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Sales Qualifications Strategy
The Chartered Institute of Marketing
September 2009
© 2010 The Chartered Institute of Marketing
Contents
Page
1
Executive summary
1
2
Scope of the Sales Qualifications Strategy
- 2.1 UK wide scope of the SQS
- 2.2 Key priorities and alignment with government policy
5
5
14
3
Sales profession working environment
- 3.1 Special features or characteristics of the working environment
- 3.2 Workforce trends and changes forecast for the sales sector working
environment
18
18
20
4
Summary of current qualifications and learning provision
26
- 4.1 The main types of qualifications and learning provision for the profession 26
- 4.2 Uptake of qualifications and learning provision
29
- 4.3 Current and developing uses for qualifications
31
5
Other uses of qualifications and national occupational standards
- 5.1 Use of qualifications for the regulation of practice
38
38
- 5.2 Use of qualifications to promote customer confidence and protect the
public
- 5.3 Use of NOS towards enhancing individual and organisational
performance
39
How the CIM will help realise the future
- 6.1 The vision for future qualifications and learning provision for the sales
profession
- 6.2 Past and future dialogues and partnership working
- 6.3 Practical help provided by the CIM
- 6.4 Monitoring and evaluating the SQS
41
41
6
Appendices
A
Consultation
B
Sales qualification provision
C
Relevant Government policy
D
References and Sources of Data
© 2010 The Chartered Institute of Marketing
39
44
45
47
Section 1: Executive Summary
The following paragraphs summarise the principal points and conclusions within this
strategy. The numbers in parentheses indicate those pages within the main body of this
document where further detail can be found.
The sales profession is one of the largest groups of professionals in the UK today,
employing some 7% of the UK workforce which equates to 2.06 million people. In
addition, there are many more non-specialists for whom selling is an essential activity,
with this latter group including the managers of small to medium sized enterprises
(SMEs) of which there are over 4 million in the UK. We are committed to working with
employers to use qualifications and national occupational standards (NOS) to support and
drive learning provision across selling occupations in the UK.
(Pages 5 to 11)
Whilst very many employers provide sales training and there are several respected sales
training organisations, traditionally there has not been a requirement for qualifications
amongst sales professionals, either for entry within the profession or for progression.
However, this situation is changing. Amongst employers, as indicated by the MSSSB’s
Labour Market Intelligence report (LMI) of 2008, entry into the profession is increasingly
at graduate level, with 58% of employers offering subsequent training via specialist
organisations. However, 72% of all sales training within employer organisations is
provided in-house. There is also a strong interest amongst employers in gaining
appropriate accreditation of the training provided, be this in-house or that provided
externally.
(Pages 11 to 13)
Research amongst employers undertaken in developing this strategy and as part of
previous related projects supports the view that, in order to address their requirements
and to implement a robust associated qualifications strategy, there is a need to:








Develop awareness for the sales NOS and of the benefits of vocational skills
training, and qualifications in sales, which in turn are based upon the NOS,
Promote the use of qualifications towards raising the ‘professionalism’ of this
occupational area, including developing awareness of how the associated and
underpinning NOS can be utilised in benchmarking relevant qualifications and
training programmes,
Publicise the endorsement of the qualifications and associated NOS by the
professional bodies,
Promote the use of the new qualifications allowed via the developing
qualifications frameworks, as well as existing, vocationally related qualifications
(VRQs) and also National/Scottish Vocational Qualifications (N/SVQs),
Develop VRQs, and new forms of qualifications arising via the developing
frameworks, to meet specific needs identified amongst employers, which includes
addressing particular aspects of the selling process,
Promote the sales standards for non-specialists as an effective source of guidance
upon selling practice, particularly amongst SMEs,
Develop proposals for the incorporation of a sales element within the National
Curriculum,
Utilise fully the opportunities offered as a result of the new qualifications
frameworks to provide and promote a flexible qualifications structure designed
to meet employer requirements.
(Pages 14 to 17)
© 2010 The Chartered Institute of Marketing
There are a number of characteristics of the sales profession which impact upon the
learning requirements of the workforce and these are as follows:
 Sales is pan-sectoral which can create tensions between a demand for sectorspecific learning, and the resources available for its provision,
 In a sector where, historically, there has been only a limited drive for qualifications,
there is evidence that this is changing. The trend towards ‘professionalising’ the
sales workforce and an associated interest amongst many employers to develop
and retain talented individuals leads us to believe that there is a wider need to
enhance the attractiveness of the sales profession through enhanced
recognition and opportunities for career progression,
 There is strong growth in the following areas of selling with a consequent impact
upon the skills requirements of those involved:
o
consultative and relationship selling, which requires the sales professional
to nurture the customer relationships with key accounts, often at a
strategic level,
o
telesales, where advances in technology and associated cost reductions
means that this offers a cost effective way of reaching customers,
 There is evidence that employers are seeking modular awards which focus upon
particular key areas of sales competence, and which are perceived to be smaller
than N/SVQs.
(Pages 18 to 20)
There are a number of changes impacting upon the sales workforce which are likely to
influence the demand for qualifications. These include:
 Addressing the skills needed by future sales professionals.
These include the
skills associated with strategic account management, commercial/business
awareness and business development skills, as well as the soft skills of time
management and communication including negotiation and influencing,
 The need to ensure that the profession’s skills are up to date and to build the
professional status of selling, enabling the profession to realise its value in helping
organisations to achieve their full potential,
 Promoting the standardisation and quality assurance of training provision,
 Informing HE sales qualifications, ensuring that these address up to date practice,
 Using qualifications to promote enhanced coordination of the sales and
marketing functions.
(Pages 20 to 25)
Qualifications and learning provision relevant to the sales profession include:





A range of modules within secondary education, although there are no a
stand-alone qualifications addressing sales. Selling tends to be included as an
element within related qualifications such as those addressing business studies,
A number, although limited, of graduate and post-graduate programmes within
higher education,
NVQs at levels 2, 3 and 4 in ‘Sales’ and ‘Sales Management’, and at levels 2 and 3
in ‘Telesales’. These were launched in 2007 and uptake is encouraging. It is
believed that uptake could be developed further by addressing the concerns
expressed by some employers regarding the bureaucratic nature of N/SVQs and
their assessment, together with the associated lessons learnt. This would enhance
further current levels of take-up and build upon the encouraging numbers of recent
registrations,
A Sales and Telesales Apprenticeship Framework, approved in 2008,
VRQs addressing selling, and often combined with administration or marketing,
which are offered by several awarding bodies, including educational and
professional bodies. The available evidence indicates that employer confidence
might be enhanced in the range of available qualifications and learning provision
© 2010 The Chartered Institute of Marketing
through the effective ‘benchmarking’ and/or ‘kite-marking’ of those qualifications
and learning provision fulfilling appropriate criteria,
 Professional level qualifications offered by professional bodies.
(Pages 26 to 31)
The evidence provided by respondents to the research undertaken in developing this
strategy indicates that:
 Qualifications are considered by increasing numbers of employers as
essential/important in:
o
developing and recognising specialist sales skills,
o
improving staff morale and retention,
o
informing selection criteria,
o
recognising professional competence,
o
accrediting in-house training,
 One-third of employers who responded view apprenticeships as essential/important
to their business in offering an entry route for employees into the sales profession.
This view is supported by the related interest expressed in developing vocational
qualifications aimed particularly at candidates seeking to enter the sales profession,
 There is interest in further applications for qualifications in:
o developing selling and managerial skills, appropriate to sales managers,
o promoting entry into the profession,
o developing and recognising skills within particular areas of selling,
o quality assuring training provision,
 The QCF/SCQF offers the opportunity to address employers’ interest in awards
which are flexible, accessible and transferable, including the opportunity to
recognise employers’ in- house development programmes,
 Delivery methods for learning and their associated qualifications need to be flexible,
and to make use of new and emerging delivery formats for qualifications and
associated learning,
 Sales N/SVQs are particularly appropriate for those at entry level within the
profession,
 There is interest in qualifications and/or associated instruments designed to
develop the selling skills of non-specialists involved in the selling of
products/services.
(Pages 32 to 39)
In addition to the use of qualifications and NOS as the basis for recognising achievement
by candidates, the NOS also require candidates to adhere to ethical and regulatory
requirements impacting upon sales activities. It is recognised that sales professionals
work within regulated environments, and this is addressed within the relevant standards.
Of particular further significance is the use of NOS for a range of personal and
organisational development applications, and the opportunity this offers for enhancing
greatly their usage amongst employers. For example the NOS can:
 Inform in-house competence frameworks,
 Inform job descriptions and associated person-requirements for roles,
 Allow appraisal of performance, identifying areas of strength and aspects
for development,
 Inform the development of training programmes and ensure that individual training
is focused on real need,
 Inform career planning and organisational capability planning,
 Enable the recognition of achievement.
(Pages 40 to 41)
© 2010 The Chartered Institute of Marketing
This strategy is therefore designed to help employers to overcome the challenges
described and to enhance the drive for increased professionalism across the sales
profession. This strategy therefore sets out a vision in which the key objectives are to:
1) Develop sales qualifications provision, making full use of the flexibility afforded by the
qualifications frameworks,
2) Promote the use of learning and development, mapped to standards in the
management of a professional sales workforce,
3) Develop and promote recognised career entry points and opportunities for progression,
4) Address identified skills gaps across the sales workforce,
5) Promote enhanced learning provision for the sales workforce,
6) Promote assessment which is cost-effective and adds value.
(Pages 42 to 44)
We will maintain its partnership working with employers and the further
stakeholder organisations. It will also provide the following practical help to complement
and support the above. This help will include:
1) Continuing to monitor the use and interest in existing and further qualifications,
2) Ensuring that CIM standards conform to national framework requirements across the
four home nations,
3) Engaging employers effectively in the standards and qualifications process,
4) Ensuring that standards provision continues to cover all levels and functions of selling,
5) Building understanding of the NOS and their applications,
6) Developing the support of other SSCs/SSBs towards the inclusion of relevant Sales
NOS within their suites of standards.
(Pages 45 to 48)
© 2010 The Chartered Institute of Marketing
Section 2: Scope of the Sales Qualifications Strategy
The Chartered Institute of Marketing (The Institute) is working closely with the marketing
and sales professions to develop and promote a world-class UK wide framework for
marketing and sales education. As such, the CIM represents two professions which are
linked closely and which are pivotal to the success of modern organisations, and
therefore to the UK economy as a whole. Today’s successful organisations share a strong
focus upon their customers, through continuously finding creative ways of establishing,
serving and satisfying the requirements of well defined markets. It is the marketing and
sales professions, more than any other functions, which focus upon these markets and
their customers.
This Sales Qualifications Strategy (SQS) has been developed by the CIM in conjunction
with the marketing profession. This has involved obtaining views via an on-line
questionnaire together with detailed interviews with representatives of stakeholder
organisations, including several professional bodies and workshops held in each of the
four nations of the UK which were well attended by practitioners and their employers. In
addition, the Sales Advisory Board of the MSSSB has provided comment and direction.
Appendix A sets out a list of those who have kindly provided commentary and feedback
and their help is acknowledged with particular thanks.
The strategy presents the vision for future qualifications and associated education for the
profession, and sets out how CIM will work with the profession realising and refining this
vision. Whilst addressing qualifications and education, the strategy also addresses those
NOS which are considered to be essential to realising the vision described. This reflects
the importance of the NOS and also the considerable interest in the standards
demonstrated by employers during the consultations.
A separate Marketing Qualifications Strategy is also available. Given the natural links
between sales and marketing, these strategies share a number of aspects. A copy of
the Marketing Qualifications Strategy can be obtained from the CIM website
(www.cim.co.uk/standards).
This section of the strategy is set out under the following principal
headings:
1) UK-wide scope of the SQS:
 the sales profession,
 occupational roles within the profession,
 the population of learners,
 range of qualifications provision,
 overlap with other sectors,
2) Key priorities and alignment with government
policy:
 influences and strategic priorities,
 responding to strategic Government priorities.
2.1
UK wide scope of the SQS
The sales profession
The sales profession is one of the largest groups of professionals in the UK today,
employing around 7% of the UK’s workforce - approximately 2.06 million people. Of
these, 84% of the sales workforce is employed in England, 8% in Scotland, 4% in Wales
and 3% in Northern Ireland. (MSSSB LMI Report, 2008)
© 2010 The Chartered Institute of Marketing
The sales professional is involved in personal selling, a process involving discussion, often
face to face, between two people, or between the sales professional and a group.
The
sales professional is able to offer flexibility in the message being given, reacting to the
immediate feedback that this process allows.
The flexibility, reacting to the feedback and making an evaluation of the overall response
to the selling message, is a key strength of the sales process. It enables information to
be provided in the context of the buyer’s environment and requirements, objections
to be overcome, negotiation, and the sales professional to demonstrate the products
and services on offer. Such selling can therefore be extremely effective, as the sales
person can explore the particular needs of individual customers, and can adjust the
marketing proposition to fit such needs in negotiating the terms of a sale.
The
salesperson can also develop long-term personal relationships with key decision makers
within important customer accounts, often referred to as key account management.
There is an old fashioned image of personal selling, involving the ‘hard sell’ with a brash
and persistent salesperson delivering an unrelenting string of persuasive messages.
However, as is emphasised by the large majority of employers, the modern sales
professional now needs to be highly educated and skilled if they are to be successful
within increasingly sophisticated markets.
The term salesperson can be applied to a wide range of roles. For example, salespeople
behind the counters in many retail outlets can, primarily, often be order takers through
to the sales professional involved in personal selling. This latter area includes those
involved in the essential task of obtaining orders, which can require the proactive selling
of an organisation’s products/services. The profession also includes those involved in
sales management, thereby managing those working directly in personal selling, as well
as the strategic development of the sales function for their organisations.
The role of the sales professional can therefore vary from organisation to organisation.
Indeed in some, there may be no sales people at all if the organisation sells solely
through direct sales channels, such as mail-order, via brokers, or via on-line channels
such as the internet. However, in the vast majority of organisations, the sales
professional performs a critical role. In fulfilling this role, sales professionals can be
involved in business development and selling to a wide range of customers, although
these may be considered to be within two broad categories:
 Consumer selling, for example, where the salesperson sells to the retail customer
and/or to the end user directly, and where this is face to face it is often referred to
as direct selling. Employers confirm that although there is an increase in the
recruitment of graduates into these roles, there is also a high proportion of nongraduate sales personnel recruited into this area of activity, often with only limited
training provided particularly amongst smaller employers,
 Business to business selling, where the salesperson sells to other businesses for
example, manufacturing and professional services. Employers confirmed that this
aspect of selling is particularly dominated by graduates and increasingly so,
reflecting the demand for highly skilled individuals able to communicate and
negotiate with other professionals. However, the negative side of this is that many
expect to move through to management roles very quickly, leading to a lack of
‘career sales people’ who want to stay in face-to-face sales roles. In addition,
feedback indicated that senior posts in the more sales-sophisticated organisations
can often be filled by experienced sales professionals from outside the UK. These
personnel are often recruited from countries where there is a greater tradition of
sales training and the attaining of sales-specific professional qualifications, and a
consequent greater respect for the professionalism of sales personnel.
Within some organisations, the sales professional may be the only contact with a
© 2010 The Chartered Institute of Marketing
company’s customers, such that the salesperson is perceived as the company. In others,
such as those selling consumer goods, the final consumer may never be aware of the
organisation’s salespeople. This is because such salespeople work with the wholesalers
and retailers to ensure that their companies’ products are sold effectively.
Key activities in the selling process
Traditionally, the main stages in any sales process can be considered
to be:








Prospecting for customers, to identify potential customers for an organisation’s
products/services,
Qualifying the prospects, identifying those with good potential, and screening
out the others,
Preparing the approach, involving learning about the prospect and developing a
strategy towards developing business with the new customer,
Developing the relationship with new customers, including gathering
information about their requirements,
Presenting the sales message, including demonstrating the relevant
products/services and matching their benefits to the customer’s requirements,
Handling queries and any objections, which involves identifying and addressing
any barriers to achieving the sale,
Closing the sale, where various techniques might be used to obtain an order,
Following up the sale, to ensure that the sale has been completed and any
agreed after sales arrangements are in place to the customer’s satisfaction.
International selling
The above process can also be applied to those involved in export, or international,
selling. However, the international sales professional also has to be aware of different
cultures and their impact upon aspects of the sales process, and in particular in the
negotiation of a sale.
Range of selling activities
In the recent occupational mapping employers were asked about the range of selling
activities undertaken, including which are the main source of their organisation’s sales.
The results are set out below. Many respondents indicated that several of these activities
were undertaken, and often more than one was considered to be a main source of their
sales.
© 2010 The Chartered Institute of Marketing
Selling activities (%age)
Activity
Undertaken
(% age of
respondents)
Main source of sales
(% age of respondents)
Field selling (person to
91
75
person) Key account
82
48
management Telesales
64
14
Channel selling (via discrete channels)
39
4
Trade selling (to reseller organisations)
30
5
(Source : Occupational Map)
Field selling and key account management are therefore undertaken by the large
majority of organisations, including SMEs, with these activities being considered to be a
main source of sales by 75% and 48% of organisations respectively.
In addition to the above list, other selling activities identified by respondents include
broker selling and networking.
Sales professionals work in almost all sectors of the UK economy, with sales related
activity occurring in some form within most commercial and non-commercial
industries and organisations. As above the range of key sales activities include:

Partnership account management, involving senior management in the
commercial development of relations between their organisation and their clients,

Key account management, with the sales professional developing a strategic
relationship with key customers,

Field sales, involving personal, often face to face, interaction with customers,

Trade seller to reseller organisations, where the sales professional deals with
third-party agencies, such as retailers, who then sell to end-users,

Retail sales, addressing those working within a retail environment, and including
for example, those within estate agency, retail banking and the motor trade,

Telesales, often involving outbound calls to potential customers,

Channel sales (where selling is via particular channels, such as the internet or
mail-order).

Sales personnel can be involved in selling within different environments, including
selling from business to consumers, from business to business, and from business
to government, each with its own associated requirements regarding skills and
knowledge.
The standard occupational strands, based upon Standard Occupational Classification
(SOC) terminology, used to identify the above figures and their relative sizes within the
profession are set out within the following chart. The numbers employed are taken from
the MSSSB’s LMI report published in 2008.
© 2010 The Chartered Institute of Marketing
Sales occupations in the UK
000s
1,245
Sales and retail assistants
Marketing and sales managers
330
Sales representatives
225
Other sales related occupations
103
Telephone sales persons
58
Elementary sales occupations
49
Rounds (wo)men and van sales
person
Market and street traders and
assistants
Importers/exporters
25
19
Total
6
2,060
Notes:
1) The figure for sales and retail assistants includes roles within the retail environment
with a range of responsibilities including those involving a high proportion of
professional selling activity,
2) The figure for marketing and sales managers represents those found to be
working within sales activities by the LMI study.
Occupational roles within the profession
The sales profession therefore embraces a wide range of roles, and an even wider range
of job titles. The following describes the typical roles and responsibilities within the sales
function of a larger private sector organisation, as identified within the separate Sales
Occupational Map developed by the MSSSB. The roles focus upon those within
field/telesales operations and it is recognised that not all of the roles described
may necessarily be present within all organisations. Nevertheless, they are typical
and are presented in what would usually be a descending order of seniority.
Field sales environment
The following roles are those found typically within a structured sales force operating
within a larger sales-oriented commercial organisation:
Sales Director
Reporting to the Managing Director, the typical job holder has overall responsibility
for the development and effective implementation of the company’s sales strategy
and for the management of the sales function,
National Account Controller
Reporting to the Sales Director, the typical job holder would normally be responsible
for the formulation and implementation of sales strategies for individual key
accounts,
National Account Manager/Senior Key Account Manager
Reporting to the National Account Controller, the typical job holder would normally be
responsible for an identified account(s). Typical duties include establishing and
implementing a sales plan towards achieving agreed sales and profitability targets,
Global Account Manager
Reporting to the Sales Director, the typical job holder operates their accounts in the
manner of business units,
© 2010 The Chartered Institute of Marketing
Export/International Sales Manager
Reporting to the Sales Director, the typical job holder is normally responsible for the
formulation and implementation of sales strategies for specified overseas markets,
National/Regional Sales Manager
Reporting to the Sales Director, the typical job holder would normally control the
company’s regional salesforce teams in the UK, being responsible for the
promotion of the organisation’s products and services within the marketplace,
Sales Manager/Area Sales Manager
Reporting to the Sales Director or National/Regional Manager, the typical job holder
would have sales and commercial responsibility for a range of specialised products or
a defined sales area in the UK,
Customer Retention/Service Manager
Reporting to the Sales Director or National/Regional Manager, the typical job holder
integrates selling and customer service functions towards retaining and developing
existing customers,
Senior Sales Representative
Reporting to the Sales Manager, the typical Senior Representative would maintain
contacts with managerial levels within the customers’ purchasing departments,
promoting and securing sales of the company’s products and services,
Sales Representative
Reporting to an Area Sales Manager, the typical Sales Representative would identify,
maintain and develop opportunities for the promotion of the organisation’s products
and services within a defined sales area.
Telesales environment
The following roles are those found typically within a structured contact centre where the
sales personnel are responsible for making outbound, telesales calls to both potential and
existing customers:
Telesales Team Leader/Supervisor
Reporting to the Call Centre Manager, the typical Telesales Team Leader would
supervise a group of Telesales Agents,
Senior Telesales Agent
Reporting to the Call Centre Manager/Telesales Team Leader, the typical Senior
Telesales
Agent would be responsible for promoting sales by telephone,
Telesales Agent
Reporting to the Telesales Team Leader, the typical Telesales Agent works in a target
driven environment, telephoning current and potential customers.
The above field sales and/or telesales environments can often be supported within larger
selling departments by a sales training function. Within this might be experienced sales
personnel adopting a sales training role, often supported by external training
professionals.
Sales and retail assistants
Within the retail environment selling features strongly, with many roles requiring
expertise in face to face selling.
It is also recognised that in some retail environments, roles may focus upon responding to
customers’ intentions to purchase rather than proactive selling.
© 2010 The Chartered Institute of Marketing
Sales outsourcing
Several organisations also outsource their sales functions to contract sales organisations,
which then sell on behalf of several companies. Such contract sales organisations can be
involved in field and/or telesales, and sometimes key account management.
Sales administration environment
The following describes roles found typically within a larger sales administration and
support function. This function is often assuming an increasingly important role towards
monitoring accounts, and managing sales data and its interpretation. The roles include:
Sales Office Supervisor
Reporting to the Sales Manager, the typical job holder would be responsible for
supervising the efficient operation of the internal sales department, liaising between
the external salesforce and relevant internal departments,
Senior Administrator/Clerk
Reporting to the Sales Office Supervisor, the typical job holder is required to provide
sales information and explanations on product lines and services offered.
Further job holders with responsibility for selling
In addition to those sales professionals for whom selling is their principal activity, there
are many further job holders for whom selling is an important activity, even though it may
not be their primary or sole responsibility.
These include, for example, those working within SMEs, including their owners and
managers. Whilst many SMEs do not employ a dedicated sales professional, they are
involved in selling and related activities. As described in the Occupational Map, with over
4 million SMEs in the UK, of which some 84,000 employ between 20 and 500 people, it is
likely that the number of ‘non-specialist’ sales personnel in the UK is considerable.
Indeed, sales skills can be considered to be important in almost all walks of life and job
roles. These skills address developing relations of mutual benefit whether in a commercial
or even a personal context. Such considerations are contributing to the debate regarding
whether young students, such as those at GCSE level, ought to be taught sales related
skills.
Cross sector coverage
Sales is a cross-sector profession throughout the UK.
Access to and interest from the
consequent broad range of employers and individuals working within the profession brings
associated benefits including:
 A large potential target audience,
 Scope for specialisation,
 Stimuli for development from a range of sources.
The population of learners
The population of learners is the same body of sales personnel, including sales
professionals and also the ‘non-specialists’, as identified above.
This Sales
Qualifications Strategy is therefore designed to support learning for those working
towards entry into the profession, those already working as sales specialists within the
profession, and those who might not be sales specialists, but for whom important
elements of their work are sales focused. A significant amount of sales professionals
include also the role of marketing in their portfolio of responsibilities.
© 2010 The Chartered Institute of Marketing
The attaining of sales qualifications has not been of particular importance for many within
the profession for many years. Often, ability has tended to be judged by results and
experience. Consequently, the uptake of qualifications has tended to be low. However,
feedback from employers indicates that this is changing. As a result, the population of
sales learners is far larger than that indicated by the uptake of sales qualifications over
recent years.
However, much use is made of sales training, and there are high numbers of specialist
sales trainers offering training provision to the profession. The evidence from the LMI and
research in developing this Strategy indicates that employers are increasingly seeking
confirmation that the training is effective and that the demand from employers for
qualifications attesting to sales competence is also increasing. The following factors all
illustrate drivers towards an increase in the demand for qualifications:
1) The Sales Occupational Map, and the LMI report, confirm that entry into the
profession is increasingly at graduate level, with employers seeking to attract and
develop individuals able to develop strategic business relations with their clients,
2) LMI data indicates that 58% of companies employing sales personnel provided
specialist sales training over the previous year, a figure which industry experts expect
to increase,
3) LMI data identifies that 72% of training is currently ‘informal’ and provided in-house,
that is, offered outside the structure of a formal training course provided by
specialist providers. Therefore, a significant proportion of the training of learners
within the profession is currently outside national frameworks and recognised
accreditation. However, the research also identifies a strong and developing desire for
accredited training, with 47% of employers considering it important for their staff,
4) Consultation with employers identifies that trends and influences, such as
international competition, employee retention and the drive for enhanced
professionalism, are all increasing the demand for accredited training.
In addition, amongst the owners and managers of SMEs and other ‘non-specialists’
involved in selling activities, the strong support demonstrated during the development of
the MSSSB’s NOS which address selling for non-specialists illustrated the interest in, and
a need for, sales focused learning provision targeted at non-specialists who carry out
sales activities and yet are unlikely to have had any formal sales training.
Professional bodies
The sales profession is supported by professional bodies, such at the Institute of Sales
and Marketing Management (ISMM), and the Chartered Institute of Marketing (CIM).
These provide a focus for the representation of sales professionals and offer qualifications
recognising sales competence. The ISMM is represented upon the Sales Advisory Board
of the MSSSB.
Comprehensive coverage of NOS
The development of the current suite of NOS has enjoyed the support of practitioners,
the professional bodies, education providers and awarding bodies, and is considered to
offer a comprehensive coverage of most of the sales activities undertaken by the
profession.
Clearly, there is a need to ensure that the existing NOS are maintained, such that they
continue to reflect current as well as emerging best practice. As described by one
employer, the standards ‘must remain at the cutting edge’. In addition, as the profession
develops and new techniques and areas of activity emerge, new NOS and possible
qualifications will be required.
© 2010 The Chartered Institute of Marketing
Range of qualifications provision
The principal types of qualification available currently within the sales profession are as
follows:
England, Wales, Northern Ireland:






Post Graduate Study,
Bachelor Degrees,
Vocationally Related Qualifications (VRQs),
Higher National Diplomas (HNDs),
National Vocational Qualifications (NVQs),
Modern Apprenticeships,
Scotland:





Post Graduate Study,
Bachelor Degrees,
Higher National Certificates (HNCs), and Higher National Diplomas, (HNDs),
Higher National Units,
National Units, at SCQF levels four, five and six within the Scottish Credit and
Qualifications Framework (SCQF).
In addition to the above qualifications and associated training, there is a wide range of
further learning provision across the UK. Indeed, this is the basis for the majority of
current sales learning and development utilised by employees. Such provision includes:
 Courses relating to continuing professional development,
 Non-accredited training by employers and private training providers,
 Informal and semi-skilled work-based learning, including induction training.
Training provision
The LMI data explores the types of training provided. As above, it also differentiates
between
‘formal’ and ‘informal’ training, with the former including, for example, organised courses,
and the latter including the more ad-hoc, but often equally important, training
offered by managers/colleagues through guidance/tuition. The data indicates that:
 47% of employers have increased their sales training budget over the past three
years,
 58% of companies provided sales training over the past year, of which:
- 74% of the training is informal and provided in-house,
- 18% of the training is formal and again in-house,
- 8% of training is provided by external training providers, including colleges,
 54% of the employers consulted suggest that there are gaps in training provis
In particular, employers identified that provision at ‘entry level’ for those joining the
profession, and also that for sales managers, both strategic and operational, was
inadequate. The feedback emphasised that whilst there is training available, the
programmes were often insufficiently relevant to the profession’s requirements. The key
requirement was for enhanced programmes, and this is reflected in the preference across
employers for tailored, in-house programmes.
Amongst those attaining sales qualifications/awards, the most common are attained
through sales training leading to industry accredited qualifications, accounting for
16% of the qualifications, followed by NVQs (12%), and other, formal, vocational
training also accounting for 12% of the qualifications attained.
© 2010 The Chartered Institute of Marketing
Overlap with other sectors
As the sales profession is cross-sector, we work with organisations and their sales
professionals from almost all sectors of industry, and from those within the public,
private and voluntary sectors. Amongst those Sector Skills Councils (SSCs) and
Standards Setting Bodies (SSBs) with which the CIM footprint overlaps particularly are:
 Council for Administration, with regard to the role of sales administrators,
 E-skills, with regard to contact centres, and associated telesales operations,
 Institute of Customer Service, with selling and customer service being functions
which are linked closely,
 Management Standards Centre, which maintains standards addressing the
marketing and selling of products/services by those in general management,
 Skillsmart Retail, with regard to the role of sales personnel within the retail
environment,
 Small Firms Enterprise Development Initiative with regard to selling and business
development amongst SMEs.
In addition, as discussed above, there is also overlap with a large number of other SSCs
and SSBs as many organisations within their sectors are likely to have sales functions.
2.2
Key priorities and alignment with government policy
Influences and strategic priorities
The following paragraphs describe the key priorities for qualifications development, and
the associated issues which are amongst the drivers for such development and that of
associated learning programmes. These drivers are discussed in greater detail in Section 3
of this document.
Drivers for qualifications and associated learning
Amongst the drivers for qualifications and the associated development of NOS are the
following:
1)
Increasingly competitive markets, both within the UK and internationally, are driving
the need by employers for highly skilled sales personnel, with qualifications
identified as a route towards recognising the competence of such personnel,
2)
The need to continue raising the professionalism of selling within organisations,
ensuring that sales personnel are equipped with up to date selling skills and
excellent commercial/business appreciation,
3)
The demand for recognised entry routes into the sales profession, with defined
criteria and associated development programmes designed to ensure that entrants
are equipped with the skills and knowledge necessary for today’s more
sophisticated sales environment,
4)
A desire amongst employers for standardisation, or benchmarking, of sales training
and associated awards/qualifications. Employers identify that this is relevant
particularly for the range of programmes offered by private training providers,
Concerns amongst employers regarding their legal liabilities in the event of
malpractice in their selling activities,
5)
6)
The need for close working between
© 2010 The Chartered Institute of Marketing
and coordination of the sales and marketing
functions within organisations, which is being driven by the increasing focus
by organisations upon their markets and customers.
Priorities for qualifications and associated learning
The consequent priorities for qualifications and associated learning development towards
enhancing skills across sales are to:
1)
Raise the profile of qualifications and vocational skills training in sales, building upon
the opportunities offered by the developing qualifications frameworks, with NOS
and associated qualifications, including the existing VRQs, Apprenticeships, NVQs,
and Scottish Vocational Qualifications (SVQs), recognised as a basis for training
and development,
2)
Develop VRQs and qualifications arising from the opportunities presented via the
developing qualifications frameworks to meet specific needs, including the
addressing of particular aspects and emerging techniques within the sales process.
This includes
developing the opportunity to promote the accreditation of employer programmes,
3)
Address identified skills gaps within the sales workforce,
4)
Develop awareness of qualifications and of NOS, and their applications in
developing, managing and retaining sales talent, towards raising the
competitiveness of UK employers,
5)
Develop awareness of NOS and their applications in benchmarking relevant
qualifications and training programmes,
6)
Gain and publicise the endorsement of NOS, and associated qualifications, by the
relevant professional bodies,
7)
Develop, and support employers in the use of, implementation tools which address a
range of applications for NOS within employer organisations, and which link to
performance outcomes,
8)
Develop flexible arrangements for recognising achievement, which would include online and interactive delivery, where relevant, ensuring that undue time away from
the job is minimised,
9)
Promote the sales standards for non-specialists as a respected source of guidance
upon effective sales practice for those involved in selling, but without specialist
selling expertise,
10) Use qualifications and standards to promote commercial understanding and
coordination across the separate functions of sales and marketing, thereby
assisting these complementary functions to work together effectively,
11) Develop proposals for the incorporation of a sales element within the National
Curriculum.
Responding to strategic Government priorities
Several aspects of Government policy and guidance have informed the development of
this strategy. These are listed within the appendices.
© 2010 The Chartered Institute of Marketing
The Government policies, strategies and associated developments which have had a
significant impact upon skills, education, training and development and which have been
of particular importance in informing the development of this strategy are the:
1)
Leitch Review,
2)
Skills for Scotland,
3)
Qualifications and Credit Frameworks.
Leitch Review of Skills
The Leitch Review of Skill’s Final Report, ‘Prosperity for all in the global economy’, (2006),
built upon the findings of the ‘National Employer Skills Survey’ 2005, undertaken by the
Learning Skills Council (LSC). This Report identified that around 19% of the UK’s skill
gaps exist within sales, and thereby identified a clear need for the development of such
skills within the UK.
The Leitch Report described how the skills system must address the needs of individuals
and employers, with the meeting of vocational skills to be demand-led rather than
planned centrally. This implied a significant shift away from a central control over the
funding of Further Education towards allowing employers a greater say in how the
funding might be used. It is recognised that funding tends primarily to be provided for
lower level qualifications. However, this shift is a positive development for the sales
profession, where much of the learning is delivered in-house. The policy direction set by
the Leitch Report therefore provides impetus and support for employers towards
providing their sales personnel training related to targeted, accredited qualifications.
In identifying that vocational qualifications should be demand-led, unitised and based on
NOS, the Report recommended that sector bodies, rather than the Qualifications and
Curriculum Authority (QCA), should be responsible for approving qualifications.
SSCs/SSBs would then be able to recommend approval of qualifications developed by
organisations, including those of education institutions and employers for inclusion within
the qualifications frameworks, if they meet these standards. This will allow approval of
employer-specific qualifications and promote the accreditation of in-house qualifications.
Skills for Scotland
The Scottish Government’s strategy document entitled ‘Skills for Scotland’ replaces the
Leitch Report in Scotland. As described within this document, standards setting bodies
need to:
1)
Develop proper engagement with employers in their sector in order that they can
speak with legitimacy on their behalf,
2)
Deliver sectoral LMI that is trusted, well used and fits with the robust national
information supplied by Future Skills Scotland,
3)
Ensure that employers have a say in the design and development of learning at all
levels and in all settings, not just in vocational qualifications,
4)
Develop strong partnerships with other key players in their sector as well as with
Government, providers and intermediary bodies.
Qualifications and Credit Frameworks
Unitised, modular frameworks with transferable credits will be in place in each of the four
nations across the UK.
Within England, the Qualifications and Credit Framework (QCF) is replacing the National
Qualifications Framework (NQF) directly. In Wales, the QCF integrates with the Credit
and Qualifications Framework for Wales (CQFW) and replaces the CQFW ‘pillar’ previously
© 2010 The Chartered Institute of Marketing
occupied by the NQF. Within Northern Ireland, the QCF draws upon the work of the
Northern Ireland Credit Accumulation and Transfer System (NICATS).
The Scottish Credit and Qualifications Framework (SCQF) brings together all Scottish
mainstream qualifications into a single unified framework. It was developed in
partnership by the Scottish Qualifications Authority (SQA), Universities Scotland, the
Quality Assurance Agency Scotland and the Scottish Executive, and was launched in
December 2001.
The NQF has been identified as inflexible to meet fully the skills need of employers. The
regulatory authorities for England, Wales and Northern Ireland have therefore worked
together to develop the new QCF which will be regulated jointly. This framework is
designed to be:
1) More responsive in meeting employer and learner needs, using a flexible system to
tailor learning by combining a range of units,
2) More inclusive, with the facility to recognise learning which did not sit within the NQF,
with the possibility of now including employer-led training being of particular
relevance to the sales profession. It is recognised that provision by the professional
bodies is employer-led and therefore inclusive. The importance of the professional
bodies is recognised by the CIM in ensuring effective engagement with their network
of employers,
3) Easier for learners to navigate around and to understand, helping them meet their
individual needs.
The QCF is unit-based and supported by a system of credit accumulation and transfer.
The achievements of learners are expressed through credit accumulation and transfer.
The achievements of learners are expressed through credit, indicating the size of the
unity of qualification, and by level, indicating the challenge.
The QCF, and the SCQF, offer important opportunities towards promoting sales skills in
the UK, as they allow for enhanced flexibility in terms of the combination of units
allowed, and they also allow for the recognition of appropriate in-house programmes. In
addition, they present enhanced opportunities for the many non-specialists who
undertake sales activities, where a unitised framework will allow recognition of learners
who progress some sales focused learning within non-sales qualifications.
© 2010 The Chartered Institute of Marketing
Section 3: Sales profession working environment
3.1 Special features or characteristics of the working environment
This section of the SQS explores the principal features or characteristics impacting upon
the sales profession including their consequent impact for the use of qualifications and
associated NOS. In considering the features or characteristics, as well as exploring the
nature of selling, the focus here is upon those characteristics which tend to inhibit the
adoption of the current provision of qualifications, and to explore possible changes in
that provision which would promote the adoption of qualifications. As above, this section
also considers the associated role of NOS, reflecting the interest in these, and their link
to qualifications, and how the standards also offer an opportunity to develop and build
upon employers’ interest in their use which may extend to qualifications and education,
based upon the content of the NOS.
Exploring workforce trends and the impact for qualifications
As has been stated previously, the sales sector employs high numbers of personnel,
although the forecast is that this has become fairly static, and indeed may be dropping
temporarily because of the recession. Overall, the attaining of sales qualifications has not
been of particular importance for progression. However, the available evidence indicates
that this is changing. To understand the trends affecting the selling workforce, and the
impact for qualifications, it is important to consider the activities undertaken and how
these vary widely across a profession which is truly pan-sectoral. The fact that selling
crosses all sectors of the UK economy can cause tensions between the need for sectorspecific learning and qualifications, and the resources available to meet such
requirements.
A developing interest in the value of qualifications
In a profession which is acknowledged by many employers as being critical to their
success, and one which involves a range of activities across all sectors of the UK
economy, a key characteristic is the low level of practitioners with qualifications,
particularly sales-specific awards and a traditional belief amongst some ‘entrenched’
practitioners that selling is a skill that cannot be taught readily. For example, from
several organisations, including some larger employers, was the comment that ‘(my)
company does not train (in selling techniques) any of our sales people much at all’.
Whilst most provide technical training regarding the organisation’s products/services,
‘sales is perceived as something of a black art’ within some organisations. Nevertheless,
many employers have emphasised the need for effective training, including that for those
entering the profession.
Several employers also refer to the challenge of dealing with increasingly informed and
demanding customers. As one sales manager remarked, ‘buyers now go on courses that
tell them about sales techniques’. Another identified how buyers in the trade sector are
increasingly being recruited from retailers, and as such buyers’ skills and demands in that
organisation’s trade sector were developed highly.
The need for programmes designed to enhance, and to update the selling skills of
existing sales personnel is therefore acknowledged by many employers. Within many of
the companies represented by such respondents, the barrier to training is often
considered to be a lack of commitment at Board level. However, for some, the barrier
was uncertainty over the quality of training available, as it was observed that, ‘there is a
plethora of training providers and courses, some of which are very poor...’
© 2010 The Chartered Institute of Marketing
In a profession that for many years has had no tradition of requiring qualifications, the
evidence from the feedback in progressing this work, and to related projects, indicates
that qualifications are considered to be increasingly important, although for many it is the
demonstration of competence and experience that remains essential. The interest
expressed by many employers is for qualifications and associated training which is
focused upon essential skills and knowledge, and which do not require undue time away
from the job.
Additional evidence of the developing ‘professionalism’ within the workforce is that
increasingly, entrants to the profession tend to be graduates, and particularly within
larger organisations. The subject of the degree is usually considered by employers to be
of lesser importance than the skills and attributes of the individual. Many come direct
from education, although entry from related functions, such as marketing, is not
uncommon. Career paths and training tend to vary according to the nature and size of
the employer. Movement between organisations as a route towards gaining experience
and progression is common. One large employer commented that large companies
used to run 3-18 month long ‘hot-house’ training programmes for sales people
including sales techniques, product knowledge, business acumen and commercial
awareness. These are now perceived as expensive and unnecessary, particularly if
graduates are recruited. Unfortunately this has led to a reduction in ‘career sales people’.
Graduates often want to move into management roles far more quickly. They further
commented that Foundation Degrees might be one answer to this problem.
As is acknowledged within the profession, the development of career pathways tends to
be ‘piecemeal’, and the proposed developments set out within this strategy are ‘leading
the way’ for many organisations.
Therefore, in a sector where there has been only a limited drive for qualifications, there is
good evidence that this is changing. Indeed, the CIM believes that there is a wider need
towards enhancing the attractiveness of the sector to skilled individuals, such that
organisations are best equipped to address the sales challenges of ever increasingly
competitive markets.
The developing use of telesales
Advances in communications technology, combined with an associated reduction in costs,
have promoted a massive increase in telesales/telemarketing in the UK over the past ten
years. Organisations use ‘outbound’ telephone selling/marketing to identify and qualify
sales leads, and also to sell directly to both consumers and businesses.
Within many organisations teleselling can therefore offer a cost-effective way of reaching
customers. Many established call centres are also being renamed as communications
centres, reflecting the developing use of e-mails, texting and other electronic forms of
communication.
Telesales staff within call centres often work to demanding targets, which can involve
making up to some 25 calls per hour. Communication skills, including persuasiveness
with an emphasis upon being able to close a sale, together with keyboard/data entry
skills are therefore important. Telesales staff also need to be able to ‘take rejection’, and
be able to move ‘swiftly on to the next call’.
As call centres have tended to be located within certain regions of the UK, as one
employer identified, ‘recruitment and retention of those with the best skills is difficult’,
with employers often competing for the same pool of staff.
An increase in consultative and relationship selling
Whilst many sales people are involved with activities appropriate to making a specific
sale with a customer, many organisations are not simply seeking to make a sale. Many
© 2010 The Chartered Institute of Marketing
have important accounts that they wish to nurture. There are therefore significant trends
towards what has been termed relationship marketing and consultative selling and the
impact of which are considered more fully in the subsequent section. These terms are
often used to describe the following:
 Consultative selling – business to business selling, where the supplying
organisation seeks to provide a complete solution in meeting their customer’s
business need,
 Relationship selling/marketing – business to consumer selling, where the sales and
marketing is adapted to address known customer preferences.
Developing focused awards
LMI data, and the further evidence from interviews and telephone interviews with
employers, indicates that many employers are reluctant to release sales personnel from
their jobs for extended periods of training. This can have a significant impact upon which
learning programmes, and any associated qualifications, are progressed.
The interest amongst employers in focused development programmes and associated
awards suggests the need for qualifications significantly smaller than N/SVQs if the
requirements of all employers are to be fulfilled. Such awards would address defined and
specific aspects of selling, and their focus upon particular skills/knowledge would be
combined with their demanding only short periods away from ‘front-line’ selling.
As part of the developing interest in professionalising the sales force, the evidence is that
many employers seek sales qualifications which address key areas of skills and
knowledge, so that sales people would, for example, know and be able to apply
knowledge of the sales process, the psychology of buying, territory management and,
particularly for those involved in consultative selling - commercial and strategic
understanding. For those involved in enterprise selling and at senior levels, this
understanding would need to be well developed.
The available evidence confirmed that the interest in qualifications extends to those for
sales managers. Such qualifications will need to cover knowledge appropriate to
managers being able to set sales objectives, design sales strategy and sales force
structure, and also to enable the effective recruitment, selection, coaching, supervising
and evaluation of sales people.
The available evidence also indicates a preference for a modular approach for the
presentation of qualifications. This is in line with the desire for ‘smaller’ awards.
In
addition, several employers suggested that qualifications also recognise the different
types of selling environment, including business to business and business to consumer,
with levels addressing the requirements of sales/account executives through to key
account management and higher. The evidence also suggests that qualifications
addressing key steps in the selling process would be important for organisations lacking
formal sales training, including many SMEs. This was endorsed by the SEEDA report
(2009) which reports an increase in demand for short, sharp courses in sales and
marketing.
3.2 Workforce trends and changes forecast for the sales
profession working environment
This section describes anticipated changes in the sales workforce and the working
environment likely to impact upon the requirements for qualifications and the
development of personnel within the sales profession. A report undertaken on behalf of
UKCES includes a static forecast for the Sales occupation (at the level of major
occupational sub-group) for 2007 to 2017 This represents a declining share of
employment overall (related to both a negative occupational effect and industrial mix
© 2010 The Chartered Institute of Marketing
effect). This is further impacted by the economic position, with sectors that employee
large numbers of sales people, for example retail and financial services, making jobs
redundant because of falling sales and the impact of the recession.
However, although it is difficult to predict accurately in the current economic climate, it is
widely recognised that investment in sales and marketing is essential for growth, and in
the medium term numbers of employees in sales are likely to rise once more. (SEEDA
[for IES], 2009). Although this research focuses on the SE of England it is likely be
representative of the situation across the UK in terms of the sectors that employ sales
staff.
Research was undertaken by Randstad in January 2009 into the impact of the recession
on the UK’s labour market. They conducted cross-sectoral research across 355 companies
of varying size (between 100 – 10000+ employees). Survey results show that an average
reduction in sales personnel of 8.7% of sales force size is anticipated by those who have
already or are likely to cut back (22% of a base of 134 have already made redundancies
and 29% of a base of 163 anticipate making redundancies in sales in the next 6 months).
However, it also showed that 26% of service firms anticipate skills shortages in the sales
area (base 197).
The very high numbers of sales people in the profession, difficulties in retaining sales
employees, and the changing attitude to qualifications would support the continuing need
for a strong qualification strategy in spite of the negative workforce trends.
In developing this strategy and also related work, sales professionals, the
professional/expert bodies and education providers were asked how they considered the
sales profession to be developing, and what they considered to be the key challenges
facing practitioners.
Consultative and relationship selling
As above, the trend towards consultative selling has led to a rapid increase in those sales
professionals whose aim is to win and retain important customer accounts in a mutually
profitable business relationship.
Sales professionals involved in consultative selling include Key Account Managers who are
responsible for developing a close understanding of their customers’ businesses, and for
offering advice and assistance and thereby adding value as well as building good personal
relations with key decision makers.
As was identified through the occupational mapping, a trend amongst some
organisations, including some involved in offering high value products/services and
requiring detailed discussions and negotiation, is to become involved in what termed
relationship, or enterprise is selling. The sales professional is then often part of, or may
manage, a customer-focused team representing a variety of business functions. Within
this process, the sales professional might be considered as a business consultant
operating at a strategic level in partnership with their customer. The aim is to engage the
corporate competencies of both the supplier and customer organisations in adding
significant mutual value.
Developing further skills to meet developing challenges
As well as the trend towards relationship marketing/consultative selling, there are several
further important developments impacting upon the selling operations of today’s
organisations. Whilst many of these are considered more fully later in this report, two are
© 2010 The Chartered Institute of Marketing
noted below.
1)
Advances in technology and database management now allow organisations and
their sales and marketing personnel access to much more information regarding
both their existing and their potential customers. Modern organisations can now
track their customers’ preferences and needs much more effectively. There is also
considerably greater information at individual customer level than ever before. The
consequent availability of information about particular customer groups, and
even individual customers, is allowing salespeople to target their markets and
accounts much more effectively,
2)
Rapid advances in communications technology are also providing a variety of
increasingly cost effective sales or distribution channels, notably telesales and online selling channels.
The effective sales professional requires a range of skills and knowledge. In particular,
as identified in the occupational mapping:
 All employers attach significant importance to verbal/presentation skills, selfconfidence and resilience, and negotiation skills, providing a key message for the
design of training programmes and performance standards,
 Employers with telesales operations also consider keyboard/data entry skills
to be essential,
 Many larger employers consider it essential that their sales personnel are up to
date in their knowledge and ability to apply best selling practice, and that they
have an excellent commercial business understanding.
Concerns over skills shortages
The evidence from several of the larger employers contributing to the strategy identified
a shortage of highly skilled sales people. ‘Difficulty in recruiting people of the right
calibre’, and ‘a poor labour pool and poor calibre means that there are insufficient
resources’, were comments from amongst the largest employers responding.
Amongst many organisations with current and ongoing development programmes several
respondents emphasised how their programmes were often focused upon developing the
skills required for both effective national account management and also salesforce
management. As well as understanding and being skilled in the selling process, national
account and sales managers also require the skills appropriate, for example, to building
business relationships and teamwork, with sales managers also requiring management
and associated coaching skills – their being ‘pivotal to improving salesforce
effectiveness’.
Several respondents therefore described how the focus of their sales training was often
upon their key account and/or their sales managers. The importance of such training
was further emphasised by several respondents whose views are encapsulated by the
comment that sales managers are ‘sometimes promoted due to their being good sales
people, but they do not necessarily have the skills required to be a good sales manager’.
This interest was also confirmed by a college which identified that programmes
addressing key account and sales management were those often sought by individuals
and companies from many sectors.
However, the evidence from discussions within several organisations, including some
SMEs, and supported by feedback from the colleges, indicates that for many the
challenge is perhaps a more basic one of raising selling skills across the ‘traditional’ sales
process described above. As described, several employers offer little or no sales skills
training, a situation over which some respondents expressed frustration and concern.
© 2010 The Chartered Institute of Marketing
Addressing skills gaps to address developing requirements
The recent LMI study, together with related research, including that undertaken amongst
employers contributing to the development of this strategy document, identified the
following skills gaps arising from developing requirements affecting the sales profession,
and which need to be addressed via future qualifications:
1)
Skills associated with strategic account management, or relationship selling, as sales
professionals are required to respond to, and operate within, increasingly complex
procurement environments. This includes being able to operate within increasingly
regulated public procurement procedures,
2)
Commercial/business awareness, to include an understanding of risk management in
terms of assessing client portfolios and understanding the portfolios’ strengths and
any vulnerability,
3)
Use of technology, where the use of sales-related technologies, such as Electronic
Point of Sale (EPOS) within retail selling, and advanced telecommunications
networks within telesales, are of significant importance to the sales profession.
Similarly, IT applications are important within e-commerce, sales prospecting and
performance management. These might be addressed via increased focus
upon these within future sales qualifications, or possibly as the basis for standalone qualifications addressing functions such as sales knowledge management.
4)
‘Soft skills’, including time management, negotiation and written communication
skills, which might be incorporated within future NOS and associated qualifications.
There is also the opportunity to ‘hallmark’ training courses which address such soft
skills.
Meeting modern challenges through enhancing the professionalism of
sales forces
Employers often refer to the challenge of identifying those selling strategies and
processes appropriate to winning and then retaining all customers in today’s competitive
markets. The following quotations are illustrative of how respondents expressed this
challenge:
1) ‘(The selling role) has been much the same for the last 10 to 15 years…how to
develop and integrate our selling into new processes such as telesales and
relationship management?
2) ‘Our approach to selling has shifted dramatically in the last 5
years’.
Two different views, both expressed by senior sales professionals and both
representatives of large corporate organisations and also operating in related industry
sectors. However, the former view is illustrative of responses from several organisations
which suggest that selling practices in some companies have changed little over recent
years. The latter view reflects that of other organisations which have introduced new
processes such as consultative selling/relationship marketing, and/or telesales, and
indeed in some cases have transformed their selling operations to embrace an enterprise
sales culture.
In adopting new selling strategies effectively, the challenge for several organisations can
be at two different levels, for example at:
1)
The organisational level, where effective consultative selling can require the crosscompany coordination of selling activities, together with an investment of resources
and the close integration of sales with marketing and other functions to
develop and implement account specific strategies designed to create added
© 2010 The Chartered Institute of Marketing
value business relationships with key customers. For some organisations, and
particularly those considering enterprise selling, this requires a significant shift in
culture and operations,
2)
An individual level. Sales people, as well as being motivated and competent at
closing a sale, for consultative selling also need to be able to build relationships, be
effective problem solvers and team leaders, and be commercially aware.
Indeed, when operating at the strategic level, as required for enterprise
selling, they ‘need to be current on best practice in addressing business
problems’. This requires the upskilling of the sales workforce to address such
a challenge.
Allied to this, employers often refer to the need to raise the professional status of
selling. This was considered necessary in:
1)
Making the profession attractive to both those considering it as a career, and
for those already within it, with clear opportunities for development and
routes for progression,
2) Ensuring that selling practices are up-to-date,
3) In achieving parity of esteem with other functions within some companies
and in their boardrooms, so enabling the sales profession to influence
corporate strategy most effectively,
4) Towards gaining acceptance and establishing trust with customers.
Promoting the professionalism of selling
Given the current, difficult economic environment within which organisations are
operating, it is therefore recognised by many employers that it is essential for the sales
workforce to be equipped with the particular skills towards ensuring that employers
realise their full sales potential and are able to proactively manage market share. This,
in turn, calls for up to date training and qualifications which address current best
practice. It also requires the promotion of the professionalism of selling, with appropriate
qualifications available and recognised from entry level through to strategic leadership.
Qualification provision up to level four is available within the profession. However,
provision beyond this level is often considered by employers to be limited. As a
consequence, sales managers seeking a higher-level qualification often progress more
generic management programmes. The evidence therefore suggests that qualifications
focused upon sales management at a strategic level are therefore required to meet
the needs of senior professionals. It is recognised that such provision is offered, for
example, by some universities and within the redeveloped suite of qualifications from the
ISMM. However, their use across the profession is not established and will require
promotion and support.
Coordinating marketing and selling strategies effectively
As organisations develop greater market orientation, they become more market focused
and customer oriented. It is sales and marketing, more so than any other business
functions, which deal with an organisation’s customers and are therefore pivotal to the
success of modern companies.
Modern sales forces are often involved in aspects of business that have traditionally been
considered to be the responsibility of marketing. These include reviewing and analysing
sales data to assess market potential, and the development of marketing strategies and
plans overall, as well as those aimed at maximising the opportunities from key accounts.
The trend towards greater market orientation is linked closely with identifying,
© 2010 The Chartered Institute of Marketing
implementing and managing appropriate sales processes. Therefore, to be effective, the
selling and marketing functions need to understand each other’s roles and to work
together closely. Whilst being separate professional areas, requiring distinct skills and
performing many distinct activities, selling and marketing are increasingly being involved
in shared activities. To be effective, the selling and marketing functions need to
cooperate closely.
In many companies there often remains a traditional ‘rivalry’ between the selling and
marketing functions which needs to be removed if organisations are to embrace moves
towards a customer focused and market oriented culture.
Future qualifications should therefore reflect the move towards increasing coordination of
the functions, whilst ensuring that the further distinct activities are also reflected.
Several employers identified that sales qualifications ‘should include a module(s)
about marketing…to allow understanding and dialogue with our marketing colleagues’.
The increasing importance of relationship marketing/consultative selling supports
strongly the need for good coordination of marketing and selling activities, with both
professions therefore requiring an excellent understanding of the others’ relevant
activities.
Address the increased coordination of the sales and marketing activities within
some organisations
The need for the enhanced coordination of sales and marketing activities within some
organisations presents the opportunity to use learning programmes and possible
qualifications in promoting closer working amongst professionals in these functions. This
may require the development of appropriate programmes and award(s) which would be
designed to:
1) Recognise best practice when coordinating sales and marketing,
2) Offer Marketing qualifications for sales professionals and vice versa.
© 2010 The Chartered Institute of Marketing
Section 4: Summary of current qualifications and learning
provision
4.1 The main types of qualifications and learning provision for the
profession
This section describes the qualifications and associated learning provision relevant to the
sales profession.
It provides an overview of key points as well as describing the main
types of qualification available. Appendix B sets out a summary of the accredited, as well
as several non-accredited qualifications relevant to the sales profession in the UK.
The tables within this Appendix identify:
1)
Those qualifications which are included within the National Database of Accredited
Qualifications. This includes awards offered by the professional bodies,
2)
A selection of the Sales Higher Education awards offered across the UK.
The principal types of qualifications
The principal types of qualifications relevant to the sales profession are identified below.
Secondary education
Within secondary education learning provision addressing sales is within elements of
related qualifications such as business studies and business management. Currently,
within secondary education there is no provision for stand-alone academic qualifications
focusing upon selling, such as GCSEs, A Levels, Highers and Scottish Standard Grades.
Currently across the four nations:
 In England, Wales and N Ireland, sales cannot be studied as a single subject at
school, and there is no dedicated module relating to sales within any
current business studies curriculum,
 In Scotland, there are specific sales units available in schools. However, these
are not combined into National Courses, where again selling is not covered
specifically, as the focus is upon business studies.
Further education
Within further education in England, Wales and Northern Ireland there are only a limited
number of HNCs/HNDs offered through colleges and universities. These are included
within Appendix B.
In Scotland, Scottish Higher National Certificates (HNCs) and HNDs are offered by further
education colleges, some universities and several other external training providers and
centres. They provide the skills and knowledge required towards employment at middle
management and technician level. None of the available HNCs or HNDs focuses purely
upon sales, as the subject is taught in combination with marketing.
Higher Education (HE)
Higher Education programmes include courses with content of direct relevance to the
sales profession. These include qualifications in areas such as ‘sales/sales management’,
‘retail/retail management’ and ‘marketing and sales’. Qualifications awarded within higher
education include Degrees at the levels of Bachelor of Arts (BA) and Masters. Appendix B
lists a selection of these qualifications.
© 2010 The Chartered Institute of Marketing
The interest amongst employers for enhanced professionalism and higher level
qualifications confirms the need for HE sales qualifications.
Informing higher education (HE) qualifications
Greater use of the NOS in informing relevant HE qualifications would also ensure that
these address up to date practice and thereby promote their take up and use in ensuring
that today’s new sales professionals are equipped with the relevant knowledge and
skills. As NOS are employer driven, this would assure the currency and relevance of such
qualifications and lead to a closer alignment between academic and vocational
qualifications.
NVQs/SVQs
National Vocational Qualifications (NVQs) are based on the National Occupational
Standards developed by the MSSSB and provide recognition of competence in the
workplace. Approved NVQs relevant for the sales profession were launched in August
2007 by City & Guilds and are available up to level 4 and include:
 Telesales NVQs at levels 2 and 3,
 Sales and Sales Management NVQs at levels 2, 3 and 4. As yet, there are no plans
to introduce these SVQs within Scotland.
Apprenticeship
The CIM is responsible for the development and maintenance of the Sales and Telesales
Apprenticeship Frameworks for England, Wales, Northern Ireland and Scotland.
Apprenticeships provide individuals in employment, and aged sixteen or over, with a
mixture of on and off-the-job training. As employees, apprentices work alongside
experienced staff to gain job-specific skills and receive off-the-job training with a local
training provider, such as a college, to acquire the knowledge necessary to underpin their
practical skills.
Sales and Telesales Apprenticeships exist currently at level 2 and 3 in England, Wales
and Northern Ireland and at level 3 in Scotland. These are being updated at the time of
writing this Strategy, with the aim being for the existing framework to be updated to
meet developing industry and accrediting body requirements.
A recent change in policy in Scotland now allows the profession to determine whether the
SVQ within new Scottish apprenticeships should be at level 2 or level 3, as opposed to
only those at level 3 being allowed previously. No Apprenticeship containing an SVQ is
available in Scotland and apprentices here progress that which includes the relevant
NVQ.
Vocationally related qualifications (VRQs)
Vocationally Related Qualifications (VRQs) include those developed by the professional
bodies and other respected organisations. Sales VRQs tend either to be focused purely on
selling, or where they are combined, this is often with a subject such as administration,
management or marketing. Again, Appendix B identifies a number of the Sales VRQs.
Professional qualifications
The ISMM has recently completed the redesign of its qualifications. The Institute offers
progression through its awards, certificates and diplomas from levels 1 to 6, and on to
postgraduate study.
The range of professional qualifications provided by the Chartered Institute of Marketing
© 2010 The Chartered Institute of Marketing
(CIM) includes a number addressing sales, which have been mapped by the CIM to the
NOS. As above, Appendix B lists the Sales qualifications offered by these professional
bodies.
Training provision
The MSSSB’s LMI data includes information regarding learning provision, in terms
of the type of training being delivered. This is set out in the table below.
Types of training
%age
In-house informal training
In-house formal training
External training at a college
External training at a university
External training with a private
provider
75
18
2
1
4
100%
LMI data prepared for the MSSSB (Skills Need Sales v13 – TBR 2008) indicates that
types of in-house training considered important by employers include coaching; nonqualification related vocational training and internally certified programmes. Detailed
information regarding the content of the in-house training is not available readily as it is
owned by the organisations. Therefore, given the high percentage of training which is
provided in-house, the more accessible data relating to that accredited and provided
by colleges and other training providers is not therefore representative of the overall
picture.
Information was sought regarding the structure and content of a typical training
programme offered by external training providers. However, as has been described
previously, there is a great range in the provision. Employers and training providers
alike confirmed that a typical programme was ‘impossible to define’ given the huge
breadth in terms of both the numbers of providers, and in consequence, the content of
their programmes.
Accreditation / ‘kite marking’ of training
In initiatives related to meeting employers’ demands for focused awards/training,
several respected organisations now offer their accreditation of employers’ ‘in-house’
training programmes, without the content of such programmes having then to be placed
within the public domain, thereby preserving the commercial confidentiality of such
programmes. For example, this accreditation is offered for appropriate programmes by
several awarding bodies.
Mapping relevant training to the NOS, including that offered by external providers and
also that offered in-house, could streamline the accreditation process, and may also
provide an opportunity to approve or ‘kite mark’ appropriate training.
Whilst
recognising that only approved awarding bodies can submit qualifications on to the
qualifications frameworks, this ‘kite-marking’ would hep to promote confidence in
such training, and any associated qualifications amongst employers, and therefore
promote the use of good training.
Recognising effective sales trainers
The evidence from a number of training providers involved in contributing to this work
identified the need for an award/kitemark which recognises their competence and
expertise. This would offer assurance to employers regarding the credibility of such
providers.
© 2010 The Chartered Institute of Marketing
4.2 Uptake of qualifications and learning provision
The following paragraphs provide available details regarding the uptake of sales
qualifications and learning provision. However, the data available at the time of writing is
limited and greater detail is sought from key bodies regarding the uptake of individual
qualifications.
Further Education and Work Based Learning
LMI data relating to the number of people progressing sales qualifications in Further
Education (FE) and as part of Work Based Learning (WBL) was obtained from the
following bodies:
1) In England, from the Learning and Skills Council’s Individualised Learner Record
(ILR). This data source represents all LSC funded training, and therefore does not
cover training funded by other sources, including employers,
2) In Wales, from the Department for Education, Lifelong Learning and Skills (DELLS)
and Lifelong Learning Wales Record (LLWR),
3) In Northern Ireland, from the Department of Employment and Learning Northern
Ireland (DELNI), and the Further Education Statistical Record (FESR),
4)
In Scotland, from the Scottish Funding Council’s Infact database.
The outcomes from the analysis are set out below, with the table illustrating the number
of enrolments in the years 2003 to 2006.
Country
WBL/FE
England
FE
WBL
Scotland
FE
Wales
WBL
FE
WBL
NI
FE & WBL
Enrolments
04/05
1208
126
05/0
710
140
327
Unavailable
560
Unavailable
Unavailable
Unavailable
Unavailable
Unavailable
100
31
25
8
03/0
Unavailable
Unavailable
67
62
5
The lack of available data means that it is very difficult to discern trends in the above
figures, other than to confirm that numbers have traditionally been low.
Scottish Higher Nationals
The take up figures for Scottish HNDs with a sales element indicate that just two were
progressed in 2003 - 2005. However, this does not reflect the number of Higher National
Units in sales that may have been taken as part of related marketing, business and retail
higher nationals. The available Higher National Units in sales are listed below.
Higher national unit
 Presentation Skills: Selling an Idea (Concept and Client)
 Principles and Practice of Selling
 Principles and Practices of Selling
 Print Selling Techniques
 Printing Industry: Sales
 Sales Management
© 2010 The Chartered Institute of Marketing
NVQs/SVQs
The following table illustrates the number of ‘old’ NVQs awarded each year since 2003,
that is, those which were replaced following the introduction of the updated qualifications
in 2007.
Year
2003
NVQ
All NVQs
Number
104
2004
All NVQs
368
2005
All NVQs
226
2006
All NVQs
239
2007
Sales (level 2)
Sales (level 3)
Telesales (level 2)
Telesales (level 3)
146
6
80
1
Key Account Management (level
3)
Total
for 2007
2
235
Information available from City & Guilds indicates that the launch of the new NVQs
attracted strong demand for these awards, particularly at level 2. 1,763 candidates
registered for the new level 2 Sales NVQ and 1,706 registered for the level 2 Telesales
NVQ in 2008. This has continued into 2009 with, for example, 784 registrations for the
level 2 Sales NVQ in January 2009. In addition, the developing demand for these
qualifications is again illustrated by figures from the awarding body Edexcel which
indicate some 800 registrations for the level 2 Sales NVQ within January 2009. These
figures therefore confirm a strong and developing interest in the Sales NVQs, particularly
at level 2.
Exploring the interest in N/SVQs
There had only been a relatively low uptake of the sales NVQs in England/Wales,
particularly at the higher levels, when compared against some of the further NVQs
available. However, as above, registrations for the relaunched NVQs, particularly at level
2, indicate a strong increase in demand, reflecting employers’ requirement for effective
‘entry level’ programmes. As is indicated by the uptake of the new level 2 NVQ and the
Apprenticeship, there is a developing demand, particularly as an ‘entry programme’ for
those new to the profession. Amongst the reasons indicated by employers for the
historically low demand were the following:
1)
N/SVQs tend to require a programme of work lasting for one to two years. This is at
odds with the requirements of the majority of employers who are often seeking
training and awards where the programmes allow for short, intensive periods of
training, with time away from the job minimised and a ready realisation of
performance improvement,
2)
Concerns amongst some employers that N/SVQs tend to be cumbersome, involving
candidates in developing weighty portfolios of evidence across a range of activities
which can be considered to be too broad. Whilst it is recognised that awarding
bodies have worked to streamline requirements associated with evidencing
competence, these concerns are often a legacy of experience with previous
procedures,
3)
Demands that assessors must, in turn, have achieved relevant NOS attesting to
their competence, which can be perceived as a costly, time-consuming hurdle
without a justifiable benefit.
© 2010 The Chartered Institute of Marketing
The take-up of the new level 2 NVQ and the involvement of practitioners and employers
in the development of the Apprenticeship has indicated particular interest amongst
several employers in the lower level NVQs. This interest may also be developed further
should the level 2 N/SVQs be confirmed and promoted as appropriate towards addressing
foundation, or entry-level, awards for those joining the profession, particularly for nongraduates.
Professional bodies
The following table identifies the take up of the ISMM’s current sales qualifications for
2006. Figures for the full 2007 year were not available at the time of compiling this table,
and the new qualifications were available for registration from September 2008.
Award in Basic Sales Skills
2
Enrolment
s in
2006
132
Certificate in Sales & Marketing
2
85
2
51
ISMM Qualifications
Certificate in Sales & Marketing for
Approved
Driving Instructors (pilot)
Level
3
41
Award in Advanced Sales Skills
3
42
Advanced Certificate in Sales & Marketing
5
34
Diploma in Strategic Sales
4.3 Current and developing uses for qualifications
This section describes the uses that employers make of the current qualifications and
associated available learning programmes. It also identifies actions which would assist in
developing these applications and in enabling employers to make better use of
qualifications and learning programmes.
The following findings and recommended actions are the outcomes from consultation
during workshops focused upon this strategy, from the results of an on-line survey which
explored the use made and importance of qualifications across a variety of applications
and consultation from related projects. These, in turn, build upon the outcomes from the
LMI work which surveyed over 100 organisations. In addition, a recent survey
undertaken by the ISMM obtained feedback from 258 respondents, and the results as
published in March 2009 are referred to here where appropriate. Interviews were also
carried out with a number of senior sales personnel across sectors that employ high
numbers of sales people.
Uses made of qualifications
The on-line survey asked respondents to rate the importance to their organisation of a
range of uses for qualifications. The outcomes from some 50 respondents, which
included representatives from employers, both large and SMEs, training providers and
awarding bodies, support the findings from the separate workshops. In the survey,
respondents rated the uses according to their level of importance, from essential to low.
The table below identifies those uses which were rated by a significant proportion
of respondents to the on-line survey as ‘essential/important’, and thereby adding
critical/significant value. The uses are rated across three broad ‘categories’ of qualification
as follows:
 ‘Qualifications in general’,
 ‘Qualifications awarded by professional bodies’,
 ‘Other vocational qualifications (including vocational awards, certificates,
© 2010 The Chartered Institute of Marketing
diplomas and N/SVQs)’.
Uses of qualifications essential/important to employers
%age rating use as essential/important
Use
In general
Professiona
l bodies
1 Developing specialist
sales skills
Other
vocationa
l
82
71
34
2 Improving staff morale
and retention
81
50
32
3 Determining selection
criteria for recruitment
73
62
21
70
62
35
70
80
22
64
41
32
4 Recognising
professional
competence
5 Accrediting in-house
training
6 Regulation of work
and/or consumer
protection
(Source : on-line survey of 52 contributors)
This table illustrates how, amongst the above uses, the evidence from those employers
responding to this question indicates the use of qualifications to be particularly
‘essential/important’ in:
1)
2)
3)
4)
5)
6)
Developing specialist sales skills,
Improving staff morale and retention,
Determining selection criteria for recruitment,
Recognising professional competence,
Accrediting in-house training,
Addressing the regulation of work and/or providing consumer protection.
These findings, whilst evidencing an interest amongst some employers in qualifications as
a means of developing skills, also indicate that qualifications as a means of recognising
professional competence are not, overall, amongst the top priorities of employers.
Use of apprenticeships
The on-line survey also explored the importance to employers of apprenticeships within
the sales profession. Of the 46 responses to this question, approximately one-third of
the respondents considered that apprenticeships were ‘essential/important’ to their
business as an entry route for their sales people into the profession.
However, a third also perceived that apprenticeships offered no value in this respect. This
was an area followed up by interviews with employers across different sectors in order to
clarify the findings.
© 2010 The Chartered Institute of Marketing
Offering entry level qualifications
Linked to Apprenticeships, the evidence from several employers during workshops
identified a need for ‘entry-level’ programmes appropriate for that proportion of entrants
into the profession who are not graduates. In discussing ‘entry-level’, this refers to entry
into the sales profession. This is separate and distinct from the basic ‘entry-level’
discussed within qualifications frameworks. Further work is necessary to define the
particular population involved, and how their needs might best be addressed. This work
would explore the potential for N/SVQs, as well as VRQs focused upon essential
knowledge and skills, in fulfilling these needs. Follow up interviews indicate that this
applies to large employers who have Call Centre/Telesales operations. Employers in retail
also see this as appropriate for those recruited to work in stores (non-graduates),
although a combination of retail, sales and customer service skills are desirable in this
case.
As discussed previously, many employers do not require qualifications of those entering
sales, with the focus often being upon the relevant interpersonal skills and/or technical
skills (particularly pharmaceuticals, engineering, medical devices, manufacturing). We
believe that there is the opportunity to promote the use of qualifications and the
associated recognition that the necessary skills have been attained as part of the
increasing drive for enhanced sales professionalism amongst employers.
Enhancing the future use of qualifications
The on-line survey built upon the findings from the workshops and asked respondents to
rate the importance of a number of possible applications for future qualifications
provision. The table below identifies those applications where relevant qualifications
would be essential/important, thereby adding critical/significant value.
Potential future applications for relevant qualifications
%age rating as
essential/importa
nt
86
Future applications
Developing first-line managers and above
Focusing upon entry level to the profession
85
Developing specialist selling skills
81
Determining selection criteria for recruitment
79
Providing accreditation/quality assurance of
external training provision
78
Developing ‘soft skills’, such as communication
75
Utilising Foundation degree(s)
71
(Source : on-line survey of 52 contributors)
Therefore, although this evidence suggests various actions which would enable employers
to make better use of qualifications, it needed more in depth research to confirm the
requirement to establish qualifications which:
1) Develop selling and managerial skills appropriate to sales managers,
2) Promote entry into the profession,
3) Develop and recognise particular areas of selling specialism,
© 2010 The Chartered Institute of Marketing
4) Inform and determine the criteria used in recruitment,
5) Quality assure training provision,
6) Develop ‘soft skills’, such as communication, negotiation, and innovation,
7) Provide a foundation degree(s).
In-depth interviews confirmed numbers 2 – 6 in the above list. However, no evidence
was found of action 1, and only one company supported the possibility of a Foundation
Degree in Sales being beneficial.
Utilising the opportunities offered by the QCF/SCQF
The Frameworks present opportunities for promoting the use of sales qualifications as
follows:
 Greater flexibility in how modules might be combined, and the potential to ‘build’
towards higher awards thereby recognising developing skills and knowledge
across key aspects of sales, will allow for awards focused upon key aspects of
selling,
 Development of awards which are accessible readily will enhance opportunities
for practitioners to achieve recognition of their expertise,
 The cross-sector nature of sales, allied with the portability of the credits within the
framework, opens opportunities for a broad potential audience of learners
interested in sales qualifications and in developing their selling skills.
Exploring learning delivery methods
Respondents to the on-line survey were asked to rate their organisation’s preferred
methods for learning delivery. The following lists those rated the highest, according to
the percentage of respondents rating these 4/5 out of 5.
Important factors when considering learning delivery
1)
Modular structure to allow flexibility
2)
Part-time rather than full-time programmes
3)
A mixture of delivery modes is available
4)
Short, 1 to 3 day training courses
5)
Leading to a Masters level qualification.
These findings reinforce the findings from the workshops and confirm strong preferences
for programmes which allow flexibility in their delivery, without the requirement for fulltime study which might interrupt operational effectiveness. The interest in training
towards the higher level qualifications is also noted, and also reflects the interest in
awards for managers.
New delivery formats for qualifications
Advances in technology are also allowing sales personnel access to increasing amounts of
marketing information. ‘The growth in EPOS (electronic point of sale) accessibility’
requires sales people to be ‘proficient in analysing data’. ‘A key challenge (for sales
personnel) has been how to deal with the massive amount of information accessible for
prospecting’.
Another respondent confirmed there to be a ‘lot of interest in electronic information
provision, including the use of e-learning for sales representatives, as companies don’t
like their people being taken off the road’.
© 2010 The Chartered Institute of Marketing
Therefore, as organisations and their sales personnel embrace advances in technology,
modern sales professionals are increasingly skilled in the access and analysis of data
using electronic media.
The development of e-learning as a delivery format for training and qualifications could
allow increased accessibility to training programmes and associated awards for learners,
who are increasingly using this medium as part of their job role. The flexibility of this
format may therefore also support employers in promoting and offering further
development pathways for their sales personnel and the consequent use of training
programmes and qualifications.
In addition, the format should promote access to training and qualifications across the
many sectors employing sales professionals, and across the many types and sizes of
organisations within these sectors.
Use of Sales N/SVQs
The survey explored respondents’ views regarding the Sales N/SVQs in particular. The
table below identifies responses to the questions posed.
Use of Sales N/SVQs
%age agreeing
Sales N/SVQs are appropriate at entry level
78
Sales N/SVQs are appropriate for first-line managers and
above
Sales N/SVQs are appropriate as an entry route as part of an
apprenticeship
44
Sales N/SVQs are inappropriate
21
21
(Source : on-line survey of 52 contributors)
The use of the Sales N/SVQs is therefore supported by those responding to this question
for those seeking entry into the profession. This is in turn supported by the registrations
identified previously following the re-launch of the revised Sales and Telesales level 2
NVQs. Of note is the preference for N/SVQs as being ‘stand-alone’, rather than as part of
an apprenticeship, although it is unclear as to whether this may be due to a lack of
awareness of apprenticeships.
The Importance of Training
The evidence
regarding the
expressed by
organisations,
indicates that amongst many employers there is strong agreement
importance of training. Whilst this might appear to contradict concerns
several employers regarding the low level of training provision in their
this apparent contradiction can be reconciled through the following:
1)
Whilst training is considered to be important in some companies, it is not provided
with sufficient regularity, and often focuses upon technical aspects such
as the
product/services being offered, to the exclusion of selling skills,
2)
Whilst training on the job is often provided, particularly for new recruits,
several practitioners identified that such training would benefit from greater focus,
and more information upon sales technique,
3)
The ‘plethora of training providers and courses, some of which are very poor’,
identifies that within many organisations the training provided is not considered to
be achieving its aims.
© 2010 The Chartered Institute of Marketing
Lack of Standardisation Across Sales Training
The lack of consistency in training is linked to the need to promote and enhance
professionalism, such that sales training needs to be up to date and to address best
practice. Many sales training courses and associated awards tend not to be benchmarked
to common standards, and as above, can often be considered by employers to be of
variable quality and relevance to today’s sales environment. This is considered to be
particularly true for some courses offered through private training providers. There is
therefore a concern amongst many employers regarding the full relevance of some sales
training courses.
In addition, the lack of qualifications amongst the profession extends to those involved in
sales training. The LMI and associated research for this work indicates a demand amongst
established trainers for a relevant qualification towards promoting their credibility to both
clients and trainees.
Aspects of the sales process requiring formal training
The ISMM survey identified the following key areas of the sales process for which formal
sales training should be made available. The list is the top ten areas and is reproduced
by kind permission of the ISMM.
Aspects of the sales process requiring training
%age
agreeing
Building and retaining effective sales relationships
43
Closing a sale
42
Sales techniques
42
Best practice in selling
36
Handling objections
34
Sales process skills (including account/opportunity
33
management) Building and delivering customer service /care
31
Time management / prioritisation skills
30
Developing and delivering sales presentations
29
Strategy and planning
25
(Source : ISMM survey of 258 contributors)
Upskilling non-specialists and the associated role of qualifications/NOS
Whilst awareness overall remains low, several general managers, including those within
SMEs, have demonstrated strong interest in the ‘non-specialist’ NOS developed by the
MSSSB. This was illustrated during the work to develop these standards, and on this
evidence we believe that there is a need to develop awareness for these standards, and
to develop and promote instruments towards their use in furthering business
development.
More recently the interest in non-specialist units was further confirmed by a recent
decision by DIUS/LSC to select sales and marketing non-specialists units as a basis for
developing QCF units for SME flexible training programmes that attracts government
funding. At the time of writing of this strategy the QCF SME units are being developed.
Whilst the number of non-specialists involved in selling presents opportunities as set out
above, care needs to be taken to ensure that any training/qualifications provision allows
© 2010 The Chartered Institute of Marketing
for the resources available to such personnel. Potentially, where sales activity is
carried out by non- specialists it may be competing for attention with the further
demands upon the time of these non-specialists, such that sales and the success
of their organisations suffer. It is therefore essential that learning provision
designed for this group ensures that the quality of their selling skills is not
diluted.
Awareness and uses of national occupational standards
Respondents’ awareness of NOS was explored. Amongst those responding to this
question the responses were split equally across the following:
1)
No awareness of NOS,
2)
Have heard of NOS, but do not understand them in detail,
3)
Use NOS regularly for a variety of applications.
Only approximately 40% of respondents answered this question, with this low level of
response perhaps indicative of the remainder having only a little, if any, awareness of the
potential uses of NOS.
Uses for the sales NOS
The on-line survey also explored respondents’ views regarding the importance to their
organisations of potential applications of the sales NOS. The table below identifies those
rated ‘essential/important, and would add critical/significant value’ by a high percentage
of respondents.
Potential applications of NOS
%age rating it as
essential/ important
Applications
1
Providing a benchmark for qualifications to
ease comparison
2
Basis for the accreditation of external training provision
75
3
Basis for implementation tools providing guidance
on performance management
68
4
Inform the development of professional qualifications
and degrees
61
100
(Source : on-line survey of 52 contributors)
Building awareness for the NOS and their applications
There is considerable support for the sales NOS and their applications, including their role
in informing training and qualifications, amongst those employers utilising the standards.
Nevertheless, the consultation indicates that overall their remains only a low
understanding and awareness for the Sales NOS and associated qualifications. We believe
that through building awareness of the NOS and the promotion of instruments
demonstrating their use in developing, managing and retaining sales talent, then this is
likely to fuel an interest in qualifications, as employers develop an appreciation of the
potential value of NOS and their applications.
© 2010 The Chartered Institute of Marketing
Section 5: Other uses of qualifications and national
occupational standards
This section explores the further uses of qualifications and NOS. It is recognised that
section 5.3, which explores the use of NOS in particular, is not necessarily integral to a
paper focused upon qualifications. However, it reflects the particular comments and
interest also demonstrated by employers contributing to this strategy.
5.1 Use of qualifications for the regulation of practice
As the sales qualifications and their associated NOS have been designed to apply across
all sectors, they do not address particularly the regulatory regimes applying in particular
industries/sectors. Therefore, there are no sales qualifications used specifically for the
regulation of selling practice. Nevertheless, various sales NOS make clear reference to a
need to adhere to regulatory requirements impacting upon selling activities.
Regulation impacts upon those involved with selling in the following particular
sectors:
1)
Financial services, where the Financial Services Authority, ‘FSA’, regulates the
selling activities of financial advisers who advise upon regulated investments. The
Authority’s requirements in terms of the training and competence of advisers include
requirements regarding knowledge and understanding, the competence to be
demonstrated in the workplace, and the associated assessment regime. The Skills
Council for Financial Services works closely with the FSA in establishing
qualifications and work-based standards requirements,
2)
Pharmaceuticals, where the Association of the British Pharmaceutical Industry,
‘ABPI’, operates a Code of Practice which includes the legal requirements controlling
the advertising and promotion of medicines. The Code is operated by the
Prescription Medicines Code of Practice Authority, ‘PMCA’, which was established by
the ABPI. The Code regulates the training and activities of Medical Sales
Representatives, and requires Representatives to pass appropriate ABPI
examinations as well as addressing their practice in the workplace. The ABPI
Institute focuses upon the education and training of Medical Sales Representatives
and assumed responsibility from the now disbanded Pharmaceutical Industry
National Training Organisation for the continuing reformation process of the ABPI
examination,
3)
Utilities, particularly in respect of the requirements of Ofgen – the power industry
regulator, as expressed through Energywatch – the gas and electricity consumer
council. Energywatch sets out requirements regarding the door to door and
telephone selling of gas and electricity.
In addition, there are regulations and Codes of Practice governing:
1)
Direct marketing, including telesales. The British Code of Advertising, Sales
Promotion and Direct Marketing embraces previous relevant Codes including those
drawn up by the Committee of Advertising Practice, ‘CAP’, and the Direct Marketing
Association, ‘DMA’. The Code’s requirements cover, for example, accepted practices
for those involved in telesales and e-mail marketing,
2)
Direct selling, usually involving face to face selling to consumers, where the Direct
Sales Association’s Code of Business Conduct sets out procedures to be followed by
the Association’s members.
© 2010 The Chartered Institute of Marketing
Therefore, various sales NOS make clear reference to the regulatory frameworks
impacting upon sales activities, such as those addressing Data Protection and the
requirements of the Financial Services Authority (FSA).
It is therefore recognised that sales professionals do work within regulated environments.
As above, the existing sales standards, which are designed to be pan-sectoral, require
that relevant legal and regulatory requirements are fulfilled, thereby ensuring that best
practice is reflected wherever the standards are being applied.
5.2 Use of qualifications to promote customer confidence and to
protect the public
An increasing awareness of the need to develop and maintain best practices with regard
to ageism, corporate ethics and corporate social responsibility is seen as having an
increasing impact upon the sales activities undertaken within many organisations. The
influence of ethical and moral considerations is of increasing importance in assessing
customer behaviours and decision making. Perceptions regarding an organisation’s
ethical practices are therefore often an important aspect influencing sales
communications, including those at a corporate level.
The qualifications, through the inclusion of relevant units of sales NOS therefore refer to
the ethical guidelines and regulatory frameworks relevant to sales occupations. It is
recognised that several of these guidelines and associated codes are designed to ensure
consumer protection. Whilst the qualifications and the NOS are not designed specifically
for the purpose of promoting customer confidence or consumer protection, they are
intended to equip practitioners with the necessary knowledge and competence for best
practice.
Within the context of sales, public protection is delivered by regulatory frameworks
relating to the organisations employing sales professionals, with the qualifications
providing an essential part in informing and motivating practitioners to understand and
adhere to the appropriate regulatory requirements.
5.3 Use of NOS towards enhancing individual and organisational
performance
Traditionally the components for vocational qualifications, NOS remain the basis for
qualifications which attract public funding in the UK.
However, NOS have a much wider range of uses. They are the building blocks for a host
of personal and organisational development applications, as is illustrated by the following
diagram. With NOS setting out the outcomes of best practice together with the
knowledge required, they can provide the basis for the effective management and
enhancement of individual and organisational performance.
© 2010 The Chartered Institute of Marketing
As is indicated by the diagram the standards, which identify the outcomes, behaviours
and knowledge required for best practice, can:
1
Inform an organisation’s in-house Competency Framework, through selecting those
NOS of relevance to the functions undertaken across the organisation,
2
Inform individual role descriptions and the associated person-requirements for that
role, which are important particularly in recruitment and selection,
3
Allow individuals to appraise their own performance against the agreed outcomes,
behaviours and knowledge associated with best practice. Equally, an organisation’s
formal performance management processes can be informed by the requirements of
the standards,
4
Enable training and development programmes to be focused upon specific, identified
needs, thereby ensuring that they are relevant and cost-effective. In turn, the
standards can inform the content of particular programmes, ensuring that these
address relevant skills and knowledge,
5
Allow planning at two levels:
 At a personal level, where individuals can identify the competences required of
those roles to which they aspire, and therefore better plan their development
towards realising their next career steps,
 At an organisational level, the competences facilitate succession planning, allowing
organisations to map the overall competences required against the capability
profile of their workforce,
6
Enable recognition of achievement, as the standards offer individuals the opportunity
to demonstrate their ability and to attain awards which are recognised nationally.
Organisations can utilise this to motivate their people and manage talent which helps
with retention of valued staff.
© 2010 The Chartered Institute of Marketing
Section 6: How the CIM will help realise the future
6.1 The vision for future qualifications and learning provision
for the sales profession
Our vision is for a comprehensive and robust qualifications structure for the sales
profession. This will involve building upon the developing trend to ‘professionalise’ the
sales workforce and to work in partnership with employers, the professional, educational
and awarding bodies towards developing relevant learning provision and associated
qualifications. In realising this vision, the key objectives are to meet the associated
needs of those practitioners and their employers who are working to enhance selling
professionalism, and therefore to:
1) Develop sales qualifications provision, making full use of the flexibility afforded by the
qualifications frameworks,
2) Promote the use of learning and development, mapped to standards, in the
management of a professional sales workforce,
3) Develop and promote recognised career entry points and opportunities for career
progression,
4) Address identified skills gaps across the sales workforce,
5) Promote enhanced learning provision for the sales workforce,
6) Promote assessment which is cost effective and adds value
These objectives build upon the developing demands from employers as evidenced
previously, and are explored below, where the rationale and associated areas of
development are set out.
1. Develop sales qualifications provision, making full use of the flexibility
afforded by the qualifications frameworks
This objective will seek to build upon the developing drive to professionalise the
sales workforce, and to ensure that relevant awards are available at levels
appropriate for new starters through to experienced sales personnel. Key areas for
development include:
1). Developing focused awards, addressing key aspects of selling, with a modular
structure designed to minimise time away from the job.
This will build upon
the flexibility within the qualifications frameworks to establish relevant awards,
certificates and/or diplomas at levels 2, 3 and 4, and will explore awards
relating to:
 fundamentals of effective selling,
 key account management,
 negotiation, including handling objections and closing the sale,
 relationship selling,
 sales administration,
 sales training,
 strategic sales management,
 telesales,
© 2010 The Chartered Institute of Marketing
2). Agreeing qualifications, based upon appropriate combinations of units, which
fulfil the credit requirements of the qualifications frameworks, and upon which
candidates might build.
2. Promote the use of learning and development, mapped to standards, in the
management of a professional sales workforce
This objective also builds upon the developing drive for enhanced professionalism
across the sales workforce, and also builds upon employers’ drive to
maximise selling productivity and the realisation of sales targets. This will illustrate
how best practice, as defined by standards, can be developed, monitored and its
effectiveness evaluated. Key areas for development include:
1) Developing implementation tools, based upon the standards, which employers
can use towards assessing an individual’s selling skills and performance, to
subsequently inform learning programmes tailored to need, and to inform the
recognition of best practice which in turn can be linked to qualifications,
2) Working with selected employers to assist their use of the implementation tools
towards establishing case studies for use in promoting effective learning and the
recognition of best practice.
3. Develop and promote recognised career entry points and opportunities
for career progression
This objective will address the developing interest indicated by employers in raising
the standards of those entering the sales profession and in promoting the
attractiveness of the profession by establishing career progression opportunities for
talented individuals. Key areas for development include:
1)
Developing new learning programmes and awards offering entry level into sales
to address the fundamentals of effective face to face selling and telesales,
2)
Working with employers to develop qualifications and career pathways that
attract and retain talented individuals with ambitions of professionalism and
career progression,
3)
Testing the demand for the greater use of functional and standards mapping to
job roles and career pathways as a means of assisting employers in using
standards as the basis for skills development linked to recognition and
progression.
4. Address identified skills gaps across the sales workforce
This objective will address the identified skills gaps within the sales workforce
overall as described by employers. It will involve working closely with those offering
the existing qualifications towards adapting the content of such awards to enhance
their value to employers. Key areas for development include:
1)
Detailing the skill requirements to address identified gaps
including:
 commercial/business awareness and development,
including risk management with regard to assessing client
portfolios of products/services,
 communications, including negotiation and influencing,
 IT technologies and applications,
 strategic account management,
2)
Working with awarding bodies to map these skills against existing qualifications,
and adapting the content of relevant qualifications, where necessary.
© 2010 The Chartered Institute of Marketing
5.
Promote enhanced learning provision for the sales workforce
This objective builds upon the evidence that employers are seeking assurance both
regarding the relevance of learning provision, and also regarding the quality and
experience of those delivering the learning programmes.
Key areas for
development include:
1)
Working with training providers, awarding bodies, funding agencies and
employers to develop ‘short, sharp’ and discrete training modules focused
upon identified priorities, to be made available via a variety of delivery modes,
including e-learning,
2)
Looking for opportunities for meeting the demand for the ‘kite marking’ of inhouse and external trainers who are willing to map their provision to the Sales
NOS,
3)
Promoting the recognition of training provision which maps to agreed standards,
and which would include employer-based programmes.
6.
Promote assessment which is cost effective and adds value
This objective is designed to promote the use of vocational qualifications and to
address concerns evidenced amongst some employers regarding the nature of
workplace assessment. Key areas for development include:
1)
Reviewing assessment strategies to ensure that these allow enhanced
workplace assessment and a wide mix of acceptable evidence,
2)
Reviewing opportunities for flexibility in the methods of assessment, including
the use of e-assessment,
3)
Developing assessment pathways which allow candidates to demonstrate
achievement of common standards central to effecting selling through
identified, job- related ‘evidence routes’.
Our vision for the future of the learning and qualifications provision for the sales sector
takes into account the following:
1)
There is strong evidence that many employers are seeking to enhance the quality of
their sales workforce, with a corresponding interest in enhancing sales
professionalism and the attractiveness of the profession for talented individuals,
2)
There is a developing interest in qualifications and learning which recognise
particular areas of selling competence, and which can be delivered in a modular
format,
3)
The sales profession crosses all sectors of the UK economy. The vision must address
the demands of these sectors as well as those of specialists and non-specialists,
4)
There is a requirement for the ongoing maintenance of the NOS to ensure that they
remain up to date. Some new standards are also required to address emerging
developments. However, no significant redevelopment of the existing materials is
necessary.
In addition, Appendix C identifies several government policies from across the four home
nations of the UK which have been considered in the development of this strategy.
This strategy is designed to help employers overcome the challenges and maximise the
opportunities facing the sales profession. It aims to meet the demand for solutions to
these complex issues through developing the use of qualifications across the four nations
of the UK. This will be supported by the complementary development of relevant
NOS and their applications.
© 2010 The Chartered Institute of Marketing
6.2 Past and future dialogues and partnership working
We have established strong working relations with its partners across the sales profession
and will continue to build upon the networks created. Amongst the initiatives undertaken
and being progressed towards maintaining effective partnership working in the UK are the
following:
1)
Establishment of a structure of advisory boards/groups populated by respected
representatives of the professions. This includes the Sales and Marketing Advisory
Boards which consist of respected figures from within the professions, including
senior representatives of each of the principal professional bodies, awarding bodies,
education providers, qualifications regulators, as well as employer representatives
from both larger organisations and SMEs. In addition, advisory and working groups
focus upon particular aspects of development and these consist of relevant
practitioners from across the professions. Given the importance of employers, it is
recognised that there is a need to seek employer views continuously in validating
the our decisions. Employers are the direct source of information regarding current
and future industry needs. Accordingly their view is the primary reference for any
decision to meet sectoral needs,
2)
Working closely with each of the principal professional bodies, education and training
providers. This has included building upon their goodwill to utilise their databases in
accessing sales professionals and their employers,
3)
Maintaining and enhancing working relations with the principal awarding bodies
towards informing and influencing qualifications provision. This will include
continuing to develop effective working relations with awarding bodies, including
key professional bodies, colleges and universities, and the unitary awarding bodies,
to inform and influence their qualifications provision for the sales profession,
4)
Developing a network of employer contacts, and maintaining a database of such
contacts,
5)
Promoting partnership working and ensuring effective consultation across the four
nations and across the breadth of employer organisations in all projects.
Consultation has involved working groups, the use of questionnaires, both on-line
and hard copy, as well as telephone and face-to-face discussions,
6)
Working actively with other SSCs to ensure understanding and use of the CIM’s
products in relation to NOS
7)
Working closely with the accrediting authorities, both within and outside
the UK.
We will also seek opportunities for generating income towards promoting long-term
viability, and which would allow greater resources to be made available for developing
the initiatives which are required to meet employer requirements and in support of the
work around NOS etc.
Amongst the initiatives undertaken and being progressed towards maintaining effective
partnership working at an international level are the following:
1)
Promoting links across Europe and beyond to raise the profile of the work in this
area carried out by CIM and to increase the network of partners. This includes
influencing relevant developments and thinking in Europe to ensure that the UK
perspective is recognised by EEC regulatory bodies and to pre-empt other
influences which may emanate from less established and/or representative bodies in
Europe,
© 2010 The Chartered Institute of Marketing
2)
Developing a network of international bodies to promote the global relevance of the
our products revolving around NOS etc.
3)
Involvement in high profile initiatives, including the National Sales Training
Awards,
4)
Presentations at Conferences and the publishing of papers to reach wider audiences
and to promote our vision and products going forward for NOS etc.
Developing the Sales Qualifications Strategy
The work undertaken in developing this strategy illustrates the excellent working
relations established and the methods for ensuring effective consultation. For
example, the development of this strategy involved:
1)
Consultation with Sales Advisory Board members, and as is identified in Appendix A,
these consist of representatives of employers, professional and awarding bodies,
2)
Consultation upon the developing drafts amongst further stakeholders, including
further awarding and accrediting bodies,
3)
Workshops across each of the four nations, involving representatives of employers,
including multi-national organisations and SMEs, and further stakeholders,
4) Consultation amongst further employers via an on-line questionnaire and the
web-site,
5)
Reviews of iterative drafts of the developing Strategy with delegates from the
workshops, and through meetings of the Sales Advisory Board which was also the
Project Steering Group for this work.
6.3 Practical help provided by the CIM
Section 6.1 identifies the key objectives for the strategy in meeting employer needs from
learning and qualifications.
We will support fully the achievement of these objectives, and will also:
1)
Continue to monitor the use and interest in existing and further qualifications,
2)
Ensure that the CIM’s standards conform to national framework requirements across
the four home nations,
3)
Engage employers effectively in the standards and qualifications process,
4)
Ensure that standards provision continues to cover all levels and functions of selling,
5)
Build understanding of the NOS and their applications,
6) Develop the support of other SSCs/SSBs towards the inclusion of the relevant Sales
NOS within their suites of standards.
Particular actions associated with providing this practical help are described below;
1
Continue to monitor the use and interest in existing and further qualifications
We will continue its monitoring through:
© 2010 The Chartered Institute of Marketing
2
1)
Monitoring the take-up of the sales NVQs as launched in 2007 and determining
the case for the launch of SVQs,
2)
Monitor the take-up of the new Apprenticeship and extending the NOS and
qualifications’ incorporated, as required,
3)
Responding to the interest in HE qualifications, and determining interest in a
Foundation Degree for Sales, and taking the consequent actions in addressing
such potential interest,
4)
Promoting the content and benefits of existing qualifications, including the
NVQs, HNC/HND and Apprenticeships, as well as proposed new provision,
promoting their complementary position alongside HE and professional
qualifications.
Ensure that the CIM’s standards conform to national framework
requirements across the four home nations
We will work to:
3
1)
Ensure that provision meets the requirements of national frameworks including
the NQF and QCF in England, the SCQF in Scotland, the CQFW in Wales, and
the NICATS in Northern Ireland,
2)
Amend and migrate appropriate NOS based qualifications provision into the QCF
in England, and work with the relevant awarding bodies to assign credit values
to enhance access to smaller components of competence linked to modular
training provision. In Scotland NOS based qualifications will migrate into the
SCQF where these qualifications are offered in Scotland,
3)
Assign credit ratings to, and rules of combination for the standards and specific
groups of NOS within the QCF and SCQF, in conjunction with the relevant
awarding bodies, and combine relevant units to reflect the particular needs of
the various sales specialisms,
4)
Align UK wide frameworks with the European Qualifications Framework (EQF).
Engage employers effectively in the standards and qualifications process
We will work to:
1)
Engage employers effectively in the standards development process including
enhanced consultation and skills review, recognising the important role of the
professional bodies in understanding and accessing employer organisations.
This will build upon the existing use of working and advisory groups involving
representatives of employers, as well as individual discussions and electronic
consultation,
2)
Support SMEs and micro-organisations to take up the standards and
qualifications, through mapping functions to standards and the qualifications,
brokering aces to assessment and delivering tailored standards to simplify the
process,
3)
Develop a recognition and credit tool appropriate for in-house company learning
and development, and also non-formal learning programmes, which maps into
QCF provision and hence supports accreditation within the qualifications
frameworks. The SCQF already supports this and in Scotland it is expected
that the SCQF will underpin this work,
© 2010 The Chartered Institute of Marketing
4
4)
Ensure that qualifications provision addresses the range of needs described by
employers, including that the qualifications are accessible, credible and
transferable,
5)
Work with the professional bodies to support the maintenance and use of their
qualifications.
Ensure that standards provision continues to cover all levels and functions of
selling
We will:
5
1)
Undertake periodic reviews of all existing NOS and maintain their currency in
reflecting current and emerging best practice, addressing the emerging
and developing sales functions and techniques through the provision of
updated/further NOS and qualifications,
2)
Incorporate the skills identified as gaps across the sales workforce overall,
within the requirements of relevant NOS,
3)
Promote the NOS, including their key components as descriptors of best practice
and their value in informing qualifications design.
Build understanding of the NOS and their applications
We will:
1)
Develop an action plan towards promoting the NOS to identified target
audiences and segments of the UK economy, with appropriate and targeted
propositions designed to address the need of these audiences and segments. It
is likely that the different audiences may include:
 employers, and within this audience different proportions may be required
for the sales functions and for the human resource (HR) function, both of
which may have particular interests which the NOS can address,
 education and training providers, where actions might include the provision
of training events aimed at ensuring that such providers understand and can
apply the NOS, and so are equipped with the knowledge appropriate to their
promoting effectively the NOS to a wider audience,
2)
Develop appropriate instruments allowing the ready application of the NOS for
such as:





6
develop job descriptions,
managing performance,
informing learning and development programmes,
informing skills management at an organisational level,
informing career progressing planning.
Develop support of other SSCs/SSBs towards the inclusion of the relevant
Sales NOS within their suites of standards
We will:
1)
Confirm those SSCs/SSBs with selling functions undertaken by the occupational
areas within their footprint,
2)
Liaise with the relevant SSCs/SSBs towards promoting their use of the Sales
NOS.
© 2010 The Chartered Institute of Marketing
Through the above practical help the CIM will work with employers and its further
partners towards achieving the objectives for the future learning and qualifications
provision for the sales profession.
6.4 Monitoring and evaluating the SQS
The strategy will be kept under review and up-dated annually (or whenever a need arise)
involving an assessment of current provision and a review of the vision for future
provision for the sector. An annual review is regarded as appropriate in order to reflect
the rapidly changing and broad based nature of the profession.
Delivery of the qualification strategy will be through the Sales Qualifications Strategy
action plan, which will be monitored regularly by CIM.
© 2010 The Chartered Institute of Marketing
Appendix A: Consultation
The following includes a list of:
1)
The members of the Sales Advisory Board whose input and guidance is
acknowledged with particular thanks,
2)
Those who kindly provided input either via interviews, workshops, responding to the
on- line survey and/or provided information and materials towards developing this
strategy. Their help is again acknowledged with particular thanks.
Members of the Sales Advisory Board
● Mr Mark Battye
● Mr Richard Berry
Edexcel
● Mr Herbert Blankson
The Society of Sales and Marketing
● Mr Adrian Brine
Citation
● Ms Joanne Day
MSSSB
● Dr Chahid Fourali
MSSSB Quest Media
● Mr Don Hales
Radian Partnership
Direct Sales Association
● Mr Jim Johnston
● Mr Peter O’Donnell
Ergon
● Ms Cathy O’Shaughnessy
City & Guilds
● Ms Sarah Pallett
EDI
● Dr William Pedley
ISMM
● Ms Beth Rogers (Chair)
Portsmouth University
● Mr Tim Royds
Highclere Sales Training & Consultancy
● Mr Lars Tewes
SBR Consulting
● Mr David Scott
ISMM
● Ms Elaine Snell
SQA CIM
● Mr David Thorp
● Ms Laura Wheeler
City & Guilds
Respondents to interviews, workshops, and/or the survey
● Ms Josephine Apperley
Acorn
● Mr Peter Bartlett
Value Car Partners
● Mr Jeffrey Bean
Sales Team Focus Ltd
● Ms Carole Bishop
● Mr Peter Brent
OCR (Oxford Cambridge and RSA
Examinations)
Matthieson Brent Consulting
● Mr Adrian Brine
Citation Plc
● Mr Mick Conway
Wood Group
● Ms Juliette Denny
Growth Engineering Ltd
© 2010 The Chartered Institute of Marketing
● Mr Chris Evans
National Customer Service Awards
● Mr Andy Ferguson
Pursuit NMA International
● Ms Tina Finch
Zinc 2000
● Ms Colly Graham
Salesxcellence
● Mr Don Hales
National Customer Service Awards
● Mr Richard Houdmont
CIM
● Ms Cory Nicole Hughes
Chwarae Teg
● Mr Freddie Humphries
Pursuit NMA International
● Mr Paul Hutchings
Thales UK
● Ms Deborah Jones
GE Capital Solutions
● Mr Rod Jones
A.S.K Learning
● Mr Paul Knee
Verathon Medical
● Ms Tina Louise
Voxtive
● Ms Kellie Marks
TACK International
● Ms Lynn Matthieson
Matthieson Brent Consulting
● Ms Frances McCabe
ISMM
● Mr Robert Mensah
Datamonitor Ltd
● Ms Elaine Moore
SSC Alliance
● Mr Andrew Moorhouse
Huthwatie International
● Ms Angela Payne
Walsall Ltd
● Dr William Pedley
ISMM
● Mr Mike Priestley
Pitney Bowes
● Ms Beth Rogers
Portsmouth Business School
● Mr Ian Rowbory
Edexcel
● Mr Tim Royds
Highclere Sales Training and Consultancy
● Mr David Scott
ISMM
● Mr Stephen Shaw
Modern Tyres
● Ms Cathleen Sheppard
Cathleen Sheppard
● Ms Anne Sleath
OCR (Oxford Cambridge and RSA Examinations)
● Mr Terry Summers
Napier University
● Mr Christopher Sutherland
Sales Gap
● Mr Chris Stock
Endless Perception Ltd
● Mr Richard Thiele
Reed Business Information
● Mr Stephen Walker
BP
● Mr Neil Warren
2N Media Ltd – ModernSelling.com
● Mr Nick Washington Jones
TACK International
● Dr Kevin Wilson
Isle of Man Business School
● Ms Sue Winfield
Acorn
● Mr Robert Yulie
Sci Sales Group Ltd
Consultants
● Mr Spencer Lord
Benson Payne
● Mr Wayne Marsh
Benson Payne
© 2010 The Chartered Institute of Marketing
Appendix B: Sales Qualifications Provisions
The following tables illustrate the breadth of sales qualifications provision within the UK.
The tables identify:
1)
Those qualifications which are included within the National Database of Accredited
Qualifications. This includes the awards offered by the professional bodies. This
reflects how several of the bodies have sought national accreditation as awarding
bodies and/or accreditation of those qualifications.
2)
A selection of the Sales Higher Education awards across the UK. It is recognised
that there may be further awards offered by universities/colleges across both
Further and Higher Education. It is beyond the scope of this project to identify and
list all of this provision.
Awards within the Qualifications Framework
Source: Professional bodies (correct as at 24/10/2008)
Qualification
Level
Awarding Body
City & Guilds Level 2 NVQ in Sales
2
City & Guilds
City & Guilds Level 2 NVQ in Telesales
2
City & Guilds
City & Guilds Level 3 Certificate in Sales
3
City & Guilds
City & Guilds Level 3 NVQ in Sales
3
City & Guilds
City & Guilds Level 3 NVQ in Telesales
3
City & Guilds
City & Guilds Level 4 NVQ in Sales
(Original NQF Level)
4
City & Guilds
ISMM L5 Certificate in Account
Management
5
Institute of Sales and Marketing
Management
ISMM Level 1 Award in Basic Sales Skills
1
Institute of Sales and Marketing
Management
ISMM Level 2 Award in Sales and
Marketing
2
Institute of Sales and Marketing
Management
ISMM Level 2 Certificate in Sales
Administration
2
Institute of Sales and Marketing
Management
ISMM Level 2 Certificate in Sales and
Marketing
2
Institute of Sales and Marketing
Management
ISMM Level 3 Award in Advanced
Sales and Marketing
3
Institute of Sales and Marketing
Management
ISMM Level 3 Certificate in Advanced
Sales and Marketing
3
Institute of Sales and Marketing
Management
ISMM Level 3 Certificate in Sales
Administration
3
Institute of Sales and Marketing
Management
ISMM Level 3 Diploma in Advanced
Sales and Marketing
3
Institute of Sales and Marketing
Management
- Continued on next page
© 2010 The Chartered Institute of Marketing
Qualification
Level
Awarding Body
ISMM Level 4 Award in Operational
Sales and Marketing Management
4
Institute of Sales and Marketing
Management
ISMM Level 4 Certificate in Operational
Sales and Marketing Management
4
Institute of Sales and Marketing
Management
ISMM Level 4 Diploma in Operational
Sales and Marketing Management
4
Institute of Sales and Marketing
Management
ISMM Level 5 Award in Account
Management
5
Institute of Sales and Marketing
Management
ISMM Level 5 Certificate in Account
Management
5
Institute of Sales and Marketing
Management
ISMM Level 5 Award in Sales
Management
5
Institute of Sales and Marketing
Management
ISMM Level 5 Certificate in Sales
Management
5
Institute of Sales and Marketing
Management
ISMM Level 5 Diploma in Account
Management
5
Institute of Sales and Marketing
Management
ISMM Level 5 Diploma in Sales and
Account Management
5
Institute of Sales and Marketing
Management
ISMM Level 5 Diploma in Sales
Management
5
Institute of Sales and Marketing
Management
ISMM Level 5 Diploma in Strategic Sales
(Current NQF Level)
5
Institute of Sales and Marketing
Management
ISMM Level 6 Award in Strategic
Sales and Account Management
6
Institute of Sales and Marketing
Management
ISMM Level 6 Certificate in Strategic
Sales and Account Management
6
Institute of Sales and Marketing
Management
ISMM Level 6 Diploma in Strategic
Sales and Account Management
6
Institute of Sales and Marketing
Management
Awards available via the CIM
This table identifies the further awards offered by the CIM, but which as yet, are not within
the National database.
Qualification
CIM Certificate in Professional Sales
Practice
CIM Advanced Certificate in Professional
Key Account Management
Level
Awarding Body
3
Chartered Institute of Marketing
4
Chartered Institute of Marketing
CIM Advanced Certificate in Professional
Sales Management Practice
4
Chartered Institute of Marketing
CIM Intensive Diploma in Strategic Sales
Practice
5
Chartered Institute of Marketing
© 2010 The Chartered Institute of Marketing
Sales HE awards
This table includes a selection of the Sales Higher Education awards offered across the
UK.
Sales HNDs in England and Wales
Institute
Leeds Metropolitan University
Subject
Sales Management
Undergraduate Sales Degrees in England and Wales
Institute
Subject
Bradford College
Marketing and Sales
Leeds Metropolitan University
Sales Management
New College Nottingham
Business Management (Sales and Marketing)
Postgraduate Sales Degrees in the UK
Institute
University of Portsmouth
Subject
Sales Management
Loughborough University
Industrial Sales and Strategic Marketing
© 2010 The Chartered Institute of Marketing
Appendix C: Relevant Government Policy
Policy context in England
The Leitch Review of Skills (2006)
The Leitch review provides the framework by which the CIM will seek to
achieve:

enhanced employer engagement, investment in skills and commitment to the
skills pledge,

an increase in adult skills across all levels and ages within the footprint.
Train to Gain will be expanded to ensure a demand led training system. There will also be
an integrated adult IAG service linked to improved employability programmes to
encourage re- entry to the labour market via JobcentrePlus. Skills accounts will be
introduced linked to enhanced learner choice.
The key aspect of the plan from an SSB perspective is the new role given to employers to
directly influence the content of standards and qualifications linked to the Employer
Pledge commitment to driving up skill levels in the workforce. The role of SSBs was also
made clear in terms of thee key functions: raising employer ambition in skills
investment; articulating future skills needs; and ensuring employer led fit for purpose
qualifications.
Skills White Paper (2005)
‘Getting on in business, getting on at work’ focuses on the skills of adults already in, or
seeking to enter, the labour market. The aim is to help even more adults get the skills
they need to move from welfare into jobs, and to progress in their careers. The aim is to
put employer’s needs at the heart of the design and delivery of training, to support
individuals in gaining the skills and qualifications they need and to reform supply. This
informs the our approach to enhancing employability skills and training across the
footprint and its focus on addressing the skill needs of those in elementary job roles.
Policy context in Scotland
The Framework for Economic Development in Scotland (2000 and 2004). The Framework
for Economic Development in Scotland (FEDS) is the Scottish Government’s overall policy
on the economy. It was originally published in 2000 and was refreshed in 2004 to take
account of developments in the global economy. FEDS reiterates that productivity is the
key challenge facing Scotland and stresses that, among other factors affecting economic
development is the need to improve the skills of the population as a whole through
education at schools, colleges and universities and through lifelong learning.
Smart, Successful Scotland (2001)
Smart, Successful Scotland is updated annually and sets out the Scottish Executive’s
strategic direction for Enterprise Networks. It was designed to build upon the Framework
for Economic Development in Scotland. The three broad themes that are reviewed
annually are growing businesses, learning and skills development to make the best use of
human capital and to prepare for tomorrow’s labour market.
© 2010 The Chartered Institute of Marketing
Life Through Learning; Through Life
This is Scotland’s strategy for lifelong learning. It is principally concerned with postcompulsory education, training and learning, workplace learning, and the skills,
knowledge, attitudes and behaviours that people acquire. The overall aim of the lifelong
learning strategy in Scotland is to use public funding to stimulate the supply of learning
to individuals and employers and to stimulate demand.
Skills for Scotland: A Lifelong Skills Strategy (2007)
This sets out ambitions for skills in a lifelong learning context, from the cradle to the
grave. The strategy is a framework to show how all the constituent parts of the education
and learning systems can contribute to the Scottish skills base that is world class.
The report recognises the need to work closely with by standards setting bodies to utilise
existing LMI information, work with on developing and promoting qualifications and to
gain employer feedback.
The Government Economic Strategy (2007)
The focus is to align the investment of learning and skills with other key priorities – a
supportive business environment, investment in infrastructure and place, effective
government and greater equity in pursuit of greater comparative advantage.
The
strategic objectives for Scotland include; making Scotland wealthier and fairer, smarter,
healthier, safer and stronger, and greener.
Policy context in Wales
Skills that work for Wales: A Skills and Employment Strategy (2008)
The consultation for this strategy was launched on 18th January 2008 and will replace
the Skills and Employment Action Plan 2005. The aim is to simplify business support,
create a stronger partnership with employers, to target funding where it is needed and to
develop a more efficient learning network.
The role of Sector Skills Councils is seen as significant with references to helping
strengthen the voice of employers in the skills and qualifications system. The Assembly
is looking to redirect resources to expand the Workforce Development Programme and
create a new Sector Priority Fund. SSB’s will also continue to work closely with the
Assembly in the LMI area and will seek to develop employer engagement activity.
One Wales (2007)
One Wales is an agreement resulting in the coalition of the Labour Party Wales and Plaid
Cymru as two of the largest parties in the Assembly. The aim is to deliver a progressive,
stable and ambitious programme for government over the Assembly term. Some of the
key areas within the agreement include; a strong and confident nation, living
communities, a sustainable environment, a prosperous society and learning for life.
The details in a prosperous society focuses on four sets of actions – creating jobs across
Wales, stimulating enterprise and business growth, promoting tourism and enhancing
skills for jobs. The learning for life section aims to – establish a right to learning,
reforming funding, ensuring the best start for young children and developing adult
learning.
Both of the above will have an impact, with the Qualifications Reform being undertaken
by the CIM. In particular, a commitment has been made the CIM to ensure that a system
of adult learning is developed that is responsive to the needs of local communities,
employers and the local and regional economy.
© 2010 The Chartered Institute of Marketing
Policy context in Northern Ireland
Success Through Skills The Skills Strategy for Northern Ireland: A programme of
Implementation, (2006)
The plan sets out a vision to achieve the government’s key aims in relation to the
development of skills within Northern Ireland:
 To enable people to progress up a skills ladder, in order to raise the skills level of
the whole workforce,
 To help deliver high productivity and increased competitiveness,
 To secure Northern Ireland’s future in a global marketplace.
A 10 year timeframe is envisaged for the full effects of the Strategy to be realised, for
the purposes of implementation, the initial focus for delivery is a period of 3 years at
which point the implementation plan will be evaluated. There are four key themes which
underpin the vision:




Understanding the demand for skills,
Improving the skills levels of the workforce,
Improving the quality and relevance of education and training; and
Tackling the skills barriers to employment and employability.
There is also recognition of the need to work closely with standards in order to be able to
deliver against the implementation plan.
© 2010 The Chartered Institute of Marketing
Appendix D: References & Sources of Data
Global Sales Training: in search of antecedent, mediating and consequence variables
(2008) Attia, et al, Industrial Marketing Management
Impact of the recession on the labour market in the South East, SEEDA (for IES), 2009
It’s a skills thing, Winning Edge, (2006)
Labour Market Intelligence – Marketing Report, 2008
Labour Market Outlook, CIPD & KPMG, Summer 2009
Labour Market Statistics, ONS, September 2009
Managing Tomorrow’s People, PWC, 2007 (Updated 2009)
MSSSB Online Survey, 2009
National Database of Accredited Qualifications (accessed 2009)
One Wales (2007)
Recruitment & Training among large national employers – LSC and Institute for
Employment Studies, January, 2008
Skills for Scotland: A Lifelong Skills Strategy (2007)
Skills Shortages in Recession? – The impact of the downturn on the UK’s labour market,
Randstad, 2009
Skills that work for Wales: A Skills and Employment Strategy (2008) Smart, Successful
Scotland (2001)
Success Through Skills The Skills Strategy for Northern Ireland: A programme of
Implementation, (2006)
The Government Economic Strategy (2007)
The Leitch Review of Skills (2006)
Training and Establishment Survival (2003) Collier et al, Royal Economic Society Annual
Conference.
Working Futures, 2007-2017, UKCES, December 2008
and
Interviews/Telephone interviews with Senior Sales & Marketing Personnel from the
following organisations:
3M (Manufacturing)
© 2010 The Chartered Institute of Marketing
Axa (Financial Services)
Booths (Retail – Supermarket chain)
Pharmaglaze (Manufacturers)
Janssen Cilag (Pharmaceuticals)
Lyreco (Business to business – stationery)
Marshalls (Commercial and domestic building supplies)
Royal Mail (Mail services)
Sara Lee UK (Household brand manufacturer)
Spacelabs (Medical appliances)
© 2010 The Chartered Institute of Marketing