Preparing for the Sale
Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
The student knows what influences customers before they make a purchase.
Specific Objectives
• Differentiate among a feature, an advantage, and a benefit.
• Compare and contrast between consumer, organizational buying behavior
• Determine customer needs and wants
• Classifying buying motives
• Analyze how customers and organizations apply the decision-making process.
• Identify major influences on buying behavior
• Acquire information about customer needs
Terms
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Personal Selling – one on one customer sales interaction.
Business-to-Business – manufacturing or wholesalers selling to other businesses.
Product feature – the physical attributes of a product.
Customer benefit – how the feature will benefit the customer.
Feature-benefit selling – selling the features to a customer so they understand how the product will
suit their needs and benefit them.
Rational motive – buying decision based on conscious, logical reasons.
Emotional motive – buying decisions based on feelings that a customer has for the product.
Extensive decision making – for high risk, expense not often or never purchased products.
Limited decision making – for moderate risk or limited buying experience of a product.
Routine decision making – for everyday things or low risk, inexpensive products.
Time
When taught as written, this lesson should take approximately 2-3 days to teach.
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.
130.347 (c) Knowledge and Skills
(29) The student knows what influences customers before they make a purchase.
A) differentiate among a feature, an advantage, and a benefit.
B) compare and contrast between consumer, organizational buying behavior
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1
C)
D)
E)
F)
G)
determine customer needs and wants
classifying buying motives
analyze how customers and organizations apply the decision-making process.
identify major influences on buying behavior
acquire information about customer needs
Interdisciplinary Correlations:
English-English III
• 110.33(b)(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing
• 110.33(b)(12) Reading/Medial Library. Students use comprehension skills to analyze how words,
images, graphics and sounds work together in various forms to impact meaning. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts.
• 110.33(b)(21) Research/Gathering Sources. Students determine, locate, and explore the full range of
relevant sources addressing a research question and systematically
Math-Algebra I
• 111.32(b)(1)(E). Interpret and make decisions, predictions, and critical judgments from functional
relationships.
Social Studies-World Geography Studies
• 113.43(c)(23)(A) plan, organize, and complete a research project that involves asking geographic
questions; acquiring, organizing, and analyzing information; answering questions; and communicating
results;
Occupational Correlation (O*Net - http://www.onetonline.org/)
Job Title: Retail Salespersons
O*Net Number: 41-2031.00
Similar Job Titles: Sales Associate, Sales Consultant, Sales Clerk, Sales Person, Customer Assistant, Clerk, Sales
Representative, Design Consultant, Salesman, Bridal Consultant
Tasks:
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Greet customers and ascertain what each customer wants or needs.
Describe merchandise and explain use, operation, and care of merchandise to customers.
Recommend, select, and help locate or obtain merchandise based on customer needs and desires.
Compute sales prices, total purchases and receive and process cash or credit payment.
Answer questions regarding the store and its merchandise.
Prepare sales slips or sales contracts.
Maintain knowledge of current sales and promotions, policies regarding payment and exchanges, and
security practices.
Maintain records related to sales.
Demonstrate use or operation of merchandise.
Place special orders or call other stores to find desired items.
Soft Skills: Active Listening, Reading Comprehension, Critical Thinking, Speaking, Coordinating, Active
Learning.
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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.
Preparation
• Review and familiarize yourself with the terminology, website links, and digital presentations.
• Teacher will have assignments and website information ready to distribute to students.
Instructional Aids
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Textbook
Display for digital presentation, websites for assignments and class discussion
Instructor Computer/Projection Unit
Online Websites
Introduction
The main purposes of this lesson are to help students understand
• How to differentiate between a product feature and a benefit
• How to determine customers needs
• The decision making process that customers use when purchasing products.
ASK: Ask students to share their worst experience when purchasing products.
SAY: Explain that many of these situations can be alleviated if the sales person had done their homework in
the first place. It is the role of the sales person to figure out what the customers want and show them
products that meet those specifications.
ASK: What traits do you think you need to be a good salesperson?
SAY: Explain that sales people need to be able to communicate well, have good attitude and know their
products well. If a sales person cannot communicate or talk in circles their customers will have hard time
understanding them and they probably will not make many sales.
ASK: What how important do you think a good sales person is to a company?
SAY: Explain that sales people are always in demand. Companies understand that if they do not have
someone to sell their products they will not make money. Good sales people can make hundreds of
thousands of dollars or more. These are usually sales people who sell in the business-to-business market.
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Outline
MI
Outline
Instructor Notes
I. Types of Sales
A. Personal Selling
B. Business-to-business
C. Feature Benefit Selling
1. Product Features
2. Customer Benefits
II. Customer Buying Motives
A. Rational motive
1. Dependable product
2. Cost savings
3. Better health
4. Safety considerations
5. Quality of product
B. Emotional motives
1. Social approval
2. Recognition
3. Power
4. Love
5. Prestige
III. Customer Decision Making
A. Extensive Decision Making
B. Routine Decision Making
C. Limited Decision Making
IV. Good Sales Characteristics?
A. Communication & Interpersonal skills
B. Technical skills
C. Positive attitude and self-confidence
D. Goal-oriented
E. Empathy, Honesty, Enthusiasm
V. Sales techniques
A. Determining Needs
B. Observing
C. Listening
D. Questioning
Teacher will lead the
discussion of material, using
multimedia presentations of
preparing for the sale.
Assign students the guided
practice of determining
benefits from the products
features.
It is suggested that the
students present their projects
to the class.
Students will complete
independent activities,
whether individually, or in
pairs or groups at the
discretion of the teacher.
Explain to students the
importance of the steps of the
sale to the sales manager.
Following these steps helps to
increase sales and therefore
company revenue.
Go over the criteria in the
assignment and check for
understanding.
Multiple Intelligence Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
Application
Guided Practice
Feature and Benefits Practice
Students will choose a product in which they are interested. The product needs to be a fairly technical product, like a
computer, cell phone, car accessory or camera. They will fold a piece of paper lengthwise so they have two sides of the
paper. They will research the features of the product and provide a list of the features on one side of the paper. On the
other side of the paper they will list the benefit of that feature in easy to understand terms beside the feature. Once
they have their lists complete they will present the list to the class.
Independent Practice
Product Decision Making Process
Students will break into groups of three or four. Each group will create a digital presentation that will show
each of the categories of decision making. They will list the criteria for that category of decision making and
they will choose at least five products that fit into that category. They will need to explain why those products
fit into that decision making process. They will present their presentations to the class.
Summary
Review
It is important for sales people to know their products and be able to determine their customer’s wants and
needs. By understanding how product features translate into customer benefits they can help their customers
to find the products that they need and make a sales for their company. There are different levels of
customer’s decision making also. Different products fall into these categories and depend upon the
customer’s level of experience with products. Sales people can help shorten the decision making process by
understanding these processes and their customers and help guide them to the products that best suit their
needs.
Evaluation
Informal Assessment
Instructor should observe the work ethic of individuals involved in class discussions and the independent
practice activity
Formal Assessment
Students will be evaluated on their Feature/Benefit Practice and their Product Decision Making Presentation.
Students will also be assessed on their use of the word processing skills and the neatness, formatting,
grammar and spelling of their resumes.
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Enrichment
Extension
Product Feature/Benefit Chart
Students will choose five products that they wish to research. They will create a digital presentation that explains the
feature and benefits of each product and what type of customer decision making process would most likely be used for
that product. These products should be a mix of retail products and business to business products.
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Preparing for the Sale
Marketing Dynamics
Marketing
Independent Practice
Customer Decision Making Presentation
Create a digital presentation describing the categories of decision making discussed in the classroom.
The presentation should contain the following elements:
1. Categories of decision making
2. Criteria for decision making
3. List Five Products for each category of decision making
4. Explain why you picked the products as examples of decision making
The presentation MUST meet the following requirements:
• 8-10 Slides
• Use multiple transitions and layouts
• Creative use of images throughout the presentation
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Preparing for the Sale
Marketing Dynamics
Marketing
Independent Practice
Decision Making Presentation Rubric
Elements
Excellent
Up to 20 points
Needs
Improvement
Up to 10 Points
Multiple transitions Some transitions
A single transitions
between slides and
between slides and between slides and
build effects
build effects
no build effects
Picture on each slide 6-8 pictures in
4-6 pictures in
relevant to the
presentation
presentation
content
relevant to content relevant to content
All categories three All three categories All three categories
categories of
are listed and some are listed but little
customer decision
explanation is given or no explanation is
making is listed and
provided
explained in detail
Five products are
Five products are
Three or more
provided for each
provided but
products are listed.
category with an
explanation is
explanation of each limited
Student is dressed
Student is dressed
Student is dressed
as a business
as business
in casual clothing
professional.
professional.
and speaks with
Student speaks with Student speaks
some knowledge of
confidence and
with knowledge of information.
knowledge of
information.
information.
Use of fonts and
creative layouts
Pictures
Decision Making
Categories
Products Covered
Presentation of
information
Good
Up to 15 Points
Total: _____________
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Score