Approved-SPO Assignment brief - Jan17_Draft.pdf 1 London School of Business & Management BTEC Level 5- HND Unit Outcomes Covered: LO1. Understand the role of personal selling within the overall marketing strategy LO2. Be able to apply the principles of the selling process to a product or service LO3. Understand the role and objectives of sales management LO4. Be able to plan sales activity for a product or service GRADING OPPORTUNITIES AVAILABLE Outcomes/ Grade Descriptors AC1.1 AC1.2 AC1.3 AC2.1 AC2.2 AC3.1 AC3.2 AC3.3 AC3.4 AC3.5 √ √ √ √ √ √ √ √ √ √ Outcomes/ Grade Descriptors AC4.1 AC4.2 AC4.3 M1 M2 M3 D1 D2 D3 √ √ √ √ √ √ √ √ √ Assessor: Signature: ______________ Date: ___ /___ /_____ Centre No 79829 Unit No & Unit Title Unit 20: Sales Planning and Operations Course Title HND Business [BTEC Level 5] Assessor’s Name Kuldeep Pradhan Assignment Title & Type SPO - Individual Assignment Date Set 17 th January 2017 Due Date 10 th April 2017 Academic Year & Semester January 2017 Semester 2 Tutor Notes Key Points:  You should answer ALL questions in this assignment.  Your assignment should be handed in by the deadline. This assignment must be your own work and original.  You are expected to apply Harvard referencing system to acknowledge any secondary sources of information used to support your work in the assignment.  You are expected to check spelling mistakes and grammar. There should be clarity of expression in the report.  Your work should be presented using an appropriate report structure that shows e.g Table of Contents, Introduction, Discussion, Conclusions, References and Appendix (if necessary).  Your work should show evidence of factual content and understanding of the subject, critical analysis, justifications, arguments and any relevant academic frameworks and models. Submission Regulations 1. “Assignment Front Cover Sheet” must accompany the assignment [now available from the Moodle]. 2. Assignments must be submitted on or before the due date, via Turnitin. Please refer to the LSBM Moodle for detailed assignment submission instructions. 3 Assignment Tasks: Task 1 Scenario – Electro-Cars Ltd Stephen & Liz, in partnership, run successful electric-cars dealerships (Electro-Cars Ltd) in England. They have garages with showrooms and workshops for servicing and maintenance of customer vehicles spread over several counties in England. Recently, sales of new and second- hand cars have been down. Although the business partners understand that this may have been the result of the economic recession, they are also concerned as several experienced sales staff have left and the current sales personnel are mostly inexperienced. Stephen & Liz want to revive their business by reinforcing the idea of „environmentally-friendly‟ & „economically‟ appealing cars delivered through c.

1. Approved-SPO Assignment brief - Jan17_Draft.pdf
1
London School of Business & Management
BTEC Level 5- HND
Unit Outcomes Covered:
LO1. Understand the role of personal selling within the overall
marketing strategy
LO2. Be able to apply the principles of the selling process to a
product or service
LO3. Understand the role and objectives of sales management
LO4. Be able to plan sales activity for a product or service
GRADING OPPORTUNITIES AVAILABLE
Outcomes/
Grade
Descriptors
AC1.1 AC1.2 AC1.3 AC2.1 AC2.2 AC3.1 AC3.2 AC3.3 AC3.4
AC3.5

2. √ √ √ √ √ √ √ √ √ √
Outcomes/
Grade
Descriptors
AC4.1 AC4.2 AC4.3 M1 M2 M3 D1 D2 D3
√ √ √ √ √ √ √ √ √
Assessor: Signature: ______________ Date: ___ /___ /_____
Centre No 79829
Unit No & Unit Title Unit 20: Sales Planning and Operations
Course Title HND Business [BTEC Level 5]
Assessor’s Name Kuldeep Pradhan
Assignment Title & Type SPO - Individual Assignment
Date Set 17
th
January 2017

3. Due Date 10
th
April 2017
Academic Year & Semester January 2017 Semester
2
Tutor Notes
Key Points:
assignment must be your own
work and original.
acknowledge any secondary
sources of information used to support your work in the
assignment.
ar.
There should be clarity of
expression in the report.

4. structure that shows e.g Table
of Contents, Introduction, Discussion, Conclusions, References
and Appendix (if
necessary).
work should show evidence of factual content and
understanding of the subject,
critical analysis, justifications, arguments and any relevant
academic frameworks and
models.
Submission Regulations
1. “Assignment Front Cover Sheet” must accompany the
assignment [now available from the Moodle].
2. Assignments must be submitted on or before the due date, via
Turnitin. Please refer to the
LSBM Moodle for detailed assignment submission instructions.
3

5. Assignment Tasks:
Task 1
Scenario – Electro-Cars Ltd
Stephen & Liz, in partnership, run successful electric-cars
dealerships (Electro-Cars Ltd) in
England. They have garages with showrooms and workshops for
servicing and maintenance of
customer vehicles spread over several counties in England.
Recently, sales of new and second-
hand cars have been down. Although the business partners
understand that this may have been
the result of the economic recession, they are also concerned as
several experienced sales staff
have left and the current sales personnel are mostly
inexperienced. Stephen & Liz want to revive
their business by reinforcing the idea of „environmentally-
friendly‟ & „economically‟ appealing cars
delivered through competent sales personnel with excellent
customer services.
You are the consultant given the task to advise Electro-Cars Ltd
on the way forward. You have
been asked to specifically advise the company to look at the
role of personal selling with a view to
improving the effectiveness of the company‟s sales personnel in
areas of B2B & B2C. Your report
needs to consider the following:
1. Explain with examples, how personal selling can enhance
advertising and sales
promotions activities at Electro-Cars Ltd. AC1.1

6. 2. Compare the buyer behaviour and the decision making
process within B2B and B2C
context with reference to Electro-Cars Ltd. AC1.2
3. Analyse the role of the sales-teams in implementation of the
overall marketing strategy
for the Electro-Cars Ltd. AC1.3
Your answers should be written in a suitable business style and
should link any academic
theories/studies to the business including appropriate research
on business to customer (B2C) and
business to business (B2B) selling as these concepts relate to
the case scenario.
Task 1 covers assessment criteria AC1.1, AC1.2 & AC1.3, D2
Task 2
Scenario – Power-point Presentation
You have been invited to prepare and carry-out Sales
presentation to a panel of delegates
comprised of individuals and representatives of businesses.
2.1 Prepare not more than 6 presentation slides for a sales
presentation on a product or
service of your choice with a view to closing a sale with
prospective customers from the
audience.

7. 2.2 Produce planned speaker’s notes for each slide in order to
illustrate how you would carry-
out a sales presentation on your selected product or service.
Your presentation slides and speaker’s notes for the
presentation should be clearly prepared in
order to demonstrate how you have addressed assessment
criteria AC2.1 and AC2.2. The slides
and speaker’s notes should be submitted together with the rest
of your work.
4
Task 3
Scenario: Case Study – Acrylic Fabricators Ltd
Acrylic Fabricators Ltd is a company that produces and markets
polymer cups, teaspoons,
knives and forks for the catering industry. The company was
established in 1974 in response to
the changes taking place in the catering industry. The growth of
the fast food sector of the
market was seen as an opportunity to provide disposable eating
utensils, which would save on
human resources and allow the speedy provision of utensils for
fast customer flow. In addition,
Acrylic Fabricators Ltd. has benefited from the growth in
supermarkets and sells „consumer
packs‟ through four of the large supermarket groups.

8. The expansion of sales and outlets has led Tim Gordon, the
sales manager, to recommend to
Carol Jones, the general manager that the present salesforce of
two regional representatives be
increased to four.
Gordon believes that the new recruits should have experience of
selling fast-moving consumer
goods since essentially that is what their products are.
Jones believes that the new recruits should be familiar with
polymer products since that is what
they are selling. She favours recruiting from within the polymer
industry, since such people are
familiar with the supply, production and properties of polymer
and are likely to talk the same
language as other people working at the firm.
Using the above case example in the scenario and any other
relevant research, answer the
following questions:
1. Explain with examples, how sales strategies can be aligned
with corporate objectives in
organisations like Acrylic Fabricators. AC3.1, D3
2. Explain why the recruitment and selection procedures are
important for Acrylic
Fabricators Ltd. AC3.2
3. Evaluate the role of Motivation at Acrylic Fabricators Ltd.
You should also explain how

9. Remuneration and Training can be utilised as tools for
motivation within Sales
Management. AC3.3, D1
4. Explain how Acrylic Fabricators Ltd. can organise Sales
activities in order to control sales
output. AC3.4, D3
5. Explain with examples, how effective Sales Management can
be supported by the use of
databases. AC3.5
Task 3 covers assessment criteria AC3.1, AC3.2, AC3.3, AC3.4
& AC3.5, D1, D3
Task 2 covers assessment criteria AC2.1, AC2.2, M3
5
Task 4
Scenario – Currys (Dixons Carphone)

10. Currys is a British electrical retailer operating in the UK and
Ireland, owned by Dixons Carphone.
It specialises in selling home electronics and household
appliances, with 295 superstores and
73 high street stores. Smaller stores also trade under the Currys
Digital brand in the UK, which
was introduced to rebrand all former Dixons stores in 2006.
Dixons stores in Ireland followed in
August 2008, without the Digital suffix. (Dixons Carphone,
2015)
As a Sales Manager of Currys, you are considering expansion
into one emerging market.
Select an example of an emerging market such as Brazil, Russia,
India, China, South Africa,
and answer these questions:
1. Investigate opportunities for selling internationally into your
chosen emerging market.
AC4.2, M1
2. Investigate opportunities for using Exhibitions/Trade-fairs in
your chosen emerging
market. AC4.3, M1
3. Develop a Sales Plan for a product category of Currys
suitable for your chosen
emerging market. AC4.1, M2
Task 4 covers assessment criteria AC4.1, AC4.2 & AC4.3, M1,
M2

11. https://en.wikipedia.org/wiki/Dixons_Carphone
6
Grading Criteria (Pass, Merit & Distinction)
Learning Outcomes Assessment Criteria for Pass
LO1. Understand the role of
personal selling within the overall
marketing strategy
AC1.1 Explain how personal selling supports the
promotion mix.

12. AC1.2 Compare buyer behaviour and the decision
making process in different situations.
AC1.3 Analyse the role of sales teams within
marketing strategy.
LO2. Be able to apply the principles of
the selling process to a product/service
AC2.1 Prepare a sales presentation for a product or
service.
AC2.2 Carry out sales presentation for a product or
service.
LO3. Understand the role and
objectives of sales management
AC3.1 Explain how sales strategies are developed in
line with corporate objectives.
AC3.2 Explain the role of recruitments and selection
procedure.
AC3.3 Evaluate the role of motivation, remuneration
and training in sales management.
AC3.4 Explain how sales management organise
sales activity and control of output.
AC3.5 Explain the use of database in effective sales
management.
LO4. Be able to plan a sales activity for

13. a product or service.
AC4.1 Develop a sales plan for a product or a
service.
AC4.2 Investigate opportunities for selling
internationally.
AC4.3 Investigate opportunities for using exhibitions
or trade fairs.
7
Grade Descriptors for MERIT Possible Evidence
M1 Identify and apply strategies to
find appropriate solutions
M1: An effective approach to study and research
has been applied to illustrate evidence of
investigation in AC4.2 and AC4.3 using Harvard
referencing format throughout in both citations and
the reference list.
M2 Select / design appropriate
methods / Techniques
M2: Selection of methods, techniques and sources

14. has been justified while illustrating Sales Plan with
clearly linked Objectives, Strategies and Tactics -
AC4.1
M3 Present and communicate
appropriate findings
M3: An appropriate structure and approach has
been used in presenting and carrying out Sales
Presentation - (AC2.1 & AC2.2)
Grade Descriptors for
DISTINCTION
Possible evidence
D1 Use critical reflection to evaluate
own work and justify valid
conclusions
D1: Analysis shows critical reflection, evaluation
and synthesis of ideas while evaluating role of
motivation, remuneration and training in sales
management – AC3.3
D2 Take responsibility for managing
and organising activities
D2: Independence has been demonstrated in
planning and organising in explaining the of role of
personal selling and / or comparing buyer behaviour

15. – AC 1.1, AC1.2 and AC1.3 using Harvard
referencing format competently throughout in both
citations and the reference list.
D3 Demonstrate convergent/lateral/
creative thinking
D3: Problems have been solved demonstrating
understanding of academic frameworks and
creative thinking in explaining how sales strategies
are developed in line with corporate objectives -
AC3.1 AND explaining how sales management
organise sales activity and control of output –
AC3.4
Scheme of Work SPO.doc
Scheme of Work
BTEC HND in Business
Module Title:Sales Planning & Operations(SPO)
January 2017 Semester
Module Leader:Kuldeep Pradhan
Module Lecturers:
Kuldeep Pradhan
Aims:
The aim of this unit is to provide learners with an understanding
of sales planning, sales management, and the selling process,
which can be applied in different markets and environments.

16. Learning Outcomes:
LO1 Understand the role of personal selling within the overall
marketing strategy
LO2 Be able to apply the principles of the selling process to a
product or service
LO3 Understand the role and objectives of sales management.
LO4 Be able to plan sales activity for a product or service.
Delivery:
This unit will be delivered through a combination of different
methods that mainly include formal lectures (1 hour) and
seminars (2hours). The lecture sessions will normally introduce
the topics, and will be largely tutor-led. Seminars are designed
to allow for in-depth discussion on the lecture topic, and
provides opportunities for students to understand in more detail
the linkages between the lecture content and the assessment for
the module. During seminars, several methods and techniques
that can be applied may include question and answer, group
discussions and short presentations based for example on
scenarios, video-clips and case study material.
Assessment:
The assessment of this module will take the form of4 Tasks
based on the Learning Outcomes. Task 1, 3 and 4 will
collectively be in the form of “Individual Assignment” based on
varying scenarios for each task.Task 2 will take the form of
“Individual/Pair Sales Presentation” for a Product Or Service of
your choice. ‘Presentation’ Task will be due in week 5,(along
with a signed contribution log for pair). The tasks presented
will cover learning Outcomes 1 – 4 (as given above), and will
be designed to evaluate students’ understanding of the module
content.
A completed assignment must reflect confidence that students
have understood and can use the information that they have

17. studied on the course and can present it in a manner that will
receive at least aPASS grade, in order to pass the Module.
Essential Reading:
BPP (2013), Business Essentials: Marketing and Sales Strategy,
London: BPP Learning Media Ltd. ISBN: 9781445368351
Jobber, D& Lancaster, G (2012), Selling and Sales
Management, 9th Ed.Harlow: FT Prentice Hall. ISBN:
9780273762652
Recommended Reading:
Kotler.P, Armstrong.G, and Harris.L, (2013), Principles and
Practice of Marketing. McGraw Hill.
Blythe. J, (2014)Principles and Practice of Marketing, 3rd Ed.
Sage.
Gold J, Thorpe R and Mumford A (2010) Leadership and
Management Development. CIPD.
Megginson D and Whitaker V (2007) Continuing Professional
Development. CIPD.
Owen J – How to Lead(2009). 2nd Edition. Prentice Hall.
Pedler M, Burgoyne J and Boydell T (2006). A Manager’s
Guide to Self Development. McGraw-Hill.
Journals
Journal of Personal Selling & Sales Management
Management Today (Haymarket Business Media)
People Management (Chartered Institute of Personnel and
Development)
Professional Manager (Chartered Management Institute)
Marketing Business-Chartered Institute of Marketing.

18. Websites - Online Reading
www.businesslink.gov.uk-Interactive tools for creating a
personal development plan through assessment of management
and leadership skills
www.cipd.co.uk-Chartered Institute of Personnel and
Development
www.managementhelp.org-Articles on leadership development
planning and self-assessments for personal and professional
development
www.management-standards.org.uk -Chartered Management
Institute
www.mindtools.com -Time-management tools and activity logs
www.cim.co.uk- Chartered Institute of Marketing
www.bized.co.uk - Cengage Learning (EMEA) Limited
www.mckinsey.com/insights/marketing_sales - McKinsey &
Company: Global Management Consulting
Scheme of Work
Week Number
Lecture Topics
Duration: One hour
Seminar Topics
1stHOUR
Seminar Topics
2ndHOUR
OBJECTIVES OF THE SESSIONS
Week 1
Opening Session:

19. General Introduction
Introduction to SPO Unit: Aims, Objectives & Rationale
Intro to New Delivery Method
Assessment Method:
Presentation & Assignment
Essential Reading TextBooks& their Access
Objectives of Tutorials
Health and Safety & Housekeeping& Ground Rules.
Ice-breakerStudent activities :
- Name, tenure in UK, Work Experience, Expectations from
the Unit, Long term Goal(s)
Once students are familiar with each other; Elect a
Representative (STAR), and
a Deputy STAR, then exchange email addresses. Ask them to
collect their group’s email address.
Module Assessment& Methods of Study
Explanation on ‘Group/Individual Sales Presentation’ task: It
needs be video recorded and uploaded to ‘Youtube’ as
‘Unlisted’ video.
It needs to be worked in ‘Pairs’ Or Individually.
They can search on ‘Youtube’ on how to upload videos onto
Youtube.
Atleast one Gmail Account needs to be created for the same.

20. Agree on Weekly formative via quizzes & guided discussions.
Understanding of
Learning Outcome and Assessment Criteria
Getting the students to know their group,
Getting students to form a ‘Pair’ to work on Presentation, and
identify a ‘Product’ Or ‘Service’ for the same.
Prepare them for ‘Video Recording’ their sales presentation.
Confirm ‘Powerpoint’ competence; Pair up those lacking such
skills with ones who do.
Week 2
LO1: Understand Role of Personal Selling within overall
marketing strategy
Definition: Sales Planning & Operation; Relation between
Marketing and Sales;
Sales Concept: Production Concept to Sales concept;
Promotional Mix: personal and impersonal communication;
objectives of promotional activity; push-pull and profiling
strategies; integrating sales with other promotional activities;
Class Discussion on ‘Sales Concept’ within business.
Student, in pairs identify examples of promotional tools used.
Which ones can they recall, and why?
Compare ‘Objectives’ of such promotional tools and their likely
success & reasoning for success.
Review Assignment Brief.
Identify clues from the scenario to ‘explain’ how personal
selling can support other promotional mix, with some
elaboration.
Students can work in groups Or pairs with the aim of producing
written notes.
AC 1.1 explain how personal selling supports the promotion mix
Week 3

21. LO1: AC1.2 Understanding buyer behaviour:
consumer and organisational purchase decision-making;
influences on consumer &organisational buyer behaviour;
structure of the DMU (Decision Making Unit);
LO1: AC 1.3 Roles of Sales Team:
sales team responsibilities (information gathering, customer and
competitor intelligence, building customer databases,
prospecting and pioneering, stock allocation,maintaining and
updating sales reports and records, liaison with sales office);
sales team communications; the role of ICT in improving sales
team communications
Class Discussion on ‘Case Study’:
Wk-3 “Lost Computer Sales” - Student Work in Pairs & Groups
to answer.
Case study leading to discussions on Role of Sales Team &Use
of ICT
Review Assignment:
AC1.2 Identify& make comparative notes on ‘buyer behaviour’
– B2B Vs B2C. Level of involvement, Decision making process
of such buyers.
AC 1.3 Role of Sales Team: types of Selling; people involved in
selling function;
Task: Communicating avantages; Securing Sales; Prospecting;
After sales service; gathering information.
Discuss relevance with scenario.
AC 1.2 Compare buyer behaviour and the decision making
process in different situations
AC 1.3 Analyse the role of sales teams within marketing
strategy
Week 4

22. LO2: AC2.1 prepare a sales presentation for a product or
service: customer-oriented approach; preparation and rehearsal;
opening remarks; techniques and personal presentation; need
identification and stimulation; product demonstration and use of
visual aids; handling and pre-empting objections; closing
techniques; post sale follow-up; record keeping; customer
relationship marketing (CRM)
AC 2.2 Carry out sales presentations for a product or service:
Ideas on Presentation- PPT &Youtube
Group Discussion & Video samples (Youtube)on sales
presentations.
Ideas on Powerpoints Presentations and Video Recording.
Tips on Presentations &Powerpoint Software.
Show how to create powerpoints in Microsoft Windows
Software.
Mock Presentation:
In Class Mock-presentation of Student’s planned Sales
presentation.
Allow max of 3 mins for each presentation.
AC2.1 Prepare a sales presentation for a product or service.
AC 2.2 Carry out sales presentations for a product or service.
Also, to give opportunity for students to stand infront of the
class deliver public speaking.
Week 5
Sales Presentations Tips:
Objection Handling
Students carryout their presentation & face questions from the
audience.
Teacher activity:
Mark presentation using presentation form.

23. Assessment of Presentation
Week 6
LO3: AC3.1 setting sales objectives relationship of sales,
marketing &corporate objectives; importance of selling in the
marketing plan; role of sales forecasts in planning;
AC3.2 importance of selection; preparing job descriptions and
person specifications; sources of recruitment; interview
preparation and techniques; selection and appointment
Students identify: MOST: Mission, Objectives, Strategy &
Tactics;PEST; SWOT; & Case Study on MCRL Europe:
GOSPA: Goals, Objectives, Strategies, Plans & Actions.
Discuss Recruitment & Selection procedures – best practices.
Following from Jobber & Lancaster (2009), pg 39
Class Activities in Pairs.
Activities listed on Moodle (Week 6).
Individual Assignment progress Review. Monitor non-progress
& Follow-up next week.
3.1 Explain how sales strategies are developed in line with
corporate objectives
3.2 Explain the importance of recruitment and selection
procedures
Week 7
LO3: AC3.3 motivation theory and practice; team building;
target setting; financial incentives; non-financial incentives;
salary and commission-based remuneration; induction training;
training on specific products; ongoing training and continuous
professional development (CPD); training methods; preparation
of training programmes; the sales manual
Class discussion reflecting on Motivation linked to
Remuneration & Training.

24. Their merits and drawbacks.
Student input on ‘motivation’ as this is not a new topic for
them!!
Class Activity:
Activity for Week 7 on Moodle [40mins].
Remaining time to be utilised to review ‘Individual Assignment’
progression and Formative Feedback
3.3 evaluate the role of motivation, remuneration and training
in sales management
Assignment Progress Check for Formative Feedbacks.
Week 8
LO3: AC3.4 organisation of sales activities (by product, by
customer, by customer type; by area), territory design; journey
planning; allocation of workload; team building; Also purpose
and role of the sales budget; performance standards:
performance against targets (financial, volume, call-rate,
conversion, pioneering); appraisals;
AC3.5importance of database building; sources of information;
updating the database; use of database to generate incremental
business and stimulate repeat purchase; use of database control
mechanisms; importance of ICT methods in database
management; security of data; Data Protection Act.
Class Discussion:
On organisation of Sales force – By territory, Product, market,
Outlet, Customer base, etc. and their merits & drawbacks.
(Jobber & Lancaster 2009, p 439)
Sample Sales Budgeting for control – “Week 8 - Sales Budget
Database Managment.doc”
on Moodle.
Class Discussion:

25. On use of Database for Sales management; Direct marketing;
Data management, Importance of Database management for
effective Sales.
Case Study:
Kettle Foods (Jobber & Lancaster, 2009, p 347-348)
3.4 Explain how sales management organise sales activity and
control sales output
3.5 Explain the use of databases in effective sales management
Week 9
LO4: AC4.1: sales channels (retailers, wholesalers, distributors,
agents multi- channel and online retailers); importance of
market segmentation: business-to- business (BTB) selling;
industrial selling; selling to public authorities; selling for
resale; telesales; selling services; pioneering; systems selling;
selling to project teams or groups
AC4.2:Role of agents and distributors; sources, selection and
appointment of agents/distributors; agency contracts; training
and motivating agents/distributors; use of expatriate versus
local sales personnel; role, duties and characteristics of the
export sales team; coping in different cultural environments; the
role of ICT in communicating with an international sales team
Class Disussion:
On Sales Plan – Content and details for typical plan.
Product selections for plan.
See ‘Wk9 – Sample’ Sales plan.
Class Discussion:
On issues faced in International Selling & factors influencing
opportunities;

26. Selection of an Emerging market from selling. Discuss ideas on
‘Agent, Distributor, Subsidiary, etc.
Ideas on researching information on emerging market!
4.1 Develop a sales plan for a product or service
4.2 Investigate opportunities for selling internationally
Week 10
LO4: AC4.3: Role, types and locations of trade fairs and
exhibitions; how trade fairs and exhibitions fit in with corporate
strategy and objectives; setting objectives for participation in an
exhibition; audience profile and measurement; qualification and
follow-up of exhibition leads; evaluation of exhibition
attendance; setting budgets; financial assistance for exhibition
attendance; principles of stand design
Class Discussion: on Exhibition – merits and drawbacks of such
fairs; rationale for decisions to participate –
Application of understanding onto exhibitions suitable for the
‘product’ in an emerging ‘international market’
Ideas of research.
Students tentatively decide on the ‘emerging’ market and
research on ‘Exhibition’ Or ‘Trade fairs’ available in such
market; and judge suitability for their chosen product.
4.3 Investigate opportunities for using exhibitions or trade fairs.
Formative Feedback on assignment Progress.
Week 11
Recap on LO1, LO3, & LO4
Assignment support
Assignment Support

27. Prepare Students for submission.
Week 12
Assignment Submission
SPO Module specification.doc
BTEC Module Specs 2014-15
SALES PLANNING AND OPERATIONS
MODULE SPECIFICATION
(Implemented in line with the Qualifications and Credit
Framework (QCF) and the Framework for Higher Education
Qualifications (FHEQ) in England, Wales and Northern Ireland)
Contents
3Aims of the Unit
3Unit abstract
4Learning outcomes
4Unit Content
6Learning Outcomes and Assessment Criteria
8Teaching, Learning and Assessment Plan
8Formative and Summative Assessment – Rationale
9Links
9Essential Reading
10Recommended Reading
10Books
10Electronic Sources
10Employer engagement and vocational contexts
Unit Name: Sales Planning and Operations
Pearson Unit Code: Y/601/1261
Module Leader:

28. Credit Value: 15 Credits
Pearson Unit Number: Unit 20
Module Description
QCF Level: Level 5
BTEC Programme Specification:Optional Module
LSBM Programme Specification: (ALL LSBM modules for HND
programmes are COMPULSORY)
LSBM Delivery Year and Semester: HND (Year Two), Semester
TwoAims of the Unit
The aim of this unit is to provide learners with an understanding
of sales planning, sales management, and the selling process,
which can be applied in different markets and
environments.Unit abstract
Selling is a key part of any successful business, and most
people will find that they need to use sales skills at some point
in their working life – if only to persuade or win an argument.
For anyone who is interested in sales as a professional career it
pays to understand the basics of selling, to practice, and plan.
This unit will introduce learners to the theory of selling and
sales planning, and give them the opportunity to put their
personal selling skills into practice.
The unit starts with an overview of how personal selling fits
within the overall marketing strategy for a business. Learners
will be taken through the main stages of the selling process, and
be expected to put them to use. Once they are confident about
the selling process, learners will investigate the role and
objectives of sales management. This is knowledge that can be
applied to a wide range of organisations.
Finally, learners will be able to start planning sales activity for
a product or service of their own choice – this is another
valuable skill that is transferable to many different situations
learners may find themselves in as they move into employment
or higher education.Learning outcomes

29. On successful completion of this unit a learner will:
1. Understand the role of personal selling within the overall
marketing strategy 2.Be able to apply the principles of the
selling process to a product or service 3. Understand the role
and objectives of sales management 4.Be able to plan sales
activity for a product or service.Unit Content
1. Understand the role of personal selling within the overall
marketing strategy
Promotion mix: personal and impersonal communication;
objectives of promotional activity; push-pull strategies;
integrating sales with other promotional activities; evaluating
promotion; allocation of promotion budget
Understanding buyer behaviour: consumer and organisational
purchase decision-making processes; influences on consumer
purchase behaviour (personal, psychological, social); influences
on organisational buyer behaviour (environmental,
organisational, interpersonal, individual); purchase occasion;
buying interests and motives; buyer moods; level of
involvement; importance and structure of the DMU (Decision
Making Unit); finding the decision-taker; distinction between
customers and users
Role of the sales team: definition and role of personal selling;
types of selling; characteristics for personal selling; product and
competitor knowledge; sales team responsibilities (information
gathering, customer and competitor intelligence, building
customer databases, prospecting and pioneering, stock
allocation, maintaining and updating sales reports and records,
liaison with sales office); sales team communications; the role
of ICT in improving sales team communications2. Be able to
apply the principles of the selling process to a product or
service
Principles: customer-oriented approach; objective setting;
preparation and rehearsal; opening remarks; techniques and

30. personal presentation; need for identification and stimulation;
presentation; product demonstration and use of visual aids;
handling and pre-empting objections; techniques and proposals
for negotiation; buying signals; closing techniques; post sale
follow-up; record keeping; customer relationship marketing
(CRM)3. Understand the role and objectives of sales
management
Sales strategy: setting sales objectives; relationship of sales,
marketing and corporate objectives; importance of selling in the
marketing plan; use of marketing information for planning and
decision making (sources and collection methods); role of sales
forecasts in planning; quantitative and qualitative sales
forecasting techniques; strategies for selling
Recruitment and selection: importance of selection; preparing
job descriptions and person specifications; sources of
recruitment; interview preparation and techniques; selection and
appointment.
Motivation, remuneration and training: motivation theory and
practice; team building; target setting; financial incentives;
non-financial incentives; salary and commission-based
remuneration; induction training; training on specific products;
ongoing training and continuous professional development
(CPD); training methods; preparation of training programmes;
the sales manual
Organisation and structure: organisation of sales activities (by
product, by customer, by customer type; by area); estimation
and targeting of call frequency; territory design; journey
planning; allocation of workload; team building; creating and
maintaining effective working relationships; sales meetings;
sales conferences
Controlling sales output: purpose and role of the sales budget;
performance standards: performance against targets (financial,
volume, call-rate, conversion, pioneering); appraisals; self-
development plans; customer care
Database management: importance of database building; sources

31. of information; updating the database; use of database to
generate incremental business and stimulate repeat purchase;
use of database control mechanisms; importance of ICT methods
in database management; security of data; Data Protection Act.
4. Be able to plan sales activity for a product or service
Sales settings: sales channels (retailers, wholesalers,
distributors, agents multi- channel and online retailers);
importance of market segmentation: business-to- business
(BTB) selling; industrial selling; selling to public authorities;
selling for resale; telesales; selling services; pioneering;
systems selling; selling to project teams or groups
International selling: role of agents and distributors; sources,
selection and appointment of agents/distributors; agency
contracts; training and motivating agents/distributors; use of
expatriate versus local sales personnel; role, duties and
characteristics of the export sales team; coping in different
cultural environments; the role of ICT in communicating with
an international sales team
Exhibitions and trade fairs: role, types and locations of trade
fairs and exhibitions; how trade fairs and exhibitions fit in with
corporate strategy and objectives; setting objectives for
participation in an exhibition; audience profile and
measurement; qualification and follow-up of exhibition leads;
evaluation of exhibition attendance; setting budgets; financial
assistance for exhibition attendance; principles of stand
design.Learning Outcomes and Assessment Criteria
Learning outcomes
On successful completion of this unit a learner will:
Assessment criteria for pass
The learner can:LO1 Understand the role of personal selling
within the overall marketing strategy
AC1.1explain how personal selling supports the promotion mix

32. AC1.2 compare buyer behaviour and the decision making
process in different situations
AC1.3 analyse the role of sales teams within marketing
strategyLO2 Be able to apply the principles of the selling
process to a product or service
AC2.1prepare a sales presentation for a product or service
AC2.2 carry out sales presentations for a product or serviceLO3
Understand the role and objectives of sales management
AC3.1explain how sales strategies are developed in line with
corporate objectives
AC3.2 explain the importance of recruitment and selection
procedures
AC3.3 evaluate the role of motivation, remuneration and
training in sales management
AC3.4 explain how sales management organise sales activity
and control sales output
AC3.5 explain the use of databases in effective sales
management
LO4 Be able to plan sales activity for a product or service
AC4.1develop a sales plan for a product or service
AC4.2 investigate opportunities for selling internationally
AC4.3investigate opportunities for using exhibitions or trade
fairs.
Grade Descriptors for MERIT
Possible Evidence
M1 Identify and apply strategies to find appropriate solutions
M1An effective approach to study and research has been applied
in producing the required work

33. M2 Select / design appropriate methods / Techniques
M2Selection of methods, techniques and sources has been
justified.
Harvard referencing format has been correctly applied in both
citations and the reference list
M3 Present and communicate appropriate findings
M3An appropriate structure and approach has been used in
producing the required work
Grade Descriptors for DISTINCTION
Possible evidence
D1 Use critical reflection to evaluate own work and justify
valid conclusions
D1 Analysis shows critical reflection, and conclusions have
been arrived at through synthesis of ideas that are well justified
D2 Take responsibility for managing and organising activities
D2 Independence has been demonstrated in planning and
organising the research and writing of the work produced and
presented.
Harvard referencing format has been competently applied in
both citations and the reference list
D3 Demonstrate convergent/lateral/ creative thinking
D3Problems have been solved demonstrating creative
application of appropriate theories and academic frameworks in
the analysis to illustrate the points made Teaching, Learning
and Assessment Plan
Teaching and Learning Plan
Teaching Hours per Semester – In Class Lessons
12 Hours
Tutorial Hours per Semester – In Class Sessions
24 Hours
Self-Study Hours

34. 60 Hours
Assessment Hours – Formative & Summative
54 Hours
Total
150 Hours
Assessment Plan
Formative Assessment – Tutorial Activities
Ongoing – In class during tutorials
Summative Assessment - End of Semester
CourseworkFormative and Summative Assessment – Rationale
This module will utilise both summative and formative
assessments.
Coursework will be the only summative assessment to be given
to students at the beginning of the semester. Students will be
expected to complete the Coursework and submit it in Turnitin
on Moodle (Virtual Learning Environment) at the end of the
semester. The formative assessment will take various forms that
include presentations, case study analysis, research based
activities and short exercises carried out individually or in
small groups throughout the semester in tutorial sessions.
The summative assessment (Coursework) will help toassess the
students’ knowledge and understanding of sales planning and
operations.
The students will be required to assess a number of issues such
as promotional mix, buying behaviour, personal selling, sales
strategy, motivation for sales personnel, challenges of
international selling, trade fair etc.
Assessment is as essential as the provision of a learning
experience, and the assignment is one of the significant
assessment tools for several reasons as outlined below.
· It provides the scope for the evaluation of the extent to which
all the learning outcomes and assessment criteria have been

35. achieved.
· Through constructive and supportive feedback students are
given adequate opportunities to improve their work so as to
achieve the standard required.
· The grade descriptors enable students to achieve the desired
grading. Assignment provides students the opportunities to
develop their research skills which are essential in today’s
business and management contexts.
· Students are able to review the work of several scholars and to
assess their merits and limitations. It provides opportunities for
the students to improve their level of scholarship in writing
academic essays.
· Contrary to time constrained assessments which require
students to regurgitate information, the written assignment
provides opportunities for students to apply the learning to real
work situations.
· Moreover, it enables students to demonstrate their analytical
and critical thinking abilities which are critical in today’s
business and management contexts.
· Assignment is a very effective instrument because it enables
assessors to make objective assessment of students’ work based
on evidence produced.
· Lastly, it provides opportunities for students to take
responsibility of their learning to become independent learners
so that they can continue to learn and develop throughout their
professional lives.
Links
This unit links to other marketing units within the pathway:

36. Unit 19: Marketing Planning.
Unit 4: Marketing Principles and
Unit 6: Business Decision Making.
Essential requirements
Learners must have access to a suitable business teaching
environment with access to the internet in order to carry out
research. They also require access to a range of organisations
that have active sales teams currently engaged in personal
selling.
Tutors could consider building a bank of contacts and resource
materials to ensure there is a sufficient supply of relevant
information across a range of business types and
sectors.Essential Reading
e-bookavailable on Moodle
Jobber D and Lancaster G (2012) Selling and Sales
Management. 9th Edition. Pearson Education Ltd.
Recommended ReadingBooks
1. Kotler, P. and Armstrong, G. (2012) Principles of Marketing.
14th edition, London: Prentice Hall
2. BPP Learning Media (2013) TheMarketing and Sales Strategy
3. Lancaster, G and Reynolds, P. (2004) Marketing. 1st Edition,
New York: Palgrave Macmillan
Electronic Sources
1. The Chartered Institute of Marketing
http://www.cim.co.uk/
2. American Marketing Association-
https://www.ama.org

37. 3. Business studies learning resources-
http://businesscasestudies.co.uk/
Other Websites
· www.tutor2u.net
· www.marketingteacher.com
· www.businessbritainuk.co.uk
· www.cityam.co.ukEmployer engagement and vocational
contexts
Learners can generate evidence from a work placement or work
experience. Some learners may have access to selling
opportunities from family owned and run businesses.
There are numerous textbooks covering sales planning and
operations. It is important that learners are directed to a balance
of comprehensive theoretical texts and the more readable ‘how
to’ books which provide an excellent source of practical
exercises.
Marketing and sales journals are a good topical source for
personal selling and sales management activities. A number of
videos have been produced demonstrating good (and bad) sales
techniques. Many of these form part of sales training
programmes which can be purchased. Throughout the course of
an academic year, topical programmes often appear on
television for example, Dragons’ Den.
Centres should develop links with local businesses such as
businesses that have sales teams as part of their marketing
strategy. Many businesses and chambers of commerce want to
promote local business and are often willing to provide work
placements, visit opportunities, information about businesses
and the local business context and guest speakers. Local
Business Link organisations are another good source for
employer engagement as they are in contact with a range of
different businesses in different industries.
Examples include:

38. www.businessbritainuk.co.uk
Provides information about business in Britain and has
extensive links to other business and business news sites.
www.fsb.org.uk
The Federation of Small Businesses provides information,
support and guidance about small businesses in the UK.
1