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TRUE/FALSE
1. The Girl Scouts of the USA use relationship selling to sell cookies.
PTS: 1 OBJ: LO: 17-3 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
2. The first step in the selling process is to approach the customer and determine their needs.
PTS: 1 OBJ: LO: 17-4 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
3. The Girl Scouts of the USA did a needs assessment of their customers before they decided to
add a gluten-free cookie option to their offerings.
PTS: 1 OBJ: LO: 17-4 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
4. When a potential customer opens their door to a Girl Scout and she asks them if they would
like to buy cookies, a sales proposal has occurred.
PTS: 1 OBJ: LO: 17-4 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
5. Girl Scouts are able to negotiate the price of cookies with their customers to close the sale.
PTS: 1 OBJ: LO: 17-4 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
MULTIPLE CHOICE
1. What are the benefits for Girl Scouts to use the personal selling approach?
a. They can provide a detailed explanation of their cookies.
b. They can vary their message according to the customer.
c. They can answer questions about the products immediately.
d. All of these
e. None of these
PTS: 1 OBJ: LO: 17-2 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
2. What method do Girl Scouts use to generate leads?
a. cold calling
b. referrals
c. networking
d. All of these
e. None of these
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
PTS: 1 OBJ: LO: 17-4 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
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
PTS: 1 OBJ: LO: 17-1 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
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
PTS: 1 OBJ: LO: 17-6 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
Great Ideas for Teaching Chapter 17
Rich Brown, Freed-Hardeman University
Green Eggs and Ham Make for a Great Final Exam
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
In my class, we use Robert Cialdini’s Influence: Science and Practice in addition to a traditional
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 that 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
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
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
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
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
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
The rest of the students in the class will assume the role of consumers with distinct and unique
At least one student will need to assume the role of banker to receive and disperse Monopoly
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
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+
The constable begins patrol, monitors the action, and hands out fines or assessments. Buyers will
The instructor will call time and each team will calculate their profits. The VPs will keep a
Post-game Class
Discuss some of the selling tools and techniques the teams used during the simulation and how
Notes:
This game is adaptable to classes in Marketing Principles as well as Selling and Sales
Management classes.
Appendix A
Consumer Role Suggestions
Consumer 1 Couple with 2 children, desire upscale neighborhood
Consumer 2 Single, professional, 25, prefers urban setting
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?
Training
What methods do you use to train new sales reps?
Who does the training, and how long does it last?
Compensation
What methods are used to compensate your sales reps?
What is the average compensation for a new sales rep? A senior rep?
Evaluation
How do you evaluate job performance?
Recruiting
How do you find recruits?
How does your company inform the public about a job opening?
Instructors not wishing to furnish teams with a full list of audit questions may have students
brainstorm their own questions in each of the above areas. Questions can then be critiqued and
compiled to form a master list for use by the entire class. After completion of the written audit,
students should compare results by giving oral reports of their findings. The audit demonstrates
the variety and complexity of sales
Kathleen M. Bailey, Loyola University of New Orleans
Learning about Sales Presentations: Salesperson Interview
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.
Outline for Things to Observe During Sales Call
Before the sales call, have the salesperson tell who is being called on and the purpose of the call.
1. Identify the customer type.
2. What type of selling model did he or she use?
James S. Cleveland, Sage College of Albany
Discussion Board Topics to Encourage Participation
Discussion board questions provided to students to encourage them to engage in thinking and
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
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
Each question has three parts:
1. First, there is a sentence or two from the students’ textbook introducing the topic. By using
2. Second, there is a reference to text pages the students should review before proceeding.
3. Third, there is a request for the students to think about or remember some specific situation
Series A
1. Until recently, personal selling focused almost entirely on making a one-time sale and then
2. Review the information on relationship selling on pages 290–291 of your text.
Then identify a recent experience when you either bought or sold something. Was 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?
