Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
A3-11
DETAILED TEACHING GUIDE TO PRESENTING PARTNERSHIP SELLING
Minimum class time to complete all four parts of the simulation will be seven, 55-minute
sessions. Instructors wishing to expand on specific topics and complete optional assignments
may spend five to seven additional class hours. Instructors using videotaping may spend
additional class time or may have students videotape presentations during nonclass time.
Part 1—Teaching Guide
Part 1 Developing a Sales Oriented Product Strategy (Make copies of I16)
Session I
1. (20 minutes) Read through the Introduction (see T422—“T” means Text and “I
means” Instructor’s Manual page #’s) with students. Also, read through
the first paragraph of Employment Memorandum 1 on T463. Assign
students to read all material through T461 and then complete the
assignment on T459—the Customer Service Sales Memorandum from T.
J. McKee.
2. (20 minutes) Discuss Product Strategy Information. Define (see Glossary) a
feature and a benefit. Describe to students the features, including pricing,
which will be entered on the sales proposal form T461, and that the sales
letter T462 should include specific customer benefits. Instruct students to
go to the www.pearsonhighered.com/manning website and click on the
Park Shores website and the “Electronic Sales Proposal” link. Explain that
they can use this software to create the sales proposal or they can write it
out using the form on T461-462. Inform students that the Park Shores is a
value-added product and that it is not a low price product. Also, advise
students that the convention industry is a mature and well-established
market, and that they will need to stress the competitive advantages of the
Park Shores, plus prepare excellent materials. Let them know that they
will be taking a quiz I16 on Park Shores product knowledge at the
beginning of the next class.
A3-12
Session II
1. (10 minutes) Administer “Product Strategy Assessment Quiz.” Have copies made of
I16.
2. (15 minutes) Discuss buying conditions, proof devices, and feature benefits.
3. (15 minutes) Instruct students to hand in the Sales Proposal and Sales Letter. Discuss
Sales Proposal Worksheet, that is, product selection and pricing (see 12
for answer key).
4. (15 minutes) Discuss Sales Letter (see P12 and TI13 for answer key). Inform students
that poor grammar, misspelled words, or poor appearance on a letter of
sales’ proposal will likely have an adverse effect on your customer’s
buying behavior—especially in a highly competitive, mature, and well-
established market. Talk about the fact that most of your competitors (see
T439) could provide a solution to B. H. Rivera’s needs. Stimulate a
discussion on the fact that the only thing B. H. can’t get from any of the
competitors would be you as their expert partner. Correct sales proposal
and letter, grade, and hand back.
MINIMUM CLASS TIME REQUIRED TO COMPLETE PART 1: 110 MINUTES
Additional Considerations for Presenting Part I
1. Discuss with students the extremely competitive convention center market in which they
are working. (Refer to the Metro Area Competitive Survey T441 and discuss the hotel/motel
convention centers that could meet or exceed B. H. Rivera’s needs at a very competitive
price.) Indicate that this kind of competition exists in most markets today with the product
explosion that has occurred in the last ten to 15 years. Discuss the fact that with many look-
alike products available, the distinguishing factor in the sale may be the salesperson and the
quality of the relationship, information, and customer service supplied to the customer.
2. Instruct students in “total quality management (TQM)” by discussing the Glossary of
Total Quality Customer Service (T428). Inform them that Partnership Selling is the “total
quality approach to service customers” and that TQM has been proven as a way to increase
market share and profits especially in a mature marketplace. (Use Japanese Cars as an
A3-13
example.) Throughout the simulation, use the acronyms when student work demonstrated
either outstanding quality or low quality. For example, if students make errors on their PONC
(rice of nonconformance), in describing Partnership Selling, use the acronyms QES (quality
education system) and QIP (quality improvement process). When discussing the value-added
aspect of a good salesperson, use YOU, and when discussing salaries, commissions, and
personal satisfaction, use WIIFM (What’s In It for me?).
3. Indicate that the Sales Proposal contains specific product features or facts. Discuss the
importance of using benefit statements in the letter to position the competitive advantages of
the convention center. Point out that a sales presentation needs to contain specific benefit
statements just like the sales letter does. Discuss the importance of describing specific
features and benefits versus general features and benefits. Relate this to the specific features
identified on the Sales Proposal.
4. Students will notice they do not have all the information needed to completely fill out
their Sales Proposal. For some reason, T. J. McKee did not discover the kind of meeting nor
the specific dates for the meeting. Discuss possible reasons for this, that is, maybe T. J. did
not ask, did not take notes and possibly forgot, or maybe B. H. Rivera did not know or did
not wish to give out that information at that time. In any event, discuss the importance of
asking good questions, taking notes, and getting as much pertinent information as possible
(DIRFT). Refer students to Role-Play 2, and indicate they will need to make sure to ask good
questions and secure all the information they need to satisfy their customer’s needs (POC and
COQ).
5. Discuss at length B. H. Rivera’s perception of the letter with misspelled words,
incomplete information on the Sales Proposal, or poor grammar or sentence construction
(COG). Could this create selective perception problems? Relate this discussion to Maslow’s
Hierarchy of Needs—especially the problem of insecurity. Compare the issue of misspelled
words with a poor personal appearance in a person-to-person presentation. Question what B.
H. Rivera’s reaction might be to receiving a proposal from a sales trainee after talking with
the sales manager. Relate this to the influence of roles and reference groups. Discuss the
importance of Toni Bush as part of B. H. Rivera’s role influences and reference groups. Ask
A3-14
the question about cultural influence with B. H. Rivera. Talk about the existence of rational
and emotional buying motives in this selling situation. Relate all of the above issues to the
importance of having a general understanding of buyer behavior and “total quality
management.”
6. Discuss the size of this order and relate this to the amount of sales volume the Position
Description identified. Ask the question, “How many prospects would be needed to achieve
this sales volume?” Note the Post Script on the bottom of Employment Memorandum 2.
Discuss the importance of getting repeat sales with TQM and the effect it has on the number
of prospects a salesperson must have to succeed. Raise the question of how many prospects,
like B. H., would be needed with the potential repeat business indicated in the Post Script.
Refer to the Reggie Regan letter and question how many prospects would be needed if they
purchased conventions like Reggie did. Talk about the importance of having an automated
prospecting system to keep track of all prospect activities. Discuss how much time will take
to get B. H.’s future sales versus getting the first one. Relate this to how top sales people earn
large incomes. Think of methods salespeople could use to locate new prospects in the
convention industry.
7. Use your imagination to relate the product, customer, relationship, and sales issues in Part
1 to other issues you have covered in class.
A3-15
COMPLETED PARK SHORES B. H. RIVERA SALES PROPOSAL FORM
Park Shores Resort and Convention Center
Sales Proposal
Customer Name: B. H. Rivera Title: President
Organization Name: Graphic Forms Telephone: 314-619-4879
Address: 2134 Martin Luther King Drive, Atlanta, GA 61740
Dates of Meetings: Friday and Saturday
Kinds of Meetings: Not available
Buying Conditions (Needs):
1. Ten Single Guest Rooms for two nights--Friday and Saturday. Meeting room for 20 people, classroom style,
Friday and Saturday from 2 to 6 pm. 3. Dinner for 20, served banquet style at 6 p.m. each night. 4. Friday, Sliced
Pork Loin. 5. Saturday: Broiled Orange Roughy. 6. Want a swimming pool.
A. Meal Functions Needed
Time
Description
Quantity
Price
Total Cost
Meal 1
6:00 p.m.
Sliced Pork Loin Fri. Banquet Style
20
$58.00
$1160.00
Meal 2
6:00 p.m.
Orange Roughy Sat. Banquet Style
20
$48.00
$960.00
Other
Set Up Fees both nights
2
$25.00
$50.00
Total: $2170.00
Sales Tax: $86.80
Service Charge: $347.20
Total Meal Cost: $2604.00
B. Meeting and Banquet Rooms and Equipment Needed
Description (time, date, equipment, etc.)
Cost
1 Central Park East Meeting Room Friday and Saturday 2–6 p.m.
$0.00
2. Central Park West for Banquet Meals Fri. and Sat. 6 p.m.
$0.00
$0.00
Total: $0.00
ales Tax: $0.00
Total Meeting/Banquet Rooms and Equipment Charges: $0.00
C. Guest Rooms Needed
Number of
Rooms Needed
Number of
Days Needed
Description (dates, locations,
special conditions)
Group Rate Per
Room
Total Cost
10
1
Single Guest Rooms for Friday night
$159.00
$1590.00
10
1
Single Guest Rooms for Saturday
night
$159.00
$1590.00
Total: $3180
Room Tax: $254.40
Sales Tax: $127.20
Total Guest Room Charges: $3561.60
D. Total Customer Costs (from above)
A. $2604.00 plus B. $0.00 plus C. $3561.60 equals Total Charges: $6165.60
________________________________________________
__________________________________________________
Authorized Park Shores Signature Date Customer Signature
Date______________________________ ___________________________________________________
Title Title
A3-16
SAMPLE PARK SHORES COVER LETTER TO B.H. RIVERA
Park Shores Resort and Convention Center
XXXXXX XX, 20XX
B.H. Rivera, President
Graphic Forms
2134 Martin Luther King Drive
Atlanta, GA 61740
Dear Ms. Rivera:
Thank you for considering us for your upcoming meeting. T. J. McKee, our sales manager asked
me to prepare a proposal and send it to you. I have prepared your proposal based on the
information you and T. J. visited about on the telephone (see the Buying Conditions section of
the enclosed proposal).
As you may already know from Toni Bush, whom we have worked with many times we just
completed a $4.8 million renovation. You will find our guest rooms and meeting rooms to be
provide an outstanding facility for your meeting. I will call you shortly after you receive this
proposal to answer any questions. If you have specific dates selected for your meeting, we could
proceed to confirm those on our calendar so we can guarantee our rooms and meals. In the
meantime, please feel free to call me. I look forward to working with you.
Respectfully submitted,
Park Shore Account Executive
Enclosures: Park Shores Sales Proposal, Guest and Meeting Room Photos, Pool Area Photo,
Floor Plan for Meeting Rooms, Dinner Menu Selections
706 Grand Avenue, Mission Beach, CA 92108
949-225-0925 Fax: 949-225-938
A3-17
ASSESSMENT
B. H. RIVERA SALES LETTER Name_________________________
LAYOUT (0–6)
(Appropriate business letter style appearance,
i.e., inside address, salutation, paragraphing,
complimentary close, margins, spacing.)
See letter p. xxx for example
______________
TYPED (0–3)
(Letter perfect with no errors.)
______________
THANK YOU (0–1)
(Should be contained in first paragraph—
thanking client for contacting the Park Shores.)
______________
BUYING CONDITIONS (0–4)
(All four should be reviewed in letter, or
reference should be made to them in the sales
proposal.)
______________
FEATURES/BENEFITS (0–12)
(Should contain at least four specific benefit
statements regarding B. H. Rivera’s specific
buying conditions. Benefit statements should
be positive and position Park Shores as a
unique solution.)
______________
FUTURE CONTACT (0–2)
(Should contain a statement about salesperson
following up this with a telephone call.)
______________
ENCLOSURES (0–5)
(Should contain at least five proof devices.)
1.
2.
3.
4.
5.
______________
GRAMMAR AND STYLE (0–2)
(Letter is clear and concise. Sentences read
well. Letter is upbeat.)
______________
TOTAL POINTS (0–35)
______________
A3-18
Salesperson’s Name___________________
PRODUCT STRATEGY ASSESSMENT
Your Product
T F
1. Has just gone through a $4.8 million renovation.
T F
2. Appeals to low price strategy as opposed to higher value-added pricing strategy.
T F
3. Would be considered a new and emerging product.
T F
4. Is subject to sales tax only.
T F
5. Offers courtesy van transportation from the airport.
T F
6. Have 300 free parking spaces available.
T F
7. Has low priced coffee available in the lobby each morning?
T F
8. Includes Ricardo Guido, an award-winning hotel/motel convention center manager.
T F
9. Includes an award-winning renovation given by the American Society of Interior
Decorating (ASID).
T F
10. Includes, for a small charge, two luxurious suites for groups of 40 or more.
T F
11. Includes a very large outdoor pool, sundeck, sauna, whirlpool, and exercise room.
T F
12. Includes all nonsmoking rooms.
T F
13. Offers a significant savings for groups.
T F
14. Includes a 15 percent service charge on all foods and beverages.
T F
15. Offers a savings up to $14 a day on parking.
T F
16. Strategy includes preparing a sales letter that includes the features or facts related
to your proposal.
T F
17. Strategy involves explaining each proof device with only a feature statement.
T F
18. Strategy includes preparing a sales proposal that becomes a legally enforceable
contract when signed.
T F
19. Pricing indicates that a $50 set-up fee will be charged for each group meal function
for 25 persons or less.
T F
20. Pricing indicates that the Marriott is significantly ($10 or more) higher for single
guest rooms.
21. Define a feature.
22. Define a benefit.
RETURN THIS FORM TO YOUR INSTRUCTOR.
A3-19
Copyright © 2018 Pearson Education, Inc.
Salesperson’s Name________KEY________
PRODUCT STRATEGY ASSESSMENT
RETURN THIS FORM TO YOUR INSTRUCTOR.
A3-20
Part II—Teaching Guide
Part II Role-plays 1A and 1B, Developing a Relationship Strategy for Selling T462 and T463
(Make copies of I22, I26, I24, and I28, “T” refers to Text and “I” refers to Inst. Manual page #’s)
Session 1—Preparation
1. (30 minutes) Read through Employment Memorandum 2, T424. Discuss the three
challenges of developing partnering style relationships in selling today
Explain that three challenges are represented in the three calls they will be
making in Sales Memoranda 1, 2, and 3.
2. (10 minutes) Discuss the need to establish a good relationship. Discuss the three
conversational strategies to enhance relationships—compliments,
comments on here and now observations, and search for mutual
acquaintances and/or interests. Use Partnering Model I.
3. (15 minutes) Divide the class into two equal size groups. Assign one-half of class to
Category A Association Accounts and one-half to Category B Corporate
Accounts. Explain that each category involves a different market/customer
buying situation and that students will remain in Category A or B for
Role-Plays 1, 2, and 3. Direct students to Instructions for Role-Plays 1A
and 1B. Assign students to prepare social and business contact strategies
for making their first sales call, and to research or Google items of interest
to their customer. Before the next session, assign students to read General
Instructions for Role-Plays (T423), and study Assessment Form 1 (T467).
Session II—Presentation
1. (10 minutes) Pair a salesperson with a customer. Distribute and explain Customer
Instructions I22 for Role-Play 1A to Customer Group B.
2. (13 minutes) Assign salespeople complete T464 Role-Play 1A.
3. (7 minutes) Collect customer instructions immediately. Distribute salesperson
assessment form 1A I24, and direct customer to Assessment Form 1 T467.
Collect assessment forms for grading.
4. (20 minutes) Complete Role-Play 1B by having students switch roles and follow items
1–3 above using Customer Forms I26 and T465 and Salesperson Form
T463.
5. (5 minutes) Discuss student reactions and assign Sales Memorandum 2A and 2B
(T464 and T465).
MINIMUM CLASS TIME NEEDED TO COMPLETE PART II: 110 minutes
