Bco226 sales & purchasing management case & rubrics t

1. BCO226 SALES & PURCHASING MANAGEMENT Case &
rubrics
Task
Details of the case:
• This is an individual task
• Answer all 6 questions at the end of the case
• The contents page should breakdown the structure of your case
(Introduction,
Mainbody, Conclusions etc.)
• The report should be uploaded in pdf format
Formalities:
• Wordcount: 1500 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

2. Harvard’s citation style.
MicroEar-Business Challenges
MicroEar are a fledgling provider of custom, in-the-ear hearing
instruments (hearing aids). They had
to adopt a wholesale approach from a collaborative approach,
due to lack of funding, and had
to develop a strong sales organization that would help it grow
profitably.
Solution
s
MicroEar created a successful sales force by establishing sales
management processes that the
company continues to use today.
Results
• Company has grown to $28 million in annual revenue.
• Sales management systems drive profitability, generating
gross margins of 32 to 45%.

3. • Sales representatives increased contacts with decision-makers
from 5 to 20 per day.
• New product introductions are exceptionally successful due to
established sales
management systems.
Background
When funding sources dried up a year and a half after James
Lawther founded MicroEar, he was
forced to alter his business to a wholesale organization.
Instead of serving patients who would come to Micro-Tech
wholesale outlets, Micro-Tech (owned
by MicroEar) would have to call on audiologists, hospital
clinics and private clinics to proactively
sell its products.
“All of sales management systems – commission structure,
recognition, reporting, collaborative
quota setting – were designed to create a high-performance
sales organization in which our
MicroEar sales representatives aligned their personal targets
with corporate objectives.”

4. “Not all salespeople make good managers,” James Lawther says,
“but our adherence to a prescribed
set of activities reminded me of the ‘science of sales’.”
Creating a Culture of Accountability
Sales representatives developed monthly and quarterly business
sales plans that documented
account strategies and tactics to achieve quotas and forecasted
results of implementation. This
account planning was the foundation for personal accountability
and company growth.
Sales Management Systems that Drive Growth
In addition to creating a culture of accountability, the sales
director developed a new business-
development process. They also refined the company’s
recruiting system.
MicroEar continues to use the systems developed more than 10

5. years ago. “In fact,” according
to James Lawther, “other companies have tried to mimic our
systems, a testimonial to our
industry leadership.”
A stickler for systems, he adds, “Re4engineering taught me that
there are departments that a
business like ours should focus on. It’s imperative that each of
the functions develop and work
within systems.”
MicroEar has adopted disciplined sales management processes
and continues to appreciate training
new salespeople, troubleshooting with sales representatives, and
coaching her with new product
launches.
These questions must be answered within the context of your
report:
1. Compare and contrast the old sales relationship with the new
sales relationship?
2. What kinds of account classification would the MicroEar

6. need to adopt?
3. What processes has MicroEar put in place in terms of sales
and what metrics would be
useful for the organisation?
4. What could be the set of prescribed activities that MicroEar
could adopt within sales?
5. How do they maintain their success with respect to sales?
6. Compare and contrast MicroEars sales strategies to at least
one other organization you
have studies?
Submission: Week 4 – Via Moodle (Turnitin). Sunday 21st
February at 23:59
Weight: This task is a 20% of your total grade for this subject.

7. It assesses the following learning outcomes:
• Understand the sales management function as part of the
overall company strategy.
• The selling processes involved in go-to-market activities.
• The importance of personal selling and other selling activities.
Rubrics
Exceptional 90-100 Good 80-89 Fair 70-79 Marginal fail 60-69
Knowledge &
Understanding
(20%)
Student demonstrates
excellent understanding of

8. the sales management
function and mentions
concepts around sales
relationships and selling
processes using the correct
technical vocabulary
Student demonstrates
good understanding of the
sales management function
and mentions concepts
around sales relationships
and selling processes.
Demonstrates use of the
relevant vocabulary.
Student understands the
sales management function
and mentions concepts
around sales relationships
and provides minimum
theory and/or some use of
vocabulary.
Student understands the task

9. and attempts to answer the
question but does not
mention sales management
functions and concepts
around sales relationships
and selling processes and
uses minimum amount of
relevant vocabulary.
Application (30%) Student applies fully
relevant knowledge of the
sales management function
and concepts around sales
relationships and selling
processes from the topics
delivered in class.
Student applies mostly
relevant knowledge from
the sales management
function and mentions
concepts around sales
relationships and selling
processes

10. Student applies some
relevant knowledge of the
sales management function
and mentions concepts
around sales relationships
and selling processes
delivered in class.
Misunderstanding may be
evident on these topics.
Student applies little relevant
knowledge from the sales
management function and
mentions concepts around
sales relationships and selling
processes delivered in class.
Many misunderstandings are
evident.
Critical Thinking
(30%)
Student critically assesses
in excellent ways the sales
management function and

11. concepts around sales
relationships and selling
processes, drawing
outstanding conclusions
from relevant authors.
Student critically assesses
in a good way the sales
management function and
concepts around sales
relationships and selling
processes, drawing
conclusions from relevant
authors and references.
Student provides some
insights on the sales
management function and
concepts around sales
relationships and selling
processes, but stays on the
surface of the topic.
References may not be
relevant.

12. Student makes little or no
critical thinking insights on
the sales management
function and concepts
around sales relationships
and selling processes. The
document does not cite
appropriate authors, and
does not provide valid
sources.
Communication
(20%)
Student communicates
their ideas on the sales
management function and
concepts around sales
relationships and selling
processes extremely clearly
and concisely, respecting
Student communicates
their ideas clearly on the
sales management function

13. and concepts around sales
relationships and selling
processes and concisely,
respecting word count,
Student communicates
their ideas on the sales
management function and
concepts around sales
relationships and selling
processes with some
clarity and concision. The
Student communicates their
ideas in a somewhat unclear
and unconcise way. Does not
reach or does exceed
wordcount excessively and
misspelling errors are
evident. Many misspelling
word count, grammar and

14. spellcheck. Use of
appropriate schematics.
Harvard referenced.
Structured coherently.
English correct.
grammar and spellcheck.
Mostly follows Harvard
referencing. Structured
mostly coherently. Some
errors in English
document may be slightly
over or under the
wordcount limit. Several
misspelling errors may be
evident. Some errors in
referencing or missing
citations. Structured OK.
Several errors in English
errors evident. Several errors
in referencing or missing
citations. Structured poorly.

15. Many errors in English