MKT 344 Professional Selling - Fall 2005 Page 6
PROFESSI0NAL SELLING - Fall 2005
COURSE:
MKT 344-001 Professional Selling Room: MCD 257
Sec. 01: TTH 10:30 a.m. – 12:00 p.m.
INSTRUCTOR:
Patricia Holman Phone: (406) 657-2035
Office: COB 207 Hours: TTH 2:00 p. m. – 3:30 p.m.
E-Mail: W 1:15 p.m. – 2:15 p.m.
or by appointment
COURSE MATERIAL
Required Text: Professional Selling: A Trust-Based Approach, 3rd Edition.
Ingram, LaForge, Avila, Schwepker, Williams. Thomson South-Western, 2006.
Internet Support: http://ingram-sales.swlearning.com
Interactive Study Center including practices quizzes, study aids, marketing news, marketing resources and career guidance.
Prerequisites: Admission to upper division standing and co-requisite MKT 340 Principles of Marketing, or consent of instructor.
INTRODUCTION:
The successful professional salesperson of today and the future is likely to be a better listener than a talker, is more oriented toward developing long-term relationships with customers than placing an emphasis on high-pressure, short-term sales techniques, and has the skills and patience to endure lengthy, complex sales processes (Ingram, et al). Are you prepared for the professional salesperson role in a global economy?
This marketing course includes the principles of personal selling for both industrial and retail sales persons covering topics of prospecting, approaching, presenting, closing and follow-up. The major emphases are understanding the customer’s needs and contributing to the success of the customer. The focus is building long-term relationships based on trust.
Professional selling is a required core business course for the management and marketing options in the business administration major. This course provides the background, concepts, and skills of the professional salesperson. Students are given many opportunities to practice the requisite skills as well as discuss related topics of diversity, globalization, quality, ethics, and social responsibility
The structure of the class is based on the premise that doing the activity is how the student learns selling skills. Students participate in the learning process through role-plays, both as a participant and as an observer providing critical feedback. The instructor’s role is to facilitate the learning process in an interactive class. Students are expected to come to class prepared to discuss assigned readings and to participate in activities. A semester project, case studies, exercises, and videos will be used to develop and reinforce basic concepts and skills. The course features a written project and a performance project both designed to provide continuity across modules.
MKT 344 Professional Selling - Fall 2005 Page 6
OBJECTIVES:
The primary objective is to develop the student’s knowledge and skills in professional selling. The associated course content objectives identify the topics students are expected to understand and apply. The performance objectives identify the skills students are expected to demonstrate. The mission mandated student competencies/skills address the expected outcomes relative to the mission of the College of Business.
Course Content Objectives
The course will present a basic body of knowledge. At semester’s end, the “A” student will have demonstrated an understanding of the concepts of professional selling and the following subjects:
Module
1 Understanding the field of professional selling including the history; contributions made by salespeople to society, employers, and customers; professional selling approaches, and an overview of the sales process.
2 Understanding, developing, and applying the concepts of trust, trust-based selling, and sales ethics.
3 The activities of buyers (individual and teams) common to each phase of the buying decision process and the corresponding roles and activities practiced by successful sales people in identifying the needs gap.
4 Building upon an understanding and mastery of collaborative, two-way relational sales communication through verbal (questioning, listening, responding), nonverbal application and meaningful interpretation, and written dimensions with emphasis on developing quality sales proposals.
5 Understanding the sales process of prospecting, gathering precall information.
6 Planning the presentation and approaching the customer including review of different sales presentation formats. Pre-call information and planning the initial sales call.
7 Establishing a productive buyer-seller dialogue through understanding how to communicate benefits including the use of sales aids. Emphasis is placed on the importance of questioning skills and discovering buyer needs.
8 Handling objections and earning commitment in a professional, ethical manner continuing to develop a trust-based relationship.
9 Building the relationship after the sale while maintaining open, two-way communication adding value through mutually rewarding opportunities.
10 Understanding the concepts and processes of self-leadership including an effective framework for developing and enhancing selling skills and abilities through setting goals, territory analysis, assessment of performance results and goal attainment individually and as a member of a selling team.
Performance Objectives
In addition, by the end of the semester, the “A” student will have demonstrated the following skills:
1. Acquisition: The student will have learned concepts, facts, methods, terms and theories as demonstrated in discussions, activities, and examinations.
2. Comprehension: The student will have demonstrated understanding of the facts, methods, terms, and theories through exercises, roles plays, examinations and creating a Sales Plan.
3. Application: The student will have applied his or her acquired knowledge to actual situations. The responses will be well organized, clearly communicated, and factually supported, demonstrating the skills of a professional salesperson.
4. Analysis: The student will be able to classify or disassemble information into its components, understand the relationship between components, and identify the principle(s) that organize structures or systems. Critical thinking will be demonstrated in the role-play observer role, final sales presentation, and the Sales Plan.
5. Synthesis: The student will be able to utilize accumulated knowledge—disassemble/reassemble—to develop new insights as demonstrated in role-plays, case analysis, and the Sales Plan.
6. Evaluation: The student will be able to create and effectively use comprehensive, logical processes of analysis; to identify options; to present arguments and counter arguments; to weigh options; to make recommendations; and to develop action plans as demonstrated in the final selling project and the Sales Plan.
COB Mission Mandated Student Competencies/Skills
MKT 344 Professional Selling will contribute to development of COB student competencies through placement of the following relative emphasis on each of the competencies:
(Scale - 10 [low emphasis] to 50 [high emphasis])
· Critical Thinking (50) – the professional selling student will develop and enhance his or her ability to evaluate models, analyze situations, and apply appropriate concepts and skills in discussing and demonstrating selling concepts.
· Oral and Written Communication (50) – – the professional selling student will improve oral communication skills through role-plays, case discussion, and the final sales presentation. The professional selling student will improve his or her writing competency through writing activities, preparing the Sales Plan, and essay exam questions.
· Utilization of technology for decision-making (20) – the professional selling student will improve his or her research skills through use of Internet resources to complete the Sales Plan. The student will use the appropriate technology in the final presentation of the Sales Plan and the selling activity.
· Quantitative Reasoning (10) – the professional selling student will improve his or her ability to use quantitative reasoning through determining appropriate product mixes including pricing and cost-benefit analysis in Sales Plan.
STUDENT PARTICIPATION:
Successful students come to every class and participate in the learning process. Experience indicates student success is based on keeping current through reading, completing all assignments when due, studying for exams, participating in class activities, and the willingness to overcome the fear of selling.
PERFORMANCE EVALUATION AND GRADING POLICIES
1. Examination: Examinations and Quizzes 30%
Exam #1 Modules 1 – 5 Wednesday, October 8
Exam #2 Modules 6 - 10 Wednesday, November 19
Two announced quizzes September 17, October 29
Unannounced quizzes - dependent upon the necessity to reward
class preparation and attendance
NO MAKE-UP ON QUIZZES
2. Exercises: Class Activities and Exercises 30%
3. Project: Strategic Sales Plan and Preparation Guide 20%
4. Sales Presentation Individual Sales Presentation (solicitation, outline, presentation), 20%
Written Assignments
All written assignments are evaluated on content and written communication skills. Word process all papers and staple multiple pages. Proofreading, writing in active voice, using correct sentence structure, and clearly communicating ideas are important business skills. Writing skills are developed with practice and responding to feedback. Students are expected to use the appropriate tools (spell check, etc.) to enhance their ability to communicate in writing. The writing lab, located in the building formerly known as the Computer Annex, is available to help students improve writing skills.
Grades
Your final grade in the course is determined on a standard academic scale and recorded as follows:
A - 90%+ B – 80% - 89%) C - 70% - 79%
D - 60% - 69% F - Less than 60%
GENERAL POLICIES:
¨ Cellular phones are off during the class period.
¨ Out of respect for others, students are asked not to eat during the class period. Drinking coffee, water, etc. during class is acceptable other than during role-plays.
¨ All students are expected to take all exams at the scheduled time. In rare instances, a unit exam may be re-scheduled to accommodate a special need. The circumstances must be documented. Assignments are due at the beginning of class on the scheduled dates.
¨ Incompletes in the course will follow the university policy as published in the general catalog:
Incomplete “I” Grade: An Incomplete is given only when a student has attended for at least three-fourths of the semester but has been prevented by circumstances beyond his/her control from completing all of the requirements of the course. A student must provide adequate evidence to the instructor as to the reason why he/she was unable to complete the requirements for the course. If a grade of “I” Incomplete has been given, the instructor shall advise the Office of Admissions and Records in writing what the student must do to remove the deficiency.
An Incomplete must be made up within one calendar year. An “I” grade is not included in the computation of the GPA. An Incomplete grade not made up in the prescribed length of time automatically becomes an “F” grade. Once the grade of Incomplete has been converted to an “F” grade, the course must be repeated in order for the grade to be changed.
¨ Academic and behavioral misconduct will be handled according to Student Affairs Policies and Procedures, Part IX B.1. (Student Handbook, page 81.)
A. Academic misconduct includes all acts of dishonesty in any academically related matter and any knowing or intentional help or attempt to help, or conspiracy to help, another student commit an act of academic dishonesty. Academic dishonesty includes, but is not limited to, each of the following acts when performed in any type of academic or academically-related matter, exercise, or activity.
1. Cheating- using or attempting to use unauthorized materials information, study aids, or computer-related information.
2. Plagiarism- representing the words, data, works, ideas, computer program or output, or anything not generated in an authorized fashion as one’s own.
3. Fabrication- presenting as genuine any invented or falsified citation or material.
4. Misrepresentation- falsifying, altering, or misstating the contents of documents or other materials related to academic matters, including schedules, prerequisites, and transcripts.
B. When academic dishonesty occurs or is alleged to have occurred, the instructor has the right and obligation to take appropriate action that may include a verbal or written reprimand or warning, a grade of “F” (failure) for the assignment or test involved or a grade of “F” for the course. The instructor is to refer the incident for possible institutional adjudication, as outlined in Part IX, B.4.
C. When misconduct of a behavioral nature occurs in the classroom, the instructor has the right and obligation to take appropriate action which may include a verbal or written reprimand or warning that the behavior may be in violation of the Code of Student Conduct Part IX, B.
¨ Students with disabilities, whether physical, learning, or psychological, who believe that they may need accommodations in this class, are encouraged to contact Disability Support Services as soon as possible to ensure that such accommodations are implemented in a timely fashion. Please meet with [DSS] staff to verify your eligibility for any classroom accommodations and for academic assistance related to your disability. Disability Support Services is located in the Academic Support Center. If you have any questions or concerns, please call DSS at 657-2283. In addition, students with documented disabilities, who need academic accommodations, should make an appointment with the instructor as soon as possible.
Please contact the instructor to discuss any other issues of concern. Appointments may be scheduled outside of regular office hours.
DATE / Module / Topic / Assignment DueSept 8 / Introduction / Class Overview / Assign buying experience
Sept 13 / Shop assigned businesses / Experiencing Personal Selling / Complete assigned review of experience
Sept 15 / Module 1 / Overview of Personal Selling / Discuss and apply concepts of personal selling as experienced
Sept 20 / Module 2 / Building Trust
Sept 22 / Module 2 & 3 / Sales Ethics
Sept 27 / Module 3 / Understanding Buyers / Quiz - Modules 2 and 3
Sept 29 / Business Show Case /
Attend Trade Show sponsored by Billings Chamber of Commerce
/ Holiday Inn Grand MontanaShow (required): 10:00 AM – 4:00 PM
After Hours (Optional):
5:00 PM – 7:00 PM Cost $5.00
Oct 4 / Module 4 / Communication Skills
Oct 6 / Module 4 / Non-verbal communication
Oct 11 / Module 10 / Self-Leadership and Teamwork Skills / Self Assessment on Leadership Style
Oct 13 / EXAM #1 / Exam #1 (Modules 1-4, 10)
Oct 18 / Review Exam / Discuss Sales Plan Project
Oct 20 / Module 5 / Prospecting and Preapproach / Review Exhibits 5.6 &, 6.4
Oct 25 / Module 5 / Prospecting and Preapproach / Sales Plan Client and Product Due
Oct 27 / No Class
Professional Travel / Replace by setting up and working Chamber Showcase
Nov 1 / Module 6 / Planning the Presentation
Nov 3 / Module 6 / Approaching the Customer
Nov 8 / Module 7 / Sales Presentation Delivery
Nov 10 / Module 8 / Addressing Concerns / Quiz - Modules 6 and 7
Nov 15 / Module 8 / Earning Commitment / Solicitation Due
Nov 17 / Module 9 / Expanding Customer Relationships
Nov 22 / EXAM #2 / Exam #2 (Modules 5 - 9)
Nov 24 / Holiday
Nov 29 / Prepare for Presentations / Selection of Product by Customer / Exam Review
Dec 1 / Sales Plan / Informal Presentation of Sales Plan / Sales Plan Due
Dec 6 / Final Presentations (7) / Peer Feedback
Dec 8 / Final Presentations (7) / Peer Feedback
Dec 13 / Final Presentations (7) / 2:00 – 3:50 p.m. / Peer Feedback / Course Evaluation