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3822 Sales Management 230 作业代写
Unit Outline
3822 Sales Management 230
Trimester 2A, 2013Unit study package number: 3822
Mode of study: Internal
Tuition pattern summary: Lecture: 1 x 1.5 Hours Weekly
Tutorial: 1 x 1.5 Hours Weekly
This unit contains a fieldwork component. Find out more at the fieldwork education website: ( fieldworkeducation.curtin.edu.au )
Credit Value: 25.0
Pre-requisite units: 10850 (v.0) Marketing 100 or any previous version
Co-requisite units: Nil
Anti-requisite units: Nil
Result type: Grade/Mark
Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit f ees.curtin.edu.au/incidental_fees.cfm for details.Unit coordinator:
Teaching Staff:
Administrative contact:
Learning Management System:
Name: Brian Handley
Phone: +618 9266 4389
Email: Brian.Handley@cbs.curtin.edu.au
Building: 408
Room: 2005C
Name: Elizabeth MartellaPhone: +61 8 9266 1250
Email: liz.martella@curtin.edu.au
Building: 408
Room: 2013
Blackboard (lms.curtin.edu.au)
Acknowledgement of Country
We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.Syllabus
Detailed investigation of the sales management process. It balances the practical and academic while providing a foundation for understanding the sales management function or building a marketing career. Issues covered include the sales process, recruiting, compensation, training and sales force design.Introduction
Delivery of this unit consists of a weekly lecture and tutorial. Students will work both independently and within a group setting. In addition to the lecture students will visit a sales organisation of their choice, be involved in role plays, group discussions, case studies, class exercises and presentations.
Unit Learning Outcomes|
On successful completion of this unit students can: |
Graduate Attributes addressed | |
| 1 | Develop an understanding of the role of the sales management process in today’s business environment and in doing so understand the practical issues associated with managing a sales force | |
| 2 | Be able to define the strategic role of the sales function and therefore be able to identify sales management problems and their impact upon profitability | |
| 3 | Determine the relationship between personal selling and organizational strategies at the corporate, business, marketing and sales levels and therefore be in a position to be able to analyse problems using critical and creative thinking | |
| 4 | Demonstrate good communication in sales management | |
| 5 | Apply concepts of value creation in a buyer-seller relationship and be able to suggest innovative solutions | |
Curtin's Graduate Attributes
 |
Apply discipline knowledge |
 |
Thinking skills (use analytical skills to solve problems) |
 |
Information skills (confidence to investigate new ideas) |
 |
Communication skills |
 |
Technology skills |
 |
Learning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems) |
 |
International perspective (value the perspectives of others) |
 |
Cultural understanding (value the perspectives of others) |
 |
Professional Skills (work independently and as a team) (plan own work) |
| Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au | |||||
Learning Activities
Lectures will follow the format outlined in the unit outline supported by first hand experience from a long time business professional. Learning will be engaging for the student and will consist of quality interaction experiences (role plays, site visits, interactive cd and personal experiences).Learning ResourcesEssential texts
The required textbook(s) for this unit are:
Hair, J. F, Anderson, R. A, Mehta, R, and Babin, B. J. (2009). Sales Management Building Customer relationships and Partnerships. Houghton Mifflin.Other resources
Recommended Texts
You do not have to purchase the following textbooks but you may like to refer to them.
Cron. W. L. Decarlo, T. E. (2009) 10th edition Dalrymple’s Sales Management John Wiley and Sons,Inc. Futrell, C. M. (2009). ABC’s of Relationship Selling, 10th edition. New York: McGraw-Hill.
Jobber, D. and Lancaster, G. (2009) Selling and sales management. 8th ed. Prentice Hall.
Johnston, M. W and G. W. Marshall (2009) Churchill/Ford/Walker’s Sales Force Management 9th ed McGraw-Hill Irwin
Spiro, R. L; Rich G. A and Stanton W. J. (2008) Management of a Sales Force 12th ed McGraw-Hill Irwin
Tanner, J. F: Honeycutt, E. D and Erffmeyer R. C. (2009) Sales Management Shaping Future Sales Leaders. Pearson
Prentice Hall.
The Journal of Personal Selling and Sales Management
Journal of MarketingMarketing DecisionsJournal of Services MarketingJournal of the Academy of Marketing Science
Journal of Consumer Research Journal of Business Forecasting Journal of Applied Psychology Journal of Applied Social Psychology Journal of Marketing Research Journal of Management
Journal of Marketing Theory and PracticeAssessment
Assessment schedule
|
Task |
Value % |
Date Due |
Unit Learning Outcome(s) Assessed | |
|
1 |
Individual assignment | 35 percent |
Week: Week 4 Day: Submitted in your tutorial Time: Submitted in your tutorial |
1,2 |
|
2 |
Group assignment and presentation | 35 percent |
Week: Week 8-11 Day: Submitted in your tutorial Time: Submitted in your tutorial |
2,3,4 |
|
3 |
Final Examination | 30 percent |
Week: Week 12 Day: Submitted in your tutorial Time: Submitted in your tutorial |
3,4,5 |
1. Individual Assignment- theory emphasis (35%)
You are required to write a well- referenced assignment on the following topic;
It has been said that sales ethics is an oxymoron. Do you agree? Discuss this statement.
References
Peer reviewed journal references are required.
You must ensure that throughout your assignment you make clear references to the literature (i.e., cite the authors/date) using the Chicago referencing style.
The assignment (maximum 1500 words excluding references and appendices) must be typed (using double space and 12 font size). Please note that late submissions will be penalised.
A hard copy should be submitted to your local lecturer by session 4
2. Group Presentation (30%) and feedback to presenting group (5%)Group Presentation (30%)
Topics will be allocated to groups during the first week of tutorials from the eight topics listed below. Your group
will be required to investigate an organization of your choice, and review how they handle the topic your group has been allocated (e.g. if the topic you have been allocated is sales force training and development, you choose a company, arrange an appointment with someone from their sales management team, and discuss how that company handles the topic for their sales force).
You are then required (on the allocated date for that topic) to give a presentation to your class based upon your interview findings. This presentation should include some evaluation of the way that the organization applies the concepts relevant to the topic (e.g. if your topic is sales force training then demonstrate & discuss some training tools the organization uses or “should use”).
Please note that all students in a presenting group are required to participate in the presentation, and that your tutor reserves the right to award individual presentation marks to students for this component.
You are required to hand in a hard copy of the presentation to your tutor.
A business card of the person you interviewed must be attached to your hard copy. The following topics 1-8 will be assigned to groups at the first tutorial:
1. What are the key steps in the sales process according to the sales manager in your selected company?
2. Using your example company, discuss how sales managers encourage salespeople to pursue potential new customers.
3. Using your example company, discuss how sales managers encourage salespeople to build relationships with customers.
4. Using your example company, discuss how value is created in buyer seller relationships?
5. Is personal selling still required once a company has established online ordering capability for customers to access?
6. Is negotiation the same as selling and how is negotiation used by salespeople in your example company?
7. According to the sales manager in your selected company, what makes a great salesperson?
8. In your selected company, how does the sales manager seek to positively influence ethics and how important is it?
Feedback to Presenting Group (5%)
Each group presentation will be assessed by all other groups in the class at the time of the presentation (penalties apply if a group does not assess all of the other presenting groups). Each assessing group will use a marking template to determine an overall mark for the group, AND generate qualitative feedback on the strongest and weakest aspects of the presentation. This will be completed using the marking template (you will find this on blackboard) and handing it to the tutor at the end of each presentation. These assessments will be used by the tutor to give additional feedback to the presenting group and the marks may impact on the tutors mark for the presentation by plus or minus 5% from the tutor’s assessment.
The tutor will then ask for feedback to the presenters on the best and worst aspects of the presentation. Feedback to the presenting group and contribution to this feedback discussion will gain you marks from this assessment category. To achieve full marks in this assessment category, your group needs to contribute the feedback discussion, not just complete the assessment sheets.
3. Final Examination (30%)
Structure of the Exam: Take home, short essay exam.
Questions will be either essay questions, short case study questions or a combination of both. The exam will cover all topics covered in the unit. The exam is constructed to evaluate the student’s comprehension of all theory covered in the course, in terms of their ability to use this in an integrated, effective manner to provide sales management solutions in real world situations.
Fair assessment through moderation
Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm
Late assessment policyThis ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.
1. All assessments which students are required to submit will have a due date and time specified on the Unit Outline.
2. Accepting late submission of assignments or other work will be determined by the unit coordinator or Head of
School and will be specified on the Unit Outline.
3. If late submission of assignments or other work is not accepted, students will receive a penalty of 100% after the due date and time ie a zero mark for the late assessment.
4. If late submission of assignments or other work is accepted, students will be penalised by ten percent per calendar day for a late assessment submission (eg a mark equivalent to 10% of the total allocated for the assessment will
be deducted from the marked value for every day that the assessment is late). This means that an assignment worth 20 will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and marked as 12/20, the student would receive 6/20. An assessment more than seven calendar days overdue will not be marked. Work submitted after this time (due date plus seven days) may result in a Fail - Incomplete
(F-IN) grade being awarded for the unit.
Assessment extension
A student must apply for an assessment extension on the Assessment Extension Form, as prescribed by the Academic Registrar. The form is available on the Forms page at http://students.curtin.edu.au/administration. The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners’ meeting.
Additional assessment information
Pass requirements
1. Receive an overall grade of 5 or above and a mark greater than or equal to 50, AND
2. Submit all assessments activities
Referencing style
The referencing style for this unit is Chicago.
More information can be found on this style from the Library web site: library.curtin.edu.au.
Plagiarism
Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Plagiarism is a serious offence. For more information refer to academicintegrity.curtin.edu.au.
Plagiarism monitoring
Work submitted may be subjected to a plagiarism detection process, which may include the use of systems such as
'Turnitin'. For further information, see academicintegrity.curtin.edu.au/students/turnitin.cfm.Additional information
Enrolment:
It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.
Supplementary/Deferred exams:
Supplementary and deferred examinations will be held at a date to be advised. Notification to students will be made after the Board of Examiners meeting via the Official Communications Channel (OCC) in OASIS. It is the student's responsibility to check their OASIS account on a weekly basis for official Curtin correspondence. If your results show that you have been awarded a supplementary or deferred exam you should immediately check your OASIS email for details.Student Rights and ResponsibilitiesIt is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:
the Student Charterthe University's Guiding Ethical Principlesthe University's policy and statements on plagiarism and academic integrity copyright principles and responsibilitiesthe University's policies on appropriate use of software and computer facilitiesInformation on all these things is available through the University's "Student Rights and Responsibilities website at:
students.curtin.edu.au/rights.Disability
Students with a disability or medical condition (e.g. mental health condition, chronic illness, physical or sensory disability, learning disability) are encouraged to seek advice from Disability Services www.disability.curtin.edu.au. A Disability Advisor will work with you and liaise with staff to identify strategies to assist you to meet unit (including fieldwork education) and course requirements, where possible. It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances.Recent unit changes
We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system (see evaluate.curtin.edu.au/info/). Recent changes to this unit include:
No changes this semesterSee evaluate.curtin.edu.au to find out when you can eVALUate this unit.
Program calendar
Program calendar
| Week |
Lecture/ Seminar |
Pre-readings | Tutorial/Other |
Assessment Due |
| Orientation | ||||
| 1. |
Introduction to Sales Management and its evolving roles |
Chapter 1 |
Discusses sales management as a career choice, the evolution of professional selling and why many people have a negative view of sales. Case Study: Centroid Computer Corporation |
|
| 2. | Managing Ethics in a Sales Environment | Chapter 2 |
Where do sales managers stand regarding ethics? Do ethics get in the way of sales? Case Study: Billings Pharmaceuticals |
| 3. | Customer Relationship Management and Building Partnerships. | Chapter 3 |
Here we look at the importance of customer retention, loyalty, customer life time value and sales force automation Case Study: TC’s Bookings |
||
| 4. |
The Selling Process |
Chapter 4 | The sales process as a series of interrelated steps is discussed |
Individual Assignment due |
|
| 5. | Sales Force Planning and Organising | Chapter 6 |
Discussion centres on how a sales force may be specialized. Case Study: Wild Willie “Juiced” Drinks |
||
| 6. |
Time and Territory Management |
Chapter 7 |
Here we look at the importance of time and self management. Case Study: Manufacturer’s Insurance Group |
||
| 7. |
Recruiting and Selecting the Sales Force |
Chapter 8 |
Here the critical role of recruitment and selection in both building and maintaining a productive sales force is discussed Class Exercise: Review of sales ads. Case Study: Vector Marketing Corporation: |
||
| 8. |
Training the Sales Force |
Chapter 9 |
The importance of training as an ongoing process that continues beyond the initial training period is discussed. Case Study: Midwest Auto Parts, Inc: |
Pres: Topic 1 and 2 | |
| 9. |
Sales force Leadership |
Chapter 10 |
Here we take a look at the five bases of power that effect leadership. Case Study: School Suppliers, Inc: |
Pres: Topic 3 and 4 | |
| 10. |
Sales Force Motivation |
Chapter 11 |
The key components of motivation are discussed in a sales management context. Case Study: Schindler Pharmaceuticals: |
Pres: Topic 5 and 6 | |
| 11. |
Sales Force Compensation |
Chapter 12 |
Here we look at the advantages and disadvantages of different compensation plans. Case Study: Syntel, Inc: |
Pres: Topic 7 and 8 Exam issued |
|
| 12. | Communication styles and Body Language. | Communication is a key role for salespeople and managers. | Exam due |
Unit Outline
3822 Sales Management 230
Trimester 2A, 2013Unit study package number: 3822
Mode of study: Internal
Tuition pattern summary: Lecture: 1 x 1.5 Hours Weekly
Tutorial: 1 x 1.5 Hours Weekly
This unit contains a fieldwork component. Find out more at the fieldwork education website: ( fieldworkeducation.curtin.edu.au )
Credit Value: 25.0
Pre-requisite units: 10850 (v.0) Marketing 100 or any previous version
Co-requisite units: Nil
Anti-requisite units: Nil
Result type: Grade/Mark
Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit f ees.curtin.edu.au/incidental_fees.cfm for details.Unit coordinator:
Teaching Staff:
Administrative contact:
Learning Management System:
Name: Brian Handley
Phone: +618 9266 4389
Email: Brian.Handley@cbs.curtin.edu.au
Building: 408
Room: 2005C
Name: Elizabeth MartellaPhone: +61 8 9266 1250
Email: liz.martella@curtin.edu.au
Building: 408
Room: 2013
Blackboard (lms.curtin.edu.au)
Acknowledgement of CountryWe respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.Syllabus
Detailed investigation of the sales management process. It balances the practical and academic while providing a foundation for understanding the sales management function or building a marketing career. Issues covered include the sales process, recruiting, compensation, training and sales force design.Introduction
Delivery of this unit consists of a weekly lecture and tutorial. Students will work both independently and within a group setting. In addition to the lecture students will visit a sales organisation of their choice, be involved in role plays, group discussions, case studies, class exercises and presentations.Unit Learning Outcomes|
On successful completion of this unit students can: |
Graduate Attributes addressed | |
| 1 | Develop an understanding of the role of the sales management process in today’s business environment and in doing so understand the practical issues associated with managing a sales force | |
| 2 | Be able to define the strategic role of the sales function and therefore be able to identify sales management problems and their impact upon profitability | |
| 3 | Determine the relationship between personal selling and organizational strategies at the corporate, business, marketing and sales levels and therefore be in a position to be able to analyse problems using critical and creative thinking | |
| 4 | Demonstrate good communication in sales management | |
| 5 | Apply concepts of value creation in a buyer-seller relationship and be able to suggest innovative solutions | |
Curtin's Graduate Attributes|
|
Apply discipline knowledge |
|
Thinking skills (use analytical skills to solve problems) |
|
Information skills (confidence to investigate new ideas) |
|
|
Communication skills |
|
Technology skills |
|
Learning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems) |
|
|
International perspective (value the perspectives of others) |
|
Cultural understanding (value the perspectives of others) |
|
Professional Skills (work independently and as a team) (plan own work) |
| Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au | |||||
Learning Activities
Lectures will follow the format outlined in the unit outline supported by first hand experience from a long time business professional. Learning will be engaging for the student and will consist of quality interaction experiences (role plays, site visits, interactive cd and personal experiences).Learning ResourcesEssential texts
The required textbook(s) for this unit are:
Hair, J. F, Anderson, R. A, Mehta, R, and Babin, B. J. (2009). Sales Management Building Customer relationships and Partnerships. Houghton Mifflin.Other resources
Recommended Texts
You do not have to purchase the following textbooks but you may like to refer to them.
Cron. W. L. Decarlo, T. E. (2009) 10th edition Dalrymple’s Sales Management John Wiley and Sons,Inc. Futrell, C. M. (2009). ABC’s of Relationship Selling, 10th edition. New York: McGraw-Hill.
Jobber, D. and Lancaster, G. (2009) Selling and sales management. 8th ed. Prentice Hall.
Johnston, M. W and G. W. Marshall (2009) Churchill/Ford/Walker’s Sales Force Management 9th ed McGraw-Hill Irwin
Spiro, R. L; Rich G. A and Stanton W. J. (2008) Management of a Sales Force 12th ed McGraw-Hill Irwin
Tanner, J. F: Honeycutt, E. D and Erffmeyer R. C. (2009) Sales Management Shaping Future Sales Leaders. Pearson
Prentice Hall.
The Journal of Personal Selling and Sales ManagementJournal of MarketingMarketing DecisionsJournal of Services MarketingJournal of the Academy of Marketing ScienceJournal of Consumer Research Journal of Business Forecasting Journal of Applied Psychology Journal of Applied Social Psychology Journal of Marketing Research Journal of ManagementJournal of Marketing Theory and PracticeAssessment
Assessment schedule
|
Task |
Value % |
Date Due |
Unit Learning Outcome(s) Assessed | |
|
1 |
Individual assignment | 35 percent |
Week: Week 4 Day: Submitted in your tutorial Time: Submitted in your tutorial |
1,2 |
|
2 |
Group assignment and presentation | 35 percent |
Week: Week 8-11 Day: Submitted in your tutorial Time: Submitted in your tutorial |
2,3,4 |
|
3 |
Final Examination | 30 percent |
Week: Week 12 Day: Submitted in your tutorial Time: Submitted in your tutorial |
3,4,5 |
1. Individual Assignment- theory emphasis (35%)
You are required to write a well- referenced assignment on the following topic;
It has been said that sales ethics is an oxymoron. Do you agree? Discuss this statement.
References
Peer reviewed journal references are required.
You must ensure that throughout your assignment you make clear references to the literature (i.e., cite the authors/date) using the Chicago referencing style.
The assignment (maximum 1500 words excluding references and appendices) must be typed (using double space and 12 font size). Please note that late submissions will be penalised.
A hard copy should be submitted to your local lecturer by session 4
2. Group Presentation (30%) and feedback to presenting group (5%)Group Presentation (30%)
Topics will be allocated to groups during the first week of tutorials from the eight topics listed below. Your group
will be required to investigate an organization of your choice, and review how they handle the topic your group has been allocated (e.g. if the topic you have been allocated is sales force training and development, you choose a company, arrange an appointment with someone from their sales management team, and discuss how that company handles the topic for their sales force).
You are then required (on the allocated date for that topic) to give a presentation to your class based upon your interview findings. This presentation should include some evaluation of the way that the organization applies the concepts relevant to the topic (e.g. if your topic is sales force training then demonstrate & discuss some training tools the organization uses or “should use”).
Please note that all students in a presenting group are required to participate in the presentation, and that your tutor reserves the right to award individual presentation marks to students for this component.
You are required to hand in a hard copy of the presentation to your tutor.
A business card of the person you interviewed must be attached to your hard copy. The following topics 1-8 will be assigned to groups at the first tutorial:
1. What are the key steps in the sales process according to the sales manager in your selected company?
2. Using your example company, discuss how sales managers encourage salespeople to pursue potential new customers.
3. Using your example company, discuss how sales managers encourage salespeople to build relationships with customers.
4. Using your example company, discuss how value is created in buyer seller relationships?
5. Is personal selling still required once a company has established online ordering capability for customers to access?
6. Is negotiation the same as selling and how is negotiation used by salespeople in your example company?
7. According to the sales manager in your selected company, what makes a great salesperson?
8. In your selected company, how does the sales manager seek to positively influence ethics and how important is it?
Feedback to Presenting Group (5%)
Each group presentation will be assessed by all other groups in the class at the time of the presentation (penalties apply if a group does not assess all of the other presenting groups). Each assessing group will use a marking template to determine an overall mark for the group, AND generate qualitative feedback on the strongest and weakest aspects of the presentation. This will be completed using the marking template (you will find this on blackboard) and handing it to the tutor at the end of each presentation. These assessments will be used by the tutor to give additional feedback to the presenting group and the marks may impact on the tutors mark for the presentation by plus or minus 5% from the tutor’s assessment.
The tutor will then ask for feedback to the presenters on the best and worst aspects of the presentation. Feedback to the presenting group and contribution to this feedback discussion will gain you marks from this assessment category. To achieve full marks in this assessment category, your group needs to contribute the feedback discussion, not just complete the assessment sheets.
3. Final Examination (30%)
Structure of the Exam: Take home, short essay exam.
Questions will be either essay questions, short case study questions or a combination of both. The exam will cover all topics covered in the unit. The exam is constructed to evaluate the student’s comprehension of all theory covered in the course, in terms of their ability to use this in an integrated, effective manner to provide sales management solutions in real world situations.
Fair assessment through moderation
Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm
Late assessment policyThis ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.
1. All assessments which students are required to submit will have a due date and time specified on the Unit Outline.
2. Accepting late submission of assignments or other work will be determined by the unit coordinator or Head of
School and will be specified on the Unit Outline.
3. If late submission of assignments or other work is not accepted, students will receive a penalty of 100% after the due date and time ie a zero mark for the late assessment.
4. If late submission of assignments or other work is accepted, students will be penalised by ten percent per calendar day for a late assessment submission (eg a mark equivalent to 10% of the total allocated for the assessment will
be deducted from the marked value for every day that the assessment is late). This means that an assignment worth 20 will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and marked as 12/20, the student would receive 6/20. An assessment more than seven calendar days overdue will not be marked. Work submitted after this time (due date plus seven days) may result in a Fail - Incomplete
(F-IN) grade being awarded for the unit.
Assessment extension
A student must apply for an assessment extension on the Assessment Extension Form, as prescribed by the Academic Registrar. The form is available on the Forms page at http://students.curtin.edu.au/administration. The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners’ meeting.
3822 Sales Management 230 作业代写
Additional assessment information
Pass requirements
1. Receive an overall grade of 5 or above and a mark greater than or equal to 50, AND
2. Submit all assessments activities
Referencing style
The referencing style for this unit is Chicago.
More information can be found on this style from the Library web site: library.curtin.edu.au.
Plagiarism
Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Plagiarism is a serious offence. For more information refer to academicintegrity.curtin.edu.au.
Plagiarism monitoring
Work submitted may be subjected to a plagiarism detection process, which may include the use of systems such as
'Turnitin'. For further information, see academicintegrity.curtin.edu.au/students/turnitin.cfm.3822 Sales Management 230 作业代写
Additional information
Enrolment:
It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.
3822 Sales Management 230 作业代写
Supplementary/Deferred exams:
Supplementary and deferred examinations will be held at a date to be advised. Notification to students will be made after the Board of Examiners meeting via the Official Communications Channel (OCC) in OASIS. It is the student's responsibility to check their OASIS account on a weekly basis for official Curtin correspondence. If your results show that you have been awarded a supplementary or deferred exam you should immediately check your OASIS email for details.Student Rights and ResponsibilitiesIt is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:
the Student Charterthe University's Guiding Ethical Principlesthe University's policy and statements on plagiarism and academic integrity copyright principles and responsibilitiesthe University's policies on appropriate use of software and computer facilitiesInformation on all these things is available through the University's "Student Rights and Responsibilities website at:
students.curtin.edu.au/rights.Disability
Students with a disability or medical condition (e.g. mental health condition, chronic illness, physical or sensory disability, learning disability) are encouraged to seek advice from Disability Services www.disability.curtin.edu.au. A Disability Advisor will work with you and liaise with staff to identify strategies to assist you to meet unit (including fieldwork education) and course requirements, where possible. It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances.Recent unit changes
We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system (see evaluate.curtin.edu.au/info/). Recent changes to this unit include:
No changes this semesterSee evaluate.curtin.edu.au to find out when you can eVALUate this unit.
Program calendar
Program calendar
| Week |
Lecture/ Seminar |
Pre-readings | Tutorial/Other |
Assessment Due |
| Orientation | ||||
| 1. |
Introduction to Sales Management and its evolving roles |
Chapter 1 |
Discusses sales management as a career choice, the evolution of professional selling and why many people have a negative view of sales. Case Study: Centroid Computer Corporation |
|
| 2. | Managing Ethics in a Sales Environment | Chapter 2 |
Where do sales managers stand regarding ethics? Do ethics get in the way of sales? Case Study: Billings Pharmaceuticals |
| 3. | Customer Relationship Management and Building Partnerships. | Chapter 3 |
Here we look at the importance of customer retention, loyalty, customer life time value and sales force automation Case Study: TC’s Bookings |
||
| 4. |
The Selling Process |
Chapter 4 | The sales process as a series of interrelated steps is discussed |
Individual Assignment due |
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| 5. | Sales Force Planning and Organising | Chapter 6 |
Discussion centres on how a sales force may be specialized. Case Study: Wild Willie “Juiced” Drinks |
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| 6. |
Time and Territory Management |
Chapter 7 |
Here we look at the importance of time and self management. Case Study: Manufacturer’s Insurance Group |
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| 7. |
Recruiting and Selecting the Sales Force |
Chapter 8 |
Here the critical role of recruitment and selection in both building and maintaining a productive sales force is discussed Class Exercise: Review of sales ads. Case Study: Vector Marketing Corporation: |
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| 8. |
Training the Sales Force |
Chapter 9 |
The importance of training as an ongoing process that continues beyond the initial training period is discussed. Case Study: Midwest Auto Parts, Inc: |
Pres: Topic 1 and 2 | |
| 9. |
Sales force Leadership |
Chapter 10 |
Here we take a look at the five bases of power that effect leadership. Case Study: School Suppliers, Inc: |
Pres: Topic 3 and 4 | |
| 10. |
Sales Force Motivation |
Chapter 11 |
The key components of motivation are discussed in a sales management context. Case Study: Schindler Pharmaceuticals: |
Pres: Topic 5 and 6 | |
| 11. |
Sales Force Compensation |
Chapter 12 |
Here we look at the advantages and disadvantages of different compensation plans. Case Study: Syntel, Inc: |
Pres: Topic 7 and 8 Exam issued |
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| 12. | Communication styles and Body Language. | Communication is a key role for salespeople and managers. | Exam due |
