Solution Manual For
Sales Management Analysis and Decision Making 11e By Thomas N. Ingram, Raymond W.
LaForge, Ramon A. Avila, Charles H. Schwepker Jr, Michael R. Williams
Chapter 1-10
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.
1
Routledge – Taylor & Francis Group
,* 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.
2
Routledge – Taylor & Francis Group
,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
People by Stephen Covey (1989) and then attempt to practice what they have learned. The
assignment is designed to have students examine the manner in which they live and
manage their daily lives and then develop a plan for improvement. The book’s principles
can be very helpful to students both professionally and personally.
The 7 Habits of Highly Effective People Learning Assignment
1. After reading The 7 Habits of Highly Effective People, you are to prepare a typed paper
(worth 50 points) that covers the following:
A. The first major part of the paper is a discussion of the 7 habits. The paper should
have a separate subheading for each of the 7 habits. Under each subheading you
should present one paragraph discussing what the habit means to you in your own
words. Then, you should provide another paragraph that discusses how practicing
this habit could help make you a better sales manager. Apply what you learned
regarding the habit to sales management activities and behaviors.
B. The second major part of the paper is a personal assessment and improvement
plan. You should assess yourself on each of the seven habits. For each habit, discuss
how you evaluate yourself (e.g., where you are strong and where you are weak)
concerning the habit. Then, present at least two things that you plan to do to improve
your performance on the habit.
2. The second part of this assignment is to implement your improvement plan. Your job
is to try to do the two things you selected to improve on each habit. You should keep
some type of record of this improvement. I will not see this record, but you must
submit two progress reports to me during the semester. Each progress report will
consist of a one-page memo reporting on your progress. Each progress report is
worth 10 points.
* Coaching exercises. Although coaching is discussed in Chapter 7 of the text, you may
want to review the projects below and plan ahead so that the exercise you chose can be
completed over several weeks during the semester.
Joseph Chapman, Stacey Schetzsle and Jessica Zeiss explain an experiential learning
exercise that allows students to receive and conduct one-on-one performance coaching in
their article ―Sales Management Students Coaching Sales Students: An Experiential
Learning Project Used to Teach Coaching Skills and Improve Sales Presentations,
Marketing Education Review, volume 31 (2), 2021, 70-75.
3
Routledge – Taylor & Francis Group
, David Good and Cathy Swift outline a highly interactive coaching role play in their article,
―A Coaching Exercise in the Sales Management Class,‖ in Marketing Education Review,
volume 6, number 3, Fall 1996. David and Cathy have used this exercise over the years
with great success.
Below is coaching exercise I have successfully used over the years. This works well if you
have a sales class that you are teaching or one whose students you can borrow. It provides
value to students in both the sales management and personal selling courses.
Assign each of your students to a team of two sales students who will be conducting a sales
role-play. Your student is assigned the task of evaluating two role plays conducted by this
pair of sales students (each sales student has an opportunity to sell and be evaluated). After
each sales role play, have the student video record him/herself providing feedback (e.g.,
what the student did well, what needs improvement, suggestions for how to improve) to the
student salesperson with the intent of helping this individual to improve his or her personal
selling skills. Students should submit their video and evaluation notes (taken during the
role plays) to the instructor on a designated date.
Sometimes it is difficult for all three students to get together. I have allowed sales students
to record their role play and provide it to their sales management student coach who
reviews it and then sets a time to meet with each sales student and record the coaching
session. Coaching sessions can be conducted live or virtually. I use this as a development
exercise so I make it worth enough points to encourage participation but am not overly
punitive when grading (unless of course the student deserves it!).
Sales Coaching Assignment
Read the section in our textbook on coaching in chapter 7.
Video record each sales presentation and subsequent coaching session (you will submit to me a
recording of each coaching session).* Make sure that the coaching portion of the video includes
both you and the student you are coaching on screen. I would like to see your face (not your
back) when coaching, so arrange to record accordingly. Also, coach each salesperson
individually after their presentation (i.e., do not coach more than one salesperson at a time).
Observe the salesperson and use the sales presentation evaluation guide in the ―course
documents‖ file on Blackboard to assess the presentation (you will submit this evaluation with
any notes you take along with your recording to me). Do not sit right next to the buyer and seller
as they conduct their role play – give them some space. Also, your task as a sales coach will be
much easier if you do not serve as the buyer.
I will be looking for and evaluating (see the evaluation form on the next page) the following in
your recorded coaching session with the salesperson:
1. After the sales role play, ask the salesperson to self–critique.
2. Provide positive reinforcement to the salesperson for things done well.
4
Routledge – Taylor & Francis Group
Sales Management Analysis and Decision Making 11e By Thomas N. Ingram, Raymond W.
LaForge, Ramon A. Avila, Charles H. Schwepker Jr, Michael R. Williams
Chapter 1-10
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.
1
Routledge – Taylor & Francis Group
,* 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.
2
Routledge – Taylor & Francis Group
,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
People by Stephen Covey (1989) and then attempt to practice what they have learned. The
assignment is designed to have students examine the manner in which they live and
manage their daily lives and then develop a plan for improvement. The book’s principles
can be very helpful to students both professionally and personally.
The 7 Habits of Highly Effective People Learning Assignment
1. After reading The 7 Habits of Highly Effective People, you are to prepare a typed paper
(worth 50 points) that covers the following:
A. The first major part of the paper is a discussion of the 7 habits. The paper should
have a separate subheading for each of the 7 habits. Under each subheading you
should present one paragraph discussing what the habit means to you in your own
words. Then, you should provide another paragraph that discusses how practicing
this habit could help make you a better sales manager. Apply what you learned
regarding the habit to sales management activities and behaviors.
B. The second major part of the paper is a personal assessment and improvement
plan. You should assess yourself on each of the seven habits. For each habit, discuss
how you evaluate yourself (e.g., where you are strong and where you are weak)
concerning the habit. Then, present at least two things that you plan to do to improve
your performance on the habit.
2. The second part of this assignment is to implement your improvement plan. Your job
is to try to do the two things you selected to improve on each habit. You should keep
some type of record of this improvement. I will not see this record, but you must
submit two progress reports to me during the semester. Each progress report will
consist of a one-page memo reporting on your progress. Each progress report is
worth 10 points.
* Coaching exercises. Although coaching is discussed in Chapter 7 of the text, you may
want to review the projects below and plan ahead so that the exercise you chose can be
completed over several weeks during the semester.
Joseph Chapman, Stacey Schetzsle and Jessica Zeiss explain an experiential learning
exercise that allows students to receive and conduct one-on-one performance coaching in
their article ―Sales Management Students Coaching Sales Students: An Experiential
Learning Project Used to Teach Coaching Skills and Improve Sales Presentations,
Marketing Education Review, volume 31 (2), 2021, 70-75.
3
Routledge – Taylor & Francis Group
, David Good and Cathy Swift outline a highly interactive coaching role play in their article,
―A Coaching Exercise in the Sales Management Class,‖ in Marketing Education Review,
volume 6, number 3, Fall 1996. David and Cathy have used this exercise over the years
with great success.
Below is coaching exercise I have successfully used over the years. This works well if you
have a sales class that you are teaching or one whose students you can borrow. It provides
value to students in both the sales management and personal selling courses.
Assign each of your students to a team of two sales students who will be conducting a sales
role-play. Your student is assigned the task of evaluating two role plays conducted by this
pair of sales students (each sales student has an opportunity to sell and be evaluated). After
each sales role play, have the student video record him/herself providing feedback (e.g.,
what the student did well, what needs improvement, suggestions for how to improve) to the
student salesperson with the intent of helping this individual to improve his or her personal
selling skills. Students should submit their video and evaluation notes (taken during the
role plays) to the instructor on a designated date.
Sometimes it is difficult for all three students to get together. I have allowed sales students
to record their role play and provide it to their sales management student coach who
reviews it and then sets a time to meet with each sales student and record the coaching
session. Coaching sessions can be conducted live or virtually. I use this as a development
exercise so I make it worth enough points to encourage participation but am not overly
punitive when grading (unless of course the student deserves it!).
Sales Coaching Assignment
Read the section in our textbook on coaching in chapter 7.
Video record each sales presentation and subsequent coaching session (you will submit to me a
recording of each coaching session).* Make sure that the coaching portion of the video includes
both you and the student you are coaching on screen. I would like to see your face (not your
back) when coaching, so arrange to record accordingly. Also, coach each salesperson
individually after their presentation (i.e., do not coach more than one salesperson at a time).
Observe the salesperson and use the sales presentation evaluation guide in the ―course
documents‖ file on Blackboard to assess the presentation (you will submit this evaluation with
any notes you take along with your recording to me). Do not sit right next to the buyer and seller
as they conduct their role play – give them some space. Also, your task as a sales coach will be
much easier if you do not serve as the buyer.
I will be looking for and evaluating (see the evaluation form on the next page) the following in
your recorded coaching session with the salesperson:
1. After the sales role play, ask the salesperson to self–critique.
2. Provide positive reinforcement to the salesperson for things done well.
4
Routledge – Taylor & Francis Group
