2020_BEC_FlipBooks

F20_Castleberry_Selling11eFlipbook_11-6-20

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FOR FACULTY Instructor's manuals are available with any text, but the quality often varies. Because we teach the course to under- graduates and graduates, as well as presenting and participating in sales seminars in industry, we believe that we have created an Instructor's Manual (available in the Connect Instructor Resources connect.mheducation.com) that can signif- icantly assist the teacher. We've also asked instructors what they would like to see in a manual. Based on their feedback, we include suggested course outlines, chapter outlines, lecture suggestions, and answers to questions and cases. On that site, you'll also find the slides, which are integrated into our teaching notes. PARTNERING: FROM THE FIELD TO THE CLASSROOM Faculty who use our book have reviewed it and offered suggestions, and we have taken their comments seriously. The book has also been extensively reviewed by sales executives and field salespeople who are locked in the daily strug- gle of adapting to the new realities of selling. They have told us what the field is like now, where it is going, and what students must do to be prepared for the challenges that will face them. And it's always exciting to receive unsolicited feedback like this from practitioners: "I have read many books in sales from well-known writers and various sales schools like Wilson Learning and Sandler, but your book Selling Building Partnerships remains the primary reference for me and I rely on its methodology a lot in training freshly graduated and new sales engineers. Thanks." —Ahmad Samara, CSE, Sales Manager at Manaseer Mag- nesia, Jordan Students have also reviewed chapters. They are, after all, the ones who must learn from the book. We asked for their input prior to and during the revision process. And judging by their comments and suggestions, this book is effectively delivering the content. There are, however, several places where their comments have enabled us to clarify material and improve on its presentation. As you can see in "About the Authors," we spend considerable time in the field, having worked in a variety of sales positions. We continue to spend time in the field engaging in personal selling ourselves, as well as observing and serv- ing professional salespeople. We believe the book has benefited greatly because of such a never-ending development process. • Ethics icon—because we've emphasized ethical partnering since the inception of this book, we highlight the integration of ethics by noting any ethics discussion with an icon in the margin. You'll find ethics discussed in every chapter. • Selling Yourself—a feature at the end of each chapter that relates the material in the chapter to the student's life right now. It's more than just the student's job search process, however. Selling Yourself helps students see the connections between chapter material and all aspects of their lives, such as how a student can sell an organization to new members, working with apartment managers to resolve issues, interacting with friends and family members, how to add value as a group member in a class team project, and so forth. • Key terms—each key term defined in a chapter is listed at the end of the chapter, along with the page number on which the term is discussed. Key terms reflect current usage of sales jargon in the field, as well as academic terms. • Glossary—key terms are also defined in a glossary at the end of the book. • Slides are available in PowerPoint, but given feedback from users (and our own experience), we've simplified their presentation. They are easily adapted to your own needs, and you can add material as you see fit. • We also include many of the in-class exercises we have developed over the years. These have been subjected to student critique, and we are confident you will find them useful. You will also find a number of additional role-play scenarios. • Students need to practice their selling skills in a selling environment, and they need to do it in a way that is helpful. Small group practice exercises, including role playing, complete with instructions for student evaluations, are provided in the Instructor's Manual. These sessions can be held as part of class but are also designed for out-of-class time for teachers who want to save class time for full-length role plays. • The Test Bank has been carefully and completely rewritten. Questions are directly tied to the learning goals presented at the beginning of each chapter and the material covered in the questions and problems. In addition, key terms are covered in the test questions. Application questions are available so students can demonstrate their understanding of the key concepts by applying those selling principles. PREFACE xv

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