DESIGN OF THE NEW INTERNATIONAL SALES & KEY ACCOUNT MANAGEMENT SKILLS TRAINING CURRICULUM - IO1 Task 2

IO1: DESIGN OF THE NEW
INTERNATIONAL SALES & KEY
ACCOUNT MANAGEMENT SKILLS
TRAINING CURRICULUM
Task 2 – curriculum design
DECEMBER 2017- MAY 2018

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INDEX
TASK 2: DESIGN OF THE TRAINING CURRICULUM OF INTERNATIONAL SALES & KEY
ACCOUNT MANAGEMENT SKILLS
1. INTRODUCTION
2. CURRICULUM OUTLINE
2.1. Learning needs
2.2. Output profile
2.3. Curriculum design
2.4. Adoption
2.5. Outcomes
3. CONCLUSIONS AND DIRECTIONS
4. APPENDIX

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1. INTRODUCTION
The IN.K.A.M.S. (International Key Account Management and Sales) project aims to realize a
university-based learning program, focused on International Sales and Key Account Management,
which enables the development of International Sales and KAM skills, with innovative, interactive
teaching methodologies, to develop students’ capabilities and fulfill businesses’ needs.
The IN.K.A.M.S. project Intellectual Output 1 is divided in two main tasks: the first one is devoted
to investigate the state of art of sales and KAM teachings within HEI programs and detecting needs
and possible solutions to close the gap of students’ skills, experience and preparation and
businesses’ HR needs.
After having assessed the current state of international university sales education, illustrated
teaching methodologies, related knowledge and skills to be mastered by the ideal international
sales and key account manager, the IN.K.A.M.S. project has involved the key stakeholders
(students, professors and SMEs representatives). In fact, the second research phase addressed
the perception of salespeople, to verify whether prejudice is still present among the interviewed
subject categories, to understand what issues prevent students willing to pursue a career in sales,
and to explore what are perceived to be the main activities and skills of a sales and key account
manager. The field research provided some new material with direct sources and expectations from
the core stakeholders, to be compared and discussed in parallel with the research and professional
stimuli, in order to combine inputs and put the basis for designing the IN.K.A.M.S. curriculum.

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Thus Task 2 starts from Task 1 work and draw conclusions in terms of competencies areas,
learning units and outcomes, adaptable to the university learning infrastructure, in compliance with
Bologna process, but also according to the institutional professional profile defined within the
European framework, and considering the emergent businesses needs and innovative/interactive
teaching methodologies.
In this way, IN.K.A.M.S. curriculum will be the sum of the knowledge traditionally delivered by
university programs, enriched with a structure that address not only advanced knowledge, but an
articulated set of competences, implying also behavioral learning and in field experience, to let
further sales and key account managers to be work-ready and successful professionals.

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2. CURRICULUM OUTLINE
2.1. Learning needs
The IN.K.A.M.S. (International Key Account Management and Sales) project aims to realize a
university-based learning program, focused on International Sales and Key Account Management,
which enables the development of International Sales and KAM skills, with innovative, interactive
teaching methodologies, to develop students’ capabilities and fulfill businesses’ needs.
After the research phase, IN.K.A.M.S. new task is to design the curriculum starting from the
research results and the working team considerations.
The preparation of the new curriculum is the result of a design process that starts from the
research results, literature review on sales education, the recommendations of professional
associations and from institutional reference job descriptions. This multi-sourced and iterative
process (task 1.1) mapped both the level of competences expected and the gap between offer and
demand for international sales and KAM skills needed in business contexts. A key issue was
bridging the most relevant and affirmed set of knowledge in the sales management and KAM area,
available in most of the international educational literature and manuals, with experience and
competences to be mastered, according to study findings and businesses’ needs.
The output of this phase consists in the design of an output profile, under the professional and
academic point of view, that imply a set of 4 competence areas, corresponding to levels of
knowledge and skills, to be developed and evaluated differently, depending on the point of view
(academic vs. professional output).

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The results of this task is, indeed, an integrated framework of characteristics of the further
professional (competences, skills, knowledge, learning objectives, indicators, expected results)
and curriculum design features (courses, content, OER and further investigation material
infrastructure and content).
Figure 1. output profile design and sources
1. RESEARCH RESULTS
Task 1.1. results suggested that our interviewees (students) see sales as an activity
rather than a process, and that they all (students, SMEs, professors) focus on focus on:
relationship, analysis, strategy, plan/budget, ethics.

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Particularly, students enhanced the importance of communication, negotiation, relation,
while businesses’ expectations rely particularly on market and product knowledge,
managerial and strategic approach.
As a consequence of project objectives and research results, trying to aggregate the most
important skills to be developed according to all these contributions, we found a match and
therefore chose to refer to three categories/clusters of selling roles, as identified by the
contribution provided by Moncrief et al. (2006): Consultative seller, New
business/channel development seller, Key account seller.
Table 1. Sales roles and key activities
Consultative seller New business/channel
development seller
Key account seller
Relationship selling
Promotion/service
Product support
Prospecting
Channel support
Delivery
Office
Entertaining
Training/recruiting
Education
Computer
Travel
Computer
Entertaining
Training/recruiting
Travel
Prospecting
Channel support
Education
Office
Product support
Promotion/service
Delivery
Product support
Travel
Office
Channel support
Computer
Entertaining
Education
Training/recruiting
Delivery
Prospecting
Promotion/service

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2. LITERATURE REVIEW ON EDUCATION
Another fundamental source of information and evaluation was the literature produced by
international top-level authors in papers and manuals. Those sources defined Sales and
KAM university-learning main topics and content. The most important in this phase were:
➢ Ryals, McDonald (2008). KEY ACCOUNT PLANS, the practitioners guide to profitable
planning, Elsevier Ltd.
➢ Tanner, Honeycutt, Errfmeyer, (2014). Sales Management, shaping the future of sales
leaders, First edition, Pearson Education Limited
3. PROFESSIONAL ASSOCIATIONS RECOMMENDATIONS
Some institutions and foundation dedicated to Key Account practice and education helped
us finetuning and balancing contributions from Sales management, to create the perfect
IN.K.A.M.S. professional – Association of Key Account Management - KAM certified
competencies1.
4. INSTITUTIONAL REFERENCE JOB DESCRIPTION
Institutions working with the European framework helped us closing and matching learning
needs with the single elements to include in the professional and academic profiles.
Reference professional profiles
o Sales channel manager– UNITO – Atlante delle professioni2
1 https://a4kam.org/kam-qualifications/diploma-competencies-in-detail/
2 http://www.atlantedelleprofessioni.it/Professioni/Operatore-e-Operatrice-delle-reti-di-vendita/Carta-d-identita

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o Sales manager – Regione Emilia Romagna3
These contributions are reliable and valuable in the determination of an original profile for
IN.K.A.M.S. results, and they are also coherent with literature/field research, students’
perception (importance of communication, negotiation, relation) and businesses’
expectations (knowledge of market, product, managerial and strategic approach). As what
regards issues like market/customer/product knowledge and technical requirements
related to a specific sector or technology, we acknowledge their specificity and will imply
those reflections within the strategic and managerial set of teachings we are sticking to a
transversal set of skills to develop international sales and KAM.
2.2. Output profile
The Sales/Key Account Manager that IN.K.A.M.S. aims to educate is a result of the expectations
and needs expressed by research and internationally certified references of job profiles. The
international and multi-sourced process of output profile certification conducted by partners,
allowed to obtain a role defined in terms of activities, knowledge, and skills and according to the
education offer, businesses’ needs and research findings on managerial sales roles internationally.
The activities that are expected to be performed by this role/profile, are supported by a set of base
and advanced knowledge and skills, those can be developed through structured university degree
programs (bachelor with major/specialization or master) in Management, International Business,
3http://orienter.regione.emilia-romagna.it/orienter/exec/portale;jsessionid=Cblkz-x-Xb8pC9W-XcKH7T-
s.undefined?actionRequested=performShowSchedaDettagliQualifica&qualifica=6-9

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Marketing. This implicates that IN.K.A.M.S. curriculum will be applicable on certain existing
courses, having prerequisites and outcomes students in terms of knowledge and skills.
In order to create a university-based learning program, based on skills and capabilities, we intended
to strengthen our conceptual and operative basis by creating two separate outcome profiles:
starting from a set of common competence areas, defined in coherence with project objectives,
research results and academic educational structure
• the professional profile (table 1 in the appendix) define through Competences, Skills,
Knowledge, Indicators and Expected Results, according to public local and European
institutions.
• the academic profile (table 2 in the appendix) defines Competence areas, Skills,
Knowledge, and Learning outcomes, coherent with the academic structure and
requirements, in compliance to Bologna Process.
Tables summarizes salespeople capabilities, expected knowledge and related skills to be
developed within the curriculum, as learning objectives. The four blocks or layers of activities
refer to the four main “competence areas” of the IN.K.A.M.S. curriculum, those have to be
furtherly developed in OER learning units, Material for the Cli.Ma. Environment, topics for
SMEs Check-ups and Short films, in order to achieve the best completeness and coherence
between the needs of businesses and professional institutions and the possible solution within
the university-based innovative learning program.

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Table 2. Curriculum features
Competence area Content- Related University
Courses
Content issues
(draft, to be developed)
PLAN AND ELABORATE A
BUSINESS DEVELOPMENT PLAN
Strategic Management
Sales management
International Entrepreneurship
Corporate Finance
Sales management
sales vs marketing strategy
Planning/budgeting
Developing business plan
Ethics
Internal/external cultural forces
COORDINATE AND MANAGE
SALES RELATIONs,
RELATIONSHIP SELLING AND
KAM
Marketing
Relational Marketing
International Marketing
BtoB Sales
Cultural aspects of International
Business
Sales function and multi sales channel
CRM
Leadership & sales executives
Turning customer information into sales
knowledge
Negotiations in International Business
ANALYZE THE MARKET, SALES
KNOWLEDGE AND ICT IN SALES
K.A.M.
Data analysis
Econometrics
Statistics
Economic analysis in International
Business
Opportunity analysis
key customer relationship
(strategic/critical/profitable customers, see
Kraljic)
Data transformation and analysis
BUILD, MANAGE AND LEVERAGE
A SALES TEAM
Organization
HR management
Leadership
Project management
Designing and organizing salesforce
Salesforce performance
Workload management
Team management
Inter-functional coordination
2. Curriculum design
Matching scientific and research contributions, business needs, academic standards and
professional certificated profiles, IN.K.A.M.S.’s curriculum will be articulated in the following
elements.

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Target
IN.K.A.M.S. project target are Bachelor (major/last year) or Master students, depending on the
partner’s current teaching offering and possibility to adapt/enrich existing programs with this a Sales
and KAM curriculum. In addition to the main target, IN.K.A.M.S. output could be also extended to
sales professionals (as further explained in the adoption).
It will be fundamental for students to have basic knowledge and skills in the field of Business
Administration and Management, International Business and Marketing. In this sense, curriculum
design and adoption from universities must consider IN.K.A.M.S. as a set of suggested courses,
methodologies and experiences that will indicate students the best combination to achieve
advanced knowledge and skills in the field of international sales management and KAM, fostering
their education and employability.
This is coherent with the main IN.K.A.M.S. project aim, to design, pilot and disseminate a new
university-based advanced learning program, intended to refine and enrich general business and
marketing preparation, to create prepared, competent and experienced professionals.
Curriculum description
IN.K.A.M.S. output can be defined as a curriculum (24 ECTS), that can be adopted by universities
as a suggested specialization/stream, implying existing courses, newly designed courses and
experience, applying innovative teaching methodologies.
Students involved in the (eligible) IN.K.A.M.S. curriculum will obtain a degree with the denomination
which enrolled for, acquiring the related knowledge and skills, but also others related to a specific

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and highly specialized output profile related to international sales and key account management,
designed and validated by professional practice, research and international academia.
The IN.K.A.M.S. curriculum is thought to be inserted towards the end of a degree program, it
includes a set of advanced learning courses, thus students are assumed to have previous basic
knowledge and skills in the field of Business Administration and Management, Marketing and
International Business.
IN.K.A.M.S. curriculum consists of a set of learning areas, courses, experience and
methodologies defining an integrated learning concept to build the necessary to the modern
International Sales and Key Account Manager.
These will be delivered to students via
✓ one course for a total of 6 ECTS, named Sales and Key Account Management
✓ a series of courses (from the teaching offer in strategic mamagement, marketing, sales and
KAM area) for a total of 15 ECTS, to build the key capabilities of the IN.K.A.M.S. ideal
professional
✓ in-field experience with SMEs check-up for 3 ECTS
✓ integrate material for a muti-source active learning (OER, Cli.Ma. material, Movie Education)

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Figure 2. curriculum design concept
Content
The content of the four competence areas/blocks/OER levels and their linkage to every learning
element (courses, material, filming lab and internship/workshop) are developed coherently by
partners in the final phase of curriculum design.
For the first block (n courses, 15 ECTS), the content is coherent with the partner’s chosen courses
to include as suggested learning features for future international sales and key account managers,
for instance International Marketing, Relational Marketing, International Negotiation, Advanced
Foreign Languages ecc.

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The second block (1 course, 6 ECTS) the Sales and Key Account Management course is designed
taking into consideration the main educative sources and best practices4 in the field of sales and
Key account management.
Methodology
The traditional didactic approach is re-designed from a student-centered learning perspective,
which stresses on active learning. The whole curriculum, course-set and competence areas
have a flexible structure. The OER and the other web-based learning materials, allow access to
all competence areas, for reviewing some parts, for additional literature sources, examples etc.
Definition of the learning methodologies:
o formal, with lectures, seminars and tests to build advanced, conceptual knowledge,
traditional;
o cognitive, to take in blended learning mixing lectures and e-learning sessions to use the
OER, learning by thinking;
o behavioral, with the Movie Education model to stage and interpret typical situations of
sales relationships, learning by acting;
o operative, on the job training to hold check-ups to analyze and guide SMEs, to implement
strategic courses on planning, guidance and control of sales processes, learning by
doing.
4 Tanner, J., Honeycutt, E. D., & Erffmeyer, R. (2013). Sales management. Pearson Education Limited.

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Thus, students will be guided through the problem, given appraisal and/or critics or misconceptions
are clarified via problem-based learning, inquired-based learning, competence-based learning,
self-directed learning and experiential and action learning.
The chosen media to achieve these results are traditional teaching (lectures), web-based
multimedia learning materials (OER), videos (short films).
Assessment
Students will be evaluated considering simultaneously all the different educational approaches,
therefore
o traditional learning will be evaluated through tests and examinations on the designed content;
o innovative learning will be evaluated considering usage (OER, Cli.Ma. material) checking
during classes and examination and platform accesses, percentage of attendance and
assessment tests (Movie Education and SMEs checkups).
3. Adoption
IN.K.A.M.S. University partners will be the first HEI putting into practice this new framework by
selecting the eligible program to adapt/enrich or designing a new training curriculum, based on this
project’s concept.

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Existing learning structure, courses, ECTS, internship system ecc will be taken into consideration
in addition to Bologna Process and further updates on the European high education framework, to
simultaneously develop and apply the innovative IN.K.A.M.S. concept and methodology.
Undergraduate
At this level of application, partners will be capable of inserting the sales and KAM course as an
eligible course within their academic offer, that will be enriched by innovative learning sources
and experience, related to the internship program, to test, enforce and put into practice their
newly acquired knowledge, skills and tools in a professional setting. In addition, the IN.K.A.M.S.
curriculum will be shaped thanks to a set of eligible courses to be attended to achieve those
knowledge and skills to be a successful international sales and key account manager.
Graduate
At this level of application, partners will be capable of inserting the sales and KAM course as an
eligible course within their academic offer, that will be enriched by innovative learning sources
and experience. Experience for master’s degree students are intended to be more specific and
focused, therefore SMEs checkups could be thought to be a series of workshops, business labs,
projects ecc. to test, enforce and put into practice their newly acquired knowledge, skills and tools
in a professional setting. In addition, the IN.K.A.M.S. curriculum will be shaped thanks to a set of
eligible courses to be attended to achieve those knowledge and skills to be a successful
international sales and key account manager.

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Post-master / professional /Life Long Learning
This level of application can rely on one of the other twos, in the sense that IN.K.A.M.S. goal is to
address university students, but also to disseminate international sales and key account
management knowledge and skills in the business world. Therefore, to fill in the gap of high-
education knowledge and skills, professionals could be considered a second-layer target, in the
sense that universities could allow these practitioners lacking a formal education or willing to
enforce their educative background, by attending the IN.K.A.M.S. curriculum (as it was an MBA).
This will allow professionals to achieve higher education and refining their rich experience with
academic concepts and frameworks. At the same time this represent an opportunity for universities
to enlarge their mission of academic and training institutions towards the business world,
addressing salespeople willing to achieve a managerial set of capabilities, those would otherwise
find training curricula from different sources, rather than in the academic setting. In addition, this
will be easy to apply for universities because it will just require them to involve these professionals
in the already existing IN.K.A.M.S. curriculum, and awarding them of a participation certificate at
the end of the attendance.

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Table 3. adoption possibilities
Bachelor Master LLL
Courses A = 6ECTS
B
C
Int..ship= 3ECTS
A1 –upgraded
in content and
different
competences,
B1
C1 or
D = 6
ECTS
E
F
Any of A,B,C,D,E,F
or A1 offered
OR
Special package for
the persons who
already work in this
filed
Competences Practical, know to
use ecc.
Understanding, using in
international context ecc.
Specific –
knowledge & skills
focused
4. Outcomes
The articulated set of teachings, activities, knowledge and skills resulting from IN.K.A.M.S.
curriculum design, allow the further International Sales and Key Account Manager role to be defined
as an EQF level VI or VII in the European Qualifications Framework, corresponding to the first
and second cycle of academic qualifications, based on the adaptation/adoption process undergone
by partners on their current teachings offering.

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5. CONCLUSIONS AND
DIRECTIONS
Intellectual Output 1 of the IN.K.A.M.S. project was divided in two main tasks.
The first one was an articulated research aimed to draw, from the initial project assumptions and
aims, to detect the actual current state of International Sales and Key Account Management
teachings in university settings and the businesses’ needs and expectations, in terms of knowledge
and skills in their HR.
Once the first task was completed, partners have developed a curriculum concept as a series of
suggested courses and experience, designed a set of competence areas, based on the most
important knowledge and skills, to be delivered in an integrated, yet flexible, multi sourced
methodological learning framework. The curriculum design implies a traditionally intended
university course, in combination with eligible existing teaching in the area, enriched with multiple
sources material and experiences, to be developed in the following Intellectual Outputs, namely
- OER – IO2
- Cli.Ma. environment and materials – IO3
- SMEs check-ups – IO 4
- Movie education and short films – IO5

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This IO was crucial in defining the project direction, content, assignments and priorities for each
following work phase.
Table 4. From IO1 to IO2
Competence area
(output profile)
OER Individual Learning UNIT
PLANNING AND
ELABORATING A BUSINESS
DEVELOPMENT PLAN STRATEGIC SALES MANAGEMENT
1. Sales Evolution, Sales
Environment
1.1 Ethical issues
2. Sales strategy, sales plan and
sales process
3. International sales (cross cultural
issues)
SALES AND AND AFTER-
SALES ACTIVITIES TOWARDS
BUSINESS CUSTOMERS
SALES RELATIONS:
RELATIONSHIP SELLING AND KAM
4. Relationship selling in b2b
5. Strategic and analitic dimention fo
KAM
6 KAM program implementation and
KA relationship management
7 Personal communication and
negotiation
ANALYZE THE MARKET IN
TERMS OF CURRENT AND
PROSPECTIVE BUSINESS
OPPORTUNITIES
ANALYZE THE MARKET, SALES
KNOWLEDGE AND ICT IN SALES
8 Turning customer information into
sales knowledge
9 Leveraging IT in sales and Social
selling
BUILDING, MANAGING AND
LEVERAGING A SALES TEAM
BUILD, MANAGE AND LEVERAGE A
SALES TEAM
10 Designing and organizing
salesforce
11 HR management in sales force:
Recruit, training and developing,
setting goal and reward, assessing
and control
In fact this phase allowed to design a curriculum that involved the most important competence
areas/topics (Sales Management, B2b Sales & Customer Relationship, K.A.M., Salesforce

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Management) those are considered relevant for the education and development of successful
international sales managers and key account managers. Therefore IN.K.A.M.S. curriculum design
effectively derived from research, including literature review, stakeholders’ perceptions, skill and
capabilities needs from the business world, institutional indications, educational references and
professional profiles.
This has allowed IN.K.A.M.S. curriculum to be solid and complete not only as academic, but also
to be designed and eventually crafted upon effective needs and requirements of the job market in
terms of knowledge, capabilities and skills. These will be developed through innovative teaching
methodologies within university based learning programs, allowing business students achieve
simultaneously the highest level of preparation, collect valuable experience, work with dynamic
SMEs, those in return will benefit from check-ups and the possibility of accessing prepared,
dynamic, work-ready students as future International Sales And Key Account Managers.

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6. APPENDIX
PROFESSIONAL PROFILE
Competence
area
Skills (keys) Knowledge (Keys) Learning Objectives Indicators Expected results
PLAN AND
ELABORATE A
BUSINESS
DEVELOPMENT
PLAN
Flexibility
Creativity
Problem solving
Persistance
Analytical thinking
Student will Know and understand:
- How to formulate a sales strategy
- How to plan, organize, implement, monitor sales results
(PMS)
- How to Set goals and monitor performances for
sales/people/areas/products (budgeting elements)
- How to translate company directives into strategies and
operational strategies appropriate to their area of
responsibility / competence / territory
- How to manage the sales process
- How to manage sales in an ethics / Integrity way
- How to manage Intercultural difference (know the business
etiquette)
- Operational sales technique
- How to implement sales strategy into broader business plan
and company deveoplment strategy
Sales strategy
Sales process
- Ethics
Operational sales techniques
Budgeting elements
Sales activities planned
according to strategic
business objectives
Technical-economic
feasibility of the plan with
respect to the budget
assigned
Result-oriented sales
plan design and action
COORDINATE
AND MANAGE
SALES
RELATIONs,
RELATIONSHIP
SELLING AND
KAM
Communication
Problem solving
Boundary spanning
Strategic thinking
- How to negotiate
- How to translate of the detected customer needs in
appropriate and company-correct business proposals (WIN-
WIN approach)
- How to build customer relationship
- How to understand the client’s expressed and latent needs
- How to identify and manage the Key Account
Win-Win negotiation techniques
Active listening techniques
Marketing elements
Product / service
Distribution channels
Elements of customer care
Customer segmentation
techniques
Customer portfolio
management
Number of commercial
relationships successfully
concluded for the company
and the customer
Level of satisfaction / loyalty
generated in served
customers
Negotiations carried out
and concluded with
different customer
segments in a manner
consistent with the
company objectives and
oriented to customer
satisfaction / loyalty

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- How to understand the Intercultural issues (know the
business etiquette)
Customer relationship building
International marketing
Number and type of new
customers acquired
Customization of the
commercial proposals
formulated
ANALYZE THE
MARKET,
SALES
KNOWLEDGE
AND ICT IN
SALES
apply context analysis
techniques (market analysis,
competitive analysis)
perform statistical analysis on
sales/people/area/product line
analyze the trend of each KPA in
relation to the company sales
plan benchmarking
apply cost-
benefit/opportunity/profitability
analysis
- market analysis the market
- statistical elements and calculation programs
- how to use and transform market and corporate data
Market analysis
- Statistical elements
and calculation
programs
Application of analysis
models
Collection of data and
information from objective,
scientific and updated
sources
Objectivity of the evaluative
judgments expressed and of
the methodological and
technical scientific arguments
adopted in support
Identification and
assessment of the
reference context
(market / area) in terms
of threats and
opportunities
BUILD,
MANAGE AND
LEVERAGE A
SALES TEAM
Team management
Leadership
Communication
Understand human behavior
- elements of human resources management IN SALES
- How to select and train the staff
- How to design a salesforce organization
- How to coordinate the sales activity
Salesforce organization
Elements of human resources
management
Leadership styles
- Human resources
management
Smart sales objectives
attribution to individuals and
teams
Evaluation/benchmarking
between objectives planned
and results realized
Motivation level generated in
the salesforce
Sales team
establishment,
coordination and
management by
assigning smart
business objectives at
individual and team
level, monitoring the
compliance of sales
results compared to
planned objectives

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ACADEMIC PROFILE
Competence area Skills (keys) Knowledge (Keys) Learning outcomes
PLAN AND
ELABORATE A
BUSINESS
DEVELOPMENT
PLAN
Flexibility
Creativity
Problem solving
Persistance
Analytical thinking
- How to formulate a sales strategy
- How to plan, organize, implement, monitor sales results (PMS)
- How to Set goals and monitor performances for sales/people/areas/products (budgeting
elements)
- How to translate company directives into strategies and operational strategies appropriate to
their area of responsibility / competence / territory
- How to manage the sales process
- How to manage sales in an ethics / Integrity way
- How to manage Intercultural difference (know the business etiquette)
- Operational sales tecnique
Students will be able to:
- Have an analytical and structured approach to strategy,
plan and organization
- Have a coherent and persistence attitude from strategy
thinking to action developping to objective measuring
- Act as a problem solver in managing sales process and
action
- Have a creative and problem solving attitude to apply
sales tecniques
- Be flexible in managing cultural differences
COORDINATE
AND MANAGE
SALES
RELATIONs,
RELATIONSHIP
SELLING AND
KAM
Communication
Problema solving
Boundary spanning
Strategic thinking
- How to identify and manage the Key Account
- How to negotiate
- How to translate of the detected customer needs in appropriate and company-correct business
proposals (WIN-WIN approach)
- How to build customer relationship
- How to understand the client’s expressed and latent needs
- How to understand the Intercultural issues
By the end of the course students should be able to:
- Understand rational of Key Account Management.
- Know principal prerequisites for and fundamentals of Key
Account Management Excellence.
- Develop a roadmap for implementing Key Account
Management and apply instruments used in Key Account
Management.
ANALYZE THE
MARKET, SALES
KNOWLEDGE
AND ICT IN
SALES
apply context analysis techniques (market
analysis, competitive analysis)
perform statistical analysis on
sales/people/area/product line
analyze the trend of each KPA in relation
to the company sales plan benchmarking
apply cost-benefit/opportunity/profitability
analysis
- market analysis the market
- statistical elements and calculation programs
- perform design and conduct statistical analysis to reach
sales goals
- -use proficiently IT tools and interfaces in the field
BUILD, MANAGE
ANDLEVERAGE A
SALES TEAM
Team management
Leadership
Communication
Understand human behavior
- elements of human resources management IN SALES
- How to select and train the staff
- How to design a salesforce organization
- How to coordinate the sales activity
- Understand the relevance of sales team
- lead and manage sales forces in b2b context

DESIGN OF THE NEW INTERNATIONAL SALES & KEY ACCOUNT MANAGEMENT SKILLS TRAINING CURRICULUM - IO1 Task 2

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