Course Outline: Strategic Sales and Business Development (MRK1306)

Area: Marketing | Credit: 3

Programme: PGDM | Duration: July – September, 2025 | Term: I
_______________________________________________________________________
Instructor(s) Name : Dr. Radha Govind Indwar
Email : [email protected]
Phone (Extn no.) : 033 66529-660
Meeting Hours : Mon – Fri: 3:00 pm – 5:00 pm by prior appointment
_______________________________________________________________________

PART 1
INTRODUCTION
The sales function is of paramount importance for an organisation, both in terms of revenue
generation and long-term sustainability. Sales plays a critical role in business development
because it directly drives revenue and customer growth through customer acquisition and market
expansion. In addition to this, sales professionals build customer relationships generating income
for the company, gather insights from the customers, and give crucial inputs for product and
service improvements.

While this field has evolved, there is still some confusion about the distinct roles of marketing
and sales, often considered synonymous. This course aims to dispel such misconceptions by
focusing on the essential elements and stages of the selling process. It will cover a range of topics,
from prospecting to sales presentation strategy, handling buyer objections, closing and follow-
ups, and building enduring business relationships. The emphasis will be on applying these selling
concepts to address real-world business challenges and meet the needs of buyers and customers.
Moreover, this course offers practical learning in sales by providing real-life insights from top
executives across various corporate domains. By leveraging their experiences and strategies,
participants will gain invaluable perspectives on navigating the complexities of modern sales
environments, thereby equipping themselves with practical tools to address diverse business
challenges and effectively meet the evolving needs of buyers and customers.

COURSE OUTCOMES (CO)

At the end of this course, students would be able to:

CO1: Define and illustrate the fundamentals of selling in business organizations [PC1]

CO2: Classify buying situations and application of relevant theories for effective selling [PC3]

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 CO3: Appraise major selling issues, objections, and resistance while dealing with customers
[PC4]

CO4: Analyze market dynamics to identify business growth opportunities [PC2]

MAPPING OF THE PROGRAM COMPETENCIES (PCs) AND COURSE OUTCOME (COs) |

Establish an association between COs and PCs in the scale of 1 to 3. 1 = slight (low), 2 =
moderate (medium) and 3 = substantial (high)

At the end of the Course Outcomes (COs)

Programme Competency programme, the graduates
CO1 CO2 CO3 CO4
will be able to:
Communicate effectively in a
business context through
PC 1 Communication 3
written reports, presentations,
and interpersonal interactions.
Demonstrate critical thinking
skills by appropriate problem
Critical identification, evaluating
PC 2 Thinking & alternatives based on multiple 3
Problem Solving perspectives, and presenting
innovative solutions for
problem-solving.
Develop the ability to
conceptualise complex
business problems, apply
Integrated appropriate theories, tools
PC 3 3
Thinking and techniques from various
functional areas of
management to support
business decisions.
Illustrate the role of
Leadership
PC 4 responsible leadership in 3
Skills
management.
Identify ethical issues and be
Ethical
PC 5 aware of socio-cultural norms
Awareness
in management practices.
Identify the challenges faced
Global by the organisation in the
PC 6
Awareness global platform for taking
business decisions.

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 READING RESOURCES:
 Futrell, C.M., Fundamentals of Selling, 11th ed., 2017, Tata McGraw Hill.
 Still, R.R., Cundiff, E.W., Govoni, N.A.P, Sales Management: Decision, Strategy, and Cases,
5th ed., 2022, Pearson.
 Malhotra, N., Marketing Research: An Applied Orientation, 6th ed., Prentice Hall.

COURSE EVALUATION COMPONENTS (CECs) ASSESSMENT SCHEME AND

WEIGHTAGE:
{a} END-TERM

Evaluation Weightage (%) Duration (in minutes)

End-Term 40 60 mins

{b} OTHER ASSESSMENTS

Feedback
Unit of
Total Evaluation Evaluation session for
Sl. Evaluation Evaluation
Weightage time Dissemination Submission the
No. Component (Group/Indi
allotted by Faculty by Learners evaluation
vidual)
component
Assignment 1: SELL
1 sequence Individual 15% 4 hrs Session 2 Session 5 Session 7
development
Case analysis 1:
Advantage Food &
2 Individual 10% 2 hrs Session 7 Session 10 Session 14
Beverage Sales
Representative
Case analysis 2:
Mahindra &
3 Mahindra: Individual 10% 2 hrs Session 10 Session 14 Session 17
Marketing a Low-
Priced Mini-Tractor
Project assessment
Group 10%
Written – 10% Before End
4 4 hrs Session 14 Session 16
Project assessment Term
Individual 15%
Oral – 15%

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CEC 1: Assignment: The take-home assignments will assess students’ understanding of topics
covered in classroom lectures. This allows the students to do some background research regarding
sales domain and aims to help them understand the subject.
CEC 2: Case study: The students will be evaluated based on case submission (Individual) on
Advantage Food & Beverage Sales Representative. The case will try to understand the students’
ability to integrate functional knowledge about sales domain to address business problems.
CEC 3: Case study: The students will be evaluated based on case submission (Individual) on
Mahindra & Mahindra: Marketing a Low-Priced Mini-Tractor. The case will try to understand
the student's ability to address business problems and display leadership skills.
CEC 4: Group project: The final project for this course will analyze students' ability to apply
the core selling concepts to devise strategic plans. Specifically, the students must work in groups
to find a possible solution to the identified sales problem.
Project Details:
The students will be assigned a final project that needs to be undertaken in a group (preferably 6-
7 members) at the end of the course. In this regard, the groups must select an existing
FMCG/FMCD company in consultation with the course instructors to identify their potential
sales-related problems. To gather more insights into the prevailing selling issues, the groups
should get in touch with the managerial representative of the selected company (e.g. ASM, TM,
etc.). Direct interaction with the company representatives would enrich the knowledge of the
student groups. Once the specific problems are identified, the groups should try to implement the
key selling concepts and theories to devise strategic business solutions. The groups are required
to submit a project report that will be evaluated through presentations and subsequent QnA.
End Term: The end-term examination aims to assess the cognitive abilities, application of sales
concepts and subject knowledge to handle business situations. Specifically, the students will
undertake an MCQ assessment with low to high difficulty levels.

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 MAPPING BETWEEN COs, PCs and CECs

Course Evaluation Components (CECs)

COs PCs
CEC1 CEC2 CEC3 CEC4
CO1 PC1 √
CO2 PC3 √
CO3 PC4 √
CO4 PC2 √

PART 2: SESSION PLAN

Session. Topics Reading
Reference Reading: Futrell, Chapter 1
Cases/Articles:
Everybody Sells: concept, success in Coursera:
1 selling, characteristics, and nurturing ICT:
relationships This session will help the students gain an
understanding of the life, times, and career of a
professional salesperson.
Reference Reading: Futrell, Chapter 4

The psychology of selling: why Cases/Articles:

people buy, FABs, perception v/s
Coursera: Strategic Sales Management
attitude, buying situations
https://www.coursera.org/specializations/sales-
2
management-bridging-gap-strategy-sales
Interactive discussion:
Why do you buy? ICT:
What convinced you to buy? The session will enable the students to develop a
perspective on buyers’ perception, attitudes, and
motives
Reference Reading: Futrell, Chapter 6

Sales knowledge: customers, Cases/Articles: Promontory, Inc.

products, and services, major selling Coursera:
3
issues and ethics in dealing with ICT: Mentimeter
customers Session will ensure the students comprehend the
importance of knowing customers, company, resellers,
and product in the overall sales function
Art of Prospecting, Sales Resistance, Reference Reading:
4
Planning a sales call, lead Cases/Articles:

5
 generation, sales presentation Coursera:
strategy ICT:
Describe what students will learn after this session
Reference Reading:
Cases/Articles:
Industry guest session on
5-6 Coursera:
BFSI (B2B and B2C) sales.
ICT:
Describe what students will learn after this session
Reference Reading:
Cases/Articles: Advantage Food & Beverage Sales
Industry guest session on IT: (B2B Representative (case handover to students)
7-8 focus and selling to High-Net-Worth Coursera:
Individuals)
ICT:
Describe what students will learn after this session
Reference Reading: Futrell, Chapter 12 and 13

Cases/Articles:
Handling prospect objections,
Coursera:
9 essentials of closing sales, reading
buying signals ICT:
These sessions will emphasize on enriching students’
ability to figure out the key aspects of dealing and
convincing customers/buyers.
Reference Reading:
Industry guest session on FMCG, Cases/Articles: Mahindra & Mahindra: Marketing
Retail a Low-Priced Mini-Tractor (case handover to
10-11 (B2C focusing on Sales to students)
Distribution, Trade Marketing, Coursera:
Logistics Planning) ICT:
Describe what students will learn after this session
Reference Reading: Futrell, Chapter 8 and 9

Cases/Articles: Performance Improvement Consulting

Service and follow-up for customer and Hi-R-Me: Making Sales Calls (case discussion)
12 retention: long-term business Coursera:
friendships ICT: Mentimeter
The session will ensure a better understanding of the
means and ways of using client services to increase
sales.

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 Industry guest session on Consulting Reference Reading:
Sales: Focus on B2B selling Cases/Articles:
(Leveraging Technology and Data,
13-14 Coursera:
Account Based Marketing, Value-
based selling, Negotiation Skills) ICT:
Describe what students will learn after this session
Reference Reading:
Cases/Articles:
Discussion on industry guest
15-16 Coursera:
sessions and feedback
ICT: Mentimeter
Describe what students will learn after this session
Sustainability Development and Reference Reading:
Selling: Role of a salesman and Cases/Articles:
challenges, aligning sustainable Coursera:
strategies and sales performance, ICT:
17-18
product quality and pricing of Sessions will enable students learn how to integrate
sustainable products, factors sustainability into sales strategies, engage customers
influencing sales of sustainable with eco-friendly products, and understand the broader
products societal and economic benefits of sustainable choices.

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 Academic integrity

a) Plagiarism is the use of or presentation of ideas, works that are not one’s own and which are not
common knowledge, without granting credit to the originator. Plagiarism is unacceptable in IMI
Kolkata and will invite penalty. Type and extent of penalty will be at the discretion of the concerned
faculty.

b) Cheating means using written, verbal or electronic sources of aid during an examination/ quiz/
assignment or providing such assistance to other students (except in cases where it is expressly
permitted by the faculty). It also includes providing false data or references/list of sources which either
do not exist or have not been used, having another individual write your paper or assignment or
purchasing a paper for one’s own submission. Cheating is strictly prohibited at IMI Kolkata and will
invite penalty as per policies of the Institute.

c) Use of Generative AI: Students are encouraged to explore and leverage emerging technologies,
including Generative AI tools (e.g., ChatGPT, Copilot, etc.), to enhance their learning and productivity.
However, using such tools must align with the principles of academic integrity. Any AI-assisted work
should be original, properly attributed, and must not compromise the authenticity of student
contributions. Students are responsible for ensuring that AI tools are used ethically—for idea
generation, drafting, or support—and not as a means to misrepresent effort or understanding. Misuse
of Generative AI, such as submitting AI-generated content without proper acknowledgment, may be
considered a violation of academic integrity policies.

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 PC 1: Communication | Written Communication

Criteria 1 2 3
Develop content that Develop content that is
CONTENT Develop content that is
is sometimes mostly appropriate and
(Develop content appropriate, and relevant,
appropriate, yet relevant, yet draws
that is appropriate drawing consistently upon
insufficiently inconsistently upon
to a professional credible and relevant
supported by credible credible and relevant
context) sources.
and relevant sources. sources.

ORGANIZATION
(Organizes written Organize writing to
material to suit the Attempt appropriate promote coherence,
Follow basic organization
purposes of the organization, still cohesion, and flow
appropriate to the context.
document and meet inconsistency is there appropriate to the context
the needs of the and audience.
intended audience)

CLARITY/STYLE
(Express ideas
using language Use language that Use language skilfully to
generally conveys engage intended readers
that meets the needs Use language that
meaning and shows and convey meaning,
and lacks clarity and focus
awareness of audience, adapting style adequately to
expectations of the context, and purpose. context and purpose.
intended
audience)
Demonstrate less
attention to or
MECHANICS incomplete
Demonstrate inconsistent
(Use conventions of understanding of Demonstrate careful editing
editing of grammar,
grammar, grammar, of grammar, punctuation,
punctuation, usage,
punctuation, usage, punctuation, usage, usage, citation, and
citation, and formatting
formatting, and citation, and formatting conventions
conventions appropriate to
citation appropriate formatting appropriate to the specific
the specific writing
to the specific conventions writing situation.
situation.
writing situation) appropriate to the
specific writing
situation.

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 PC 1: Communication | Oral and Interpersonal Communication

Criteria 0 1 2 3
Movements or The spontaneous
Body No movement or Very little movement
gestures enhance movement helped the
Language descriptive gestures. or descriptive gestures.
articulation. audience visualize.
Consistent use of Holds attention of entire
No eye contact with Minimal eye contact
Eye Contact direct eye contact audience with the use of
audience with audience
with some audience. direct eye contact.
Inaudible or too loud,
Poised, clear
rate of speaking is too
Some mumbling, articulation, proper
Speaking slow/fast, Clear articulation but
uneven rate , little or volume, steady rate,
Skills the speaker seemed not as polished
no expression good posture,
uninterested and used
enthusiasm, confidence
monotone
Displays introductory
Displays neither clear or closing remarks,
introductory nor but segments of the Delivers clear opening
Displays some level of
closing remarks. Does body of the and closing remarks that
organization with
not present the presentation are not capture the attention of
discernible theme, but
segments of the body presented in a the audience and set the
the presentation is not
of the presentation in a coherent manner. mood. Provides a “road
Organization organized clearly or in
coherent manner. Presents the segments map” for the audience.
a coherent manner.
Irrelevant statements of the body of the Each segment relates to
Introductory and
are made. leaves the presentation in a the others according to a
closing remarks are
audience wondering coherent manner, but carefully planned
missing.
where the presentation introductory or framework
is headed closing remarks are
missing.
Satisfactory use of The use of spontaneous
Displays some level of
Consistently uses a inflection, but does speech and inflection
Voice inflection throughout
monotone voice not consistently use maintains the interest of
delivery
fluid speech. the audience.
Ran too quickly Gave audience ample
Gave audience almost
through visuals and time to absorb
enough time to
spoke more to the information on visual.
absorb material, but
Visuals Used no visuals. screen than to the Spoke to the audience,
occasionally read the
audience ▪ visuals did not the screen. Visuals
slide, Visuals added
not detract from the greatly enhanced
to the presentation.
presentation. presentation.

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 One or two minor Correct grammar. Correct use of grammar.
Multiple grammar Use of some advanced
grammar errors. Vocabulary mostly
errors and use of language. Effective use of
Language Vocabulary use is too appropriate for the
inappropriate appropriate vocabulary for
elementary or not purpose and the the purpose and for the
vocabulary
effective audience audience

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 PC 2: Critical Thinking and Problem Solving

Criteria 1 2 3 4
Situation is somewhat Situation and
defined and Situation is mostly defined problem are
Problem Unable to define
identification of and problem to be solved clearly identified
Identification the situation.
problem is present, but is identified in an organized
vague manner.
Reasoning is Reasoning is mostly Reasoning is
illogical, Reasoning contains logical, complete, and consistently
Analytical
simplistic, some elements of logic consistent. Demonstrates creative,
Ability
inconsistent or and/or creative insight some unique or creative complete and
absent insight. often unique
The full
justification
The solution is presented the
vague. No Able to provide The solution is mostly following clear
Alternative
connection to solutions with some derived from the results of solutions.
Evaluation and
analysis is justification. the analysis. No such Specifics and
Innovative
attempted. Lacks Connection to analysis innovation is found in multiple
Solutions
all forms of is slight explaining the results. perspectives are
justification. present in an
innovative
manner

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 PC 3: Integrated Thinking

Criteria 1 2 3 4

Analyses the problem

Understanding Does not present the Considers some Includes most relevant
with a clear sense of
the contextual problem as having contextual factors in contextual factors in
scope and context.
issues of the connections to any analysis, but misses analysis; may miss a
Identifies all important
problem contextual factors. some major ones. few minor ones.
contextual factors

Problem/cases/situation Problem/case/situation Problem/case/situation

Analyses the analysis reflects analysis reflects analysis reflects a
problem/case/situation incomplete or satisfactory complete
Understanding
as though superficial understanding of how understanding of how
the unit
organizational units understanding of how units fit into and units fit into and
contribution
are independent units fit into and support an support an
entities. support an organizational organizational
organization’s strategy. strategy. strategy.

Recommended Recommended
Recommends Recommended
Understanding solutions incompletely solutions completely
solutions without solutions incorporate
the or inaccurately consider and accurately
acknowledging any most major effects and
organizational effects and implications consider effects and
implications for other implications for other
impact for other organizational implications for other
organizational units. organizational units.
units. organizational units.

Integration of Case analysis

Analysis completely Analyses satisfactorily
different Analyses substantially completely and
omits either use both qualitative
functional over relies on either accurately uses both
qualitative or and quantities
areas for qualitative or quantities qualitative and
quantitative information; may
problem information. quantitative
information. favour one
solution information.

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 PC 4: Leadership Skills
Criteria 1 2 3 4
Shows occasional Looks highly
Gives an impression of Looks comfortable
signs of insecurity comfortable and
reluctance or uncertainty and confident in
Confidence about leading, or is confident in all
about exercising exercising
overly confident about faucets exercising
leadership leadership duties
own leadership skills leadership duties
Focuses exclusively on Balance between task
the task to be and interpersonal
Balances the need
accomplished without relations with the
Balancing of Gives too much for task
regard to the people or needs of individuals
task and attention to the task or accomplishment
focuses exclusively on in the group and
interpersonal to interpersonal with the needs of
the interpersonal maintains good
relations relations in the group individuals in the
relations and attitudes of working relationships
group
people in the group that are effective to
without regard to the task complete tasks
Listens actively and
Listens actively and
shows understanding
shows
Asks for ideas or Asks for ideas and by paraphrasing or by
understanding by
Ability to suggestions without suggestions but acknowledging and
paraphrasing or by
listen intending to consider neglects to consider building on others’
acknowledging and
them them ideas; Checks for
building on others’
agreement,
ideas
acceptance, buy-in
Shows respect to all
Shows respect to all
group members;
May show favouritism to Does not stay open to group members;
Maintaining Gives recognition and
one or more group opinions of all Gives recognition
Fairness encouragement;
members members of the group and encouragement
Engages all group
most of the time
members;
Allows the group to Keeps the group on
Does an adequate
ramble or stray off track by managing
job differentiating
track too much, or time, providing
between useful and
Teamwork Takes the group off track keeps the group so coaching or guidance,
un-useful
rigidly on track that using humor, or
conversation among
relevant issues or resolving differences,
group members
concerns are ignored as needed.

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 PC 5: Ethical Awareness
Criteria 1 2 3

Student is unable to Student identifies an

Identification of Ethical clearly articulate the ethical dilemma and
Student is able to identify
dilemmas related to ethical dilemma and supports the identification
an ethical dilemma.
business and society lacks supporting with relevant
facts/evidence. facts/evidence

Student is able to
Student fails to Student is able to identify formulate multiple
Understanding of ethical recognize and identify some strategies used to strategies (with pros and
business practices in practical strategies for solve ethical business cons) and their
decision making solving ethical problems and their implications for solving
business problems implications. ethical business
problems.

Student clearly articulates

Student demonstrates
Student is unable to a course of action and
knowledge of the leader’s
Understanding of a leader’s clearly identify the proper supporting facts as
role as it directly relates to
role as it relates to ethical leader’s role and fails to why the decision is
ethical business practices
business practices. to identify a proper ethically correct.
and identifies an ethical
course of action Knowledge of the
course of action.
leader’s role is evident

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 PC 6: Global Awareness
Criteria 1 2 3
The students
The student demonstrates The student demonstrates
demonstrates inconsistent
clear understanding of the an excellent understanding
Understanding of or superficial
issue and incorporates an of the issue and
international context understanding of the
analysis that applies incorporates a strong
and strategy issues with little or no
relevant concepts where analysis of the global
analysis incorporating
appropriate. issues in the case.
relevant concepts.

The student does not The student appropriately The student

adequately identify or identifies and analyses the comprehensively identifies
Evaluation of incorrectly identifies core problems and and analyses the core
Problems and problems and opportunities based on an problems and opportunities
opportunities opportunities that are appropriate justification based on outstanding
evident in the and analysis of justification and analysis of
case/situation case/situational content. case content

The student does not The students provides The students provides
provide realistic realistic and appropriately realistic, justifiable, and
Generation of recommendations or developed exceptionally developed
Actionable sufficiently developed recommendations based recommendations based on
Recommendations recommendations based on the application of the application of concepts
on the application of concepts to the situation of to the situation of the
concepts to the situation the company company

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