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 th.

1. 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.

2. ▪ 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.

3. 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%

4. 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.

5. 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

6. 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.

7. 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

8. 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

9. 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.

10. 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

11. 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

12. 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

13. 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.

14. 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

15. 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.

16. 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

17. 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

18. 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.

19. 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

20. 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,

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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.

28. 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.

29. 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

30. 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

31. 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,

32. 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

33. 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,

34. 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

35. 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.

36. 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

37. 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.

38. 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.

39. 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 research
problem, concept or idea.
Adequately identifies and
describes (or summarizes)
solutions, recommendations
for action, or conclusions
that are, for the most part,

40. appropriate, but which need
to be more aligned with
principles and concepts in
the functional areas of
business.
Demonstrates an ability to
integrate and apply
principles, theories and
practices across the
functional areas of business
to the analysis of the
research problem, concept
or idea.
Identifies, examines and
critically evaluates important
cross- functional
organizational issues

41. associated with the research
problem, concept or idea.
Clearly justifies solutions,
recommendations for action,
or conclusions based on
analytics and an insightful
synthesis of cross-
disciplinary principles and
concepts in the functional
areas of business.
Demonstrates well-
developed ability to
integrate and apply
principles, theories and
practices across the
functional areas of business
to the analysis of the

42. research problem, concept
or idea. Effectively identifies,
examines and critically
evaluates important cross-
functional organizational
issues associated with the
research problem, concept,
or idea. Clearly and
effectively justifies solutions,
recommendations for
action, or conclusions based
on strong analytics and an
insightful synthesis of cross-
disciplinary principles and
concepts in the functional
areas of business. Can link
thinking across disciplines
and contexts.