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Chapter 17: Personal Selling and Sales Management
14
3. Based on this video clip, New Balance Hubway uses advertising and promotion more than
personal selling.
a. True
b. False
4. Twitter allows Hubway to talk and respond directly to customers, and all social media
allows Hubway to give one person a direct message, creating a strong relationship and
encouraging word of mouth. It also allows for conversations to happen in a one-on-one
way. Social media is the modern version of personal selling.
a. True
b. False
5. Customers coming out to events, such as the one at the Boston Public Library, and buying
annual memberships make those events _____
a. learning opportunities.
b. campaign management.
c. touch points.
d. relationship selling.
Case Assignment: Girl Scouts of the USA
Girl Scouts of the USA have been part of the American tradition for over 100 years, and their
cookies have been part of American culture for almost as long. In March 12, 1912 in Savannah,
Georgia, Juliette Gordon “Daisy” Low founded the first Girl Scout troop. She believed in the
Chapter 17: Personal Selling and Sales Management
15
power of every girl and wanted to help girls to discover their strengths, passions, and talents. She
succeeded. Girl Scouts of the USA currently have 2.7 million members (1.9 million girls and
800,000 adults, as of October 2016).
Girl Scout Cookies made their first appearance in 1917 as a way to finance troop
activities. The cookies were homemade by the girls under the supervision of their mothers. The
cookies continued to be made by the scouts themselves until the 1930s when the switch was
made to commercially baked cookies. By 1937, more than 125 troops were holding cookie sales.
Cookie fundraisers were suspended during World War II, when the girls sold calendars
due to shortages in sugar, flour, and butter. But after the war, cookie sales increased, and by
1948, 29 bakers were licensed to bake Girl Scout Cookies. The 1950s brought a boom in the
popularity of suburbs, and Girl Scouts began loading up their wagons and selling their cookies
door-to-door and at tables in shopping malls. (These sales methods are still used today.)
Over the years, the Girl Scouts of the USA have added and removed cookie varieties,
redesigned packaging, and changed officially licensed bakers. At their National Girl Scout
Cookie Weekend 2016 (February 26–28), they revealed their newly redesigned cookie
packaging. They also unveiled the first gluten-free Girl Scout Cookie. And in an effort to
embrace technology and teach lessons about online marketing, app usage, and e-commerce, they
launched their Digital Cookie platform. It is a safe and interactive way for scouts to sell cookies
online while still retaining the one-to-one personal selling approach that is so important to the
fundraising campaigns.
Chapter 17: Personal Selling and Sales Management
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© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
first known sale of cookies by Girl Scouts, it only seems natural to celebrate it with a new cookie
flavor that ties to our heritage and captures the adventurous, take-charge, and civic-minded spirit
of our girls. Now consumers will have another delicious way to support girls as they hone
leadership, financial literacy, business, and people skills, while using their cookie earnings to
address community issues, or invest in fun and educational experiences.”
Girl Scouts are responsible for the popularity of the s’more going all the way back to the
1920s. Originally named “Some More,” the recipe was first published in a 1925 issue of Girl
Scout Leader magazine, and then “somemores” in a 1927 publication.
To celebrate National S’mores Day and the new cookies, Girl Scout councils around the
country hosted campfires, unsurprisingly featuring s’mores. They also asked customers to share
how they “s’more” on social media using the hashtag #NationalSmoresDay and tagging the
organization @GirlScouts.
Sources: “Girl Scout Cookie History,” Girl Scouts, accessed October 24, 2016,
http://www.girlscouts.org/cookie-history; “Girl Scouts of the USA Announces Two New Girl
Scout S’mores Cookies for 2017 Lineup,” Girl Scouts, August 10, 2016, accessed October 24,
2016, http://www.girlscouts.org/en/press-room/press-room/news-releases/2016/gsusa-
announces-two-new-girl-scout-smores-cookies.html.
TRUE/FALSE
1. The Girl Scouts of the USA use relationship selling to sell cookies.
2. The first step in the selling process is to approach the customer and determine their needs.
Chapter 17: Personal Selling and Sales Management
18
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
ANS: D
Cold calling is a form of lead generation in which the salesperson approaches potential buyers
without any prior knowledge of the prospects’ needs or financial status. A referral is a
recommendation to a salesperson from a customer or business associate. Networking is the
process of finding out about potential clients from friends, business contacts, coworkers,
acquaintances, and fellow members in professional and civic organizations
PTS: 1 OBJ: LO: 17-4 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
3. Girl Scouts usually try to talk to adults over children in a selling situation. Children don’t
usually qualify as leads because they typically don’t hold the __________.
a. recognized need
b. buying power
c. receptivity
d. accessibility
4. Like the Girl Scouts of the USA, which of the following businesses also uses direct
salespeople?
a. Coca-Cola
b. Starbucks
c. Kroger
d. Mary Kay Cosmetics
5. By engaging with a potential customer at a table in a shopping mall, a Girl Scout has engaged
in __________.
a. a point-of-sale interaction
b. social CRM
c. campaign management
d. cross-selling
Great Ideas for Teaching Chapter 17
Rich Brown, Freed-Hardeman University
Green Eggs and Ham Make For a Great Final Exam
Chapter 17: Personal Selling and Sales Management
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This is the final exam I use in my Personal Selling classes. On seeing the exam, students often
initially react as if I have gone crazy. They end up enjoying the test, are able to show what they
have learned in class, and many of them tell me they learn more about selling and themselves
while taking the test. I strongly encourage them to be creative in their answers and presentation
of them. Many put their answers in book form or include a small Dr. Seuss toy with them. I have
been served actual green eggs and ham on two occasions. Before passing out the exam, I always
read the book to the class. I introduce it as “one of the greatest sales help books ever written.”
In my class, we use Robert Cialdini’s Influence: Science and Practice in addition to a traditional
selling text. The fourth part of the exam should be dropped if you do not cover this material. I
highly recommend Cialdini’s book to everyone who is interested in selling.
The Test
I have put a copy of Dr. Seuss’s Green Eggs and Ham on reserve in the library. You may want to
buy your own copy; you should never let yourself get so busy you don’t have time to read a Dr.
Seuss book to a little kid. You are not to work together.
In the book Green Eggs and Ham, Sam successfully convinces his prospect to become a
consumer of the aforementioned poultry and pork products. Demonstrate your mastery of the
material we have covered this semester by doing the following: First, identify and discuss factors
that contributed to Sam’s success as a “salesperson.” Think about each step in the selling
process. Persistence is not the only “success factor” you should see when looking at Sam.
Second, there are some things Sam did not do at all; identify and discuss the ones you think most
important. Third, using Sam as your salesperson, provide examples and discussion of things you
can imagine Sam doing and saying to improve his sales presentation. Fourth, be sure to include
discussion, or examples, of how Sam did or could have used each of Cialdini’s six Principles of
Ethical Influence.
Stretch your mind, be creative. You will seldom achieve greatness by thinking and being like
everyone else!
Grading Help
Things Sam Did Well
Things Sam Could Have Done Better
Stayed optimistic: smile, body language
No evidence of prospecting/qualifying
Showmanship
No trial closes or dealing with objections
Tremendous belief in product
No real presentation to develop demand
Persistence
No attempt at negotiation
Chapter 17: Personal Selling and Sales Management
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Linda Warren and Katie Wootten, Truman State University
Monopoly Sales Simulation
The purpose of this game is to introduce the friendly, but competitive spirit of sales through an
in-class simulation adapted to the Monopoly board game. The game incorporates many
marketing and sales functions that the sales team can use in a selling scenario—from building a
sales force to closing a sale. Students get excited, competitive, and creative about this game!
Pre-game Preparation
The instructor chooses two students to act as Vice Presidents of Marketing for two separate
teams. They will use interview processes discussed in class for recruiting their sales managers.
The sales managers will then recruit their sales force to form the team. The numbers of sales
representatives may vary based on the size of the class, but a minimum of four for each team are
recommended.
The sales team will name and position their business, make business cards, formulate their
marketing and promotional strategies, and create their brand identities. Sales managers will be
responsible for training their sales team (with instructor guidance) and should include topics such
as sales techniques, ethics, and customer relationship management. Sales approaches, territories,
negotiation, and closing methods should also be included with training.
Student Roles: Defining the Game Rules and Parameters
Each team will get an equal number of Monopoly properties to sell. To encourage an open and
competitive marketplace, the printed property prices are concealed. The price paid for the
property minus the actual value will equal the profit earned on the properties.
Teams will use business cards, signage, and promotional activities in their overall strategies to
approach customers and sell properties. Each team will have a total $200 in Monopoly money to
use as sales incentives or rebates. The sales manager will determine the amount each sales
representative will receive.
The rest of the students in the class will assume the role of consumers with distinct and unique
buying needs or requirements. B2B and B2C are suggested roles, plus other roles are listed in
Appendix A. Larger classes may use protected territories of properties on the board.
At least one student will need to assume the role of banker to receive and disperse Monopoly
Chapter 17: Personal Selling and Sales Management
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funds.
As an interesting twist in the game, a constable position is recommended to enhance the strategic
balance of the game and to introduce contingencies. The constable introduces unknown surprise
market factors and demonstrates some of the risks of selling in the marketplace. The constable
may assign fines to sales representatives for unethical conduct or crossing territorial lines. The
constable may assess and collect property tax and place a sales representative in “jail” for a two-
minute penalty. All fines are paid to the banker. Fines are given to “lawbreakers” by using
Monopoly Community Chest cards.
Game Day
Set up the Monopoly board or an overhead slide of the board with the prices concealed. The
banker should disperse Monopoly funds to the role-playing customers using the formula
$6100+$200(number of customers)/number of customers and distribute the $200 incentive to
each sales team. Sales VPs will oversee final marketing activities like set-up and signage. The
instructor will signal the beginning of the game. A green Monopoly house is placed on sold
consumer properties, and a red Monopoly house is placed on sold business or commercial
properties.
The constable begins patrol, monitors the action, and hands out fines or assessments. Buyers will
receive deeds for properties they purchase from the banker using a contract provided by the sales
representative. Game playing time is approximately 20 to 30 minutes.
The instructor will call time and each team will calculate their profits. The VPs will keep a
record of sales, property values, and profits. The banker will verify the sales and profit, and the
winning team will be declared by the instructor. Profits are determined by computing the selling
price minus the actual price of the properties and adding back any remaining incentives.
Post-Game Class
Discuss some of the selling tools and techniques the teams used during the simulation and how
they were customized to different buyers. Also, discuss methods employed to address buyer
reluctance and negotiation techniques.
Notes:
This game is adaptable to classes in Marketing Principles as well as Selling and Sales
Management classes.
Appendix A
Chapter 17: Personal Selling and Sales Management
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Consumer Role Suggestions
Consumer 1 Couple with 2 children, desire upscale neighborhood
Consumer 2 Single, professional, 25, prefers urban setting
Consumer 3 Couple, no children, both professionals, urban or suburban housing
Consumer 4 Artist, 25–30, desires housing/workplace combined, low cost
Consumer 5 Single, retired, fixed income, upscale reasonably priced
Consumer 6 Small business owner, desires storefront near high-traffic area
Consumer 7 Doctors, desire office building close to a suburban area or school
Consumer 8 Business partners, desire urban location to build nightclub
Consumer 9 Dry-cleaning chain, desires location near families in upscale area
Consumer 10 Single blue-collar worker, low-cost property close to work
Julie M. Pharr, Tennessee Technological University
Conducting a Sales Management Audit
Students taking a sales management course can learn a great deal about the duties and
responsibilities of a sales manager by conducting a sales management audit. To conduct the
audit, group students into pairs. Have each pair of students contact a sales manager whose job
entails directly supervising field sales representatives. The manager may be selected by the
students themselves or assigned by the instructor. The following audit information may be
gathered by personal interview, telephone, or email.
Audit Questions
General:
• What product or service does your company sell?
Territory Management:
• Explain how the sales territories are designed.
• How do you decide who gets which territory?
• Are all the territories equal in sales potential? Workload?
• How often do you make changes in the territory design?
• When a sales representative leaves, how do you reassign the territory?
• How do you determine the importance of accounts within a territory?
Training:
• What methods do you use to train new sales reps?
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• Who does the training, and how long does it last?
• What ongoing training is done for existing sales reps?
• What objectives do you stress in your training programs?
• How do you evaluate the results of training?
• Who is responsible for designing the training program(s)?
Recruiting:
• How do you find recruits?
• How does your company inform the public about a job opening?
• What qualities do you look for or believe are most important in a sales recruit?
• What information on the resume or application do you look for or believe is most
important?
Kathleen M. Bailey, Loyola University of New Orleans
Learning about Sales Presentations: Salesperson Interview
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I have each student go out and interview a salesperson and go on a few calls with the
salesperson. They do this after they themselves have done sales presentations (which are
videotaped) for the class.
Outline for Interview with Salesperson:
1. Name, job title, company, product lines
2. How long has he or she been there?
3. How long has she or he been in sales? Describe other sales jobs.
4. Describe his or her customers.
5. Things he or she likes most about the job
6. Things he or she likes least about the job
7. What is his/her selling philosophy?
8. What type of training did he/she receive?
9. Attitude about quotas, paperwork, and sales managers.
10. Income: ask how much someone makes starting out and then five years later.
11. Is it salary, commission, bonus, or some combination?
12. What perks come with the job?
13. What is the most embarrassing thing that has ever happened to him or her during a call?
14. What was the most satisfying sale he or she ever made?
15. Would he or she recommend a career in sales?
Outline for Things to Observe During Sales Call
Before the sales call, have salesperson tell who is being called on and purpose of the call.
1. Identify the customer type.
2. What type of selling model did he or she use?
3. How did the salesperson begin the presentation?
4. How did the salesperson uncover needs?
5. How many objections did the customer bring up?
6. Did you hear any trial closes? What were they? When did they occur?
7. Did the buyer give any closing signals?
8. How many times did the salesperson try to close? What techniques did they use?
9. Did the salesperson try to relieve post-purchase dissonance?
James S. Cleveland, Sage College of Albany
Discussion Board Topics to Encourage Participation
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Discussion board questions provided to students to encourage them to engage in thinking and
writing about the content of the Principles of Marketing course usually take the form of a
provocative statement to which students are asked to respond. An example of this would be “All
PR is good PR.”
Discussion topics such as this one are abstract and often require that the instructor provide an
initial reply to show students what is expected of them in their own replies. For students with
limited work experience, this approach may be quite appropriate. For adult students with
extensive experience as employees and consumers, however, the abstract nature of such topics
can be frustrating.
I have developed, therefore, a series of discussion board questions to use with experienced, adult
students. These questions are designed to encourage them to use their experiences as employees
and consumers as doorways to better understand the course material and to make their own
responses more interesting to themselves and to the other students in the class who will read and
comment on them.
Each question has three parts:
1. First, there is a sentence or two from the students’ textbook introducing the topic. By using
the text author’s own words, students are enabled to locate relevant material in the text
more easily, the text content is reinforced, and confusion resulting from use of variant
terms or expressions is minimized.
2. Second, there is a reference to text pages the students should review before proceeding.
Since the goal of the exercise is for students to apply the course content to their own
experiences, reviewing the content first is important.
3. Third, there is a request for the students to think about or remember some specific situation
in their experience. They can apply the text material and a question (or questions) for them
to address in their replies.
Here are additional such discussion board questions developed for Chapter 17 of MKTG11. Each
is written to fit the same text cited above but could easily be rewritten and revised to fit another
text.
Series A
1. Until recently, personal selling focused almost entirely on making a one-time sale and then
moving on to the next prospect. Modern views of personal selling emphasize the
relationship that develops between a salesperson and a buyer.
2. Review the information on relationship selling on pages 290–291 of your text.
3. Then identify a recent experience when you either bought or sold something. Was
Chapter 17: Personal Selling and Sales Management
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relationship selling used? If so, how? If not, how could it have been used? Did or would
relationship selling make the selling or buying experience more pleasant? How?
