Hult Business Challenge Case Study
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Hult Business Challenge Case Study
BOS Autumn/Fall 2021
- Introductions
- Dr. Poynter’s Role: Mentor – not Lecturer/Teacher. You drive, the Mentor answers questions and provides suggestions in order to avoid crashes.
- Course page:
- Campus – classes, announcements, local module
- Course Description & Timelines
- Client virtual visit and course kickoff Tuesday 7 Sept 1300 USA ET. Global – all students.
- Client: “IBM’s Innovation Studios”
- Workshops: ~3 Boston
- Team formation: by Wednesday 15 September. Size 4-5 people.
- Innovation Studios (IS)
- Your Mentor wrote the following to the client on 7 September – Via London. IS’s (Wolfgang’s) Reply (Your mentor will seldom do this.)
Q – The Innovation Studio appears to be IBM’s Marketing & Sales R&D unit – 120 people in 20 locations who advise 350,000 IBM employees on how to improve their own marketing and sales activities. A – I would more say that the IBM Innovation Studios are
- a) an on-site location to experience IBM and our technology and
- b) a team of experts supporting pre-sales activities (such as technology explorations, design thinking workshops, or external events).
Q – The key word here is “improving”. With that in mind, can you provide us with some insights into the current sales approaches. E.G. excerpts of a sales pitch, videos, events, post-purchase training video, etc. Failing that, a general description of what usually occurs when your sales teams sell. I recognize there may be no “usual”. A – We categorize our meetings in five distinct categories (see slide 48 in the deck):
- Events(typically multi-client and larger groups)
- Industry Explorations(more high-level overviews on possible technologies and use-cases, typically at the beginning of the sales cycle)
- IBM Garage Framing (workshops to get from idea to actionable path forward)
- Client Briefing(in-depth discussion about a client’s problem and proposed IBM solution of product or service)
- Post-Sales(Meeting after deal closure to define a roadmap for implementation for service or optimize usage of sold product)
Also, these different types of briefings are along the following high-level sales stages (see slide 56 in the deck)
Q – What is the likely identity of the client’s decision-maker – “C” level, tech, finance, etc. A – The target audience for us is very very diverse, reaching from junior developers, all the way to the C-suite. It depends on the customer, the use-case and the product or service we are selling. However, typically the most impactful visits are with key decision makers that have buying and decision power, so C-suid and Line of Business heads, most often from either IT, Data, Technology (CIO, CDO, CTO) or Business (CEO, CFO, COO) lines.
Further unsolicited information from the client received 13 September:
“While we are renaming our centers to IBM Innovation Studio, different companies call their centers where clients visit different names (e.g., Briefing Centers, Center of Excellence, etc.). The Association of Briefing Program Managers ( https://www.abpm.com ) is an association where 600 companies exchange information and best practices related to client centers. This information might further define for the professors and students the general function of our business.”
- Mentor’s comments onThe Challenge (The Mentor is NOT your client):
- “A” – Essentially 4 separate questions about the operation, perception, and strategy of IS.
- “B” – The core deliverable – the “meat” according to Wolfgang. Four related questions.
- “C” – How to implement your solutions to A and B within IS around the world, and a unclear question about “financing the projects”.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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