Course Title: E-tailing /Retailing Unit 8, Lesson 2
Session Title: The Sales Process: The Presentation
Performance Objective:
After completing this lesson, the student will be able to demonstrate how to present the product in a retail setting using feature benefit selling and how to effectively overcome the most common objections.
Approximate Time:
When taught as written, this lesson should take approximately 4 days to complete on a 7 period day schedule if all activities are completed.
Specific Objectives:
•
The student will explain the three steps in the presentation stage.
•
The student will identify sources of product knowledge.
•
The student will identify the difference between a feature and a benefit.
•
The student will demonstrate how to effectively overcome objections using the six most common methods.
TERMS
Feature -The physical description of a product.
Benefit -What a customer gets out of it.
Objection -Genuine concern about the product that could prevent the customer from buying.
Empathy -Empathy means to understand how a customer feels.
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.
130.345 C (22) The student knows the selling process.
(A) Illustrate the importance of product and service knowledge when presenting sales demonstrations;
(B) Prepare and deliver a sales presentation.
130.45 C (8) The student communicates interpersonal skills, reports findings to others, and integrates listening, reading, speaking, writing, and nonverbal communication skills effectively.
(B) Communicate effectively in a retail setting.
(C) Observe audience reaction and adjust response strategies and adjust presentation such as pace, tone, vocabulary, and body language to suite the audience.
(D) Use effective verbal and nonverbal response strategies to adjust the message in response to audience's facial expressions and body language.
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Interdisciplinary Correlations:
English:
110.31 (b)(22)(B)
…evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity…
110.31 (b)(23)(D)
…use a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research…
110.32 (b)(24)(B)
….follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes….
Occupational Correlation (O*Net - http://www.onetonline.org/ )
Retail Salesperson 11-2021.00
Similar Job Titles: Sales Associate, Sales Consultant, Customer Assistant, Clerk, Sales
Representative, Design Consultant
Tasks:
Greet customers and ascertain what each customer wants or needs.
(Soft) Skills:
Deductive reasoning; Written comprehension; Problem sensitivity; Originality
Teacher Preparation:
Teacher will review the terms in the outline, presentation slides and websites to become familiar with lesson.
Teacher should locate and evaluate various resources and websites before the lesson.
References:
Marketing Dynamics, First Edition, Clark, Sobel, Basteri, Goodheart-Wilcox Publishing Company
Instructional Aids:
1. RE8.2-AP presentation
2. Marketing Dynamics, First Edition
3. A large paper grocery sack and a roll of toilet paper
4. Product such as a computer, backpack, purse, cell phone
Materials Needed:
1. RE8.2-AP presentation
2. RE 8.2.1terms:The Sales Process: The Approach vocabulary scramble handout
3. Feature benefit chart assignment
Equipment Needed:
1. Computer with presentation program, Internet access & projector
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2. Computer for students to research product
3. Props for role play (optional)
Learner Preparation:
Before class read over notes and outline and obtain a large grocery paper sack, not plastic, and a roll of toilet paper.
Introduction
Introduction (LSI Quadrant I):
Ask your class who thinks they are a good salesperson and ask them to volunteer for a sales demonstration. (Have a student in mind who is always very persuasive and confident). Have him/her step outside of the room and make sure they cannot see into the room.
Show the rest of the class the grocery bag and take out the toilet paper. Then put it back in the sack. Tell the students they are to ask the salesperson about the item they are selling such as:
What colors does it come in? Is it durable? Recyclable? How much does it cost? They are not to disclose the contents of the bag. They catch on real quick.
Ask the student to come back in the room. Have that student try to sell the item in the sack without looking at it or picking up the sack. Tell the class to begin asking questions. Let this go on for a while. The class will begin to laugh and the student will become either more confident or uncomfortable. Show the student the contents of the sack.
Ask the student: How easy was it to sell an item you were unfamiliar with?
Ask the class: Did you have confidence in the salesperson’s ability to help you make a good buying decision?
Say: It’s very difficult to sell any product when you are unfamiliar with it. The customer quickly loses confidence and trust in the salesperson. That is why it is important to become very familiar with the product you sell.
Outline
Outline (LSI Quadrant II):
Instructors can use the presentation program/software slides, handouts, and websites in conjunction with the following outline.
MI Outline Notes to Instructor
I . The presentation –Three steps in the presentation stage a. Selecting the product b. Presenting the product c. Handling objections
Use presentation and video clips as aid.
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A. Selecting the product - Extensive product knowledge is key to selecting the product best suited for a customer’s needs.
1) Three ways to gain knowledge about a product or service: a) Formal training: A traditional classroom setting, online training, a manufacturer’s representative workshop, annual sales meetings. b) Informal training: Having a manager walk a salesperson around the floor, or sales representative visiting the store for a quick overview of new products. c) On your own: Through experience with the product itself; printed sources: brochures or corporate material; trade & consumer publications; samples, catalogs, etc.; the internet: product review sites, and manufacturer sites. Customers who use your product are an excellent source.
2) Select a product that meets the needs of your customer: a) Show requested product first. b) Show the most popular item first. c) Show the middle price range first. d) Show only 2 or 3 items at a time. e) Remove rejected products quickly.
B. Presenting the product - The key to presenting the product to your customer is to sell its benefits: a) Feature- the physical description of the product. b) Benefit- what a customer gets out of it. c) The feature benefit chart is a tool developed from the user’s point of view. d) Demonstrate features by showing the customer. e) Get the product in the customer’s hands.
Use presentation program/ software as aid.
Tell students that companies usually offer annual sales training for their sales staff.
Customers who use products are an excellent source of product knowledge as well as actually using the product yourself.
Tell students that if no request is made, show the product that seems most likely to fit the customer’s needs.
Use presentation program/ software as aid.
Show student the product you chose.
Point out the features of a product. Explain that the features can be considered technical jargon and what salespeople really want to sell are benefits. Explain the benefits of the product.
Salespeople develop a tool called the feature benefit chart developed from the user’s point of view.
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C. Customer responses Once the product is presented, the customer will respond by either asking more questions or will be ready to purchase.
Some typical responses: a) Questions b) Excuses c) Objections – genuine concern about the product that could prevent the customer from buying. Categories of objections: a. Fear b. Price c. Timing
D.
Handling objections – When a customer brings up an objection, listen, pause and empathize, paraphrase and answer. Empathize means to show you understand how the customer feels.
(1) six ways to handle the most common objections:
Boomerang -Takes an objection and turns it into an advantage.
Demonstration -Demonstrate a feature that answers a question.
Direct Denial –This actually proves the customer’s statement as being incorrect. Be careful not to insult the customer with this strategy.
Question –This technique is used to ask the customer more about the objection and to turn that objection into a solution.
Third party –This provides proof from another customer who had a similar objection in the form of a letter or documented proof.
Yes, but –Validate the objection and present a feature that offsets that objection.
Use presentation program/ software as aid.
Tell students it takes practice to learn the difference between objections and excuses.
Give the students the following examples of handling objections:
Boomerang: This coat is very light, how will it keep me warm on the ski slopes?”
“Actually, this coat is made out of a new advanced fiber that is so lightweight but has properties that make it hold heat and keep you warm while allowing you to move about freely without all the bulk of a heavier, polyfiber jacket.”
Demonstration:
SEEING IS
BELIEVING here.
“This camera seems so complicated…is it difficult to use”?
“Not at all. Here, let me show how easy it is to just point and shoot... Now, let’s have you try it out for yourself. Just align the object in the viewfinder and click this button… “
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Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intra- personal
Inter- personal
Naturalist Existentialist
Application
Guided Practice (LSI Quadrant III):
To emphasize the importance of observing, show students pictures of customers in magazine ads in a rapid-fire session. Tell students to select a partner. Show about 5 pictures in 2 second intervals and ask them to recall what they observed in the pictures about the customer and share that with their partner. What observations were similar and what observations were different?
Play a game of telephone to emphasize the importance of listening. Have students sit in a circle.
Make up a story and share it with one of the students and ask the students to share it with the next student and so on. The story should come full circle. Ask the last student to tell the story out loud.
Then re-tell the original story. What does this demonstrate about listening to details?
Independent Practice (LSI Quadrant III):
Choose any or all of the following activities:
1. The Sales Process- Stage 2: The Presentation Vocabulary match
2. Feature benefit chart
The Sales Process-Stage 2: The Presentation Vocabulary match: Each student should complete the stage 2 presentation terms matching activity to build vocabulary and comprehension.
The feature benefit chart: Have each student select and research a product and create a feature benefit chart. Some products that work well are cars, cell phones and computers.
Summary
Review (LSI Quadrants I and IV):
Question: What is the importance of the approach in a retail setting?
Question: What are the three ways to approach a customer?
Question: How do you determine the needs of your customer?
Evaluation
Informal Assessment (LSI Quadrant III):
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Instructor should observe the work ethic of individuals involved in class discussions and the independent practice activities. Check progress of individuals in the group activities and provide verbal feedback.
Formal Assessment (LSI Quadrant III, IV):
Use The Sales Process-Stage 2: The Presentation Vocabulary match KEY to evaluate student knowledge of selling terms.
Use the rubric to evaluate each feature - benefit chart.
Extension
Extension/Enrichment (LSI Quadrant IV):
1. Have students create infomercials and focus on demonstrating product features or have students bring in items from home that they have purchased and demonstrate the features in class.
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Matching:
Match the terms below to the correct definition.
1.The physical description of a product.
2. What a customer gets out of it. could prevent the customer from buying.
3. Genuine concern about the product that
4. To understand how a customer feels.
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Matching:
Match the terms below to the correct definition.
Feature
1. The physical description of a product.
Benefit 2. What a customer gets out of it.
Objection 3. Genuine concern about the product that could prevent the customer from buying.
Empathy 4. To understand how a customer feels.
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Feature-Benefit Chart Assignment
Rationale: Matching the characteristics of a product to a customer’s needs and wants is a concept called feature-benefit selling. Many people believe that customers do not buy products; rather they buy what the products will do for them.
Product Feature: A salesperson needs to learn how a product’s features will benefit the customer. Product features may be basic, physical, or extended attributes of the product or purchase. The most basic feature of a product is its intended use.
Customer Benefits: When the features of a product are developed into customer benefits, they become selling points . Customer benefits are the advantages or personal satisfaction a customer will get from a good or service. Steps:
1. Choose a product from the list below:
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Ipad
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Iphone
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Designer purse (personal choice)
•
MacBook
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5 day all inclusive Disneyland vacation
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Season tickets to a sports team
(Your choice)
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Athletic shoes (personal choice)
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Musical instrument (Your choice)
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Car (your choice)
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Catering service for an event (your choice)
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Television
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Banking services
(Your choice of items such as checking, savings account)
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Sport club membership (Your choice)
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Sports equipment (Your choice)
•
Men’s business suit or women’s formal dress (Your choice)
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Blue ray DVD player
2. Using the smart art tool, create a feature-benefit chart by choosing an appropriate layout.
3. The chart will consist of no less than 10 features and benefits.
4. Grade will be determined by the details and vivid description of the features and benefits of your chosen product, spelling & grammar.
5. Turn in your chart and include a picture of your product. Adhere to the rubric below to make sure all categories are covered.
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Feature-Benefit Chart Rubric
Category
Appropriate Chart
Points Possible
15
Points Earned Comments
10
10 or more
Features/Benefits
50
Feature/Benefit
Descriptions
10
Image of Product
15
Spelling/Grammar
100
Total Points
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