MARKETING EDUCATIONLEARNING PLAN

COURSE- Sales and Marketing

APPROXIMATE # OF DAYS: 10 Days

CONCEPT/TOPIC: The Selling Process

Instructional Area(s): Selling, Customer Relationship, Information Management, Emotional Intelligence, Communications, Human Resources.

Performance Elements: 1. Employ sales processes and techniques to enhance customer relationships and to increase the likelihood of making a sale.

2. Acquire product knowledge to communicate product benefits and to ensure appropriateness of the product for the customer.

3. Employ sales processes and techniques to enhance customer relationships and to increase the likelihoodof the sale.

Marketing Standards (Measurement Criteria) to be assessed:

Explain the Nature and Scope of the selling process (SE: 048) (CS)Explain the role of customer service as a component selling relationships (SE: 076) (CS)Acquire product information for use in selling (SE:062) (CS)*Analyze product information to identify product features and benefits (SE: 109) (SP)Explain the selling process (SE 48) (CS)Discuss motivational theories that impact buying behavior.

Marketing Essentials Book, ComputersRESOURCES

Teacher StudentTanya Torres-SteenComputer Lab and Printers

Human ResourcesGuest Speakers

Marketing Essentials TextComputer AccessJump Drive

PROCESS/ACTIVITIES

Actions To Take: (Homework, Leadership Activity, Community Service, Industry/Community Experience—job shadow, internship, etc.)

EVALUATION TECHNIQUES: Assessment Activity? Assessment Tool?

Written Sales ManualOral Sales demonstration or Employee OrientationAssessed by a Rubric (Created by Teacher)

Retail Sales Manual

Project Summary

Students will be required to complete a sales manual and perform a sales presentation. The written sales manual must be word processed with a 12pt font, formatted professionally, and include the following items: title page, table of contents, feature benefit chart, pre-approach section, approach section, determining needs section, handling objections section, closing step, suggestion selling, and conclusion. Each section in the sales manual should have a dividing page with and appropriate illustration. Pages may be double-spaced for attractiveness.

Once the written sales manual is completed the students must prepare for their sales presentation, based on the product they chose for their sales manual.

This project is based solely on implementing communication strategies by identifying the objective and purpose of communication in sales.

Project

Day 1The sales project is introduced and students understand the importance of communication in personal selling. Students are introduced to the unit of sales which includes a lecture on the following steps of a sale: pre-approach, determining needs, handling objections, closing, suggestion selling, follow-up and relationship marketing.

Students understand the need for a feature benefit chart and are provided with an example (e.g. page 177 of the Marketing Essentials book). For homework, students need to select a product of their choice to be used for the sales manual. Products must be real and viable (e.g. electronics, bikes, cars, etc.)

Day 2At the beginning of class, the instructor should review the need for a feature benefit chart and the steps of a sale. Once clarifying questions have been answered, then students should begin the project.

Students need to create a feature benefit chart for the product they have chosen. Instructor needs to go over student draft and then students can proceed to the following steps of the sales manual.

Students should begin the pre-approach section of the sales manual. Students must identify the selling situation as retail. Then discuss how a sales person should prepare to sell the product. Students must proved specific examples and polices for their selling situation.*

Day 3The instructor needs to check student status on the beginning of the project and answer any clarifying questions.

Students should begin the approach section of the sales manual. Students must explain how to approach a customer properly and provide a few suggested sample approaches in dialog form.

Students need to begin the determining needs section of the sales manual. Within this section, they need to include a brief description of the importance of this step and the techniques used in it. Prepare a list of ten questions that could be used to determine a customer’s needs. Begin with general questions regarding indented use and previous experience. End with specific questions about the particular features of the product, such as cooler, size, design, and quantity desired. Questions should be based upon the feature benefit chart that was created on Day 2.*

Day 4Once students complete the determining needs section, they should continue through the handling objections section. Students need to explain the importance of this step. Students must also include an objections analysis sheet for the product used in the feature benefit chart.

Students need to begin the closing step section. Students must include discussions of the step0s importance and timing. They will write four different dialogs to demonstrate when and how to close the sale for the product. Each dialog must demonstrate a different specialized closing method.*

Day 5Students will begin the suggestion-selling section. They will write and introduction for the suggestion selling step of a sale. Include discussions of the step’s importance and timing. The student will list all of the related merchandise that can be used for suggestion selling with the selected product. They will write exactly what should be said to suggest one of the related items of merchandise. Students need to follow all the rules for suggestion selling.*

Day 6Students are to write the conclusion for the sales project. In this section students are to stress the importance of relationship marketing.*

Day 7This day should be set aside for students to word process the rest of their sales project, and design their title page, table of contents, and divider pages. Students should find appropriate graphics and include them to add a professional touch.

Day 8The students should have their sales manual completed and be preparing for their sales presentation. Student should sign up for one of the two days assigned to make presentations. Students must be allowed time for practice presentations.

Day 9Student presentations begin.

Day 10 Student presentations concluded.

*Instructor must allow computer time for students to work on word processing.

Assessment

Performance Indicator