R E.PORT RESUME"-ED 013 298 VT 000 627AGRICULTURAL SALESMANSHIP. HORTICULTURE-SERVICE OCCUPATIONS:MODULE NO. S.OHIO STATE UNIV., COLUMBUS, CENTER FOR VOC. EDUC.REPORT NUMBER OSU-AGOEX-:904-017-8 PUB DATE AUG 65EDRS PRICE MF-$0.25 HC-$1.04 26P.

DESCRIPTORS- *TEACHING GUIDES, UNITS OF STUDY (SUBJECTFIELDS), *AGRICULTURAL EDUCATION, *ORNAMENTAL HORTICULTUREOCCUPATION, *SALESMANSHIP, HIGH SCHOOLS, BIBLIOGRAPHIES,

ONE OF A SERIES DESIGNED TO HELP TEACHERS PREPARE HIGHSCHOOL STUDENTS FOR EMPLOYMENT IN HORTICULTURE OCCUPATIONS,THIS MODULE AIMS TO DEVELOP STUDENT ABILITY TO MEETCUSTOMERS, PRESENT SUPPLIES AND SERVICES TO CUSTOMERS,OVERCOME RESISTANCE, AND CLOSE A SALE. IT WAS DESIGNED BY ANATIONAL TASK FORCE ON THE BASIS OF RESEARCH IN STATESTUDIES.- SUGGESTIONS ARE INCLUDED FOR INTRODUCING THE MODULE.FOR EACH COMPETENCY, SUBJECT MATTER CONTENT,TEACHING-LEARNING ACTIVITIES, REFERENCES, INSTRUCTIONAL_MATERIALS, AND OCCUPATIONAL EXPERIENCES ARE SUGGESTED. THETIME ALLOTMENT SUGGESTED IS 30 HOURS OF CLASS INSTRUCTION AND36 HOURS OF OCCUPATIONAL EXPERIENCE. TEACHERS SHOULD HAVEEXPERIENCE WITH HORTICULTURE, AND STUDENTS SHOULD HAVE ANOCCUPATIONAL GOAL IN HORTICULTURE. SUGGESTIONS ARE INCLUDEDFOR EVALUATING OUTCOMES. THE SOURCES OF SUPPLEMENTALMATERIALS ARE LISTED. THIS DOCUMENT IS AVAILABLE FOR ALIMITED PERIOD AS PART OF A SET (VT 000 619 - 000 631) FOR .

$7.25 FROM THE CENTERFOR VOCATIONAL AND TECHNICAL EDUCATION,THE OHIO STATE UNIVERSITY, 900 KINNEAR ROAD, COLUMBUS, OHIO43212. (JM).

U.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE

OFFICE Of EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

INTER FOR VOCATIONAL AND

TECHNICAL EDUCATION

E OHIO STATE UNIVERSITY

980 KINNEAR ROAD

COLUMBUS, OHIO 43212

AGRICULTURAL SALESMANSHIP

One of Twelve Modules in the Course Preparing for Entry inHORTICULTURE - SERVICE OCCUPATIONS

Module No.

The Center for Research and Leadership peva° mant

in Vocational and Technical Education

The Ohio State University980 Kinnear Road

Columbus, Ohio, 43212

The development of these materials was supported by a grant

from theDivision of Adult and Vocational Research

United States Office of Education

August, 1965

Agdex224'017

Ca o.

E M ITD UM

TO: The ERIC Clearinghouse on Vocational and Technical Education

The Ohio State University980 Kinnear RoadColumbus, Ohio 43212

FROM: (Person) James IlHtuaelThe Center for Vocational,

(Agency)

(Address) 980 Kinnear Road Columbus Ohio

DATE: ....AuAugust

11E. (Author, Title, Publisher, Date) Module Not 8. "Aapigultural Salpanr.veliiir "'-

The Center for Vocational and Technical Education A

Supplementary Information on Instructional Material

Provide information below which is not included in the publication. Mark N/A in

each blank for which information is not available or not applicable. Mark P

when information is included in the publication. See reverse side for further

instructions.

(1) Source of Available Copies:Agency The Center for Vocational and Technical Educat±oAddress 80 Kinnear Road Columbus Ohio 4 21Limitation on Available Copies No Limit Price Unit

(quantity prices

, .

) Means Used to Develop Material:Development Group Rational Task ForceLevel of Group NationalMethod of Design$ Testing, and TrialPartofallEdelEcLacic11122.111211..0E-5-85-009; materials based on research from state studies. see 'reface -.

material in the course outline.

,(3) Utilization of Material:Appropriate School Setting High SchoolType of Program Hi.h school class in horticulture -- service occupationsOccupational Focus Service workers at nurseries arden centeml_LreenhousesieGeographic Adaptability NationwideUses of Material Instructor course planning -..'=

Users of Material Teachers

(4) Requirements for Using Material:Teacher CornipetencycoundinhortiBaclulure"'-`-'Student Selection Criteria Designed for the less able high school studentoal in horticulture service ocauations. ",,

QTime Allotment Estimated time listed in module.

Supplemental Media -.Necessary x

(Check Which)Desirable ..""me7

Describe Su ested references JAwLin modUle. (P)

Sourceaddress

MR) mra=wmmakilonw.

AGRICULTURAL SALESMANSHIP

CONTENTS

,..SBrifestiotroducidule

C° eteti6tes -Devel° ed

TO .:learn hoW to meet the customer

To le:ain how to present supplies andservices to the custome

III. To .learn:how tO.oyercoMe resistance

IV. To learn .how- to Close the sale

Suggestions for Evaluating Educational Outcomesof. the Module

Sources of SReferences.

z. ested Instructional Materials and

AGRICULTURAL SALESMANSHIP

Major:Teaching Objective

To develop the abilities needed to begin selling agricultural supplies

and services effectively

Suggeited Time Allotments

At schoolClass instructionLaboratory experience

30 hours0 hoursTotal at school

Occupational experience

Total for module

AmentatalmateasiaLatlislat

30 hours-

36 hours

66 hours

This module is designed to develop the abilities needed by employees tosell all types of agricultural supplies and services required by farmers,ranchers, and homeowners. The following suggestions are offered forintroducing the module.

1: Explain to the students that every agricultural employee whodeals with customers is, in areal sense, a salesman and-needsthe qualities of a good salesman. Becoming a good salesman canonly be developed through experience. This module is intendedto acquaint students with the fundamentals of-salesmanship.

2. Have the students identify the firm or firms they' -or' their parentslike to do business with because of good sales practices.. Avoidnaming particular individuals but have the students list the salespractices and human or personality traits which bring satisfac-tion to the customers when they do business with particular firms.It will be natural for the class to recall instances-of poorsales practices and the teacher should tactfully caution thestudents that, while "true to life" examples are desired, it is'better to concentrate on the good sales practices than list thepoor sales practices or human shortcomings which cause dissatis-faction when doing business with any certain firm.

3. Ask students to observe salesmen in a farm supply and servicecenter, garden center, or agricultural machinery dealershipand attempt to identify those characteristics which apparentlyare common to successful salesmen. Don't attempt to analyzethese characteristics at this point.

4. Have students role-play the selling of a product in class. Fromthe role-playing demonstration, identify with the students the

4i .a.

+.4

problem; and questions which will be Studied. Eniphasi*e..,the.',-difficulties likely to be encountered by an inexperiencedAn alternative procedure would pe to ,Ilaye. a, tapeAec§r-dirig:',,Ot::::*,iperson_ making a sale instead of having--.the'''itOderita-pIrtiCiPate,'"---44.:*)4711?3,. ,11g .,;? , +..4 i

, .. e......,-- Develop th. =the .students the list. of competeUcies to. be studied.List these COn ete r ciaa on the chalkboard,:so.Etudents,:cangef"*.ener _Ove

,er of the content _of the !noddle: e-CompetenciO.

CiCe, n is.mOdul*---.iire; , ...

. ,

learn how to ,ffiect;:the-Cuestomers.,.

o _learn how to present' and seryices to the customer'44ti:1:0 P7OrPoili res ata ice a,

r0 learn telO -Close-- the sale

elling is they key fluidtid;riof all business setiVity. iiiii iii as true ingriculture as. in-other areas, Selling is 'the-,,act/ of -assisting -and

...._ .,..._ ....,, ,ersuadin`g indiViditals 'or groups to make a buying 'decision which is to the .

. . .

utual advent age of the buyer and .44e,sellei. -,......,

f 2'. ......,--,e.,,.

... ,. s.. ...el., ,. - -a-, . AA:4'w,

ellrilig :is: really :'explaining to, persuading, and, ..21min. ng. the, ptibliF ::-. , .. _. .. r,, s

0:04.44ar. *isiriess_ concern and or Oet- _otopoz.:604tJ.e4 -46 yal4eS, Olie from business with this concern. --- '1 '-' ':"'

,

retailer!:a ;function is that of selling goods and, servioes, to flea.

consumer.. This is the final step, the distribution, of,figrirur-an services ..

oaiic efficien. salesmen is fficientesmenre e *it gustpmers are a.kit: beettuie 01;

-PO* service- 'iendered ,: L..

t r}

DiscourtebUs-- treatment ,received--,. -' -- :e : ; , ..i,,,- . Y

3. Indifferent attitude exhibited on,,7416 part.,Of;:the-S4e0en, ., _

,k -,,,, :--: -i' - ,,,!:,, :Zz7cij. *'.4.-'-,1.--:.";1!\,:: '''4,;-6:':i .1:1,4S ,1!`;'"-' Z 4

The salesman _must Icnow the peychology, of selling ir.!le ,4t3 .4.;__,:kopome a,-'sUces,Pt,44:-S846i14041.. ',P.1* other w9r4s),11q,"1*F.P:'.00- ,.9,Rst(*eit, sprimarily beca4Se 'of need and desiie. These,-argt Anp.4,etre4,,,,V, te4sonby emotion, or, :1*44:0014bination of-. th'ese:- A Person 41insiy. need

need_,;but 'dO'es not buy., it -until he desires it, Le feels the nee'_ ,. .

In summery, to be iiiccisiful, the ciiiiciiiltiiilesniez):'nt, oy,,selling process, the merchandise itself, and the firm, as:yre4,_ as, 1,44q t...Stand himself, his. relatfas to the'ditetO*er*i_ ,t e' 04 Viii0;

, ., ,,,... ._, : 't ,,-- ,

Here ii an Opporturiity for a salesman t,ilfaji,:ileigr4ire0°P. with '4i,),, pi104c,t;b) help other .people make decisions, (c)'' fioe'.,SOMOhinii -.#5*±O*OtY,48,r.,4) know that his worth is quickly recognized. 'in ferafs'Wladva4caMents.,e) enjoy the prestige of big business. This big businees. is_ made: U .o.

,0

._:,, t a ..":!,.: .1. ' k''.;"''',43

"-

3

watuatiostmo

over 1,700,000 retail stores where Americans spend 70 per cent of thefamily income each year.

Good selling does not happen incidentally but is the result of sound.

training.

Successful selling produces a satisfied customer who in turn becomes

the best form of advertising.

The good salesman must realize that everyone benefits from efficient

selling. High sales volume not only insures the salesman's position,

but also lowers the price of products or services to the customer.

Good selling awakens and satisfies human wants. Selling is a challenge

and every customer is an opportunity for a salesman to get a positive

reaction from the customer on five basic bUying decisions, namely; the

need, the thing, the source, the price, and the time. Selling is

helping the customer to bw.intelligently.

The customer will gain the most personal satiatttion from.his purchase

if the salesman makes sure that the_product. will best fit the customer'sneed. When the salesman demonstrates courtesy and a sincere interest ta,be of service, the result is a permanent' customer.

Competencies to be-Developed.

I. _To 'learn how to meet the customer

Teacher Pre alag4=9.=.:bi011

Subject Matter Content

The impression of the agricultural business that the customer

carries away often results from his first contact with the

salesman. Appearance and actions play an important part in

forming this impression.

A well-groomed salesman attracts customers and inspires their

confidence. Undivided attention on, the job is essential to

good salesmanship.

A good. approach presupposes a proper ,attitude toward the

Love for one's work is expressed in the enthusiasm with whichit is carried out. Enthusiasm is shown_tbrough words, actions',and expression. If the salesmen is not interested. in 'andenthusiastic, about the merchandise, how can the customer beexpected to *develop much interest?

Salesmanship is demonstrated tbrough promptness, alertness,.and interest in the customer's problem.

%'

,

-Treat the customer like a guest. This means that *gOOklitiginerg':and courtesy are practiced at all times; that the hoUie'is inorder, neat and clean; that the merchandise is Conirenientlocated; and that the salesmin: is trained' in the l'Undementals, -of selling to maximize the opportunity of being of service'to-;customers,

-Points to be considered when meeting' the customer:

,The PreapproaCh.PreParaion:'

InforMatiOn needed' aboutout the *customer

Name:, Addrerss,P0iO4.1 characteristics

ke0414441i;03,.liobbiei:and,';14terests

5i Common4,BuY,ing habits'or

SoArces of this infOrinatiOn.

1) Participatibn in conmiun.ity-aitiVitieSiand:'e,ve4

31Chamber of Commerce informationCommenti made by other- *tembereof .c ivic clubA personal .notebook on customers

5 Past sale recordi; -reCor6) Interview with seOple in the community7) LoCal-neirspaPer

c. Check of facilities and surroundings

1 appearan"Ce 'Of the "store2 'Lighting-3 'Equipment4 Merchandise arrangement5) Personnel_

knoWiedge of benefits the customer will receive-,from merchandise sold-

,

1 :pegign or appearanee.2 Quality of the 'source '-'trade name.3 compositian and construction ''''4 Speciii'te4tiiies

;5 AsSortment +of'iizes and stylesavailable d'

6) Service available

;,. .11C22 ,ic:11^?"

Preparation by the. -SalesMen

1Neatness of appearancePreparation, of an aPPealing display, arrange*ent::

3) Knowledie, of cOntents, of the Merchandise instock

11) Knowledge of the contents 'off-newspaper adveris,tieing rbeyng cirCiii4ted" =

Knowledge of nmnes, background, and interestsof ,CUitaineis

6) PxielAri46*. of a few*eiling sentences'7)-*.nowledie,'Of the Conipetitort.s:1470,4i,o,,,,,,

Preparation- of a record common- customer-'ob4ections end development of methods ofMeet ing' the

,

Timingtyte -Approach

Importance of.,the.,iinpres:sion. createdsalesnian'S .aPpearance and actions-

Suggestionsfor:

1) Promptness - clues for failure in beia) Involved group conversations, of sab) Stock dutiesc) Timidity in approaching customersd) Indifference to the needs of the customers

2) Alertness based on accurate d. careobservation; look. for ,Oixes. ont:.a), How-arid when to greet the customer'~b) When, to present merchandise.C)'Hov to ,talfi'abOixt merchandise

-;-3) Interest, in customer's problem,

a) Take e11 the time necessary under,itatthis problem

b) Pi,obe to aeterinine ,if -problem wcustomer: first "se'Ys that

c),peterinf.ne the procedure .-to be, 'follow:042assist the':piaSOM;e47'143-4 his rob.em

The Proper Appropch Oreeting'the Custome

a. Types of salutations.1) Conventional.2) Question3) Stating a fact about the Merchandise

MCMWraMMAWWW,Wit4.0QW,Wit=4=MMIOMSIMWmtrala4AP,x

Elements of a sal:U.4.61bn

1) Courteous = --,:'

2) aiort3.Y Requires' no mental 'decision} -,4) AMiraitive5) hihizes the'lii4Ife= i6''SerVe:.

-,...

Tone of voice pleabant, enthusiasdistinct, articulate, ordin

ic

5,, .F_ e 2;w:it:don-a

1) pleasant' -smile 55,

-2)5 Cheerful expresSion

Explain what, motivates, customer:s to buy. Different .pb sid.5_arid, paycholdgical factors, operating alone, -or, together.,

Motivate a'custoier to buy, a:prOdUct": .,...(05ong them ar:e:--,corifpleasUre, appetite;, posaessiOn; fear, deVotion,, curiosity,ornamentation, imitation, construction, and 'loyalty,

Developing the proper attitudes, necessary for success,- inmeeting-a custolier is important if :t1estur.Cient 'to developeffective sales abilities. Among Viet 'are.:

1. Developing 'professional feeling .sel4in--,

2. Constant courtesy

3, Enthusiasm fOr ietii4g:I +

4. Interest in dust-Omer' s

5. Willingness to develop self,'-confidence

6.. Developing integrity

7. Developing 'sincere attitude of service

8. Appreciating Proper gaii1174g the.customer's attentibil interest,' creating a desireand ending, with desired action on the ,part,:ocustomer

Y.

7

Suggested Teaching-Learning Activities

1. Arrange for the class to observe a successful agri-cultural salesman in action meeting a customer.

2. Develop with the students a list of personal appearanceattributes of a good salesman in a farm supply orservice center, garden center, or agricultural machinerydealership. Oee page 301, .1.2:1g.inFundenteam..)

3. Develop with the students a list of the attitudesand actions of a good agricultural. 'Salesman.

Develop with the students a list of characteristicsof an agricultural center or machinery dealershipthat attract customers.

5. Engage in role-playing, having students act Out rolesof salesmen and' customers and demoristratebowto meetcustomers. Review each demondtration with ,class

as to what was done correctly or incorrectly.

6. Using role-playing, demonstrate how a salesman shouldgreet a customer on a telephone.

7. Invite the manager of a successful agriculturalbusiness to discuss with the class the attitudesand actions exhibited by salesmen which/have beenobserved to be most effective in meeting potentialcustomers as well as those attitudes and actionswhich are detrimental to success when meeting customers.

8. Develop with the students a list of the types ofcustomers they are likely to meet (decided customers,undecided customers, casual lookers) and bring outtips as to what would be the best way to meet eachtype. (See Fundamentals of Selling, pages 324-338.)

9. Prepare a list of greetings to use with customers.

Suggested Instructional Materials and References

Instructional Materials

1. Demonstration telephones-localtelephone companieswill often supply these for instructional purposes.

2. "The Approach," 10 minute film

8

References

T *l. l'umlamal.sofLS22Elin, Chapters 13 and 14.

2. Store Salesmanship, Chapter 2.

The symbol T (teacher) or S (student) denotes thosereferences designed especially for the teacher orfor the student.

Suggested Occupational Experiences

1. 'Observe the salesmen in the training center and listthe appearance, attitudes, and action attributes theyhave that make them an asset or liability to thebusiness. If you have students in varying types ofagricultural training..centers, elaborate on commoncharacteristics of successful sales employees inagricultural businesses.

2. Have the students analyze themselvesregularly tosee if they are developing desirable appearance andattitudes. Use the instruments available from eachstate's division of vocational guidance and testing.

3. See that the students have opportunities to servecustomers at the training center. In the classroom,discuss difficulties the students have encounteredin serving customers and discuss methods forcorrecting them in the future.

4. Have the student answer the telephone at the placeof business.

II. To learn how to resent sup lies and services to the customer

ataarplagEgUila

Subject Matter Content

Successful selling requires a careful presentation by the seller.A salesman must recognize the importance of each of the psycho-logical steps in a sale. Be must gain the attention, developinterest, kindle desire, and induce action on the part of thecustomer.

Attracting attention is one thing; developing interest isquite another thing. Attention is more or less involuntary.

9

Almost anything can attract attention; interest is the resultof voluntary reaction on the part of the customer. Interestcomes only when attention is prolonged voluntarily and isaccomplished by concentration.

Next, one must combine the merits of the article with the needsor wants of the customer to kindle desire. Then, by demonstra-ting a complete understanding of the interest, needs, desires,and motivating factors that cause a customer to buy, the salesmanwill be able to make a successful sale. Sales are made by showingthe farmer how to increase yields, make more profit, or reducethe labor required, etc. The teacher and the class can readilyexpand this list.

Draw attention of customers to a supply or service. It can beachieved in many ways.

Reading an advertisement about a beef concentrateSeeing a new herbicide on a TV commercialTalking to a neighbor about his new 5-plow tractorMailing a circular on early fertilizer purchase discountMeeting a new petroleum delivery truck on the roadHearing from a friend about the good service on baler repairsReading in the newspaper about a new bulb shipment receivedat the garden centerViewing an attractive display of seed at the supply center

Developing interest in a product can be initiated by the customer,the salesman, or serviceman.

Customers can move from the attention, interest, and desiresteps very rapidly at times with little or no encouragement.Example - the customer sees a new field sprayer just the sizeand kind for which he has a preference--the desire is developed.Often, however, the customer's interest in a product needs tobe kindled. This can be done by:

Talking to him about the new features on this planterInviting him to a field day where the effectiveness ofnewly developed herbicides will be shownShowing him the results of this product in test trialsDemonstrating how simple it is to mount this new corn pickerPointing out to the customer the number of people in thecommunity who are already using this feed, lawn seed, orgrease

Desire for a product may be obtained by relating it to a needof the customer.

Explain how this feed will increase net income by improvingan animal's rate of gain.Show him, with woof from variety trials, how the new oatvariety will stand., thereby reducing oll those combiningproblems.

10

Show him that the chcmical 1/reed spray will reducecultivation, allowing time to get the hay harvested,

go fishing, etc.Sell the merits of the tractor seat, not its cost.

Prov:.de appointments for the customer to try the

product on a trial basis.

To be able to present items effectively, you will need to:

Know the features of the itemBe able to answer all questions about the itemDemonstrate its use, operation, value, advantages,

and disadvantages

Suggested Teaching- Learning Activities

1. Have the students make a display of agriculturalitems in the classroom, or possibly make an attrac-tive display of a product on a bulletin board..

2. Have students describe an attractive display towhich they have recently been exposed. Try to list

those features that made the displays attractive.

3. Visit an agricultural supply center, garden center,or machinery dealership rnd observe how they use

displays, banners, etc to attract attention.

4. Have the students give a presentation or demonstra-tion that could be used to obtain interest in anagricultural business.

5. Through role-playing, have students show how theywould relate a supply or service to a customer'sneeds. (Desire) This could also be effectively

accompli shed through demonstrations.

Suggested Instructional Materials and References

Instructional Materials

Gather needed supplies, wall charts, supply informationsheets, empty product cartons, product bulletins, andsamples so that the students can do the above activities

effectively.

References

T 1. Fundamentals of Selling, Chapter 16.

2. Store Salesmanship, Chapter 3.

Suggested Occupational Experiences

Have students observe how effective salesmen show, explain,and demonstrate supplies or services.

Students should gain experience at the training centers byshowing, explaining, and demonstrating supplies or servicesto customers.

III. To learn how to overcome resistance

Teacher Preparation

Subject Matter Content

It is natural for people to have sales resistance. Most ofthem did not come by the money in their possession easily.It is perfectly natural for people to want to get all thatthey can for the money spent.

Each sale has two sides. The customer must sacrifice some-thing in order to get something else. Since one cannothave everything, each sale means a choice between one productand another product or one product and another form of pleasure.

The customer must decide which of the choices will give themost satisfaction or pleasure.

It is the salesman's job to convince the customer that hisproduct or service will provide this pleasure, satisfaction,or need. If this cannot honestly be done, perhaps he shouldnot make the sale at all. Anything else is high pressureselling that is unethical and cannot be classified as sales-manship. It will invariably lead to ill will and dissatisfaction.

There are several reasons why customers are resistant t6purchasing.' The first objection is rarely 'the actual objection.Identify the real reason for.such.resistance and try to explainaway the objection. To 'do this you are going to neled to be wellinformed on the supply. or service. Types of objections are:

12

1. Need - Objections to need are overcome? '.;y stressingthe usefulness and. benefits of the product.

2. Quality - Objections to quality are overcome by:

a. Showing a better quality

b. Pointing out a specific feature

3. Source - Objections to the source are met by:

a. Providing names and experiences of satisfiedcustomers

b. Providing information about the company or byreference to national advertising

c. Courteously straiGhtening out misunderstandings

d. Asking for a fair trial of this new firm or byoffering something another firm does not carry

e. Others correcting the shortcomings of the sales-man if he is at fault

4. Price - Objections to price ore overcome by:

a. Revealing hidden values - building up values

b. Emphasizing the quality or usefulness

c. Providing an article that is not as expensiveand doesn't have as many selling points

d. Knowing competitor's products so that anyquestion on different values can be explained

5. Time - Objections to time are overcome by:

a. Making a future anpointment

b. Inviting the customer to look at additionalmerchandise

c. Continuing to show a positive interest in thecustomer whether the salesman is busy or not

d. Trying to handle objections promptly Ps theyarise

13

e. Not trying to close a sale until all bonafideobjections have been satisfied. Make feelersduring the sales presentation to preclude objec-tions to .a reasonable closing of the sale becauseof the time.

6. Thing - Objections to the thing are overcome by;

a. Showing more suitable goods

b. Admitting the validity of objection but showinganother feature to offset the objection

c. Admitting that the objection is reasonable butshowing that it does not really aolo1y.

d. Changing the objection into a selling point infavor of the article

e. Avoiding:

Generalizations Irliich mean, nothing

Contradiction of a customer's statementDisplay of a negative or discouraging attitude

Again, do not pressure customers to purchase; they are notlikely to return if pressured.

Suggested Teaching- Learning Activities

1. Ask students to recall experiences of refusal topurchase an item a salesman was attempting to sell.List these on the board, then assign probable reasonsfor the refusal to bur (need - thing . quality -source - price - time). Have them suggest methodsthe salesman might have used to try and eliminatethis resistance,

2. Have students list objections they Irould have topurchasing some of the supplies or services they aretrying to sell in their occupational experiencetraining centers. Work out methods of correctingthese deficiencies or objections.

3. Have students visit neighborhood stores to find outwhat, are the most common objections or items of salesresistance encountered.

4. Have students role-play the sale of a familiar product,emphasizing the overcoming of resistance exhibited bythe student playing the part of the customer.

14

qL cute! aemT 1. FundLanentals of Selling, Chapter 17.

2. Store Salesmanship, Chapter 4.

Su estea Oecu ational E. ericnces

The student should have experience in attempting to overcomethe sales resistance of customers at the training center.Suggest that he report in class how he handled it. Discussif he used the correct approach. Have his supervisor in thetraining center critique his performance.

N. To learn how to close the sale

Teacher 'Preparation

Sub eat Matter Content

To learn When to close a saleTo learn methods of closing a saleTo learn why salesmen failTo learn to stimulate buyingTo successfulky complete the transaction

Obviously, closing the sale is the most important of all thesteps in the buying process. Everything that has been done-sofar comes to naught, if the customer leaves without making apurchase. Closing starts at the beginning of the sales presen-tation and "trial" closes are appropriate as it proceeds.

Customers resent being hurried into making a purchase. Thesalesman must take an active part in inducing a favorableaction on the part of the customer, but his attitude must beone of helping the customer in making a wise decision.

Sales are lost because the salesmen fails to tailor the salespresentation to the individual needs and requirements of thecustomer.

,

A salesman is performing a useful service by offering sugges-tions to customers who are not more of their needs or tocustomers who rely upon displays to remind them of what theycame to purchase.

Anybody can sell a customer something he wants. It takes asalesman to sell the customer needed. items of which he wasunaware.

15

Closing the sale will be more or less automatic ifAile need'.for the article has been definitely established. One of asalesman's functions is to help the customer decide by making"trial" closures.

Don't trip on the last:step. The time to close the sale isjust after the customer has decided, to buy.

Indications that the customer is making 'up his mind. occur ighenthe customer asks the salesman to repeat the advantages ofeach item and when he wants unwanted goods removed. This iswhen the .salesman should repeat the advantages of the item inwhich the greatest interest was shown by the potential customer.

The decision to buy occurs after the following' conditions havebeen met:

1. The customer has exhibited attention, interest, anddesire in the product.

2. A relationship between need and the merchandise hasbeen established.

3. All important objections have been overcome.

4 The price is low in comparison with value.

5. The product meets the customer's approval. '*

. The customer has the power to make the purchase.

The above decision is reached by taking steps during the pre-sentation to make buying "action" easy. Such steps includeleading the customer to make a number of small favorabledecisions himself, making these decisions progressively moreforceful, seeking agreement more frequently as the presentationprogresses, and narrowing the selection.. This is done by con-.centrating upon items in which the customer is interested, by .

removing merchandise in which the customer is not interested, byrepeating demonstrations in more detail, end. by soliciting theopinion of others. Always ask for the order. Use the "choice"method in beginning the closing phase, i.e., 2 or 3 dozen.

Failure to close the sale may be due to

1. Assuming that the customer is not going to buy.

2. Hurrying the .austomer -*"..t

3. Failing to help the customer decide

IbLIMZWX=MUi.;*

6

3.6

Stumbling.aver.salesobstacles

Stressing the wrong selling points

Trying to force action

7 Being discourteous when the customer does not buy

Wham engaged in suggestion selling, the salesman must:.

Make _definite suggestions to the potential customer:.

Give an acceptable justification -for the. suggestionmade.

Demonstrate the merchandise thoroughly and unhurrie

Not overwhelm the customer with more facts, decisions,etc:, than he ctn. face comtfo7b017-

SalesIge:often. increased by displaying_ related. merchandise,handling larger vantities, cor,paring with higher., priced.merChindise, introducing new merchandise, developing "speCial"salet, deitions.trati;pg new uses for merchandise,. and specialiiingin Merchandise for special occasions.

When recording the sale, the salesman, in, prep'aring the sales_ check, should;

vs.

Write legibly.

Be accurate, with items, amounts, and price.

List. the complete name, and. address if needed for, filesor -for delivery.

Write down any special direCtions needed to help the,customer.

When operating a cash register, make change accurately. Never.put a bill aroy until the customer is satisfied that be hasreceive& the correct change. Use the right compartment forpaper money and change. Also, learn to count out changepropirAy,

Just becaute the register bangs shut does not.mean that thesale is completed. A proper, courteous farewell often meansrepeat visits by the customer.

17

Give the customer a friendly farewell whether or not, he makesa purchase and invite him back soon.

Suggested Teaching-Learning Actiiities

1. Demonstrate; by role-playing, the closiincluding:

a. Packaging or wrapping

b. Making out sales slips neatly and accurately

C. Operating the cash regiiter

d. Making change (ising real money is most -effectiVe

ei Closing remarks

Considerable time should be alloWed to do this .:1131

all students are able to do it correctly every time.:ShorteliangekcustOmers do -.not rettrn; :1211dereWgiAgcustomers: costs salesmen their jobs.

2. Make tape recordings of all sales conversations ,o

students; play the recording back to point )outerrors in technique and grammer which need to becorrected.

ested Instructional MaterialS d References

Instructional Materials

1. Standard cash register .

2. Tape recorder

3. Books of sales slips

4. Money

5. Telephone

Reference

T 1. Fundamentals of Selling, Chapter 18.,

2. Store Salesmanship, Chapters 5, 6, and '7.

In thethat, thy. e i eri s e Wttarr00An elielitatioti. cheek 34.4-tiotlki4e,oocupatiormt experience' coil*may e used, - RV4uation '004first 0491,4e4 ,1f iii3 IO*`*0

Such checti eraphstiiize each 9t ph4i4

84214100. els e_nees

.44ifOtuit# ,er4.p0 16* f04,coNew IN*4 ii0=z

t04.14,9116.i

:"The Approach," 10 mOgteat*) -,bales.." 4 0:t010e,.

Note to trect4e,r0i. these 'itorn Itbreries or 4046-opuo, 0e Aterthe series 1010 10$ be cietil$.40 'fsi,

are not pe±140030,400140:040,

"ilrospooti#0," '10 4mitea) .S65:06_"The Fre.,APProec#," 10 rairk:hess *65"

Itarapeocas

Ernest and POV441,:'i1,

SoleattsNot York; !4cirev:- hook

2, Schert,,Mayert, aio1404.11013,i,IsCA4Pt# Edit ,on, -Yorkt. ,1444,t4

19

3. Robinson, Blackler, and Logan. Store Salesmanship, Fifth Edition,

Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1959.

4. Rowse and Nolan. Fundamentals of Advertising, Sixth Edition,

Cincinnati, Ohio: Southwestern Publishing Company, 1957.

5. Wingate and Nolan. Fundamentals of Selling, Seventh Edition,

Cincinnati, Ohio: Southwestern Publishibg Company, 1959.

6. Wingate and Weiner. Retail Merchandising, Fifth Edition,

Cincinnati, Ohio: Southwestern Publishing Company, 1957.

k. WirsININI[10,11,!

THE CENTER FOR RESEARCH AND `LEADERSHIP" DEVELOPMENTIN VOCATIONAL AND TECHNICAL EDUCATION

THE OHIO STATE UNIVERSITY980 KINNEAR ROAD

COLUMBUS, OHIO, 43212

INSTRUCTOR NOTE: As soon as you have completed teaching each module, please recordyour reaction on this form and return to the above address.

1. InsLructor's Name

2. Name of school

3. Course outline used:

State

is

Agriculture Supply--Sales and Service OccupationsOrnamental Horticulture--Service OccupationsAgricultural Machinery--Service Occupations

4. Name of module evaluated in this report

5. To what group (age and/or class description) was this material presented?

6. How many students:a) Were enrolled in class (total)b) Participated in studying this modulec) Participated in a related occupational work

experience program while you taught this module

7. Actual time spentteaching module: Recommended time if you were

to teach the module again:

hours Classroom Instructionhours Laboratory Experiencehours Occupational Experience (Average

time for each student participating) hours

hours Total time hours

hourshours

(RESPOND TO THE FOLLOWING STATEMENTS WITH A CHECK (V) ALONG THE LINE TOINDICATE YOUR BEST ESTIMATE.)

8. The suggested time allotmentsgiven with this module were:

9. The suggestions for introducingthis module were:

10. The suggested competencies to bedeveloped were:

11. For your particular class situation,the level of subject matter content was.:

12. The Suggested Teaching-LearningActivities were:

13. The Suggested Instructional Materialsand References were:

14. The Suggested Occupational Experienceswere:

VERYAPPROPRIATE

NOTAPPROPRIATE

L._ -J

(OVER)

15. Was the subject matter content sufficiently detailed to enable you to developthe desired degree of competency in the student? Yes No

Comments:

16. Was the subject matter content directly related to the type of occupationalexperience the student received? Yes NoComments:

17. List any subject matter items which should be added or deleted:

18. List any additional instructional materials and references which you used orthink appropriate:

19. List any additional Teaching-Learning Activities which you feel wereparticularly successful:

20. List any additional Occupational Work Experiences you used or feelappropriate:

21. What do you see as the major strength of this module?

22. What do you see as the major weakness of this module?

23. Other comments concerning this module:

(Date) (Instructor's Signature)

(School Address)