COMPLETE SCHOOL PROJECT TOPICS & MATERIALS :
CHAPTERS: Chapter 1-5
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CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
In modern times, a series of developments have impacted the personal sales feature. Customers have even more detail, greater demands, and require higher standards of customer support. Furthermore, rivalry is higher due to market globalization, and technology is continually becoming more advanced, particularly in the area of telecommunications (Wilson, 1993; Anderson, 1996; Wotruba, 1996). Such developments necessitate fresh and enhanced sales capabilities, which are acquired by preparation (Filipczak et al., 1991; Dubinsky, 1999). It is not enough to have the best possible good or service; it must also be marketed. Companies must pay close attention to sales force preparation if they want to succeed (Jobber and Lancaster, 1997).
Personal sales are the secret to survival for many businesses in today’s dynamic environment (Anderson, 1996; Baldauf and Cravens, 1999). As a result, one of the most pressing challenges facing managers is to improve salespeople’s results (Boles et al., 2000). However, salespeople’s responsibilities have shifted away from generating sales and toward developing partnerships with consumers (Weitz and Bradford, 1999; Wilson, 2000). As a result, salespeople should place a greater emphasis on adopting a customer-oriented strategy, which entails addressing consumers’ challenges, creating opportunities, and bringing value to the customer’s company over time.
1.2 STATEMENT OF RESEARCH PROBLEM
Sales training is an essential component of both original and continuing sales representative growth (Christiansen et al., 1996), and several businesses spend heavily on training their salesmen. Training has been shown to improve salespeople’s efficiency and consumer orientation (Anderson et al., 1995). Nevertheless, there still is comparatively no literature about how sales preparation influences salespeople’s success (Honeycutt et al., 1995), and none at all about how sales training affects the sales force’s consumer orientation.
This study seeks to examine the effects of sales training on the sales force activity.
1.3 OBJECTIVES OF THE STUDY
1. To examine the effects of sales training on the performance of sales force activity.
2. To determine if there is a relationship between sales training and sales force activity.
3. To determine if sales training boosts the sales force activity or brings about a reduction in it.
1.4 RESEARCH QUESTIONS
1. What are the effects of sales training on the performance of sales force activity?
2. What is the relationship between sales training and sales force activity?
3. Does if sales training boosts the sales force activity or brings about a reduction in it?
1.5 SIGNIFICANCE OF THE STUDY
Very little research has been done to determine what effect, if any, sales training has on the sales force. This study will be an addition to the academic world as it will add information to the already existing studies. It will also be helpful to organizations and will give recommendations on why sales training is very important for the sales force and whether its effects are beneficial or not.
1.6 SCOPE OF THE STUDY
This study will only cover the effects of sales training on sales force activity. A close examination of the two variables will be looked into in order to find out whether or not there is a relationship between the two variables.
1.7 LIMITATIONS OF THE STUDY
The researcher’s only constraint in carrying out this research was a lack of funds.
1.8 OPERATIONAL DEFINITION OF TERMS
1. SALE: The exchange of goods and services for money.
2. SALES TRAINING: Refers to the training if individuals on the processes involved in sales.
SALES FORCE: Comprises of the individuals who are involved in the selling of the services or goods to customers or clients.