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generic alternative from a branded drug is one way to achieve this goal, as patients
normally observe doctor’s prescription.
2. Antidepressant drugs are among some of the most frequently prescribed drugs at your
clinic, but you are not willing to share this information with vendors unless you think you
can leverage that information in an ethical manner.
3. You are interested in learning about the side effects of the new drug in comparison with
existing alternatives. If there is no improvement, you will not arrange the meeting. You
are also interested in learning about the possible interaction between this drug and other
drugs that are normally prescribed for patients with depression or dysthymia (such as
mood stabilizers).
4. Encouraging your doctors to learn about new drugs (indications, side effects, possible
interactions, and dosage) has always been a challenge.
5. Although scheduling a meeting with the other clinical staff is within your authority, you
are reluctant to do so until you are convinced such a meeting will be beneficial.
Objections to Pharma Supply
1. You are very concerned about the efficacy of the generic drug that Pharma Supply
represents as it is too new to the market.
2. You say you are not the decision maker in this buying process.
3. You say your clinic is too busy this month to schedule any additional meeting.
4. You say this is not a priority on your agenda as the new clinic manager.
5. State that you have scheduled a meeting with another company, which is also launching a
generic drug in the antidepressant category.
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TRADITIONAL ROLE-PLAY EXERCISES AND FORMS
All materials for this strategy are presented in this section of the Instructor’s Manual on
pages 236-249.)
The first method in this section focuses on role-plays that emphasize consultative selling
skills. Detailed instructions and evaluation forms are provided for instructors who would like to
use consultative selling role-plays that focus on need-satisfaction selling.
The second method has students select a product they want to sell early in the course,
prepare a written sales manual, and make a formal single-call sales presentation near the end of
the course. A complete set of instructions, outline for the written manual, and evaluation forms
are provided.
The third method presented in this section involves students making several abbreviated
“mini” role-plays that focus on developing skills related to each of the six steps of a sales
presentation (Chapters 10–15). Instructions and evaluation forms are provided.
Part 4 Role-plays at the end of each part. This section includes role-play instructions
written at the end of each of the first five parts of the text. Detailed instructions are provided in
your textbook and on PAGE 250 OF THIS MANUAL.
Role-playing has become increasingly popular as a teaching method in personal selling
courses. It is one of the few ways in which a student can practice the complicated skills needed
to achieve success in real-world selling situations. Role-playing can be defined as the acting out
of a situation or an incident.
INSTRUCTIONS FOR THE
CONSULTATIVE STYLE SELLING ROLE-PLAY
A salesperson using the consultative selling approach will usually have the product mix
needed to custom fit products to meet customer needs. The sales sequence is used to discover
needs; custom fit the product, and makes presentations. In many cases, the sales cycle consists of
a multi-call presentation where needs are discovered during the first call; the product solution is
developed, and a second call is made to make the presentation. Several constraints exist when
consultative-style selling is role-played in the classroom. First, students do not normally have the
resources available to bring a product mix to class to custom fit a solution. Instead, in a typical
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classroom role-play, the student will bring in one or two products. Second, many role-plays
attempt to complete the entire sales cycle in one call in the classroom. In role-playing the
consultative sale, you must be certain that every student has the appropriate product mix or
structure a multicall scenario that allows students to find needs first and then select a product.
A solution to the constraints caused by the classroom is to structure one role-play that
focuses on the discovery of needs and buying motives, and a second one that focuses on the sales
presentation. (This approach is common in selling today.)
GUIDELINES FOR TWO-PHASE ROLE-PLAYING
1. Have half of the class act as a salesperson and the other half act as the customer.
2. Describe the salesperson’s role privately (possibly in the hallway) to the salespeople and
describe the customer’s role privately (possibly in the classroom) to the customers.
Provide student salespeople with one of the suggested need discovery role-playing
scenarios.
3. The student salesperson should prepare written general and specific survey questions
(using the Need Discovery Worksheet) to find needs and buying motives you have
assigned the customers. The salesperson should use confirmation questions to
acknowledge the understanding of each of the needs and buying motives given to the
customer.
4. When the student salesperson has discovered the buyer’s needs and buying motives,
5. All students will start their role-play at the same time, with the same information given to
both the salesperson and the customer.
6. After the first role-play, student roles should be reversed. Students who assumed the role
of a customer will now become the salesperson. Provide these students with a new
product from the selection of role-playing scenarios.
7. After all class members have assumed the role of the salesperson and completed the role–
play, instruct the students to prepare a brief written description of the second call. This
report should describe how the student plans to “custom fit” a solution that will meet the
customer’s needs. The student should describe the products and/or services that will be
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recommended during the second sales call. This assignment will prepare the student for
the second role-play.
NOTE: At the conclusion of the first role-play, encourage class discussion that
focuses on the following questions: (a) How do questions help discover customer
needs? (b) Is it important to use confirmation questions to achieve a clear
understanding between the salesperson and the customer? (c) Does the relationship
build as more questions are asked and answers are given? (d) How close will the
salesperson be to making the sale if they have done a good job of discovering the
needs and can custom fit a product to meet the needs? (e) Is asking the questions and
discovering the needs an enjoyable part of selling? (f) Is nonverbal communication
important in discovering needs?
8. Schedule the second role-play, which gives the students the opportunity to present
features and benefits of the product. During this role-play, the student should be prepared
to demonstrate the product, negotiate sales resistance, attempt one or more closes, and
service the sale.
9. These two role-playing situations will provide students with an opportunity to apply skills
learning in Chapters 10 and 11. To assess student performance throughout both role–
plays, consider using Form 10, Form 11a, and Form 11b, which are included in this
section.
SUGGESTED ROLE-PLAYING SCENARIOS
1. The selling situation, which takes place in a customer’s office, involves a need for
hotel/motel convention services. The salesperson’s directions include: (1) customer wants
to schedule a business meeting in a full-service hotel/motel convention facility owned by
your employer, the Marriott. The customer instructions include: (1) customer wants
facilities (a) for a sales meeting for his sales staff; (b) for 40 salespersons; (c) from 6 to 9
PM on the first Thursday of next month; (d) with a banquet-style meal of baked chicken;
and (e) with 10 guest rooms for out-of-town salespeople coming in for the meeting.
2. The selling situation, which takes place in the home improvement department of a Sears
store that carries windows, doors, roofing, fencing, and insulation involves the customer
coming into the store. The salesperson’s directions include: (1) customer wants to
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improve his/her home with one of the five products you carry. The customer directions
include: (1) customer wants a chain-link fence for (a) swimming pool already being
installed, (b) needs a six-foot fence for local building codes, (c) wants installation
included, (d) wants two gates for entry and exit, and (e) wants slats for privacy.
3. The selling situation, which takes place in the customer’s, office involves the need for
office furniture. The salesperson sells file cabinets, desks, chairs, conference tables, and
room dividers. Salesperson directions include: (1) customer wants to buy one of the
above products for his/her office. Customer directions include: (1) customer wants office
furniture as follows: (a) four file cabinets, (b) because business is increasing, (c) tan
colored to match office colors, (d) traditional four–drawer design, and (e) within a budget
of $800.
4. The selling situation, which takes place in a retail home improvement store involves a
customer’s purchase of one of the following five products: carpet, wallpaper, paint,
kitchen cabinets, or floor tile. Salesperson’s directions include: (1) customer wants to buy
one of the above products for his/her home. Customer directions include: (1) customer
wants to redecorate home, his/her directions include: (a) with new wallpaper in living
room, (b) for a child’s graduation party, (c) wants installation included, (d) within a
budget of $300, and (e) to go with dark green curtains.
INSTRUCTIONS FOR SINGLE-CALL ROLE-PLAY
Many instructors who teach personal selling use a single-call role-play. In a typical
situation, the student, or team of students, brings to class the product they plan to sell. The
student or team develops a sales presentation outside of class and presents it to another class
member or someone else selected to assume the role of customer.
GUIDELINES FOR SINGLE-CALL ROLE-PLAY
1. The student salesperson should select a product that costs $100 or more. They should also
bring to class sales tools such as those described in Chapter 12.
2. If the student is selling a service, then sales tools such as a portfolio, photos, graphs, and
charts are of critical importance.
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3. When creating the sales presentation, the student should use the Six-Step Presentation
Plan as a guide.
4. To assess the complete sales presentation, use Form A (to be returned to the
student) and Form B found in this section. Be sure that students have the
opportunity to see these forms before they begin planning their sales presentation.
INSTRUCTIONS FOR ROLE–PLAYING
THE SIX STEPS OF THE SALES PRESENTATION
The Six-Step Presentation Plan presented in the text includes: approaching; creating the
consultative sales presentation; conducting the sales demonstration; negotiating sales resistance;
closing the sale; and servicing the sale. You may want selected students, or every member of
class, to role-play each of these six elements.
GUIDELINES FOR ROLE-PLAYING ELEMENTS OF THE
TOTAL SALES PRESENTATION
1. You may select one or two students to role-play a specific step such as creating the
consultative sales presentation. Other members of the class should be encouraged to
observe the role-play and engage in class discussion after the role-play
2. When time permits, try to give every class member the opportunity to role-play each
element of the total sales presentation.
3. Use the appropriate role-play assessment form to evaluate the student’s performance. For
example, Form 12 should be used to assess the role-play that focuses on negotiation
of sales resistance.
4. It is suggested that students become involved in several different role-playing situations.
The rating sheets that follow can be used to assess the various role-play situations and
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ADDITIONAL TIPS ON ROLE-PLAYING
1. Provide the student presenters with feedback of their performance by giving them
completed evaluations immediately following their role-playing performance.
2. Have each group select the top presentation and recognize that student in front of the
class with a “High–Performance Salesperson Award.”
3. Use a videotape recorder to record as many presentations as time permits. To conserve
time, have students check their taped presentation out of the library or media center and
prepare a written self-evaluation. If time permits, play the tapes back in class for class
evaluations.
4. Have students prepare a written sales manual (see Part 3) to preplan their sales
presentation.
5. Suggest students select products they have knowledge of or can get; that they bring a
sales tool and/or the product itself to class; that they select a company that sells the
product as their employer; and that they create as realistic a selling environment as
possible.
6. If resources permit, invite businesspeople to you school and have them serve as
customers in the role-playing situation. Also have them fill out evaluations and act as
sales managers—coaching your students on how to become high-performing salespeople.
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Form 10
ROLE-PLAYING THE APPROACH (CHAPTER 10)
Clues to look for in the approach:
A. Was well prepared with preapproach information.
B. Made good social contact.
1. Projected confidence, creativity, and caring.
2. Developed favorable conversation.
a. Commented on here and now observations
b. Complimented—sincerely.
c. Searched for mutual acquaintances or interests.
C. Made good business contact using:
1. Demonstrating approach.
2. Question approach.
3. Survey approach.
4. Benefit approach.
5. Referral approach.
6. Combination approach.
7. Premium approach.
D. Established a good relationship.
EVALUATION
Individual Evaluated ______________________
Evaluator _______________________________
Excellent
Good
Average
Fair
Poor
1. Well prepared with preapproach information.
10–9
8
6
4
2
2. Made good social contact.
10–9
8
6
4
2
3. Developed a good relationship.
10–9
8
6
4
2
4. Used a strong approach.
10–9
8
6
4
2
5. Converted initial attention into interest in proposal.
10–9
8
6
4
2
6. Projected confidence in self and product, service, or idea.
10–9
8
6
4
2
Total Points _____________________________
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Form 11a
ROLE-PLAYING THE NEED DISCOVERY PART
OF THE CONSULTATIVE PRESENTATION
Clues to look for in the presentation:
A. Asked effective questions.
1. Survey to find need.
2. Probing and Need-Satisfaction to discover Pain and Pleasure.
3. Confirmation for acknowledgement.
B. Actively listened and clearly understood customers need and buying motives.
1. Took notes for more accuracy.
2. Used acknowledgement and received feedback from customer.
C. Established customer needs and buying motives.
EVALUATION
Individual Evaluated ______________________
Evaluator _______________________________
Excellent
Good
Average
Fair
Poor
1. Asked effective survey questions.
10
8
6
4
2
2. Asked effective probing and need-satisfaction
questions.
10
8
6
4
2
3. Used clearly stated confirmation questions.
10
8
6
4
2
4. Demonstrated active listening skills.
10
8
6
4
2
5. Demonstrated clear understanding of customer needs
and motives.
10
8
6
4
2
6. Summarized customer needs and buying motives.
10
8
6
4
2
Total Points _____________________________
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Form 11b
ROLE-PLAYING THE PRESENTATION PART
OF THE CONSULTATIVE PRESENTATION
Clues to look for in the presentation (it is assumed this presentation is the second meeting
in a two-call presentation. The product and buying motives were discussed in the first call, and
this presentation starts out by confirming those needs and motives):
A. Reestablished customer product needs and buying motives.
Used confirmation questions to acknowledge previously discovered product need and buying
motives.
B. Selected correct problem solution.
Recommended product features and benefits that matched customer needs and buying
motives.
C. Used appropriate presentation strategy (i.e., informative, persuasive, or reminder).
1. Used demonstration supply convincing proof of product features and benefits.
2. Was prepared for dynamic nature of customer responses during presentation.
3. Presentation was concise and to the point.
4. Summarized major points.
5. Communicated effective product strategy.
6. Presentation focused on customer needs.
EVALUATION
Individual Evaluated ______________________
Evaluator _______________________________
Excellent
Good
Average
Fair
Poor
1. Used confirmation question to confirm customer’s
needs/buyer motives.
10
8
6
4
2
2. Matched features and benefits to needs/buying
motives.
10
8
6
4
2
3. Used proof devices.
10
8
6
4
2
4. Reviewed major selling points.
10
8
6
4
2
5. Checked for customer’s understanding.
10
8
6
4
2
6. Was prepared to respond to dynamic customer needs.
10
8
6
4
2
7. Communicated effective product strategy.
10
8
6
4
2
8. Presentation focused on customer needs.
10
8
6
4
2