dq curriculum design

Apr 19th, 2014
Price: $25 USD

Question description

below is an example of what i need please answer with original work.  1 to 2 pages long 

Discussion Board Question Details

You have been asked to design a sales curriculum for a large multinational corporation.

Part I

  • Identify whom you would consider the critical decision makers regarding what will be included in the curriculum. (2-6 paragraphs)
  • Identify those whom you think might provide significant input regarding the curriculum, and explain what their role might be.

Part II

Explain the similarities and differences between the stakeholders and decision makers in a business environment and a school setting. (3-5 paragraphs)

Part II

Explain the similarities and differences between the stakeholders and decision makers in a business environment and a school setting. (3-8 paragraphs)


Healy, Taran & Betts (2011) noted that, in times past, sales education was more of an elective, rather than a core subject, within the marketing program. In addition, it was not considered to be a significant part of the business school curricular model, during those times. However, the phenomenal growth of the sales industry has put great demands on education, and drawn interest at the university level. Due to these high demands, academic programs have embraced sales discipline as an important part of their curricular programs. It is being recognized even more that professional sale is a skilled-based discipline that is in high demand, by the industry. This action taken can be advantageous in bridging gaps between developmental skills in the industry, as well as in the classroom (para. 2). Due to the demand of sales education, approximately more than twenty percent of AACSB-accredited schools included sales as part of their core curriculum, by 2004, according to Healy, Taren & Betts (2011), as noted by Leisen, Tippins & Lilly, 2004 (para 3).

Factors should be taken into consideration, when designing a sales curriculum for a large multinational corporation. Production is promoted through foreign affiliates that can be located in various counties in the operation of Multinational Corporations (MNCs). In lieu of this, the corporation also has direct control over the affiliates’ policies. The corporation uses business strategies in production, marketing, finance, and staffing that surpasses the national standard borderline. Therefore, the MNCs are the leading and innovative minds in countries, in which they are incorporated. Therefore, the critical decision makers, regarding the curriculum development and design, would be the top executives of the MNC from each level of the corporation. According to “Aligning” (n.d.), top executives that may provide significant input regarding the curriculum may include, but are not limited to, the following participants:

  1. Founder/Chief Executive Officer (CEO)/Chairman – Highest ranking officer and executive leadership, but reports to the Board; defines strategic vision for the corporation, and integrates the corporation’s policies into day-to-day operations.

  2. President – Second in command that executes the policies and reports to the Board. This position can also function as COO, and is responsible for day-to-day operations.

  3. Chief Financial Officer (CFO) – Responsible for reporting accurate financial information, responsible for corporation’s present financial condition, and identifies how the company can capitalize on economic future trends.

  4. Chief Operating Officer (COO) – Reports to the CEO, and serves as the senior manager, who is responsible for managing the corporation’s day-to-day operations.

  5. Vice President (VP) Sales – Defines and heads incentive programs that motivate the sales team to achieve their targeted sales. Develop plans and strategies for developing businesses and achieving the corporation’s sales goals.

  6. Vice President (VP) Business Development - Serve as leader in strategically developing new business partnerships. Identify, design, develop, and implement market-driven strategies to achieve revenue goals.

  7. Vice President (VP) Channels/Distribution – Lead, direct, and manage the distribution team to ensure organizational success. Evaluate productivity and workflow of projects.

  8. Vice President (VP) Operations – Strategizes for organizational success, and oversees the directors and managers, as they carry out the strategic plan. Results are measured, and reported back to the organization’s President.

  9. Vice President (VP) Marketing – Driven by conversion; brings in potential leads and assures that they are converted into sales.

  10. Vice President (VP) Human Resources – Responsible for directing all human functions of the corporation, and ensures compliance with policies and procedures at all levels.

  11. Vice President (VP) Customer Service – Lead customer service and support functions for the organization. Responsible for support strategies, policies, and programs.

Stakeholders are anyone who has interest in what the business does, or anyone who has an influence upon the business. Stakeholders can also be internal, as well as external. According to “Identifying” (n.d.), internal stakeholders in a business include employees, managers, and owners or shareholders. In addition, external stakeholders include customers, suppliers, distributors, wholesalers, retailers, partners, creditors, stockholders (shareholders), communities, government (local, state, federal, and international), banks, media, investors, competitors, the general public, and the environment (local, regional, and global) (para. 5). Waters (2011) noted that, in a school environment, stakeholders in the educational community include policymakers,school board members, superintendent, administrator, teachers, parents, students, families, and the public/community (para. 2).

Decision makers are individuals or groups of professional statuses or positions of authority that influence and determine a course of action. In a school setting or educational environment, decision makers are teachers, and principals at the school level; superintendents and school boards make decisions at the district level; and state and federal authoritative heads of education make decisions at the state and national levels (Marsh & Willis, 2007). Furthermore, local communities, students, parents, teachers’ union, news media, textbook publishers, testing agencies, and employers influence decision-making, as well.

According to Bowett (n.d.), there are three levels of decision-making in business, such as strategic decisions, tactical decisions, and operational decisions. On the strategic level, decisions are made by the owners/board of directors for long-term direction of the business or organization. On a tactical level, managers make medium-term decisions on how to execute strategies. On an operational or administrative level, decisions are made by most employees for short-term about how to execute the tactics (para. 4).


Aligning strategy and sales. (n.d.). Retrieved from http://www.exed.hbs.edu/programs/align/pages/participants.aspx

Bowett, R. (n.d.). Organisation-decision-making in business. Retrieved from http://tutor2u.net/business/organisation/decisionmaking.htm

Identifying and analyzing stakeholders and their interests. (n.d.). Retrieved from http://ctb.ku.edu/en/table-of-contents/participation/encouraging-involvement/identify-stakeholders/main

Healy, W., Taran, Z., & Betts, S. (2011). Sales course design using experiential learning principles and Bloom’s taxonomy. Journal of Instructional Pedagogies. Retrieved from http://ww.aabri.com/manuscripts/10652.pdf

Marsh, C. J. & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues (4th ed). Schaumburg, IL: Words of Wisdom, LLC. Retrieved from http://wow.coursesmart.com

Waters, E. (2011). The roles of educational stakeholders and influencing factors. Retrieved from http://voices.yahoo.com/the-roles-educational-stakeholders-influencing-10343743.html

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