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PTMBA 2019 B2B Sales Management

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Organisatorische Informationen Kursbeschreibung
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generalinformation open Allgemeine Angaben

Lehrveranstaltungsnummer:
0900014
Kursbezeichnung (Deutsch):
PTMBA 2019 B2B Sales Management
Kursbezeichnung (Englisch):
PTMBA 2019 B2B Sales Management
Veranstaltungsart:
PT MBA LV
Semester:
HS 2018
Geplante Lernergebnisse und Kompetenzen (Deutsch):
The course intends to enhance five categories of competences [1] . The practical orientation of the course shows in its emphasis on procedural knowledge.
  • In regard to factual knowledge, participants are enabled to apply salespeople jargon to discussing the status of a sale (such as the decision making unit, red flags, pipeline, RFQ, gatekeepers, and other idioms), to understand the specifics and terminology of sales management in various industry sectors, and to define sales performance indicators.
  • In regard to conceptual knowledge, participants are enabled to analyze the composition of a buying center, to classify the dimensions of sales performance management, and to evaluate sales performance KPIs.
  • In regard to selling-specific procedural knowledge, participants are enabled to apply a structured sales process and blueprint, to evaluate approaches for getting access to C-level decision makers, to evaluate the win probability of an opportunity and identify potential roadblocks, to evaluate the needs of a customer through questions, to create and deliver a sales proposal, and to deal with customer objections.
  • In regard to procedural knowledge of sales leadership, participants are enabled to provide constructive feedback on selling behavior of others, to conduct pipeline reviews, and to develop sales forecasts.
  • In regard to general business-relevant procedural knowledge, participants are enabled to prepare for business meetings and internal committee sessions, to make the best out of a limited preparation time budget, to make concise contributions to meetings, to constructively build and comment on contributions by other participants in the meeting, and to derive a course of action from a careful analysis of the situation and a structured evaluation of alternatives.
  • In regard to metacognitive knowledge, participants are enabled to evaluate their own selling behavior and skills, to evaluate the ethical dimension of a sales leadership situation, and to create a skill profile for sales people.

[1] Anderson, Lorin W. and David R. Krathwohl (2001), A Taxonomy for Learning, Teaching, and Assessing – A Revision of Bloom’s Taxonomy of Educational Objectives, New York: Longman.

Geplante Lernergebnisse und Kompetenzen (Englisch):
The course intends to enhance five categories of competences [1] . The practical orientation of the course shows in its emphasis on procedural knowledge.
  • In regard to factual knowledge, participants are enabled to apply salespeople jargon to discussing the status of a sale (such as the decision making unit, red flags, pipeline, RFQ, gatekeepers, and other idioms), to understand the specifics and terminology of sales management in various industry sectors, and to define sales performance indicators.
  • In regard to conceptual knowledge, participants are enabled to analyze the composition of a buying center, to classify the dimensions of sales performance management, and to evaluate sales performance KPIs.
  • In regard to selling-specific procedural knowledge, participants are enabled to apply a structured sales process and blueprint, to evaluate approaches for getting access to C-level decision makers, to evaluate the win probability of an opportunity and identify potential roadblocks, to evaluate the needs of a customer through questions, to create and deliver a sales proposal, and to deal with customer objections.
  • In regard to procedural knowledge of sales leadership, participants are enabled to provide constructive feedback on selling behavior of others, to conduct pipeline reviews, and to develop sales forecasts.
  • In regard to general business-relevant procedural knowledge, participants are enabled to prepare for business meetings and internal committee sessions, to make the best out of a limited preparation time budget, to make concise contributions to meetings, to constructively build and comment on contributions by other participants in the meeting, and to derive a course of action from a careful analysis of the situation and a structured evaluation of alternatives.
  • In regard to metacognitive knowledge, participants are enabled to evaluate their own selling behavior and skills, to evaluate the ethical dimension of a sales leadership situation, and to create a skill profile for sales people.

[1] Anderson, Lorin W. and David R. Krathwohl (2001), A Taxonomy for Learning, Teaching, and Assessing – A Revision of Bloom’s Taxonomy of Educational Objectives, New York: Longman.

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