Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
Chapter 19 - Personal Selling and Sales Management M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
1
Instructor’s Manual: Implementation
Guide
This improved Instructor’s Manual (IM) contains more than just summaries of key concepts and features from the
sixth edition of M: Marketing that can be used as springboards for class discussion; it also provides best practices for
how to utilize the full product suite (from the textbook to SmartBook® to Connect®). In addition, this manual
includes a variety of supplemental teaching resources to enhance your ability to create an engaging learning
experience for your students. Regardless of whether you teach in face-to-face traditional classrooms, blended
(flipped) classrooms, online environments, or hybrid formats, you’ll find everything you need in this improved
resource.
The IM follows the order of the textbook outline for each chapter and is divided into sections for each learning
objective. To ease your class preparation time, we’ve included references to relevant PowerPoint slides that can be
shown during class. Note that you can adjust slides as needed to ensure your students stay actively engaged
throughout each session.
AVAILABLE INSTRUCTOR RESOURCES
Within the Instructor Resources Tab, located in the Connect® Library, you will find the following Instructor
Resources:
▪ Instructor’s Manual
▪ PowerPoint Presentations (Accessible)
▪ Test Bank
▪ Author Newsletter Blog
▪ Video Library
▪ Connect Content Matrix
Instructor’s Manual
This Instructor’s Manual is posted by chapter. Within each section of the IM you will find an assortment of feature
summaries, examples, exercises, and Connect® Integration assignments intended to enhance your students’ learning
and engagement.
Chapter 19 - Personal Selling and Sales Management M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
2
PowerPoint Presentations
A set of ADA-accessible PowerPoints is available with each chapter and covers:
▪ Chapter Learning Objectives
▪ Key examples
▪ Key exhibits
▪ Key concepts and frameworks
▪ Progress checks
▪ Glossary terms
Some slides include teaching notes to guide your discussion of the content that appears on each slide.
Test Bank
Test Bank questions are posted by chapter. You will find a variety of question types within the test bank such as
Matching, Ranking, Multiple Choice, Select-All-That-Apply, True/False, Short Answer, and Essay to test student
mastery across Bloom’s Taxonomy (i.e., Understand, Apply, and Analyze). Due to the evolving needs around
generating high-quality print test experiences, McGraw-Hill Education provides a free copy of the industry-leading
test generation software TestGen® to users (more details can be found within the Instructor Resources tab under
“Test Bank”). Furthermore, due to its limitations to function with the latest browsers and operating systems,
McGraw-Hill Education has discontinued EZ-Test Online. Some of the robust new features present in TestGen®,
include:
▪ Cross-platform software compatibility with Windows and Mac
▪ Multiple LMS export formats, including Blackboard, Moodle, Desire2Learn, and Sakai
▪ Highly customizable formatting and editing option
Video Library
The Video Library provides links to all the assignable videos in Connect®, as well as legacy videos that are no
longer available as assignments, but that remain available as an additional resource. These videos can be directly
streamed from within the library that is located in the Instructor’s Resource tab. Accompanying each video is a brief
video guide that summarizes the key concepts of the video.
Chapter 19 - Personal Selling and Sales Management M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
3
Connect Content Matrix
The Connect Content Matrix provides a brief overview of all the application exercises available in the course. It
lists the Learning Objectives, topic tags, Bloom’s levels, and difficulty levels associated with each exercise.
Connect®, McGraw-Hill’s online assignment and assessment system, offers a wealth of content for both students
and instructors. Assignable activities include the following:
USING SMARTBOOK® TO ENHANCE STUDENTS’
PERFORMANCE
The LearnSmart®-powered SmartBook® is assignable through Connect. One of the first fully adaptive and
individualized study tools designed for students, it creates for them a personalized learning experience, giving them
the opportunity to practice and challenge their understanding of core marketing concepts. The reporting tools within
SmartBook® show where students are struggling to understand specific concepts.
Typically, SmartBook® is assigned by module (chapter), and you can set which learning objectives to cover as well
as the number of probes the student will see for each assignment. You can also set the number of points a
SmartBook® module is worth in the course. Usually, applying a minimal number of points for completion of each
module is enough to encourage students to read the chapter. Many instructors assign these modules to be completed
before the class or online session.
SmartBook® provides several diagnostic tools for you to gauge which concepts your students struggle to understand.
Below is the set of adaptive assignment reports available in SmartBook®:
▪ Progress Overview: View student progress broken down by module
▪ Student Details: View student progress details plus completion level breakdown for each module
▪ Module Details: View information on how your class performed on each section of their assigned modules
▪ Practice Quiz: This gives you a quick overview of the quizzes results for your students
▪ Missed Questions
▪ Metacognitive Skills
The Module Details report shows you the results for the students in the class overall. These details reveal where in
the chapters students might be struggling. The module gives the chapter section, average time spent, average
questions per student correct/total, and the percentage of correctness (based in number of assigned items).
Information about the most challenging sections for students can help you refine the focus of the next face-to-face,
hybrid, or online session.
The Metacognitive Skills report captures students’ confidence in their competency of the materials. Below you will
find a recreation of the Metacognitive Skills report. In it, you can see that the second student is confident and mostly
Chapter 19 - Personal Selling and Sales Management M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
4
correct (see the 91% in the Correct and Aware column) while the first student “doesn’t know what she doesn’t
know” (see the 39% in the Incorrect and Unaware column).
STUDENT
CORRECT
and
AWARE
CORRECT and
UNAWARE
INCORRECT
and
AWARE
INCORRECT and
UNAWARE
Student 1
61%
0%
0%
39%
Student 2
91%
0%
3%
5%
Student 3
81%
0%
0%
19%
Student 4
83%
0%
0%
17%
Student 5
76%
0%
3%
21%
Student 6
66%
0%
9%
25%
Student 7
77%
0%
3%
12%
Student 8
91%
0%
2%
7%
Student 9
93%
0%
2%
5%
Student 10
70%
0%
6%%
25%
APPLICATION EXERCISES, QUIZZES, AND TEST BANK
Book-level Resources
Application Exercises require students to apply key concepts to close the knowing and doing gap; they provide
instant feedback for the student and progress tracking for the instructor. Before getting into chapter-level
assignments, let’s first look at the book-level assignments available.
Three exercise types are available for instructors to assign beyond the chapter materials. These are 1) Marketing
Plan Prep Exercises, 2) Marketing Analytics Exercises, and 3) Marketing Mini Simulation.
1) Marketing Plan Prep exercises use guided activities and examples to help students understand and
differentiate the various elements of a marketing plan.
2) Marketing Analytics exercises are data analytics activities that challenge students to make decisions using
3) Marketing Mini Simulation helps students apply and understand the interconnections of elements in the
marketing mix by having them take on the role of Marketing Manager for a backpack manufacturing
company. The simulation can be assigned by topic or in its entirety.
Chapter-level Resources
Chapter-level Application Exercises are built around chapter learning objectives, so you can choose which ones to
assign based on your focus for each specific chapter. Several types of Application Exercises are available in each
chapter. These are 1) iSeeit! Animated Video Cases, 2) Case Analyses, 3) Video Cases, and 4) Click-and-Drag
exercises.
1) The iSeeit! Video series comprises short, contemporary animated videos that provide engaging
introductions to key course concepts. These are perfect for launching lectures and assigning as either pre-
Chapter 19 - Personal Selling and Sales Management M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
5
or post-lecture activities. Each animation is accompanied by three to four multiple-choice questions to
check student attention and comprehension.
2) Case Analyses and Video Cases each feature real-world firms and industries different than those discussed
3) Click-and-Drag exercises help students actively demonstrate their understanding of the associated learning
objectives. Some require students to match examples to concepts, to place series of steps in the correct
sequence, or to group examples together under their correct categories.
Application Exercises can be assigned as preparatory exercises due before class (this is especially good for flipped
classrooms), or after class as concept comprehension checks. Consider assigning two or three Application Exercises
per chapter.
Applications Exercises will generally be assigned as homework or practice as part of the overall class grade. A
general rule of thumb would be to make application exercises worth 5 to 10 points each, since these require more
time and thought than a test bank question might.
To find the Applications in Connect®, go to “Add Assignment” and select “Question Bank.” Within this question
bank will find a drop-down menu of all the book-level assignments and chapter-level assignments. You can then
select the ones you wish to assign.
Chapter-level quizzes and full chapter test banks are also found in the Question Bank’s drop-down menu. Apply a
relatively low value to each question—for example, 1 or 2 points each—since numerous questions are typically
assigned for each chapter. You can decide when to surface the feedback to students. Selecting to display feedback
after the assignment due date helps to prevent cheating; that is, it keeps students from sharing the correct answers
with other students while the questions are still open and available. For this reason, it is suggested that no feedback
to quizzes and test bank exams be made available until after the assignment is due.
ASSIGNING EXERCISES AND GRADING POLICIES: BEST
PRACTICES
To fully utilize the power of the digital components, it is recommended that you assign the SmartBook® reading and
adaptive learning probes before class meets. Application Exercises can be completed either before or after class; if
they are completed before class, they can sometimes serve as good springboards for class discussions. The chapter
quiz makes a good check on comprehension of the material and may work best if assigned after each class period.
The test bank serves as a good resource for building mid-term or final exams.
More detailed information on SmartBook® and Connect® is available through several resources at McGraw-Hill. A
good starting point is your local Learning Technology Representative, who can be found here:
http://www.mheducation.com/highered/platforms/connect/features-educators.html
Connect® gives instructors a wide array of flexibility in making assignments and creating grading policies.
Instructors may choose to:
• assign as many assignments as appropriate given the level and time commitment expected for the class,
• determine point values for each question/application that works within the total course percentages,
Chapter 19 - Personal Selling and Sales Management M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6
• make available multiple attempts per assignment with options of accepting the highest score or averaging all the
attempts together (several attempts are particularly good for homework assignments),
• deduct points for late assignment submissions (percentage deduction per hour/day/week/etc.) or create hard
deadlines thus accepting no late submissions,
• show feedback on application/questions immediately upon submission or at the time the assignment is due for
the whole class, create new assignments or questions from scratch, or edited versions from a variety of provided
resources.
Throughout the IM for each chapter, we integrate materials from the PowerPoint slides and provide summaries for
each of the Connect® Application Exercises at the end of each chapter. These summaries are intended to give you a
Chapter 19 - Personal Selling and Sales Management M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
7
Chapter 19
Personal Selling and Sales Management
Tools for Instructors
• Chapter Overview
• Brief Chapter Outline
• Learning Objectives
• Extended Chapter Outline
• PowerPoint Slides
• Additional Resources
• Connect Application Exercises
Chapter Overview
This chapter focuses on the personal selling process, ethical and legal issues of selling, and managing
the sales force.
Brief Chapter Outline
The Scope and Nature of Personal Selling
The Personal Selling Process
Managing the Sales Force
Ethical and Legal Issues in Personal Selling
Learning Objectives
LO19-1 Describe the value added of personal selling.
Although the cost of an average B2B sales call is expensive, many firms believe they couldn’t do
LO19-2 Define the steps in the personal selling process.
Although we discuss selling in terms of steps, it truly represents a process, and the time spent in each
step varies according to the situation. In the first step, the salesperson generates a list of viable
LO19-3 Describe the key functions involved in managing a sales force.
Chapter 19 - Personal Selling and Sales Management M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
8
The first task of a sales manager, assuming a firm is starting a sales force from scratch, is to determine
whether to use a company sales force or manufacturer’s representatives. Then sales managers must
LO19-4 Describe the ethical and legal issues in personal selling.
Extended Chapter Outline
I. The Scope and Nature of Personal Selling (PPT 19-04)
A. Personal Selling as a Career (PPT 19-05)
B. The Value Added by Personal Selling (PPT 19-06)
1. Sales People Provide Information and Advice
2. Sales People Save Time and Simplify Buying
3. Salespeople Build Relationships
Social & Mobile Marketing 19.1 Managing Relationships While Mobile: Sales Reports from the
Field discusses mobile approaches to customer relationship management (CRM). How is this innovation
beneficial for firms and salespeople?
II. The Personal Selling Process (PPT 19-07)
A. Step 1: Generate and Qualify Leads (PPT 19-08, 19-09)
B. Step 2: Preapproach and the Use of CRM Systems (PPT 19-10)
C. Step 3: Sales Presentation and Overcoming Reservations (PPT 19-11)
2. Handling Reservations
D. Step 4: Closing the Sale (PPT 19-13)
E. Step 5: Follow-Up (PPT 19-14)
✓
Progress Check: Several questions are offered for students to check their understanding of core
concepts.
Chapter 19 - Personal Selling and Sales Management M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
10
A. The Sales Manager and the Sales Force (PPT 19-26)
B. The Sales Force and Corporate Policy (PPT 19-27)
C. The Salesperson and the Customer (PPT 19-28)
✓
Progress Check: Several questions are offered for students to check their understanding of core
concepts.
1. What are three areas of personal selling in which ethical and legal issues are more likely to arise?
Additional Resources
Students are familiar with the selling process and most of the concepts relating to customer sales;
however, they are likely unfamiliar with the B2B buying process so vocabulary such as product
specification, RFP, and performance assessments should be thoroughly reviewed.
Students can often regurgitate the two selling processes in Exhibit 19.2. However, they may not have a
true understanding of what happens in each stage and how it leads to sales. Divide the class into 4 or 5
groups. Assign two groups the personal selling process with the mission to develop a script of selling a
common product (pick one, a car perhaps). Each of these two groups should have a different product to
script through the personal selling process and present the skit to the class. The class will have the task
of identifying the various stages of the personal selling process (taking notes) and the skit is discussed
after the “debut.”
Students have fun with the skit and learn more about the importance of the personal selling process.
While two groups are scripting and rehearsing the personal selling assignment, two or three other groups
are assigned a product that they will script and present using the B2B buying process. The role of the
audience is again to take notes on identifying each phase of the B2B buying process with class
discussion after the presentations.
Another key area is ethical and legal issues of personal selling. Online Tip: Have students post a legal
or ethical selling dilemma in a story problem (bait and switch, puffery, embellishment of reimbursements,
etc.). Have other students write their own and have the learning community respond to each other’s
ethical selling dilemma. The writer of the dilemma would have the task of contributing to a solution
through feedback on the discussion board once the students posts a response.
Chapter 19 - Personal Selling and Sales Management M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
11
Connect Application Exercises
This section summarizes each Application Exercise available with this chapter. Each summary comprises
an introduction to the exercise, concept review, and follow-up activity. Associated details related to the
learning objectives, activity type, AASCB category, and difficulty levels are also included. These
summaries are intended to guide your course planning; perhaps you want to assign these exercises as
homework or practice, before or after class. For best practices on how and when to assign these
exercises, see the IM Implementation Guide at the beginning of this chapter.
Activity
Type
Learning Objectives 19-
01
02
03
04
Service Quality Dimensions
Click & Drag
X
X
The Personal Selling Process
Click & Drag
X
Personal Selling: GPI Procurement Services
Video Case
X
X
Sweetwater: Personal Selling
Video Case
X
X
X
Alta Data Solutions: Making the Sale
Case Analysis
X
X
ISeeIt Video Case: Business to Business Marketing
Strategy
Video Case
X
X
Service Quality Dimensions
▪ Activity Type: Click and Drag
▪ Learning Objectives: 19-02
▪ Difficulty: Medium
▪ Activity Summary: Students are asked to identify service provider actions and customer perceptions
related to each of the five service quality dimensions.
Activity
▪ Introduction: Demonstrating the five service quality dimensions—reliability, responsiveness,
assurance, empathy, and tangibles—during the follow-up step of a sale can lead to future success
and continued business. The fictional scenarios described in the following activity depict these five
dimensions.
▪ Concept Review: Follow-up is the fifth step in the personal selling process. With relationship selling,
the sale is never really over, even after the sale has been made. The attitudes customers develop
after the sale is complete become the basis for their future purchasing behavior. The follow-up step
therefore offers a prime opportunity for a salesperson to solidify the customer relationship by
delivering high-quality service.
Follow-Up Activity
▪ Role-playing: In pairs or small groups, have the students develop a short role-play of a service
situation, where the seller demonstrates poor performance on one of the five dimensions. Have some
of the groups perform their role-plays for the class, and ask the class to identify the dimension being
demonstrated.
Chapter 19 - Personal Selling and Sales Management M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
12
The Personal Selling Process
▪ Activity Type: Click & Drag
▪ Learning Objectives: 19-02
▪ Difficulty: Medium
▪ Activity Summary: Students are asked to match up tasks in a fictional personal selling process with
the step of the process that each represents.
Activity
▪ Introduction: The following activity highlights the various steps of the personal selling process
through the story of Kirsten (a fictional person). After being solicited quite regularly by television
producers and documentary filmmakers, Kirsten, a photographer, created a business selling
collections from her extensive photo library to show to production houses. Review the story about
how Kirsten landed the biggest client of her career and then assemble the stages of the personal
selling model as instructed.
▪ Concept Review: Although selling may appear a rather straightforward process, successful
salespeople follow several steps. Depending on the sales situation and the buyer's readiness to
purchase, the salesperson may not use every step, and the time required for each step will vary
depending on the situation. For instance, if a customer goes into The Gap already prepared to
purchase some chinos, the selling process will be fairly quick, but if Dell is attempting to sell personal
computers for the first time to a university, the process may take several months. Some sales
processes can take years.
Personal Selling: GPI Procurement Services
▪ Activity Type: Video Case
▪ Learning Objectives: 19-01, 19-02, 19-04
▪ Difficulty: Medium
▪ Activity Summary: Discusses the relationship selling approach, as executed by GPI Procurement.
After the video ends, students are asked questions about the video and related course concepts.
Activity
▪ Introduction: André Thornton, president and CEO of GPI Procurement Services, believes in building
strong relationships, offering top-quality services, and, above all, meeting his customers' needs.
▪ Concept Review: Personal selling is the two-way flow of communication between buyer(s) and the
seller that is designed to influence the buyer's purchase decision. Personal selling can take place in
various situations: face to face, via video teleconferencing, on the telephone, or over the Internet.
Approximately 13.5 million people are employed in sales positions in the United States, including
those involved in business-to-business (B2B) transactions—like manufacturers' representatives
selling to retailers or other businesses—and those completing business-to-consumer (B2C)
transactions such as retailer salespeople, real estate agents, and insurance agents.
Chapter 19 - Personal Selling and Sales Management M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
13
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
Follow-Up Activity
▪ Ask the class how many of them want to start a business someday (or have already started one).
Would they be providing products or services? Ask a few of them to explain their business ideas and
discuss how important (or not) relationships with customers will be in their business (some
businesses might legitimately have a transactional orientation). Also, ask them if they have thought
about how much of an entrepreneur’s job, especially in the early days, is selling.
Sweetwater: Personal Selling
▪ Activity Type: Video Case
▪ Learning Objectives: 19-02
▪ Difficulty: Medium
▪ Activity Summary: Describes the relationship selling approach as executed by Sweetwater, an
online seller of musical instruments and related equipment. After the video ends, students are asked
questions about the video and related course concepts.
Activity
▪ Introduction: Sweetwater is a music retailer that prides itself on building relationships with its
customers. Sweetwater has differentiated itself in the market by using one-on-one interactions
between its sales engineers and its customers.
▪ Concept Review: This video covers the five steps necessary to complete a typical sales transaction.
Sweetwater, however, has taken the traditional approach to sales one step further by creating
relationships with its customers. As you watch the video, pay close attention to the different methods
Sweetwater uses when selling its products to its customers.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
Follow-Up Activity
▪ Assign or review in class the “Sweetwater Story” page on the Sweetwater website
(http://www.sweetwater.com/about/). It underscores the points made in the video.
Ask the class, despite all of the positive things said in the video and on the website, what is the
potential downside of Sweetwater’s approach? This is an opportunity to talk about “showrooming,” the
practice of going into a store that has significant merchandise on display, but then purchasing the
product elsewhere at a lower price. The experts at Sweetwater could be used in a similar way:
consumers could call them, get advice and help, but then buy their products from a discount supplier.
Sweetwater’s prices are unlikely to be the lowest, since providing excellent service costs money.
Chapter 19 - Personal Selling and Sales Management M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
14
Alta Data Solutions: Making the Sale
▪ Activity Type: Case Analysis
▪ Learning Objectives: 19-02, 19-03
▪ Difficulty: Medium
▪ Activity Summary: This case presents a hypothetical sales situation in which a sales rep is having
problems closing a large sale. After reading the case, students are asked to analyze the situation by
applying chapter concepts.
Activity
▪ Introduction: This case presents a hypothetical sales scenario involving a technology solutions firm
and a potential new customer. This activity is important because personal selling is the lifeblood of
many firms, in particular those selling in B2B environments. The goal of this exercise is to test your
understanding of personal selling processes and practices by analyzing this scenario using the
frameworks and scenarios presented in the chapter.
Follow-up Activity
Ask students to role play a sales call aimed at closing the sale. Alternately, this can be assigned as an
out-of-class exercise, allowing students to prepare a scripted sales call.
ISeeIt Video Case: Business to Business Marketing Strategy
▪ Activity Type: Video Case
▪ Learning Objectives: 19-01, 19-03
▪ Difficulty: Medium
▪ Activity Summary: This video case looks at the role of sales representatives in B2B marketing,
considering a potential business relationship between a bottled water company and a coffee shop.
Activity
▪ Introduction: Personal selling serves three major roles in a firm’s overall marketing effort: (1) it
creates a critical link between the firm and its customers; (2) salespeople are the company in a
customer’s eyes; and (3) it may play a dominant role in a firm’s marketing program. This final point is
illustrated by Hope Springs. The company knows that business-to-customer (B2C) sales are not
enough to maintain profitability; it must rely on business-to-business (B2B) sales to maintain a
profitable bottom line. Ju Li, a marketing executive with Hope Springs, uses available advertising and
promotion tools to reach the company's target customer markets. However, she also realizes the
importance of her direct sales force in reaching business customers such as Martha at the Coffee
Collective. Through effective sales force management, Ju Li and her team must effectively
communicate to business customers like the Coffee Collective to help demonstrate how its bottled
water will sell well to her customers and increase overall sales.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
