Sales
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand how to determine client needs and wants
and respond through planned, personalized communication to influence purchase decisions and
enhance future business opportunities.
Specific Objective
• Students will acquire an understanding of the scope and nature of the sales process.
• Students will understand the role that employees play in the sales process.
• Students will be able to diagram the sales process and identify techniques that enhance customer
relationships.
• Students will prepare and deliver sales presentations.
Terms
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Personal selling- The direct contact that takes place between a salesperson and a customer.
Pre-approach- Preparation taken to get ready for personal selling situations
Suggestive selling- A technique used to sale additional products to the customer.
Customer benefits- Satisfaction or benefits the customer receives for a good or service.
Sales quotas- Sales goals set for the employee by the company’s management to help improve
employee motivation to increase sales.
Sales records- The documented records of sales history. Helpful to store management to track
what items are selling and what salespeople are being most effective.
Time
When taught as written, this lesson should take two to three days to teach.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and skills.
(13) The student knows that private enterprise is based on independent decisions by businesses
and consumers. The student is expected to:
(A) explain ways to increase productivity and profit.
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(29) The students knows methods to determine client needs and wants and responds through
planned, personalized communication to influence purchase decisions and enhance future
business opportunities.
(A) acquire a foundational knowledge of selling to understand its nature and scope;
(B) explain how product knowledge is essential to communicate product benefits to
ensure appropriateness of product for the customer;
(C) diagram sales processes and techniques to enhance customer relationships and to
increase the likelihood of making sales; and
(D) prepare and deliver a sales presentation.
(30) The student knows the important role each employee plays in providing exceptional
customer service. The student is expected to:
(B) describe how customer service and follow-up are major factors for success in
marketing; and
(C) demonstrate effective communication with customers to foster positive relationships
that enhance company image.
(31) The student demonstrates the management of selling activities. The student is expected to:
(A) explain sales and financial quotas;
(B) identify types of information contained in sales records; and
(C) exhibit proper procedures for maintaining sales records.
Interdisciplinary Correlations:
§110.31 English I, II, III
(b) Knowledge and skills.
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related
texts to communicate ideas and information to specific audiences for specific purposes. Students are
expected to:
(B) write procedural or work-related documents (e.g., instructions, e-mails,
correspondence, memos, project plans) that include:
(i) organized and accurately conveyed information; and
(ii) reader-friendly formatting techniques;
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Sales Manager
O*Net Number: 11-2022.00
Reported Job Titles: Director of Sales, District Sales Manager, General Manager, Regional Sales Manager, Sales
and Marketing Vice President, Sales Manager, Sales Representative, Sales Supervisor, Store Manager, Vice
President of Sales
Tasks:
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Resolve customer complaints regarding sales and service.
Plan and direct staffing, training, and performance evaluations to develop and control sales and
service programs.
Monitor customer preferences to determine focus of sales efforts.
Prepare budgets and approve budget expenditures.
Soft Skills: Speaking, Active Listening, Social Perception, Persuasion, Coordination
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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 (cte.unt.edu).
Preparation
 Review and familiarize yourself with the terminology.
 Have materials ready prior to the start of the lesson.
References:
Textbook:
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills: McGraw-Hill Companies.
Online:
http://www.onetonline.org
Instructional Aids
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Textbook
Lesson Presentation
Instructor Computer/Projection Unit
Online Websites
Introduction
The main purpose of this lesson is to help students understand:
 Sales process
 Roles of a sales person
Ask students to recall their most memorable sales experience.
Ask students how the salesperson played a role in the particular experience.
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Outline
MI
Outline
I. Terms
 Personal selling- The direct contact that takes
place between a salesperson and a
customer.
 Pre-approach- Preparation taken to get ready
for personal selling situations
 Suggestive selling- A technique used to sale
additional products to the customer.
 Customer benefits- Satisfaction or benefits the
customer receives for a good or service.
 Sales quotas- Sales goals set for the employee
by the company’s management to help
improve employee motivation to increase
sales.
 Sales records- The documented records of
sales history. Helpful to store management
to track what items are selling and what
salespeople are being most effective.
II. Sales Process
III. Pre-approach
A. Product Knowledge
IV. Approaching Customer
A. Determine needs
V. Product Promotion
A. displays
B. Promotional materials
C. Demonstrations
D. Overcoming objectives
VI. Closing and Recoding Sales
A. Suggestive selling
B. Sales
C. Sales record
D. Sales quota
VII. Qualities of a salesperson
a. Product knowledge
b. Understands sales process
c. Follow up
VIII. Guided Practice
IX. Independent Practice
Notes
Use presentation as visual
aide. Have students record
vocabulary terms and
meanings.
Discuss the steps in the
sales process using the PP
and resources listed. Have
students record the steps in
their notes.
Discuss the purpose of
equipping the sales people
with product knowledge
using the presentation and
resources listed.
Discuss how to approach a
customer and how to
determine customer needs
using the PP and resources
listed.
Discuss the styles and
purposes of product
promotion.
Discuss process for closing a
sale, how to record the sale,
and explain sales quota.
Discuss the qualities that
make a productive
salesperson.
Allow students 10 minutes
to complete guided
practice.
Allow students time to
complete independent
practice.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will recall previous purchasing experiences and note the traits of the sales person. Students will share
their experiences within small groups or with the class to find similarities in characteristics.
Independent Practice
Students will create a diagram charting the steps of the sales process using magazine pictures or
drawing.
Summary
Review
1. What are the steps in the sales process?
2. What roles do employees play in the sales process?
3. Identify techniques that enhance customer relationships.
Evaluation
Informal Assessment
Teacher will evaluate student participation throughout the discussion process and contribution to the guided
practice activity. Teacher will observe students by walking the classroom during research time and discussions.
Formal Assessment
Students will be evaluated on their sales diagram presentation using the attached rubric.
Enrichment
Extension
Integrate writing skills: Students will develop a sales script to promote their favorite product to a
classmate.
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Sales Process Steps
Objective: Create a poster or digital presentation with examples of the sales process. Find pictures of
interactions within each step of the sales process. Use creative images and include key terms for each
stage of the process.
Approaching
Customer
Determining
Needs
Presenting the
Product
Overcoming
Objections
Closing the
Sale
Suggestion
Selling
Relationship
Building
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Assignment Rubric
CATEGORY
21 to 25 points
Makes excellent use of
font, color, graphics,
Attractiveness
effects, etc. to enhance
the diagram.
16 to 20 points
11 to 15 points
0 to 10 points
Makes good use of font,
color, graphics, effects,
etc. to enhance to
diagram.
Makes use of some font,
Did not use fonts, colors,
color, graphics, effects, etc.
graphics, effects etc. to
but occasionally these
enhance the content.
detract from the content.
Three or fewer
misspellings and/or
mechanical errors.
Four misspellings and/or
grammatical errors.
Mechanics
No misspellings or
grammatical errors.
Content
Covers topic in-depth with Includes essential
details and examples.
knowledge about the
Subject knowledge is
topic. Subject knowledge
excellent.
appears to be good.
Delivery
Presentation was not
Presentation was
Presentation was practiced
practiced but student
practiced and student was and student seemed
seemed somewhat
well prepared.
somewhat prepared.
prepared..
More than 4 errors in
spelling or grammar.
Includes essential
information about the topic Content is minimal OR there
but there are 1-2 factual
are several factual errors.
errors.
Presentation was not
practiced and student did
not seem prepared.
Total Points
Earned
Total Score ________
Maximum 100 Points
7
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