ISP LEVEL 4 QUALIFICATION

Strengthen sales performance with ISP Level 4

Strengthen day-to-day sales performance with a recognised qualification that supports practical capability, commercial awareness and professional credibility.

ISP Level 4 helps salespeople build confidence in planning, customer conversations and consistent performance.

Smiling woman with curly dark hair and glasses in a white shirt, arms folded

At a glance

Level: Level 4 Awarding body: Institute of Sales Professionals (ISP) Typical duration: 9 months Study commitment: Around 5 to 7 hours per week, depending on study route and pace. Recommended for: Best suited to sales professionals with some practical experience and responsibility for accounts or pipeline activity.
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.

  • Develop differentiated value propositions
  • Analyse markets, segments and customer needs
  • Manage pipeline, forecasts and account performance
  • Plan territory, account and sales activity
  • Prospect for and develop new business opportunities
  • Apply commercial and financial awareness in sales decisions
  • Prepare proposals and respond to bids effectively
  • Negotiate to create mutual value
  • Build collaborative relationships across the buying process
  • Present compelling sales solutions
At a glance

Qualification Overview

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

Qualification title & level
ISP Level 4 in Executive Sales Professionalism
Awarding body
Institute of Sales Professionals (ISP)
Qualification importance
A recognised ISP qualification that helps learners strengthen professional sales behaviours, customer confidence and progression into broader responsibility.
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
9
Typical weekly study commitment
Around 5 to 7 hours per week, depending on study route and pace.
Recommended entry criteria
Best suited to sales professionals with some practical experience and responsibility for accounts or pipeline activity.
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 relationship between sales activities, and commercial and financial acumen. Learners will assess the financial viability of an organisation to propose relevant contractual terms

By completing this module, you will be able to apply the principles of developing commercial and financial acumen 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 what is meant by commercial and financial acumen and how they differ
  • Different types of cost on the business and how they impact profitable performance
  • How commercial and financial acumen impacts the sales role and performance
  • Why it is important to link to a prospect’s financial and commercial objectives during sales conversations
  • How to identify suitable credit limits, repayment terms, cash-flow, margins and pricing
  • The impact of any discount or variation in terms they are permitted to offer
  • How discount or variation in terms impact personal targets and the wider organisation
  • The potential impacts if credit limits, repayment terms, cash-flow, margins and pricing are inappropriate
  • Ways that the financial landscape can be analysed
  • The main areas of organisational financial health that should be examined, e.g., liquidity, solvency, profitability, and operating efficiency
  • How to gather information about the financial viability of a prospect
  • How to agree financial terms that benefit both parties

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 4
  • Unit reference: L4B1 - Developing Commercial And Financial Acumen

Module Overview & Learning Purpose

To enable learners to understand how to research and create a territory or portfolio sales plan using tools. Learners will develop a sales plan based on their research and assumptions

By completing this module, you will be able to apply the principles of sales strategy and planning 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 a territory or portfolio sales plan
  • How to structure a territory or portfolio sales plan to meet individual and organisational needs
  • The rationale for how a territory or sales plan is structured, e.g., specific organisational requirements, nature of the mark/sector, good practice guidelines etc
  • The information that is relevant to an organisation’s sales activities
  • The legal and regulatory constraints on information collection; primary and secondary data; focus groups; surveys; data information providers (); trade journals/newspapers
  • How to check data sources for validity, bias and completeness
  • The analytical tools that can be used for sales planning, e.g., statistical techniques (ratio and interval analysis, models such as regression or cluster analysis)
  • How, why and when tools contribute to sales planning and how to select an appropriate tool
  • Typical assumptions that are considered when developing a plan: e.g., the market conditions, resources available, potential barriers to sale, the existing and new product/service range available etc
  • How to use research when developing a sales plan based on accurate analysis
  • How to write realistic targets and goals that are measurable
  • The types of activities that are used to convert goals into actions

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 4
  • Unit reference: L4B2 - Sales Strategy And Planning

Module Overview & Learning Purpose

To enable learners to understand market segmentation. Learners will target market segments for a territory

By completing this module, you will be able to apply the principles of segmentation in consumer and business markets 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 for market segmentation
  • Organisational market and customer segmentation strategies
  • What can drive a segmentation model
  • The options and compromises in a segmentation model
  • The concept of market mapping
  • Bases for consumer market segmentation, e.g., geographic, demographic, size, psychographic, behavioural, personal characteristics, etc
  • The Ideal Customer Profile (ICP), how to define, why used, alternatives and multiple profiles etc
  • Bases for business market segmentation, e.g., by industry, demographic, operating characteristics, situational factors, purchasing approaches, marketplace ranking, supply chain, future sales potential, current sales etc
  • How to measure viability of a segment
  • The criteria used to measure if a segment is a viable target
  • The benefits of segmentation, e.g., finance, brand, customer knowledge, efficient use of resources etc
  • Reasons for establishing or changing sales territories/portfolios

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 4
  • Unit reference: L4B3 - Segmentation In Consumer And Business Markets

Module Overview & Learning Purpose

To enable learners to understand how to develop and maintain business relationships. Learners will deliver a positive customer experience during the sales process

By completing this module, you will be able to apply the principles of build and maintain sales 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

  • Types of sales relationships: person to person, business to business
  • Nature of different business relationships, e.g., transactional, functional, strategic consultant, trusted advisor etc
  • How to build trust with others
  • How to deliver value in every interaction
  • Demonstrating interest in the customer and their issues
  • The range of listening skills that can be used to develop relationships
  • How to create value in interactions
  • The importance of being respectful of customers time and priorities
  • Ways to respond to challenging behaviours
  • How to build consensus across a group
  • Influencing and persuading skills
  • How to conduct relationship/stakeholder mapping

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 4
  • Unit reference: L4B4 - Build And Maintain Sales Relationships

Module Overview & Learning Purpose

To enable learners to understand how partnering relationships contribute to sales. Learners will collaborate with colleagues to respond to a sales opportunity

By completing this module, you will be able to apply the principles of partnering and collaborative selling 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

  • Different types of partnering, e.g., business partners, alliances, co-selling, informal cooperation, teaming etc
  • The benefits of partnering relationship, e.g., to improve selling activities, produce better progress or deliver more value etc
  • Internal partnering with other parts of the selling company
  • Partnering with companies in adjacent (complimentary) areas, and the issues that may arise when partnering with much larger or much smaller partners
  • Why clarity on responsibilities and expectations for each partner is important when partnering, and how to manage these
  • Understanding the damage done from breaking ‘partnering rules’ and dealing with conflicts
  • The importance of aligning goals for each partner
  • Understanding informal, tactical partnering arrangements and formal partnering agreements
  • How to spot when partnering is of benefit to self/customer
  • Establishing the win-win-win
  • Signs that partnering is not working
  • Leveraging internal resources

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 4
  • Unit reference: L4B5 - Partnering And Collaborative Selling

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

Module Overview & Learning Purpose

To enable learners to understand how to use data for decision making. Learners will use data to gain insights and support sales decisions

By completing this module, you will be able to apply the principles of using data to gain insights 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 methods used to ensure data validity, reliability, and completeness etc
  • How they and their organisation comply with relevant data protection guidelines, and keep up to date with them
  • Theories and techniques for analysing data Specifications for Level 4 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 44 of 107
  • Techniques for collating and using data
  • How to ensure that sufficient data has been collected to make a decision
  • How to evaluate portfolios or territories for opportunities or threats using data
  • How organisations use data to drive sales strategy and future products/services
  • How to balance qualitative and quantitative data
  • The impact of using inferior quality data to make decisions
  • The sales support systems that can provide data (CRM, Customer Experience, Logistics etc)
  • The types of data that is available from different systems and how to access it
  • The types of organisational decisions that benefit from data analysis

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 4
  • Unit reference: L4B7 - Using Data To Gain Insights

Module Overview & Learning Purpose

To enable learners to understand the strengths, weaknesses, strategy, tactics and market presence of key competitors. Learners will differentiate an organisation’s products/services against competitors

By completing this module, you will be able to apply the principles of differentiate in a competitive market 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 differentiating own organisation’s offer during sales conversations and other interactions
  • The differences between direct and indirect competition, and how these are overcome, e.g., solve customers' pain points, storytelling, competitive pricing, provide great customer service, change offer when required etc
  • How to gain agreement with the client on selecting own organisation, e.g., the differential value / benefits of working with you & your products / solutions
  • How to identify competitor tactics to maintain competitiveness
  • Ways to create structured input into a broader business case for the development of a profitable and competitive portfolio of products/services
  • The importance of providing ‘voice of the customer’ feedback to relevant people within the organisation
  • How to assess the competitive strengths and vulnerabilities of products/services within the portfolio to input into product enhancement or new product development strategies
  • The evaluation tools available, e.g., SWOT analysis, PESTLE analysis, 4 Ps (Product, Price, Place, Promotion) etc
  • How to differentiate an organisation’s products/services with a sustainable advantage capable of defeating competitive alternatives
  • Explain the importance of differentiation in a competitive market
  • Explain how to differentiate an organisation’s products/services against key competitive alternatives 2. Understand the strengths, weaknesses, strategy, tactics and market presence of key competitors
  • Analyse ways to overcome direct and indirect competition

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 4
  • Unit reference: L4B8 - Differentiate In A Competitive Market

Core

Module Overview & Learning Purpose

To enable learners to understand how to identify a new prospect. Learners will complete discovery on a prospect and qualify them

By completing this module, you will be able to apply the principles of finding and qualifying new prospects 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 a prospect and a lead
  • The key principles and objectives of organisational marketing and sales strategies
  • How to develop an ideal customer profile
  • How to obtain information from a variety of internal sources, e.g., focus groups, surveys, data information providers (Mintel, LexisNexis or Avention), trade journals/newspapers CRM, knowledge pool, intranet
  • How to obtain information that is relevant to an organisation’s sales activities from a variety of external sources e.g., trade magazines, financial resources, websites, vertical or job role of buyer, social media
  • How to use information for providing insights into sales planning and decision making
  • The legal and regulatory constraints on information collection; primary and secondary data
  • How to understand the benefits of all data sources including how to check validity, avoid bias and ensure completeness
  • The different types of prospects and how sales approaches differ, e.g., individual, organisation
  • The criteria for identifying prospects, e.g., need, budget, authority
  • The range of methods used to find prospects, e.g., evaluate customer base, create customer persona, networking etc
  • How leads can be generated, e.g., ask existing customers for referrals, create social media content, email marketing, organise events 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 4
  • Unit reference: L4C1 - Finding And Qualifying New Prospects

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 the factors involved in creating a value proposition. Learners will prepare and agree value propositions

By completing this module, you will be able to apply the principles of develop value propositions 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 components of a value proposition and how to access previously successful propositions that may be useful
  • Customer requirements and how to ensure that they are fully understood
  • Issues of clarification, e.g., customer issues, organisational issues, potential issues, evaluation and effect
  • How to highlight strengths and minimise weaknesses
  • The people involved in the proposition, e.g., proposal team, manager, admin etc
  • The ways that that propositions are objectively reviewed
  • How to fully address customer briefs/requirements
  • How to use persuasive arguments
  • How to use supportive proof and evidence
  • The quantitative and qualitative data used in sales propositions
  • The Business Case: how the implementation of the solution or working with the supplier positively impacts the client situation
  • Ways that the value proposition can be presented to a customer

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 4
  • Unit reference: L4C3 - Develop Value Propositions

Module Overview & Learning Purpose

To enable learners to understand how to respond to requests for competitive bids. Learners will submit a competitive bid

By completing this module, you will be able to apply the principles of competitive bidding 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 customers ask for competitive bids
  • The processes, timescales and people involved in the bidding process
  • How to check that customer requirements and bid processes are fully understood
  • The potential issues that arise when bidding
  • Ways to fully address the customer brief/requirements concisely in a bid
  • How to incorporate persuasive arguments in bid documents
  • Ways to use supportive proof and evidence in bids
  • How quantitative and qualitative data can support bidding processes
  • The ways that bids are reviewed and finalised internally
  • The impact of organisational conditions and constraints on the bidding process, e.g., response times, budget/resources available for bid development etc
  • How to assess an opportunity to bid and make an informed decision to complete/not compete
  • The requirements for submitting bids, e.g., document format, supporting evidence, software systems to be used 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 4
  • Unit reference: L4C4 - Competitive Bidding

Module Overview & Learning Purpose

To enable learners to understand how to negotiate and handle objections. Learners will be able to close deals by achieving a win- win outcome

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

  • Roles and responsibilities, who is negotiating for the customer and their authority
  • An organisation’s negotiation needs, expectations and trading variables
  • The delegated responsibilities of the sales professional
  • Opportunities, e.g., the strategic question, how relevant own organisation is to the customer, where the business has added value in similar circumstances, reviewing where the customer can be helped to achieve strategic aims, offering expertise, CO- IMPACT sales techniques etc
  • The steps that are used during sales negotiation
  • How to create negotiation objectives based on research and the customer’s likely negotiation stance
  • How to react to/counter different customer negotiation styles, tactics and potential sources of conflict
  • The reasons why customer objections are raised and how to respond
  • Different types of closing techniques, e.g., scarcity, summary, assumptive, sharp angle, question etc
  • The ethical and legal issues related to negotiation and objection handling
  • What constitutes favourable, acceptable and unacceptable terms for an organisation
  • How own products/services address customer and potential issues

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 4
  • Unit reference: L4C5 - Negotiate And Close Sales

Module Overview & Learning Purpose

To enable learners to understand the importance of meeting customer commitments. Learners will demonstrate to the client that the promised value has been delivered

By completing this module, you will be able to apply the principles of meet commitments and prove value 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 types of commitment that are made to customers
  • The relationship between delivering on commitment and customer loyalty
  • The people and processes involved in delivery and acceptance
  • How to acknowledgement commitments
  • The internal colleagues who need to be aware of the commitments made
  • What to measure with a KPI and how to structure them
  • How to set expectations with a customer and the tools that are used to support the process
  • How to gain customer agreement that the promised value has been met
  • The impact of missing expectations/commitments/KPIs
  • Making commitments and delivering them to gain trust
  • Managing missed commitments or commitments that will be missed
  • Ensuring customers achieve expected outcomes from their investments

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 4
  • Unit reference: L4C6 - Meet Commitments And Prove Value

Module Overview & Learning Purpose

To enable learners to understand how to manage a sales pipeline. Learners will use a sales pipeline in forecasting

By completing this module, you will be able to apply the principles of pipeline management and forecasting 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 a sales pipeline is and how it relates to the sales process
  • How to align the customer purchasing process to a sales pipeline
  • The common stages of a sales pipeline stages
  • Different CRM systems and their key features
  • How a CRM system supports the management of a sales pipeline
  • The criteria for moving an opportunity onto the next stage
  • A balanced pipeline versus unbalanced sales pipeline and what actions to take
  • The information available in a sales pipeline
  • How to forecast revenue using the sales pipeline
  • How to apply probabilities
  • How to re-evaluate pipeline activity based on new data or insights
  • The importance of keeping records up-to-date

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 4
  • Unit reference: L4C7 - Pipeline Management And Forecasting

Module Overview & Learning Purpose

To enable learners to understand the importance of customer focus. Learners will prepare and conduct a business review to provide value add to a customer

By completing this module, you will be able to apply the principles of customer focus 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 customer centricity Specifications for Level 4 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 66 of 107
  • What can go wrong when customer centricity is not in place
  • How to obtain and capture informal customer and team feedback
  • How Voice of the Customer can be obtained, captured and synthesised to provide input into company strategy
  • Having the initiative to take actions to resolve a customer issue
  • Customer complaints, e.g., problems with product/service, organisation/customer conflicts, handling appropriately, providing suitable solutions, resource issues, evaluating how own products/services would address such issues, gather information/data (through different means) etc
  • How to understand the customer’s business and their customers
  • How centricity leads to insights that helps the customer to improve their business
  • Critique of Net Promoter Score (NPS), Customer Satisfaction Score (CSAT) and Customer Effort Score (CES) measurements
  • Types of customer review, e.g., formal quarterly review
  • Being a champion for the customer inside the organisation to get actions done to address their issues
  • The sources of information that can be used to plan a business review with a customer

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 4
  • Unit reference: L4C8 - Customer Focus

Module Overview & Learning Purpose

To enable learners to understand the principles of account management. Learners will work with customers to deepen and extend relationships and expand sales volumes or relevance

By completing this module, you will be able to apply the principles of principles of account 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 good practices related to account and portfolio management, e.g., ‘share of wallet’ concept, competitors’ activity, trends, SWOT analysis etc
  • How to create a stakeholder map and why it is important when managing accounts
  • Stakeholder mapping, account mapping (people, position, relationship/view of supplier), key decision makers, procurement approach etc
  • The engagement, presence, activity levels, impact, relevance as a supplier
  • How to gain customer insight and access information
  • The approaches that build and maintain customer trust
  • Planning resources, e.g., existing resources required, potential additional resources needed, customer locations, number of contacts to cover etc
  • The differing account contacts roles and how they each contribute to the sales process, e.g., multi-level and cross department relationships
  • The business drivers, activities, challenges and opportunities that customer have
  • Analysing customer loyalty, e.g., understand the market environment, look at market research, understand business environment of customers, feeding back to internal stakeholders of potential new products/services, providing insights that will add value to the customer etc
  • The approaches used to expand business, how to identify them for a customer and when to use them, e.g., up-selling, cross selling, selling add-ons etc
  • The different ways to determine and respond to competitive threats

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: 6 credits
  • Guided Learning Hours (GLH): 30 hours
  • Total Qualification Time (TQT): 60 hours
  • Level: ISP Level 4
  • Unit reference: L4C9 - Principles Of Account Management

Leadership

Module Overview & Learning Purpose

To enable learners to understand the processes related to continuous improvement in sales performance. Learners will explore how to implement continuous improvements in a sales environment

By completing this module, you will be able to apply the principles of understand continuous improvement 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 organisational innovation and improvement
  • The reasons why sales departments need to innovate and improve, e.g., changing buying patterns, new technology, competitor and market changes, routes to market, etc
  • Types of innovation, e.g., incremental (continuous), architectural, disruptive, radical etc
  • The stages of organisational innovation and improvement, e.g., clarify, ideate, develop, implement, optimise etc
  • Different models of continuous improvement, e.g., Deming’s PDCA cycle, Total Quality Management (TQM), Six-Sigma, Kaizen, Lean, ISO 9000 etc
  • The components required in a continuous improvement plan, e.g., analysis, objectives, actions, people responsible, target/review dates, level of risk etc
  • The people involved in developing and implementing a continuous improvement plan
  • How to track progress towards achievement of the plan
  • Relevant legal and organisational requirements related to implementing continuous improvements
  • How to use data to assess the impact of the continuous improvements
  • Different types of organisational data available and how to interpret it
  • Organisational reporting conventions and formatting

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 4
  • Unit reference: L4L1 - Understand Continuous Improvement

Module Overview & Learning Purpose

To enable learners to understand the requirements for different sales roles and the talent selection process. Learners will contribute to the talent selection process and support their growth as a sales professional

By completing this module, you will be able to apply the principles of contributing to sales talent selection and growth 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 types of sales roles that are available at different levels
  • How sales roles differ between organisations/sectors and the reasons for this
  • The differences between knowledge, skills and behaviours and how they relate to sales performance
  • The organisational policies and procedures that relate to selection and talent management
  • The basic legal aspects of selection
  • How a sales role fits into the achievement of organisation strategies
  • How to prepare job descriptions and person specifications Specifications for Level 4 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 74 of 107
  • The range of methods for advertising vacancies, internally and externally, and how to select the most appropriate
  • The key steps to prepare for conducting selection interviews, e.g., format to be used, questions to be asked, people involved etc
  • Different interview formats and how to select one, e.g., selection panel, group interview, video, F2F etc
  • The skills required to conduct interviews effectively, e.g., professional, impartial, comply with relevant policies and equality laws etc
  • The range of organisational requirements sales roles

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: 6 credits
  • Guided Learning Hours (GLH): 30 hours
  • Total Qualification Time (TQT): 60 hours
  • Level: ISP Level 4
  • Unit reference: L4L2 - Contributing To Sales Talent Selection And Growth

Module Overview & Learning Purpose

To enable learners to understand compensation plans and remuneration models for sales teams. Learners will explore how to select and plan sales incentives.

By completing this module, you will be able to evaluate how pay, rewards and incentives influence motivation and performance, use quantitative and qualitative information to assess contribution, and explain how an incentive plan can support both organisational goals and professional development.

What You Will Study

  • The relationship between sales compensation and the achievement of organisational, team and individual goals
  • The distinction between fixed compensation, such as salary or wages, and reward, such as commission, bonuses and recognition
  • Common models of compensation and reward used for sales professionals and the contexts in which they are appropriate
  • How remuneration design can influence motivation, behaviours, customer focus, retention and sales performance
  • The importance of aligning individual reward with ethical selling, sustainable value and organisational priorities
  • Quantitative indicators used to assess performance, including pipeline, growth, retention, service standards and customer satisfaction
  • Qualitative information that informs performance assessment, including customer feedback, observation and development evidence
  • Using performance information fairly to inform development conversations and professional progression
  • Financial incentives available in different organisations, including salary progression, commission and bonus arrangements
  • Non-financial incentives that can motivate sales professionals, such as recognition, development and career opportunities
  • Assessing the suitability of incentives for different roles, levels of responsibility and sales objectives
  • The principles of creating an incentive compensation plan that is clear, motivating, measurable and commercially responsible

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: 2 credits
  • Guided Learning Hours (GLH): 10 hours
  • Total Qualification Time (TQT): 20 hours
  • Level: ISP Level 4
  • Unit reference: L4L3 - Understanding Compensation Plans

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 change management approaches. Learners will initiate and manage an organisational change

By completing this module, you will be able to apply the principles of managing change 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

  • Change management theories and their key features, e.g., Three Step Change Management Model (Lewin, 1947), 8 Steps for Leading Change (Kotter, 2014), McKinsey 7-S Framework (1979), Prosci ADKAR (Hiatt, 2003), Bridges Transition Model (1991), Kübler-Ross Change Curve (1969), Nudge theory (Thaler and Sunstein, 2008) etc
  • How to select a change management approach to meet an organisational need
  • How to create a compelling vision for change, e.g., unique goal, defined benefits, engage hearts and minds, connect to employee purpose and values etc
  • The components of a change management plan, e.g., stages, actions, resources, timescales, key messages, stakeholder groups, milestones, communication activities for different audiences, training requirements, resistance management approaches, feedback mechanisms, reporting, etc
  • How to secure commitment to the change management plan from stakeholders
  • The techniques that support effective stakeholder engagement, e.g., regular two- way communication, emotional intelligence, motivational conversations, coaching, inclusivity, constructive feedback, rewards and recognition etc
  • How to monitor change management activities against the agreed plan, e.g., progress reporting, performance against key performance indicators, quality or other measures, obtaining feedback, budget reports, customer surveys, analysing systems records etc
  • Why it is important to report regularly to stakeholders
  • The different ways that progress can be reported to stakeholders and how to select a method that suits the organisation and stakeholders
  • Evaluate change management models and theories
  • Explain the process for implementing change
  • Analyse the barriers to change and how to overcome them

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: 6 credits
  • Guided Learning Hours (GLH): 60 hours
  • Total Qualification Time (TQT): 60 hours
  • Level: ISP Level 4
  • Unit reference: L4L5 - Managing Change

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 the role of innovation in organisations and the factors that support it. Learners will contribute to exploiting emerging opportunities

By completing this module, you will be able to apply the principles of contributing to organisational innovation 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 definitions of ‘future focus’ and ‘innovation’ and why these are relevant in the current climate
  • The different formal and informal types of innovation that are used in organisations, e.g., continuous improvement, radical, incremental, disruptive, organic, breakthrough, business process re-engineering, business model and processes, open source and user led/co- creation etc
  • The role of the sales professional in supporting organisational innovation
  • The factors that support innovation in organisations, e.g., strategic priorities, leadership styles, organisational structure, organisational culture, individual/team working styles, leadership attitudes to change and risk etc
  • How to identify emerging opportunities for organisational innovation as part of day-to-day sales activities with potential/existing customers and own broader network
  • The methods that can be used to share ideas for innovation with colleagues and leaders, e.g., formal and informal meetings, brainstorming, reporting on customer feedback etc
  • How to review emerging issues and opportunities within organisations
  • How to specify recommendations for new innovations to secure future organisational success
  • How to link recommendations with organisational strategy and values
  • Explain why organisations need to be future focused and innovative
  • Analyse formal and informal types of innovation 2. Understand how to support organisational innovation
  • Evaluate the factors that support an innovative organisational culture

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 5
  • Unit reference: L5L5 - Contributing to Organisational Innovation

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 the relationship between growth mindset and resilience. Learners will measure their own personal resilience and produce an action plan for ongoing development.

By completing this module, you will be able to assess how you respond to pressure and setbacks, use feedback and evidence to identify your development priorities, and put a practical plan in place to sustain wellbeing, performance and professional confidence.

What You Will Study

  • The concepts of growth mindset and resilience, and their relevance to professional sales performance
  • Evidence-based models of resilience and the different factors that influence an individual’s capacity to recover and adapt
  • How resilience affects decision-making, behaviour, relationships and performance in demanding sales environments
  • The link between growth mindset, resilience, mental wellbeing and sustained professional effectiveness
  • Recognising personal triggers, reactions and patterns when facing change, pressure, rejection or setbacks
  • Using a structured resilience assessment tool to evaluate current strengths and development needs
  • Gathering constructive feedback from a professional mentor to broaden self-awareness
  • Analysing assessment results and feedback to identify realistic priorities for development
  • Setting clear resilience objectives that reflect both personal needs and workplace expectations
  • Designing a personal action plan with appropriate support, resources, measures and review points
  • Implementing actions that strengthen adaptability, emotional control, optimism and recovery from setbacks
  • Reviewing the impact of actions taken and refining the plan to maintain resilience over time

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: 5 credits
  • Guided Learning Hours (GLH): 20 hours
  • Total Qualification Time (TQT): 50 hours
  • Level: ISP Level 4
  • Unit reference: L4S1 - Developing Personal Resilience

Module Overview & Learning Purpose

To enable learners to understand the legal, regulatory, ethical and social frameworks related to the sales function. Learners will comply with organisational legal, regulatory, and ethical policies and procedures

By completing this module, you will be able to apply the principles of using 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

  • Why it is important to adhere to legal, regulatory, and ethical requirements
  • Sales ethics: the behaviours that ensure that every lead, prospect and customer is treated with respect, fairness, honesty and integrity
  • The impact of non-compliance with legal, regulatory, and ethical requirements, for individuals, teams, and organisations
  • Elements of contract law, e.g., offer, acceptance, consideration, intention and capacity
  • Organisational values and codes of conduct that should be complied with when conducting sales activities
  • The conditions needed to record an order on financial records
  • The organisational processes that ensure compliance with the law, and the penalties for misrepresentation
  • The range of organisation policies available and how these are communicated to employees, e.g., via software channels, intranet, websites, handbooks, daily practices that ensure compliance, regular updates etc
  • The processes that support compliance and the people responsible
  • How to consult on organisational policies and procedures, e.g., conducting open discussions, incorporating into sales meetings, encourage ongoing feedback, peer meetings, surveys etc
  • How to act as an ambassador for an employer’s brand in relations to legal, regulatory and ethical practices
  • How to make recommendations for improvements based on own analysis of policy/procedures in practice and feedback from 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: 3 credits
  • Guided Learning Hours (GLH): 15 hours
  • Total Qualification Time (TQT): 30 hours
  • Level: ISP Level 4
  • Unit reference: L4S2 - Using Legal Regulatory And Ethical Frameworks

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 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 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

Module Overview & Learning Purpose

To enable learners to understand organisational and personal agility, and the importance of flexibility and adapting to change. Learners will build their own personal agility to adapt to change

By completing this module, you will be able to apply the principles of understanding and building agility 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 organisations need to be agile, e.g., unpredictable future, technological changes rapidly changing, to adapt to changing circumstances, to test new environments/markets, to meet changing customer needs etc
  • The factors that drive organisational agility, e.g., collaboration, speed of decision making, testing and learning, empowerment, technology adoption, simplicity, knowledge-sharing, innovation focus etc
  • What is meant by being flexible and adapting to change
  • The reasons why sales professionals need to be flexible and able to adapt to internal and external changes
  • The types of changing environments that sales professionals experience
  • The challenges that sales professional face where they need to adapt quickly
  • The different organisational and personal risks associated with being fixed and inflexible as an individual
  • Different approaches that can be used to assess current abilities to adapt to change, e.g., adaptability assessment tools, organisational competence frameworks, developing own criteria, gathering feedback etc
  • Learners should ideally use organisational change requirements when developing their action plan
  • If learners are not currently in a sales role, a personal change context can be used, or a relevant organisational scenario provided
  • What should be included in a personal action plan, e.g., objectives, resources required, how progress will be measured, the support available, target dates etc
  • How to implement an action plan and review progress regularly

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 4
  • Unit reference: L4S6 - Understanding And Building Agility

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

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.

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 4 in Executive 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 4 in Executive 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 4 in Executive 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 4 in Executive 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

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.