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INTRODUCE THE CHAPTERChapter 14 covers two essential steps in the sales process: presenting the product and overcoming objections. It provides examples of what to do and say during the presentation process and suggests how to plan for and cope with objections.

BUILD BACKGROUNDAsk students to recall a time someone they know was approached by a sales-person. Have students share what the salesperson did to impress that person with the product’s features.

14

EXPLORE THE PHOTO

Market Talk Lead discussion about how making a major purchase requires more consideration and thought from a customer than a minor purchase does. For example, buying an expensive camera or a car might take more careful research and comparison shopping than purchas-ing a CD or a food item.

Quick Think After determining a customer’s needs, a camera salesperson can present models that will most likely appeal to that customer.

Ask the class to re-search how the Internet

has affected selling technology products. Answers may include that customers are better informed about features and costs.

REVIEW THE OBJECTIVESDescribe the goal of product presentation. The goal of a sales presen-tation is to match customer needs to the features and benefi ts of a product.List four techniques that create a lively and effective product presentation. Displaying and handling the product, demonstrating the product, using sales aids, and involving the customer.

Distinguish objections from excuses. Objectives are concerns, hesitations, doubts or other hon-est reasons a customer has for not making a purchase. Excuses are reasons for not buying or not seeing the salesperson. Customers often use excuses when they are not in the mood to buy or when concealing other objections.Explain the fi ve buying decisions on which common objections are based. Most objections are based on key decisions the customer must make before buying: decisions about need, product, source, price and time.Demonstrate the general four-step method for handling customer objections. listen carefully,

acknowledge the objections, restate the objec-tions, answer the objectionsList seven specifi c methods of handling objections and note when each should be used. Substitution method should be used when the customer is looking for a specifi c brand or model of a product that you do not carry. Boomerang is used when an objection can be used as a selling point. Question is a technique in which you question the customer to learn more about the objections. Superior-point method permits the salesperson to acknowledge objections as valid, yet still offset them with other features and benefi ts. Denial is used when the customer’s objection is based on misinformation.

292 UNIT 5 — SELLING

C H A P T E R 14

Market Talk Selling a product such as a

quality camera relies on both product features

and emotional aspects of decision making.

A salesperson must be able to relate to the

customer on all these levels in order to close

the sale.

Quick Think How can the previous sales

step, determining needs, help a salesperson

do a better job at selling a camera?

Chapter ObjectivesAfter reading this chapter, you should be able to:

• Describe the goal of product presentation

• List four techniques that create a lively and effective product presentation

• Distinguish objections from excuses

• Explain the fi ve buying decisions on which common objections are based

• Demonstrate the general four-stepmethod for handling customer objections

• List seven specifi c methods of handling objections and note when each should be used

Presenting the Product

EXPLORE THE PHOTO

Spencer Grant/Photo Edit

292

For the Teacher TeacherWorks™ Plus

Teacher Resources at glencoe.com

Interactive Chalkboard ExamView® Assessment Suite Fast File Unit 5

For the StudentMarketing Essentials Online Edition

Student Activity Workbook Marketing Math Workbook Marketing Research Project Workbook School-to-Career Activity Workbook Competitive Events Workbook BusinessWeek Reader with Case Studies

Interactive Student EditionStudent Resources at glencoe.com

14

Discuss the performance indicators for the

DECA events listed, so that students understand

how to demonstrate their understanding.

The event acronyms stand for:

AAM: Apparel and Accessories Marketing

Series

ADC: Advertising Campaign Event

ASM: Automotive Services Marketing

Series

BSM: Business Services Marketing Series

EMDM: E-Commerce Management Team

Decision Making Event

FMAL: Food Marketing Series, AL

FMDM: Financial Analysis Management

Team Decision Making Event

FMML: Food Marketing Series, ML

FSRM: Full Service Restaurant Manage-

ment Series

HMDM: Hospitality Services Management

Team Decision Making Event

HRR: Hospitality and Recreation Market-

ing Research Event

MMS: Marketing Management Series

QSRM: Quick Serve Restaurant Manage-

ment Series

RFSM: Restaurant and Food Service

Management Series

RMS: Retail Merchandising Series

SEM: Sports and Entertainment Marketing

Series

SMDM: Sports and Entertainment Marketing

Management Team Decision Making

Event

TMDM: Travel and Tourism Marketing

Management Team Decision Making

Event

TSE: Technical Sales Event

Find timed DECA Prep activities correlated to the Competitive Events Workbook for students and DECA tips for teachers at the Marketing Essentials OLC through glencoe.com.

Chapter 14 — Presenting the Product 293

ROLE PLAY Check your understanding of DECA performance indicators with the DECA activity in this chapter’s review. For more information and DECA Prep practice, go to the Marketing Essentials OLC through glencoe.com.

glencoe.com

DECA Events These acronyms represent DECA com-petitive events that involve concepts in this chapter:AAMASMBMDMBSM

FMALFMMLHLMHMDM

RFSM RMSSEMSMDM

TMDMQSRM

Performance Indicators The performance indicators represent key skills and knowledge. Relating them to the concepts explained in this chapter is your key to success in DECA competitive events. Keep this in mind as you read, and write notes when you fi nd mate-rial that helps you master a key skill. In these DECA compe-titive events, you should follow these perfor-mance indicators:• Recommend specifi c product• Convert customer/client objections into selling

points• Describe the use of technology in the selling

functionSome events include these performance indicators:ASM Suggest needed parts/service as deter-

mined by testingEMDM Describe the nature of customer support

for online salesFMAL Recommend quantities and cuts of meat

to customersFMDM Make fi nancial recommendations to meet

client’s needsFMDM Recommend a fi nancial plan to clientsFMML Identify produce for customersHLM Recommend hospitality servicesHMDM Conduct walk-through for on-site tourQSRM Identify ingredients of menu itemsRFSM Serve food and beverages to customersTMDM Recommend travel and tourism servicesTSE Create a presentation software package to

support sales presentation

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http://www.glencoe.com





SECTION 14.1

BELLRINGER ACTIVITY

To prepare for reading this section, divide students into groups of three to fi ve to review the fi rst two steps in the selling process: approaching the customer and determining needs. Ask: If students worked at a greeting card store, how would those steps affect product presentation? Have groups brainstorm and share answers in class.Answers may include determin-ing the customer’s needs and then pointing out the appropriate section of the store, such as birthday, wedding, sympathy, etc.

Preteaching

VOCABULARYKEY TERMS Read the key term aloud and ask students to provide a defi nition and examples as they read the text.ACADEMIC VOCABULARY Refer students to the OLC through glencoe.com for the Academic Vocabulary Glossary before they read the section.

GRAPHIC ORGANIZER Model using the graphic organizer for students. Tell students to go to the OLC through glencoe.com for a printable graphic organizer.

NCLB

NCLB connects academic correlations to book content.

C Critical ThinkingTeamwork Ask students to brainstorm ways that a sales associate can determine a customer’s needs. Have students share their responses in class.

READING GUIDE

Discuss with students the seven steps of selling. Let them know that the outline allows for changes to be

made for each individual salesperson’s strengths and personality.

D Develop Concepts

THE MAIN IDEAAsk a volunteer to talk about product presentation’s placement in the seven steps of selling.

Have students recall what they already know about product knowledge

and communication skills.

BEFORE YOU READ

Product Presention

Show and Tell

Make It Come Alive


Organizing the Product PresentationSelling is, in many ways, like putting together a jigsaw puz-

zle. When you do a puzzle, you analyze the various parts by shape and size. You select the straight-edged pieces to use for the frame. When you sell, you analyze your customer’s needs and buying motives. Then you use that information to begin devel-oping the parameters of your product presentation.

READING GUIDE

THE MAIN IDEAProduct presentation is the step of the sales process in which you share your knowledge of the product with customers. You first determine customers’ needs and match them with product features and benefits.

GRAPHIC ORGANIZERDraw this chart to take notes on how to create an effective product presentation.

OBJECT IVES• Describe the goal of product

presentation

• List four techniques that create a lively and effective product presentation

KEY TERMS• layman’s terms

ACADEMIC VOCABULARYYou will find these words in your reading and on your tests. Make sure you know their meanings.• parameter

• feature

Predict Do you think selling has a system or method? Explain your reasoning.

SECTION 14.1

BEFORE YOU READ

Product Presentation

Go to the OLC through glencoe.com for printable graphic organizers, Academic Vocabulary definitions, and more.

ACADEMIC STANDARDSEnglish Language ArtsNCTE 4 Use written language to communicate effectively.

Social StudiesNCSS 4 Individual Development and Identity: concepts drawn from psychology, social psychology, sociology, and anthropology as they apply to individuals, societies, and cultures

Connect Think about

what you already know

about product knowledge

and communication

skills to create a sales

presentation.

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NCLB

C

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CONTINUED

SECTION 00.00

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SECTION 14.1

Discussion Starter

IMPORTANCE OF PRODUCT PRESENTATIONAsk the students to consider the following scenario: They are working at a record store that sells various genres of music. How would they know which new releases to suggest to customers? Answers might include that from observing, listening to, or questioning students could determine what music the customers like and present suitable popular releases.

Role Play Ask students in your class a few questions related to their musical taste, and then recommend specifi c musical artists if possible. This should illustrate the inexact nature of the selling process.

D Develop ConceptsGuided PracticeWhich Products Do You Show? After students have read this section, ask them if they would show the same product features or show the features in the same order to all customers during the product presentation. Have them explain their answers.Answers will vary; some sales procedures may specify the same points be covered in a particular order, but most of the time the feature most important to that par-ticular customer would be shown fi rst.

Going GreenDiscussion Lead a discussion about why certain people are willing to pay more for products if they help the environment.

Answer: Accept all reasonable answers that mention ways to successfully present products in eco-friendly packaging. Product examples could include food items, clothing, or other botanical products.

For instructions, ideas, and answer guide, go to the Teacher Center at the Marketing Essentials OLC through glencoe.com.

Chapter 14 — Presenting the Product 295glencoe.com

Show and TellYour first decision in the product presenta-

tion step of the sale is what product or prod-ucts to show your customer. Then you must think about what you are going to say and how you are going to say it. This is the step of the sale where you have the opportunity to share your expertise with the customer. The prepa-ration that you have put into learning about the product or products you sell and how to communicate their selling points will assist you now. In this step, you have the opportu-nity to match the product features to the customer’s needs in consultative selling.

Which Products Do You Show? After you have learned the customer’s

intended use of a product, you should be able to select a few samples that match those needs. (See Figure 14.1 on page 296.) For example, you may select a technically advanced camera for a customer who wants a camera for pro-fessional use. Novice customers might want a fully automatic camera.

What Price Range Should You Offer?When you do not know the cus tomer’s price

range and your knowledge of the intended use is insufficient to determine a price range, begin by showing a medium-priced product. You can move up or down in price once you begin to get the customer’s feedback.

It is not a good idea to introduce price early on in the product presentation unless it is a major selling point because you need time to show your clients/customers how valuable your product is to them. You know yourself that if it is something you really need and want, price becomes less of a factor in a pur-chase decision.

How Many Products Should You Show? To avoid overwhelming your customer,

show no more than three products at a time. It is difficult for most people to remember all the features of more than three items during a sales presentation. When a customer wants to see more than three items, put away the dis-played products in which the customer shows no interest.

Going Green Scientists say it will take everyone on earth

to save our planet from the effects of global warming, overpopulation, and too much waste. Businesses around the globe are developing and creating products that are eco-friendly. Companies such as Cargo Cosmetics and Care by Stella McCartney are presenting products in biodegradable containers. Instead of traditional plastic tubes that may never decompose, these new packaging materials are corn based. Plus, corn is a renewable resource. It takes about 100 days to grow versus 100 million years to renew the petroleum used in plastic.

Beautiful ResultsCargo’s new Botanical Lipstick takes the

“going green” one step further. The box is made from an eco-friendly flower paper. When planted, it will sprout wildflowers. Inside these uniquely packaged products are organic ingre-dients. Care by Stella McCartney develops products that are all free of petrochemicals, silicones, chemical preservatives, and endan-gered plant species. None of the ingredients have been genetically modified or contain ani-mal products. In addition, the company does no animal testing. Such products are gentle on the skin as well as on the planet.

What other types of products might benefit from eco-friendly packaging? How would you present these products to customers?

Go to the Marketing Essentials OLC through glencoe.com to find a project on eco-friendly products.

D

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CONTINUED

SECTION 14.1

S Skill PracticeIndependent PracticeTips for Effective Product

Presentation Ask small groups of students to choose a product and develop an effective way to present it. They should consider the display, possible demonstra-tion, and ways to involve the customer. Ask the groups to create posters depicting their ideas, with the elements labeled and explained.

W Writing SupportWhat Do You Say? Have students prac-tice using descriptive adjectives and active verbs. Pick an item in the classroom, such as a student’s new shoes or backpack, and ask the class to list product features. Descriptions will vary but should be clear and objective (“ergonomic,” “made of brushed aluminum”) rather than subjective (“cool,” “pretty”).

Extend Ask students: Why is it unwise to use slang or double meanings when selling to a customer? Answers might include that customers may not share the same appre-ciation of slang or misunderstand what you are trying to say.

Online ActivityRetail StrategiesHave students look up online stores that sell retail display units. Ask them to take note of the retail strategies that are integrated into the units’ design and write a report about the logic behind retail displays.

Tips for Effective Product Presentation

Discussion After students read Figure 14.1, discuss ways to present products effectively. Ask students to share examples from stores that they patronize.

Caption Answer Suggestions may include testimonials, endorsements, and art.


Ask students to volunteer to research and share examples of poor product presentation. Interested students can create an example of poor or effective product presentation to share with the class.

14.1

DISPL AY AND HANDLE THE PRODUCT

INVOLVE THE CUSTOMER

DEMONSTRATE

glencoe.com296 UNIT 5 — SELLING

Go to the Marketing Essentials OLC through glencoe.com to find a project on product presentation.

Thinking of how the product will appear to a customer

is important. For instance, if you are selling jewelry, an

attractive display case will add to the product’s appeal. Pick

up the jewelry, perhaps showing how it appears in different

lighting. Show the customer any special features of the

product. When you handle a product, always demonstrate

respect for what you are selling.

If possible, let the customer try the product.

In makeup sales, salespeople often give

away free samples. In car sales, salespeople

let the potential buyer drive the car. This

allows the customer to experience the

product and base the purchasing decision on

that experience.

Show the customer how the product works.

If it is a necklace, demonstrate how the

clasp works. If you are selling a product

with complicated parts or instructions,

using sales aids, such as audiovisual

presentations or brochures, helps.

Tips for Effective Product Presentation14.1

• Matchmaking The goal of a sales presentation is to match customer needs to the features and benefits of a product.

Once you’ve learned something about your customer’s interests and have selected products you believe will interest

that customer, you’re ready for the presentation. While no advice can guarantee success, the following tips will help to

ensure that the process goes smoothly.

What are some other suggestions for product presentation?

(tr) Bill A

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pencer Grant/P

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SECTION 14.1

S Skill PracticeIndependent PracticeMake the Presentation Come

Alive Tell students that they work in the paint department of an art supply store. Divide the students into small groups of two to fi ve people and have them brain-storm ways to present the types of paint.

L1 Ask student groups to come up with at least two ways to display different types of paints. Answers may include samples of art using various types of paint, a chart that explains each how each type of paint is used, and examples of artists who have used each type of paint.

L2 Have student groups develop at least two ways to display the paints and compare and contrast them. Have them identify each display’s pros and cons in a one-page analysis.

L3 Have the groups develop two ways to display the paints, consider each display’s pros and cons, and then create a ten-minute presentation showing the plan. Have each group present their plan to the class.

Extended ActivityMany displays that allow for demonstra-tion of a product are vulnerable to theft. Have students describe ways to prevent demonstration items from being stolen.

AD GUIDE • PRODUCT FEATURES AND BENEFITS

Discussion Lead discussion about how to promote a product’s features. Ask students for examples they have seen in stores. Examples may include posters, charts, and catalogs.

Caption Answer Answers may include high-tech insulation, state-of-the-art fabrics, an ergonomic pattern, and a hood for stormy weather.

Ask students to brainstorm ways that such a jacket might be displayed in a store. Answers may include a mannequin or photo of the jacket in use by a mountain climber, skier or snowboarder.


What Do You Say? In this step of the sales process, talk about

the product’s features and benefits. Tell your customer the product features that match his or her buying motives and needs. Use highly descriptive adjectives and active verbs when describing product features. Avoid unclear words, such as nice, pretty, and fine.

Avoid slang and double meanings. For example, when selling an expensive suit to a corporate executive, you might not say, “You look cool in that suit.”

When selling industrial products, you might use the appropriate jargon to com-municate with industrial buyers at their level

of expertise. When selling products to retail customers, you should use layman’s terms. Layman’s terms are words the average cus-tomer can understand.

Make the Presentation Come Alive

Planning is necessary for an effective prod-uct presentation to a customer. Consider how you will display and handle the merchan-dise. What will you do to demonstrate the product’s selling points? What sales aids will enhance your presentation? Finally, how will you involve the customer?

• PRODUCT FEATURES and BENEFITS A detailed knowledge of product features can help you find the right product for a customer’s need.

Which features of this jacket might make it appropriate for snow sports?

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SECTION 14.1

D Develop ConceptsGuided PracticeUsing Sales Aids Review with students how computer presentation software can be used as a sales aid. Talk about how presentation software is easily learned and how images, pictures, and music can be imported. Ask students what they would include in their programs. Students may present entire lines of products, including features, testimonials, and sales strategies.

Extend Have students talk about possible reasons that computer presenta-tion software is playing an increasingly important role in product presentations. Answers may include the portability of lap-tops for in-store presentation, the fact that most businesses have computers and can play presentations on a CD-ROM or over the Internet, and that PowerPoint and other programs can be used on PCs and Macs.

R Reading StrategyInvolve The Customer Have students research retail stores where customers are allowed to try products. Ask students to take note of special accommodations that must be made for their usage. Have students share their fi ndings informally in class.Answers will vary but may include a fi tting room for clothing, listening stations for CDs, or an artifi cial putting green for golf clubs.

Explain Tell students that certain kitchenware stores offer cooking classes that allow customers to use specialized items that they may never try otherwise. Encourage students to think of similar classes offered by other types of businesses.

PHOTO GUIDE • PRODUCT DEMONSTRATION

Discussion Lead a discussion about the demonstration of products to customers. Ask students how the extra interaction allows a salesperson to learn more about the customers’ needs and wants. Answers might include more conversation and more time spent together.

Caption Answer Answers may mention the diffi culty of demonstrating a product out of the context in which it is meant to be used. Students might offer that demonstration of a product requires the salesperson to be more knowledgeable about his or her wares. If the product is of below-average quality, it might also present more harm than good to the selling process.


Displaying and Handling the Product Creatively displaying the product is the first

step in an eye-catching presentation. Some products, of course, lend themselves more nat-urally to visual display. Others will challenge your creativity. Diamond rings, for example, look great on a black velvet display pad. An attractive display of vacuum cleaners, on the other hand, takes more creative planning.

The way you physically handle a product presents an image of its quality. Handle it with respect and use hand gestures to show the sig-nificance of certain features.

Demonstrating the Product Demonstrating the product in use helps to

build customer confidence. This is especially true if you are showing an item that requires

manipulation or operation, such as a televi-sion, camera, or a computer. To demonstrate the features of a copier, you may show how it can enlarge or reduce a document, as well as organize and staple multiple copies.

To prove selling points or claims made by the manufacturer, you may need to demon-strate a product in a more dramatic way. To prove that a paper towel absorbs water, you can use it to clean up spills. At Saturn car deal-erships, salespeople jump up and down on a car door that has been removed to show high durability and dent-proof construction.

Using Sales Aids When it is impractical to demonstrate

the actual product or when you want to emphasize certain selling points, you can use

• PRODUCT DEMONSTRATION Whenever possible, salespeople demonstrate a product’s features and benefits. This helps to eliminate any doubts about a product’s claims and makes for an effective presentation.

What difficulties or challenges might demonstrating a product present to a salesperson?

Matthew

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AD GUIDE • USING TECHNOLOGY

Discussion Discuss with students how presentation technology has changed as they have been students. Some may list blackboards, dry erase boards, overhead projectors, slide shows, and movie projectors as precursors to presentation by computers.

Caption Answer Other technological sales aids include laptop computers, Web sites, simulators, videos, and video conferencing.

SECTION 14.1

CONCEPTSAsk students to recall the goal of product presentation. To match the customer’s needs with appropriate products and features.

KEY TERMSHave students review the key term and provide examples of it.

Remind students that, no matter how much technology is available, more technology cannot make a poor presentation effective. Ask students to talk about the non-technical elements of an effective presentation. Elements may include excellent organization and good products.

INDEPENDENT REVIEW

L1 Assign and review Chapter 14 activities in the Student Activity Workbook.

L2 Assign and review Chapter 14 activities in the Marketing MathWorkbook.

L3 Assign and review Chapter 14 activities in the BusinessWeek Reader with Case Studies.

AFTER YOU READHave students complete the Section 14.1 After You Read section review.

ONLINE STUDY TOOLSHave students go to the Marketing Essentials OLC through glencoe.com for the Section 14.1 practice test.


• USING TECHNOLOGY The SanDisk Cruzer Mini is just one of many forms of technology that can be used to enhance a product presentation.

Name another technological sales aid.

sales aids in your presentations. Sales aids include samples, reprints of magazine and newspaper articles, audiovisual aids, mod-els, photographs, drawings, graphs, charts, specification sheets, customer testimonials, and warranty information. Computers play an increasingly important role in product presentations as many business-to-business sales representatives make use of computer presentation software.

With a riding lawnmower, you could show the customer complimentary letters or testi-monials from satisfied customers as a sales aid, or whatever warranty the manufacturer offers. These tactics help consumers build confidence in the company because it shows that the company stands behind its products. If you were selling this product to retailers for resale purposes, you may even want to use samples of the lawnmower’s blade to demonstrate

its effectiveness and durability or a video to demonstrate its important features and high-quality construction.

Be creative when determining which sales aids will help you in your particular product presentation. A manufacturer of industrial ovens might show a videotape of how quickly and efficiently the oven performs. An insur-ance salesperson might use graphs and charts to show how dividends will accumulate or to compare the benefits of one policy with another. He or she might even use a computer to personalize the presentation of that infor-mation for each customer and show different policy plans for that person.

Involving the Customer It is best to get the customer physically

involved with the product as soon as pos-sible in the sales presentation. You could have

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SECTION 14.1

CULMINATING ACTIVITIES1. Have students select an item they or someone they know has purchased recently. Ask them to describe how the item was presented at the store. Did they get a rundown of its features or get to try it out? Have teams of three to fi ve students think of several ways to present the item, drawing sketches of each to present to the class.

2. Ask students to recall and provide answers to the following questions:

• What are layman’s terms and why should a salesperson use them? They are words an average customer can understand.

• Why should a salesperson show no more than three products at a time? It is diffi cult for most people to remember all the features of more than three items during a presentation.

Key Terms and Concepts

1. Show the middle price range so you can move up or down as required by the customer’s needs.

2. Most will remember that three is the limit for effective product presentation, so they can tell the customer that their store policy states or manager prefers that no morethan three are shown at a time.

3. For a copying machine, you could have the customer use features such as double-sided copies, enlargement, reduction, collating, etc. For replacement windows, you could have the customer see how easy it is to open, close, or remove them for cleaning.

Academic Skills

4. $29.17; 7 � $12.50 � 3 � $29.17

5. Answers will vary depending on product selected; plans might include a list of features and ways to present them, as well as a sales script and a description of sales aids.

Find answers at the Marketing Essentials OLC through glencoe.com.

14.1 AFTER YOU READ

Numbers and Operations: Measurement Understand measur-able attributes of objects and the units, systems, and processes of measurement. 1. To solve this problem, divide 7 by 3

to determine the number of yards the customer is buying, 1 yard = 3 feet.

2. Multiply $12.50 by the number of yards the customer wants to deter-mine the price.

For help, go to the Math Appendix located at the back of this book.

300 UNIT 5 — SELLING glencoe.com

your customers hold and swing golf clubs, try on and walk around in a pair of shoes, use a computer keyboard or mouse, test-drive an automobile, or taste and smell food products. Some cosmetic companies offer free make-overs so customers can see how the products look on their faces.

For a jacket, have the customer try it on and move her arms around to feel the free range of motion the jacket permits. You can also involve your customer verbally during the sales presentation by confirming selling points. You might say, “This jacket is wind and water resistant. Don’t you think that feature will come in handy on an outdoor trip?” Pause for the customer’s answer. You should only ask a question that is guaranteed to produce a positive response. Getting the customer’s

agreement on several selling points helps to ensure that you are on the right track with the selected product.

Holding the Customer’s AttentionWhen you involve a customer in the sale,

you help the person make intelligent buying decisions. You also help yourself because a cus-tomer is generally more attentive when doing more than just listening to what you say.

If you are losing your customer’s atten-tion, ask a simple question. You might say, “Now that you’ve seen the features of this product, what do you think about it?” Regaining your customer’s attention is essential if you are to continue with the sales presentation. The key is keeping the customer involved.

Check your answers at the Marketing Essentials OLC through glencoe.com.

Key Terms and Concepts 1. When you cannot determine a customer’s intended price range, what

price level of product should you show? Why? 2. For security and an effective sales presentation, what would you do if a

customer asks to see six pairs of expensive earrings? 3. How could you involve a customer in the

product presentation of a copying machinefor a business? Windows for a home?

14.1 AFTER YOU READ

Academic SkillsMath

4. Your customer wants to buy 7 feet of fabric, and the price per yard is $12.50. How much would you charge?

English Language Arts

5. Write a detailed plan that covers the product presentation for a product you have researched. For at least two product features, include what you will say, how you will demonstrate that feature, what sales aids you will use, how you will use them, and how you will involve your customer with each feature. When appropriate, incorporate sample dialogue. Prepare this plan using a word processing program.

NCLB

300

NCLB

NCLB Activity correlated to Mathematics and English Language Arts Standards




BELLRINGER ACTIVITY

Ask students if they have ever gone shopping without the inten-tion of buying anything. Have them list responses to salespeople who asked them if they wanted help. In small groups, have students come up with answers to each response. Allow groups to share their answers and discuss the effectiveness of the sales approaches they experienced.

Preteaching

VOCABULARYKEY TERMS Read the key terms aloud, or ask a volunteer to read them and predict their meanings.ACADEMIC VOCABULARY Refer students to the OLC through glencoe.com for the Academic Vocabulary Glossary before they read the section.

GRAPHIC ORGANIZERModel using the graphic organizer for students. Tell students to go to the OLC through glencoe.com for a printable graphic organizer.

NCLB

NCLB connects academic correlations to book content.

SECTION 14.2

READING GUIDE

Lead a discussion explaining why objections can be a useful sales tool. Suggest that handling objections

allows a salesperson to erase customers’ doubts about a product or service.

D Develop Concepts

THE MAIN IDEAAsk a volunteer to read the main idea aloud and ask another student to retell it in his or her own words.

Encourage students to compare their own responses to objections to the

ones listed in the section.

BEFORE YOU READ

Four-Step Process

Specialized Methods

Understanding ObjectionsObjections are concerns, hesitations, doubts, or other hon-

est reasons a customer has for not making a purchase. Objec-tions should be viewed as positive because they give you an opportunity to present more information to the customer.

Anticipating and planning answers to objections will help you feel confident in your responses to customers. Using appro-priate methods for handling objections will promote success.


READING GUIDE

THE MAIN IDEALearning how to handle objections during the sales process will make you a more effective salesperson. Objections can be helpful in the sales process and provide an opportunity to further determine customers’ needs.

GRAPHIC ORGANIZERDraw this chart to take notes about ways to handle objections.

OBJECT IVES• Distinguish objections from

excuses

• Explain the five buying decisions on which common objections are based

• Demonstrate the general four-step method for handling customer objections

• List seven specific methods of handling objections and note when each should be used

KEY TERMS• objections

• excuses

• objection analysis sheet

• paraphrase

• substitution method

• boomerang method

• superior-point method

• third-party method

ACADEMIC VOCABULARYYou will find these words in your reading and on your tests. Make sure you know their meanings.• debate • compensate

Predict Why might objections be a useful sales tool?

SECTION 14.2

BEFORE YOU READ

Objections

ACADEMIC STANDARDSEnglish Language ArtsNCTE 3 Apply strategies to interpret texts.

English Language ArtsNCTE 4 Use written language to communicate effectively.

Go to the OLC through glencoe.com for printable graphic organizers, Academic Vocabulary definitions, and more.

Connect What are

some techniques you

have used to handle

objections?

D

NCLB

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SECTION 00.00SECTION 14.2

Discussion Starter

UNDERSTANDING OBJECTIONSAsk the students if they have ever watched or participated in a debate. Have them recall aspects of the debate and list responses on the board. Ask students how debates can build skills in handling objections. Explain that, after a person gives a state-ment, he or she faces a rebuttal and is given a chance to respond. In the same manner, salespeople anticipate and plan answers to customers’ objections. Doing so increases the chances of fi nalizing a sale.

Explain Inform students that a salesperson’s training often includes responses to objections. Ask students to think of other ways they can learn how to react to objections. Answers may include fi lms or talking with other salespeople.

Answers Objections are questions, inquiries,

or statements which may require more selling expertise. Excuses are the reasons for not buying or seeing the salesperson. Customers use excuses when they are not in the mood to buy or when they are concealing other objections.

D Develop ConceptsPlan for Objections Divide the class into groups of two to fi ve students. Ask each group to choose a type of retail business to simulate. Tell them to pick a product and then create an objection analysis sheet for it listing at least fi ve objections and ways to handle them. Have groups object to other groups’ products to see how well the sheets work.

Role Play Play the customer in a role play with students using the objection analysis sheets they created in the exercise above. Adjust their responses or create new ones as needed.

PHOTO GUIDE • OVERCOMING OBJECTIONS

Discussion Lead a discussion about what observations might help you determine how to respond to a customer’s objections.

Caption Answer Answers may include that careful observation and asking questions can help you determine what a customer’s objections are.

Ask students to brainstorm what might happen if a sales associate misrepresented a product or its attributes while overcoming objections.


Objections can be presented as either ques-tions/inquiries or statements. An example of a question or inquiry would be, “Do you carry any other brands?” and a statement would be, “These shoes don’t fit me properly.” For direct inquiries, you simply answer the question posed. Objections which are statements may require more selling expertise.

Excuses are reasons for not buying or not seeing the salesperson. Customers often use excuses when they are not in the mood to buy or when concealing other objections.

It is often difficult to distinguish between objections and excuses. A statement or ques-tion that seems to be an objection may really just be an excuse. When you are faced with this, be polite and courteous. Encourage the customer to look around and ask you any questions he or she may have.

In a business-to-business selling situation, the procedure is different. Leave a business card if a potential customer refuses to see you when you make a call and ask if it is possible to see the person at a more convenient time.

There are cases when excuses are actually attempts to hide real objections. “I didn’t plan to buy today” may really mean, “I don’t like the styles you have available.” When you suspect that may be the case, ask additional questions to get to the real reason for the dis-interest in your product or products.

Plan for ObjectionsObjections can occur at any time during

the sales process and should be answered promptly. A customer who must wait to hear responses to questions or concerns tends to become preoccupied with the objec-tion. When that happens, you may lose the customer’s attention and confidence.

Objections can guide you in the sales pro-cess by helping you redefine the customer’s needs and determine when the customer wants more information. A customer may say, “This item is very expensive.” What the person may really mean is, “Tell me why

this product costs so much.” This objec-tion not only lets you know why the cus-tomer is reluctant to buy but also gives you an opportunity to debate additional sell-ing points. You should welcome objections;they are not necessarily the sign of a lost sale. Research shows a positive relationshipbetween customer objections and a successful sales outcome.

You can prepare yourself for most objec-tions that might occur in a sales situation by completing an objection analysis sheet, a document that lists common objections and possible responses to them. Although the actual objections may be slightly differ-ent from those you anticipated, thinking of responses ahead of time gives you an idea of how to handle other objections.

• OVERCOMING OBJECTIONS If a customer objects to the price of an eye shadow, you could apply the product to the customer’s skin to show its effectiveness and explain that the price per use is low.

How can you find out what a customer objects to about a product?

Contrast How do objections differ from excuses?

David Y

oung-Wolff/P

hotoEdit

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CONTINUED

Extended ActivityHandling Customer ObjectionsAsk students about experiences (either real or fi ctional) they have had with or observed about persistent salespeople. Have students share their stories in class and discuss responses to the experiences. Then have students brainstorm objections and responses to objections to the products shown in the ads in this chapter.

SECTION 14.2

AD GUIDE • PROVIDING PROOF

Discussion Point out that the phone number is featured prominently in this ad to encour-age customers to call. Ask students to brainstorm the kinds of questions or objections potential customers might have regarding Tempur-Pedic.

Caption Answer Students may say that they would go through the four-step process for handling objections and respond knowledgeably about the construction then talk about groups that have endorsed the mattress. They could also offer a free video or in-home tryout certifi cate.

Tell students that mail-order information is limited by defi nition. Customers cannot see or try the items. Ask students to brainstorm how products that depend on mail-order advertisements succeed. Answers may include telephone operators, Web sites, low prices, and the reputations of companies involved.


You can incorporate anticipated objec-tions into your product presentation so they do not become objections. You must be cau-tious about this, however. You do not want to include so many objections in your product presentation that you introduce doubt, espe-cially if none existed before. Saying, “I guess you’re worried about the safety of this snow-mobile,” may introduce a fear that was not a previous concern.

A better way to handle the same situation would be to emphasize the safety features of the vehicle. You might say, “The suspension on this snowmobile is especially designed to keep it stable. It’s very safe to operate.”

Common ObjectionsWhen you list general customer

objections you will see that they fall into certain categories. Most objections are based on key decisions the customer must make before buying—decisions about need, product, source, price, and time. This is true for both retail and business-to-business sales situa-tions. The actual objections will vary because of the difference in purchase motivation.

The following are examples of cus-tomer objections in a retail situation. They provide a starting point for the creation of an objection analysis sheet.

Need Objections related to need usually

occur when the customer does not have an immediate need for the item or wants the item but does not truly need it. A comment such as, “I really want to get these sandals, but I really don’t need another pair,” is an objec-tion based on a conflict between a need and a want.

Product Objections based on the product

itself are more common. They include concerns about things such as construc-tion, ease of use, quality, color, size, or

style. “I don’t buy 100 percent cotton shirts because you have to iron them” is such an objection.

Source Objections based on source often occur

because of negative past experiences with the firm or brand. A business-to-business customer might say, “The last time I placed an order with your company, I received it two weeks after the promised date.”

Price Objections based on price are more com-

mon with expensive merchandise. You might

• PROVIDING PROOF In telemarketing, overcoming objections becomes even more challenging than in face-to-face sales situations.

If a customer calls the toll-free number in this ad and questions you about the mattress’s construction, what would you say to eliminate any doubt about it?

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CONTINUED

W Writing SupportIndependent PracticeFour-Step Process for Handling

Objections Have students go shopping with preplanned objections to present to a salesperson. Ask them to record and evalu-ate the salesperson’s methods for handling those objections. Have them prepare an oral and written report on their fi ndings.

Role Play Inform students that the four-step process for handling objections can be used outside of business situations. In role plays with students, use the process in such situations as asking for help or asking someone to the movies.

D Develop ConceptsRestate the Objections Split the class into pairs and have students practice restat-ing the objection, taking turns being the cus-tomer and salesperson. Emphasize to them the importance of paraphrasing and measur-ing one’s tone so you don’t sound incredu-lous, mocking, or condescending.

Demonstrate Read passages from the newspaper and paraphrase them. Take sen-tences from the front page, sports section, and other sections.

Role Play Have students provide objections to a sales situation. Restate the objections in two or three different ways.

SECTION 14.2

Discussion Ask students if they note who sponsors a charity event. How does this affect their perception of a business? Students may state that it shows the business’s commitment to the community and suggests it is doing well enough to look after others.

Answer: Most students will agree that it is unethical to make a commitment that you know you will not fulfi ll—especially to a charity. They may suggest that Richard get attention by attending the events. They may also suggest that he take part in events in Chicago, since they probably get more press than ones in the suburbs.

For instruction, ideas, and answer guide, go to the Teacher Center at the Marketing Essentials OLC through glencoe.com.

Ask students if a charity event is a good way to make contacts.

Getting Attention


sometimes excuses. Customers usually have a real reason for not wanting to make a pur-chase on the spot. A customer might say, “I think I’ll wait until July when you have your summer sale to buy those sandals.”

You will probably hear many different kinds of objections once you begin selling. You should note them for future reference.

Four-Step Process for Handling Objections

Successful salespeople have learned to use a very basic strategy when answering all objec-tions. It consists of four basic steps for han-dling objections: listen, acknowledge, restate, and answer.

Listen Carefully Remember to be attentive, maintain eye

contact, and let the customer talk.

Acknowledge the Objections Acknowledging objections demonstrates

that you understand and care about the cus-tomer’s concerns. Some common statements used to acknowledge objections are, “I can see your point,” or, “Other customers have asked us the same question.”

These acknowledgments make a customer feel that his or her objections are understand-able, valid, and worthy of further discussion. It does not mean that you agree with the cus-tomer, but it acknowledges the objection. Dis-agreeing with the customer, or saying, “You’re wrong,” will put the customer on the defen-sive, and you might lose the sale.

Restate the Objections To be sure you understand the customer,

you can restate his or her objections in a num-ber of ways:

“I can understand your concerns. You feel that. . . . Am I correct?”

“In other words, you feel that. . . .”

“Let me see if I understand. You want to know more about. . . .”

Do not repeat the customer’s concerns word for word. Instead, paraphrase the

Go to the Marketing Essentials OLC through glencoe.com to find a project on the ethics of getting publicity.

Getting Attention

Richard has recently started a small pub-lic relations business out of his home in a suburb of Chicago. He has just three employees. They are competing with some of the biggest names in the business, and Richard is having trouble getting the attention of the most desirable clients in town.

It occurs to Richard that if he signs up himself and his employees to volunteer at big charity events, such as a fund-raiser for cancer research or making repairs at homeless shelters, his firm would get some favorable mention as a sponsor. Richard figures he would not even have to tell his employees he had signed them up, because he could call just before the event and say everyone had suddenly “come down with a bad cold.” Richard fig-ures no one would be hurt if they did not show up to help . . . plus, his firm would get some great exposure.

Is it ethical for Richard to volunteer

his firm for the charity events, then

pull out? Why or why not? What

would be a more ethical way for

Richard to get attention for his public

relations firm?

hear statements like, “That’s more than I wanted to spend.”

Time Objections based on time reveal a hesita-

tion to buy immediately. These objections are

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CONTINUED

S Skill PracticeIndependent Practice

L1 Let students know that 8 boxes of ski jackets have arrived at the store. If the postage for each box is $15.80, how much did it cost for them to be sent? $126.40; $15.80 � 8 � $126.40

L2 Tell students that the new shipment of ski jackets has come from Canada. If the US$1 is worth CDN$1.4, how much would a CDN$180 jacket cost in American dollars? US$128.57; CDN$180 � US$1 � CDN$1.4 � US$128.57

L3 If the wholesale price of a ski jacket is $90 and there is a 10 percent discount on every jacket ordered over 30, how much would 45 jackets cost? $3,915; $90 � 30 � ($90 � .90 � 15) � $2,700; $2,700 � $1,215 � $3,915

C Critical ThinkingDrawing ConclusionsSpecialized Methods of Handling

Objections Have students compare and contrast the boomerang method with the superior-point method. Both the boomerang and superior-point methods take a negative comment and return with a positive one. In the boomerang method, the salesperson turns a negative comment into a positive one. In the superior-point method, the salesperson responds with a completely different positive comment.

SECTION 14.2

Extended ActivityHandling ObjectionsDivide the students into pairs. Ask one pair of students to act out the two dialogues in the text for methods of handling objectives. Ask each pair to create and enact one of the specialized methods of handling objections: substitution method, boomerang method, question method, or superior-point method.


objections. To paraphrase is to restate some-thing in a different way. A customer might say, “The style is nice, but I don’t like the color.” You could paraphrase the objection by asking, “Would you be interested in the jacket if we could find your size in another color?”

Answer the Objections Answer each objection tactfully. Never

answer with an air of superiority or suggest that the person’s concern is unimportant.

Think of yourself as a consultant, using the objections to further define or redefine the customer’s needs. When price is the objection, go back to determining the customer’s needs. Offer a higher-priced item to a customer if it is warranted. Explain the features and benefits of the more expensive model and why that item is better suited to the customer.

Specialized Methods of Handling Objections

There are seven specialized methods for handling objections: substitution, boomerang, question, superior point, denial, demonstra-tion, and third party.

Substitution Sometimes a customer is looking for a spe-

cific brand or model of a product that you do not carry. Or maybe the product you show the customer is not to his or her liking. In any of those cases, you may want to use something called the substitution method, which involves recommending a different prod-uct that would satisfy the customer’s needs. Assume a customer says, “I don’t like the way this dress looks on me.” In this case you may want to suggest a totally different design that is more becoming on your customer. “Here, why don’t you try this dress. It has a com-pletely different look. I think it will fit your style better than the one you just had on.”

Boomerang An objection can be returned to the cus-

tomer in the same way that a boomerang

returns to the thrower. The boomerang method brings the objection back to the cus-tomer as a selling point. Here is an example:

Customer: “These ski gloves are so lightweight. They can’t possibly keep me warm.”Salesperson: “The gloves are so light because of an insulation material called Thinsulate. The manufacturer guarantees that Thinsulate will keep you warmer than fiberfill insulation, without the bulk and extra weight.”

When using the boomerang method, you must be careful not to sound as if you are try-ing to outwit the customer. Use a friendly, helpful tone to explain how the objection is really a selling point.

Question The question method is a technique in which

you question the customer to learn more about the objections. While answering your inqui-ries, the shopper may even come to realize that an objection may not be valid. Here is an example:

Customer: “I don’t see the point of having two sinks in the bathroom, as featured in your sug-gested layout.”Salesperson: “Do you and another member of your family ever need to get ready to go out at the same time?”Customer: “Yes.”Salesperson: “Does either one of you have to wait for the other to finish using the sink on those occasions?”Customer: “Yes. I see your point.”

Never ask questions in an abrupt manner; this may seem rude and create a defensive atmosphere.

Superior Point The superior-point method is a

technique that permits the salesperson to acknowledge objections as valid yet still off-set them with other features and benefits. The superior-point method allows you to admit disadvantages in products but then present superior points to offset or compensate for them. This technique puts the customer in a

S

C

305

CONCEPTSAsk students to defi ne objections to a sale. Objections are concerns, hesitations, doubts, or other honest reasons a cus-tomer has for not making a purchase.

KEY TERMSHave students work in small groups to review key terms, their spellings, and their defi nitions.

SECTION 14.2

INDEPENDENT REVIEW

L1 Assign and review Chapter 14 activities in the Student Activity Workbook.

L2 Assign and review Chapter 14 activities in the Marketing Math Workbook.

L3 Assign and review Chapter 14 activities in the BusinessWeek Reader with Case Studies.

AFTER YOU READHave students complete the Section 14.2 After You Read section review.

ONLINE STUDY TOOLSHave students go to the Marketing Essentials OLC through glencoe.com for the Section 14.2 practice test.

Overcoming the Price Objection

Discussion Have students read the Case Study and discuss ways to overcome the price objection. Let the class know that sales associates have to help customers see the product in a certain context.

Answer: Either option will work, but selling value is easier to use than competitive comparison, which requires more planning and practicing.



position to decide between the different fea-tures and see additional reasons for buying. Here is an example:

Customer: “Your prices are higher than the prices of your competitors.”Salesperson: “That’s true. Our prices are slightly higher, but with good reason. We use better quality wool in our garments that will last five to ten years longer than our competitors’ garments. Plus, we guarantee the quality for

life. You can return the product if you ever have a problem with it and we’ll repair it free of charge.”

DenialThe denial method is when the customer’s

objection is based on misinformation. It is best to provide proof and accurate information in answer to objections. This method is also used when the objection is in the form of a question or inquiry. When using the denial method, you

Overcoming the Price Objection

When handling the price objection in a business-to-business situation, sell value, not price. You can also conduct a comparison between your product and your competitors’ lower-priced products. Take Kellogg Company, which works to educate its customers and potential customers about the benefits of doing business with them.

To maximize perceived value and respond to price objections, Kellogg uses facts about the company. It asks customers to consider the research and development that goes into products, the ongoing support the company will provide, the certainty of on-time delivery, the company’s history and reputation, and its market knowledge. Taken together, those factors are worth a lot.

Selling Value as More Than Price

If you want to take this concept a step further, you may use a competitive comparison. This method of handling objections begins with a comparison of product features and return on investment. Then it adds all the value-added aspects of doing business with your company to show how price is not the only factor that should be considered. This competitive comparison method of handling objections can be difficult. It requires a cool head and thorough preparation. Showing customers this comparison of the total package helps a customer see that doing business with a company that has higher-priced products may suit its needs and address its overall situation better than the one with lower-priced products.

Which of the two methods (perceived value and competitive comparison) would you use to handle a price objection if you were a Kellogg sales representative? Why?

Go to the Marketing Essentials OLC through glencoe.com to find a research project on price objection.

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SECTION 14.2

CULMINATING ACTIVITIES1. Have students role play that they are customers at a department store, and ask them to come up with six reasons not to buy certain items. Afterwards, have the students pretend to be salespeople. Ask the class to (1) distinguish objections from excuses and (2) come up with four-step responses to the objections. Have volunteers act out the objections and excuses in class.

2. Ask students to recall and provide answers to the following questions:

• What is the third-party method of handling objections? Using a previous customer or another neutral person who can give a testimonial about the product.

• What are the four steps in handling objections? Listen, acknowledge, restate, and answer.

Online ActivityAnticipating ObjectionsAsk students to research and give an example of ways that online ads antici-pate customer objections. Have students share their fi ndings with the class.

NCLB

NCLB Activity correlated to Mathematics and English Language Arts Standards

Key Terms and Concepts

1. So that the customer does not become preoccupied with the objection. When that happens, you may lose the customer’s attention and confi dence.

2. by anticipating them and preparing an objection analysis sheet, which lists common objections and possible responses to them

3. The superior-point method is a technique that permits the salesperson to acknowl-edge an objection such as its high price as valid, yet still offset it with other features and benefi ts.

Academic Skills

4. The $150 jackets offer a savings of $500/year; ($150 � 50) � 5 � $1,500/year;

($80 � 50) � 2 � $2,000/year; $2,000 � $1,500 � $500/year

5. Answers should include at least fi ve differ-ent objections and the responses to them. One response should depict the four-step method for handling objections.

Find answers at the Marketing Essentials OLC through glencoe.com.

14.2 AFTER YOU READ

Problem Solving Solveproblems that arise in mathematics and other contexts. 1. To solve this problem, multiply $150

by 50, and $80 by 50, to determine the total cost of the jackets.

2. Divide each total by the number of years the jackets are good for to determine the cost per year

3. Compare the two amounts to deter-mine which one is a bigger savings.



must back up the negative reply with proof and accurate facts. Consider an example:

Customer: “Will this shirt shrink?”Salesperson: “No, it won’t shrink because the fabric is made of 50 percent cotton and 50 percent polyester. The polyester will prevent shrinkage.”

Demonstration The demonstration exemplifies the adage

“Seeing is believing.” Here is an example:

Customer: “I can’t believe that jacket can fold up into itself to become a zippered pouch.”Salesperson: “I’m glad you brought that up. Let me demonstrate how easy it is to stuff this jacket into the pocket pouch here and then zipper it up.”

The demonstration method can be quite convincing and should be used when appro-priate. Conduct only demonstrations you

have tested, and make sure they work before using them on a customer in a sales situation.

Third Party The third-party method involves

using a previous customer or another neutral person who can give a testimonial about the product.

Customer: “I can’t see how this machine can save me $1,000 in operating costs the first year.”Salesperson: “Frank Smith, one of my cus-tomers, questioned the same point when he bought his machine a year ago. He now praises its efficiency and says that his costs have gone down by $1,200. Here’s a letter I recently received from him.”

In any given sales situation, it is unlikely thatyou will use all seven methods of handling objections. You will create effective combina-tions over time that will work best for you.

14.2 AFTER YOU READ

Key Terms and Concepts 1. Why should objections be answered promptly? 2. How can you prepare for objections?3. Which specialized method of handling objections allows you to

offset an objection with other features and benefits?

Academic SkillsMath

4. A retailer can buy waterproof jackets that last for five years at a cost of $150 for 50 jackets. The other option is buying jackets that last for two years at a cost of $80 for 50 jackets. Which option offers the biggest savings?

English Language Arts/Writing

5. Prepare an objection analysis sheet for a silk-and-wool designer blazer. List at least five objections, then write responses to depict methods for handling the objections. Use a word processing program.

Check your answers at the Marketing Essentials OLC through glencoe.com.

NCLB

307





Test-Taking StrategiesDivide the class into two roughly equal teams. Have one team review the aspects of product presentation while the other considers objec-tions and ways to handle them. Ask each team to make a presentation to review the chapter. Encourage students to take notes during the presentations.

Answers may include product shots, archi-tectural design planning, lifestyle images, and portraits of the employees for press or other purposes.

Lifelong Learning

CAREER INFORMATION Have students go to the Marketing Essentials OLC through glencoe.com and fi nd Chapter 14 Careers page and click on the link for the American Marketing Association’s Careers Strategies and Tips. Divide students into small groups. Ask the groups to read one article and summarize it in a three-paragraph response.

PRESENTING THE PRODUCTThe ability to handle objections is not only part of the sales process but also an important life skill. Some of these techniques are effective when handling objections at school, at home, at work, or in the community. Encourage students to practice the four-step process in a variety of situations of promotion.

PrimarySourceAsk students to go to the Marketing Essentials OLC through glencoe.com and fi nd Chapter 14 Resources. Ask them to click on the link for the American Marketing Association’s marketing dictionary and fi nd the terms related to product presentation and objections and compare their defi ni-tions to the ones in the chapter.

308 UNIT 5 — SELLING glencoe.com

DAVID MODICACOMMERCIAL PHOTOGRAPHER

What do you do at work?

I specialize in making photographic images for business usage in advertising, documentation, historical preservation, and for competition. Clients come directly and through design and advertising agencies. I’m classifi ed as a commercial photographer rather than a portrait/wedding photographer.

What skills are most important to you?

Photographic skills are obvious necessities, and today those skills are centered around the digital imaging business. Commercial photographers have to know digital cameras and scanning and their applications to paper and Web production. This process starts with capture and runs through color correction and preproduction.

What is your key to success?

Defi ning my business in great detail and fi nding a way to survive long enough to develop that business. That means taking jobs you don’t necessarily want in the long run to pay bills and doing what is necessary to meet the people you want to work for. Network key industries, spend advertising money wisely, and get involved in your key geographic area.

Courses photography, marketing, business

Degrees High School, BFA

Virtually all companies utilize the services of a photographer at some point—whether for a brochure, a newspaper ad, or a Web site. Advertising agencies and design houses establish relationships with photographers to do their projects.

Growth about as fast as average for the next ten years

Source: Occupational Outlook Handbook

Camera skills, a visually oriented mind-set, knowledge of both the Web and print industries

Go to the Marketing Essentials OLC through glencoe.com to fi nd a research project on photography and marketing.

What are some of the ways businesses use photography to market their products and services?

308






See the Glossary at the back of this book for defi nitions of Key Terms, Academic Vocabulary defi nitions are on the book’s OLC.

1. A sample answer might read:Key Terms Layman’s terms are words the average customer can understand. Academic Vocabulary The term feature means to have or present something or someone as an important element.

Ask volunteers to read the summaries aloud and give an example of each concept. Have interested students share their examples with the class.

ELL Have students translate the key concepts into their own language fi rst, then in English.

2. to match a product’s features and benefi ts to the customer’s needs and wants

3. Tell your customer how the product features match his or her needs. Use highly descriptive adjectives and active verbs. Avoid unclear words such as pretty, nice, and fi ne. Avoid slang and double meanings. Use layman’s terms.

4. display the product effectively and handle it with care; demonstrate product features; use sales aids; and involve the customer in the sale

5. Objections help you refi ne the customer’s needs and determine when the customer wants informa-tion, thus allowing you to bring out additional selling points.

6. need, product, source, price, and time

7. Listen carefully, acknowledge the objections, restate the objections, and answer the objections.

8. 1) substitution (when the customer does not fi nd what he or she is looking for), 2) boomerang (when the objection can be turned into a selling point), 3) question (to learn more about the objection), 4) superior point (when the objection is valid but can be offset by other fea-tures and benefi ts), 5) denial (when the objection is based on misinforma-tion), 6) demonstration (when seeing is believing), and 7) third party (when there is a neutral party or testimonial to remove doubt)

9. Objections are questions/inquiries or statements which may require more selling expertise.

10. common objections and possible responses to them

11. By listening to and acknowledging customer objections, you demonstrate that you understand and care about the customer’s concerns. This makes a customer feel that his or her objections are valid.

CHAPTER 14 REVIEW


C H A P T E R 14 R E V I E W

SECTION 14.1• The goal of the product presentation is to match a customer’s needs and wants to a

product’s features and benefi ts.

• When selecting products to show your customer during the product presentation,

consider needs and price range, and limit your selection to three items at a time.

• To make your product presentation lively and effective, handle the product with respect,

demonstrate product features, involve the customer, and use sales aids.

SECTION 14.2• Objections are reasons for not buying or doubts that occur during a sales presentation.

• You should welcome objections in the sales process because they help clarify a

customer’s needs and provide an opportunity to introduce additional selling points.

• Objections are based on fi ve buying decisions: need, product, source, price, and time.

• Four steps for handling customer objections are: listen, acknowledge, restate, answer.

• There are seven specifi c methods of handling objections: substitution, boomerang,

question, superior-point, denial, demonstration, and third-party.

Key Terms• layman’s terms (p. 297)• objections (p. 301)• excuses (p. 302)• objection analysis sheet

(p. 302)

• paraphrase (p. 305)• substitution method (p. 305)• boomerang method (p. 305)• superior-point method (p. 305)• third-party method (p. 307)

Academic Vocabulary• parameter (p. 294)• feature (p. 295)• debate (p. 302)• compensate (p. 305)

1. On a sheet of paper, use each of these key terms and academic vocabulary words in a written sentence.

2. Explain the product presentation goal. (14.1)

3. Describe some guidelines for what to say

during the product presentation. (14.1)

4. What are four techniques that will make the

product presentation effective? (14.1)

5. Why are objections sales tools? (14.2)

6. List the fi ve buying decisions on which

common objections are based. (14.2)

7. Explain the process for handling customer

objections. (14.2)

8. Name methods of handling objections. (14.2)

9. In sales, what are objections? (14.2)

10. Name two things that appear on an objection

analysis sheet. (14.2)

11. Explain why it is important to listen to the

customer. (14.2)

309

12. Workplace Skills Possible answers include: a. Demonstration method: “Let me

show you.” b. Direct denial: “No, it is machine

washable because of the fabrics used in its construction.”

c. Question method: “Do you usually dry-clean? This machine-washable shirt will save you money.”

d. Substitution method: “We have those very same pants in several colors. Would you like to see them?”

e. Third party: “That is exactly what Ms. Lee said before she bought this model. She wrote us this letter stating that she never thought she would use all the special features, but now doesn’t know what she’d do without them.”

13. Technology Applications Charts should include features and

prices. Students should pick one product to favor and defend.

Formative AssessmentFormative assessment is an essential component of classroom work. This type of assessment provides information that is then used as feedback to modify teaching and meet student needs.

L1 Have students write or demonstrate all of the steps of handling a customer’s objections.

L2 Have students write a narrative description of a customer objecting to a sale and a sales-person responding to the objections.L3 Assign the different types of objects to pairs of students and have them write and role-play a sales situation including an objection and the salesperson’s response.

If the results of this formative assessment seem low, consider the following activity:

Read each of the key terms aloud. Have students defi ne each of the key terms and use them in a sentence.

CHAPTER 14 REVIEW

14. Math Practice $1,209.36; 10¾ sq. yd. � 9 sq.

ft./sq. yd. � 96.75 sq. ft; 96.75 sq. ft. � $12.50/sq. ft � $1,209.375

15. English Language Arts Accept all reasonable reports. Exam-

ples could include dialogue between a customer and an electronics sales-man or car salesman.

16. Communication Skills Student answers should show an un-

derstanding of the four-step method for handling objections and the spe-cifi c methods of handling objections.



12. Workplace Skills Handling Objections Write a response for

each of the following objections and note the

specialized method you used.

a. “This is the smallest TV I’ve ever seen. How

will I be able to see the picture?”

b. “Does this blouse need to be dry-cleaned?”

c. “These no-iron cotton dress shirts are

awfully expensive.”

d. “I like these pants, but I already have two

pairs of black pants.”

e. “This cell phone is too sophisticated for me;

it has too many fancy features I don’t need.”

13. Technology ApplicationsMake a Chart Assume you work as a

sales associate for an electronics retailer.

Select two competing products to compare,

focusing on their features and prices.

Use spreadsheet, presentation, or word

processing software to make a chart that

shows this comparison for use in the product

presentation step of the sales process. Share

your chart with classmates and be prepared

to answer their questions and handle

objections from them.

14. Math Practice Determine the Price Your customer wants

to buy 63/4 square yards of wood fl ooring

for one room of a house and 4 square yards

for another room. The price per square foot

is $12.50. How much would you charge the

customer?

Measurement: Converting

Units 1 yard is equal to 3 feet. Divide the

number of feet to determine the number of

yards, and multiply the number of yards to

convert to feet.


15. English Language Arts Communication Write a dialogue between

a customer and a salesperson in which the

salesperson handles an objection, such as a

customer complaining that his cell phone has

too many features and is too complicated.

16. Communication Skills

Can you use the methods for handling

objections in sales to handle objections in

other aspects of life? Give three examples

of situations in which the methods could be

useful. Explain which method or methods you

would use in each situation, and what the

results might be.

17. Present the Product Select a product, such as cosmetics, life

insurance, athletic shoes, skis, and physical

fi tness equipment. Research the product’s

features. Be sure to address how the features

and benefi ts satisfy customers’ needs.

Activity Use presentation software to

support a sales presentation. You may want

to include one anticipated objection and an

effective response as part of the product

presentation.

310

17. Present the Product Computer presentations might

include: product’s features and benefi ts and how they satisfy the customer’s needs as well as one anticipated objection and an effective response.

The students should be evaluated on the performance indicators noted in the role play. For another DECA role play, go to the Competitive Events Workbook or the Student Activity Workbook, or go to the Marketing Essentials OLC through glencoe.com.


DECA Advisors CornerUse DECA’s Technical Sales Event to illustrate the importance of proper presentation of a product being sold. This event challenges students to organize and deliver a sales presentation using actual products or a facsimile of the products.

18. Evaluating Web Sites Accept all evaluations that contain

an analysis of navigation and product presentation on the site, and an understanding of objections and the methods of handling objections employed on the site.

MINI-QUIZRead these sentences to the students and have them volunteer the missing word(s) or phrase(s):

1. Samples, models, photographs, drawings, graphs, charts, and warranty information are all examples of . (sales aids)

2. Concerns, hesitations, doubts, or other reasons a customer has for not making a purchase are called

. (objections)

3. The fi ve buying decisions upon which most objections are based include

. (need, product, source, place, and time)

For an expanded chapter quiz, go to Chapter 14 in the TeacherWorks™ Plus DVD and to Chapter 14 in the ExamView® Assessment Suite.

CHAPTER 14 REVIEW

STANDARDIZED TEST PRACTICE

ANSWERS

1. B 2. F

TEST-TAKING TIPSWhen your students have a standardized test coming up, these last-minute tips and strate-gies will help students relax and do their best.

Test Format Help your students become familiar with the format of the specifi c test they are going to take by practicing with test items that imitate the actual test items.

Test Timing Have your students take one or more timed practice tests so that they become comfortable with the test format.


18. Evaluating Web Sites Visit the Web site of a company of your

choice. Evaluate the Web site in terms of

ease of navigation, effectiveness of product

presentation, and how well it handles

customer inquiries and objections. List

three positive features of the site.

1. Directions Choose the letter of the best answer. Write the letter for the answer on a separate piece of paper.

What is the cost of 73 pairs of pants if each pair costs $23, with a 10 percent discount on every pair ordered over 50?

A $1150.50 B $1150.50 C $1523.10 D $1173.20

2. Directions Choose either True or False as the answer. Write the letter for the answer on a separate piece of paper.

The superior-point method brings the objection back to the customer as a selling point.

T

F

When taking a test, if you suspect that a question is a trick item, make sure you are not reading into it too much.

Role PlayGarden Shop Sales AssociateSituation Assume the role of sales

associate for a lawn and garden store. You

are knowledgeable about the merchandise

and plants. The store manager (judge) has

noticed that you are good at handling customer

objections. As a marketing student, you

have learned to use the four-step method

for handling customer objections. The store

manager (judge) has not had sales training and

has asked you to explain the four-step method

so that he/she can discuss it at the next staff

meeting and use it for training new employees.

Activity You are to meet with the store

manager (judge) in his/her offi ce to explain the

four-step method for handling objections, and

site examples that can be related at the staff

meeting or when training new employees.

Evaluation You will be evaluated on how well

you meet the following performance indicators:

• Convert customer/client objections into

selling points.

• Determine customer needs.

• Recommend specifi c products.

• Explain the selling

process.

• Make oral

presentations.

For more information and DECA Prep practice, go to the Marketing Essentials

OLC through glencoe.com.


STANDARDIZED TEST PRACTICE

Test-Taking Tip

311





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