Sales Management (9172.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|
|0.125||3||Faculty Of Business, Government & Law|
|Discipline||Study level||HECS Bands|
|School Of Management||Level 2 - Undergraduate Intermediate Unit|| Band 4 2021 (Commenced After 1 Jan 2021)
Band 4 2021 (Commenced After 1 Jan Social Work_Exclude 0905)
Band 5 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn completion of this unit students will be able to:
1. demonstrate an understanding of the role of the sales function in the marketing mix and the environmental forces to which it is subject;
2. examine the different motivations of consumer and organisational buyers;
3. evaluate the importance of relationship selling in different sales environments;
4. critically examine the advantages and disadvantages of key account management;
5. investigate and compare motivation techniques and establish appropriate sales targets and quotas for the sales force;
6. critically examine and compare various leadership styles and assess how to recruit, manage and recompense the sales force;
7. investigate and contrast the various forms of sales force organisation structures.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
Prerequisites9159 Marketing Principles
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Jobber, D & Lancaster, G (2012), Selling and Sales Management, 9th edn, Pearson, UK.
Recommended Readings and texts:
Ailawadi, K, Zhang, J, Krishna, A, & Kruger, M (2010), ‘When Wal-Mart Enters: How Incumbent Retailers React and How This Affects Their Sales Outcomes', Journal of Marketing Research (JMR), 47, 4, pp. 577-593.
Attia, A, Honeycutt Jr., E, & Leach, M (2005), ‘A Three-stage Model for Assessing and Improving Sales Force Training and Development', Journal of Personal Selling & Sales Management, 25, 3, pp. 253-268.
Bellizzi, JA & Bristol, T (2005), ‘Supervising the unethical selling behavior of top sales performers: assessing the impact of social desirability bias', Journal of Business Ethics, vol. 57, iss. 4, pp. 377-88.
Bonoma, TV (2006), ‘Major sales: who really does the buying', Harvard Business Review, vol. 84, no. 7-8, pp. 172-81.
Colletti, JA &Fiss, MS (2006), ‘The ultimately accountable job: leading today's sales organisation', Harvard Business Review, vol. 84, no. 728, pp. 124-31.
Coughlan, A, &Narasimhan, C (1992), ‘An empirical analysis of sales-force compensation plans', Journal of Business, 65, 1, p. 93
Coulson-Thomas, C (2005), ‘Using job support tools to increase workgroup performance', International Journal of Productivity and Performance Management, vol. 544, iss. 3, pp. 206-11.
Erevelles, S, Dutta, I, & Galantine, C (2004), ‘Sales Force Compensation Plans Incorporating Multidimensional Sales Effort and Salesperson Efficiency', Journal of Personal Selling & Sales Management, 24, 2, pp. 101-112.
Fang, E, Evans, KR & Landry, TD (2005), ‘Control systems' effect on attributional processes and sales outcomes: a cybernetic information-processing perspective', Academy of Marketing Science Journal, vol. 33, iss. 4, pp. 553-74.
Flaherty, KE & Pappas, JM (2002), ‘Using career stage theory to predict turnover intentions among salespeople', Journal of Marketing Theory and Practice, vol. 10, iss. 3, pp. 48-57.
Giamanco, B &Gregoire, K (2012), ‘Tweet Me, Friend Me, Make Me Buy' in Harvard Business Review, July-August 2012, pp. 88-93.
Gourville, J (2006), 'Eager sellers and stony buyers: understanding the psychology of new-product adoption', Harvard Business Review, vol. 84, no. 6, pp. 98-106.
Gurley, T Lin, S &Ballou, S (2005), 'Consumer decision process modeling: how leaders can better understand buyers' choices', Strategy & Leadership, vol. 33, no. 3, pp. 30-40.
Honeycutt Jr., E, Karande, K, Attia, A, & Maurer, S (2001), ‘An Utility Based Framework for Evaluating the Financial Impact of Sales Force Training Programs', Journal of Personal Selling & Sales Management, 21, 3, p. 229
Ingram, TN (2004), ‘Future themes in sales and sales management: complexity, collaboration, and accountability', Journal of Marketing Theory and Practice, vol. 12, iss. 4, pp. 18-28.
Johnston, MW & Marshall, GW (2011), Sales Force Management, 10thedn., McGraw-Hill Irwin, New York, USA
Kotler, P, Rackham, N &Krishnaswamy, S (2006), ‘Ending the war between sales and marketing', Harvard Business Review, vol. 84, no. 7-8, pp. 68-78.
Levitt, T (1967), ‘Communications and industrial selling', Journal of Marketing, vol. 31, pp. 15-21.
Licata, WJ &Kleiner, BH (2005), ‘Managing telemarketing departments effectively', Management Research News, vol. 28, iss. 11/12, pp. 14-9.
Lodish, LM (1975), 'Sales Territory Alignment to Maximize Profit', Journal of Marketing Research (JMR), 12, 1, pp. 30-36.
Maier, E (2005), Cases in business to business relationship selling, 4th edn, Pearson Education Australia, French's Forest, NSW.
Marshall, GW, Lassk, FG &Moncrief, WC (2004), ‘Salesperson job involvement: do demographic, job situational, and market variables matter?',The Journal of Business & Industrial Marketing, vol. 19, iss. 4/5, pp. 337-43.
Menguc, B & Barker, T (2005), ‘Re-examining field sales unit performance: insights from the resource-based view and dynamic capabilities perspective', European Journal of Marketing, vol. 39, iss. 7/8, pp. 885-909.
Pelham, A (2006), ‘Sales force involvement in product design: the influence on the relationships between consulting-oriented sales management programs and performance', Journal of Marketing Theory and Practice, vol. 14, iss. 1, pp. 37-55.
Piercy, NF, Cravens, DW, Lane, N &Vorhies, DW (2006), ‘Driving organizational citizenship behaviors and salesperson in-role behavior performance: the role of management control and perceived organizational support', Academy of Marketing Science Journal, vol. 34, iss. 2, pp. 244-62.
Pink, D.H. (20120 ‘A Radical Prescription for Sales' in Spotlight on Smarter Sales, Harvard Business Review, July – August 2012, pp. 76-77.
Rosemary, P, Ramsey, GW, Marshall, MWJ &Deeter-Schmelz, DR (2007), ‘Ethical ideologies and older consumer perceptions of unethical sales tactics', Journal of Business Ethics, vol. 70, iss. 2, pp. 191-207.
Schaefer, AD &Pettijohn, CE (2006), ‘The relevance of authenticity in personal selling: Is genuineness an asset or liability?,Journal of Marketing Theory and Practice, vol. 14, iss. 1, pp. 25-35.
Shankarmahesh, MN, Ford, JB &LaTour, MS (2004), ‘Determinants of satisfaction in sales negotiations with foreign buyers: perceptions of US export executives', International Marketing Review, vol.21, iss. 4/5, pp. 423-46.
Shoemaker, ME (2003), ‘Leadership behaviors in sales managers: a level analysis', Journal of Marketing Theory and Practice, vol. 11, iss. 2, pp. 17-29.
Spiro, R, Stanton, W & Rich, G (2008), Management of a sales force, 12th edn, McGraw-Hill, New York.
Steenburgh, T &Ahearne, M (2012) ‘Motivating Salespeople: What really works' in Harvard Business Review July-August 2012, pp. 71-75.
Taylor, TA (2006), ‘Sale timing in a supply chain: when to sell to the retailer', Manufacturing & Service Operations Management, vol. 8, iss. 1, pp. 23-42.
Trailer, B & Dickie, J (2006), ‘Understanding what your sales manager is up against', Harvard Business Review, vol. 84, no. 7-8, pp. 48-55.
Turley, D & Geiger, S (2006), ‘Exploring salesperson learning in the client relationship nexus', European Journal of Marketing, vol. 40, iss. 5/6, pp. 662-81.
Ustuner, T &Godes, D (2006), ‘Better sales networks', Harvard Business Review, vol. 84, no. 7-8, pp. 102-12.
Workman Jr, JP, Homburg C & Jensen, O (2003), ‘Intraorganizational determinants of key account management effectiveness', Academy of Marketing Science Journal, vol. 31, iss. 1, pp. 3-22.
Submission of assessment items
Special assessment requirements
The hurdle requirement within this unit is a compulsory aspect or component of the studies that must be complied with in order for you to be eligible to receive a pass grade. Hurdle requirements vary from course to course and are identified for the specific subject in the curriculum documentation. Hurdle requirements ensure that you are engaged with the full range of learning outcomes required for successful knowledge transfer during the course. The hurdle requirements for this subject of study are:
- You must achieve 45% for the final examination
- You must attempt all assessment items
- You must achieve an overall ‘Pass' grade in the unit (=50%+)
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
It is strongly recommended that students attend all lectures and tutorials. The course has been designed to build student's understanding of basic concepts taught in earlier subjects (e.g. Marketing Principles) and to extend that knowledge through a deeper awareness of the theory in the field of Sales Management, and significantly, through practical exercises in the tutorials related to lecture content.
Required IT skills
Part of the content and progressive evaluation on this course is offered through the Learning Management System - Moodle. Students will need to be able to operate basic functions within browser software (such as Firefox, Safari or Explorer) for example to download a file or operate a basic web form interface to communicate with others on the discussions forums. Students will also be required to operate word processing software. Microsoft Word is the application provided for students on the Chadstone Campus.
Work placement, internships or practicums