graphics do not support or

relate to the information

presented. Presenter reads

most or all of the project

notes with little or no eye

contact. Presenter mumbles,

Research information is

presented in a sequence that

at times is difficult to follow.

Graphics support and are

related to the content of the

project, but presenter reads

from slides and does not talk

around the topic. Presenter

tries to maintains eye

contact with the audience

but reads from notes too

much.

Research information is

presented in a sequence

that the audience can

follow. Graphics support and

are related to the content of

the project. Presenter

maintains eye contact with

the audience with a few

minor exceptions; presenter

reads from notes on a few

occasions. Presenter uses

good voice dynamics and

Research information is

presented in a sequence that

the audience can follow.

Graphics support and are

related to the content of the

project. Presenter maintains

eye contact with the

audience with a few minor

exceptions, seldom returning

to notes. Presenter uses

good voice dynamics and

clearly enunciates terms.

Research information is

presented in a logical,

interesting and effective

sequence, which the

audience can easily follow.

Oral presentation uses

effective graphics to explain

and reinforce the

information presented.

Presenter maintains eye

contact with audience and

does not read from notes.

incorrectly pronounces

terms and/or speaks too

quietly. Oral presentation

rambles, is unclear and

cannot be followed by the

audience. Presenter is

unprofessional, lacks

confidence, is

uncomfortable and cannot

answer basic questions.

Presenter uses good voice

dynamics and clearly

enunciates terms, however

they are uncomfortable for

the most part and finds it

hard answering questions.

Overall, the oral

presentation is delivered in a

borderline manner and needs

more practice and

preparation to reach

required standards of

delivery.

clearly enunciates terms.

Presenter is comfortable for

the most part and

adequately answers

questions.

Overall, the oral

presentation is delivered in a

satisfactory manner and

meets expectations with

respect to oral

communication skills.

Presenter is comfortable and

answers questions well.

Overall, the oral presentation

is delivered in a good manner

and meets expectations with

respect to oral

communication skills.

Presenter speaks in a clear

voice and uses correct,

precise pronunciation of

terms. Oral presentation is

thorough, clear, compelling,

informative and

professionally delivered.

Presenter is professional,

confident and comfortable,

and answers questions

effectively.

Analytical / Critical Thinking Skills CRITICAL THINKING 10%

Research problem, concept or

idea is not clearly articulated,

or its component elements

are not identified or

described. Research

information is poorly

organized, categorized

and/or not examined;

research information is often

inaccurate or incomplete.

Presents little if any analysis

or interpretation;

inaccurately and/or

inappropriately applies

research methods,

techniques, models,

frameworks and/or theories

to the analysis. Presents few

solutions or conclusions;

solutions or conclusions are

often not well supported, are

inaccurate and/or

inconsistent, and are

presented in a vague or

rudimentary manner.

Research problem, concept

or idea is not clearly

articulated at times and

confusing. Research

information is badly

organized, categorized,

and/or only superficially

examined; research

information is often

incomplete. Presents limited

analysis or interpretation;

inaccurately and/or

inappropriately applies

research methods,

techniques, models,

frameworks and/or theories

to the analysis. Presents

some solutions or

conclusions but they are

often not well supported, or

logical.

Adequately identifies and

describes (or sketches out)

the research problem,

concept or idea and its

components. Gathers and

examines information

relating to the research

problem, concept or idea;

presents and appraises

research information with

some minor inconsistencies,

irrelevancies or omissions.

Generally applies

appropriate research

methods, techniques,

models, frameworks and/or

theories although with

inaccuracies. Outlines

solutions or conclusions that

are somewhat logical and

consistent with the analysis

and evidence; identifies

and/or lists solutions or

conclusions although not

always clearly.

Formulates a clear

description of the research

problem, concept or idea,

and specifies major elements

to be examined. Selects

information appropriate to

addressing the research

problem, concept or idea;

accurately and appropriately

analyses and interprets

relevant research

information. Effectively

applies appropriate research

methods, techniques,

models, frameworks and/or

theories in developing and

justifying multiple solutions

or conclusions; solutions or

conclusions are coherent,

well supported and

complete.

Effectively formulates a clear

description of the research

problem, concept or idea,

and specifies major elements

to be examined. Selects and

prioritizes information

appropriate to addressing

the research problem,

concept, or idea; accurately

and appropriately analyzes

and interprets relevant

research information.

Precisely and effectively

applies appropriate research

methods, employs advanced

skills to conduct research.

Uses techniques, models,

frameworks and/or theories

in developing and justifying

multiple solutions or

conclusions; solutions or

conclusions are insightful,

coherent, well supported,

logically consistent and

complete. Displays a mastery

of complex and specialized

areas.

Integration Skills APPLICATION & EVALUATION 10%

Shows little ability to employ

theory and practice across

the functional areas of

business in the assessment

of issues relating to the

research problem, concept,

or idea. Does not recognize

or correctly identify cross-

functional organizational

issues relevant to the

research problem, concept

or idea. Does not

adequately evaluate the

research problem, concept

or idea in light of relevant

principles, theories and

practices across the

business functional areas.

Few if any solutions,

recommendations for action,

or conclusions are

presented, and/or they are

not appropriately justified

or supported.

Shows some ability to employ

theory and practice across the

functional areas of business in

the assessment of issues

relating to the research

problem, concept or idea.

Recognizes organizational

issues relevant to the research

problem, concept or idea but

does not show

understanding. Does not

adequately evaluate the

research problem, concept or

idea in light of relevant

principles, theories and

practices across the business

functional areas. Some

solutions offered but difficult

to understand.

Recommendations for action,

or conclusions are presented,

but they are often not well

supported, or logical.

Exhibits application of

principles, theories and

practices across the

functional areas of business

to the analysis of the

research problem, concept

or idea. With some

exceptions, outlines and

describes (or sketches out)

some cross- functional

organizational issues that

are relevant to the r

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