- BSBSLS502A - Lead and manage a sales team
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBSLS502A Mapping and Delivery Guide
Lead and manage a sales team
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | BSBSLS502A - Lead and manage a sales team |
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Description | This unit describes the performance outcomes, skills and knowledge required to plan, implement, direct and evaluate sales team activities.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit applies to individuals working in a supervisory or managerial sales role who provide leadership to a sales team to increase the effectiveness of their performance. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
Competency Field | Business Development - Sales |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Plan sales operations |
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Element: Direct sales team |
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Element: Evaluate sales team performance |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: management and development of a personal sales team to attain sales targets knowledge of the principles of equal opportunity, equity, diversity and anti-discrimination. |
Context of and specific resources for assessment | Assessment must ensure: access to an actual workplace or simulated environment access to appropriate documentation and resources normally used in the workplace. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: analysis of responses to case studies and scenarios direct questioning combined with portfolios of evidence and third party workplace reports of on-the-job performance by the candidate oral or written questioning to assess knowledge of techniques used to manage sales team performance review of sales teams objectives review of resources allocated to support attainment of sales targets assessment of established sales territories, sales targets and performance standards evaluation of recognition and rewarding of superior sales team member performance. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: management units. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
communication skills to effectively work with a team financial management skills to manage a sales budget interpersonal skills to mentor, coach and apply training and development strategies leadership skills to gain trust and confidence of colleagues and clients literacy skills to interpret and explain complex, formal documents. |
Required knowledge |
budgeting processes human resource management strategies principles of equal opportunity, equity, diversity and anti-discrimination identification and overview knowledge of key provisions of relevant legislation from all levels of government that affects business operations, codes of practice and national standards, such as: anti-discrimination ethical principles consumer protection contract law privacy laws Trade Practices Act sales target and territory planning and management. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Training methods may include: | audio-tapes case studies computer packages films lectures one-on-one instruction role plays simulations slides teleconferencing videoconferencing videotapes |
Corrective action may include: | additional training individualised development plans mentoring ongoing feedback goal related feedback re-training |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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Set sales teams objectives | |||
Prepare sales plan and budget to support attainment of objectives | |||
Develop objectives related to the nature of the sales operation which are consistent with marketing and sales strategies | |||
Determine the size and structure of the sales team | |||
Recruit, select and induct sales team members on an ongoing basis in accordance with job analysis and sales team objectives | |||
Provide sales team members with initial training using appropriate training methods | |||
Establish sales team compensation methods and levels | |||
Establish sales territories, sales targets and performance standards | |||
Implement strategies to encourage, motivate and support sales team members | |||
Coach or mentor sales team members to facilitate attainment of sales targets | |||
Model client-focused tactics for sales team members | |||
Allocate resources in accordance with organisational policies and procedures to support attainment of sales targets | |||
Analyse sales volume, conversion rate data and cross-selling ratios to monitor sales performance | |||
Monitor the ethical and social conduct of the sales team in accordance with legal requirements, professional expectations and organisational policy | |||
Establish systems to evaluate sales effectiveness against performance standards | |||
Offer sales team members constructive feedback on their performance | |||
Recognise and reward superior sales team member performance | |||
Take corrective action where sub-standard sales team member performance is identified | |||
Adjust sales team planning in light of evaluation processes |
Forms
Assessment Cover Sheet
BSBSLS502A - Lead and manage a sales team
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
BSBSLS502A - Lead and manage a sales team
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: