1 / 16

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

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

tyra
Download Presentation

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

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  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

More Related