Sales & Purchasing Management Assignment

BCO226 SALES & PURCHASING MANAGEMENT Case & rubrics

Task

Details of the case:

• This is an individual task

• Answer all 5 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 Harvard’s citation style.

High Context Low Context Sales and Sales Leadership SOURCE: http://www.marin.edu/buscom/index_files/Page605.htm

Anthropologist Edward T. Hall’s theory of high- and low-context culture helps us better understand the

powerful effect culture has on communication. A key factor in his theory is context. This relates to the

framework, background, and surrounding circumstances in which communication or an event takes place.

The following summary highlights the problems facing low-context North Americans when they interact

with people from high-context cultures.

High-context cultures (including much of the Middle East, Asia, Africa, and South America) are relational,

collectivist, intuitive, and contemplative. This means that people in these cultures emphasize interpersonal

relationships.

Developing trust is an important first step to any business transaction. According to Hall, these cultures are

collectivist, preferring group harmony and consensus to individual achievement. And people in these cultures

are less governed by reason than by intuition or feelings. Words are not so important as context, which might

include the speaker’s tone of voice, facial expression, gestures, posture—and even the person’s family history

and status. A Japanese manager explained his culture’s communication style to an American: “We are a

homogeneous people and don’t have to speak as much as you do here. When we say one word, we

understand ten, but here you have to say ten to understand one.” High-context communication tends to be

more indirect and more formal. Flowery language, humility, and elaborate apologies are typical.

Low-context cultures (including North America and much of Western Europe) are logical, linear,

individualistic, and action-oriented.

People from low-context cultures value logic, facts, and directness. Solving a problem means lining up the facts

and evaluating one after another. Decisions are based on fact rather than intuition. Discussions end with actions.

And communicators are expected to be straightforward, concise, and efficient in telling what action is expected.

To be absolutely clear, they strive to use precise words and intend them to be taken literally. Explicit contracts

conclude negotiations. This is very different from communicators in high-context cultures who depend less on

language precision and legal documents. High-context business people may even distrust contracts and be

offended by the lack of trust they suggest.

These questions must be answered within the context of your report:

1. Pick a sales organization and describe the organization in terms of (i) the sales management function (ii) How sales forms part of the overall company strategy.

2. Pick a purchasing organization and describe the organization in terms of (i) the purchasing function (ii) How purchasing forms part of the overall company strategy.

3. Using the information above and using the sales organization, develop example scenarios of a Low Context and High Context partnership (two countries). Describe how selling might need to be adapted in these scenarios.

4. Using the information above and using the purchasing organization, develop example scenarios of a Low Context and High Context partnership (two countries). Describe how purchasing might need to be adapted in these scenarios.

5. How would sales leadership be adapted in the scenarios described in question 3.

Submission: Week 9 – Via Moodle (Turnitin). Sunday 28th March at 23:59

Weight: This task is a 20% of your total grade for this subject.

It assesses the following learning outcomes:

• Understand the sales management function as part of the overall company strategy.

• Evaluate the sales operations management functions and its role in salesforce effectiveness and productivity.

• Apply procurement strategies to effective account management.

Rubrics

Exceptional 90-100 Good 80-89 Fair 70-79 Marginal fail 60-69

Knowledge & Understanding

(20%)

Student demonstrates excellent understanding of the sales management function and mentions concepts around sales relationships and selling/purchasing processes using the correct technical vocabulary

Student demonstrates good understanding of the sales management function and mentions concepts around sales relationships and selling/purchasing processes. Demonstrates use of the relevant vocabulary.

Student understands the sales management function and mentions concepts around sales relationships and selling/purchasing processes providing minimum theory and/or some use of vocabulary.

Student understands the task and attempts to answer the question but does not mention sales management functions and concepts around sales relationships and selling/purchasing 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/purchasing processes from the topics delivered in class.

Student applies mostly relevant knowledge from the sales management function and sales/purchasing processes mentioning some appropriate application.

Student applies some relevant knowledge of the sales management function and mentions concepts around sales relationships and selling/purchasing 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/purchasing processes delivered in class. Many misunderstandings are evident.

Critical Thinking (30%)

Student critically assesses in excellent ways the sales management function and concepts around sales relationships and selling/purchasing 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/purchasing processes, drawing conclusions from relevant authors and references.

Student provides some insights on the sales management function and concepts around sales relationships and selling/purchasing processes, but stays on the surface of the topic. References may not be relevant.

Student makes little or no critical thinking insights on the sales management function and concepts around sales relationships and selling/purchasing 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/purchasing processes extremely clearly and concisely, respecting word count, grammar and spellcheck. Use of appropriate schematics. Harvard referenced. Structured coherently. English correct.

Student communicates their ideas clearly on the sales management function and concepts around sales relationships and selling/purchasing processes and concisely, respecting word count, grammar and spellcheck. Mostly follows Harvard referencing. Structured mostly coherently. Some errors in English

Student communicates their ideas on the sales management function and concepts around sales relationships and selling/purchasing processes with some clarity and concision. The 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

Student communicates their ideas on the sales management function and concepts around sales relationships and selling/purchasing processes in a somewhat unclear and unconcise way. Does not reach or does exceed wordcount excessively and misspelling errors are evident. Many misspelling errors evident. Several errors in referencing or missing citations. Structured poorly. Many errors in English