Study Guide

Objective

After completing the course, the student is able to:
-Manage and lead sales personnel in value creation sales processes
-Manage and lead sales personnel in social selling
-Utilize appropriate sales methods and tools on value based and social selling

Content

-Value based sales selling
-Social selling

Materials

Töytäri,P., Alejandro, T., B., Parvinen, P., Ollila, I., Nora Rosendahl, N., Bridging the theory to application gap in value-based selling, Journal of Business & Industrial Marketing, 26/7 (2011) 493–502
Holopainen T., Rantala J., Virtanen M., Korhonen T. (2020) Sales Process Evolution. In: Kantola J., Nazir S., Salminen V. (eds) Advances in Human Factors, Business Management and Leadership. AHFE 2020. Advances in Intelligent Systems and Computing, vol 1209. Springer, Cham
Adamson, B. The end of solutions sales, , Harvard Business Review. Vol.90(7), pp. 61-68 (2012).
Töytäri, P., Rajala, R., Value-based selling: An organizational capability perspective, Industrial Marketing Management. Vol. 45, Feb. (2015)
Furr, N., Shipilov. A., Digital doesn’t have to be disruptive, Harvard Business Review. July-August issue. (2019)
TED Talks
Other material in the learning platforms

Teaching methods

Course teaching methods consist of reading and writing assignments, group and individual assignment, case studies, active participation on classes, self assessment, and reflection.

Exam schedules

N/A

International connections

Innovation pedagogy is applied to reach learning at individual, group and network level. The assignments are planned to develop the students actual work tasks around sales and business development to enhance development, growth and sustainability.

Completion alternatives

N/A

Student workload

1. Pre assignment : Preparation for value based sales exercises, Assignment execution (20 %)
2. Attendance to the contact days:1. Value based sales and 2. social selling (40 %)
3. Middle assignment: Group or individual work from case studies (20 %)
4. Post assignment: Analysis and description of key concept(s) of the course or TALK Article (20%).

All assignments have to accepted and participated at least with 50 %.

Content scheduling

Content of study unit
-Value based sales and selling
-Social sales and selling

After completing the course, the student is able to
-Execute and lead sales in value creation sales processes
-Manage and lead sales in social selling
-Utilize appropriate sales methods and tools on value based and social selling

Evaluation scale

H-5

Assessment methods and criteria

On time delivery of the assignments, attendance, assignments execution

Assessment criteria, fail (0)

The assignments are not executed in the given timeline, are missing or they do not fulfill the instructions. No attendance on contact days.

Assessment criteria, satisfactory (1-2)

Poor attendance and participation on contact days. Feedback is not given as instructed.
Student is partly capable to utilize value based and social sales methodologies based on the materials or literature or approaches learned in the class. The reference material is poorly utilized. The reports, reflections and analysis are written at general level and sounds unrealistic. Missing assignments.

Assessment criteria, good (3-4)

Good attendance and participation on contact days. Feedback is given as instructed.
Student is capable to utilize value based and social sales methodologies based on the materials or literature or approaches learned in the class. The reference material is utilized in good manner. The reports, reflections and analysis are written at good level and sounds realistic. On time returning of assignments.

Assessment criteria, excellent (5)

Very good attendance and participation on contact days. Feedback is given as instructed with good insight.
Student is capable to utilize well value based and social sales methodologies based on the materials or literature or approaches learned in the class. The reference material is utilized in very good manner. The reports, reflections and analysis are written at good level, has clear approaches and sounds realistic.

Objective

After completing the course, the student is able to
-Recognize the challenges of the contemporary sales management and leadership
-Enable and lead sales
-Create and execute sales strategy as part of complete strategy
-Execute different parts of sales management, like prediction, budgeting and financial analysis
-Execute recruitment, training, evaluation and motivation of sales force
-Customer Relationship Management
-Macro and competitor analysis

Content

-Development and execution of sales strategy and processes
-Sales enablement
-Recruitment, training, evaluation and motivation of sales force
-Sales Organization Structure
-Selection an utilization of sales channels
-Budgeting, forecasting and development of sales
-Customer Relationship Management

Materials

1. Zoltners, A.A, Sinha, P. & Lorimer, S.E. (2009). Building a winning sales force. USA. (e-book in our library)
2. Cohen, E. (2019). Enablement mastery. Greenleaf, USA. (printed book in our library)
3. Rangarajan, D., Dugan, R., Rouziou, M. & Kunkle, M. (2020). People, Process, and Performance: Setting an Agenda for sales enablement research. Journal of Personal Selling & Sales Management. https://doi.org/10.1080/08853134.2020.1761822
4. Weinberg, M. (2016). Sales management simplified. The straight truth about getting exceptional results from your sales team. (e-book in our library).
+ videos and other materials in ITSLearning

Teaching methods

The study unit consists of theoretical issues and based on the review, the chosen models to be implemented in a case. One pre-assignment and two other assignments. Presentation in the class on the second contact day.

Exam schedules

-

International connections

Innovation pedagogy is applied in several ways to creating an enablement based approach to sales management and leadership.

Completion alternatives

-

Student workload

The study unit consists of readings (ca 40 h), two contact days (16 h), and assignments (ca 80 h). There is one pre-assignment and two other assignments. Presentation in the class.

Content scheduling

The course focuses on
-Development and execution of sales strategy and processes
-Sales enablement
-Recruitment, training, evaluation and motivation of sales force
-Sales Organization Structure
-Selection an utilization of sales channels
-Budgeting, forecasting and development of sales
-Customer Relationship Management
After completing the course, the student is able to
-Recognize the challenges of the contemporary sales management and leadership
-Enable and lead sales
-Create and execute sales strategy as part of complete strategy
-Execute different parts of sales management, like prediction, budgeting and financial analysis
-Execute recruitment, training, evaluation and motivation of sales force
-Customer Relationship Management
-Macro and competitor analysis
Contact days on 8.9.2023 and 10.11.2023 at 9-16.

Evaluation scale

H-5

Assessment methods and criteria

Pre-assignment: accepted/discarded
Assignment 1: 20%
Assignment 2: 80%
Grades: 1-5

Assessment criteria, fail (0)

0: All the assignments are not executed and minimum of the content requirements are not fulfilled. The student is absent on both contact days.

Assessment criteria, satisfactory (1-2)

1: Theory is not presented nor applied. Thinking and communication are hardly acceptable.
2: Appear to grasp theory and showing its applicability is quite modest. Only few references are presented and the reference technique is acceptable. Moderate communication. Insights or development ideas are not visible.

Assessment criteria, good (3-4)

3: Understanding theory and applicability but work could be stronger. The amount of references and the technique are satisfactory. Communication is satisfactory. Some realistic insights are presented at a satisfactory level.
4: General understanding of theory, the amount of references is fulfilling the minimum and the technique used well, and theory is applied well to real-life context. Very good thinking and communication. Some realistic insights and development ideas are presented.

Assessment criteria, excellent (5)

5: Mastery of theory, the amount of references over the minimum and the technique used completely, and theory is applied in a comprehensive way to real-life context. Outstanding thinking and communication. Innovative insights and development ideas are presented that are realistic.

Objective

After completing the course, the student is able to:
-Understand special requirements connected to working in international surroundings and remote sales management
-Identify differences between different cultures of interest of the group
-Develop techniques to cope with cultural ways of behaving in sales
-Familiarize himself with chosen cultural areas

Content

-Requirements of international sales and sales management
-Different cultural groupings
-Knowledge about cultural characteristics and differences between Europe, Asia, Africa, Australia, America
-Ethics in sales

Materials

Aleo, A., & Alessandri, A. (2015). Sales ethics : How to sell effectively while doing the right thing. Business Expert Press. (Available as eBook at Turku UAS library)

Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online readings in psychology and culture, 2(1), 8. (PDF provided)

McCalman, J., & Potter, D. (2015). Leading cultural change: The theory and practice of successful organizational transformation. Kogan Page Publishers. (Chapter 4, PDF provided)

Course materials at itslearning
Materials the students find independently.

Teaching methods

We will work together in a workshop style over the two F2F days. We will also have 1 or 2 expert visitors from different subject areas. In between our workshops, there will be a group work in an e-learning environment (itslearning) and an individual assignment to be delivered after. Students are expected to do independent research in addition to the lecturer's and visitors' materials.

Exam schedules

N/A

International connections

The pedagogical approach of Turku University of Applied Sciences is called innovation pedagogy or Innopeda for short. It is a learning approach based on experimentation, sharing knowledge and expertise and combining different perspectives. Innovation pedagogy is based on workplace orientation and collaboration, internationalisation, entrepreneurship and systems thinking.

You will need not only the core skills you have learnt, but also the innovation skills needed in all areas of business. You will also be expected to be creative and proactive, but also to think critically and work in teams and networks. You will actively practice all of these competences, but with a different emphasis on each course, throughout your studies.

For more information on Innopeda, visit https://innopeda.turkuamk.fi/

Completion alternatives

N/A

Student workload

5ects = 135hrs of student work as follows:
*16hrs of work at Campus
*119hrs independent / group work online

Content scheduling

There are two F2F days during spring 2024:
Friday 9.2. (09.15 - 15.30hrs) and
Friday 3.5. (09.15 - 15.30hrs)
Both at EduCity, Kupittaa
In between these days you will be working at Itslearning

Further information

We use itslearning messaging and emails when needed

Evaluation scale

H-5

Assessment methods and criteria

The course has three assessable outcomes:
1) Preliminary assignment with a weighting of 10% of the total and a grade of fail - 5
2) Group work, which is 50% of the total and is assessed as fail - 5.
3) Individual assignment with a weighting of 40% of the total and a fail - 5

In addition, a final self- and peer-assessment will be carried out.

Assessment criteria, fail (0)

Assignments undone and/or incomplete, (also returned after the deadline may result in failed mark)

Assessment criteria, satisfactory (1-2)

T1
The group of students make limited use of the knowledge base. The end result is not technically sound (e.g. incomplete citations, presentation confusing)

In individual work the output is mainly based on fragmented work, not on a planned and reasoned application of the relevant knowledge base. The end result is not technically sound (e.g. incomplete citations).

Assessment criteria, good (3-4)

H3
The group of students work in a proactive and coordinated way towards the objectives of the assignment and the course, and is able to share knowledge within the group. The group makes good use of the relevant knowledge base. Some technical errors (e.g. in citations)

In individual work, the student has set objectives in line with the assignment and the curriculum, but does not fully achieve them. The output is mainly based on a reasoned application of the relevant knowledge base. Its value for learning is good. Some technical errors (e.g. in citations)

Assessment criteria, excellent (5)

K5
The group of students work in an active and coordinated way, in dialogue with each other, drawing on each other's expertise. The knowledge base is broad and is applied successfully and in a well-argued manner. Sources are relevant to the objectives. The final result is also technically sound (e.g. references).

In individual work, the student has set curriculum objectives and fully achieves them. The output is based on a reasoned application of the relevant knowledge base. Its value for learning is considerable. The final result is also technically sound (e.g. references).

Objective

After completing the course, the student is able to
-Plan and execute a business negotiations
-List the negotiable variables
-Set the objectives and optional routes to agreement
-Propose, bargain and agree
-Prepare influential presentation materials

Content

-Fundamentals of Negotiation
-Negotiation Strategies and Tactics
-Preparation for Negotiation
-Collaborative Negotiation
-Preparation Presentation Material
-Visual Storytelling

Materials

International Sales Training Student Fieldbook
Sales meeting video
Case
Malthora, D. – Bazerman, M.H. 2008. Negotiation Genius. How to Overcome Obstacles and Achieve Brilliant Results at the Bargaining Table and Beyond. Harvard Business School. Bantam Books, USA.
Peterson, E. – Riesterer, T. – Smith, C. & Geoffrion, C. (2015). Three Value Conversations. How to Create, Elevate, Capture Customer Value at Every Stage of the Long-Lead Sale. McGraw-Hill, USA.
TED Talk https://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are
Plus additional material.

Teaching methods

Preparation, execution and evaluation of negotiation with role play teaching method. Preparation, execution and evaluation of effective presentation. Generation of good presentation aids. Utilizing Sales competition and videos as learning methods.

International connections

Innovation pedagogy is applied to reach learning at individual, group and network level. The assignments are planned to develop the students actual work tasks around sales and business negotiations.

Completion alternatives

N/A

Student workload

1. Pre assignment : Preparation for presentation and negotiation exercises, Assignement execution (20 %)
2. Attendance to the contact days:1. Presentation and 2. negotiation exercise (40 %)
3. Middle assignment : Participation to Turku Sales Competition or Evaluation and Analysis of the negotiation and presentation competences (20 %)
4. Post assignment: Writing a reflection and personal development plan or TALK Article (20%).

All assignments have to accepted and participated at least with 50 %.

Content scheduling

The course content:
- Fundamentals of negotiation
- Negotiation strategies and tactics
- Preparation for negotiation
- Collaborative negotiation
- Preparation Presentation material
- Presentation competences


After the course the student is capable to
- plan and execute business negotiations and presentations
- list the negotiable variables
- set the objective and optional routes to agreement
- Conduct influential presentations

Evaluation scale

H-5

Assessment methods and criteria

On time delivery of the assignments, attendance, assignments execution

Assessment criteria, fail (0)

The assignments are not executed in the given timeline, are missing or they do not fulfill the instructions. No attendance to contact days.

Assessment criteria, satisfactory (1-2)

Poor attendance and participation on contact days. Feedback is not given as instructed.
Student is partly capable to utilize the presentation and negotiation skills based on the materials or literature or approaches learned in the class. The reference material is poorly utilized. The reports, reflections and analysis are written at general level and sounds unrealistic. Missing assignments.

Assessment criteria, good (3-4)

Good attendance and participation on contact days. Feedback is given as instructed.
Student is capable to utilize the presentation and negotiation skills based on the materials or literature or approaches learned in the class. The reference material is utilized in good manner. The reports, reflections and analysis are written at good level and sounds realistic.On-time returning of assignments.

Assessment criteria, excellent (5)

Very good attendance and participation on contact days. Feedback is given as instructed with good insight.
Student is capable to utilize well the presentation and negotiation skills based on the materials or literature or approaches learned in the class. The reference material is utilized in very good manner. The reports, reflections and analysis are written at good level, has clear approaches and sounds realistic.

Objective

After completing the course, the student is able to
-Describe the modern purchasing processes
-Recognize the profiles and roles of buyers and decisions makers
-Describe different purchasing analysis tools
-Describe the critical touch points in customer journey
-Know the principles behind great customer experiences

Content

-Purchasing process
-Buyer profiles and Decision Making Units
-Purchasing analysis
-Customer journey and customer experience management
-Building customer relationships
-Key Account Management

Materials

Pre-assignment (group exam) on 8.2.2024 at 9 (see the room from Tuudo). Book: Cheverton, P. – Velde van der, J. P. (2011). Understanding the Professional Buyer. What every sales professional should know about how the modern buyer thinks and behaves. Kogan Page, Replika Press Pvt Ltd, India. The book is available in e-format at TUAS library.

Other materials, see Itslearning (ca one week before the first contact day; some materials may be added during the course).

Teaching methods

The course consists of readings, contact hours and assignments.
Learning is based on analysis of problem-oriented examples and issues, preparing practical tasks and collective students’ work while preparing a group work and presentation.

Exam schedules

Group exam on 8.2.2024 at 9.
If the students are not able to participate to the exam, there will be a compensatory assignment: write a 12-15 pages essay (+ front page) based on the book and reflect the contents and ideas of the book to your own experiences.
Submit the essay by 18 February to Itslearning.

International connections

Innovation pedagogy is applied to reach learning at individual, group and network level. The assignments are planned to develop the students actual work tasks around customer linked issues.

Completion alternatives

-

Student workload

Pre-assignment: Group exam.
Customer plan and presentation (group work).

Contact days on 8.2.2024 and 16.5.2024 (2 x 8 h), group work and independent work ca 120 hours. Attendance on both contact days is important/obligatory. However, if the student is absent, there is a compensatory assignment (no feedback is given).

Content scheduling

After the study unit the student is capable to
-Describe the modern purchasing processes
-Recognize the profiles and roles of buyers and decisions makers
-Describe different purchasing analysis tools
-Describe the critical touch points in customer journey
-Know the principles behind great customer experiences
The study unit focuses on
-Purchasing process
-Buyer profiles and Decision Making Units
-Purchasing analysis
-Customer journey and customer experience management
-Building customer relationships
-Key Account Management

Evaluation scale

H-5

Assessment methods and criteria

Pre-assignment (Group exam): min 15 – max 30 points.
Customer analysis and customer development plan: min 30 – max 60 points.
Active participation on contact days: 0 – 10 points.
Total: min 50 – max 100 points.
Each of the parts has to reach at least the minimum points.
If the assignments are delivered later than the given DL, 4 points are reduced. If the student is absent from the class, there will be a compensatory assignment. If the student is absent from the both contact days, 10 % of the total points will be reduced.

Assessment criteria, fail (0)

The paper is not based on the literature and materials the teacher has instructed. The structure of the text is disordered, or the contents are disconnected, or some parts are totally missing. The layout is messy.

Assessment criteria, satisfactory (1-2)

The paper is based on the literature the teacher has instructed but the literature and materials are in a minor role and the implementation is incomplete. The number of references is lower than the instructions. Academic referencing is not applied correctly or is not applied at all (e.g., APA). The contents are narrow/insufficient (based on the instructions). Applying the issues is done superficially or at poor level. The structure of the text is at some level fragmented and partly insufficient. The layout is unfinished, and the Thesis template is not applied. The expression is partly inconsistent and disordered. Spelling mistakes.

Assessment criteria, good (3-4)

The paper is based on the literature the teacher has instructed. The number of references is almost meeting the instructions. Academic referencing is applied almost flawlessly (e.g., APA). Literature and materials are understood and applied at least at some level. The contents include many of the necessary and appropriate issues needed (based on the instructions). Quite clear structure and mainly consistent text that presents quite logically proceeding content. The layout is neat, and the Thesis template is applied quite well. The expression is fluent/quite fluent and represents mainly academic style. Clear structure. Only few spelling mistakes.

Assessment criteria, excellent (5)

The paper is based on the literature the teacher has instructed and in addition, the student has referred to some extra good and critically chosen new academic articles. The number of references is meeting the instructions. Academic referencing is applied flawlessly (e.g., APA). Literature and materials are understood and applied excellently. The contents are clearly focused. The issues are applied excellently to the context. Clear structure and consistent text that forms a coherent, logically proceeding content. The layout is neat, and the Thesis template is applied very well. The expression is very fluent and represents academic style. No spelling mistakes.

Objective

After the course the student is capable to
- Listen the Essential Social Networks
- Build his/her own Community
- Build Authority and Influence
- Plan and Implement Social Selling Programme
- Measuring Success

Content

Content
- Social Business Strategy for Sales
- Social Networking
- Professional Branding and Influence
- Implementing Social Selling Programme
- Different Types of Metrics in Social Selling

Materials

See Itslearning.

Teaching methods

The study unit consists of theoretical issues and based on the review, the chosen models to be implemented in an individual Social Selling Programme.
Pre-assignment: Reading the articles and writing an short essay.
Final assignment: The Social selling Programme (as a project or a plan) that is presented in the class, lessons learned are shared to widen the mutual learning.

International connections

Innovation pedagogy is applied at individual, team and network level learning and reflection of learning.

Completion alternatives

-

Student workload

The study unit consists of readings (ca 40 h), two contact days (15 hours), pre-assignment (ca 15 hours), actions executed in Social Media (ca 20 h) and writing the report as well as preparing the presentation (ca 30 h).

Content scheduling

The study unit focuses on
• Social business strategy for sales
• Social networking
• Professional branding and influence
• Implementing social selling programme
• Different types of metrics in social selling
After completing the study unit, the student is capable to
• Listen the essential social networks
• Build his/her own community
• Build professional brand and influence
• Plan and implement Social selling Programme
• Measuring success
Contact days on 11.1. and 2.5. at 9-16.

Evaluation scale

H-5

Assessment methods and criteria

Pre-assignment (accepted/rejected)
Assignment 1: Social Selling Programme Report and presentation (90 %)
Active participation on the contact days (10 %).
If any of the assignments are returned late 4 points will be reduced/late delivered assignment.

Assessment criteria, fail (0)

Assignments are not delivered in the given timeline. The instructions of the assignments are not fulfilled.

Assessment criteria, satisfactory (1-2)

Student is capable to describe at some level the social selling strategy, but the linked functions to reach the goals of the chosen strategy seems quite poor. He/she is able to plan a basic Social Selling Programme of a case, but results of the implementation are lacking. Student is able to evaluate the Social Selling Programme according to some measurements. Student is capable to write a report of the actions taken at general level; however, the literature is poorly referred. The implementation of the activities and results are not visible.

Assessment criteria, good (3-4)

Student is capable to describe the importance of the social selling strategy, as well as list some of the linked functions to reach the goals of the chosen strategy successfully. He/she is able to plan and execute a Social Selling Programme of a case, and show the first results of it. Student is able to evaluate the Social Selling Programme according to the chosen measurements, and present development ideas after. Student is capable to write a clear, report of the actions taken, the suitable measures chosen based on the literature and the case. Student is implying at least some of the the activities in social media and sharing his/her ideas, experiences and learning to peer students. At least one of the chosen measurement shows progress during the Social Selling Programme implemented. The reference material used clearly.

Assessment criteria, excellent (5)

Student is capable to describe the importance and arguments of the social selling strategy, as well as list the linked functions to reach the goals of the chosen strategy successfully. He/she is able to plan and execute an innovative Social Selling Programme of a case, and show the first results of it. Student is able to analyze and evaluate the Social Selling Programme according to the chosen measurements, and present innovative development ideas. Student is capable to write a clear, encompassing report of the actions taken, the most suitable measures chosen based on the literature and the case. Student is active in implying the activities in social media and sharing his/her ideas, experiences and learning to peer students. At least two of the chosen measurement shows progress during the Social Selling Programme implemented. The reference material used is encompassing and flawless.

Objective

After completing the course, the student is able to
-Describe the modern purchasing processes
-Recognize the profiles and roles of buyers and decisions makers
-Describe different purchasing analysis tools
-Describe the critical touch points in customer journey
-Know the principles behind great customer experiences

Content

-Purchasing process
-Buyer profiles and Decision Making Units
-Purchasing analysis
-Customer journey and customer experience management
-Building customer relationships
-Key Account Management

Materials

Pre-assignment (group exam) on 8.2.2024 at 9 (see the room from Tuudo). Book: Cheverton, P. – Velde van der, J. P. (2011). Understanding the Professional Buyer. What every sales professional should know about how the modern buyer thinks and behaves. Kogan Page, Replika Press Pvt Ltd, India. The book is available in e-format at TUAS library.

Other materials, see Itslearning (ca one week before the first contact day; some materials may be added during the course).

Teaching methods

The course consists of readings, contact hours and assignments.
Learning is based on analysis of problem-oriented examples and issues, preparing practical tasks and collective students’ work while preparing a group work and presentation.

Exam schedules

Group exam on 8.2.2024 at 9.
If the students are not able to participate to the exam, there will be a compensatory assignment: write a 12-15 pages essay (+ front page) based on the book and reflect the contents and ideas of the book to your own experiences.
Submit the essay by 18 February to Itslearning.

International connections

Innovation pedagogy is applied to reach learning at individual, group and network level. The assignments are planned to develop the students actual work tasks around customer linked issues.

Completion alternatives

-

Student workload

Pre-assignment: Group exam.
Customer plan and presentation (group work).

Contact days on 8.2.2024 and 16.5.2024 (2 x 8 h), group work and independent work ca 120 hours. Attendance on both contact days is important/obligatory. However, if the student is absent, there is a compensatory assignment (no feedback is given).

Content scheduling

After the study unit the student is capable to
-Describe the modern purchasing processes
-Recognize the profiles and roles of buyers and decisions makers
-Describe different purchasing analysis tools
-Describe the critical touch points in customer journey
-Know the principles behind great customer experiences
The study unit focuses on
-Purchasing process
-Buyer profiles and Decision Making Units
-Purchasing analysis
-Customer journey and customer experience management
-Building customer relationships
-Key Account Management

Evaluation scale

H-5

Assessment methods and criteria

Pre-assignment (Group exam): min 15 – max 30 points.
Customer analysis and customer development plan: min 30 – max 60 points.
Active participation on contact days: 0 – 10 points.
Total: min 50 – max 100 points.
Each of the parts has to reach at least the minimum points.
If the assignments are delivered later than the given DL, 4 points are reduced. If the student is absent from the class, there will be a compensatory assignment. If the student is absent from the both contact days, 10 % of the total points will be reduced.

Assessment criteria, fail (0)

The paper is not based on the literature and materials the teacher has instructed. The structure of the text is disordered, or the contents are disconnected, or some parts are totally missing. The layout is messy.

Assessment criteria, satisfactory (1-2)

The paper is based on the literature the teacher has instructed but the literature and materials are in a minor role and the implementation is incomplete. The number of references is lower than the instructions. Academic referencing is not applied correctly or is not applied at all (e.g., APA). The contents are narrow/insufficient (based on the instructions). Applying the issues is done superficially or at poor level. The structure of the text is at some level fragmented and partly insufficient. The layout is unfinished, and the Thesis template is not applied. The expression is partly inconsistent and disordered. Spelling mistakes.

Assessment criteria, good (3-4)

The paper is based on the literature the teacher has instructed. The number of references is almost meeting the instructions. Academic referencing is applied almost flawlessly (e.g., APA). Literature and materials are understood and applied at least at some level. The contents include many of the necessary and appropriate issues needed (based on the instructions). Quite clear structure and mainly consistent text that presents quite logically proceeding content. The layout is neat, and the Thesis template is applied quite well. The expression is fluent/quite fluent and represents mainly academic style. Clear structure. Only few spelling mistakes.

Assessment criteria, excellent (5)

The paper is based on the literature the teacher has instructed and in addition, the student has referred to some extra good and critically chosen new academic articles. The number of references is meeting the instructions. Academic referencing is applied flawlessly (e.g., APA). Literature and materials are understood and applied excellently. The contents are clearly focused. The issues are applied excellently to the context. Clear structure and consistent text that forms a coherent, logically proceeding content. The layout is neat, and the Thesis template is applied very well. The expression is very fluent and represents academic style. No spelling mistakes.

Objective

After the course the student is capable to
- Listen the Essential Social Networks
- Build his/her own Community
- Build Authority and Influence
- Plan and Implement Social Selling Programme
- Measuring Success

Content

Content
- Social Business Strategy for Sales
- Social Networking
- Professional Branding and Influence
- Implementing Social Selling Programme
- Different Types of Metrics in Social Selling

Materials

See Itslearning.

Teaching methods

The study unit consists of theoretical issues and based on the review, the chosen models to be implemented in an individual Social Selling Programme.
Pre-assignment: Reading the articles and writing an short essay.
Final assignment: The Social selling Programme (as a project or a plan) that is presented in the class, lessons learned are shared to widen the mutual learning.

International connections

Innovation pedagogy is applied at individual, team and network level learning and reflection of learning.

Completion alternatives

-

Student workload

The study unit consists of readings (ca 40 h), two contact days (15 hours), pre-assignment (ca 15 hours), actions executed in Social Media (ca 20 h) and writing the report as well as preparing the presentation (ca 30 h).

Content scheduling

The study unit focuses on
• Social business strategy for sales
• Social networking
• Professional branding and influence
• Implementing social selling programme
• Different types of metrics in social selling
After completing the study unit, the student is capable to
• Listen the essential social networks
• Build his/her own community
• Build professional brand and influence
• Plan and implement Social selling Programme
• Measuring success
Contact days on 11.1. and 2.5. at 9-16.

Evaluation scale

H-5

Assessment methods and criteria

Pre-assignment (accepted/rejected)
Assignment 1: Social Selling Programme Report and presentation (90 %)
Active participation on the contact days (10 %).
If any of the assignments are returned late 4 points will be reduced/late delivered assignment.

Assessment criteria, fail (0)

Assignments are not delivered in the given timeline. The instructions of the assignments are not fulfilled.

Assessment criteria, satisfactory (1-2)

Student is capable to describe at some level the social selling strategy, but the linked functions to reach the goals of the chosen strategy seems quite poor. He/she is able to plan a basic Social Selling Programme of a case, but results of the implementation are lacking. Student is able to evaluate the Social Selling Programme according to some measurements. Student is capable to write a report of the actions taken at general level; however, the literature is poorly referred. The implementation of the activities and results are not visible.

Assessment criteria, good (3-4)

Student is capable to describe the importance of the social selling strategy, as well as list some of the linked functions to reach the goals of the chosen strategy successfully. He/she is able to plan and execute a Social Selling Programme of a case, and show the first results of it. Student is able to evaluate the Social Selling Programme according to the chosen measurements, and present development ideas after. Student is capable to write a clear, report of the actions taken, the suitable measures chosen based on the literature and the case. Student is implying at least some of the the activities in social media and sharing his/her ideas, experiences and learning to peer students. At least one of the chosen measurement shows progress during the Social Selling Programme implemented. The reference material used clearly.

Assessment criteria, excellent (5)

Student is capable to describe the importance and arguments of the social selling strategy, as well as list the linked functions to reach the goals of the chosen strategy successfully. He/she is able to plan and execute an innovative Social Selling Programme of a case, and show the first results of it. Student is able to analyze and evaluate the Social Selling Programme according to the chosen measurements, and present innovative development ideas. Student is capable to write a clear, encompassing report of the actions taken, the most suitable measures chosen based on the literature and the case. Student is active in implying the activities in social media and sharing his/her ideas, experiences and learning to peer students. At least two of the chosen measurement shows progress during the Social Selling Programme implemented. The reference material used is encompassing and flawless.

Objective

After completing the course, the student is able to
-Plan and execute a business negotiations
-List the negotiable variables
-Set the objectives and optional routes to agreement
-Propose, bargain and agree
-Prepare influential presentation materials

Content

-Fundamentals of Negotiation
-Negotiation Strategies and Tactics
-Preparation for Negotiation
-Collaborative Negotiation
-Preparation Presentation Material
-Visual Storytelling

Materials

International Sales Training Student Fieldbook
Sales meeting video
Case
Malthora, D. – Bazerman, M.H. 2008. Negotiation Genius. How to Overcome Obstacles and Achieve Brilliant Results at the Bargaining Table and Beyond. Harvard Business School. Bantam Books, USA.
Peterson, E. – Riesterer, T. – Smith, C. & Geoffrion, C. (2015). Three Value Conversations. How to Create, Elevate, Capture Customer Value at Every Stage of the Long-Lead Sale. McGraw-Hill, USA.
TED Talk https://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are
Plus additional material.

Teaching methods

Preparation, execution and evaluation of negotiation with role play teaching method. Preparation, execution and evaluation of effective presentation. Generation of good presentation aids. Utilizing Sales competition and videos as learning methods.

International connections

Innovation pedagogy is applied to reach learning at individual, group and network level. The assignments are planned to develop the students actual work tasks around sales and business negotiations.

Completion alternatives

N/A

Student workload

1. Pre assignment : Preparation for presentation and negotiation exercises, Assignement execution (20 %)
2. Attendance to the contact days:1. Presentation and 2. negotiation exercise (40 %)
3. Middle assignment : Participation to Turku Sales Competition or Evaluation and Analysis of the negotiation and presentation competences (20 %)
4. Post assignment: Writing a reflection and personal development plan or TALK Article (20%).

All assignments have to accepted and participated at least with 50 %.

Content scheduling

The course content:
- Fundamentals of negotiation
- Negotiation strategies and tactics
- Preparation for negotiation
- Collaborative negotiation
- Preparation Presentation material
- Presentation competences


After the course the student is capable to
- plan and execute business negotiations and presentations
- list the negotiable variables
- set the objective and optional routes to agreement
- Conduct influential presentations

Evaluation scale

H-5

Assessment methods and criteria

On time delivery of the assignments, attendance, assignments execution

Assessment criteria, fail (0)

The assignments are not executed in the given timeline, are missing or they do not fulfill the instructions. No attendance to contact days.

Assessment criteria, satisfactory (1-2)

Poor attendance and participation on contact days. Feedback is not given as instructed.
Student is partly capable to utilize the presentation and negotiation skills based on the materials or literature or approaches learned in the class. The reference material is poorly utilized. The reports, reflections and analysis are written at general level and sounds unrealistic. Missing assignments.

Assessment criteria, good (3-4)

Good attendance and participation on contact days. Feedback is given as instructed.
Student is capable to utilize the presentation and negotiation skills based on the materials or literature or approaches learned in the class. The reference material is utilized in good manner. The reports, reflections and analysis are written at good level and sounds realistic.On-time returning of assignments.

Assessment criteria, excellent (5)

Very good attendance and participation on contact days. Feedback is given as instructed with good insight.
Student is capable to utilize well the presentation and negotiation skills based on the materials or literature or approaches learned in the class. The reference material is utilized in very good manner. The reports, reflections and analysis are written at good level, has clear approaches and sounds realistic.

Objective

After completing the course, the student is able to:
-Manage and lead sales personnel in value creation sales processes
-Manage and lead sales personnel in social selling
-Utilize appropriate sales methods and tools on value based and social selling

Content

-Value based sales selling
-Social selling

Materials

Töytäri,P., Alejandro, T., B., Parvinen, P., Ollila, I., Nora Rosendahl, N., Bridging the theory to application gap in value-based selling, Journal of Business & Industrial Marketing, 26/7 (2011) 493–502
Holopainen T., Rantala J., Virtanen M., Korhonen T. (2020) Sales Process Evolution. In: Kantola J., Nazir S., Salminen V. (eds) Advances in Human Factors, Business Management and Leadership. AHFE 2020. Advances in Intelligent Systems and Computing, vol 1209. Springer, Cham
Adamson, B. The end of solutions sales, , Harvard Business Review. Vol.90(7), pp. 61-68 (2012).
Töytäri, P., Rajala, R., Value-based selling: An organizational capability perspective, Industrial Marketing Management. Vol. 45, Feb. (2015)
Furr, N., Shipilov. A., Digital doesn’t have to be disruptive, Harvard Business Review. July-August issue. (2019)
TED Talks
Other material in the learning platforms

Teaching methods

Course teaching methods consist of reading and writing assignments, group and individual assignment, case studies, active participation on classes, self assessment, and reflection.

Exam schedules

N/A

International connections

Innovation pedagogy is applied to reach learning at individual, group and network level. The assignments are planned to develop the students actual work tasks around sales and business development to enhance development, growth and sustainability.

Completion alternatives

N/A

Student workload

1. Pre assignment : Preparation for value based sales exercises, Assignment execution (20 %)
2. Attendance to the contact days:1. Value based sales and 2. social selling (40 %)
3. Middle assignment: Group or individual work from case studies (20 %)
4. Post assignment: Analysis and description of key concept(s) of the course or TALK Article (20%).

All assignments have to accepted and participated at least with 50 %.

Content scheduling

Content of study unit
-Value based sales and selling
-Social sales and selling

After completing the course, the student is able to
-Execute and lead sales in value creation sales processes
-Manage and lead sales in social selling
-Utilize appropriate sales methods and tools on value based and social selling

Evaluation scale

H-5

Assessment methods and criteria

On time delivery of the assignments, attendance, assignments execution

Assessment criteria, fail (0)

The assignments are not executed in the given timeline, are missing or they do not fulfill the instructions. No attendance on contact days.

Assessment criteria, satisfactory (1-2)

Poor attendance and participation on contact days. Feedback is not given as instructed.
Student is partly capable to utilize value based and social sales methodologies based on the materials or literature or approaches learned in the class. The reference material is poorly utilized. The reports, reflections and analysis are written at general level and sounds unrealistic. Missing assignments.

Assessment criteria, good (3-4)

Good attendance and participation on contact days. Feedback is given as instructed.
Student is capable to utilize value based and social sales methodologies based on the materials or literature or approaches learned in the class. The reference material is utilized in good manner. The reports, reflections and analysis are written at good level and sounds realistic. On time returning of assignments.

Assessment criteria, excellent (5)

Very good attendance and participation on contact days. Feedback is given as instructed with good insight.
Student is capable to utilize well value based and social sales methodologies based on the materials or literature or approaches learned in the class. The reference material is utilized in very good manner. The reports, reflections and analysis are written at good level, has clear approaches and sounds realistic.

Objective

After completing the course, the student is able to:
-Understand special requirements connected to working in international surroundings and remote sales management
-Identify differences between different cultures of interest of the group
-Develop techniques to cope with cultural ways of behaving in sales
-Familiarize himself with chosen cultural areas

Content

-Requirements of international sales and sales management
-Different cultural groupings
-Knowledge about cultural characteristics and differences between Europe, Asia, Africa, Australia, America
-Ethics in sales

Materials

Aleo, A., & Alessandri, A. (2015). Sales ethics : How to sell effectively while doing the right thing. Business Expert Press. (Available as eBook at Turku UAS library)

Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online readings in psychology and culture, 2(1), 8. (PDF provided)

McCalman, J., & Potter, D. (2015). Leading cultural change: The theory and practice of successful organizational transformation. Kogan Page Publishers. (Chapter 4, PDF provided)

Course materials at itslearning
Materials the students find independently.

Teaching methods

We will work together in a workshop style over the two F2F days. We will also have 1 or 2 expert visitors from different subject areas. In between our workshops, there will be a group work in an e-learning environment (itslearning) and an individual assignment to be delivered after. Students are expected to do independent research in addition to the lecturer's and visitors' materials.

Exam schedules

N/A

International connections

The pedagogical approach of Turku University of Applied Sciences is called innovation pedagogy or Innopeda for short. It is a learning approach based on experimentation, sharing knowledge and expertise and combining different perspectives. Innovation pedagogy is based on workplace orientation and collaboration, internationalisation, entrepreneurship and systems thinking.

You will need not only the core skills you have learnt, but also the innovation skills needed in all areas of business. You will also be expected to be creative and proactive, but also to think critically and work in teams and networks. You will actively practice all of these competences, but with a different emphasis on each course, throughout your studies.

For more information on Innopeda, visit https://innopeda.turkuamk.fi/

Completion alternatives

N/A

Student workload

5ects = 135hrs of student work as follows:
*16hrs of work at Campus
*119hrs independent / group work online

Content scheduling

There are two F2F days during spring 2024:
Friday 9.2. (09.15 - 15.30hrs) and
Friday 3.5. (09.15 - 15.30hrs)
Both at EduCity, Kupittaa
In between these days you will be working at Itslearning

Further information

We use itslearning messaging and emails when needed

Evaluation scale

H-5

Assessment methods and criteria

The course has three assessable outcomes:
1) Preliminary assignment with a weighting of 10% of the total and a grade of fail - 5
2) Group work, which is 50% of the total and is assessed as fail - 5.
3) Individual assignment with a weighting of 40% of the total and a fail - 5

In addition, a final self- and peer-assessment will be carried out.

Assessment criteria, fail (0)

Assignments undone and/or incomplete, (also returned after the deadline may result in failed mark)

Assessment criteria, satisfactory (1-2)

T1
The group of students make limited use of the knowledge base. The end result is not technically sound (e.g. incomplete citations, presentation confusing)

In individual work the output is mainly based on fragmented work, not on a planned and reasoned application of the relevant knowledge base. The end result is not technically sound (e.g. incomplete citations).

Assessment criteria, good (3-4)

H3
The group of students work in a proactive and coordinated way towards the objectives of the assignment and the course, and is able to share knowledge within the group. The group makes good use of the relevant knowledge base. Some technical errors (e.g. in citations)

In individual work, the student has set objectives in line with the assignment and the curriculum, but does not fully achieve them. The output is mainly based on a reasoned application of the relevant knowledge base. Its value for learning is good. Some technical errors (e.g. in citations)

Assessment criteria, excellent (5)

K5
The group of students work in an active and coordinated way, in dialogue with each other, drawing on each other's expertise. The knowledge base is broad and is applied successfully and in a well-argued manner. Sources are relevant to the objectives. The final result is also technically sound (e.g. references).

In individual work, the student has set curriculum objectives and fully achieves them. The output is based on a reasoned application of the relevant knowledge base. Its value for learning is considerable. The final result is also technically sound (e.g. references).

Objective

After completing the course, the student is able to
-Recognize the challenges of the contemporary sales management and leadership
-Enable and lead sales
-Create and execute sales strategy as part of complete strategy
-Execute different parts of sales management, like prediction, budgeting and financial analysis
-Execute recruitment, training, evaluation and motivation of sales force
-Customer Relationship Management
-Macro and competitor analysis

Content

-Development and execution of sales strategy and processes
-Sales enablement
-Recruitment, training, evaluation and motivation of sales force
-Sales Organization Structure
-Selection an utilization of sales channels
-Budgeting, forecasting and development of sales
-Customer Relationship Management

Materials

1. Zoltners, A.A, Sinha, P. & Lorimer, S.E. (2009). Building a winning sales force. USA. (e-book in our library)
2. Cohen, E. (2019). Enablement mastery. Greenleaf, USA. (printed book in our library)
3. Rangarajan, D., Dugan, R., Rouziou, M. & Kunkle, M. (2020). People, Process, and Performance: Setting an Agenda for sales enablement research. Journal of Personal Selling & Sales Management. https://doi.org/10.1080/08853134.2020.1761822
4. Weinberg, M. (2016). Sales management simplified. The straight truth about getting exceptional results from your sales team. (e-book in our library).
+ videos and other materials in ITSLearning

Teaching methods

The study unit consists of theoretical issues and based on the review, the chosen models to be implemented in a case. One pre-assignment and two other assignments. Presentation in the class on the second contact day.

Exam schedules

-

International connections

Innovation pedagogy is applied in several ways to creating an enablement based approach to sales management and leadership.

Completion alternatives

-

Student workload

The study unit consists of readings (ca 40 h), two contact days (16 h), and assignments (ca 80 h). There is one pre-assignment and two other assignments. Presentation in the class.

Content scheduling

The course focuses on
-Development and execution of sales strategy and processes
-Sales enablement
-Recruitment, training, evaluation and motivation of sales force
-Sales Organization Structure
-Selection an utilization of sales channels
-Budgeting, forecasting and development of sales
-Customer Relationship Management
After completing the course, the student is able to
-Recognize the challenges of the contemporary sales management and leadership
-Enable and lead sales
-Create and execute sales strategy as part of complete strategy
-Execute different parts of sales management, like prediction, budgeting and financial analysis
-Execute recruitment, training, evaluation and motivation of sales force
-Customer Relationship Management
-Macro and competitor analysis
Contact days on 8.9.2023 and 10.11.2023 at 9-16.

Evaluation scale

H-5

Assessment methods and criteria

Pre-assignment: accepted/discarded
Assignment 1: 20%
Assignment 2: 80%
Grades: 1-5

Assessment criteria, fail (0)

0: All the assignments are not executed and minimum of the content requirements are not fulfilled. The student is absent on both contact days.

Assessment criteria, satisfactory (1-2)

1: Theory is not presented nor applied. Thinking and communication are hardly acceptable.
2: Appear to grasp theory and showing its applicability is quite modest. Only few references are presented and the reference technique is acceptable. Moderate communication. Insights or development ideas are not visible.

Assessment criteria, good (3-4)

3: Understanding theory and applicability but work could be stronger. The amount of references and the technique are satisfactory. Communication is satisfactory. Some realistic insights are presented at a satisfactory level.
4: General understanding of theory, the amount of references is fulfilling the minimum and the technique used well, and theory is applied well to real-life context. Very good thinking and communication. Some realistic insights and development ideas are presented.

Assessment criteria, excellent (5)

5: Mastery of theory, the amount of references over the minimum and the technique used completely, and theory is applied in a comprehensive way to real-life context. Outstanding thinking and communication. Innovative insights and development ideas are presented that are realistic.