MKT3033E Sales Management and Neogitation Techniques Syllabus Summer Semester 2016

Transcription

1 MKT3033E Sales Management and Neogitation Techniques Syllabus Summer Semester GENERAL COURSE DETAILS Title: Sales Management and Neogitation Techniques (MKT3033E) Language: English ECTS-Credits: 3 Level: Bachelor Advanced level Participants: BREM6, BSWP6, BMMWP6, BMFKP6, BMKWE6, BIM4, BEL6, BIB6, BCR6, ISP31, BMA6, BPM6, BWR6, ISP Start of Course: March 18th. Time and Place: Friday, 3:30-5:15 p.m.; room W SWS: Workload: Requirements: 2 (45 minutes) tbd Participants should have completed all the foundation courses in Marketing and Strategic Management. In addition, a high proficiency in English is required (B2), this is not a language course. 2. DESCRIPTION OF COURSE: Sales Management consists of more, than just selling. Both, structured sales management as well as selling itself, are hardly taught subjects in higher education. Due to the fact, that the majority of all marketing-related jobs are to be found in business practice in the field of sales, this course aims to provide students with an overview of that discipline. The course will provide the students with a comprehensive understanding of the concepts and principles of Sales Management and its applications. Furthermore, students should get insight into Sales Management as career. The course will be held in English. Syllabus page 1

2 3. LEARNING OBJECTIVES After the course, you will be capable of... reproducing core concepts for B2B and B2C sales management, explaining the market behaviour by consumers, business organizations and competition, recognize, translate and apply the foundations of conceptual sales management as well as naming, rephrasing and employing the instrumental elements of sales management as being an integral part of an enhanced marketing mix and at least, differentiating their use by putting together strategic and instrumental sales management elements against the background of specific business cases in order to appraise and argue management decisions The following illustrates how the course in Sales Management supports the Learning Objectives of General Management Education. Goal Course Contributions to Goal Assessment 1 Responsible leadership in organizational contexts 2 Creative problem solving skills in a complex business environment Understanding the dependencies between a changing market environment and the related threats and opportunities for small and medium enterprises when it comes to design sales business. Developing solutions for customer issues, using on the one hand soft skills such as negotiation skills as well as hard skills such as structured approaches to understand complex business settings Discussions within class, Case Study, Written exam. Discussions within class, Practical exercise with external trainer, Written exam. 3 Research Skills 4 Management of Innovation 5 Management of the challenges of global sustainability and awareness for social and corporate responsibilities Adressing selected questions/problems relating to company/business ethics, e.g. company goals, social responsibility et cetera, linked to the field of sales management across cultures and borders. Discussions within class, Case Study, Written exam. 4. COURSE CONTENT and CLASS SCHEDULE The content of the lecture deals with major topics of sales management with a deeper focus on negotiation, being a central skill in the sales function: Development and role of selling in marketing Sales strategies Sales settings Sales responsibility and preparation Personal selling skills Negotiation Techniques Key Account Management/Relationship selling Direct Marketing Internet and IT applications in Selling and Sales Management Recruitment and selection/ Motivation and Training Organization and control Career in Sales Management Syllabus page 2

3 5. DIDACTICAL APROACH The didactical approach is a formal lecture, including both theory and examples, but it is based upon interactive support from the students. In order to achieve an ongoing dialogue students are invited to work within teams on case studies and to present them in class (see section 6). Due to the practical orientation of the subject, students meet sales experts, whom train negotiation skills and also answer questions to a career in sales management nowadays. The basis for successful sessions is: mutual respect, trust and fairness, which together with involvement, consistency and a willingness to perform and inevitably results is an interesting and stimulating atmosphere in which learning and personal growth can also be fun. A few fundamental rules should be remembered: Be present offline: No smart phones in class All relevant material is brought to the sessions, only the relevant material should be read in class no newspapers et cetera. Nr. Topic 1 Kick-off: Negotiation I Rainer Bartsch, Bartsch Training Case study to be handed in Dates Easter Holidays Sales as marketing discipline/ current market environment 4 External Organisation: Channels and Distribution Partners 5 Internal Organisation: Role and Position of Sales in SME/LSEs 6 Key Concepts: Customer Satisfaction/ Customer Relationship Management Mephisto Products Auckland Engineering Gardnov Ltd Sales Roles O Brien Company Fields of Action: Choice of Channel, Pricing, Trade Marketing, Logistics, Cross- Border-Sales, Web-Sales 9 Personal characteristics/ Career in Sales Management 10 Practice: Negotiation II Part One Norbert R. Weisshaar, newleafpartners 11 Practice: Negotiation II Part Two Norbert R. Weisshaar, newleafpartners Kettle Foods Focus Wickes NOTE: Saturday, 9: p.m NOTE: Saturday, 9: p.m. Syllabus page 3

4 6. CASE STUDIES/HOME STUDY In order to apply the lecture content, students will receive a hard copy of a case study in class. This case study is meant to deepen the theory, we discussed in class in a practical perspective. Students have to work on the cases at home. We use time in class to discuss your findings. So please be prepared. In total, we will work on 6 cases. The total sum will make up the equivalent to a written exam. For processing case studies, see section H). 7. DOCUMENTS FOR THE LECTURE The Syllabus, the lecture script and all the case studies are ready for download on the E- learning-platform under Please sign in with your name and your password, and go to lecture Sales and Distribution (Prof. Dr. Kai Alexander Saldsieder) SS 2016 where you will find all the material. 8. ASSESSMENT METHOD In the first week of class, teams of 5 people (not more!) will be formed which will remain together during the whole term. Ensure, that you have mixed nationalities! During the course of the class there will be various case studies, which will be discussed in at the beginning of the following lecture and then the solution will be presented by a volunteering team (or randomly selected team) to the whole class. Before the class starts, each group has to hand in a written case study analysis, based on the formal requirements, mentioned hereafter in section K). A minimum of 5 case study solutions is needed to qualify for the grading (out of the 6 exercises/cases being discussed). If more than 5 are handed in, the professor will select the best 5 ones. A combined grade will be formed by all the solutions handed in (one grade per group). The final mark of the lecture will comprise in an average sum of the case studies, which students handed in. 9. LITERATURE Key books: Jobber, D./Lancaster G.: Selling and sales management, International Edition, Pearson, latest edition. Additional literature: Kotler, P./Keller, K.L.: Marketing Management, Pearson. Coughlan, A./Anderson, E:/Stern, L./El-Ansary, A.: Marketing channels, Prentice Hall. Johnston, M./Marshall, G.: Churchill/Ford/Walker's Sales Force Management, Mcgraw-Hill College. Harvard Business School: Harvard Business Review on Strategic Sales Management, Harvard Business School Press, April Dalrymple, D./Cron, W./ DeCarlo, T.: Sales Management, Wiley. 10. SUGGESTED METHOD FOR ANALYSING CASE STUDIES Many of the suggestions that are now made were first made by Geoff Lancaster and Lester Massingham in their 2001 text Marketing Management (Third Edition) (McGraw-Hill) pages Some of these issues will not apply as it depends upon the nature of the problem that has been set in relation to the case study in question. In the main, the following structure is more appropriate to general strategic type analyses than it is to specific problem-solving analyses. 1. Reading and familiarisation that has already been mentioned. 2. Situational analysis that has already been mentioned. Syllabus page 4

5 3. Marketing audit, which means listing all those factors that might impact on the company from an external point of view under the headings: Political, Economic, Socio-cultural and Technological remembered through the acronym PEST. Sometimes this acronym is cited as SLEPT, of which the extra L stands for Legal. It has been further expanded to PESTLE, where the additional E stands for Environmental. More latterly, it has been expanded to STEEPLE, where yet one more E stands for Ecological. Clearly, the scenario within the case study will determine whether these extra headings are included. For a small case study, an analysis along the lines of PEST is adequate, but if, for instance, the case contains a lot of legal implications, then SLEPT might be better. From an internal point of view the audit should look at all internal factors including issues in different departments, the adequacy of manpower, the company s products or services and the company s marketing arrangements. 4. A SWOT analysis should then be attempted and this means a listing of internal company factors under the headings of Strengths and Weaknesses and external macroenvironmental factors under Opportunities and Threats. This information can be used for making plans and suggestions later in the case analysis. 5. Identifying and prioritising major problems and opportunities and selection of the key issues. This is the bringing together of information from the marketing audit and the SWOT, so the first part of the analysis has now commenced. 6. Specifying assumptions and identifying resource constraints is the point at which detailed suggestions can commence, so this is really the precursor to the suggested plan. 7. Generation and selection of alternative plans is then needed so that all possibilities are considered and indeed alternative plans can always be adopted as contingency plans if the main plan does not proceed as anticipated when it is put into action. 8. The plan itself should be in a formalised planning structure similar to some of those that have been suggested as planning structures in the text. Such structures should be adapted to suit the circumstances of the particular case under review. Writing up case study analyses Since the case studies presented in the course, are designed to test and develop managerial skills, it is naturally expected that any written analyses should be in a formalised report structure. The structure of any report relating to a particular case study will, of course, depend upon the nature of the issues contained in the case. However, the following general framework should provide a useful set of guidelines to candidates in how to prepare and structure a case study report. Here, you may prove your already acquired skills in scientific writing, while putting it into practice. Please consider the following: 1. Planning the report in draft format. This should be the first stage and this should consider the purpose of the report, what is to be included and what is to be presented. Sectionalising the report will be useful at this stage, which will include the headings and sub-headings that will finally appear in the finished report. 2. Terms of reference. This should preface the report that should include such matters as the following: to whom it is addressed (e.g. at the request of the sales director); areas to be covered in the report (e.g. promotional mix, sales strategies); the intended outcome of the report (e.g. to establish strategies or to make proposals); any constraints or assumptions (e.g. within a budget of X per cent of total sales revenue or that the same sales team will be in place for the duration of the proposal). 3. The proposal and recommendations. Here it should be emphasised that reports are not essays, but concise statements that are written in clear unequivocal language. Proposals and recommendations are of prime interest in a report, so these should be highlighted towards the end of the report. Some people reading the report will also want to know how these recommendations were formulated, so they should be based upon sound Syllabus page 5

6 reasoning that will be contained earlier in the report. If such reasoning deals with statistical analyses, then if these are lengthy, they should be contained in appendices, with a suitable note in the report drawing the reader s attention to the appropriate appendix. The important thing to remember is to keep complicated issues out of the body of the report, but as they have to be addressed as evidence, appendices are the most appropriate place for such detail. 4. Presentation. This is important in a report so each page should be well laid out. The use of white space, headings and sub-headings is crucial to create impact. It should be interesting and easy to understand and it should follow a logical sequence, leading the reader from one point to the next. There are no firm rules for structuring a report, and the important guidelines to note are those that have been mentioned in the last point. However, the following guideline is our suggestion for a good report format: Title page title of report, to whom it is addressed, the date, the author s names (please put all names on the report), university, etc. Terms of reference which should be entered as the first page in the report and as outlined in point 2 above. Contents list it is generally better to use a system of reporting as suggested below as it is more logical, but this is not to say that this is necessarily most appropriate for all circumstances. Note that at each sub-heading and sub-sub-heading there is an indentation, so text under this should be lined up appropriately on the left-hand side. It is possible to go further to, for example, , but it begins to get cumbersome, so at this juncture simple bullet points might be better. 1. Main heading 1.1 Sub-heading 1.2 Sub-heading Sub-sub-heading Sub-sub-heading 2. Main heading 2.1 Sub-heading 2.2 Sub-heading 2.3 Sub-heading Sub-sub-heading Sub-sub-heading Bullet point 1 Bullet point 2 Bullet point 3. etc. The contents list will simply reflect each of these main, sub- and sub-sub-headings together with their appropriate page number in the report. The main report as already indicated, but ending up with recommendations for action. Bibliography in Harvard style of notation. This is particularly appropriate if any references have been used directly when compiling the report. Feel free to add further information, that you acquire to do the report. Consider the quality of sources: Journals, monographies, URL with author. Please no wikis. Appendices again, as already indicated and these are useful in that by using appendices it does not interrupt the general flow of the argument. Summary the main findings and recommendations are sometimes included and this might go at the end, or more usually between the title page and the terms of reference. This summary (called Executive Summary ) often comes at the beginning of the report after the contents list, and as the term implies it is for the information of those executives who do not want to read and assimilate the detailed analyses and implications that the main body of the report has highlighted. Syllabus page 6

7 The total volume of the written report should not exeed 5 pages. 11. CONTACT DETAILS Prof. Dr. Kai Alexander Saldsieder Room: W kai.saldsieder@hs-pforzheim.de Colloquium: Wednesdays from p.m. 12. LECTURER Kai Alexander Saldsieder holds a Master degree in Business Administration from the Helmut-Schmidt-University/ University of the Federal Armed Forces of Hamburg, an Executive MBA from the Henley Business School/University of Reading in England and a Ph.D. in Marketing from the University of Hamburg, Germany. Since 2008, he is a professor of General Management and International Business at Pforzheim University. Before that, he served for 10 years in the German Army as an Officer (Captain) of the Armored Corps as well as in Public Relations and as a Military Journalist. Hereafter, he worked for almost another ten years as a Manager/Director in the field of Business Development and Trade Marketing at Procter & Gamble, Metro Goldwyn Mayer and Hasbro. At least, Professor Saldsieder accompanied the turnaround of a medium-sized corporation in the health care segment as Interims-CEO. Syllabus page 7