Teaching Sales Management with Combining Computer-Based Simulation & Case Discussions

1. Teaching Sales Management with Combining Computer-Based Simulation & Case Discussions Lionel BOBOT – Professor NEGOCIA (CCIP)

2. Teaching Sales Management with Combining Computer-Based Simulation & Case Discussions • In this study, I compared the effectiveness of two different sales management course designs: • One centered on case discussions and • The other combining a computer-based simulation with some cases. • In addition to evaluation of the research literature, the study involved experiments with 6 course sections composed of 150 students.

3. Sales Management Pedagogy • The process of selling relies upon a variety of skills including • Prospecting, • Identifying needs, • Communication, • Closing the sale (Parks & Areni, 2002; Widmier, Loe & Selden, 2007)

4. Sales Management Pedagogy • The use of role-playare regarded as the most important topic covered in sales related academic curriculum (Faria, 1998): AACSB Sales Courses: 97% have used simulations in some way. • Cases and computer simulations are used widely • Some professors and researchers prefer case discussions over simulations (Levin, 1999; Lynn, 1999) • Some prefer the converse (Faria, 2002; Prensky, 2000) • And still others advocate an integrated mixture of both (Widmier, Loe and Selden (2007)

5. Advantages cited for cases • Introduce theoretical principles and techniques • Enable students to discover and develop their own unique framework for approaching, understanding, and dealing with problems • Provide opportunities for issue analysis, problem definition, evaluation, and comparison of possible solutions • Help students learn from experience, including examples provided by case studies • Encourage participation, debate and substantive discussions • Provide extensive direct interaction among students and with the professor

6. Advantages cited for computer simulations • Help students develop some intuitive skills • Provide practice in developing alternative choices and modifying implementation • Allow student to experience interactions among various parts of a system and decisions made considering part of the system • Permit students to test and see the consequences of their decisions, in contrast to recommending a course of action without ever knowing the results • Adapt to changes and new situations • Avoid possible embedded author biases in cases

7. Hypotheses (Hs) • H1: Both case discussions and computer simulations have value. • H2: Neither is a panacea or has general superiority over the other. • H3: Among students using the two course designs (with and without a simulation), there is no difference in performance.

8. Method • 6 Sections of a Sales Management Seminar taught at a NEGOCIA Business School from 2006 to 2008 • 1 design, using the traditional case method (TCM): Dalrymple's Sales Management: Concepts and Cases, by Cron & DeCarlo (2003) • The 2nd design, using computer simulation plus cases (CSC) : The Mars Sales Management Simulation (Cook, 2003) www.shootformars.com

9. Method: The allocation of class time and other background information

10. Method: Outcome measures

11. Results

12. Results / Hypotheses (Hs) • H1: Both case discussions and computer simulations have value. Supported • H2: Neither is a panacea or has general superiority over the other. Supported • H3: Among students using the two course designs (with and without a simulation), there is no difference in performance. Supported • On top of that, an instructor has considerable flexibility to choose the relative emphasis given to cases and a simulation.

13. Discussion & Conclusion • Integrated course design models in common use today (e.g., Diamond, 1998; Fink, 2002) • Learning objectives for a specific course which should be in alignment with objectives of the department, college, and university clearly are the cornerstone for designing a course.

14. Conclusion • Case discussions is appropriate when course objectives and conditions such as the following are paramount: • Learning about major conceptual concepts and models in the field; • Establishing a close connection with student ideas and responses; • Providing substantial interaction and immediate feedback between students and the professor about analysis, ideas, conclusions, and recommendations • Emphasizing individual student performance; • Providing students with an introduction to a number of types of organizations and situations

15. Discussion & Conclusion • In contrast, Complex Computer-Based Simulations have advantages when course objectives include the following: • Experiencing more realistically the role and responsibilities of a top decision maker in trying to position his or her organization in a tough, competitive environment; • Experiencing the uncertainties and surprises produced by the unpredictable actions of competitors; and • Promoting student emotional arousal and involvement.

16. Discussion & Conclusion • Sales management courses provide an interesting, stimulating challenge for both professors and students. • Ongoing improvements in course design and process require effective use of a variety of pedagogical techniques. • This study provides data-based support for the conclusion that a professor has considerable flexibility in choosing between course designs based on case discussions and designs that combine a computer simulation with case discussions. • Future Researches on new Sales management courses Designs