2.9 Selling
Advertising and Sales Promotion
Marketing
Lesson Plan
Performance Objective
Students will evaluate the steps in the selling process and the importance of product knowledge while demonstrating
process in a sales situation.
Specific Objective
• Evaluate the selling process
• Recognize communication necessary in sales
•
•
Monitor on-floor selling activities
Controls sales activities to meet sales goals and objectives
Terms
• Selling – responding to customers’ needs and wants through planned, personalized communication to
influence purchase decisions
• Pre-approach – getting ready to sell
• Approach – the way the salesperson enlists the prospect’s willingness to hear more about a product.
• Merchandise approach – salesperson makes a comment or asks questions about a product the
customer is looking at.
• Service approach – salesperson asks the customer if he or she needs assistance.
• Greeting approach – salesperson welcomes the customer to the store.
• Sales presentation – at the heart of the selling process. When a salesperson demonstrates or explains
a product and intending to build a desire for ownership.
• Product feature – a product characteristic that makes it different from other products
of its type
• Customer benefits – desirable effects of product features. Customer benefits show how a product will
satisfy a customer’s needs.
• Excuse – insincere reason for not buying a product or refusing to see the salesperson
• Objection – an honest difference between the customer and salesperson, i.e. hesitation, concern,
doubt
• Open-ended questions – are questions that require the customer to answer with more than “yes” or
“no.” Open-ended questions often let the salesperson gain information about the customer’s needs
quickly.
• Personal selling – the direct effort a salesperson makes to convince a customer to make a purchase.
• Close – completing the sale by exchanging goods for money or taking an order
• Suggestion selling – selling related or additional item
Time
When taught as written, this lesson should take approximately two days to teach.
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Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.342. I Knowledge and Skills
(10) The student guides staff to improve their success rate and to minimize staff turnover
(a) introduce the following five steps of selling:
i. approach the customer
ii. determine needs
iii. present the product
iv. overcome objections
v. close the sale
(b) provide information about incoming merchandise to sales staff
(c) monitor on-floor selling activities
(d) control sales activities to meet sales goals and objectives
Interdisciplinary Correlations:
English-English I
• 110.31(b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing.
• 110.3(b)(11). Reading/Comprehension of informational text/procedural texts. Students understand
how to glean and use information in procedural texts and documents.
Math-Algebra I
• 111.32(b)(1)(C). Interpret and make decisions, predictions, and critical judgments from functional
relationships.
Social Studies-World Geography
113.34I(20)(A) Describe the impact of new technologies, new markets, and revised perceptions of
resources.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Sales Manager
O*Net Number: 11-2022.00
Reported Job Titles: Vice President of Sales, Director of Sales, District Sales Manager, Regional Sales Manager
Tasks:
•
Resolve customer complaints regarding sales and service.
•
Oversee regional and local sales managers and their staffs.
•
Plan and direct staffing, training, and performance evaluations to develop and control sales and service
programs.
•
Determine price schedules and discount rates.
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•
Review operational records and reports to project sales and determine profitability.
•
Monitor customer preferences to determine focus of sales efforts.
•
Prepare budgets and approve budget expenditures.
•
Confer or consult with department heads to plan advertising services and to secure information on
equipment and customer specifications.
•
Direct and coordinate activities involving sales of manufactured products, services, commodities, real
estate or other subjects of sale.
•
Confer with potential customers regarding equipment needs and advise customers on types of
equipment to purchase.
Soft Skills: Speaking, Active Listening, Critical Thinking, Judgment and Decision Making, Persuasion
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
• Review and familiarize yourself with the terminology,
• Have materials ready prior to the start of the lesson.
References:
Online:
Onetonline.org
Instructional Aids
•
•
•
•
Textbook
Lesson Presentation
Instructor Computer/Projection Unit
Online Websites
Introduction
The main purposes of this lesson is to help students understand
• the selling process
• communication necessary in sales
•
•
on-floor selling activities
sales activities to meet sales goals and objectives
Ask students if they have been to a retail store and been approached by someone working there. Inquire
about what the person said or did.
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Ask students if they would change anything about what the salesperson did to encourage them to make a
purchase.
MI
Outline
I.
Terms
a.
Selling
b.
Pre-approach
c.
Approach
d.
Merchandise approach
e.
Service approach
f.
Greeting approach
g.
Sales presentation
h.
Product feature
i.
Customer benefits
j.
Excuse
k.
Objection
l.
Open-ended questions
m.
Personal selling
n.
Close
o.
Suggestion Selling
II.
The selling process
a. approach the customer
b. determine needs
c. present the product
d. overcome objections
e. close the sale
III.
Approach the Customer
a. Greeting approach – “Hi Mr. Smith. How are
you today?”
b. Merchandise approach – “Those are the newest
trends of the season.”
c. Service approach – “May/Can I help you?”
IV.
Determine Needs
a. Observe
i.
Facial expressions
ii.
Body language
b. Listen
i.
Comments about purchasing
reason(s)
iii.
Tone of voice
c. Question
i.
Use open-ended questions
ii.
Restate question for clarification
Notes
Use presentation as visual aide
Have students write vocabulary
terms and meanings
Explain the importance of the
selling process and how it affects
businesses.
Discuss the role of each selling
step and how it can be used
effectively.
Discuss the role of each selling
step and how it can be used
effectively.
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V.
Present Product
a. Explain product/service – i.e., natural fabric
b. Demonstrate features – i.e., made of 100%
cotton
c. Explain benefits – i.e., cool in the summer
d. Involve the customer by having them handle
the product – i.e., have customer try on
clothes
e. Use sales aids
Discuss the role of each selling
step and how it can be used
effectively.
VI.
Overcome Objections
Discuss the role of each selling
a. Plan for objections by viewing the
step and how it can be used
product/service through the consumer’s eyes. effectively.
b. Common objections
i.
Need (not needing it – it is a luxury)
ii.
Product itself
iii.
Source (manufacturer)
iv.
Price
v.
Time
c. Basic steps for handling objections
i.
Listen carefully.
ii.
Acknowledge objection is valid.
iii.
Restate objection for clarification.
iv.
Respond appropriately to objection.
d. Techniques of handling objections
i.
Demonstration method
ii.
Direct denial methods
iii.
Question methods
iv.
Boomerang method
v.
Superior method
vi.
Third-party method
VII.
Close the Sale
Discuss the role of each selling
a. Watch for buying signals
step and how it can be used
i.
Verbal signs
effectively.
ii.
Non-verbal signs (visual)
b. Techniques for closing a sale
i.
Assumption close
ii.
Direct close
iii.
Service close
iv.
SRO – standing room only close
v.
“Which” close
c. Suggestion selling
i.
Techniques for suggestion selling
a. Offer related
merchandise/service
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b. Increase quantity or length of
time
c. Inform customer of special sales
opportunities
VIII.
Communicate with sales staff about new
merchandise
b. Product features
c. Product benefits
d. Product warranties
Discuss the need to share
information about new products
with the sales staff to increase
and sustain sales to meet goals.
IX.
Independent Practice
a. Think about a purchase recently made
b. Write down your experience with the
salesperson
c. List ways to improve the selling process used
d. Share your findings with a neighbor
Allow students to work
independently for about 15
minutes and then share with a
neighbor.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will work individually to reflect on a recent sales process interaction in a retail store. The student will evaluate
the outcome and make suggestions for improvement. Students will pair to discuss their solutions and brainstorm further
options.
Independent Practice
Selling Process Project/Activity
Students will assume the role of a sales associate and customer at an assigned retail stores with a partner.
Each student will play both roles:
1st as the salesperson. This assignment helps you prepare and demonstrate the sales process for the
product/service you selected.
2nd as a customer. You play the role of a customer .
Instructions for the salesperson:
1. You will have a “customer” to whom you will sell your product/service using your demonstration.
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2. Outline what you plan to say and do from the first moment you approach the customer until the
customer leaves.
3. Include the following in your outline:
a. Your first choice for an approach when you first walk up to the customer. (You might
want to have a second choice as well, in case the first seems inappropriate when you
begin the sales demonstration).
b. List three objections the customer might raise against buying your product.
c. List at least one corresponding comment you can say to overcome each objection.
(More than one is helpful if the customer persists).
d. Describe technique(s) to involve the customer in the sale.
e. Describe the two most appropriate methods you can use for closing the sale.
f. List additional item(s) you can suggest the customer buy.
g. Describe what you will say when offering this item.
h. Describe your closing comment(s) to the customer to reassure the customer.
Instructions for the customer:
1. Allow the salesperson to approach
2. Listen and stay alert
3. Respond appropriately to the salesperson
4. Think of three reasons you want to purchase the item
5. Identify three questions about the product
6. Offer three objections to purchasing the item
7. Agree to purchase if the salesperson overcomes your objections
Summary
Review
•
•
•
What is the selling?
What are the steps in the Selling Process?
Why is product knowledge important for effective selling?
Evaluation
Informal Assessment
•
Student participation throughout the discussion process and contribution to the guided practice activity.
Teacher will observe students by walking the classroom during each activity.
Formal Assessment
Students will be evaluated on their Selling Process Project using the Assigned Rubric.
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Enrichment
Extension
Integrate communication skills: students will communicate with a partner to carry out the independent
practice activity and receive feedback from the class.
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2.9 Selling
Advertising and Sales Promotion
Marketing
Independent Practice Assignment
Selling Process Project/Activity
Students will assume the role of a sales associate and customer at an assigned retail stores with a partner.
Each student will play both roles:
1st as the salesperson. This assignment helps you prepare and demonstrate the sales process for the
product/service you selected.
2nd as a customer. You play the role of a customer .
Instructions for the salesperson:
4. You will have a “customer” to whom you will sell your product/service using your demonstration.
5. Outline what you plan to say and do from the first moment you approach the customer until the
customer leaves.
6. Include the following in your outline:
i. Your first choice for an approach when you first walk up to the customer. (You might
want to have a second choice as well, in case the first seems inappropriate when you
begin the sales demonstration).
j. List three objections the customer might raise against buying your product.
k. List at least one corresponding comment you can say to overcome each objection.
(More than one is helpful if the customer persists).
l. Describe technique(s) to involve the customer in the sale.
m. Describe the two most appropriate methods you can use for closing the sale.
n. List additional item(s) you can suggest the customer buy.
o. Describe what you will say when offering this item.
p. Describe your closing comment(s) to the customer to reassure the customer.
Instructions for the customer:
1. Allow the salesperson to approach
2. Listen and stay alert
3. Respond appropriately to the salesperson
4. Think of three reasons you want to purchase the item
5. Identify three questions about the product
6. Offer three objections to purchasing the item
7. Agree to purchase if the salesperson overcomes your objections
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2.9 Selling
Advertising and Sales Promotion
Marketing
Selling Process Project/Activity Rubric
Categories
Approach
20
Student used an
appropriate approach
that was effective
with the customer
15
Student used one
of the approaches
with the customer
Determined
Needs
Student observed,
listened, and asked 3
questions to
determine customer
needs
Student shared
product knowledge,
features, and benefits
while involving the
customer in the
demonstration.
Student used two
of the techniques
to determine
customer needs
Product
Demonstration
Handling
Objectives
Closing the Sale
Student was prepared
for objections and
used three techniques
to overcome
Student observed
buying signals,
smoothly closed the
sale using correct
techniques
Student shared
two forms of
information about
the product and
involved the
customer in the
demonstration
Student was
prepared for
objections and
used one to two
techniques to
overcome
Student closed the
sale using correct
techniques
10
5 or less
Student used an
Student did not
approach that
approach the
was ineffective
customer using an
with the
appropriate
customer
approach
Student used
Student was unable
one of the
to determine
techniques to
customer needs
determine
customer needs
Student shared
Student lacked
one form of
knowledge of the
information
product to share with
about the
the customer
product
Student was
prepared for
objections
Student was not
prepared for
objections
Student closed
the sale
Student did not close
the sale
Total Score ________
Maximum 100 Points
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