Sales
.\!l
rraininE: for SLudents:
Alcn Step Approach
HCl)lLil"S
1'hes 1 S
(llJ
4~9)
bY
Uirector
Thl:s.~s
p~_iL~~~
Dr.
J oscpl, lJ.
Llc·partinellt
U'lapmaL
~jarl'~et j lift
of
l-; a' 1 :-, tat e c· nL vcr sit ,.
\jullcic. IndIana
~ i:1Uf;
Apri.l :'::0, 1:38'3
E : ~ p e c: ted
U Cl t
~la~·
C'
(;.
0
f
U~" a
19(5~
d U rJ. t i
011
Sales
lrainin~
for Students:
A Ten Step Approach
This paper discusses t he need f01' a course in professional
at all Lniversitics that tea,::h marl~ctin~.
A fCh pru,ie::;ts
are rev i c~, e d t hat hay c bee nus cd a t 0 L her In i '. ,~, r s :, tiC' "" tog i \" C
s tuden t s some praet ical so. 1 cs c:,-pc r i cncc .
PLlton t j a 1 silJ r t-,
comings e f t heBe proj (>·::t sure d i seus sed and an i mpro\'ed met 11 cd
for ga:Lnin~; o,:;:llt::s (~:q)c:l'i('li':"C:' in the ctaSSrocnll is I'r'='s'nt.:d.
This
InL'lh"d ctl<J.h1,':., ,~tud"!lt,:::; te., ubtaill uctual sales training. The
methc"J illc;urpuratcs ,:,'Lassl'uum 1el~'turcs, l'olc plJ.:;;Jllg,
Pl'ospc"ting. :,;ulL's rT"p"tl'u,t i,'ll. and ~'c.:....Lual sales call~;.
The
meLhcd presented emphasi "~cs the- impul'tance e,f tbe cn_,j~t;~ sale'=.
prOC:LSS instead uf ,iust
UJI' salls presentation it~;~?lf.
sellin~
Introduction
T~:entJ
universi
ti·~s
Cnited States participated
of the 20
tea c b
manaE:ement
'~\nl:.'
t
and
c i
8
an inforIllal
Jt
hU~:i
fUUl.d
T~o
cast
t
telephone
Dnd
mid-~.c:,~,t
s:~lr\-cy
that onl:>' 10 of the 2C
of the uni\crsities
per SOil a 1 s e 11 i n g
ttl'..)'
()f
soutb,
LI1
manu~crncllt.
teach sales
sur \' eye d d 'J not
the north,
III
0
r
'" ale S
tLe uni,'crsities tca,:'h bOt
'
1
pel'sllnal
selling and sales management.
current school
year.
.\.] so,
f
the
""t:,11ill~
Fas
co n c'
0
i n t e r '\' i
did nut
feel
th~J.t
scbcols
thc.lt
teach on 1-- 3::1L03 Illunagemcnt
pe1'3o!lul
C'o\-er personal sc'11ing.
1
e F ..:: e
s s t Q ted t h C' ~.-
indicQted that
the:
'J -"'
'"
fjnditl~
These
a ma,ioI'it,v 01
are \ery suq=-ri::;,ing
in li;;ht of the fact
marketing graduates h-il1 start
end
e '~ p 1 a nat ion for
I t
personal sellin£: course.
demand stems from a
'·profession ...
1 ach: of cier:land for
the
itude
TIllS has been
~,ell
1962,
A m0 r e r e c: en t
lmprO\- i n2:
Ff'rC
pour a t
and Pal\:sl'Y
~
to~,:ard
compa red to (,the!'
19f:'5: !l.Iason 1965;
t
.. bu~c; i
11C:':' S"
imp r
0 \'
i ng .
t
i
C iJ.
1:Jfi7:
a_nc'
Thom}J~~on
,-:a reers;
ho.,;'('\-(' 1',
th(~
th t';,- cunc 1 udell
elassroor.l.
ted t h a '- the .v
ha \ e
1'('
EUS
t ,.: 0
d~,
.::; al e s
one of thc uni,-ersities
example,
fOl'
but :".tude:1t dt'mand_
to drop their pcrsonnl
much too high.
pro f e s s
0
r s
scllill~
:\nol.her uni\crsity
tea c hi n g
'_'
t c
:; sec t i
of personal selling each semester and demand for the course
high that
sal c s
19(9).
stu den t a t tit u d c s t o~, n r
int.cr,jchcd indicated a desj
11 d
JJitz
lnforll1ntiun obtClined in the telcphune inter\-ich-s by
car '~' e r s u r e
i
0.
indic'aled that business students cODt.inue to
Ii e aut h (; r s i n die Cl t e s t h n
c'uurse,
lClck of
in d i c t\ ted t hat at: t i t u des to Far d
t u d:-.-
that attitudes cuuld be impl'o\'cd ill
~lso,
sn1es as
a
documented in tlve: literature
(:Jnuner and John son
(1983)
pu~~c.iblc
could be dcdLKcd that
1
(Sales .\IanD.!2:c-:ment
1972 ) .
uuld be a
the s e r e suI I '-)
Une
be
1~1.
'J1'
up in sales at some point ill their careers.
out,
that
1S
they arc considering using another professor alld
increasing the numbcl' of sections offered each semester.
Coinciding hith this potenti.al
irnpro\-emcnt iL clttitudcs
tOh'urd sales us a
earl,~ct'
S~tles
to thf> Occupational Out lc'ok HandLe,ok
.
According
are
lhe
improving upport.uni tics
O!l S
in
(lQS5)
so
emplo'..-ment opportunities
rise
in sales are e:'\.pected to ,.:-ontinUt' to
iVith more potentia]
into the mId-1990s.
employers hi 11 be
the sales area,
hiricg the most qualifiL·d
hi~h
grcwing problem of
three years of sellin~
(Futrell and Parasuraman 1981;
'.:hile otllers
to
t1,'o
Still.
t'cport rates of [dmost 80
L9831.
progl'::lfns and 2)
Lmpl o,ve rs 3rc inc rca s i
g r a d u ate s
mus t
1985).
bet!' a inc d
hired
(~3croll
the i. r
pot en t i a l e mp 1. () ye r s,
III a
practic:.ll sales
trainin2: ,,'j1l1in
ma~
C
Qcademic
1 y c ompl a in i. n:1; about hot" net,'
0 l'
., I' et
rai
11 e
d" aft e
L'
thc~;
art:'
the students and
r Ii. e tin g e d u cat c> r s
nc1'sonal
this
n~
inadcqlwt
To l-,,::tter ser\'e both
students \,i.t.b a
the long run,
turn:~\'el'
contributing to these high turnover r3tes arc:
1) poor comp3n:,-- trairnng
tr::1ining.
the cycr,-
Some companies rcpc1rt
tUI'llU\-eI'.
and Summey
Tlco factors
co J 1 e g e
indi\'iduals to help combat
19(6)!
and Go\oni
(Bo~ers
percent
en more conl:erncd about
30 PC'l'ct'nt for employees in their fir:c,t
l'3tes as hi12:h as
Cundiff,
l?"\
jobs 3vailable In
nee d
1:
u p r u \' i d c~
selling course as \,'ell ;u-; proyiding some
the educational
framct,'orh.
T
-!.-D
help rl'duce high turnover rates for tFO
reasons:
1)
the number of employees .,'ho leave sales job~:; due to
inaccurate expectations of sales rnav be reduced through
actuul sales training in the classroom, and
2)
companies I:ill be' abl., to hi!'e bettel' qualified sales
candida t es ,;ho ha \'e actual s31 es e:.,:per i cnce .
Tb i s
paper rc\ i
successful
and lor
r
r
0 \'
at
0\:8
SOllie
pI'ui ec t s
imI)rO\'ing studellts'
i din 2: the stu d e 11 t s
tha t
attitudes
have been somcL?jla t
I: o '-'a 1'0.
Hit h p rae tic a 1 sal c s
3
sales
carc(':~s
e ~~ p t-:? r i en c e ,
The authors then present a more illdepth sales
trainin~
program
for the classroom t hut .,.i 11 o\ercomc- prublcms en<:cuntcred
il1 the
reviewed pro,iects.
Stevellson and I'ai~so:;
i E~83)
found thut students'
toward sales as u career could be altered through a
reading and in-class discussions.
Thc;,>
dia~nustician.
pre s c l' i be I' h C' } P e d t 0
a} 1 c \
j
This l,ould be a
e:ocd tool
\'':l'Y
class and/or an intr:.)ductur.\
intel~cst
student
To properl:.
the t e
~t
boo h: u 11 d.
ps.\'(~hologisrs
situations
learn.
;
C' (~
t
\1
ttH'l'C
(Ellis
H0
t his
is a
r
stud"llts need to do
C'
not c s
hDS
19G5 and
(J 0
,\- c
e
i s
!~enerate
nor
en 0 ugh to
l('c~~urf::'
slmple
hec!!
all
~adden
attempt
i
1
Educatiunal
1983).
learn abuut
to simulat.e actual
In oiher \·'o::'ds,
personaL '3cllirg,
fer
T.hcy need
(19M3) provide inform3.tion useful for
sl~i:Js.
Forlrshop in person:l} s(d1ings
some of the top i cal
"m'~morize"
'than
that leal'ninlt occurs mol'!;
sales simul3.tions or tl'aining.
Bowers Q.nd Summey
mOl'C
19 8 S ) •
some actual
h(,\,ever.
tel' cot 'T'r::: .
marl\.cLing principles
\' c r,
l,' e
Q.dcquatcl~
h'orkshop;
~3
an
bu:::;illCSS cou['se tu help
students to
setting up a
lIt
selling.
!la,'!: concluded
l~hcll
effecti\'t-,.l.\
in a
fut' sules und llcith'2r
coursc on personal
probLem icl,entificr.
gut i ve sal e s
to usc
in the sales profession.
prcpal'C a
11 C'
program of
concluded tltaL
descriptive nouns such as
ate the
attitudes
ems
t. hut need t c
they do flot
pr'-'paraiion ;In,1 implementatlull
I~l'o\.'ide
llf
be
t'
U \.'
en:: d
Thc\- di
1
~cuss
n 't 11 e
any st.r1lctt,rt:' fur
t.he horli:shop.
(!!1l'
main point
~and
they make
a
very
~ood
one)
IS
mana~ement.
be taught separately from sales
h·orkshop
that
IS
it should pro\-idc students Hith a
understanding: of the facets of a
drawback
that personal selling should
sales
except
for oeTas s ionul
Ste\'enson (1987)
actual sales
1'01 e-play
c~xperience
his
First. of alL,
a
big
sales
i ng 1::':-;:c1'c i sC's .
dc\-isf"d a l,'a;v f'Jr sales studcnt:3 to gain
bY devc:loping 3n actual
for his professional selling classes.
fell'
hOHe\'cr.
is that the students do not get any actual
e'-: per i ence
bi i tz" .
job;
better
Dr.
He calls
"'field e:;:erC'isc
it
th(~
;;te\-cnsun should be hig;h1:,'
"sales
cl)mm'~ndeci
dc\-c}c)pment <lnd jmplementaLiun of the sales b1iL,
progl'<lm.
ohtained by the studf'nts hobo particJpate in the program.
o nl y
g i ve s s t u den t s a " s a III p 1 p "
()
f
rea I
h' () j , ]
s Ld p s"
d
It not
b u ~ _ i t s It 0
U
1d
als;o provide potential '?ITlployers ",ith more qualified so.les
candidates.
T his c () u Ld h 0
)H'
f u1 l Y 1e a d
t
0
a
j"
C
due t ion () f
salesforce turno\'pr.
The blitz pros;ram does hi1'-:"
some potc'ntia1 dral,d:;aeks:
- The sal e s b 1 i t z is an up tie, IW I pro .i l' ct.
I t s c e In s- t hat t 11 i s
would make it difficult to ~rad0 all students in the class
equitably.
-The professol' sometimes USt'S a sCl'e'~ning dc, icC" : such 8S perfect
attendance or a minimum (~PA: te, help cnsurc=luajit:,-' participants.
This is not rea11:' fair to tht· oth,:?r students III the ,:l~\ss 1-:11,'· d"
not h<\\-(' the ';Pk)l'tunlt~- to partic:ipatc in the procram.
-The pro 2; rami ~-) a t:;" 0 an ct C) 11 e - h a i f day f u 1 1 - t i u c "n mmit men ~_
during either ,c;pl'in':i, break or fall bl't'nk to ~1\uid C'ollt.Lil:t l"ith
OthOl' classes.
This is an lIlCOn\'cnif~ncl:" tu st UciCl:ts and m~t\
actuall,,- pr'.JiJibl i , SCIne stllcif'flt.S from hcillr:!. <1bl,: te' P81'ti('ipate in
the program.
-The st.udents onLy hayc one--hal f day to learn product h:ncn,lcdgc
and rolcpla:'/ F1 th the ::;C)]npall\"':'; sales fol'c;c lo br'comc ccmfort.~\bj e
talkin~~ about the pl'oduc,t l!tpy \,'ill scl}.
This could end up
giving somc~ students a bad. imprcssion of sr:d,cs thDt the" mt: - n,)t
2:ct if the:-- had been bette:r informed.
-Students are teJd "hat tel say during the saLc:'s inter'. ie1- fl'c·m
t.(')
c'lllcludinc' CClllmC'nt~;:;,
This cloes nut allo\.; rot
1 t:v and TIl Ll Y C' ',' !H c
0. C l' c) S s
as c: can n e cJ p J' , ' ~. C I J tat i ~', II •
open-in;:.; l'cmurhs
stu den t ere a t. i \'
-Csuall:-- the ~tud('nt's maIn UfJ.lc·cti\c is tc Id\:nlif" ;'.nd qualif:;c
prospects for Liter yl',.;its frl'lIl thl' compa:l~"::; ~>o.lcs !\'l'C'F:.
ThL~
seellls tei put o.ll ,'mphasi:--, on prospecting rather than the' "ntire
sellini1: process.
-Grading is done sole1: on a hTitten sumffiCll'Y and ,'ritiq;lc !Lar IS
submitted at t.he ('nd of the proic,:,t.
There LS no real grading on
the sales preparation stCli.';C (l'l'c-approachl 01' on the- ;lctl;al S<1}C'S
calls thcmsel'.'cs.
It S\:Tms that it h'uu}d be difficul:: to
determine I,hcthet' or net the· student:-,> actuall:;' mad.: tb,.: 3'11cc;
calls.
The f
0
1 1 O\{ i
II ~
sec: t ion
(J
f
t: his pap c r
pr
C'
sell t s
f '} r m11 t
a
for
incorporating; actual sales projects for profcssional selling
courses that overcome many uf the
C'
i ate d
used the
~,j 1:
f
h t his
formnt
c>
r ma
arc a 1 sod i s c
i
c nu r
.-3 C: S
(J
f f
C'
r
C~ d
t Ii r c> ugh
The sales project cnn be cas I i.\T adapted
juniors and seniors
s3.1c~.:;
~l sse d
p;'oj'~cts
.
for ovcr three and ene-half veal'S
pro f e s s ion a 1 sal, ~ s
1'hc
nt' t'h'
The :HJ\' an ta2:cs and potent i al prob lems
discussed abo\e.
ass 0
diffici(~ncies
in\~'orl)Orates
6
mn r
bot.h
fOl'
intcre:,;1cd ln pcrsono.l
C'Ollr::;e
t hp
in their
j;; c
0.
tin c:
quarte:'
OJ'
s,;llin~:.
cln.sSr()Onl
lcc·tL~re·:;~
a
~l--ertt
n
de a 1 0 f r o 1 e
sates
COVCl'
approach,
t ()
pro s pI? C t 1 n g,
sa] (' s
pre pal' a
,~
; () n,
all d
pr('SrnLttLon.
LalilJlill;.( ubjectiollS,
be 2; j
11
r ole pIa :-'1 n
~
t 11 e
] n c 1 it S S
C'
t e 1'Ill .
This
a r 1:; so t
C'lO:;J_ll~,
mah:inJ2: actual
tCl
students perf(1rm
0
ugh 0 u t
mat"l'ial
~ill
enable 3tudcnts
1,.,-1
J.ILt. l.
til,?
(e.g.
t
ill
C
sal
It also J2:iVCE thrm thl?
('al is.
("3
lime's
the rule playing SCSS1ons.
r mas
buyc~r
::.1
f t ':- nus nos sib 1 c .
bcilu\-inr,
cthic~"
Lcct urt's
career:::;.
0·, (>1'
rl~trli
other
1 ::,,:,11
in~,
T,·
ensure tllat
stud,'nts
In COll.jlElc'tic'n
I~ecp
h-ith a
s,
t
0
cal.1 () II 1 (, cal
2nd submit sales c211
student
rcc"1."(>S
prospect,
iJ \l SIll e
t'l!pe.rt3
ss
(>
st
Q
oraaniz;ttion.
tl!
1 a Ii d dis :~: u sse d
for a
bel
0 h
b lis hill e n t:3,
s. n d
for all their accounts,
This
t 0
c; () III P 1 e t e
I.e.,
the
A ten step approach
care(?r ill sales is sUIllmaj·i7:f-·d in
i n
Tn 0
e)r
prepare for sales
actuaL salf's experlence.
for prepnring students
Tab 1 e
O~'
busillCSS
tll
0
the JTutcriaJ.
U1J ''-1 til
lu.:::a1
project 1'equi res students
C' a i l
L
and 10110\,--
opportunity to prac·ticr: i-heir seiJing techniques sc\"ral
t hr
-~lH_
the saies r)l'ocec.;s
thE' ve 1':V beg; inn i rHZ: 0 f
at
prior
:1 r t
c~dls.
lCCtUl'f>'S
up)
p 1 a :y i n J2:,
r e d eta i 1 .
:::; tEo p l .
and no
Studellts are d i \ ided
into itroups of no mere than f:i \'e
Throuith
less than three.
trial and error th(; authol'S
found that groups of four generally work best.
Step 2.
the project
or
brou~h1,
is
c: ani z a t ion and
Step 3.
~-i hat
h'ould quaJ i.f:students are
t.: i
'-'uch group
sales
',eel~
one
gi\'Cll
1i st s
ar
l~
instructed. to de'velop a
15
Each student group
portfulio.
0
f l o c al
ll~;t
frClIn
of potential
mnhi.n~
l~' mpan
the llrosp'-'ct
lhe group:::; at a
eustomprs are nlloentc::l to
studF;nt.s
t.u complcte
c
C Cl m b
Tli(>
list.
i l~ cd:, "
Jater time,
The
t hat
the
These
:.:ust.OInPl'S.
c'alls on customer""
is
ips t hat
the proj:;·c1.
the nco 1 lee t e Ii and
professor hl1s one: en'cral]
cln3s un
J 1 s c .L 1 .
de \ c 1 up j n g a l i s t
l\f
~-alc:s
pl'('sentatioll d.c:.;cribing the
:t
as potential prospects for
up pro S p f' C t
pre\'entin~
4'i\C'
t h fc stu d C' n t s
Rased c,n step:.!.
ass ic.>; ned tIll: t as l\:
(>
t:~)
iII
prospecting list and a
gr
th(~
The or[.!:anization participating "ith
th\;s
!lnti 1 the:-- nrc
fully prepared.
The salcsportfc.lios developed b\- f:ach
or2;anizat.loll'S background
ben e fit S 0 f
j
the
n for mu t 1 0 n c' r
information,
" pro due t ".
t () 0.1 s.
(c. g.
and n n ,\-
t)
a
gr;)up c:nntains
featllre~.
list of the
t h t' r
p p r' tin e Ii t
p ric i ng dis C 0
U
n t s,
the>
nnd
;; n 1 F S
sal e s c 0 n t
l' ch' 1. c; ,
pt.e. ) .
en c h
stu den t
gi \ e
students obtain
a
tile
m<) r e s t
l' U C'
t u l' e d
sal c
information needed
presentation mcnt.iGl1cd ,1bu\'l' 'n' b,-
8
S
for
p l' {' sen tat i
0
r: •
the pOl·tft>1 i,
c:ont;).cti.n~
The
from
;he
th·" ol'cUinizatiun Dn
an indi,'idual
2:roup basis.
compJetF; this
tasl".
actual pi'oduct
time
they Fill
Students are
be
sellin~
~epks
3-1
to
and p:i\'es t:he stLd"nts
mOl'C'
tc complete the \'arlOUS steps of the pro.leet.
Thf~
:Step 4-.
FPPl\
c()11ect.(~d,
salt:s pOl'tfulios ar'e
returned \'-i th ,;ug2;cst ion:;:, for
one
~iven
tc make- correct
ion~
allo~ed
to
impro\'c their purtfc;liu sccrc:c.;.
EQC'lt i nd i " i d ua 1
sales cal
j
plan.
s a I c s t r a i nee"
The for mat
tc~C'hniqucs
tQu~ht
from sales
or2:alli:sations;
impro\'ecl or the' .group Elil
to complete the pro.iect.
Step 5.
the sille,;
:(J)d
imprO\emcnts.
Port.foJ ios deemed unact"cptDblc must b,':>
not be
eva]uH:,·d,
hnh'c:\er.
for
l
s
1 C
qu i r
t 11\: sal esc all
throU2;hout
ti'aining"
the
pro~rams
p!
C' cl
[1
cOUl'sel
of
n
t
J=. r
(!
(a :c;
~,'as
,,';'
par e
.
ffi3.Jr}r
1 J :1 ':
.
sa 1 ('s
appropl'iat.e cnll plans and techniques can
ppr!~onal
tc:~tb()cl;;:::;.
in man\- of the
Step 6.
The so.lc3 co.!1 plans nrc C\:l.luat,cd and rr't.urnc·d,
sf'llinl2:
from the nmstcr Pl'OSpcct
and
li.st arc allocat(·d t,o P3c·h
l2:roup.
m('mbers.
This llsuall:,' rL~s\11ts
from 5-10 sales calls
Q
ohta1.ncr:l
b{' found
"o.ecaunts'·
C'
in each student ha\in>1; an:"h'herf'
to c'omplyte.
9
Step 7.
Stu den t s
t a 1\: c
mnke sales calls.
cae- heal 1 comp 1 e
t ur
11 s
The ~- mu s t
t.f~d
~r
u si n £[ t h t' j r
f i 11
0
ut
() Li P '.;
j ) crt
f' 0 l lot')
sal esc u 1 1 rep 0 r t s
and the repc rt mus t
0;'
hu \-e the :;:, i E:na htre
th~
This ht'lps ensure t.hat
card of the person cc;nlactcd.
f
CT
stlld~nt
makes the sales call.
Step 8.
p r.? sen t. a t i
011
ina 1 a b r
(j
0
m \,- h i c h
T 11 e p r ,', f e s s
0
r
S
ell i n:J:
p 1 n:" s
Lh cor c: u n L ~: a
:3 c:
1 S
the r
t
up t
0 } '.'
0
f
'J
t
i
011
r
C'
s e TIl b 1 e an
's .. p r
CJ d. u
0
ct" .
This
f fie e
:3 e
t till g .
The presentRtion
the b u,-,- e r .
lusts app;'<)ximutely 10 minutes and each student
i~,c:i\-C':l
opportunity to rcvich the \ideotape with the professur.
pro\-ides
the student Id th \'l:1':'- important
fe(~dback
th(~
option (If bringirl!2: their
Ohn
\'HS
,:h,?
This
;,n he\;' tilt".-
ThE' student
have proc:resscd throuc:h the sales training project.
also has
done
lS
\"idcot:J.}lf' s"
they can keep a coPY of the actual presentation.
If the
presentat.iOll goes ,;ell,
b(~
the vidcotnpe could later
t'Hlt
;"hohTl t(,
The \ideotapinc: uccurs durin/'( regulal' class
meeting times at the end of the term.
alloF fur 2-3
l~cpl\.s
The pro f e S
E0
r
n r~ p d .s
t 0
,)f \'ideotapinE: clepending nil tIlE:: SIze of the
class and the length of the class meetings.
Step 9.
hhilc
Each E:roup
makin~
IS
required to submit a
final
rcpnl't
sales calls and expressing their overall
about the sales training proE:ram.
10
Thc~"e
feelings
are turnf?d ill and
discussed at
the final class meeting so
that
~,h:l1'l~
studcrlts call
their sales e'-:pcriences.
Step 10.
Evaluations of group members 3rc completed at
ensur'~
th::tt :-.tll
the sal c s
pro .i e ct.
class met:tin8: to help
"e i g h t" t h r 0 u,s>: h 0 u t
Severa 1 pro ,i PC t s
half years
ha YC,
group ;nembt:rs "pulled t.heil'
th rCt'~ a nei one;-
been us cd o\-cr the P:lS t,
to pro'.-idf' students ,;jth
fi Tia1
the
;1Ct~1Cl,1
c:~pl'rience.
salcs
Four of these pro,iects are briefly discusc>cd belen,;.
Arc: c e n t
pro, icc t
had
t. F
a sal e ~:: c 1 ass e s s e 11 i n gad v f' r t, i sin)1:
space on a
calendar sponsored by the University's
"'lann!:!emcn t
Club.
club.
SclLjn~
s:~(,
The t_FO classes here able to L!enerate o\'cr
3cl\-ertisemcnts frolli
10<:'u1 bdsinesses,
cost of pI'oducing the c'al,:·ndars.
c<'mplcte:l~v
I t t u rll cd
,j u t
000
~
in
',:o\-ering
to lk'
Snles
t~1e
t, be
or!:!anization's ll1"st profitnhlf' fundraiser.
de~~,cribcd
Another pro icc:t Has
cal 1
(>
n
fa s t
f
<)
ad'v-ertising for
0
d
res t_ a u r
the
:1 L
t sail d
L:nj\'r~r::n,ty's
nd"ertisinE vas in the
tc th.' class
bus i n ..~ s s c' S i l l t j~, e
~JOmell'S
\-olle:..-ba11
t.) att.ract
m<H'p rash
a
chalH'fc•
n r e 11 t
tPi;iT;,
c;
to
s
p
11
rhe·
form of slOO cash contributions to the
team and food donntiolls to be gi\-en Dh'ay dl:ring
matrhes
a~,
] aeger cro\;ds.
contribution had a
Lhe \c11e~ba} 1
Companies making a
S100 or
banner made indicating ilH~il' ',C,uPl)Ort
'lho banner h'ould be displa,ved at
11
each
:\ f t e r a 1 1
volleyball match.
and U () 11 e,
he a s s aid
sLono
generated $2,000 in cash alid
In food
t \.
g;l\-eiH-.1l.\s f,)1' an
o\'erall 56,000 tu support L-cmen's volLe;\Lall at.
.\ t h i r d
pro j e c t
\; as
1
n c () 11 j U 11 C t i
rht>
the Bettel' Business Bllrc3u.
f ,-) r
bus i n (~ S SIne In b p r s
5 i gn
the Bur e au.
11 e F DI e In be r s hip S
feu r
1 nth i s
period.
That
Bus i n e s s
Bur c a u had !Z C 11 era t
0
<)
n
Fit h
(~d
\lni\-t"l'sjt~.-
t.he
the
1 0 c ai
bra n c h
bj cc t i \-c \:a3 to aequ i re
Un{~
salt's cla::;s
i nth c p r e '; i
~.; c e
f 0ur
C (>!TIm u nit yin a
.
CJ
f
llt~h-
oble to
,,-35
t{{ic,' the number of memberships
l,'ClS
sal esc 1 ass e s
0
li:
the Bet tr:r
c; us
tv.- 0 mG nth S 1 n t h i s
ect
p
area.
Fin all :v!
calIon local
f
a
0
u r t h sal e ::; t r a i n in£:
businesses
to
~0ncratc
p~' 0 j
nab 1 e d stu elf- n t ,; t
rcvenue to llelp support a
Here
local semi-professional base-ball c)rg:anization.
res u 1 t
E
her eye r
~.-
<)
a~['_
in,
the
p (; sit i \ e .
over 54,000 in cash
sc]lin_~
ad\"('i,tisill~
space in
[3c
baseball
program.
6ci\':'i:l.QJ:agc ~_Qj'~ ~ t~~:
'Ira iQ i n g P roj_~c ts
The c-sales traininl!; projects off(:T adyantagcs not on1:"
students,
but
and potential
tc the Uni\-ersit:--,
emplo~crs.
The students benefit
0xperience in the classrooTIl.
understandin~
the communit,-,
T his It i yes
uf sellin£?: and ma;,>
t
11 e m
the prof<'>ssor,
b~
D
ohtainin~
marketable
III
p'.;:pcri(~ncc
the
e~es
help them mahe better care"!'
also makes
the student ;nuch morc
of putential employers.
12
sales
b c' t t e r
choices.
The sales
to the
students actual sales trainin2: 2:ives emplo~vcrs more qualified
~,'eed
applicants and ma:--- also help
un rea 1 i s tic ex p '': C tat ion S
emplo;,-'cr comments
CI
f
re£;ardin~
~3 ale sea ref'
a
the :;:;tudent
these sales trainine: pru,iect.s are
general,
r .
Students and
sales pru,iec! .'11'e
The authors do not mean to imp1y that
presented in Tnble 2.
oppnrtun:itip~"
out students h-ho h;1d
indirativC' of all
~;alcs
that a better understandinlt of sales.
bllt
can be obtained using these or similar sfl]es
C8rce;'
in
trainin~
projects.
The t;ni vers i t;\' pros pel'S by iu'eping its name c,u t I n fr')11 t
() f
the business communi ty thrc)ug:h the constant contnct \, i tli
student~:;
The
students.
prufessi:-)na1
mnnner
l n i \' e r sit y •
B;\'
approach these
~:hich
busines,::,e~::;
inn \-ery
t'cflects positi\c'l:.- upon the
Bctt~er
sUPT'ortill2: local ol'2:3.niz3.tions lilie the
Business Bureau 3.nd the
local semi-pro basebaLL team.
in\-:..lh,~d
Cniversit:.- becomes
l.n
the
community activities thus
These sales projects h3.\-e 3.1so
helped o['§!;alliz3.tions hithin the L'ni\ersit;y itself,
Sellin~
and Sales
~3.na~emcnt
SLL:,h
as thp
Club and the homen's volleyball
pro~ram.
The sales tr3.illin2: projects also provide benefits
professor in\olved.
T h (~ pro, i e c t s
interest in the course,
related :lctiyities.
fr()m
~,atC'hing
they are
thus
ten d
enhancin~
for the
to;:?: en e r 3. t co mu r e s t u den t
lectures and
o,~her
rlass
The professor can also g:aln satisfaction
the students steadily prog:ress by applying \,hat
iearnjll;:?: in the cl3.ssroom to an actual real-life sales
13
experience.
12 ~ t~!lt_i a 1__ .. ]).r-.~ l,;bl:l_9!\:.~
trainiIll~
Despite the many advantages of the snles
there are possible problems.
students who simply du not ,,;ant
.Just like the "fudging" of
the i r
'm:v a r
0
discussed earlier,
the same lime,
n () t
"a 11 t
to be:
accounts,
students can find
ina c t i v i tie s:
h m-r eve r,
as
the stUth'l1ts must have sil1:ned sales call
stUdf~l1t
reports and each
"hen :vou get
to pnrticipnte in the pro,jec·t .
e~~pense
un d par tic i p n tit) n
aris(~s
One' probl em
projects,
you call't maKe u student
t h us.
_'It
h'i 11 bt:: evaluated by group members.
the qua lit:'l;
0
f
enthusiastic if they do
call s
so TIl e
may b e l e ::; s
t h a 11
desired.
Transporta t ion can SOffi,-·t imes becume a
students
~,'h()
do not
have
cars
()Il
hOh'evt~r,
campus;
f()~'
probl cm
those
HC1rh:ing
ll1
groups many times "ill alle\-jate this problem because CHie of T_h,'
group membersgeneral1:v volunteers
transportation.
to provjde the needed
_\nother ('ccassional rnmplaint
transportation is the l1:as mnnpy spent
These complaints normall,v come
re;l.]l,v vcr,"-
inlere~,ted
to make the sales ralls.
from tho:;::;e
in the pro.ie'rt.
rp~1'[trdincZ
It
student~.
l.;ho are nDt
is sometimes diffirult
to convince these students that the benefits they- obtain from the
sale~;
training
~,'i
11
far outFcigh the fch' pennies tile;,c spend on
!tas.
(lne
last problem invohes the size of the class
participating in the sales
trainin~
tel
pro.iect.
Th(:~,e
prujects arc
ideal
for class sizes 1n the mid-thirties and
for class sizes ill the fort i es;
videotapinl2: and
!2:radill~
presented) ,.;ould not
hOh'eve r,
of pro,iects,
belol~.
and Korknble
because of the
the ten step program
(as
be feasible for classes of ::-;0 students or
more.
Conclusion
- .. --_._-~--------
The sal e s t r a in in g
e:,~ per
i
c~ nee
e a 11 be a
vcr y
experience for both the students and potential
need for better trained stud,:nts
j
s
]= 0
sit i ve
recruiters.
becoming more and
E10rF'
The
,)f
a
concern for employers because of the hig:h "lurno\-er rates
associated h-ith man:,>- sales ,jobs.
tOKards sales as a career and
employment opportunities
l~ith
II
ina p T' 0
C
p0tential prGblc1I1s,
r e c r u i t c r:.:;,
improving attitudes
the growina number of
the educators need to better
in sales,
prepare thp students for careers
sal e s t r a i
With
1n
sales.
\lthouah the ten step
e ssp res f' n ted i nth i spa per i s
n C) t
,; i t b cut
the benefits obtained by tile students.
t h teo Un i vcr sit v,
the p r
;J
f es
S 0
r,
and po S s i hI:,
communit\- make it "ell hc,rth the effort npedcd
into the classroom.
15
tJ)
t.
its
the
h ('
inc<lrporatp it
TABLE 1
1'E\ STEP APPROACH
STEP 1:
Di\'idc Class into Three to Five Person (ire.ups
STEP 2:
PrE:!sentation to CJ ass Concerninl2: Orl2:arlization
Product
STEP 3:
Students De\'E:>iop Prosper.:ting Lists and Sale:3 Portfolics
STEP -l :
Professor E\'aluatcs and Suggests Impro\'cment.s for
Portfolios
STEP S:
Individual Students Develop Sales Call Plans
STEP 6 :
Professor E\'aJ uates Sales Call Plans and Assigns
Prospects to Groups
STEP
,. :
Clnd/o~'
students Conduct Actual Sales Calls
STEP 8:
Videotape Individual :-locl\ Sales Presentc.tions
STEP 9 :
Students Turn in Final
STEP 10:
Students Evaluate Felloh Group
Report of Sales Experiences
~embers
TABLE 2
STUDE~T
AND
E~PLOYER
CO~~E~TS
O~
SALES
TRAI~l~G
Student Comments
1,
" It' s E: rea t mall: i n E: cal LS 011 bus in e sse s i n the co mill u nit y ,
re.ieetion in the book and rejection in the field are t\~O
different tl1lngs:"
2,
"A great learnin~ e::perierll:e,
into sales until afte!' J had
project,"
3,
I
reall.\' bal.1 nco 1'1'J.n~ tc £:0
on the f:,cld sale',::,
I:Oi'l-;C'J.
"The course has \ ( " 1 ' \ (iL'mnn(Li.n~, but the
i en c e made i t \ - e r:; 1~ 0 r t. h h h i1 c , "
pr~',ctlcal
salc's
e:~ per
1.
"The sule:3 pro,icct has a great practical
;),
"A course tl1Gt causes ,\-ou to thinh: and also pro\-ldes
valuable sales experience.
6.
-'Pole playing is a grc'Gt idea,
bet t e r a t sell i II f1: and In a 1\: e s .y 0
people.
it
U
Learning toel
really helps \OU become:
co III f I~' r tab l e i n fro n t
III 0 l' L'
0
f
Employer/Recruiter Comments
good FG,\- to get. th e
1.
"Grea t hand.s on cxpc r
feet lJt.'t."
2,
Our compan:;- requires e:~perience, an\students sellinE: S1000 in Gdvertising
bool~ , "
1
cnce,
a
s tuden t ' s
i~ind
IS
of experIence,
experience in mv
3.
":vIost college grGds hG\-e onl~' had a course in personal
se 11 ing t ha t emphus i zed the b,)oir Gnd lect ure::o.
1 t' s great
to see a course that gets students ill the field and also ha::-,
G \'i deotaped present,a t..i on. "
'-l.
"Your persona.l selling projects and \'idcotaping al'C \'Cl'\similar to ,,;chat ou;' comp:lny does to tr:J.in sales l'ecrJi t,;."
5.
"\<ie are \'ery impressi~d l:i th the sal es e:\:pcriclh:'e the
students at. ~;(lur l:ni\','rsit..\ at'e gettin~."
6.
"Sellin£: advertising b\' coid calling on bu·;)ine~=.ses IS ,1 Y,::r:-difficult. t,\'pc of selling, i t ' s gr\~u\ expct'iencf.' fur '\' ..)Ul'
students."
REFERE~CES
BOHers and Summey.
"A Curriculum fCI/' Personal Sa:~es Tl'ainiilg 1n
an /l.cadem i c Sc t t i ng ." ,Lt:J:tLr:l1aJ__QL-='iark~J)~!l.!LJ::_~LL~<'=:[l~LQ.ll'
(Spring 1983):
11-15.
Dauner, Jack R.; and Eu~enc ~L Johnson.
"Attitudes of C()lle~e
Students T01,ard Sellill~:
,\n E:~ploratory Study."
r!:!~)~ce_fLtrl~--='.. _~().l:I_tILSL!'I!~Larh:c_tj.I11L As s oct [:l_t.tQn "
( 1979
Cunfercll<,::el
161-1131.
Ditz,
"Status Problems of the Salesman."
T '.=>l?_Lc.? •
1 5, (1 9 G I , :
() 8 - 8 u .
liCl'ilill'!.i. 1\'.
~_LI2~lLq:::;_~
:1Sl'
Futrell, Charles !-1. and A. I'arasuraman.
"The Rclationstllp of
Satisfaction and PCl'fOrmallcc to Sales force Turno\'t'r."
')()_'=U:'.I}.9-,1._c:>J .-,~tu:I\ .qt:!c.r}J~ . ! 8 (Fall ] 9;':'; ~ ) :
3 3 - :+ u .
Joyce, Bruce.
"What he :\ecd To Do 10 Teach Thinking
, 1 9 8:' ) :
2 - ~"l
Effecti \'el;\'." ~c:iuc_g._tj()ll j)iIi,(:~!:.
•
:lacrCJll, Gene.
"An ExcJ \..lsi \ c Inter\-ie~; \;i th Aj YIn Toffler."
C OI!.:::.yme.J':~D i.lL~_':?_t:: •
( :la r c h -,.\ p r i l l ; ) 85 i:
~n - ~I 0 ,
Nadden,
Char 'j cs .
"
~Iarket.Lng.
"The- Csc
uf Videotaped
Casc~s
in the Teaching of
(Fall 1~;83):
J O~X!:l_[l_l_gf~._~l ~,rl';.f:'l cil l K. J~_<i tlc=:_a_ U on.
2-5.
:-1 D. son, J ,) h n L.
" The L 0
of>Larh:c:J:,,,in14.
:0:9,
F
Pre s t j ,g e
(19G5,:
f Per son a 1 S ell .L n £: • "
7-10.
0
Stevenson, Thomas.
"The Sa i es 81i tz:
for t'se in (ollege-Lcvel Cuurses
JsLl:!TD.LlJ _.f.> C_~L[l_rJ~cJ i 1,1g __ 1:: .<::.t.ll~<:l. t i on .
J ourn;ll
:\n Expe r 1 men tal E:'J~ t'C i sc
in Professional Selling."
(Summer 1987):
3'+-38.
_______ ~,____
alld Chri s tie H. Palisoy.
,. An E:-;pL~r imenta 1
Approach to Imprr.J\'c Studcnt Attitudes 'lcq;ard ('arpcI'S in
Selling." :'\,C=:_C!...c!'.::'IIl}"oLJ::l<.lJ:I'._ct_~n~_S_c::i,Ql}::::S_~_.
(hinter 1~)83):
29-39.
Still,
Richard R.:
EdFard h'.
S_<!J~~.~,)1;:1l1g9.rnl>nt:,
Englchuod Cliffs,
Cundiff;
and ~Jol'nlLlL _~,.P.
Go\'()ni.
L~t::c_tsj'!.l~S_L:?t,!':"':'ltCg:llC.'.~_,Q..I&, C:iJ:S?~.
3rd ed.,
\J:
Urcntice Hall.
(1976).
Thompson, Donal d.
"s te l'cot ype of the Salesman," Hnryard- BusinesO:'
-------- -R.QyjQ.'"
Jan.-Feb. 1972.
20-1Gl.
~--
"Attitudes TOh'ard Selling."
Sales Management Inc.
(1962)
\C1, York:
"Youth Continues to Shun Scillng."
1965):
69.
U.S. Department of Labor. Bureau of Labor Statisitcs.
(~C;'c;_Uy.~t::jo_ll~L~}u t l(~()l,,-J:LandbQoli:
1985 - 1 986 Ed i t i on.
--
(Jan
1985.