ISP LEVEL 3 QUALIFICATION

Build practical sales confidence with ISP Level 3

Build a strong foundation in professional selling with flexible study, expert tutor support and a recognised route focused on practical sales capability.

ISP Level 3 helps early-career salespeople develop confidence, customer focus and ethical selling habits.

Compare Level 3 options Book a Consultation
Smiling woman with long blonde hair in a black top, standing in a bright office

At a glance

Level: Level 3 Awarding body: Institute of Sales Professionals (ISP) Typical duration: 6 months Study commitment: Around 4 to 6 hours per week, depending on study route and pace. Recommended for: Suitable for early-career sales professionals or those moving into a sales role.
Institute of Sales Professionals

Professional recognition

Institute of Sales Professionals qualifications with Professional Academy

Professional Academy is an ISP approved training provider, supporting professional sales development through recognised standards and practical delivery.

Explore ISP recognition

The value of this qualification

What You Will Gain

The skills, recognition and confidence to lead marketing at the highest level.

  • Gain commitment and close sales professionally
  • Understand the professional role of a sales practitioner
  • Handle objections and negotiate appropriately
  • Prepare for purposeful customer conversations
  • Build customer relationships while meeting ethical standards
  • Use effective sales presentations and demonstrations
  • Plan effective prospecting activity
  • Identify and qualify sales opportunities
  • Build product, market and customer knowledge
  • Communicate product value clearly and confidently
At a glance

Qualification Overview

A structured summary of the qualification, delivery model, and professional context.

Qualification title & level
ISP Level 3 in Sales Professionalism
Awarding body
Institute of Sales Professionals (ISP)
Qualification importance
A recognised ISP qualification that helps new sales professionals build confidence, practical capability and a clearer progression route in sales.
Delivery modes
Live online workshops, online learning support and flexible study routes. Selected face-to-face workshops may be available for some programmes.
Typical duration
6
Typical weekly study commitment
Around 4 to 6 hours per week, depending on study route and pace.
Recommended entry criteria
Suitable for early-career sales professionals or those moving into a sales role.
Assessment method & format
Assessment is typically through written assignments and applied work-based tasks. Please check the current qualification route and study option for specific assessment requirements.
Tutor support model
Live tutor-led workshops, guided online learning resources and structured assignment support from Professional Academy.
Enrolment dates
Multiple start points may be available across the year. Contact Professional Academy for current study dates and route availability.
Pass rate statistics
Pass-rate information can vary by route, cohort and assessment window. Contact Professional Academy if you need current performance context.

Build your qualification

Choose the modules that will shape your qualification

Your pathway updates as you choose. Select a study route, make your module choices and we will confirm when your qualification is complete.

Your modules

Modules & What You Will Study

Each module is designed to develop your professional capability and strategic confidence. Whether your focus is marketing, sales, leadership, or wider business performance, these modules combine theory with real-world application to build analytical skill, commercial awareness, and confident decision-making.

Business

Module Overview & Learning Purpose

To enable learners to understand communication in sales and how to overcome barriers. Learners plan to communicate with a target audience

By completing this module, you will be able to apply the principles of understand sales communication in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The role that communication plays in sales processes
  • Types of communication channels may include but are not limited to formal and informal, face to face, telephone, electronic, digital media, oral, visual, written, mass media, real time, pre-recorded etc
  • Factors that affect communication, e.g., legal requirements and organisational policies
  • Legal requirements may include but are not limited to Data Protection Act 1998, General Data Protection Regulation (applies from May 2018), Equality Act 2010, Communications Act 2003, Digital Economy Act 2016.Learners may also refer to other local laws as relevant
  • Organisational policies may include but are not limited to communications policies, brand guidelines, house style, digital communication policies and procedures, standard responses, whistleblowing etc
  • Communication cycles, e.g., Shannon and Weaver, Schramm, Lasswell, Berlo, Barnlund, etc
  • Barriers to communication, e.g., physical, perceptual, emotional, cultural, language, interpersonal, organisational culture, management style, team dynamics etc
  • How to overcome communication barriers, e.g., understand audience and their motivations, use appropriate language, select the right time, place and channel for communication etc
  • The legal and organisational factors that affect the communication type/channel
  • How to match a suitable communication type/channel to a target audience
  • Explain the importance of effective communication in the sales process
  • Explain communication channels used within sales

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 3 credits
  • Guided Learning Hours (GLH): 15 hours
  • Total Qualification Time (TQT): 30 hours
  • Level: ISP Level 3
  • Unit reference: L3B1 - Understand Sales Communication

Module Overview & Learning Purpose

To enable learners to understand the UK legal forms for organisations and operational functions, and the context in which one organisation operates. Learners will conduct a PESTLE analysis for an organisation

By completing this module, you will be able to apply the principles of understand organisations in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The UK legal forms for organisations, e.g., sole trader, partnership, limited company, public sector organisation, charity, community interest company, workers cooperative etc
  • The different types of organisation structure, e.g., hierarchical, matrix and flat
  • The operational functions within organisations, e.g., sales, marketing, communications, human resources, finance, production, customer service etc
  • The formal and informal organisational relationships between the sales function and other functions
  • Sales roles and responsibilities within organisational structures, e.g., telesales, field sales, sales team leader, sales manager, sales leader, senior sales leader, head of sales, sales director etc
  • The different external forces that impact on an organisation, e.g., economic, technological, political and legal, social and cultural environmental, competitive, demographic, supplier and vendor relationships, global etc
  • What a PESTLE analysis is and why it is used
  • How to conduct a PESTLE analysis
  • Describe the UK legal forms for organisations
  • Explain the different operational functions within an organisation
  • Outline how the sales function relates to other organisational functions
  • Describe the roles and responsibilities of sales professionals at different levels of the organisation 2. Understand the context in which an organisation operates

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 3 credits
  • Guided Learning Hours (GLH): 15 hours
  • Total Qualification Time (TQT): 30 hours
  • Level: ISP Level 3
  • Unit reference: L3B2 - Understand Organisations

Module Overview & Learning Purpose

To enable learners to understand different customer groups and their motivations. Learners will develop profiles for different customer groups

By completing this module, you will be able to apply the principles of understand customer groups and profiling in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The range of consumer segmentation bases, e.g., demographic, geographic, psychographic, technographic, occupation, behavioural, generational/life stage, income etc
  • The different ways that organisations/businesses can be segmented for business to business (B2B) sales, e.g., sector, size, revenue, location, published information such as SIC (Standard Industrial Classification) code, buying criteria etc
  • Motivation theories, e.g., Maslow’s Hierarchy, McClelland’s Three Needs, Herzberg's Two-Factor Theory etc
  • The motivations, attitudes and behaviours of different consumer and B2B groups
  • How to identify the distinguishing characteristics of existing customer groups
  • How to analyse information in sufficient detail to justify the conclusions made about customer groups
  • The sources of information that can be used to profile B2B customers, e.g., existing sales data
  • How to use a customer relationship management (CRM) system to analyse patterns and trends
  • Explain the methods used to segment customer groups
  • Describe the motivations, attitudes and behaviours of customers 2. Be able to develop profiles for different customer groups
  • Define the characteristics of existing customers
  • Analyse the differences between existing customers

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 2 credits
  • Guided Learning Hours (GLH): 10 hours
  • Total Qualification Time (TQT): 20 hours
  • Level: ISP Level 3
  • Unit reference: L3B3 - Understand Customer Groups and Profiling

Module Overview & Learning Purpose

To enable learners to understand the roles of sales and marketing teams. They will also develop their knowledge of sales and marketing team collaboration

By completing this module, you will be able to apply the principles of understand the sales and marketing relationship in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • Organisational structures and how sales and marketing fit within the bigger picture, e.g., as separate functions, as a merged department etc
  • How sales and marketing activities relate to each other, e.g., lead generation, lead qualification, sales collateral and support, brand awareness and reputation, customer communication, nurturing prospects, feedback loop, customer retention etc
  • How sales and marketing impact on each other and the importance of the relationship
  • The difference between a marketing orientation and a sales orientation
  • The job titles of people who carry out sales roles, e.g., Sales Directors, Key account managers, Business Development Managers, Sales Executives etc
  • The key roles of sales professionals, e.g., face to face customer interaction, business development, account management, remote selling etc
  • The key roles of marketing professionals, e.g., market research, marketing campaigns, design-packaging, branding, website, promotions etc
  • The benefits of collaboration between sales and marketing functions, e.g., sense of common purpose, delivering customer satisfaction etc
  • The types of collaboration and support that are effective between sales and marketing teams, e.g., share information to promote understanding, regular communication, feedback etc
  • The types of conflict that arise between sales and marketing staff, e.g., misunderstanding of roles and overlaps, duplication of activities, sales seen as a marketing activity, customer confusion about point of contact, lack of effective communication etc
  • The organisational consequences when sales and marketing do not collaborate, e.g., misalignment of goals, poor lead quality, inconsistent messaging, missed opportunities, reduced effectiveness, lack of customer-centricity, internal conflicts/blame game, decreased revenue and market share etc
  • Describe how sales and marketing activities take place in different organisational structures

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 3 credits
  • Guided Learning Hours (GLH): 15 hours
  • Total Qualification Time (TQT): 30 hours
  • Level: ISP Level 3
  • Unit reference: L3B4 - Understand the Sales and Marketing Relationship

Module Overview & Learning Purpose

To enable learners to understand how to access and store sales information. They will identify and gather sales information about customers, markets and competitors. Learners will use a range of methods and tools to analyse and communicate sales information

By completing this module, you will be able to apply the principles of access and analyse sales information in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The importance of information to help the sales professional understand the markets they are selling into and the volume, mix and value of products/services they sell, etc
  • Data veracity – how to check the quality of data for accuracy and currency, e.g., where the data has been collected from, how it was collected, and how it will be analysed
  • The importance of data storage against data protection, legal, ethical, and organisational considerations
  • Organisational policies on data storage and security
  • How sales related information is protected, stored, and managed
  • The legal and ethical issues around the use of sales-related information
  • How to establish and manage information systems
  • How to identify relevant information, on sector, competitors, own organisation policies, customers and product knowledge
  • Sources of information, e.g., sector bodies, industry bodies, sector magazines, internet, companies house, networking events, colleagues, competitor websites, competitor sales brochures etc
  • The importance of review and verification of information to check data veracity
  • How to add relevant information to an organisation’s database/CRM
  • How to check the reliability of information, e.g., trustworthiness, sufficiency, relevance, validity etc

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 4 credits
  • Guided Learning Hours (GLH): 20 hours
  • Total Qualification Time (TQT): 40 hours
  • Level: ISP Level 3
  • Unit reference: L3B5 - Access and Analyse Sales Information

Module Overview & Learning Purpose

To enable learners to understand how digital technology supports the sales process. Learners will use digital technology to interact with both customers and colleagues. They will review the effectiveness of digital technologies to make recommendations to improve sales effectiveness.

By completing this module, you will be able to select and use appropriate digital tools across the sales process, use CRM data and reporting to support sound decisions, and evaluate how technology can improve customer engagement, productivity and commercial performance.

What You Will Study

  • How digital technology supports each stage of the sales process, from prospecting and planning through to account development and retention
  • The relationship between digital tools, customer experience, sales activity and professional judgement
  • Digital record-keeping requirements, including accurate, secure and timely customer and sales information
  • The use of CRM systems to plan activity, manage opportunities, record interactions and maintain a reliable sales pipeline
  • How reporting tools and dashboards make sales performance visible and support management conversations
  • Using data and digital analysis tools to identify trends, prioritise opportunities and make evidence-based decisions
  • Digital channels for communicating and collaborating with customers, colleagues and other stakeholders
  • Choosing technology that is appropriate to the customer, task, stage of relationship and organisational policy
  • How automation, workflow tools and integrated systems can improve sales productivity without weakening customer focus
  • Evaluating the effectiveness, usability and value of existing digital tools in a sales environment
  • Identifying gaps, risks and barriers in current technology use, including data quality and user adoption
  • Making practical, evidence-led recommendations for technology improvements that strengthen sales effectiveness

Assessment Method

This module is assessed through evidence that demonstrates how you apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 3 credits
  • Guided Learning Hours (GLH): 15 hours
  • Total Qualification Time (TQT): 30 hours
  • Level: ISP Level 4
  • Unit reference: L4B6 - Use Digital Technologies

Core

Module Overview & Learning Purpose

To enable learners to understand how to prospect for new business. They will agree and prepare for meetings with prospects

By completing this module, you will be able to apply the principles of prospect for new business in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • How to identify potential sales leads, e.g., networking, sector information, marketing, internet, trade journals. social media, creating a personal brand, engage with relevant online groups, blogs etc.,
  • How to develop Ideal Customer Profile(s), and why they are important
  • The relevant information to document during the qualifying process, e.g., use of customer relationship management (CRM) system or other method for systematic approach
  • Awareness of Data Protection legislation, e.g., GDPR
  • How conversation rates are calculated
  • How conversation rates are used when prospecting for new business, e.g., lead generation, outreach evaluation, sales funnel analysis, targeting and segmentation, optimisation and experimentation, ROI etc
  • How to establish account potential
  • The approaches and stages used to convert prospects from cold to warm, e.g., effective questioning, exploiting opportunities for further contact, sharing information, follow-up calls, gaining appropriate commitments, using joint diaries, persistence, dealing with rejection, securing agreement etc
  • The best way to ask questions and qualify answers based on prepared research
  • How to research and understand the key individuals within the decision-making unit (DMU), the buying process operating within the account
  • Ways to identify and access the right person/decision makers, e.g., effective methods that can be used for contacting different types of customers etc
  • How to approach gatekeepers, e.g., using shared connections/introductions on Linked-in etc

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 3 credits
  • Guided Learning Hours (GLH): 15 hours
  • Total Qualification Time (TQT): 30 hours
  • Level: ISP Level 3
  • Unit reference: L3C1 - Prospect for New Business

Module Overview & Learning Purpose

To enable learner to understand how to prepare for sales presentations/demonstrations. Learners will deliver and evaluate sales presentations and/or demonstrations

By completing this module, you will be able to apply the principles of prepare and present sales solutions in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • Why it is important to understand own organisation, the industry, the competition, organisation’s products/services, qualifying criteria
  • Why it is important to understand the potential customer and identify the main contact; money, authority, need
  • The key characteristics of a sales presentation, e.g., tells a compelling story, highlights organisation’s value proposition, aligns with customers’ needs and interests, ends with a strong call-to-action, leads prospects to organisation’s differentiators etc
  • How to undertake customer research to gain insights for sales presentations or demonstrations, e.g., techniques to evaluate sales territories, client base, competitor activity, cost of travel, business activity, take up etc
  • How to set clear achievements for presentations/demonstrations, e.g., SMART objectives (Specific, Measurable, Achievable, Realistic and Timed), unique selling points (USPs), tailored to the specific customer requirements etc
  • How to select appropriate presentation styles and techniques to meet customers’ needs
  • The types of questions that customers ask and how to respond to them
  • Types of customer objections and how to handle them
  • How to identify appropriate resources based on the presentation/demonstration method and location, e.g., PowerPoint, video, brochures, price lists, physical product for demonstration
  • How to structure presentation to follow a clear logical order that will deliver sales objectives, e.g., clarify the customer’s situation, check/probe for agreement, outline the likely impact of challenges, benefits to be achieved, gain commitment
  • The benefits of using existing nomenclature during presentations/demonstrations
  • How to adapt presentation style to meet audience and situational requirements, e.g., use of technology versus face-to-face meetings etc

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 5 credits
  • Guided Learning Hours (GLH): 20 hours
  • Total Qualification Time (TQT): 50 hours
  • Level: ISP Level 3
  • Unit reference: L4C2 - Prepare and Present Sales Solutions

Module Overview & Learning Purpose

To enable learners to understand sales barriers and objections. They will plan their responses to a range of sales objections, and handle customer objections during sales meetings

By completing this module, you will be able to apply the principles of overcome sales objections in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The range of standard customer objections that should be considered to prepare for sales meetings, e.g., price, need/relevance, competitor comparison, trust/reliability, timing, risk/fear, previous experience, implementation complexity, Return on Investment (ROI), lack of Information/evidence etc
  • Why Customers raise objections and how these arise
  • How to anticipate objections and the benefits of raising them before customers do
  • The range of non-standard customer objections that should be considered to prepare for sales meetings, e.g., customization compatibility ethical/sustainability concerns scalability security/privacy support/service cultural fit regulatory compliance implementation timelines integration with existing systems etc
  • The reasons why it is important to prepare to respond to sales objections
  • Why it is important to anticipate customer objections
  • The actions that can be taken to prepare to deal with customers objections, e.g., identify the most common objections encountered in the organisation by reviewing previous sales interactions, consulting with colleagues, or conducting market research
  • How to review customer objections raised in other sales conversations to identify common customer underlying concerns and motivations
  • How to develop a response that addresses common customer underlying concerns and motivations
  • How to use probing and challenging questions to extract the impact of customers main sales objections
  • Ways to demonstrate respect for customer concerns
  • How to actively listen and observe the customer to be able to respond appropriately to verbal and non-verbal buying signals

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 4 credits
  • Guided Learning Hours (GLH): 20 hours
  • Total Qualification Time (TQT): 40 hours
  • Level: ISP Level 3
  • Unit reference: L3C2 - Overcome Sales Objections

Module Overview & Learning Purpose

To enable learners to understand the range of sales negotiation strategies available. They will plan and conduct sales negotiations with customers, and close sales

By completing this module, you will be able to apply the principles of negotiate and close sales in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • How to select suitable sales negotiation strategies according to the situation
  • How to prepare for sales negotiations, e.g., develop product/service knowledge, identify what is important to the customer, Kennedy’s LIM-it model, plan for trade- offs, etc
  • How to illustrate product/service features and benefits
  • The purpose of maintaining cross and up selling information and outcomes
  • The rationale for establishing win-win solutions
  • How to create win-win situations, e.g., balance the needs of the organisation and those of the buyer, use positive assertive behaviours,
  • How win-win negotiations protect the profitability and integrity of the organisation
  • Why it is important to maintain the integrity of the brand and organisational image during negotiations
  • Knowing when to say ‘no’ to a potential customer
  • How to sensitively reject negotiations that are not in the best interest of the organisation
  • How to use listening skills to help summarise and confirm agreement and understanding with the customer
  • How to identify buying signals, e.g., the positive and negative signals in sales settings, different types of buying signals, reacting positively to reinforce the proposition etc

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 5 credits
  • Guided Learning Hours (GLH): 25 hours
  • Total Qualification Time (TQT): 50 hours
  • Level: ISP Level 3
  • Unit reference: L3C3 - Negotiate and Close Sales

Module Overview & Learning Purpose

To enable learners to understand how to organise sales activities to meet sales targets. Learners will develop sales activity plans to manage personal sales targets. They will also monitor, control and evaluate their sales activity plans

By completing this module, you will be able to apply the principles of plan sales activities in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • How to set personal sales targets that are SMART (specific, measurable, achievable, relevant, time-bound)
  • The range of techniques that can be used for organising sales activities, e.g., set daily goals, to-do lists, Kanban, delegate tasks, digital tools, sales management software etc
  • The practicalities of planning sales activities and recognising the need for time to complete other tasks
  • How to identify when personal help is needed, e.g., a mor experienced colleague, a product technical specialist etc
  • The sales cycle to structure and progress sales contacts
  • How to prioritise customers and prospects, according to their potential value and probability of a sale, to create objectives and targets
  • Ways to estimate the resource and budget requirements of the planned sales activities
  • How to estimate the time available to spend on each customer and prospect
  • The range of customer contact methods that can be used in sales activities, e.g., in-person, phone, email, social media, webinars, direct mail etc
  • How to plan time efficiently, e.g., when a remote meeting can achieve the same objective with less time and spend
  • How to define what you want to achieve from each contact. When contacting them during sales activities
  • How to access and use relevant sales digital tools to support activities efficiently, e.g., customer relationship management (CRM) system, online tools etc

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 4 credits
  • Guided Learning Hours (GLH): 20 hours
  • Total Qualification Time (TQT): 40 hours
  • Level: ISP Level 3
  • Unit reference: L3C4 - Plan Sales Activities

Module Overview & Learning Purpose

To enable learners to understand sales pipeline management processes. Learners will be able to prioritise time spent on prospects by analysing sales conversion ratios and using tools to move them though the sales pipeline

By completing this module, you will be able to apply the principles of sales pipeline management in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The importance of a sales pipeline management process
  • The visibility of pipeline to self, manager and organisation to ensure that the right volume is at every stage to enable targets to be met
  • The challenges related to pipeline management, e.g., insufficient information collected, qualification criteria not met, slow follow up, bottlenecks in the sales cycle, low value prospects, insufficient prospects, colleague support required etc
  • How to identify when there are sales professional training needs related to pipeline management and identify solutions to meet requirements
  • How to use information from the pipeline to identify conversion ratios
  • How to calculate conversion ratios for different stages of sales pipeline management, e.g., for prospect to customer, lead to customer and proposal to customer
  • Ways to identify the stage of the pipeline where the greatest challenges are and plan to respond to these
  • How to take action to resolve pipeline challenges
  • The processes involved in moving prospects through the pipeline, e.g., meeting criteria such as lead score, the timeline, confirming that there is a need for the product/service, a decision maker has been identified and that there is a budget in place etc
  • How to use sales volume and likelihood of success to prioritise where time and effort is spent and decide on the frequency of contact with a prospect
  • When and how to move a prospect from the sales pipeline
  • The organisational activities that are followed for pipeline management, e.g., lead generation, qualification criteria, gathering information, the sources information is gathered from, how sales meetings are conducted, demonstrations, presentations, needs identification, selling value, closing etc

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 5 credits
  • Guided Learning Hours (GLH): 25 hours
  • Total Qualification Time (TQT): 50 hours
  • Level: ISP Level 3
  • Unit reference: L3C5 - Sales Pipeline Management

Module Overview & Learning Purpose

To enable learners to understand customer decision making processes in relation to the sales cycle. They will also develop their knowledge of how to respond to customers at each stage of the decision making process

By completing this module, you will be able to apply the principles of understand customer behaviours in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The sales cycle and stages, e.g., prospecting, qualifying, contact, presentation, negotiation, closing etc
  • The factors that influence individual consumer buying behaviours when selling directly to them (B2C), e.g., frequency of need, importance, logic, emotion, third party influences, buying environment, cognitive biases, past experiences, social influences etc
  • The complex nature of business to business (B2B) selling and the people involved, e.g., financier, user, influencer, buyer, Initiator, decider, gatekeeper etc
  • How B2C and B2B customers behave at each stage of the sales process
  • How B2C and B2B approaches differ, e.g., contract size, length, number of interactions, people involved etc
  • The typical behaviours that individual consumers display when they are making a buying decision, e.g., asking questions verbally and in writing, comparison with competitors, discussing options with trusted people etc
  • The behaviours, actions and language that different members of an organisational buying unit use and how to reflect this in own communication with them
  • How to adapt the sales methods to meet the needs of different people within an organisation and help them to reach consensus to buy
  • How to present solutions to show that all members of the decision-making unit wants and needs have been met
  • Describe the factors that can influence an individual customer's decision making process
  • Explain how the organisational (B2B) decision making process affects the sales cycle 2. Understand how to respond to customers at each stage of the decision making process
  • Describe how to respond to the differing needs of consumers

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 2 credits
  • Guided Learning Hours (GLH): 10 hours
  • Total Qualification Time (TQT): 20 hours
  • Level: ISP Level 3
  • Unit reference: L3C6 - Understand Customer Behaviours

Module Overview & Learning Purpose

To enable learners to understand the organisational systems for delivering customer service. They will also develop their knowledge of how to provide consistent customer service and monitor the effectiveness of delivery

By completing this module, you will be able to apply the principles of understanding customer service in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • How to ensure that promises to customers are balanced with the needs of the organisation
  • The service standards within different organisations
  • The importance of being realistic in promises to customers and the consequences of overpromising
  • How to recognise when customer requirements have changed
  • How and when to adapt the product/service to meet changes in customer requirements
  • The methods that organisations use to gather feedback about customer satisfaction, e.g., surveys, Net Promoter Score (NPS), interviews, focus groups, social media monitoring, online reviews/ratings, customer support tickets, complaints, success metrics (retention rates, renewal rates, upsell/cross-sell rates) etc
  • Why it is important to regularly review customer feedback to make data driven decisions, e.g., to identify potential areas of product/service improvements, to increase understanding of the target market, to gauge customer satisfaction, to build customer loyalty etc
  • How to contribute to improvements to customer service
  • The ways that information can be shared with colleagues to maintain and improve service delivery, e.g., meetings, emails, instant messaging, updating customer relationship management (CRM) system, wikis/knowledge bases
  • Why it is important to collaborate with colleagues to maintain and improve service delivery standards
  • Describe the organisational systems and related processes for delivering customer service
  • Outline the methods that organisations use to measure their customer service 2. Understand how to provide consistent customer service

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 4 credits
  • Guided Learning Hours (GLH): 20 hours
  • Total Qualification Time (TQT): 40 hours
  • Level: ISP Level 3
  • Unit reference: L2C5 - Understanding Customer Service

Leadership

Module Overview & Learning Purpose

To enable learners to understand the needs and expectations of colleagues and stakeholders. They will develop and maintain effective working relationships with a range of colleagues and stakeholders

By completing this module, you will be able to apply the principles of developing relationships in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The range of colleagues that affect and support sales professionals
  • How to identify different stakeholders, internal and external colleagues
  • How to conduct a stakeholder analysis to determine the best communication approaches to meet needs
  • The importance of establishing trust and confidence with colleagues and stakeholders
  • The difference between needs and expectations
  • The typical needs and expectations that colleagues may have
  • The typical needs and expectations that stakeholders may have
  • The benefits of understanding what others require
  • The principles of effective communication Specifications for Level 3 Qualifications in Executive Professional Sales Published in Mar-24 / Next Review Mar-26 ©Insititute of Professional Sales – this document cannot be reproduced without prior approval – please contact eqa@the-isp.org V1.0 Page 61 of 88
  • How to identify the needs and expectations of colleagues and stakeholders
  • Typical needs and expectations that colleagues and stakeholders may have
  • How to balance others needs with personal needs and expectations

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 3 credits
  • Guided Learning Hours (GLH): 15 hours
  • Total Qualification Time (TQT): 30 hours
  • Level: ISP Level 3
  • Unit reference: L3L1 - Developing Relationships

Module Overview & Learning Purpose

To enable learners to understand how leadership styles impact organisational performance and how to motivate others to perform at their best

By completing this module, you will be able to apply the principles of understanding leadership styles and motivation in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The difference between leadership and management and how they contribute to effective organisational performance
  • Characteristics of leaders
  • The range of leadership styles, e.g., situational, visionary, transformational, autocratic, transactional, coaching, democratic, laissez-faire, charismatic, supportive, servant etc
  • How to adopt different leadership styles to suit the situation, e.g., Tannenbaum and Schmidt’s model
  • The potential impact of different leadership styles on individuals and performance
  • The critical importance of teams and individuals being motivated and committed to their objectives
  • Different theories related to employee motivation, e.g., Maslow’s Hierarchy of Needs, MacGregor’s Theory X Y, Herzberg’s Two Factor Theory, Vroom’s Expectancy Theory, McClelland’s 3-Needs Theory
  • The motivational factors that influence others, e.g., safety, security, material rewards, sense of belonging, common team purpose, respect, empathy, recognition, involvement in decision making, opportunities for self-development, career progression etc
  • How to select and use appropriate motivational factors
  • Giving feedback on performance to motivate individuals Specifications for Level 3 Qualifications in Executive Professional Sales Published in Mar-24 / Next Review Mar-26 ©Insititute of Professional Sales – this document cannot be reproduced without prior approval – please contact eqa@the-isp.org V1.0 Page 70 of 88
  • How motivators differ between colleagues how to meet their needs
  • Explain the difference between leadership and management

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 2 credits
  • Guided Learning Hours (GLH): 10 hours
  • Total Qualification Time (TQT): 20 hours
  • Level: ISP Level 3
  • Unit reference: L4L6 - Understanding Leadership Styles and Motivation

Module Overview & Learning Purpose

To enable learners to understand. They will also develop their knowledge remote working practices for productivity and wellbeing

By completing this module, you will be able to apply the principles of understand remote working in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • What is meant by remote working and how definitions and terms used by different organisations vary
  • The benefits of remote working for organisations, e.g., increased productivity, increased employee satisfaction and morale, cost savings, reduced employee turnover, access to a wider talent pool, reduced carbon footprint etc
  • The benefits of remote working for individual employees, e.g., improved work-life balance, reduced commuting time and costs, increased productivity, reduced stress levels, increased job satisfaction, improved mental and physical health, reduced carbon footprint, increased learning and development opportunities etc
  • The types of challenges that sales professionals may face when working remotely, e.g., lack of meaningful social interaction with colleagues, being distracted from work, technology problems etc
  • The digital technology that can support remote working, e.g., cloud computing, video conferencing, project management tools, collaboration tools, communication tools, security tools, virtual private networks (VPNs), remote desk software, whiteboard apps etc
  • Define remote working
  • List the benefits of remote working for the organisation and individual sales professionals
  • Outline the potential challenges of remote working for sales professionals
  • Describe approaches that can be used to overcome remote working challenges 2. Understand remote working practices for productivity and wellbeing
  • Describe the digital technology that supports remote working
  • Explain the work practices that support successful remote working and wellbeing
  • Apply the principles of understand remote working in realistic professional sales situations.

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 3 credits
  • Guided Learning Hours (GLH): 15 hours
  • Total Qualification Time (TQT): 30 hours
  • Level: ISP Level 3
  • Unit reference: L3L2 - Understand Remote Working

Module Overview & Learning Purpose

To enable learners to understand the rationale and impact of organisational change. They will also develop their knowledge of how to support change in the workplace

By completing this module, you will be able to apply the principles of understand change in the workplace in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The range of definitions of ‘organisational change’, e.g., the process of making a significant change to an organization's structure, culture, or processes
  • The different types of organisational change, e.g., strategic, structural, process, cultural etc
  • The potential internal reasons for organisational change, e.g., leadership changes, change in vision/values, new technology, deficiency in the existing structure, poor performance, decline in revenue, high employee turn-over rate, company growth etc
  • The different types of organisational change that are implemented, e.g., transformational, transitional, reactive etc
  • Types of positive change responses, e.g., acceptance, optimism, curiosity, engagement, support etc
  • Types of negative responses to change (resistance), e.g., Maurer’s 3 Levels, fer of the unknown, lack of trust, comfort with status quo, loss of control, economic concerns, personal beliefs etc
  • The benefits that different organisations seek to gain though their change programmes, e.g., process improvements, new business opportunities, improved efficiency, improved management styles, enhanced market relevance, build staff morale, create a cohesive vision and values, develop high performing teams etc
  • The benefits that change brings to individuals, e.g., skills/career development, task diversification, improved communication, opportunities for participation, career growth and promotion etc
  • Organisational change management processes and models, e.g., Hiatt’s ADKAR (Awareness, Desire, Knowledge, Ability, Reinforcement), Kotter’s 8 Step model etc
  • Barriers to organisational change and how individuals, teams and managers can support required change
  • How to deal with resistance to change, e.g., frequent communication, empowerment, address concerns directly, be patient, celebrate successes etc
  • How organisational change can impact on the organisation’s culture and values

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 3 credits
  • Guided Learning Hours (GLH): 15 hours
  • Total Qualification Time (TQT): 30 hours
  • Level: ISP Level 3
  • Unit reference: L2L3 - Understand Change in the Workplace

Module Overview & Learning Purpose

To enable learners to understand the purpose of sales coaching and mentoring in organisations. They will understand the processes and people involved in successful sales coaching and mentoring. Learners will engage in coaching or mentoring sessions with a colleague/tutor to improve their performance

By completing this module, you will be able to apply the principles of participating in coaching and mentoring in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • Definitions of coaching and mentoring
  • The similarities and differences between coaching and mentoring, e.g., duration of relationship, short/long term goals, training required, experience, formality, directive/non-directive, contractual arrangements, working relationship etc
  • The benefits for organisations, e.g., develops performance, increase revenue, improves organisational culture, demonstrates commitment to individuals, improves engagement, embeds solution culture, increases staff retention etc
  • Organisational expectations of the impact of coaching and mentoring
  • How developing individuals using coaching and mentoring supports the achievement of sales objectives
  • The situations when a sales professional may find coaching and mentoring helpful, e.g., when new to a role, after a promotion, when offering a new product/service
  • The activities that support effective coaching and mentoring, e.g., set goals, plan activities, monitor progress, review outcomes
  • The knowledge that coachees and mentees require, e.g., coaching/mentoring processes and approaches – what is involved in the relationship, how to select/request a suitable coach/mentor, etc
  • The skills that coachees and mentees require, e.g., communication, record keeping, action planning, commitment etc
  • The characteristics that coachees and mentees require, e.g., openness, growth mindset, change readiness, listening
  • The knowledge that coaches and mentors require, e.g., models, the tools they can access, the techniques that support effective sessions, records, legal requirements for confidentiality etc
  • The skills that coaches and mentors require, e.g., communication, questioning, active listening, ability to challenge, constructive feedback, record keeping etc

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 4 credits
  • Guided Learning Hours (GLH): 20 hours
  • Total Qualification Time (TQT): 40 hours
  • Level: ISP Level 3
  • Unit reference: L4L4 - Participating in Coaching and Mentoring

Module Overview & Learning Purpose

To enable learners to understand how to define a problem. They will be able to use data and information to solve a problem. Learners will use a decision-making tool to assess the options to solve a problem. They will implement and evaluate their chosen solution

By completing this module, you will be able to apply the principles of solving problems in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • What is meant by the nature of a problem; the underlying factors that contribute to a problem such as systemic factors (software problem, organisational process/procedure), human factors, e.g., the problems caused by the actions and decisions of people, and environmental factors
  • The scope and impact of a problem, the extent to which it affects organisations, e.g., the number of people affected, the severity of the problem, the duration of the problem (is it new, or it is reoccurring), cost in terms of financial losses and reputation etc
  • How to gather data and information to help to investigate and analyse a workplace problem
  • Types of data and how to gather it: quantitative and qualitative
  • The techniques that can be used to determine the root cause of a problem, e.g., 5- whys, fishbone
  • The approaches that can be used to generate options to solve problems, e.g., team brainstorming, mind mapping, seeking feedback from people affected etc
  • The managers responsible for approving the chosen solution and when/how to approach them for sign off
  • How to assess the different options to resolve problems using a weighted decision matrix
  • How to implement the chosen option, e.g., gaining sign-off from relevant people, action planning, communicating changes, taking action, supporting others, reviewing progress etc
  • Ways that the effectiveness of the implemented option can be evaluated to check if the problem has been partially or fully resolved
  • Describe typical workplace problems related to the sales function
  • Explain how to define the nature, scope and impact of a problem 2. Be able to use data and information to solve a problem

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 4 credits
  • Guided Learning Hours (GLH): 20 hours
  • Total Qualification Time (TQT): 40 hours
  • Level: ISP Level 3
  • Unit reference: L3L3 - Solving Problems

Self

Module Overview & Learning Purpose

To enable learners to understand how personal motivation affects sales performance. Learners will improve their personal motivation and sales performance

By completing this module, you will be able to apply the principles of personal motivation and sales performance in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The different theories related to employee motivation, e.g., Maslow’s Hierarchy of Needs, MacGregor’s Theory X Y, Herzberg’s Two Factor Theory, Vroom’s Expectancy Theory, McClelland’s 3-Needs Theory
  • The motivational factors that affect personal motivation, e.g., safety, security, material rewards, sense of belonging, common team purpose, respect, empathy, recognition, involvement in decision making, opportunities for self-development, career progression etc
  • Why personal motivation is important to achieve sales goals and the impact that lack of motivation can have on an individual, their colleagues/team and the organisation
  • Why personal development plans are important
  • How to select a relevant theory of motivation and draw on its key features to create a development plan
  • The components of a development plan, e.g., development goals, resources required, how progress will be measured, target dates etc
  • How to implement and review a personal development plan using evidence and feedback from others, e.g., peers, line manager, customers etc
  • Evaluate the factors that affect personal motivation
  • Explain the link between personal motivation and sales performance 2. Be able to improve personal motivation and sales performance
  • Create a personal development plan to improve sales performance using a motivation theory
  • Implement the personal development plan
  • Review and update the personal development plan

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 2 credits
  • Guided Learning Hours (GLH): 10 hours
  • Total Qualification Time (TQT): 20 hours
  • Level: ISP Level 3
  • Unit reference: L3S1 - Personal Motivation and Sales Performance

Module Overview & Learning Purpose

To enable learners to understand stressors and the impacts of stress in the working environment. Learners will use a practical technique to manage personal stress

By completing this module, you will be able to apply the principles of stress management in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The stress continuum model and key stages, e.g., ready, reacting, injured, ill
  • The range of workplace stressors, e.g., salary, excessive workloads, poor management, limited opportunities for growth or advancement, lack of challenge in work tasks, lack of support, lack of control over job-related decisions, conflicting demands, unclear performance expectations etc
  • The range of personal life stressors, e.g., illness or injury, pregnancy, bereavement, becoming a parent, infertility, experiencing abuse, organising an event, everyday tasks, commuting, getting married/civil partnered, going through a break-up or divorce, family relationships, being a carer etc
  • The ways that stress impacts on organisations, e.g., reduced productivity and efficiency, increased absenteeism, increased staff turnover, increased health care costs, damage to relationship, increased safety risks, decreased innovation and creativity, negative organisational reputation etc
  • Derailment – how personal career, performance or wellbeing may suffer under the demands and pressure of a new working context or more senior role
  • The range of simple stress management techniques that are available, e.g., breathing exercises, regular exercise, relaxation techniques, healthy eating, ‘me’ time, aromatherapy etc
  • How to select a stress management technique for personal use
  • How to plan to use a stress management technique and implement it
  • How to establish personal stress level to create a baseline before implementing stress management techniques using online stress questionnaire(s)
  • How to review the effectiveness of a simple stress management technique, e.g., retaking online test, keeping a diary, daily wellbeing check-in scores etc
  • The sources of support for managing personal stress, e.g., Mind, mobile apps etc
  • Explain the difference between pressure and stress

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 3 credits
  • Guided Learning Hours (GLH): 15 hours
  • Total Qualification Time (TQT): 30 hours
  • Level: ISP Level 3
  • Unit reference: L3S2 - Stress Management

Module Overview & Learning Purpose

To enable learners to understand the impact of self-management and time management on performance. Learners will explore time management techniques, then implement their preferred technique to organise, prioritise, and complete their own activities

By completing this module, you will be able to apply the principles of self management in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The reasons why self-management is important for sales professionals, e.g., to plan activities, define goals, recognise progress and achievements, motivate-self, balance sales efforts, create sales records, to inform future activities, evaluate own performance, build career progression opportunities etc
  • The range of self-management techniques that can be used, e.g., self-motivation, goal alignment, prioritisation techniques, stress management, adaptability, decision making tools, continuing personal development etc
  • The benefits of time management, e.g., maximise personal productivity, accomplish tasks quicker, complete more tasks, prioritise tasks that have the most impact, enable tasks to be completed in a logical order, reduce stress, enable focused time, minimise procrastination, better work-life balance etc
  • The range of time management tools and techniques available, e.g., to-do lists, productivity apps, voice recognition software, Pareto model (80/20), Pomodoro, Eisenhower Matrix, time blocking, GTD method (Allen), Rapid Planning Method (RPM) etc
  • How to identify personal barriers to working productively to achieve tasks, e.g., procrastinating, feeling overwhelmed, lack of interest, leave to last minute, conflicting work and personal life priorities, easily distracted etc
  • How to select a time management technique to match personal working style and barriers
  • How to put a time management technique into practice to manage own tasks
  • How to create criteria to measure the effectiveness of own time management before and after trying out a new time management technique
  • How to draw relevant conclusions from the experience of trying out a new time management technique
  • Explain why self-management is important for sales professionals
  • Analyse a range of self-management techniques that can be used to improve performance 2. Understand time management techniques and their benefits
  • Evaluate the benefits of time management for self and organisational performance

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 3 credits
  • Guided Learning Hours (GLH): 15 hours
  • Total Qualification Time (TQT): 30 hours
  • Level: ISP Level 3
  • Unit reference: L4S4 - Self Management

Module Overview & Learning Purpose

To enable learners to understand the opportunities available for opportunities for professional development in the sales role. Learners will create a personal professional development plan based on an assessment of their strengths and development areas

By completing this module, you will be able to apply the principles of plan professional development in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The reasons why continuing professional development (CPD) is important for sales professionals and the benefits that it has for individuals, teams and organisations
  • The range of development opportunities that are available to sales professionals at all levels of competence
  • The types of opportunities that sales professionals can access, e.g., in-house and external training, coaching, shadowing, self-study, mentoring, projects, professional bodies, volunteering, qualifications etc
  • The ways that personal development opportunities can be negotiated
  • The tools and techniques that can be used to assess personal strengths and development needs, e.g., personal SWOT analysis, gap analysis, online assessment tools such as ISP’s Sales Competency Assessment (SCA), 360 feedback etc
  • How to write SMART objectives based on identified needs (specific, measurable, achievable, realistic and time-bound)
  • The components of a professional development plan, e.g., objectives, target dates, activities, resources, people involved, progress tracking etc
  • The different methods that can be used for personal development, e.g., open courses, internal e-learning, self-directed learning, webinars, podcasts, online videos, TED talks, massive open online courses (MOOCs), on the job training etc
  • How to match learning needs and objectives with the opportunities available
  • Why it is important to review progress towards the achievement of goals regularly
  • How and when to review progress, and update development plans
  • The people who can help with progress reviews

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 3 credits
  • Guided Learning Hours (GLH): 15 hours
  • Total Qualification Time (TQT): 30 hours
  • Level: ISP Level 3
  • Unit reference: L3S3 - Plan Professional Development

Module Overview & Learning Purpose

To enable learners to understand continuing professional development and why it is important. Learners will assess their own development needs and create a plan for their continuing professional development (CPD)

By completing this module, you will be able to apply the principles of continuing professional development (cpd) in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • Why continuing professional development is important
  • The current formal and informal development activities available and how to access them
  • The opportunities available to improve skills and behaviours as part of sales activities, e.g., coaching, mentoring, observing peers, meetings, projects, reading organisational product/service resources etc
  • The learning and development opportunities available in-house for self-directed learning, e.g., induction resources, e-learning, discussion forums, job aids, books, magazines, podcasts, TED talks, YouTube videos, LinkedIn, free courses etc
  • The financial considerations related to selecting development opportunities, e.g., allocated training budget, price constraints per employee, budget year and spending etc
  • The importance of selecting learning and development activities that suit individual preferences and working patterns
  • How to assess own strengths and development needs in relation to personal performance
  • How and who to seek feedback from related to sales performance, e.g., line manager, peers, colleagues, direct reports, customers etc
  • The tools that are used to identify training needs, e.g., Training Needs Analysis (TNA); Developmental Needs Analysis (DNA), Skill Scans based on role competencies and job specifications, psychometric tests, quizzes etc
  • How to match development opportunities against the desired competencies of the role
  • How behaviour, attitudes and mind-set can have a positive or negative impact on own sales performance
  • The tools that can be used to assess own development needs, e., skills audits; ISP Competency Framework, agreed targets, existing action plans etc

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 3 credits
  • Guided Learning Hours (GLH): 15 hours
  • Total Qualification Time (TQT): 30 hours
  • Level: ISP Level 3
  • Unit reference: L4S3 - Continuing Professional Development (CPD)

Module Overview & Learning Purpose

To enable learners to understand the laws and regulatory frameworks that affect selling. They will also develop their knowledge of ethical selling practices

By completing this module, you will be able to apply the principles of understand legal, regulatory and ethical frameworks in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The main UK laws that relate to selling, e.g., Data Protection Act (2018), Consumer Rights Act (2015), health and safety, sector/product specific requirements etc
  • The organisational responsibilities for ensuring that legal requirements are met with the products and services offered
  • How to ensure that sales professionals are aware of their responsibilities related to the law and comply with the requirements in all their sales activities
  • The regulatory frameworks related to selling
  • The consequences for individual sales professionals who do not comply with the law, e.g., dismissal, loss of reputation, imprisonment etc
  • The organisational benefits of ethical selling, e.g., builds customer trust, loyalty, attracts investment, increased sales via customer loyalty, creates high employee pride and morale etc
  • The ethical behaviours that sales professionals should demonstrate, e.g., honesty, build trust, fairness, clear communication etc
  • Relevant codes of ethical conduct that define expected standards of professionalism, e.g., ISP’s Code of Conduct
  • The consequences for organisations of unethical practices, e.g., loss of sales, reputational damage, high employee turnover, unable to recruit new employees etc
  • The consequences for individual sales professionals who behave unethically
  • Describe the laws that need to be considered by an organisation when selling
  • Describe the regulatory frameworks related to selling

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 2 credits
  • Guided Learning Hours (GLH): 10 hours
  • Total Qualification Time (TQT): 20 hours
  • Level: ISP Level 3
  • Unit reference: L2S3 - Understand Legal, Regulatory and Ethical Frameworks

Module Overview & Learning Purpose

To enable learners to understand how to demonstrate inclusive workplace behaviours. Learners will contribute to an inclusive organisational culture during their sales activities

By completing this module, you will be able to apply the principles of contributing to an inclusive culture in a professional sales context, evaluate their impact on performance, and use evidence to identify practical improvements in your own role and organisation.

What You Will Study

  • The role of equality, diversity and inclusion in workplace interactions in relation to organisational policy and legislation
  • The language that supports inclusive relationships with others, e.g., use of relevant pronouns, addressing people by their preferred names, thanking people for contributions, etc
  • What is meant by unconditional positive regard, e.g., expressing empathy, support, and acceptance to someone, regardless of what they say or do
  • How teams in the workplace may differ from each other
  • How personal values can affect teams
  • Possible types of problem behaviour and causes of disagreement and conflict
  • How to deal with individual team member differences
  • Analyse the role and responsibilities of a sales professional towards others
  • Explain language that supports inclusive relationships in the workplace
  • Evaluate inclusive workplace behaviours that sales professionals use 2. Be able to contribute to an inclusive organisational culture
  • Promote an inclusive workplace culture in sales activities
  • Respond to team conflict and challenges demonstrating positive regard for others

Assessment Method

This module is assessed through a portfolio of evidence that demonstrates both knowledge and competence. You will provide evidence that you can apply the published learning outcomes and assessment criteria in realistic or real working environments.

  • Assessment type: Portfolio of evidence (knowledge and competence based)
  • Credit value: 2 credits
  • Guided Learning Hours (GLH): 10 hours
  • Total Qualification Time (TQT): 20 hours
  • Level: ISP Level 3
  • Unit reference: L4S5 - Contributing to an Inclusive Culture

Our options

Flexible study options to suit you

Choose the level of support that works best for your goals, schedule and learning style.

Lite

  • Onboarding welcome meeting to get you started
  • Personal Support Tutor guidance by email, plus a set number of Teams sessions
  • Access to our Learning Management System, including online learning resources
  • Marked draft assignments and practice exams with feedback
  • Progress reporting to keep your learning on track
  • 100% Pass Guarantee
Most popular

Premium

  • Everything in Lite
  • Live workshops via Teams, with in-person attendance when available
  • More Personal Support Tutor sessions than Lite

Platinum

  • Everything in Premium
  • Face-to-face workshops
  • More Teams-based Personal Support Tutor sessions than Premium
  • Career guidance

Study support you will receive

You’re never studying alone

Our expert support, flexible resources and personal guidance help you stay motivated and achieve your goals.

  • Personal tutor support
  • On-demand learning resources
  • Study planner and progress tracking
  • Exam preparation and guidance
  • Career advice and next steps

Ready to take the next step?

Build your qualification with confidence.

Choose your study option, review your price and send your enrolment request online.

Start your enrolment

Fees & funding

Build a route that works for you

Your fee is shaped around the modules and study support you choose.

What your personalised fee includes

The Qualification is modular by design. Your total course fee is built around your individual learning pathway, so you never pay for content you do not need.

  • Your chosen qualification route
  • The modules you select
  • Your preferred study mode
  • Any exemptions or prior learning credits
  • Your payment structure and funding options

Always included

Learning materials and LMS access, tutor support, assessment marking and assignment preparation workshops.

Funding support

Employer-funded study, interest free monthly payment plans, corporate invoicing and professional development budgets.

Membership and Assessments

CIM Marketing fees are paid direct by the learner, other awarding bodies are included in our fees. For specific membership durations, talk to our team.

Free programme guide

Find the right level. Take your next career step.

Turn your ambition into a clear next step. Answer a few quick questions to discover a recommended study level based on your experience and previous qualifications. Prefer to explore first? Request your free brochure and compare your options at your own pace.

Meet your tutors

Learn from industry experts

Our course delivery team bring practical workplace insight, structured guidance, and supportive feedback to every stage of learning.

Frequently asked questions

Questions people often ask about our Professional Qualifications

Course fit
Who is 2025 ISP Level 3 in Sales Professionalism suitable for?

The recommended entry criteria on this course page describe the expected starting point. An adviser can help you confirm whether the course fits your current experience and intended next step.

Study and assessment
How is 2025 ISP Level 3 in Sales Professionalism delivered?

The available delivery options are shown on this course page and can vary by programme and schedule.

How long does 2025 ISP Level 3 in Sales Professionalism take?

The typical duration is The typical duration is shown in the qualification overview on this course page.. Actual completion time can depend on the study route, schedule and individual progress.

How is 2025 ISP Level 3 in Sales Professionalism assessed?

The qualification overview on this course page explains the assessment method and format.

What support is available while I study?

The course page explains the tutor support available during the programme.

Explore your options

If you already have sales experience and want to develop further, compare ISP Level 4 sales qualifications. If you are considering structured learning in an employed sales role, explore the Sales Executive apprenticeship and check the workplace requirements with us.

Speak to Professional Academy

Build sales capability that customers can feel and employers can measure.

Speak to Professional Academy about the route that fits your sales role, experience level or team capability priorities.

Speak to an expert Compare routes