INSTRUCTOR’S MANUAL
SALES MANAGEMENT
ANALYSIS AND DECISION MAKING 11ED.
CHAPTER MATERIALS
1. Changing World of Sales Management
Part I: Describing the Personal Selling Function
2. Overview of Personal Selling
Part II: Defining the Strategic Role of the Sales Function
3. Organizational Strategies and the Sales Function
4. Sales Organization Structure, Salesforce Deployment, and Forecasting
Part III: Developing the Salesforce
5. Acquiring Sales Talent: Recruitment and Selection
6. Continual Development of the Salesforce: Sales Training
Part IV: Directing the Salesforce
7. Sales Leadership, Management, and Supervision
8. Motivation and Reward System Management
Part V: Determining Salesforce Effectiveness and Performance
9. Evaluating the Effectiveness of the Organization
10. Evaluating the Performance of Salespeople
, INTRODUCTION
The purpose of this section of the manual is to provide materials to assist in planning and
implementing interesting class sessions. Except for Chapter 1, materials for each chapter consist
of LEARNING OBJECTIVES, CHAPTER OUTLINE, CLASS SUGGESTIONS,
DEVELOPING SALES MANAGEMENT KNOWLEDGE, BUILDING SALES
MANAGEMENT SKILLS, and MAKING SALES MANAGEMENT DECISIONS sections.
The LEARNING OBJECTIVES section restates the learning objectives for each chapter so that
you do not have to refer to the text when planning class sessions. The CHAPTER OUTLINE
section presents an outline containing the major headings and subheadings in each chapter. This
is intended to make it easier for you to plan the structure and topic sequence for each class.
The CLASS SUGGESTIONS section refers to the opening vignette as a way to introduce the
chapter and includes a part entitled, Ideas for Student Involvement, which offers various types
of class exercises that might be used to increase the level of student participation in class
sessions.
The DEVELOPING SALES MANAGEMENT KNOWLEDGE and BUILDING SALES
MANAGEMENT SKILLS sections provide examples of answers to the 10 discussion questions
and the skill exercises at the end of each chapter.
Teaching notes for the chapter cases are included in the chapter materials under the heading
MAKING SALES MANAGEMENT DECISIONS. Each chapter case teaching note
summarizes the case, identifies key issues and provides insights to the discussion questions that
accompany the cases.
ROLE PLAY opportunities are included in the following sections: Ideas for Student
Involvement, Building Sales Management Skills and Making Sales Management Decisions. The
role-plays offer students an opportunity to “act out” rather than write out their solutions to
various concepts and situations. The following icon identifies the role play opportunities
. In some cases, students are asked to develop a role-play. In others, we provide the
situation, characters involved and the scenes to be role-played. Students can be divided into
teams to carry out the role-plays or you may want to assign certain students to roles and have
them perform in front of the class (you may even want to video record the role plays). If using
teams, you may want to have two or three of the teams take turns performing in front of the
class. In most of the role-play situations, upon completing the role-play, the class should be
asked to assess the characters’ actions in each role-play. In particular, what did the sales
manager do right or wrong and how could his/her actions be improved. Generally for the role-
plays that correspond with the end of chapter cases the case discussion questions and answers to
these serve as a guide for issues that should be addressed during the role-play. During the
discussion period, you may want to make sure that these are addressed. Keep in mind, role plays
are not designed to assess students’ acting ability so do not expect much from this standpoint!
, CHAPTER 1
CHANGING WORLD OF SALES MANAGEMENT
CHAPTER OUTLINE
I. CHALLENGES IN THE SALES ORGANIZATION ENVIRONMENT
II. SALES MANAGEMENT RESPONSES
A. Create Customer Value
B. Increase Sales Productivity
C. Improve Sales Leadership
III. BEST SALES ORGANIZATIONS
IV. EFFECTIVE SALES MANAGERS
V. SALES MANAGEMENT PROCESS
A. Describing the Personal Selling Function
B. Defining the Strategic Role of the Sales Function
C. Developing the Salesforce
E. Directing the Salesforce
F. Determining Salesforce Effectiveness and Performance
VI. CHAPTER FORMAT
VII. CONCLUDING STATEMENT
VIII. SALES EXECUTIVE PANEL
CLASS SUGGESTIONS
Since the purpose of this chapter is to introduce the rest of the book, there are no sections for
learning objectives, opening vignette, discussion questions, or application exercises. However,
Figure 1, found in the textbook and the PowerPoint presentation that accompanies the text,
outlines the sales management process and provides a good overview of what the course will
entail.
Ideas for Student Involvement
* Video This short video (1:05) overviews sales management: “What is Sales Management
– Pipedrive,” https://www.youtube.com/watch?v=5EYlJPHlrcs.
* Lead a class discussion by having students jot down on a sheet of paper the knowledge,
skills, and characteristics required of an effective sales manager. Although most
students have not had a sales manager, they are likely to have (or had) a manager at some
point so they can reflect on this experience to help them think about this topic.
, * A good way to begin the sales management course is to have one or more sales managers
as guest speakers for this class session. These sales managers should be asked to discuss
all of the different activities involved in their jobs. This is an effective way to supplement
the material covered in the chapter and provide students with an overview of sales
management.
The ideal situation would be to have several sales managers from different management
levels, different types of sales management positions, and/or different industries. However,
it may be more realistic to try to get one individual who has experience across management
levels, positions and/or industries. The basic objective is to illustrate the diversity of
activities performed by sales managers and to identify similarities and differences across
management levels, positions, and/or industries. If the manager(s) cannot make it to
campus you might consider a virtual presentation.
* If it is not possible to have a sales manager as a guest speaker, the same objectives can be
achieved by having students interview sales managers (via phone, email, in-person or
virtually). Students should be instructed to read the chapter and prepare several questions
prior to contacting the sales manager. You might provide some company or sales manager
names to ensure that different types of sales managers are interviewed. Students can then
present the results of their interviews during the class session.
* It might be more convenient to have a salesperson speak to the class. They could give
their perspective on what a sales manager does, what they like about their manager and
what they do not like. Such insight could be valuable to students, many of whom will be
entering the sales field upon graduating.
* Another option is to have students find an article that illustrates one or more of the sales
management concepts outlined in chapter one. Students could type a brief summary of
their article and explain how it relates to one of the sales management concepts in the
chapter. Students can then present their findings in class.
* Some students taking this class may have already had a class in management. Others are
perhaps at least familiar with management. Lead a class discussion that compares and
contrasts management with sales management. This may help students put the course
into perspective.
* Since most students will not obtain a sales management position immediately upon
graduating you may want to lead a discussion about how this course will help students and
why it can be valuable to them even though they likely will not go straight into sales
management. This may help students understand the value of taking the sales
management course.
Semester-Long Projects
* Developing self-management skills. This exercise should be assigned at the beginning of
the semester to allow students time to read the book The 7 Habits of Highly Effective
