School of Business and Management

CHRIST (Deemed to be University)

Course Plan

Program Master of Business Administration

Course Code & Name M MBA 541M & Retail Management

Trimester Fifth Trimester; Aug – Nov. 2021

Hours & Credits (1 Credit = 10
30 hours, 3 Credits
hours)
Course Anchor Dr. Rupesh Kumar. M
Course Facilitators at – Lavasa
Prof. Jobin Jacob
Campus
Prof. Jobin Jacob
School of Business and Management
Faculty Contact information Lavasa Campus,
Christ (Deemed to be University)
Jobin.jacob@christuniversity.in

Course Name: Retail Management Course Code: MBA 541M

Total number of hours: 30 Hrs Credits: 3
Course This paper is offered as a marketing elective in the fifth trimester. It gives a complete insight on the knowledge of

1
Description retailing and prepares students for careers in the area of organized retailing. Students opting for this elective specialize in
the various aspects of retailing; multichannel retailing, retailing strategy, information systems and supply chain
management, managing merchandise, store management etc.
Course To classify various retail formats and technological advancements in retail for optimizing business performance L 2
Objectives To apply retail concepts for formulating competitive strategies L 3
To analyse the site location and operational efficiency for retail business decisions L 4
To examine the effectiveness of merchandising and pricing strategies L 4
To evaluate a store layout and planogram for retail business L 5

Terminology** AACSB NBA

Program Learning Goals (PLGs) Program Outcomes (POs)
Program Learning Objective (PLO)
Course Learning Outcomes (CLO) Course Outcomes (COs)

Course Learning Outcomes: On having completed this course student should be able to:
CO CLO (AACSB) Assessment DESCRIPTION REVISED
(NBA) BLOOM’S
TAXONOMY
CO1 CLO1 CIA I, CIA II Compare various retail formats and technological advancements for setting L2
up appropriate retail business
CO2 CLO2 CIA I, CIA II Identify the competitive strategies for retail business decisions L3
CO3 CLO3 CIA I, CIA II Examine the site location and operational efficiency for marketing decisions L4
CO4 CLO4 CIA III Analyse the effectiveness of merchandising and pricing strategies L4
CO5 CLO5 CIA III Assess store layout and planogram for retail business L5

Programme Learning Goals - Course outcome Matrix (AACSB)

The course learning outcomes (CLOs) & Programme Learning Goals (PLGs) assessed in this course:

S. CLO Corresponding PLO Corresponding PLG

2
 NO.
CLO1: Compare various retail formats and 2.1 Understand the context of business PLG 2: Functional Knowledge
1. technological advancements for setting up problem and suggest solutions and Application
appropriate retail business
CLO 2: Identify the competitive strategies 2.2 Apply Management theories and PLG 2: Functional Knowledge
for retail business decisions Evaluate outcomes in cross functional and Application and Critical
2. setting and 4.2 Establish empirical Thinking
evidence to support analysis
CLO 3: Examine the site location and 4.3 Develop ability to interpret and infer PLG 4: Critical Thinking
3. operational efficiency for marketing decisions from analysis
CLO4: Analyse the effectiveness of 3.2 Collaborate and contribute effectively PLG 3: Communication
4. merchandising and pricing strategies in a team setting and 4.2 Establish PLG 4: Critical Thinking
empirical evidence to support analysis
CLO5 : Assess store layout and planogram 4.2 Establish empirical evidence to PLG 4: Critical Thinking
5. for retail business support analysis and 4.4 Appraise with
business implications

Course Vs PLG mapping (Curriculum Mapping) (AACSB)

Module PLG1 PLG2 PLG3 PLG4 PLG5

Social Responsibility Functional Communication Critical Thinking Global
and Ethical Knowledge and awareness
Sensitivity Application
1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 5 1 2 3
UNIT I √
UNIT II √
UNIT III √
UNIT IV √ √
UNIT V √ √
Assessment Mapping to Learning Goals and Outcomes (AACSB)

3
 PLG1 PLG2 PLG3 PLG4 PLG 5

Assessment Social Responsibility Functional Knowledge Communication Critical Thinking Global

and Ethical Sensitivity and Application awareness

1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 5 1 2 3
CIA I √ √ √
CIA II √ √
(Embedded Question)
CIA III (A + B) √ √ √

RM - Course Mapping

Unit Unit details CLO & PLO Hours per Pedagogy (teaching learning Resource/
Number week methods used) / activities Reference details
and or class trips/ dates for
assessment
I Introduction to Retailing: 1, 2.1 3 Class discussion Ch. 1 & 2,
Economic, social, legal, and Report: Trends In Retailing Michael Levy,
ethical significance and IBEF, 2020. Retail
opportunities. Trends in Management,
retailing, wheel of retailing, McGraw Hill,
and retailer’s characteristics. 2013.

Types of retailers:
Food & General merchandising
retailers, non store retail
formats, services retailing and
types of ownership.
1 Technology in retail: IoT, Self 1.2 & 2.2 3 Lecture Method Ch. 3 & 4 Michael

4
 Check Outs, AI, Big Data, Flip Classroom - CCD Video: Levy, Retail
Retail Analytics, Virtual Retail Retail Formats by Dr. Rupesh Management,
Kumar M McGraw Hill,
– 3D Models
2013.
2 Retail Market Strategy: 2, 2.2 3 Lecture Method and Retail Ch. 4 Michael
Planning and development, Market Strategy Activity Levy, Retail
target market and retail Management,
formats. McGraw Hill,
2013.
2 Retail Market Strategy: 2, 2.2 3 Class discussion & Activity Ch. 5
Building sustainable on designing a matrix to & 6 Michael Levy,
competitive advantage, check growth opportunities in Retail
strategic retail planning Apparel Retailing Management,
process. Case Study: Retail Saga McGraw Hill,
Business operations and Entrepreneurs by Prof. Suresh 2013.
financial developments: the
structure of business,
investment decisions, financial
evaluation, strategic profit
model.
3 Retail locations and Site 3, 4.2 3 Lecture method for concepts Ch. 7, 8 Michael
selection: & Problems in Huff Gravity Levy, Retail
Site selection: Catchment Management,
Analysis, Trade Area Analysis McGraw Hill,
- Huff-Gravity Model. 2013.
3 Information systems and 12, 13 & 14
distribution: Supply Chain Michael Levy,
Management, Physical Retail
Distribution, Inventory and Management,
Warehouse Management McGraw Hill,

5
 2013.
4 Merchandise Planning: 4, 4.2 3 Class discussion Ch. 15 & 16
category management, sales Michael Levy,
forecasting, assortment Retail
planning process.
Management,
Buying Merchandise:
McGraw Hill,
branding strategies, sourcing
2013.
decision, vendor management.
4 Pricing Strategies: objectives, 4, 4.4 3 Class discussion Ch. 15 & 16
pricing calculations, Case Study: Zara Managing Michael Levy,
approaches & adjustments. the Store for Fast Fashion Retail
Retail Communication Mix: Management,
loyalty and brand image, McGraw Hill,
selecting promotional mix, 2013.
communication process.
5 Managing the store: Key 5, 4.4 4.5 Class discussion Ch. 17 Michael
Performance Indicators and Levy, Retail
Key Result Area’s. Management,
customer service strategies and McGraw Hill,
reducing shop lifting. 2013.
5 Store layout, design and 5, 4.4 4.5 Lecture Method & Ch. 18 Michael
visual merchandising: Flip Classroom - Levy, Retail
Designing a Planogram, Types CCD Video: Store Layout by Management,
of Store layout and design, Dr. Rupesh Kumar. M McGraw Hill,
objectives of good store 2013.
design, space planning.
Visual Merchandising:
Merchandise presentation

6
 techniques, importance of
atmospherics.

Case Studies:

1. Retail Saga Entrepreneurs by Prof. Suresh

2. Zara - Managing the Store for Fast Fashion (HBR)
3. StoreKing: Reaching rural consumers with assisted e-commerce (IVEY)

CCD Video:

1. Retail Formats - Dr. Rupesh Kumar. M - https://www.youtube.com/watch?v=m1iOuMQ_oqA

2. Store Layout - Dr. Rupesh Kumar. M - https://www.youtube.com/watch?v=YSVgqXzg4QU

Report:

IBEF Report, 2020 - https://www.ibef.org/archives/industry/indian-retail-industry-analysis-reports/indian-retail-industry-analysis-

january-2020

7
ASSESSMENT OUTLINE
Components of CIA-I Submission Date: 21/10/20 - PLOs 2.1, 2.2, 4.3

Group Activity Report Preparation – RETAIL FORMAT ANALYSIS (20 marks)

General Information

Each group will be working on one Retail format. No clubbing of different formats as it will
vitiate the business model building process. The formats will be allocated to the groups by the
draw of lots in the class for eg formats like, Supermarket, Hypermarket, Discount stores,
Departmental Stores, Exclusive Brand Stores, Chain Stores (Consumer Durable), Multi-
Brand Stores (Apparel), etc will be considered for allocation.

Each group is expected to work on the following two aspects for a specific store chosen by
each group as per the retail format allocated:

(I) CATCHMENT ANALYSIS

1)Select any Retail outlets as per format allocated to each group

2)Use MAP (Google type map which gives even details of Residence/street
number/locations).
3) Identify the location of locality where the selected Stores is located.
4) MAP the number of households within a Radius of 750 Mtrs/1Km and 2 Km(Plot in a
concentric circle model..Inner most circle should be the catchment area nearest to the store)
5) Estimate the number of households in each radius.
6) Interview the store manager and try to find out from his loyalty card or other data base as
to how many customers approximately are from each of the radius Area.
7) Above is a basic frame work for Convenience stores..but the definition of catchment for
other formats will change.
8) Plot the catchment analysis data into meaningful customer segments and identify the sales
potential of that particular store.
(II) DEDUCING BROAD BUSINESS MODEL OF THE RETAIL FORMAT
ALLOCATED:

Groups to collect, collate data and interpret on the following aspects of the retail store
they are working on:

FRONT END DRIVERS

a) Rent
b) Electricity
c) Manpower
d) Inventory
e) In-store display/Schemes/Discounts/Pricing aspects.

8
f) Break even business per Sq. ft
g) Hypothetical business model considering (a) to (f)

Use broad categorisation of different SKUS available in each format as given below :

Super Market like More and Spencer’s Daily

Identify different SKUS and products displayed on each of these racks. Broadly categorise
them As Food/non food/Grocery/FMCG/Skin Care and others.
Ex. Super markets Grocery & food (30%), FMCG (22%) Skin care (35%)
(Weighted average is from 22 to 25%). Based on sales mix

Department Stores like Life style and Shoppers stop

Broadly Categorise under Apparels (Men/Women/Children)/Household

Ex. Men’s wear (35 to 40%) Women’s wear (40 to 45%) Children (25 to 30%) house hold
(40%) - (Weighted average is from 30 to 35%). Based on sales mix

Consumer Durables Retail – Chain stores

Broadly categorise Colour Televisions & Electronics, Refrigerators, Washing Machine and
Small Appliances
Ex. TVs (26%) Refrigerators (22%) Washing machines (18%) Small Appliances (22%)
(Weighted average is from 22 to 25%). Based on sales mix

Valuation of Inventory

Interview store manager and obtain average inventory value carried in store for each category
at any point at selling price. (This is for calculating inventory holding cost).

Approximate Margins (Please verify this with store manager)

Methodology

1) Visit the outlet as a customer. Understand approximately the total Area of the outlet
Collect the various details (Listed below) in respect to the kind of retail lay out. This should
be done for front end of the store and any back store they may have for replenishment.

2) Rent

a) Find out the rent for commercial Property prevailing in that catchment.
b) Obtain the present rent being paid (Also approximate terms of lease) for the outlet chosen
by you.

3) Electricity

a) Find out whether they have single phase or three Phase.

b) There is a fixed cost as per Phase.
c) Count the number of points/power points/lights/fans/ACS/Computer systems/Billing
counter
d) Lights on glow sign board outside or any other lighting arrangement

9
e) Calculate unit consumption for each of the items as per the number of hours each item is
used
f) During lax hours or day time some lights have to be switched off (to have cost effective
use)
g) But the outlet may not be observing this (this inefficiency) but you haves to build this
factor in your business model

4) Manpower

a) How many on company rolls and how many on contract?

b) Section/division wise manpower count (F&V/Super market/Back store/cashier etc.)
c) There will be a Store Manager who will be senior and usually on company rolls
d) How many helpers/Door deliver boys
e) Average cost per person per month
f) Summary of head count and cost for each section as per manpower allocated/expected
business

5) Inventory

6) Pricing / Schemes / Discount (Understand and plot it weekly on important categories).

Compare it with competitors

7) Hypothetical Business Model

a) Obtain approximate monthly sales for each broad category

b) Divide this sale by the average customer base data.
c) Compute costs for three major cost drivers
d) Compute approximate gross margin after deducting these costs from data obtained from
point b.
e) Recommend a front end operating breakeven per month
f) Recommend few key promotional strategies for increase sales of key categories.

Reporting Format and Rubrics for Assessment given below

General Format of a CIA Report
1) A cover page with the title of the Report, and the purpose for which the report is submitted
As part of CIA I of Retail Management
2) The name(s) and register number(s) of the student(s) preparing the report along with the
trimester and year of study must be mentioned in the cover page.
3) Table of Contents with sections, sub sections and page numbers
4) List of graphs, charts and tables used in the report with page numbers
5) Body of the report must contain introduction, the subject matter of the report, analysis (if
applicable), conclusion, and references.
6) For references use APA format. Please refer the APA style sheet given at the end of
Academic standards manual.

10
7) Fonts and font sizes in the report
a. Times New Roman 32 for the Title page.
b. Times New Roman 16 for section headings and Times New Roman 14 for sections
subheadings.
c. Times New Roman 12 for body of the report.
d. Times New Roman 14 for chart, table and graph headings.
e. Times new roman 8 for words and numbers in the chart, graph area, and information inside
the table.
8) Source of information must be provided beneath graphs, charts, and tables
9) Any change or additional information in the format or content of the report as per the
requirement of the concerned faculty will be applicable.
Components of CIA-II 25 Marks

Mid Term Exam Syllabus: Unit I, II, III

Pattern
 Section A - Answer any four out of six (4X10=40 marks)
 Section B - Case Study Compulsory Question (Embedded Question) (1X10=10 marks)
CIA-III Component A (PPT Presentation on 24/11/20) 10 Marks

Assignment Description: Retail Communication Mix – An Integrated Marketing

Communication perspective
Groups have to collect, collate and analyse the information on the following, for the retail
format chosen by the group already in CIA-I. Validation of the same should ideally be backed
by some field visits, Interviews of the retailers, Company officials, visit to retail store to
enhance the quality of the report and enable you to give recommendations. No two groups
can choose the same retail format. PPT slides to be submitted in the Google Classroom.
1) Identify the competition for example Groups working on Hypermarket format and chosen
Big Bazaar should Consider More Mega Store as Competition.
2) Analyze the following aspects of Integrated Marketing Communication for the Chosen
format/store in CIA-1 (For Eg. Big Bazaar):
A) Offline Advertising – Media Types
B) Online Advertising Platforms – including social media handles, websites, mobile
applications, search and display ads
C) In-store promotional activities – ATL and BTL
D) Sales Promotional cues – Inside and Outside Ads
3) Comparative analysis of the above aspects with the identified competitor.
4) Appropriate screenshots and interpretation of specific ad campaigns can be given

11
5) Suggest Strategic improvements in IMC plan for their chosen store/format.

CIA III Component B (Report) Submission Date: 5/12/20 10 Marks

ASSIGNMENT DETAILS (Group Activity)

Designing a Store Layout for the entire store and Planogram (Specific Category) for a
specific retail store for the retailers chosen by the group already in CIA - I.

OBJECTIVES

To explore fundamental Store Layout and Planogram concepts and its application.
To analyze a Store Layout for a entire store and Planogram for broad category

METHODOLOGY

Each group to do Field observation by visiting the Organized Retailers

In this study, Students will be mandated to visit retail outlets of organized retailers as per the
retail store already chosen in CIA-1 and capture the basic overall store layout and Planogram
design and with specific reference to broad categories of products described above.(Refer
CIA-1)

A) Each group has to visit the store already chosen in CIA-1 and Map the entire stores
layout and Planogram including square feet / Visual merchandising for overall Planogram.
Make the Planogram in CAD/CAM or computer clearly making representative racks and
placement and positioning of entry and exit as well placement of broad product categories.
B) Map clearly different section that is Fruits and vegetables section/Grocery/Food/Non
food/Fmcg etc..You will also find some high value small items like Gillette razor behind the
cashier on standees.for example for super market.This mapping Should be done by each
group as per their retail format.

C) Count the number of Racks (4ft/6ft/Double side Table/Wall racks and Gondola)..This can
be used for Convenience stores and Super markets.. You will have to devise something
similar for other formats.

D) Plot each of these racks in your lay out map.

Each group to make a report analysing the rationale and logic of such a store layout and
planogram. Briefly draw the customer journey within the store and suggest improvements.

OUTCOMES

a) To communicate how to set the merchandise

b) To ensure sufficient inventory levels on the shelf or display
c) To use space effectively (e.g. floor, page, and screen)
d) To facilitate communication of retailer's brand identity
e) To assist in the process of mapping a store

12
Reporting Format and Rubrics for Assessment given below
General Format of a CIA Report
1) A cover page with the title of the Report, and the purpose for which the report is submitted
Report Submitted to Prof. Rupesh Kumar M (Kengeri) and Prof. Suresh A S (Main)
As part of CIA III of Retail Management
2) The name(s) and register number(s) of the student(s) preparing the report along with the
trimester and year of study must be mentioned in the cover page.
3) Table of Contents with sections, sub sections and page numbers
4) List of graphs, charts and tables used in the report with page numbers
5) Body of the report must contain introduction, the subject matter of the report, analysis (if
applicable), conclusion, and references.
6) For references use APA format. Please refer the APA style sheet given at the end of
Academic standards manual .
7) Fonts and font sizes in the report
a. Times New Roman 32 for the Title page.
b. Times New Roman 16 for section headings and Times New Roman 14 for sections
subheadings.
c. Times New Roman 12 for body of the report.
d. Times New Roman 14 for chart, table and graph headings.
e. Times new roman 8 for words and numbers in the chart, graph area, and information
inside the table.
8) Source of information must be provided beneath graphs, charts, and tables.
9) Any change or additional information in the format or content of the report as per the
requirement of the concerned faculty will be applicable.

CIA Evaluation Rubrics (AACSB and NBA)

CIA I Rubrics (Field Format Analysis Assignment)

PLG PLG 2 Functional Knowledge and Application & PLG 4 Critical

Thinking
Objective PLO 2.1, 2.2 & 4.3
Total Marks 20 Marks
Needs
Very Good Improvement
Parameters Exemplary (5) (4) Good (3) Average (2) (1)
Knowledge: The team The team The team The team No proper
Demonstratio demonstrates demonstrates demonstrate demonstrates understanding of

13
n of clear exceptional level exceptional s adequate some level of concepts taught
understandin of understanding level of understandi understanding in class. There is
g of the of the knowledge understandin ng of of concepts no evidence of
concepts points through g of the concepts taught in reading the text
offering relevant knowledge, discussed in class. There is book or any
examples from and also class as well no evidence additional
various contexts. gives relevant as in the of reading the reading
The team also examples and prescribed text book or materials.
critiques these illustrations literature but any additional
knowledge pints to highlight no examples reading
and makes the essential where materials
arguments on knowledge provided. provided in
what is practical points the course
and what is not pack
Field visit Field visit/ Field visit/ Field visit/ Field visit No evidence for
and data Interaction was Interaction Interaction /interaction field visit or
usage evidenced in the was was not was not interaction. Data
report. The team evidenced in appropriatel adequate. The used was
highlighted the report. y evidenced team used inadequately and
exceptional use The team in the report. secondary tools were not
of primary and used data only to used for data
secondary data, appropriate The team arrive at the presentation and
basic tools for level of used more findings. analysis.
data presentation primary and of secondary Inadequate
secondary data than use of tools
data, basic primary for data
tools for data. Tools presentation
data applied were
presentation satisfactory.
and analysis
Analysis: The team The team The team The team The team
Application appropriately has used displayed exhibited only analysed without
of functional applied the appropriate satisfactory the use of using proper
tools, functional tools functional analysis functional functional tools.
frameworks and frameworks tools for using tools in No findings
in making for making presentation functional analysis. were given.
systematic systematic and tools & Findings were
analysis of analysis of the interpretatio frameworks given but not
the company company. All n of data. for data relevant and
findings were Maximum presentation lagging
connected with findings and connect with
analysis. were analysis. analysis.
relevant and Few
connected findings
with were
analysis. relevant and
connected
with
analysis.
Business Recommendation Recommend Recommend Recommendat Recommendatio
solutions s are rational and ations are ations are ions given are ns given were
appropriately addressing adequate but not adequate vague and
Hypothetical addressing the the issues many are and relevant. absolutely not
Business

14
 Model issues faced by faced by the not much having any
the organisation organisation connected connect with
and connected but with findings.
with fidings substantially findings.
are
connected
with
findings

CIA II Rubrics – Mid-trimester examination (Evaluation based on embedded questions

- Case study questions) (AACSB and NBA)

PLG PLG2 Functional Knowledge & PLG 4 Critical Thinking

Objective PLO 2.1, 2.2 & 4.3
Total Marks 10 Marks
Exemplary Very Good (2) Needs
Parameters
(2.5) Good 1.5) Average (1) improvement (0.5)
Identificatio Presents an Presents a Presents an Presents a Presents vague
n of Core insightful and thorough brief superficial understanding and
issues thorough understanding understanding understanding of the issues in the case
understanding of three issues of two issues one of the issues were not identified.
of all issues identified in identified in identified in the
the case the case case
Analysis Presents an Presents a Presents an Presents a Presents an
insightful and thorough brief analysis superficial incomplete analysis
thorough analysis of of two issues analysis of one of and the issues in the
analysis of all three issues identified in the issues case were not
issues identified in the case identified in the identified.
identified in the case case
the case
Evaluation Supports Supports Supports Supports Vague diagnosis of
diagnosis and diagnosis and diagnosis and diagnosis and options, lack of
opinions with opinions with opinions with opinions with arguments
four clear three clear two clear one
arguments and reasons and reasons and reason/argument
evidence; evidence; evidence; and little
presents a presents a presents a evidence;
balanced and fairly balanced somewhat argument is one-
critical view; view; one-sided sided and not
interpretation interpretation is argument objective
is both both reasonable
reasonable and objective
and objective
Recommend Presents Presents Presents Presents realistic Recommendations
ations detailed, specific, realistic or or appropriate are not realistic and
realistic, and realistic, and appropriate recommendations not linked to the
appropriate appropriate recommendati with little, if any, concept from the
recommendati recommendatio ons supported support from the reading.
ons clearly ns supported by the information
supported by by the information presented and
the information presented and concepts from
information presented and concepts from the reading
presented and concepts from the reading

15
 concepts from the reading
the reading
*Weightage (Levels) can vary depending on Embedded Question

CIA III-A Evaluation Rubrics (Group Presentation on IMC) (AACSB and NBA)

PLG PLG 3 Communication & PLG 4 Critical Thinking

Objective PLO 3.2 & 4.2, 4.4
Total Marks 20 Marks

Parameters Exemplary (2.5) Very Good (2) Good(1.5) Average(1) Needs

improvement(0.5
)
Evidence of Organized Structured Good No flow in Very strong
preparation Presentation; No presentation with Presentation presentation; indication that
confusion on satisfactory with Some evidence there was no
facts and strong evidence of inconsistencies of homework preparation
evidence of preparedness in preparation
preparedness and
presentation
Content Presentation of Information is Information is Information is Neither
accurate and accurate and accurate and inaccurate and information is
relevant relevant. relevant. irrelevant. accurate nor
information; Problems were Solutions Solutions relevant.
Offered strategies clearly identified presented are presented.
and rationale for and few not supported
solutions of recommendations by any
identified were not rationale
problems addressing the
problems
Competitor The team The team has The team The team The team
Analysis and appropriately used appropriate displayed exhibited only analysed without
Analyse the applied the functional tools satisfactory the use of using proper
Media types functional tools for presentation analysis using functional tools functional tools.
and and frameworks and interpretation functional tools in analysis few No findings were
Promotion for making of data various & frameworks company, given.
types systematic company, media for data various media and
analysis of the and promotion company, promotion
various company, types. Maximum media and types. Findings
media and findings were promotion were given but
promotion types. relevant and types. Few not relevant
All findings were connected with findings were and lagging
connected with analysis. relevant and connect with
analysis. connected with analysis.
analysis.
Delivery The team The team The team The team The team
demonstrates demonstrates demonstrates demonstrates demonstrates a
exceptionally well-coordinated well- satisfactory poor
well-coordinated presentation with coordinated presentation understanding
presentation with individual presentation with individual towards the core
individual contributions with individual contributions areas of the
contributions defined and contributions defined. Lack report. Lack of
defined and discussed defined and of coordination coordination and

16
 discussed appropriately. discussed and individual
appropriately. Transition appropriately. understanding contribution was
Seamless between topics is Transition in core areas. not clearly
Transition good but oral between topics Transition defined and
between topics communication and oral between topics discussed. No
and oral needs communication and oral smooth transition
communication improvement needs communication between topics.
is good improvement needs Oral
improvement communication
is weak

CIA III-B Evaluation Rubrics (Store Layout and Planogram Design Assignment
Report) (AACSB and NBA)

PLG PLG 2 Functional Knowledge and Application (50%)

PLG 4 Critical Thinking (50%)
Objective PLO 2.2, 4.2 and 4.4
Total Marks 10 Marks
Needs
Parameters Exemplary (2.5) Very Good (2) Good (1.5) Average (1) improvement
(0.5)
Knowledge: The team The team The team The team No proper
clear appraised appraised appraised appraised some understanding
understanding exceptional level exceptional level adequate level of of concepts
of the of understanding of understanding understanding of understanding taught in
concepts of the knowledge of the concepts of concepts class. There is
points through knowledge, and discussed in class taught in class. no evidence of
offering relevant
1. also gives as well as in the There is no reading the
examples from relevant prescribed evidence of text book or
various contexts.
S examples and literature but no reading the text any additional
The team also t illustrations to examples where book or any reading
critiques these o highlight the provided. additional materials.
knowledge pintsr essential reading
and makes e knowledge points materials.
arguments on L
what is practicala
and what is not y
Analysis: The team The team has The team The team There is no
Application of appropriately used appropriate displayed exhibited only connect with
functional applied functional tools satisfactory the use of the tools and
tools, appropriate tools & identified analysis using functional tools frameworks
frameworks in and frameworks competitor’s functional tools & in analysis. used in the
making for making strategies. frameworks. Competitive analysis.
systematic systematic Comparison with analysis is Competitor
analysis of the analysis of the competitors needs vague. analysis was
company company and improvement. not done.
competitors
Demonstratio The team The team The team could The team The team
n of exhibited displayed good produce limited demonstrated a demonstrated
Catchment exceptionally information information on limited unclear and
Analysis, informative related to Catchment information vague
Store Layout content pertaining Catchment Analysis, Store about understanding
and to Catchment Analysis, Store Layout and Catchment of Catchment

17
 PLanogram Analysis, Store Layout and Planogram Analysis, Store Analysis,
Layout and Planogram Layout and Store Layout
Planogram Planogram and
Planogram
Structuring of The report was The report was The report was The report was Poor
the report and well structured well structured having appropriate not structured structuring of
team work. and was meeting and was meeting structure and was and properly report and
all the *CIA more than 75% meeting more than and was *CIA
requirements of the *CIA 50% of the *CIA meeting few requirements
requirements requirements *CIA were not at all
requirements addressed in
the report

Overall Assessment Description

Test & Exam Max Marks Weightage Total

CIA-I 20 20 % 20
CIA-II 25 25 % 25
CIA-III (10 + 10) 20 20 % (10%+10%) 20
CIA I, II, III 65 65 % 65
End Term 30 30 % 30
Attendance 5 5% 5
Total 100 100

CIA ASSESSMENT DETAILS

Sl Unit(s)
CIA Component CO RBT Level
No Covered
1 CIA I Field Assignment I, II, III CO1, CO2, CO3 L3, L4
CIA II - Mid Trimester
2 I, II,III CO1, CO2, CO3 L4, L5
Examination
3 CIA III Field Assignment IV, V CO4, CO5 L4, L5
CO1, CO2, CO3,
4 End Trimester Examination I, II, III, IV, V L2, L3, L4, L5
CO4, CO5

18