JAIPURIA INSTITUTE OF MANAGEMENT, NOIDA

PGDM; TRIMESTER-III; Batch 2022-24 | Academic Year: 2022-23

1. Course Information

Course title Sales Management & Business Development;

MKT-20103
Credits 3
Term and Year III Term, AY 2022-23 ( Batch 2022-24)
Course Pre-requisite(s) Marketing Management I and II
Course Requirement(s) Knowledge of Key Marketing Terminologies
Course Schedule (day and time of class) As per Time Table Schedule
Classroom # (Location) As per PMC allocation
Course Instructor Prof. Vinita Srivastava / Prof. Ajay bansal /
Prof. Deepak Singh
Course Instructor Email vinita.srivastava@jaipuria.ac.in ;
ajay.bansal@jaipuria.ac.in ;
deepak.singh@jaipuria.ac.in
Course Instructor Phone (Office) Faculty’s extension number
Student Consultation Hours As offered by faculty
Office location Designated cabin (second floor)

2. Course Overview

Sales Management and Business Development is a course designed to engage students in

various classroom and out of class activities to familiarize them with the various techniques
and tactics which works in real life sales situations. The focus of this course will be to acquire
selling skills. High pressure on margins, changing expectations of customers, modifications
in the channels of communication and distribution necessitate the corresponding alteration in
the skills and profile of sales force.
This course will discuss relevant sales management frameworks and examine their
application for practical sales situations. The course also focuses on imparting knowledge
related to attracting, developing, motivating and retaining performers and building teams. The
course would prepare the students for a career in sales.
3. Course Learning Outcomes (CLO)
After undergoing this course, the students will be able to:
CLO1: Summarize the role of sales executives (Understand-Factual)
CLO2: Demonstrate selling skills (Apply-Procedural)
CLO3: Reflect the knowledge of conceptual frameworks for sales management (Evaluate-
Metacognitive)
List of POs
PO1: Communicate effectively
PO2: Demonstrate ability to work in teams to achieve desired goals
PO3: Reflect on business situations applying relevant conceptual frameworks
PO4: Evaluate different ethical perspective
PO5: Comprehend sustainability issues
PO 6: Exhibit innovative and creative thinking

  PO-1 PO-2 PO-3 PO-4 PO-5 PO-6

CLO1

CLO2 R

CLO3 R

** I: Introduced; R: Reinforced; E: Emphasised

4. Mapping of CLOs with Graduate Attributes (GAs)

GA 1: Self-initiative
GA 2: Deep discipline knowledge
GA 3: Critical thinking and Problem solving 
GA 4: Humility, Team-Building and Leadership Skills
GA 5: Open and Clear Communication
GA 6: Global outlook
GA 7: Ethical competency and sustainable mindset
GA 8: Entrepreneurial and innovative

GA 1 GA 2 GA 3 GA 4 GA 5 GA 6 GA 7 GA 8

CLO 1
CLO 2 X X
CLO 3 X X

5. Reference/ Book
1. Havaldar K. & Cavale V.M., Sales and Distribution management, McGraw Hill, 5th Edn.
2. Panda,Tapan K, and Sahadev Sunil,(2021), ‘Sales and Distribution Management, Oxford,
3rd ed.
3. Still, Cundiff, and Govni, (2011), Sales Management: Decision, Strategy and cases,
Pearson, 5th ed.
4. Ingram & Lafarge, Sales management: Analysis & Decision making, Cengage
Internet Resources

 www.salesforce.com
It is a website which provides latest information on sales practices and procedures
followed by leading organization. A practical guide all sales related problem
 www.sellingpower.com
 The website updates students on recent articles and studies including white papers on
sales management. This is an online magazine which is quite informative in nature.
 www.forbes.com
This online magazine gives tips on latest in sales management and business
development
Flipped Videos
Share links of videos of Victor Antonio on Selling Process

6. Assessment Plan

S.No. Assessment Tools: Weightage CLO

1 iJaipuria Sales Mastery Course 5% CLO1
Reflective Notes on Curtain Raiser and topics of Module 1&2 15%
(CLO1)
(Individual Assessment)
Each student would be required to submit by session no. 8 a
reflective note on their understanding of content covered in
module 1 and 2. The reflective note should cover the following
points:
 Nature, Role and Importance of Sales Management
 What are different forms of personal selling in context of
B2C, B2B and B2G
 Importance of Business Development; Difference
between business development planning and sales
planning; How is business plan developed- gathering
market intelligence, understanding the market, funnel
management, choosing right marketing mix, omnichannel
sales. All these points need to be elaborated through
examples from various industries
Suggestive Pedagogy: Students can be sent to big bazaar/ retail
outlet and based on their experience they can add on to the
reflective notes.
Submission Details: Soft copy submission through LMS by
session no 8
*Template for Reflective Note at the end of the Course Outline
2 Sales Pitch/Role Play (CLO2) 20% CLO2
(Individual Assessment)

(Students would be given sales situations/scenarios which would

be evaluated)
I. The sales situations/scenarios will be shared with the students
in session number 5 and the role plays will be conducted and
evaluated from session number 10 onwards.
II. The scenarios will be covering selling situation for products
and services.
III. Students would be required to submit in hard copy a page
write up on the product/service and the selling scenario provided
IV. The student will have 10 minutes for the sales pitch where
they would be evaluated on the following parameters:
  Knowledge about product/service
 Market and competitor knowledge
 Presenting and Objection handling
 Communication skills and following sales procedure
3 Interaction with a Sales Manager- Field work (Individual 20% CLO3
Assessment)
Students would be required to approach a sales manager of any
organization (e.g. Private Bank, Insurance Company,
Manufacturing company-MSME, Mobile Manufacturers, Mobile
service providers etc.) Students need to interview the sales
manager and executives study the following:
i. Sales structure of the company and the designations of the
various levels
ii. Sales targets given to them
iii. Number of sales force deployed to cover the markets
iv. Details of the territorial alignment of sales force
v. Beat plan
vii. Reporting norms
viii. Training and Development opportunities provided to them
ix. Performance appraisal system and individual growth
prospects
OR
Workshop Submission (Group)
 Students would be divided into groups in session no. 14
before the start of the workshop based learning of topics
on Sales Forecasting, Sales Quotas and sales Territories.
 The team submissions during the workshop conducted in
session no. 15,16 and 17 will be evaluated through two
workshop submissions
During the workshop, the concept and the theory would be
discussed first and thereafter the students in group would be
working on a caselet or a scenario related to the topic and
submitting their work by end of the day.
4 End Term Examination 40% CLO3
Total 100%
** Note: Students would be required to complete the Sales Mastery course offered on ijaipuria
platform during the trimester.

7. Mapping of Assessment Component with CLO

 Assessment Component iJaipuria Reflective Note

Workshop /Field
Course – (Curtain Sales End
work –Interaction
Sales Raiser & Pitch Term
with Sales Manager
Mastery Module 1,2) (20%) (40%)
(20%)
(5%) (15%)
CLO1: Summarize the Embedde
Embedded
role of sales executives d
CLO2: Demonstrate Embedde
selling skills d
CLO3: Reflect the Embedded Embedde
knowledge of conceptual d
 frameworks for sales
management
8. Session Plan

Curtain Raiser: Busting Myths About Sales (GT-1)

Create awareness about sales careers, roles and responsibilities, career progression of sales
executives/managers through Alumni/Industry Professional Interaction & Discussion of JDs.
Break Myths like:
A) Sales is not for girls
B) Sales requires Door-to-door sales calls
C) Sales is all about cold Calling
D) It is a high pressure target driven job
E) Sales is only a field job
F) Selling can be unethical
G) Selling is for those who have gift of Gab
H) Sales is not for Finance, HR and Operations Specializations

Session Topic Reading /Reference Pedagogy CLO

No.
Module:1 Fundamentals of Sales and Personal Selling
1 Nature, Role and Krishna Havaldar Ch 1 Movie Review CLO1
Importance of Sales Pg. 1-10 (Prerequisite- watch the
Management ( Topics not movies Rocket
covered in the curtain raiser) Singh/Pursuit of
Happyness) and
Rendenvouz
2 Personal Selling- in context Krishna Havaldar Ch 1 Scenario Based CLO1
of consumers and businesses Pg. 11-25 Discussions
(Types/ Classification of Case 1 - Vishal Julka’s
personal selling, Difference Dilemma (Tapan Panda
between selling and marketing) pg. 37)

Module 2: Business Development Plan & Process

3 Business Development Kirshna Hawaldar Ch 3 Classroom Discussion CLO1
(Importance of business Pg. 77-88 and 107-110 (along with group
development; Difference Handouts on Business activity on framing
between business development development- Business business development
planning and sales planning; Development Manager plan/template)
How is business plan
developed- gathering market
intelligence, understanding the
market, funnel management,
choosing right marketing mix,
omnichannel sales)
4 Business Development Case Case 2- Kheyti- Product Case based discussion CLO1
and Business
Development
5 Sales Technologies (Social Handout: Guest Talk CLO1
Selling-linkedin sales 1.Social media and
navigator, Affiliate marketing)related technology
2.How B2B sales can
benefit from social
selling
Module 3: Selling Process & Skills
6 Selling Process (Pre-sales Tapan Panda Ch 3 Pre session- CLO2
preparation, Methods of Pg. 101-115 Video/flipped videos/
prospecting, Pre-approach- movie clips followed by
Lead generation) classroom discussion
7 Selling Process ( Approach to Tapan Panda Ch 3 Concept delivery through CLO2
the Customer- FAB Approach, Pg. 116-120 sales pitch
SPIN Approach, SPANCO
Approach)
8 Selling Process (Approaches Tapan Panda Ch 3 Concept delivery through CLO2
to Sales Presentation & Pg. 121-125 sales pitch
Methods of handling customer
objections)
9 Selling Process (Methods of Tapan Panda Ch 3 Concept delivery through CLO2
closing sales and follow up Pg. 125-131 sales pitch
action)
10 Selling Skills: Krishna Havaldar, Ch2, Role Plays ( Invite to CLO2
(Communication skills and Pg. 64-66 communication faculty or
process, Managing Body Placement trainer)
Language, Listening Skills,
Conflict Management)
11 Selling Skills:(Negotiation and Tapan Panda, Pg 97 Role Plays ( Invite to CLO2
Problem Solving Skills) Case 3- MRF Tyres communication faculty or
Placement trainer)
12 Demonstration of selling skills Role Plays ( Invite to CLO2
communication faculty or
Placement trainer)
13 Demonstration of selling skills Role Plays ( Invite to CLO2
communication faculty or
Placement trainer)
Module 4: Sales Planning : Process, Execution & Effectiveness
14 Sales Forecasting (Qualitative Ingram LaForge Module Classroom discussion CLO3
& Quantitative Forecasting 4
approaches)
15 Sales Forecasting through Excel Based questions Workshop mode CLO3
practical cases (using excel)
16 Staffing salespeople Tapan Panda Ch 7 Workshop mode CLO3
(Workload analysis) Pg.258 practical exercise
17 Sales Quotas (Types of Sales Tapan Panda Ch 8 Workshop mode CLO3
Quotas, Procedure of Quota Pg.278- 285
 setting, Problems in setting
sales quotas), Sales Audit &
Control
18 Sales Territories (Designing Kirshna Hawaldar Ch 4 Scenario Based CLO3
and Allocation of Sales Pg. 123-138 Discussions
Territories Route Planning) Tapan Panda Pg 265
Case 4- Territorial
Design of German
Remedies
19 Sales Organization Kirshna Hawaldar Ch 5 Case based discussion CLO3
Structures ( hierarchy, product Pg. 161-174
based, customer based,
geography based, key account
management)
20 Sales Motivation,  Tapan Panda Ch 11 Co-teaching CLO3
Compensation & Ethics Pg.375- 386
(Factors Influencing  Tapan Panda Ch 11
Motivation of Sales Person,
Types of Compensation Plan) Pg.387- 391
Case 5- Ethical Sales
Practices

9. Evaluation Rubrics
a. Rubrics for Reflective Notes ( Curtain Raiser, Module 1&2) (CLO1)
Criteria Below Expectations (BE) Meets Expectations (ME) Exceeds Expectations (EE)
Understanding and Has not understood the nature of Has understood the task but Understood and addressed task.
Addressing the task the task. Relies on information points selected are not always Information is appropriate and
copied from texts relevant or fully discussed relevant
Maximum marks (5) Key points organised to illustrate
points being made.
Structure and Content Information randomly Some structure but information Well structured, easy to follow.
presented. No sense of structure not always presented in a logical Addressed the task
order. Context and purpose
introduced but need further
Maximum marks (10)
clarification
Overall Reflection There is very poor integration Theory is not well integrated Theory is well integrated with
with theory which lacks with research/evidence/examples.
research/evidence/examples. research/evidence/examples. Learning and the benefit of
The summary of reflection is The summary of the benefits of reflection well summarised
Maximum Marks (5)
poor the reflection is very basic

Assessment 1: Reflective Analysis Report Format (Suggestive)

This reflective note is based upon the different phases covered during the course of study in SMBD,
within the defined scope as below:

 Curtain Raiser Session

(Bursting Myths about Sales)
 Module 1
 (Nature, Roles, Importance of Sales)
 Module 2
(Business Development process & plan)
 Physical Visit
(Visit to a retail outlet/ Interview with a manager/ alumni in sales department)
Report Part-1: Describe new insights explored- This part of the report is an objective description of
what are my new learnings beyond the previous knowledge and understanding about the ‘sales and
business development’ domain. I have incorporated about above-said four phases (curtain raiser
session + Module 1 + Module 2 + Field Visit/ Interview).
The new insights that I have recently explored (which I was not aware about initially) regarding
Sales and BD activities are as follows:
__________________________________________________________________________________
_________________________________________________________________________________
Report Part-2: Interpret the insights- This part of the report focuses on explaining the newly
explored dimensions of ‘Sales & BD’ activities that have been cited by me in the Part-1 (as above). It
incorporates the about above-said four phases (curtain raiser session + Module 1 + Module 2 + Field
Visit/ Interview).
I would like to explain these new insights (or these insights mean to me) as follows:
__________________________________________________________________________________
_________________________________________________________________________________
Report Part-3: Evaluating and Integrating my Learnings- This part of the report is on the
contribution of these new insights in strengthening my knowledge of Marketing as a discipline in the
management programme. How it integrates with the previous knowledge imparted in the first year
courses like FOM/ MM/ MPC and during summer internship programme (where you were directly
involved or indirectly observed) are expressed here. It also incorporates the integration of learnings
with other electives of marketing in the current term or other business functions (Finance/ HR/
Operations/ Analytics).
The new insights gained have helped me integrate my learnings about PGDM programme. Now I can
integrate the different activities of business functions in a firm, to understand their inter-relatedness
as follows:

Report Part-4: Planning as to how I am going to apply these learnings in practice- This part of
the report is on the relevance of ‘Sales and BD’ course to my professional life and future career
aspirations (which may include the first job or even beyond the first job in long term career
aspirations) to succeed in the corporate world or as an entrepreneur.
My learnings during the SMBD course, are expected to help me grow professionally in following
ways:
__________________________________________________________________________________
__________________________________________________________________________________
References:
Enclosure:

 Plagiarism (Turnitin) Report

 Support Materials: Interview Questions/ Pics or videos
 b. Rubrics for Interaction with a Sales Manager (CLO3) (20%)

Criteria Below Expectations Meets Expectations Exceeds

Expectation
Information about the company No information is Information about the Detailed information
and competition provided about the company is presented but the about the company and
company and the information about the the competitors in the
(10 Marks) competition competition is either missing market is provided
or minimal

Presents all the details related to Struggles to pinpoint the Demonstrates average Demonstrates a
following topics: information gathered from understanding of the sophisticated
i. Sales structure of the company sales manager. information gathered from understanding of
and the designations of the various Minimal evidence of sales manager information gathered
levels search/ selection criteria Evidence of search/ selection from sales manager.
ii. Sales targets given to them criteria. Clear evidence of
iii. Number of sales force search/ selection
deployed to cover the markets criteria.
iv. Details of the territorial
alignment of sales force
v. Beat plan
vii. Reporting norms
viii. Training and Development
opportunities provided to them
ix. Performance appraisal system
and individual growth prospects

(10 Marks)

c. Rubrics for Workshop Submissions (CLO3) (20% for each workshop)

Criteria Below Expectations Meets Expectations Exceeds Expectation
Gather Relevant Struggles to pinpoint the Clearly identifies the Demonstrates a sophisticated
Information related information needed for sales. information required for sales. understanding of what information
to Sales management Gathers information from Gathers information from is needed for sales.
& business one source. multiple valid and reliable Gathers extensive information from
development taken Minimal evidence of search/ sources. a variety of valid and reliable
during workshop. selection criteria. Evidence of search/ selection sources including journals, texts,
criteria. etc., specific to the subject.
(10 Marks) Clear evidence of search/ selection
criteria.
Select and Uses Has limited knowledge on Selects and uses relevant Selects and uses relevant concepts
Relevant Concepts selecting and using relevant concepts and relevant models of and relevant models of SMBD.
and Frameworks concepts and relevant models SMBD. Needs no assistance in selecting
of SMBD on the of SMBD. Requires minimal assistance in relevant concepts and frameworks.
basis of workshop Requires extensive assistance choosing relevant concepts and
learnings in selecting relevant concepts frameworks.
and frameworks.
(10 Marks)
 a. Rubrics for Sales Pitch/Role Plays (CLO2) (20%)
Parameters
Evaluation

S.No Exceeds Expectations Meets Expectations Below Expectations

Excellent product knowledge was Adequate product knowledge was Poor product knowledge was
Product and
competitor

depicted depicted depicted

knowledge
Content:

(5M)

1
Excellent competitor knowledge Adequate competitor knowledge was Poor competitor knowledge was
was depicted depicted depicted

Relevant questions were asked to Many Irrelevant questions were asked Relevant questions were not
identify customer needs to identify customer needs asked to identify customer needs
Organization:

Closure skills
Opening &

(5M)

2 Excellently Exhibited skills in Skills in order to overcome customer Poor Skills in overcoming
overcoming customer objections objections were average customer objections

Exhibited convincing power Exhibited adequate convincing power Lacked convincing power while
Organization:
Conviction &

while selling the product while selling the product selling the product
Skills (5M)
Convincing

3
Depicted detailed product Depicted adequate product Depicted poor product
knowledge and was aware of knowledge and more research on knowledge and was unaware of
competition competition was needed competition
Speech was clear with Speech was not clear at times, some Speech was unclear with poor
communication &

appropriate volume, tone & pronunciations were incorrect & the pronunciation and no voice
Body Language

pronunciation tone was same throughout modulation

Clarity in

The signs of nervousness were there

(5M)

4
Body language depicted which needs to be worked upon The body language was very
confidence poor throughout the role play

10. Institute’s Policy Statements

It is the responsibility of every student to be aware of the requirements for this course, and
understand the specific details included in this document. It is emphasized that this course
requires a significant commitment outside of formal class contact.  The learning tasks in this
course may include classes (lectures or seminars), required reading, the preparation of
answers to set questions, exercises and problems and self-study. In addition, students may be
required to complete an assignment, test or examination.
11. LMS-Moodle/Impartus:

LMS-Moodle/Impartus is used to host course resources for all courses. Students can
download lecture, additional reading materials and tutorial notes to support class
participation.
12. Late Submission

Assessment tasks submitted after the due date, without prior approval/arrangement, will be
not be accepted. Requests for extension of time must be made with the faculty member
concerned and based on Special Consideration guidelines. 
13. Plagiarism:

Plagiarism is looked at as the presentation of the expressed thought or work of another person
as though it is one's own without properly acknowledging that person.
Cases of plagiarism will be dealt with according to Plagiarism Policy of the institute. It is
advisable that students should read Student Handbook for detailed guidelines. It is also
advisable that students must not allow other students to copy their work and must take care to
safeguard against this happening. In cases of copying, normally all students involved will be
penalised equally; an exception will be if the student can demonstrate the work is their own
and they took reasonable care to safeguard against copying.