MKTG 311: Sales Management Master Syllabus
Course Instructor:
Office Number:
Office Hours:
Email:
Course Meeting Times:
Course Description
Sales Management familiarizes students with marketing- sales interfaces including sales force role and capabilities, personal selling strategies, organizational relationships, and responsibilities of sales managers, including training, motivating, and evaluating sales force.
Course Learning Goals
Goal 1: Students will be able to recognize the essential elements of personal selling
Goal 2: Students will be able to describe the interfaces between marketing and sales
Goal 3: Students will be able to describe how sales forces are organized, recruited and developed
Goal 4: Students will be able to describe how territories are developed, sales forces are organized, sized and compensated, and how sales forces are managed
Goal 5: Students will be able to use tools to analyze and evaluate sales performance
Goal 6: Students will be able to recognize the ethical challenges marketers face and develop a framework for making personal, ethical choices.
Concentration and Program Learning Goals
Students majoring in the Marketing concentration will master the following by graduation:
- Research Competency: Research competency using library databases, secondary and primary sources of market and company information, and marketing data analysis skills.
- Marketing Strategies: Ability to formulate effective marketing strategies derived from an understanding of customer behaviors and application of marketing tools and concepts.
- Writing & Formatting: Communication and information literacy skills in the writing and format of the plan that are consistent with the marketing discipline.
By the end of the BS Business program, students will master:
- The social, global, ethical, and legal contexts of business and will be able to reflect on the role of the individual in business.
- The ability to apply knowledge of professional skills necessary for success in business including effective business writing.
- Technical and analytic skills appropriate for success in business.
- The ability to apply knowledge of core business disciplines including accounting, finance, information systems, management, marketing, and operations management.
- How research in the business disciplines contributes to knowledge and how such research is conducted.
Course Website Address
Course Materials
The textbook for this course is Sales Force Management, 13th edition, by Mark Johnston and Greg Marshall, Routledge. The book ISBN number is 978-0-367- 68208-8. The ebook ISBN number is 978-1-003-13468-8. Other reading materials will be provided on Canvas.
Course Overview
The course presents sales management principles, concepts, strategies, and analytical tools used by sales force managers and marketers to incorporate personal selling into an overall marketing strategy. Sales forces often represent the single largest marketing expense, and sales and sales management represent the most common occupation in the U.S. Sales forces are generally the most immediate form of contact between a firm and its customers. The emphasis is on how to organize a sales force, direct sales force operations, plan operations and evaluate results.
Sales forces deal directly with the external environment of a business. As such, selling and marketing practices demonstrate a company’s behaviors and beliefs to customers, suppliers, shareholders and other stakeholders. It is critical that marketers act ethically and assume a leadership role in business ethics.
Class Structure
You are responsible for your learning. The quality of your learning will dramatically increase if you are prepared each week for class. You will be provided with Reading Assignments to help you focus on the main concepts in the textbook chapters. Reading the text is essential; you cannot rely on the presentation slides to develop an understanding of the material and prepare for the discussions, cases, examinations and the term assignments.
You will be tested on materials in the reading and discussions on Canvas.
Your learning will be evaluated in different ways:
Examinations. There will be one mid-term exam and one final exam. Exams will usually be multiple choice. The exams will cover the textbook materials and supplemental materials from the class.
Quizzes. There are also two quizzes. These quizzes consist of 20 multiple choice questions and are designed so that you can check your understanding of the key concepts discussed in the recent modules.
Term project. You will work within a group of fellow students to develop a sales management plan for a firm of your choice. More details are provided in the project description.
Your class participation will be evaluated largely on your discussions and comments on Canvas.
Class Assignment
This is a group assignment. You have been appointed sales management consultants to a company of your choice. Each group is required to submit a Sales Management plan for the company. The aim of this plan is to give sales management guidelines on how to run the sales function in this company. You will need to interview a sales manager in your chosen organization. The assignment consists of three parts. Part 1 consists of the first 4 sections of the plan and part 2 consists of the remainder of the plan. Part 3 is a PowerPoint presentation to be submitted with Part 2. Part 1 is due on 3/09 by 11.59 and parts 2 and 3 on 4/27 by 11.59. Please note that part 2 should have part 1 attached to it when it is posted on Canvas.
The total length of each section should be no longer than 2 pages. Part 1 should be no longer than 8 pages and Part 2 no longer than 10 pages. The complete assignment should be no longer than 18 pages (parts 1 and 2 combined). (Times Roman 12 pt 1.5 spacing).
The proposed outline of the Sales Management Plan is as follows:
- Background to the chosen company and any information on their sales force if available.
- The process of selling in the company and the role that sales people play.
- How the sales force should be organized
- CRM and information strategies to aid the sales force
- How the salesforce should be motivated.
- Criteria for recruiting and selecting sales people.
- Sales training.
- Compensation and incentive strategies
- Sales force evaluation methods
Note: It is expected that you interview a Sales Manager from your chosen company, either in person or on Zoom. The name of this Sales Manager and contact details need to be submitted at the end of the plan, before the reference list.
Class Participation on Discussion Board
Discussions on Canvas will be expected in 6 of the weeks. All students are expected to be prepared for discussions and to participate in them. The discussions will be graded each week and will be worth 15 points per week for a total of 90 points.
Guidelines for Participation in the Discussion Board
- How many posts/ replies
You should reply to the required number of questions by Thursday evening at 11.59 and reply to your classmates by Sundays at noon. Do not wait until the last minute to reply to your classmates or they won’t have a chance to reply to you! Try to spread out your answers between Thursdays and Sundays. Visit the discussion board and don’t leave your classmates hanging even if you have posted your two replies. You must start your own thread for your initial post and then reply to your classmates in their own threads.
- Style
Your posts should be composed of complete and grammatically accurate sentences (no abbreviations please). Avoid writing in all caps (all caps = yelling).
- Length
Initial posts (answers to prompts) should be between 100 and 300 words in total. Try to only answer the questions set, and your answer should show that you understand the relevant concepts from the readings. Answers to your classmates' posts may be shorter as long as they meet the requirements.
- Frequency
Postings must be evenly distributed during the discussion period (not concentrated all on one day or at the beginning and/or end of the period).
- Content
“I agree” is not enough: Avoid postings that are limited to 'I agree' or 'great idea', etc. “I agree” type of answers crowd the discussion board and make it harder for everybody to navigate the discussion.
If you agree (or disagree) with a posting then say why you agree/disagree by supporting your statement with concepts from the readings or by bringing in a related example or experience. Make each post count! Again, ask yourself whether your post brings value to the discussion.
Quote your sources: Take advantage of the asynchronous nature of the discussion forum to look up any source you quote and make sure to cite these sources by mentioning the last name of the author, the publication, and the year. APA style is preferred.
Stick to the point: Address the questions as much as possible (Don't let the discussion stray.).
Connect to prior knowledge: Bring in related prior knowledge (work experience, prior coursework, readings, etc.)
Respond rather than add-on: You will not get credit for any posts such as, “I agree with x” or “Great job Y”. You’re expected to provide real contributions. Build on others’ responses to create threads.
- Tone & Etiquette
Although it is perfectly fine, even recommended, to challenge your classmates’ posts and defend your opinions, you’re expected to do so in a respectful and polite manner. Always use proper etiquette (proper language, typing, etc.)
- Grading
Forum contributions are scored on a 0-15 scale as follows:
| Criteria | Needs Work | Adequate | Exemplary |
|---|---|---|---|
|
Critical Analysis (Understanding of Readings and Outside References) |
Discussion postings show little or no evidence that the theory/concepts/ processes in the readings were completed or understood. Postings are largely personal opinions or feelings, or "I agree" or "Great idea," without supporting statements with concepts from the readings, outside resources, relevant research, or specific real-life application | Discussion postings repeat and summarize basic, correct information, but do not link to the textbook or other readings, relevant research or specific real-life application and do not consider alternative perspectives or connections between ideas. Sources are not cited | Discussion postings display an excellent understanding of the required theory/concepts/processes and underlying concepts including correct use of terminology. Postings integrate an outside resource, or relevant research, or specific real- life application (work experience, prior coursework, etc.) to support important points. Well-edited quotes are cited appropriately. No more than 10% of the posting is a direct quotation |
| Participation in the Learning Community | Discussion postings do not contribute to ongoing conversations or respond to peers' postings. There is no evidence of replies to questions. | Discussion postings sometimes contribute to ongoing conversations as evidenced by — affirming statements or references to relevant the textbook or, — asking related questions or, — making an oppositional statement supported by any personal experience or related research |
Discussion postings actively stimulate and sustain further discussion by building on peers' responses including — building a focused argument around a specific issue or — asking a new related question or — making an oppositional statement supported by personal experience or related theory. |
| Etiquette in Dialogue with Peers | Written interactions on the discussion board show disrespect for the viewpoints of others | Some of the written interactions on the discussion board show respect and interest in the viewpoints of others. | Written interactions on the discussion board show respect and sensitivity to peers' gender, cultural and linguistic background, sexual orientation, political and/or religious beliefs as they are shared or become evident. |
| Quality of Writing and Proofreading | Written responses contain numerous grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication. | Written responses include some minor grammatical, spelling or punctuation errors that distract the reader. | Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication. |
| Score | 5 | 12 | 15 |
8. Feedback
I will provide continuous general feedback to your posts when necessary throughout the week. Feedback may also be provided in Zoom sessions as per the schedule in the syllabus. The guest access feature will be turned off and the course room will be locked for online security.
Cases
Each group has to submit the 6 mini-cases as per the schedule. Discuss these cases in the group and then answer the questions set for each case. The group leader will post the answers on Canvas on behalf of the group by due date.
Quizzes
There will be 2 quizzes throughout the semester. They will consist of multiple-choice questions. Each quiz will be worth 50 points.
Grades
You may earn up to 1,000 points during the course of the class. Your grade will be determined by the total points you earn. Exams and assignments are not given letter grades.
Excellent demonstrations of understanding, application, integration, clear understanding and critical thinking will distinguish efforts that receive the highest points in assignments. Concise, insightful responses and comments are preferred over rambling, unfocused responses.
Points may be earned as follows:
| Mid-term exam | 200 | |
| Final exam | 200 | |
| Exams total | 400 | |
| Quizzes- 2 quizzes at 50 points each | 100 | |
| Sales Management Plan assignment | ||
| (Preliminary report 100 and complete report 100) | 200 | |
| Sales Management presentation (Powerpoint slides). | 30 | |
| Term assignment | 230 | |
| Class participation on Blackboard (6 weeks at 15 points per week). | 90 | |
| Cases (6 at 30 points each). | 180 | |
| Total | 1000 |
Please note the dates and times for both the mid-term and the final exam. You must take the exam at the assigned time.
If an examination is missed due to a provable or documented absence, you must make up the exam within one week. Unless you have made prior arrangements with me, a missed exam will result in a penalty of 10 percent of the total for the examination.
| Points | Letter Grade | Grade Points |
|---|---|---|
| 930 – 1,000 points | A | 4.0 |
| 900 – 929 points | A- | 3.7 |
| 870 – 899 points | B+ | 3.3 |
| 870 – 899 points | B | 3.0 |
| 800 – 829 points | B- | 2.7 |
| 770 – 799 points | C+ | 2.3 |
| 730 – 769 points | C | 2.0 |
| 600 – 729 points | D | 1.0 |
| Below 600 points | F | 0.0 |
Please note that the University considers a B to be a good grade. The Costello College of Business considers a B to be a good grade. I consider a B to be a good grade. An A is a grade that is not earned automatically.
Final grades are not negotiated. You will have opportunities to earn points throughout the semester, and in a variety of ways. There is no rounding, and there is no curve.
Written Materials
All work is due on the due date and time. Late work will not be accepted unless specific, prior arrangements have been made with the instructor. If accepted late, late work will receive a lower grade. All work must be completed by the final examination.
You will receive a specific assignment on the course-long project. You will be required to do some research on sales management and personal selling. You should be able to complete a great deal of this using the electronic databases available at the University Libraries.
In scoring your written materials, I look for internal validity (that the recommendations are based on appropriate principles and are consistent) and external validity (the recommendations are reasonable given the environment in which the organization functions). Additionally, organization, understanding, originality, breadth, depth of coverage and clarity of expression are important evaluation criteria.
The written sales management plan should be neatly typed, legible and free of errors in grammar and spelling. Documents should be formatted as follows:
1.5-spacing, Times New Roman font, 12-point font, with one-inch margins. Pages after the first page must have a header showing the course title, assignment title and page number. To cite and reference professional or academic sources, please use APA style. Specific instructions for in-text citations and referencing are found in the Publication Manual of the American Psychological Association, 7th Edition. To help manage the citations and seamlessly create reference lists, George Mason supports free software called Zotero.
Deliverables should have a title page showing a title for the report, course name and number, date due and the student’s name/s. Part of the evaluation of each written assignment will be the quality of the writing, with specific emphasis on solid business prose.
The assignment must be posted in Canvas by due date in the schedule.
Special Note on Electronic Communications
Students must use their George Mason email accounts to receive important University information, including messages related to this class. See Mason Email webpage for more information.
For all class activities, you must use your George Mason email address/account. This includes Canvas. The use of a different address may result in loss of all points for that portion of the class. Please be sure to identify the matter of the email in the subject line. And, please be aware that rules of grammar and spelling apply to emails; they are not text messages.
Class Schedule
| Weeks | Lessons | Assignments | Due Dates |
|---|---|---|---|
| Lesson 1 |
Introduction to personal selling and sales Management Learning objectives: Discuss key trends affecting sales organizations and sales managers today. Present a general overview of the sales management process. Identify and explain the key external and internal environmental factors that influence the development of marketing strategies and sales programs. |
Review and Process the Lesson 1 Learning Materials. Participate in the Lesson 1 Discussion - Introduce Yourself Participate in the Lesson 1 Discussion - Sales Representatives Each team choose your company for the Sales Management Plan and email it to the instructor by the end of this week |
Due date: 1/26 Due date: 1/26 Due date: initial post: 1/23 Due date: reply to other posts by 1/26 Due date: 1/26 |
| Lesson 2 |
The Process of Buying and Selling Learning objectives: Explain the best practices in selling that lead to exceeding customer expectations. Explain the historical basis for stereotypical views of selling in society. Point out a variety of reasons why sales jobs can be highly satisfying. Explain key success factors for salesperson performance. Discuss the various types of selling jobs. Explain the role of various participants in an organizational buying center. Describe the relationship between buying centers and selling centers and the nature of team selling. Outline the stages in organizational buyer decision-making. Point out the nature of different organizational buying situations. |
Review and Process the Lesson 2 Learning Materials Participate in the Lesson 2 Discussion - Key Success Factors for Relationship Selling |
Due date: 2/02 Due date: initial post: 1/30 Due date: reply to other posts by 2/02 |
| Lesson 3 |
Linking Strategies and the Sales Role in the Era of CRM and Data Analytics Learning objectives: Explain the importance of a market orientation and how a market orientation is fostered within a firm. Identify the key steps in developing and implementing strategies. Describe the role of personal selling in marketing strategy. Outline the stages in developing strategic partnership relationships between organizations. Discuss the actions salespeople can take to ensure successful long-term buyer- seller relationships. |
Review and Process the Lesson 3 Learning Materials Complete the Lesson 2 Assignment - Read the case TransSprech, A.G. in chapter 3 of the textbook. Meet with your group to discuss the case and answer the group questions described in this lesson. |
Due date: 2/09 Due date: 2/09 |
| Lesson 4 |
Organizing the Sales Effort Learning objectives: Explain the different horizontal organizational structures of a sales force. Outline the major issues in key account and team selling. Identify important issues in starting a new sales force from the ground up. |
Complete Quiz 1 (Chapters 1 through 4) Participate in the Lesson 4 Discussion - Inside Sales Forces |
Quiz 1 will open on 2/14 at 8. am and close on 2/15 at 11.59 Due date: initial post: 2/13 Due date: reply to other posts by 2/16 |
| Lesson 5 |
The Strategic role of Information in Sales Management Learning objectives: Identify the various methods by which sales managers develop sales forecasts. Outline the process of setting a sales quota. Explain the various types of quotas used in sales management. Discuss key approaches to determining sales force size. Describe the sales territory design process. Discuss the importance of sales analysis for managerial decision- making. |
Review and Process the Lesson 5 Learning Materials Participate in the Lesson 5 Discussion - Estimating Market Potential |
Due date: 2/23 Due date: initial post: 2/20 Due date: reply to other posts by 2/23. |
| Lesson 6 |
Salesperson performance: Behavior, Role Perceptions and Satisfaction Learning objectives: Identify the various components that make up the model. Discuss the role perception process. Discuss how role conflict, role ambiguity, and role accuracy influence a salesperson’s role perceptions. |
Review and Process the Lesson 6 Learning Materials Complete the Lesson 6 Assignment - Minicase: Vaughn Manufacturing Company |
Due date: 3/02 Due date: 3/02 |
| Lesson 7 |
Salesperson Performance: Motivating the Salesforce Learning objectives: Discuss the effect of personal characteristics on salesperson motivation Explain the effect of environmental factors on motivation. Explain the effect of factors inside the company on motivation. |
Review and Process the Lesson 7 Learning Materials Participate in the Lesson 7 Discussion – Motivating the Sales Force Complete and submit the Sales Management Plan Part 1 |
Due date: 3/09 Due date: 3/09 Due date: reply to other posts by 3/09 Sales Management Plan Part 1 due date: 3/09 |
| No Class this week (Spring Break) | |||
| Lesson 8 |
Mid-term Exam This exam addresses the learning objectives from modules 1 through 7. Please review those learning objectives |
Study for the exam Complete the midterm exam |
Exam will open on 3/21 at 8 am and is due by 11.59 on 3/22 |
| Lesson 9 |
Personal Characteristics and Sales Aptitude: Criteria for Selecting Salespeople. Learning objectives: Define the characteristics of successful salespeople. Explain the role of sales aptitude in sales performance. Construct the different success characteristics for different sales positions. |
Review and Process the Lesson 9 Learning Materials Participate in the Lesson 9 Discussion - The similarity theory Complete the Lesson 9 Assignment – Mini Case: J.P. Reynolds Investments |
Due date: 3/30 Due date: initial post: 3/27 Due date: reply to other posts by 3/30 Minicase due date: 3/30 |
| Lesson 10 |
Salesforce Recruitment and Selection Learning objectives: Explain who is responsible for the recruitment and selection process. Construct a job analysis and how selection criteria are determined. Define the sources for new sales recruits. Explain the selection procedures. |
Review and Process the Lesson 10 Learning Materials Complete the Lesson 10 Assignment – Mini case Digital Age Games |
Due date: 4/06 Mini case due date: 4/06 |
| Lesson 11 |
Sales Training Learning objectives: List the objectives of sales training. Name the topics covered in a sales training program. State the various methods for conducting sales training. |
Review and Process the Lesson 11 Learning Materials Review chapters 8-10 and complete Quiz 2 |
Due date: 4/13 Quiz 2 will open on 4/11 at 8am and close on 4/12 at 11.59. |
| Lesson 12 |
Salesperson Compensation and Incentives Learning objectives: Explain how and why a bonus component to compensation might be used as an incentive. Recognize the effective use of sales contests, as well as the potential pitfalls of their use. Identify key non-financial rewards, and how and why they might be important. Recognize key issues surrounding expense accounts in relationship selling. Explain how to make decisions on the mix and level of compensation. |
Review and Process the Lesson 12 Learning Materials Complete the Lesson 12 minicase- Francesco’s Bike World |
Due date: 4/20 Minicase due: 4/20 |
| Lesson 13 |
Cost Analysis Learning objectives: (ROAM) and be able to calculate ROAM. Apply financial cost analysis to sales management situations in order to make decisions. Explain how such methods would be implemented. Explain the importance of return on assets managed. |
Review and Process the Lesson 13 Learning Materials Complete the Assignment –Sales Management Plan Complete a 10- minute presentation on PowerPoint about the Sales Management Plan |
Sales Management Plan Due date: 4/27 Due date: 4/27
|
| Lesson 14 |
Evaluating Salespersons Performance Learning objectives: Construct objective measures of salesperson performance, both output and input. Explain ratio analysis as an objective approach to salesperson performance measurement. Discuss key issues related to subjective measurement of salesperson performance and the forms that might be used to administer such an evaluation. Explain how a sales manager can make the performance review process more productive and valuable for the salesperson. |
Review and Process the Lesson 14 Learning Materials Complete the Lesson 14 Assignment – Minicase - West Midlands Restaurant Appliances |
Due date: 5/04 Minicase due date: 5/04 |
|
Lesson 15 Final Exam This exam addresses the learning objectives from modules 8 through 14. Please review those learning objectives. |
Study for the exam Complete the final exam |
Final exam opens on May 07 at 8 am and closes on the same day at 11.59 |
To print: Right-click and choose “Print,” then follow your browser’s print settings.
To download: Right-click and choose “Print,” then select “Save as PDF.”