use the case study provided to do the business plan.- include sub headings
BSc Business Management
BSc Professional Accounting
Commercial Awareness – Summative Assignment Phase 2
Released in or around week five
Phase 2 – Controlled Assessment Case Study
Based on the information included in the Case Study below you need to write a Business Plan suitable for presentation to a potential investor.
The Business Plan should include the following:
1. An Executive Summary (10 marks)
2. A vision and mission statement (10 marks)
3. A Market and Competitor Analysis (25 marks)
4. A Sales and Marketing Plan (25 marks)
5. A further 20 marks will be allocated for effective use of the Phase 3 Supplementary Information which will be released on the VLE at 9am on the morning of
Thursday 8th January, 2015..
6. Presentation Skills: Further marks will be awarded for presentation style, use of correct referencing and professional and persuasive writing skills (10 marks)
Case Study: (Phase 2)
Hannah and Tony Jackson have been running their small florist shop for almost twelve months. Based in Richmond, an affluent area on the outskirts of London, they sell
prepared flowers, bouquets, floral displays and a small selection of cards and gifts.
Hannah is a trained florist, having spent three years studying floristry at college and then working as a florist for another company for the following five years. She
enters numerous floristry competitions, has several awards and won the WorldSkills UK Floristry Competition in 2011. Tony, her husband, used to work in finance, but
after taking voluntary redundancy in 2012, the couple decided to open their own business. Hannah takes charge of creating the displays and fulfilling orders, whilst
Tony looks after the business’ finances and also delivers their products to customers.
Start-up capital for the business came from a mix of savings the couple had and also Tony’s redundancy package. In total, the couple invested £60,000 into their new
business, which covered twelve months’ rent on a small shop unit, initial stock purchase and also some basic marketing in the local area. They would now like an
additional £40,000 to invest in purchasing a vehicle for deliveries, improving their shop environment and additional marketing.
The shop broke even in month five of operation and has turned a profit every month since then. Hannah and Tony forecast that their total gross profit at the end of
their first twelve months trading will be £26,000 and they forecast this to increase to £38,000 by the end of year two, subject to gaining the required investment.
The shop unit they rent is close to centre of Richmond. It is on a side street with parking available immediately outside, although waiting time is limited to twenty
minutes. It is a small unit but the side street is busy and there is a lot of passing trade. The shop opens every weekday from 8.30am – 5.30pm and on Saturday mornings
from 8.30am – 12.30pm. The couple employ no staff and run the business themselves.
The business currently offers home/office delivery in the local area but it is not well advertised and uptake of the service is low. The couple use their own old and
unreliable car to make deliveries which they don’t feel presents a professional image of the business to customers. They would like to buy a small van which they would
brand with the business name and contact details, so they could offer an enhanced delivery service and raise their profile in the local area.
Richmond Roses are the only dedicated florist in Richmond but they do face competition from the local Waitrose supermarket, as well as from a number of online flower
retailers. The couple believe they offer better quality and better customer service than all of their competitors, although they recognise they are more expensive.
They also recognise that it is easier for customers to park at Waitrose.
When they first launched the business, Hannah and Tony had some leaflets printed, which they distributed in the immediate vicinity around the shop. They also placed an
advert in the local newspaper. Since then however, they have done no further advertising and have relied on word-of-mouth and passing trade for their customers. They
feel that if they were able to invest in additional marketing, in particular online, they would be able to significantly increase their sales. They particularly want
to raise the profile of their delivery service, as this is something that their main competitor does not offer.
Hannah prides herself on the quality of the displays and bouquets she produces. She uses only the finest quality flowers which are delivered regularly from specialist
suppliers in Holland. Amongst her existing customers, she has a reputation for producing amazing, creative products. Many of her customers are willing to pay a premium
for her displays, but Hannah does not want to exclude customers who want a more modestly priced product. She is keen to ensure the shop appeals to all.
Hannah and Tony feel they’ve had a successful first year in business but they recognise that in order to grow the business, they need to continue to raise their
profile and diversify what they offer. They are keen to build their delivery business and raise the profile of the business as a whole in the local area.
Part 1: Write two or three paragraphs in response to the following questions. Write your answers right under each question you are answering. (60 points total, 10
1. How is the image of a colony different from that of an enemy? What political and psychological functions do these stereotypical images play?
2. Define dehumanization and infrahumanization. Discuss how these might play a role in aiding claims of ‘universal righteousness’ of nationalism, or the claim
that doing something for the nation is always right.
3. Define the concepts deterrence and mutually assured destruction (MAD). Why is it difficult to assess how successful deterrence is? Also, in the movie we
watched in class on deterrence and MAD, what were some heuristics (biases and blunders that Thaler and Sunstein name in ‘Nudge’) some of the characters employed in
4. According to Gelpi and Feaver, what difference does it make if there are more leaders at the top of the executive branch who have military experience? Describe
three ways their preferences tend to differ from civilian opinion.
5. According to Goldstein, why do women rarely fight in war? Also, what are some possible counterarguments to Goldstein’s claims?
6. Saunders presents two strategies for intervention. What are they and how do they differ from each other? What types of leaders tend to employ each strategy?
Part 2: Write an essay in response to the following questions. Write your answer right under the question you are answering. (40 points total)
1. One way to explain why a country is doing what it is in foreign policy is to point to the person who is leading the country. In Solingen’s theory, inward
looking state-nationalist leaders are compared to internationalizing leaders with the former thought to be more likely to acquire nuclear weapons and engage in
interstate conflict. Solingen assumes these preferences derive from material interests. How does that theoretical claim fit with the findings of Gelpi and Feaver about
military leaders? Are the preferences of other elites, like business leaders and women leaders predictable from their material interests alone? If not, how are the
leaders socialized into certain roles and preferences?
Extra credit: If you answer the following question, you will receive 3-5 points extra credit, depending on the quality of your answer.
? Across the semester we have discussed numerous theories and three decision-making models that emphasize different factors as the most important factors when
explaining why countries do what they do in foreign policy. As you reflect on real world events of late and your experience in the game what factors would you say are
the most important? Explain why you reach this conclusion by giving examples from the real world and the game and identify how your theoretical framework is similar
and different from the prominent paradigms we discussed in class.
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