A

Project Report on

“An Analysis of Potential Marketing Methods”

At

“GURU EDUCATION INDIA PVT LTD.”

Submitted to Savitribai Phule Pune University, Pune

In the partial fulfilment of the degree of MBA
By

KOMAL VIKAS PARAD

Under the Guidance of

Prof. (DR.) SHREEKALA BACCHAV MA’AM

Dr. D Y Patil School of Management,

Charholi (BK), Lohegaon
Pune 412105
2021-2023

1
 A
Project Report on

“An Analysis of Potential Marketing Methods”

At

“GURU EDUCATION INDIA PVT LTD.”

Submitted to Savitribai Phule Pune University, Pune

In the partial fulfilment of the degree of MBA

By

KOMAL VIKAS PARAD

Under the Guidance of

Prof. (DR.) SHREEKALA BACCHAV MA’AM

Dr. D Y Patil School of Management,

Charholi (BK), Lohegaon
Pune – 412105
2021-2023

2
 Dr. D. Y. Patil Educational Enterprises Charitable Trust’s Dr. D. Y. Patil
School of Management
(Approved by AICTE, Govt. of Maharashtra &
Affiliated to University of Pune)
Dr. D.Y. Patil Knowledge City, Charholi (Bk.), Via Lohegaon, Pune
– 412105

CERTIFICATE

This is to certify that Mr. PARAD KOMAL VIKAS is a bonafide student of the Dr D Y Patil
School of Management, Charholi (Bk), Lohegaon, Pune- 412105, for Master in Business
Administration course affiliated to Savitribai Phule Pune University, Pune for the batch year
2021-2023.

He has undertaken and completed the project report as prescribed by the Savitribai Phule Pune
University, Pune for the partial fulfillment of MBA degree on the topic An Analysis of
Potential Marketing Methods undertaken at GURU EDUCATION INDIA PVT LTD.
under the internal guidance of Prof. Dr. SHREEKALA BACCHAV MA’AM

Internal Project Guide DR. E B

Khedkar DYPSOM Director

Internal Examiner External Examiner

Sign: Sign:
Name: Name:
 DECLARATION

I, PARAD KOMAL VIKAS hereby declare that this project work entitled “A
STUDY INDIAN STOCK MARKET: NSE AND BSE” is a bonafide research
paper in partial fulfillment of requirement for the award of degree of Master of
Business Administration in Finance under the guidance and supervision of Prof. Dr.
Amol Godge sir, DR D.Y Patil School of Management, Pune. We also declare that
this project report has not previously formed the basis for the award of any degree,
diploma, associate ship, fellowship or other similar type of recognition.

Place :

Komal Vikas Parad

Date:
 ACKNOWLEDGEMENT

I acknowledge our profound gratitude and gracious thanks to Prof. Dr. SHREEKALA BACCHAV
MA’AM, DR DY Patil School of Management, Pune for her valuable guidance and encouragement
throughout the preparation of the project report.

I express our sincere thanks to all the faculty members of Department of Economics, DR DY Patil
School of Management, Pune for their co-operation and help.

I acknowledge our sincere gratitude to Prof. Dr. Eknath Khedkar, Director DR DY

Patil School of Management, Pune.

I would like to express our gratitude to our parents, brothers, sisters, friends for
their timely support and cooperation.

Place: Pune KOMAL VIKAS PARAD

Date:
 EXECUTIVE SUMMARY

GURU EDUCATION INDIA PRIVETE LIMITED is one of the top ten schools located in Pune,
Maharashtra. Guru preschool is where the children will share experiences, hear wonderful stories,
investigate ongoing topics and concepts through project work. They have art time, work manipulative,
enjoy music and instruments, dramatic play center and also Italian lessons. This program is designed to
meet the development needs of young children.

4
 Index
Chapter no. Particulars Page no.

1 Introduction
 Marketing methos
 Analysis of Marketing Methods
 Company Profile
 Product profile
2 Literature review

3 Objectives of the Study

Scope of the study
Need of the study
4 Contribution during SIP

5 LIMITIATIONS

6 Findings

7 Suggestion

8 Conclusion

9 Bibilography

5
CHAPTER NO. 1

INTRODUCTION

6
 Introduction

What is Marketing?

Marketing is the process of getting potential clients or customers interested in your products

and services. The keyword in this definition is "process." Marketing involves researching,

promoting, selling, and distributing your products or services.

This discipline centers on the study of market and consumer behaviors and it analyzes the

commercial management of companies in order to attract, acquire, and retain customers by

satisfying their wants and needs and instilling brand loyalty.

Marketing’s principal function is to promote and facilitate exchange. Through marketing,

individuals and groups obtain what they need and want by exchanging products and services

with other parties. Such a process can occur only when there are at least two parties, each of

whom has something to offer. In addition, exchange cannot occur unless the parties are able to

communicate about and to deliver what they offer. Marketing is not a coercive process: all

parties must be free to accept or reject what others are offering. So defined, marketing is

distinguished from other modes of obtaining desired goods, such as through self-production,

begging, theft, or force.

7
Marketing is not confined to any particular type of economy, because goods must be exchanged

and therefore marketed in all economies and societies except perhaps in the most primitive.

Furthermore, marketing is not a function that is limited to profit-oriented business; even such

public institutions as hospitals, schools, and museums engage in some forms of marketing.

Within the broad scope of marketing, merchandising is concerned more specifically with

promoting the sale of goods and services to consumers (i.e., retailing) and hence is more

characteristic of free-market economies.

Based on these criteria, marketing can take a variety of forms: it can be a set of functions, a

department within an organization, a managerial process, a managerial philosophy, and a social

process.

The evolving discipline of marketing

The marketing discipline had its origins in the early 20th century as an offspring of economics.

Economic science had neglected the role of middlemen and the role of functions other than price

in the determination of demand levels and characteristics. Early marketing economists examined

agricultural and industrial markets and described them in greater detail than the classical

economists. This examination resulted in the development of three approaches to the analysis of

marketing activity: the commodity, the institution, and the function.

8
Commodity analysis studies the ways in which a product or product group is brought to market.

A commodity analysis of milk, for example, traces the ways in which milk is collected at

individual dairy farms, transported to and processed at local dairy cooperatives, and shipped to

Roles of marketing

As marketing developed, it took a variety of forms. It was noted above that marketing can be

viewed as a set of functions in the sense that certain activities are traditionally associated with

the exchange process. A common but incorrect view is that selling and advertising are the only

marketing activities. Yet in addition to promotion, marketing includes a much broader set of

functions, including product development, packaging, pricing, distribution, and customer service.

Many organizations and businesses assign responsibility for these marketing functions to a

specific group of individuals within the organization. In this respect, marketing is a unique and

separate entity. Those who make up the marketing department may include brand and product

managers, marketing researchers, sales representatives, advertising and promotion managers,

pricing specialists, and customer service personnel.

Finally, marketing is a social process that occurs in all economies, regardless of their political

structure and orientation. It is the process by which a society organizes and distributes its

resources to meet the material needs of its citizens. However, marketing activity is more

pronounced under conditions of goods surpluses than goods shortages. When goods are in

short supply, consumers are usually so desirous of goods that the exchange process does not

require significant promotion or facilitation. In contrast, when there are more goods and services

9
than consumers need or want, companies must work harder to convince customers to exchange

with them.

The marketing Process

The marketing process consists of four elements: strategic marketing analysis, marketing-mix

planning, marketing implementation, and marketing control.

Strategic marketing analysis

Market segments

The aim of marketing in profit-oriented organizations is to meet needs profitably. Companies

must therefore first define which needs—and whose needs—they can satisfy. For example,

the personal transportation market consists of people who put different values on an

automobile’s cost speed, safety, status, and styling. No single automobile can satisfy all these

needs in a superior fashion; compromises have to be made. Furthermore, some individuals may

wish to meet their personal transportation needs with something other than an automobile, such

as a motorcycle, a bicycle, or a bus or other form of public transportation Because of such

variables, an automobile company must identify the different preference groups, or segments, of

customers and decide which group(s) they can target profitably.

Market niches

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Segments can be divided into even smaller groups, called subsegments or niche. A niche is

defined as a small target group that has special requirements. For example, a bank may specialize

Marketing to individuals

A growing number of companies are now trying to serve “segments of one.” They attempt to

adapt their offer and communication to each individual customer. This is understandable, for

instance, with large industrial companies that have only a few major customers. For example,

The Boeing company (United States) designs its 747 planes differently for each major customer

Positioning

A key step in marketing strategy, known as positioning, involves creating and communicating a

message that clearly establishes the company or brand in relation to competitors. Some products

may be positioned as “outstanding” in two or more ways. However, claiming superiority along

several dimensions may hurt a company’s credibility because consumers will not believe that

any single offering can excel in all dimensions. Furthermore, although the company may

communicate a particular position, customers may perceive a different image of the company as

a result of their actual experiences with the company’s product or through word of mouth.

Marketing-mix planning

Having developed a strategy, a company must then decide which tactics will be most effective in

achieving strategy goals. Tactical marketing involves creating a marketing mix of four

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components—product, price, place, promotion—that fulfills the strategy for the targeted set of

customer needs.

Product

Product development

The first marketing-mix element is the product, which refers to the offering or group of offerings

that will be made available to customers. In the case of a physical product, such as a car, a

company will gather information about the features and benefits desired by a target market.

Before assembling a product, the marketer’s role is to communicate customer desires to the

engineers who design the product or service. This is in contrast to past practice, when engineers

designed a product based on their own preferences, interests, or expertise and then expected

marketers to find as many customers as possible to buy this product. Contemporary thinking

calls for products to be designed based on customer input and not solely on engineers’ ideas.

Packaging and branding

Packaging and branding are also substantial components in the marketing of a product.

Packaging in some instances may be as simple as customers in France carrying long loaves of

unwrapped bread or small produce dealers in Italy wrapping vegetables in newspapers or placing

them in customers’ string bags. In most industrialized countries, however, the packaging of

merchandise has become a major part of the selling effort, as marketers now specify exactly the

types of packaging that will be most appealing to prospective customers.

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Marketing a service product

The same general marketing approach about the product applies to the development of service

offerings as well. For example, a health maintenance organization (HMO) must design a contract

for its members that describes which medical procedures will be covered, how much physician

choice will be available, how out-of-town medical costs will be handled, and so forth. In creating

a successful service mix, the HMO must choose features that are preferred and expected by

target customers, or the service will not be valued in the marketplace.

Price

The second marketing-mix element is price. Ordinarily companies determine a price by gauging

the quality or performance level of the offer and then selecting a price that reflects how

the market values its level of quality. However, marketers also are aware that price can send a

message to a customer about the product’s presumed quality level.

Place

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Place, or where the product is made available, is the third element of the marketing mix and is

most commonly referred to as distribution. When a product moves along its path from producer

to consumer, it is said to be following a channel of distribution For example, the channel of

distribution for many food products includes food-processing plants, warehouses, wholesalers,

and supermarkets. By using this channel, a food manufacturer makes its products easily

accessible by ensuring that they are in stores that are frequented by those in the target market. In

another example, a mutual funds organization makes its investment products available by

enlisting the assistance of brokerage houses and banks, which in turn establish relationships with

particular customers. However, each channel participant can handle only a certain number of

products: space at supermarkets is limited, and investment brokers can keep abreast of only a

limited number of mutual funds. Because of this, some marketers may decide to skip steps in the

channel and instead market directly to buyers through factory outlets, direct mail, and shopping

via the Internet (a significant trend from the late 20th century).

Promotion

Promotion, the fourth marketing-mix element, consists of several methods of communicating

with and influencing customers. The major tools are sales force, advertising, sales promotion,

and public relations

Sales force

Advertising

Advertising includes all forms of paid non personal communication and promotion of products,

services, or ideas by a specified sponsor. Advertising appears in such media

14
as print (newspapers, magazines, billboards, flyers), broadcast (radio, television), and Internet,

including e-mail and various Web sites. Print advertisements typically consist of a picture, a

Headlines, information about the product, and occasionally a response

coupon. Broadcast advertisements consist of an audio or video narrative that can range from

short 15-second spots to longer segments known as infomercials, which generally last 30 or 60

minutes. E-mail advertisements are similar in content to print advertisements and contain

hyperlinks to the retailer of the product or service.

Sales Promotion

While advertising presents a reason to buy a product, sales promotion offers a short-term

incentive to purchase. Sales promotions often attract brand switchers (those who are not loyal to

a specific brand) who are looking primarily for low price and good value. Thus, especially in

markets where brands are highly similar, sales promotions can cause a short-term increase in

sales but little permanent gain in market share. Alternatively, in markets where brands are quite

dissimilar, sales promotions can alter market shares more permanently. The use of promotions

rose considerably during the late 20th century..

Public Relations

Public relations, in contrast to advertising and sales promotion, generally involves less

commercialized modes of communication. Its primary purpose is to disseminate information and

opinion to groups and individuals who have an actual or potential impact on a company’s ability

15
to achieve its objectives. In addition, public relations specialists are responsible for monitoring

these individuals and groups and for maintaining good relationships with them. One of their key

activities is to work with news and information media to ensure appropriate coverage of the

company’s activities and products. Public relations specialists create publicity by arranging press

conferences, contests, meetings, and other events that will draw attention to a company’s

products or services.

Marketing implementation

Companies have typically hired different agencies to help in the development of advertising,

sales promotion, and publicity ideas. However, this often results in a lack of coordination

between elements of the promotion mix. When components of the mix are not all in harmony, a

confusing message may be sent to consumers. For example, a television advertisement for an

automobile may emphasize the car’s exclusivity and luxury, while a Web-site advertisement may

stress rebates and sales, clashing with this image of exclusivity. Alternatively, by integrating the

marketing elements, a company can more efficiently utilize its resources. Instead of individually

managing four or five different promotion processes, the company manages only one. In

addition, promotion expenditures are likely to be better allocated because differences among

promotion tools become more explicit. This reasoning has led to integrated marketing

communications, in which all promotional tools are considered to be part of the same effort, and

each tool receives full consideration in terms of its cost and effectiveness.

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Marketing evaluation and control

No marketing process, even the most carefully developed, is guaranteed to result in maximum

benefit for a company. In addition, because every market is changing constantly, a strategy that

is effective today may not be effective in the future. It is important to evaluate a marketing

program periodically to be sure that it is continuing to achieve its objectives.

Marketing control

There are four types of marketing control, each of which has a different purpose: annual-plan

control, profitability control, efficiency control, and strategic control.

Annual-plan control

The basis of annual-plan control is managerial objectives—that is to say, specific goals, such

as sales and profitability, that are established on a monthly or quarterly basis. Organizations use

five tools to monitor plan performance. The first is sales analysis, in which sales goals are

compared with actual sales and discrepancies are explained or accounted for. A second tool

is market share analysis which compares a company’s sales with those of its competitors.

Companies can express their market share in a number of ways, by comparing their own sales to

total market sales, sales within the market segment, or sales of the segment’s top competitors.

Profitability control and efficiency control allow a company to closely monitor its sales, profits,

and expenditures. Profitability control demonstrates the relative profit-earning capacity of a

company’s different products and consumer groups. Companies are frequently surprised to find

that a small percentage of their products and customers contribute to a large percentage of their

profits. This knowledge helps a company allocate its resources and effort.

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Efficiency control

Efficiency control involves micro-level analysis of the various elements of the marketing mix,

including sales force, advertising, sales promotion, and distribution. For example, to understand

its sales-force efficiency, a company may keep track of how many sales calls a representative

makes each day, how long each call lasts, and how much each call costs and generates in revenue

This type of analysis highlights areas in which companies can manage their marketing efforts in

a more productive and cost-effective manner.

Strategic control

Strategic control processes allow managers to evaluate a company’s marketing program from a

critical long-term perspective. This involves a detailed and objective analysis of a company’s

organization and its ability to maximize its strengths and market opportunities. Companies can

use two types of strategic control tools. The first, which a company uses to evaluate itself, is

called a marketing-effectiveness rating review. In order to rate its own marketing effectiveness, a

company examines its customer philosophy, the adequacy of its marketing information, and the

efficiency of its marketing operations. It will also closely evaluate the strength of its marketing

strategy and the integration of its marketing tactics.

Marketing audit

The second evaluation tool is known as a marketing audit. This is a comprehensive systematic,

independent, and periodic analysis that a company uses to examine its strengths in relation to its

current and potential market(s). Such an analysis is comprehensive because it covers all aspects

of the marketing climate (unlike a functional audit, which analyzes one marketing activity),

18
looking at both macro-environment factors (demographic, economic, ecological, technological,

political, and cultural) and micro- or task-environment factors (markets, customers, competitors,

distributors, dealers, suppliers, facilitators, and publics).

The marketing actors

The elements that play a role in the marketing process can be divided into three

groups: customers, distributors, and facilitators. In addition to interacting with one another, these

groups must interact within a business environment that is affected by a variety of forces,

including governmental, economic, and social influences.

Customers

Often, individuals other than the user may participate in or influence a purchasing decision.

Several individuals may play various roles in the decision-making process. In addition to

knowing to whom the marketing efforts are targeted, it is important to know which products

target customers tend to purchase and why they do so. Customers do not purchase “things” as

much as they purchase services or benefits to satisfy needs. For instance, a conventional oven

allows users to cook and heat food. Microwave oven manufacturers recognized that this need

could be fulfilled—and done so more quickly—with a technology other than conventional

19
heating. By focusing on needs rather than on products, these companies were able to gain a

significant share in the food cooking and heating market.

Customers can be divided into two categories: consumer customers, who purchase goods and

services for use by themselves and by those with whom they live; and business customers, who

purchase goods and services for use by the organization for which they work. Although there are

a number of similarities between the purchasing approaches of each type of customer, there are

important differences as well.

Consumer customers

Factors influencing consumers

Four major types of factors influence consumer buying behavior: cultural, social, personal, and

psychological.

Cultural Factors

Cultural factors have the broadest influence, because they constitute a stable set of values,

perceptions, preferences, and behaviours that have been learned by the consumer throughout life.

For example, in Western cultures consumption is often driven by a consumer’s need to express

individuality, while in Eastern cultures consumers are more interested in conforming to group

norms.

Social factors

A consumer may interact with several individuals on a daily basis, and the influence of these

people constitutes the social factors that affect the buying process. Social factors

include reference groups—that is, the formal or informal social groups against which consumers

20
compare themselves. Consumers may be influenced not only by their own membership groups

but also by reference groups of which they wish to be a part.

Personal factors

Personal factors include individual characteristics that, when taken in aggregate distinguish the

individual from others of the same social group and culture. These include age, life-cycle stage,

occupation, economic circumstances, and lifestyle. A consumer’s personality and self-conception

will also influence his or her buying behavior.

Psychological Factors

Finally, psychological factors are the ways in which human thinking and thought patterns

influence buying decisions. Consumers are influenced, for example, by their motivation to fulfill

a need. In addition, the ways in which an individual acquires and retains information will affect

the buying process significantly. Consumers also make their decisions based on past experiences

—both positive and negative.

Low-involvement purchases

There are two types of low-involvement purchases. Habitual buying behaviour occurs when

involvement is low and differences between brands are small. Consumers in this case usually do

not form a strong attitude toward a brand but select it because it is familiar. In these markets,

promotions tend to be simple and repetitive so that the consumer can, without much effort, learn

the association between a brand and a product class. Marketers may also try to make their

product more involving. For instance, toothpaste was at one time purchased primarily out of

habit, but Procter& Gamble introduced a brand, Crest toothpaste, that increased consumer

involvement by raising awareness about the importance of good dental hygiene.

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Brand differences

Variety-seeking buying behavior occurs when the consumer is not involved with the purchase,

yet there are significant brand differences. In this case, the cost of switching products is low, and

so the consumer may, perhaps simply out of boredom, move from one brand to another. Such is

often the case with frozen desserts, breakfast cereals, and soft drinks. Dominant firms in such a

market situation will attempt to encourage habitual buying and will try to keep other brands from

being considered by the consumer. These strategies reduce customer switching behaviour.

Challenger firms, on the other hand, want consumers to switch from the market leader, so they

will offer promotions, free samples, and advertising that encourage consumers to try something

new.

Marketing intermediaries: the distribution channel

Many producers do not sell products or services directly to consumers and instead use marketing

intermediaries to execute an assortment of necessary functions to get the product to the final

user. These intermediaries, such as middleman (wholesalers, retailers, agents, and brokers),

distributors, or financial intermediaries, typically enter into longer-term commitments with the

producer and make up what is known as the marketing channel, or the channel of distribution.

Channel functions and flows

In order to deliver the optimal level of service outputs to their target consumers, manufacturers

are willing to allocate some of their tasks, or marketing flows, to intermediaries. As any

22
marketing channel moves goods from producers to consumers, the marketing intermediaries

perform, or participate in, a number of marketing flows, or activities. The typical marketing

flows, listed in the usual sequence in which they arise, are collection and distribution of

marketing research information (information), development and dissemination of persuasive

communications (promotion), agreement on terms for transfer of ownership or possession),

intentions to buy acquisition and allocation of funds (risk taking), storage and movement of

product (physical possession), buyers paying sellers (payment), and transfer of ownership (title).

What is Sales?

Sales refers to the exchange of a product, commodity, service or delivery for money. It involves

helping prospective clients or customers by listening to them and understanding their wants and

needs to find them what they’re looking for. Rather than persuading someone to purchase

something, selling is focused on meeting the needs of the customer objectively.

Sales are activities related to selling or the number of goods sold in a given targeted time period.

The delivery of a service for a cost is also considered a sale

Sale is the process comprised of all the activities that a business performs to sell its product and

service. Multiple parties involved in the sales process and they’re as follows;

 Buyer. It’s the person who wants to purchase.

 Seller. It’s the person who wants to sell.

 Product/services. It’s the commodity that brings buyer and seller at one platform.

 Sale process. The activities that a company or business performs to sell.

23
The sales staff of a company approach and contact those people who are interested in buying the

product or service that you’re offering. They may have contacted you on social media, liked your

offer, downloaded the information, or visited your website.

The purpose of the contact to follow the lead that would probably be your target market, and they

would buy your product or service. Sale is doing the transaction, it won’t complete without the

transaction.

Importance of Sales

The success of any organization, business or company depends on its sales department, because

it’s the only unit of the organization that generates cash and money and brings it on the table.

The importance of sales as follows;

Business Growth

Business would keep on growing if the sales associates are repeating the sales, and closing more

deals over and over again. When the business has more money, then it would expand its business

operations and growth continues.

Customers Retention

If the sales associates are polite and have a kind attitude, then they would attract and retain more

people. Customers usually like those sales personals who provide the exact information about

what they are looking, instead of just focusing on selling their products.

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Conversion

Marketing and advertisements attract customers towards the company’s product or service and

then make them to demand it. Sale is the end of the marketing funnel that converts the prospects

into actual customers.

Sales fill the gap between the customers and the company through product that can fulfill their

needs. Often sales personals are dealing with prospects that are already aware of the products.

Types of Sales

Here are some of the following types of sales are as follows;

Inside Sales

Some sales associates prefer to approach and contact prospects remotely via emails, telephonic

calls, text messages, and social media contact. Inside doesn’t involve face to face and direct

contact of buyer and seller.

Outside Sales

There are those sellers who go out to do the fieldwork and make direct contact with prospective

clients, and convert them into customers. Outside sales is the traditional type of selling that we

can see it in the market, shops, and bazaar.

B2B Sales

Business to business or B2B type of sales when a business sells its products and services to the

other business for further reuse; the final product of one business is a raw material to the other

business. One business doesn’t sell its products to the end consumers.

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B2C Sales

Business to Sales or B2C type of sales, as the name implies, where businesses directly sell their

products and services to the end consumers. B2C doesn’t offer its product or service to the other

businesses as a raw material for further reuse.

Product Sales

Product sales involve sales of tangible and physical products that you can touch and feel its

texture and surface. Like CDs, DVDs, clothes, and digital products like software.

Service Sales

Service sales deals with the sales of an intangible and non-physical product like; plumbing,

electrician, teaching, banking, consultancy, and development.

Affiliate Sales

Affiliate sales are when a platform or business offers its platform to the other business to

increase its sales, in exchange for a certain amount of commission per sale.

Online Sales

E-commerce, online stores, sell it and Shopify falls in the category of online sales. Where you

select something that you want, place your order, and the online store would send it to you on

your address that you provide.

25
Offline Sales

Offline sale is the traditional type of sales where you visit the shopping mall or supermarket and

buy something from there.

Examples of Sales

Buying something either from an online store or the store near to your house is an example of a

sale. Where you ask for something, the seller provides you the answer. If you pay for the product

and buy it, this transaction is the sale.

Common Sales Terms

Here are some of the commonly used terms for sales as follows;

Sales Associate

Sales associate also goes by many names like salesperson, sales rep, retailer, sales agent, or

seller. It’s the person who carries out all the operations relevant to the sales of products or

services.

Prospect

A prospect is the stage when the sales associate of the company makes a contact to sell product

or service. The prospecting technique could be in the form of emails, calls, warning emails, or

social media contacts. If any of those calling person shows interest in the company’s product,

then sales associates use various closing methods to convert prospects into actual customers.

Cold Calling

26
Cold calling falls in the category of telemarketing or in-person door to door visits

when the caller requests the potential customer who has no experience with any of the

company’s salesperson before. This marketing term is one of the old forms of marketing

technique of seller.

Cross-Selling

Cross-selling is when the seller offers the customer more products to buy after his shopping. In

other words, it’s the process of convincing the existing customer to spend more money on the

additional relevant products. The most common example of cross-selling can be seen in the

online stores, they offer items that are bought together. Customers who bought this item, they

bought that item as well.

Sales Pipeline

Sales pipeline means graphically representing all the steps involved in the sales process. It helps

the sales associates to see and understand the phase where the prospects are in the sales cycle.

Sales Vs Marketing

Sales and marketing are completely different things and they involve different processes. The

activated involved in the marketing are as follows;

 Producing, developing and offering some valuable product or service to the customers.

 When the product is ready, then talking about it to your prospects and customers,

 If the customers like your product, then they would purchase it from you.

 You deliver the same product that you have offered.

27
Sales, on the other hand, is the process of transaction and selling your product and service to

your potential customers. It’s one small part of the whole marketing process.

Difference between Sales and Marketing

Points Sales Marketing

Meaning Sales refers to the process of Marketing is understanding the

selling, whereby product is requirements of the customers in

offered for sale to the customer such a way that whenever any new

at a certain price and at a given product is introduced, it sells itself.

period of time.

Orientation Product-oriented Customer-oriented

Approach Fragmented approach Integrated approach

Focus Company needs Market needs

Related to Related to flow of goods to Related to all the activities which

customers. facilitates flow of goods to

customers.

Duration Short-term Long-term

Objective To instigate shoppers in such a To identify the needs of customers

way that they turn out as and create products to satisfy those

buyers. needs.

Scope Selling of the product. Advertisement, Sales,

Research,

Customer satisfaction, After sales

services etc.

28
Strategy used Push Strategy Pull Strategy

Rule Caveat Emptor Caveat Vendor

Technique Price promotion, Discounts and Customer relationship through

Special offers. integration of organization with the

needs of customers.

Process Involves exchange of goods for Entails identifying and satisfying

adequate consideration. customer's needs.

29
 Company Profile

GURU EDUCATION INDIA PVT. LTD.

GURU EDUCATION INDIA PRIVATE LIMITED (CIN No: U74900PN2015PTC154989)

Company Information

GURU EDUCATION INDIA PRIVATE LIMITED is a Private Company, Which CIN Number is
U74900PN2015PTC154989, was incorporated 8 Year(s) 5 Month(s) 19 Day(s) ago on dated
13-May-2015. GURU EDUCATION INDIA PRIVATE LIMITED is classified as
Nongovernment company and is registered at Registrar of Companies located in ROC-PUNE.
As regarding the financial status on the time of registration of GURU EDUCATION INDIA
PRIVATE LIMITED Company its authorized share capital is Rs. 100000 and its paid-up
capital is Rs. 100000. As Per Registration of Company, Its involves under in Business Activity
Class / Subclass Code 74900, Main Activity of the said Company GURU EDUCATION INDIA
PRIVATE LIMITED is, Business activities n. e. c., It Comes Under Division OTHER
BUSINESS ACTIVITIES and this come under section REAL ESTATE, RENTING AND
BUSINESS ACTIVITIES.

Guru Education India P.v.t. Ltd is a company committed to pioneering the paradigm shift in
Indian education. Led by Mahendra Giri the visionary educationist, Guru in stills a lifelong
love for learning in its students. It rejects the idea that a uniform learning experience is good
enough for all children. Instead, at Guru global schools the focus is on customizing learning,
keeping in mind that each child is unique and learns differently. It imparts a holistic
education based on a pathbreaking model which has the following pivotal underpinnings:

LEARNER-CENTRIC

Today learning makes greater sense as a lifelong process and we realize the importance of
developing a 'quest for learning' in children. Guru global schools seeks to nurture this love for
learning and provide children with opportunities to experience the joy of learning.

RESEARCH-BASED CURRICULUM

The schools that we attended emphasised knowing the right answers to predictable questions.

Mr Mahendra Giri is The Chairman and Managing Director of Guru Education India Pvt Ltd Mr
Mahendra has. More than 12 years of experience in the education industry. He started this
entrepreneurial journey in March 2011 by establishing his first schools. And now caring and
nourishing more than1000 preschool and parents, teachers and students franchise partners and
students confirmed their enthusiastic belief and support he thanks to all his precious support
positive responses to our ventures like educational workshops, Preschool, curriculum, teachers
30
training program and online educational services encourage us to bring new offerings in future
too.

31
 PRODUCT INFORMATION

ABACUS

An abacus is a calculation tool used by sliding counters along rods or grooves, used to perform
mathematical functions. In addition to calculating the basic functions of addition, subtraction,
multiplication and division, the abacus can calculate roots up to the cubic degree.

Before the Hindu-Arabic number system was invented in India in the 6th or 7th century and
introduced to Europe in the 12th century, people counted with their fingers, and even their toes in
tropical cultures. Then, as even larger quantities (greater than ten fingers and toes could
represent) were counted, people picked up small, easy-to-carry items such as pebbles, sea
shells and twigs to add up sums.

However, merchants who traded goods needed a more comprehensive way to keep count of the
many goods they bought and sold. The abacus is one of many counting devices invented in
ancient times to help count large numbers, but it is believed that the abacus was first used by the
Babylonians as early as 2,400 B.C.1 The abacus was in use in Europe, China, and Russia,
centuries before the adoption of the written Hindu-Arabic numeral system. When the Hindu-
Arabic number system was widely accepted, abaci were adapted to use place-value counting, a
system in which the position of a digit in a number determines its value. In the standard system,
base ten, each place represents ten times the value of the place to its right. Since the first
abacus, the physical structure of abaci have changed, but the concept has survived almost five
millennia, and is still in use today.

32
 VEDIC MATHS

Vedic maths is a system of mathematics that was discovered by an Indian mathematician,

Jagadguru Shri Bharathi Krishna Tirthaji during A.D. 1911 and 1918. He printed his findings in a
Vedic Mathematics book – Tirthaji Maharaj. Vedic mathematics is also called mental mathematics
in the mathematical world.

Vedic Mathematics is the name given to a supposedly ancient system of calculation which
was "rediscovered" from the Vedas between 1911 and 1918 by Sri Bharati Krishna Tirthaji
Maharaj (1884-1960). According to Tirthaji, all of Vedic mathematics is based on sixteen Sutras,
or word-formulae. For example, "Vertically and Crosswise" is one of these Sutras. These formulae
are intended to describe the way the mind naturally works, and are therefore supposed to be a
great help in directing the student to the appropriate method of solution. None of these sutras has
ever been found in Vedic literature, nor are its methods consistent with known mathematical
knowledge from the Vedic era.
33
 Perhaps the most striking feature of the Tirthaji system is its coherence. The whole system
is interrelated and unified: the general multiplication method, for example, is easily reversed to
allow one-line divisions, and the simple squaring method can be reversed to give one-line square
roots. And, these are all easily understood. This unifying quality is very satisfying, it makes
arithmetic easy and enjoyable, and it encourages innovation.
Difficult arithmetic problems and huge sums can often be solved immediately by Tirthaji's
methods. These striking and beautiful methods are a part of a system of arithmetic which Tirthaji
claims to be far more methodical than the modern system. "Vedic" Mathematics is said to
manifest the coherent and unified structure of arithmetic, and its methods are complementary,
direct and easy.
The simplicity of the Tirathji system means that calculations can be carried out mentally,
though the methods can also be written down. There are many advantages in using a flexible,
mental system. Pupils can invent their own methods; they are not limited to one method. This
leads to more creative, interested and intelligent pupils.
Interest in the Tirathji's system is growing in education, where mathematics teachers are
looking for something better and finding the Vedic system is the answer. Research is being
carried out in many areas including the effects learning the Tirathji system has on children;
developing new, powerful but easy applications of these Sutras in arithmetic and algebra.
The effectiveness of the Tirathji system cannot be fully appreciated without practising the
system. One can then see why its enthusiasts claim that it is the most refined and efficient
calculating system known.
"Vedic Mathematics" refers to a technique of calculation based on a set of 16 Sutras, or
aphorisms, as algorithms and their upa-sutras or corollaries derived from these Sutras. Its
enthusiasts advance the claim that any mathematical problem can be solved mentally with these
sutras.

34
 PHONICS

What is phonics?
Scientific studies have repeatedly found that explicit systematic phonics instruction is the most effective
way to teach children how to read. Without it, some children will end up having serious reading difficulties.
But what is explicit systematic phonics? Let’s break this term down.

Phonics – teaching children the sounds made by individual letter or letter groups (for example, the letter
“c” makes a k sound), and teaching children how to merge separate sounds together to make it one word
(for example, blending the sounds k, a, t makes CAT). This type of phonics teaching is often referred to as
“synthetic phonics”.
Explicit – directly teaching children the specific associations between letters and sounds, rather than
expecting them to gain this knowledge indirectly.
Systematic – English has a complicated spelling system. It is important to teach letter sound mappings in a
systematic way, beginning with simple letter sound rules and then moving onto more complex associations.
The term “phonics” has been used quite loosely by several reading programs, with some straying from these
fundamental principles.

For example, some programs, such as Embedded Phonics, teach phonics by asking children to guess
unfamiliar words using cues, such as the meaning of a word gleaned from sentence context.

Other programs ask children to look at words (for example, pig, page, pen all start with the same sound)
and learn letter-sound rules by analysing or making comparisons between those words (analogy or
analytical phonics).
These programs are not as effective as those focusing on letter-sound knowledge taught in an explicit and
systematic fashion.

Recent National Assessment Program – Literacy and Numeracy (NAPLAN) results have shown no
improvement in reading and writing skills despite much government funding.
35
The Program for International Student Assessment (PISA) results demonstrated a steady decline in
children’s reading ability in Australia since 2000.

So will more effective phonics instruction really help to improve these results?

Of course, reading effectively (whether to learn or for pleasure) is not just about phonics or having a decent
store of single words.

Functional reading requires several other skills such as good vocabulary, the ability to extract inferences,
and synthesise and hold information in memory across several sentences. But if your single word reading is
not efficient, comprehension is going to be dramatically affected.

If we use building a house as an analogy, understanding text is the complete home; single word reading
ability is the structural frame of the house, and phonics is the foundation of that frame.

Effective phonics instruction is important because letter-sound knowledge is the foundation needed to build
up reading and writing abilities.

The phonics screening check will indicate whether children have gained the necessary skills. If not, schools
need to review current methods of teaching and implement methods that stick with evidence-based
principles of explicit, systematic phonics teaching.

HANDWRITING

What is handwriting? An ancient art or modern day tool? A universal skill or

something personal? Is it something to be taken for granted or a skill many
struggle to master?

36
Handwriting may be some or all of these things. For some it is purely an art
form, and the neatness and accuracy of the presentation is the main focus. For
others, it needs to be a functional tool that allows them to put ideas on to
paper, effortlessly and fast. Here, the look of the script is less important than
the fluency of the script. For all of us, there are times when we need
handwriting for one purpose and times for others.

Our handwriting is very personal, a part of our self-image and an expression of

our personality, just as the way we dress and present ourselves is. We all have
a view on how our handwriting appears to others and would sometimes like
that image to be different!

Handwriting is a means of expressing language, just like speech, and it also

leaves a lasting trace. Some call it ‘Language by Hand’. It is a physical way of
expressing thoughts and ideas and a means of communicating with others.

Mark-making is basic to humans. Symbolic representation for others to

interpret is uniquely human and it is known that people have engaged in
writing since cave paintings were first discovered. However, the production of
the symbols of any writing system is not something that comes naturally, like
walking or jumping. We cannot write unless we have been taught how to, a
fact that is sometimes ignored. The formations of the symbols within each
37
writing system have ideal movement patterns, and the spatial relationships
between symbols and the directional conventions on the page have to be
communicated between generations.

Handwriting is a very complex skill to master, one that involves linguistic,

cognitive, perceptual and motor components, all of which have to be
coordinated into an integrated fashion. Although we take it for granted, some
people, young and old, find handwriting very difficult to perform and feel they
need help to perfect the skill. Support from those with expertise and
experience is nearly always appreciated. To write is to be human.

38
 PRESCHOOL

What is preschool?
Preschool is one of the child care and education options available to parents of young
children before their child starts full-time ('big') school. In some states, preschool is called
kindergarten or 'kindy'.

Preschools usually have qualified early childhood teachers, who help children learn at their
own pace, with a focus on educating your child through play.

In Australia, every child is entitled to 600 hours of free or subsidised preschool per year
(around 15 hours a week).

Preschool education is designed for children between 3 and 5 years old. In Australia, most
children who go to preschool are 4 or 5 years old. Some preschools also have programs for 3
year olds.

Research has shown that 2 years of preschool helps children prepare for school, with better
literacy, emotional and social skills. Sending children to preschool early may be especially
39
important for children who need extra support. For example, if they come from a
disadvantaged background.

There are different types of preschool and kindergarten in different states. Some, known as
sessional preschools, teach children for a few hours a day. At others, children stay all day
and have lunch.

Some preschools are run by the local or state government, others by private companies,
independent schools or volunteer parents. Community or religious organisations may also
offer their own preschool programs.

At preschool, children learn by playing and trying out different activities. Teachers will direct
children's learning around what interests them. Children learn to solve problems,
communicate and socialise with others. They build their confidence and self-esteem, which
make it easier for them to learn when they go to school.

Some of the activities children do at preschool include:

 doing puzzles, playing with blocks

 painting and drawing
 listening to books, stories or poetry
 playing dress up, music, dance and drama
 climbing and playing on outdoor equipment
 running, swinging and jumping
 playing with clay, play dough, sand and water


40
 CHAPTER NO.2
LITERATURE REVIEW

41
The research team for this review gathered relevant materials for the review

(1) by conducting database searches using strategic search terms;

(2) by pursuing sources included in earlier reviews the research team and others had conducted; and

(3) by following up on leads of relevant work suggested by the project officers and members of the
Technical Work Group.

The database search aimed to identify evaluation articles relating to approaches to professional
development for early educators, with the heaviest emphasis on the topic of professional development
focusing on children’s language and literacy development during the preschool years. Articles that directly
evaluated strategies for professional development were preferred, but documentation of best practices and
evaluations for specific curricula or classroom activities that included educator preparation on use of the
curriculum as a key element of the intervention was also pursued.

5 Various combinations of the following key words were used in the course of literature searches:

professional development; training; preschool teachers; curriculum; literacy; language; early;

prekindergarten; preschool; day care; child care; preschool age group. The following databases were
searched for relevant articles:

(1) Child Care and Early Education Research Connections (CCERC);

(2) Educational Resources Information Center (ERIC);

(3) National Child Care Information Center (NCCIC);

(4) Psychology and Behavioral Sciences Collection;

(5) PsycInfo;

(6) Social Sciences Abstracts; and

(7) Sociological Collection.

Research was reviewed pertaining to all four target areas. However a body of work in involving evaluation
studies was found only for the targets involving improving children’s outcomes in specific developmental
domains, and improving the overall quality of children’s experiences in early childhood settings (the third
and fourth target areas noted above). We provide detailed appendix tables summarizing the evaluation
research in these two target areas to support the discussion of the research in these two areas in the text.
Brief summary tables are also included in the text identifying the studies profiled in the detailed appendix
tables. For the target area of improving children’s outcomes in specific developmental domains, there are
separate sets of appendix tables focusing on:

• early literacy,
42
• early mathematics, and

• child social behavior.

For the target area of improving the overall quality of children’s experiences in early childhood settings, we
provide separate sets of appendix tables focusing on:

• comprehensive curricula, and

• general approaches to professional development. The evaluation studies in the third and fourth target
areas that are summarized in table format as well as in the text of the review were subject to the following
inclusion criteria:

• Peer-reviewed Journals, Edited Volumes, or Government Report of Evaluation Studies—In order to be

summarized in both text and table, a study had to have gone through a rigorous review process, by being
published in either a peer-reviewed journal or in an edited volume, or reported on in a reviewed government
report.

• Rigor of Evaluation—Evaluations summarized in both text and table were rated as falling in one of five
different methodology levels, including experimental, quasiexperimental, pre-post with comparison group,
pre-post without comparison group, and descriptive.

Although relying strictly on experimental evaluations would have been preferable, the relative infrequency
of these evaluations forced reviewers to include all relevant evaluations, and to consider the rigor when
weighing and comparing results.

• Age Range—Evaluations of professional development programs involving children from birth through
kindergarten were included in the review. Most of the studies reviewed pertained to children in the 3–5 year
age range.

• Early Educator—For the purpose of the review, “early educator” included preschool teachers,
prekindergarten teachers, kindergarten teachers, and child care staff caring for children from birth through
kindergarten entry. Educators in both private and public settings were included. Workers in family child
care settings were not excluded from the review, although few evaluations focused on these environments. •
Professional Development—Evaluations included in the review had to include some form of professional
development as part of the treatment intervention. For example, they had to include credit-bearing classes,
training on a curriculum, inclass coaching, or other activities aimed to improve educators’ knowledge of
child development or practice in the classroom or home-based child care setting. • Assessment of
Effectiveness—Evaluations had to measure or evaluate changes in at least one of three key areas: early
educator knowledge; practice; and child outcomes. In addition to evaluations, summaries have also been
provided of discussions of best practices in which reviewers considered them to provide foundations for the
evaluations reviewed and to add insight into strategies for effective professional development. Statements
of best practice come from consensus development groups in which researchers and practitioners reach
agreement on standards for positive practice based on their review of research findings and knowledge of
practice issues. Examples include such efforts by the National Research Council as How people learn:
Bridging research and practice (Donovan, Bransford, and Pellegrino 1999), and Eager to learn: Educating
our preschoolers (National Research Council 2001) as well as the standards for professional development
43
developed by the National Association for the Education of Young Children (Hyson and Biggar 2006), As
noted by Strickland and Riley-Ayers (2006), state early learning guidelines also provide consensus
documents based on the work of researchers and practitioners regarding what young children should know
and be able to do in specific domains of development, including early language and literacy,

44
Guru Education India P.V.T. Ltd is a company committed to pioneering the paradigm shift in Indian
education. Led by Mahendra Giri the visionary educationist, Guru instills a lifelong love for learning in its
students. It rejects the idea that a uniform learning experience is good enough for all children. Instead, at
Guru global schools the focus is on customizing learning, keeping in mind that each child is unique and
learns differently.

Company Information

Legal Name GURU EDUCATION INDIA PRIVE

LIMITED
Incorporation 2015

Business Model FRANCHISEE OF COURSES AND

PRESCHOOL
Class Of Company Private

Proprietor Mr. Mahendra Giri.

Products Abacus, Phonics, Handwriting, Vedic Math,

Preschool

Area Of Operations India and out of India

Our Vision
Pioneering a global network of education franchises committed to excellence, innovation, and
accessibility. We aspire to create a transformative impact on education by empowering franchisees to
establish thriving learning centers that cater to the unique needs of their communities. Our vision is to
be a catalyst for positive change, ensuring quality education reaches every corner of the world through
a unified and dynamic network of franchise partners.

Our Mission
Facilitating widespread access to quality education through our franchise model. We are dedicated
to empowering passionate entrepreneurs to deliver exceptional learning experiences in their
communities. Our mission is to build a network of education franchises that adhere to high standards,
promote innovation, and cater to diverse educational needs, thus contributing to the global
advancement of knowledge and skills.
45
 Terminology

 Marketing

 Credit Limit

 Stock in Time

 Counter Sales

 Distribution

 Affordable

46
 CHAPTER NO. 3
OBJECTIVE, SCOPE AND NEED OF STUDY

47
 Objective of Study

The Guru Education India Private Limited is one of the leading companies in supply of

Franchisee in education system. We are also having clients not only in India but Out of India

as well

The objective behind the study is explained as follows:

 To know about market of Education Firm and franchisee details

 To understand the Parents point of view about education firm

 To gain knowledge about how marketing is done.

 Learnt about how wholesale business is done and how stock is maintained.

48
 Scope of Study

Internship at Guru education India private limited was my first experience in the marketing field.

And there is a huge market not only in India but all across the World.

 Knowledge about the franchisee Market

 How marketing is done

 Franchise Market how grow up now days.

 How to sell products

 Convincing the customers to buy the product.

49
 Need of Study

 Good industrial relations

 To know more about this industry

 To understand more about Education firm, counselling, Service providing

 Meeting with changing environment.

50
 CHAPTER NO. 4

CONTRIBUTION DURING SIP

51
 Contribution during SIP

1ST Week Understanding their products

2nd week Mocks and Training

3rd week Sales in Pune

4th Week Sales All over world

5th Week Marketing Awareness program

6th Week Marketing

7th Week Sales

8th Week Follow up Customers

52
CHAPTER NO.5

LIMITATIONS

53
 Limitations

 Slow in payment recoveries

 This business is season based.

 When there is no season the sales is being affected

 There is a huge market competition because of which sales is being affected.

 Competition Within the network

 Risk of reputation damage

54
CHAPTER NO.6

FINDINGS

55
 Findings

 Most of the customers are females and house wives

 There are many customers from out of India

 In this company there are Much and more good quality material will be providing.

 The working of the organization is not very much complex.

56
CHAPTER NO.7

SUGGESTIONS

57
 Suggestion

 Recovery is slow so they need to work on it.

 As the business is season based so they should try to bring some products similar

to it.

 So that their business growth is high every time.

 It is better to not overload the stock and bring it as per the requirement

58
CHAPTER NO. 8
CONCLIUSION

59
 CONCLUSIONS

 Their most of the work is done on credit basis.

 They don’t have much complex business model.

 The business is season based.

 There is a lot of competition regarding this product

The learnings from this organization is that I have learnt about marketing is done and how

customer response regarding the product. I have also learnt about how bills are made and I have

taken experienced of accounting work in the company and how to communicate with customers.

60
CHAPTER NO. 9
BIBILOGRAPHY

61
 BIBILOGRAPHY

https://www.indeed.com/hire/c/info/definition-of-sales

https://keydifferences.com/difference-between-sales-and-marketing.html

https://seller.indiamart.com/

https://www.indiamart.com/rathicompany-nagpur/our-products.html

https://www.britannica.com/topic/agriculture/Scientific-agriculture-the-20th-century

Books

Marketing Management --- Philip Kotler (Free Press)

Principles of Marketing Management--- Prof. Kavita Sharma , Swati Aggarwal

(Taxman)

62
THANK YOU !

63