[MUSIC].
We have all 12 teams paired up, ready to go.
[MUSIC].
The reason we teach sales in the MBA curriculum is because in the real world of
business there are two types of problems.
>> So this is actually the most critical round.
You either put yourself on a trajectory to win or you end up in a hole that you
spend all the rest of your time trying to dig your way out.
Oh, no. >> Not enough orders, and everything else.
>> Team 10 has submitted.
>> And this sales class, it's about not enough orders.
[MUSIC].
>> So they probably took my advice to heart, and I always tell people show up.
With your first move already planned out.
>> We created the game to teach forecasting, so that we
get a bad forecast and we can show them the problems with getting a good forecast.
That was the whole purpose of doing this thing.
>> Levers.
Essentially what they have to do is they have to make three decisions.
They first of all have to figure out what their sales goal is going to be.
Then they have to set quota across three different regions.
And the final decision personnel.
How many sales managers and
how many reps are you going to deploy to these regions to make your quota?
>> All we have to decide is...
>> We try to create in a simulation the environment in the sales floor, so
it's very interesting.
We're gonna judge you on how much you make, and how much you book,
and how successful you are and by the way we want you to forecast, and
we do this thing and all of a sudden the class is on fire.
>> Okay, the assignment, so let's, let's, let's agree to come in position.
[INAUDIBLE] to go.
Is that cool?
>> [INAUDIBLE].
>> Blood comes up.
People get really excited about competing in this thing.
>> Why would you be like [CROSS-TALK].
>> We didn't know we were gonna get that effect, and when we got it,
it was just gravy for us.
It was really good.
>> I have a maximum of ten minutes.
To read the results, and do additional analysis, modify their budgets,
and then submit a feasible plan.
[MUSIC].
And now they've only got about six minutes left.
Students get to decide what roles they play.
Yeah.
Are they done?
Send them all for coffee and tell them we will meet them back in the classroom.
[MUSIC].
>> What we are going to do is we're going to go on
from here to have a discussion with these teams.
We're gonna find out what strategies the winners and the losers deploy.
How did you decide what decisions you would make?
Who you would hire?
Where you would deploy the resources.
What number you would shoot for?
And how you would make that number?
We started set an initial quote of 85 million.
hm. And hit 112 in the first quarter.
So, what we were doing was.
Let's try and spend less up front and make sure that our reps hit quota and
didn't quit.
>> Wow, yes, team three.
>> That sounded almost identical to our strategy.
Our target was like 86 million and we tried to not over allocate to central and
we just missed badly.
So, I think this is actually good to talk about once we get into some of
the consequences.
I think it's important to understand where these kind of strategies,
where they don't pan out as you expect.
>> In addition to solving the forecasting problem which we did,
we created an environment where.
>> Pretty big differences in the.
>> MBAs here.
Have an opportunity to feel what it's like to
be in a group of people where you get judged by your numbers as you perform.
So, so long as we're going to pretend Rio, we'll go at carnival time.
Keith, your to carnival.
And.
[APPLAUSE].
>> Game over.
>> I don't know why, what happened.
>> When the game is over,
we can talk about the experience, what it felt like being a salesman.
And that is something they get.
>> I think the system is faulty.
>> It must be. >> [LAUGH].
>> I love learning.
Our planning was impeccable.
>> We crushed them.
>> [CROSS-TALK].
[MUSIC].
[BLANK_AUDIO].