1. 17/04/2015 Teaching Sales Management with Combining Computer-Based Simulation & Case Discussions Lionel BOBOT – Professor NEGOCIA (CCIP)

2. Lionel Bobot 17/04/20152 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. Lionel Bobot 17/04/20153 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. Lionel Bobot 17/04/20154 Sales Management Pedagogy  The use of role-play are 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. Lionel Bobot 17/04/20155 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. Lionel Bobot 17/04/20156 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. Lionel Bobot 17/04/20157 Hypotheses (Hs)  H 1 : Both case discussions and computer simulations have value.  H 2 : Neither is a panacea or has general superiority over the other.  H 3 : Among students using the two course designs (with and without a simulation), there is no difference in performance.

8. Lionel Bobot 17/04/20158 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. Lionel Bobot 17/04/20159 Method: The allocation of class time and other background information

10. Lionel Bobot 17/04/201510 Method: Outcome measures

11. Lionel Bobot 17/04/201511 Results

12. Lionel Bobot 17/04/201512 Results / Hypotheses (Hs)  H 1 : Both case discussions and computer simulations have value. Supported  H 2 : Neither is a panacea or has general superiority over the other. Supported  H 3 : 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. Lionel Bobot 17/04/201513 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. Lionel Bobot 17/04/201514 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. Lionel Bobot 17/04/201515 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. Lionel Bobot 17/04/201516 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