SECTION 3
THE USE AND EVALUATION OF ROLE PLAYS
VIDEOTAPED ROLE PLAYING IN THE PERSONAL SELLING
In 1982, Swinyard, reporting on a survey of over 1,000 marketing students, stated that “the data largely supports past
findings that sales careers are among those least preferred by students (p. 58).” He argued that one possible
explanation for this finding is that students are not exposed to classroom instruction on the subject. Many schools,
recognizing the value of a course in personal selling, have begun to add selling to their marketing curriculum.
McDaniel and Hise (1984b) reported a 4% increase in 10 years in the number of schools offering such a course.
communicate. Bowers and Summey (1983), while developing a curriculum for personal sales training, suggested the
use of role playing to enhance communication skills. Indeed, Sellers (1986) found that 95% of schools which offer a
course in selling use role playing, although the extent of using videotaping was not assessed.
Stephen B. Castleberry is UARCO Professor of Sales and Marketing, Department of Marketing,
Northern Illinois University, DeKalb, Illinois.
made concerning teaching activities that support the role plays. Finally, the benefits of our approach will be
enumerated along with advice on how others might implement it.
Castleberry, Stephen B., “Videotaped Role Playing in the Personal Selling Classroom: A Practical Guide,” Journal of
Marketing Education (Spring 1989), pp. 33-39. Reprinted with permission
VIDEOTAPING
Oregon and my favorite TV show is Wheel of Fortune.”) This experience allows them to see that they can survive a
videotape experience. It also begins to provide feedback concerning their speech, mannerisms, etc. Several weeks
later students, in groups, prepare an ungraded five to ten minute presentation on one of the objection-handling
techniques. Again, this gives them a little more exposure to being in front of a camera, but with little pressure (i.e., it
is a group activity and it is not graded). Finally, students are provided with a list of hints to help resolve presentation
salespeople and why buyers react the way they do. Second, while being a buyer, the student often thinks of a better
way to answer his or her own objections, a better way to dramatize a point, a better way to close, and so on, than the
salesperson chose. Thus, through the buying role, the student actually learns how to sell better. Third, the alternative
to having students act as buyers is to have the professor or someone from outside the class act as a buyer. My
experience with nonstudent buyers is that the students as sellers generally get very nervous and skill development is
replaced with a mere desire to survive the role play.
The first role play as a seller is an ungraded, practice role play that usually lasts about eight minutes. Its purpose is
to help students get more comfortable with a full-blown role play situation and to uncover their major
communication problems without the fear that their course grade will be affected. Each student in the class is given
the same product to sell (e.g., Minute Maid Orange Soda) but with different situations (e.g., trying to get a fast-food
restaurant to add the soda, selling a major promotion campaign to a large grocery chain, selling an end-of-aisle
display to a small grocery store that currently doesn’t carry our brands, making a repeat call on one of our best local
customers). Choosing a product that students are familiar with gives them added confidence. Visuals and selling aids
are usually provided and students are free to use them in their presentation. Thus, the preparation time in terns of
research is minimized so that the student can devote more time to planning the actual presentation.
the professor steps outside the classroom with the buyer to coach him or her on the buyer’s role. The presentation is
then given. Immediately following the role play the seller, the professor and the class discuss the presentation and
provide feedback. The student is also presented with a grade sheet (see Appendix B) with more detailed comments,
although the grade is not recorded.
The second role play as a seller is a graded role play that usually lasts from 10 to 15 minutes. Each student in the
class is provided a different product or service to sell. The products and services chosen and the scenarios role-
played are developed carefully to give the class a chance to see many of the kinds of opportunities and problems that
a salesperson can encounter. After the presentations for a particular class period have all been given, the remaining
class time is devoted to replaying them on a TV monitor. The purpose of this playback is to provide more specific
feedback and talk through some of the tougher situations that came up in the role play. Extensive use is made of
stop-action, fast play, and slow play to highlight nonverbal cues and reactions.
The third and final role play as a seller provides the student the opportunity to engage in a very complete realistic
selling situation of the student’s choosing. These generally range from 15 to 20 minutes in length. Students are free
to choose a product that is similar to what they think they might like to actually sell after graduation. (In fact, several
students have successfully shown prospective employers these videotaped role plays as evidence of their ability to
During each class session in which role plays are videotaped, only half of the class is present. Each of these students
gets actively involved in watching role plays and making constructive comments to the seller in addition to gaining
valuable exposure to a variety of selling situations, objections that can arise in a presentation, personality types, etc.
Also, students are not as intimidated with only half the class watching their role play. The other half of the class is
busy working outside the classroom conducting research for their upcoming presentation (which often includes
presentations realistic and provide opportunities for the buyer to become distracted. Students are given access to aids
they might need, including overhead projectors, slide projectors, easels, portfolio notebooks, portable VHS playback
machines, and movie projectors.
Many changes have occurred over the years (and probably will continue to occur) in an effort to design the most
meaningful video-taped role-playing experience for the students. For example, at one time the third role play was
given by a group of two sellers to a group of two buyers. While this tactic was successful in achieving a better
understanding of team selling, it came at the expense of having the student hone his or her own individual
presentation skills. Another change is that students are now required to purchase their own VHS tape as opposed to
taping their presentation on university tapes. This allows students to keep a copy of their presentations and also
makes viewing and critiquing them much easier. Advances in technology have resulted in many helpful changes.
These include cameras that can film under low light conditions (eliminating the need for bright and intimidating
movie lights), playback features such as stop action and slow forward, and the portable playback monitor which sits
on my office desk, allowing for easy review of the presentation to provide further coaching or resolve grading
disputes.
SUPPORTING TEACHING ACTIVITIES
listening, nonverbal cue awareness, and dramatization. The purpose is to practice what was learned from lectures
and reading the text. Third, students are shown films about nonverbal communication as well as actual sales
presentations. This medium was chosen because it so clearly demonstrates the material. Fourth, students are exposed
to some of the latest PC-based software available. For example, students get hands-on experience with The Sales
Edge (see Collins 1984 for a review), a computer program that evaluates the seller’s personality and the prospect’s
personality and then provides a scientifically-based analysis of how to interact successfully. Fifth, students are
provided with a list of over 30 books that have a more “practical” focus than the text. Call numbers are provided so
that students can find the books in the library quickly. The goal is to provide helpful information that can be used in
role plays as well as to get students into the habit of reading “popular press” material, a habit which hopefully will
continue after the college education is completed. Sixth, students are encouraged to engage in sales internship
programs and part-time sales jobs offered by supporting firms. These provide additional realism to their experiences
while also improving their resumes. Finally, four guest speakers, who are currently practicing salespeople, share
their insights. The goal is to refute or verify what the students have learned in class, expose the students to the
realities of selling, give them a chance to view “live” presentations, and let them consider various types of sales
careers.
Awards in the Household Products Division. With results like these it is not surprising that recruiters are interested
in our program. In fact, we usually have to turn down several guest speakers (offered by recruiters) each quarter
because of the many requests.
Students benefit a great deal from the course. They are happy to be able to apply knowledge from other coursework
and get helpful feedback and training in communication skills. In fact, students see such value in the course that the
student evaluations almost always include comments such as “I wish we could have done more role plays” and “This
is the most useful course I have ever had.” Feedback also indicates that students perform better in job interviews
after role-playing. Since selling is important in any marketing job, even those students who do not pursue a career in
sales acknowledge the benefits of the videotaping. This acknowledgment suggests that videotaping is an appropriate
skill-developing tool for all marketing majors.
Faculty are encouraged because of students’ enthusiasm for the course. It is a pleasure to be able to walk into a
classroom, hand out the syllabus, and have students appreciate your efforts. Faculty are also happy to receive
industry support from recruiters (e.g., consulting opportunities, research support such as mailing lists, and
salespeople performance reports).
Administrators benefit as well. Corporate recruiters often invest in our program (e.g. equipment and software,
corporate sponsors (i.e., companies that regularly recruit your students) to donate used equipment or provide a grant
for equipment purchase. Also, many schools have audiovisual centers where such equipment is already available.
A qualified teacher is another issue to consider. While it might be preferable to have someone with actual sales
experience, this is not absolutely necessary, because all of us have been involved in selling ideas and concepts all
our lives. To be qualified to teach a course incorporating role playing requires empathy, enthusiasm for the area, and
Information could also be disseminated at departmental clubs such as the marketing club and business fraternity
houses. Once role-playing has been introduced, student word-of-mouth will probably be sufficient to generate
overflow sections.
Schmidt et al. (1987) reported that marketing majors were less likely to be satisfied with the education they received
than some other business majors. Hopefully, implementing a progressive series of videotaped presentations with
APPENDIX A
Hints to Help Resolve Presentation Anxiety
___ 1. Keep the proper perspective. This does not determine life or death. It is also not some trivial thing to
brush aside like junk mail.
___ 2. PREPARE! PREPARE! PREPARE! Read over the text and your notes.
___ 3. Prepare a list of every single objection you can possibly think of (this may be 50 or more). Then think
about how you would answer each one.
___ 4. Talk to someone in the “real world” who can give you more information, advice, etc. Do your
research!
___ 5. Prepare a good portfolio and visuals. Remember that you cannot have any notes with you during
the presentation. But, you can have a list of features/benefits, pricing terms, guarantee terms,
etc., in your portfolio. Thus, you do not have to memorize everything.
___ 6. Read over the scoring form and plan to include all important elements (have an introduction that
creates attention, plan to identify needs, etc.)
___ 7. Practice your presentation with a friend or classmate (do not memorize a canned presentation,
however). Ask for honest feedback.
___ 8. Watch some previous role plays on reserve in the main library (they are on the 7th Floor, Media
Room, under Castleberry Mkt. 562). This will show you what to expect in terms of personality
styles, objections, etc.
___ 9. Plan to arrive well before class starts.
___ 10. Make sure you bring all of your visuals, portfolio, etc., with you.
___ 11. Remember that it is okay to occasionally say, “I’m sorry, I don’t know the answer to that question,
but I will find out and get back to you.”
APPENDIX B
Salesperson __________________
Possible Actual APPROACH
2 ______ (A) Salesperson gained prospect’s attention
10 ______ (B) Discovered/reiterated prospect’s needs at beginning
2 ______ (C) Smooth transition into the presentation
2 ______ (D) Gained agreement to continue the presentation
PRESENTATION
10 ______ (E) Use benefits-needs instead of just features (e.g., what this means to you)
2 ______ (F) Absence of verbal pauses (e.g., “ah,” “uhms,” “okay”)
2 ______ (G) Good eye contact
2 ______ (H) Appropriate use of gestures
2 ______ (I) Got customer to participate in a meaningful manner (e.g., reading, touching,
trying, word pictures)
4 ______ (J) Used appropriate/professional visual aids
2 ______ (K) Buyer could see the visuals easily
10 ______ (L) Did not interrupt the buyer
2 ______ (M) Salesperson talked slowly
2 ______ (N) Good choice of words (e.g., absence of “and stuff like that,” “no problem!”)
OBJECTIONS
2 ______ (O) Displayed positive attitude and confidence
10 ______ (P) Responses were appropriate and helpful to the buyer
CLOSING
5 ______ (Q) Checked agreement after major points (e.g., How does that sound to you?)
5 ______ (R) Used trial closes effectively after responding to objections (e.g., Did that answer
your question? Do you have any other questions?)
2 ______ (S) Used appropriate methods (summary, balance sheet, SRO, trap)
2 ______ (T) Effective post-closing communication
OVERALL
5 ______ (U) Effective use of probing through out the presentation
5 ______ (V) Salesperson demonstrated professionalism (courteous, respectful, friendly,
appropriate dress)
5 ______ (W) Salesperson demonstrated enthusiasm
5 ______ (X) Salesperson understood facts of the role play
100
ADDITIONAL COMMENTS:
APPENDIX C
Role Play Number Three Information
Submit a typed paper which follows the outline given.
I. Description of the company manufacturing or distributing the product or service you selected
A. Historical perspective
B. Sales volume
C. Number of stores, plants, etc.
D. Image of the company
E. Products/services the company sells
II. Description of purchaser (or company) to whom the product/service is being sold
A. Historical perspective
B. Sales volume
C. Number of stores, plants, etc.
D. Image of the company
E. Products/services the company sells or major activity of the institution
F. Purchasing policies and procedures
III. Description of product/service you are selling
A. Features, advantages, benefits (in chart form)
B. Prices and ordering requirements
C. Guarantees
IV. An exhaustive list of all possible objections and how you would helpfully respond to them (minimum of
20)
V. A list description of visual aids you have prepared for use in your actual presentation
V1. Miscellaneous
A. Your objective for this presentation
B. All assumptions you will make (e.g., results of previous meetings or phone conversations with the
buyers, products they currently own, etc.)
VII. Sources of your information
APPENDIX D
Self-Evaluation of Videotaped Role Play
Watch your presentation and critically evaluate it. Your evaluation should use the following outline format:
I. Approach
A. Opening statements
1. What you said
2. What you should have said to create more interest
B. Determination of buyer needs and motives
1. What you said
2. What you should have said
II. Presentation
A. Discuss how you stressed benefits instead of just features (provide examples); and ways to improve
B. Discuss your nonverbals (e.g., eye contact, posture, use of gestures); and ways to improve
C. Discuss how you got the customer to participate in a meaningful manner; and ways to improve
D. Discuss the extent to which you talked slowly and did not interrupt the buyer; and ways to improve
E. Discuss your choice of words; and ways to improve
III. Objections and questions (for each one)
A. What the buyer said
B. My reply
C. Other ways I could have replied (use several methods for each objection). Be sure to label the type of
method used.
D. The way I should have replied. Be sure to discuss why you feel this is the most appropriate reply.
IV. Probing
A. Discuss how effectively you checked for agreement after major points; and ways to improve
B. Discuss how effectively you used trial closes after responding to objectives; and ways to improve.
V. Closing
A. Discuss the number of times you tried and the words you used to close. Be sure to label the type of
method used.
B. Discuss what you should have done to close more effectively and why you feel this is the most
appropriate.
C. Discuss your post-closing communication; and ways to improve.
VI. Miscellaneous
A. Discuss how you demonstrated enthusiasm; and ways to improve.
B. Discuss the extent to which you displayed the following traits (and ways to improve): courtesy,
respectfulness, friendliness
REFERENCES
Bowie, James C. (1984), “Sales/Marketing Management Teaching Tool,” Journal of Marketing Education (Fall), 21-
24.
Bowers, Michael and John H. Summey (1983), “A Curriculum for Personal Sales Training in an Academic Setting,”
Journal of Marketing Education (Spring), 11-15.
28-36.
Hafer, J. C. and C. C. Hoth (1981), “Grooming Your Marketing Students to Match the Employer’s Ideal Job
Candidate,” Journal of Marketing Education (Spring), 15-20.
Kennedy, John R. and Mary Ann Lowry (1982), “Students’ Business Presentation Skills: A Plan for Development,”
Journal of Marketing Education (Fall), 38-42.
Competencies,” Journal of Marketing Education (Spring), 79-88.
Schmidt, Sandra L., Kathleen Debevec, and Clare L. Comm (1987), “Marketing Majors’ Satisfaction With Their
College Experience: Implications for Strategic Planning in Marketing Departments,” Journal of Marketing
Education, 9 (Fall), 58-63.
Sellers, David III (1986), College Professors Report They Use Role Playing to Teach the Selling/Salesmanship
Tongren, Hale N. and James P. Thompson (1981), “The Trade Show in Marketing Education,” Journal of Marketing
Education (Fall), 28-35.
AVOIDING THE GUILLOTINE EFFECT AFTER VIDEOTAPING
ROLE PLAYS
by
John F. Tanner, Jr., and Lawrence B. Chonko
In some cases, behavior models have been to help students acquire a range of skills in management (Orpen, 1985),
interpersonal relations (Grant, 1984), listening (Smeltzer and Watson, 1989) and verbal communication (Behnke and
Sawyer, 1988).
The use of videotaped role playing as a means of developing communication skills has been a part of sales education
in industry for over thirty years (c.f. Woolley 1960). More recently, videotaped role playing has been recognized as
example, Black (1967) noted that “videotaped role plays help trainees identify their own distracting mannerisms, but
the effect is so devastating that such realism must be limited to small doses.” Siegel (quoted in Kallas 1967) was
more critical, stating that “…we’ve seen some participants badly scarred emotionally in poorly run programs of this
type” (p. 42). More recently, Mills and Pace (1989) provide evidence that feedback is instrumental in improving
performance in communications, but this was a short-term improvement when no further practice was undertaken.