Sales: Prospecting, Qualifying, and Completing Instructor’s Edition PREVIEW NOT FOR PRINTING OR INSTRUCTIONAL USE Sales: Prospecting, Qualifying, and Completing Series Product Managers: Charles G. Blum and Adam A. Wilcox Curriculum Developers: Russ D. Peterson, Jr. and Kevin J. Karschnik Developmental Editor: Laurie Perry Copyeditor: Catherine Oliver Series Designer: Adam A. Wilcox COPYRIGHT © 2009 Axzo Press ALL RIGHTS RESERVED. No part of this work may be reproduced, transcribed, or used in any form or by any meansgraphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, or information storage and retrieval systemswithout the prior written permission of the publisher. For more information, go to www.axzopress.com. Trademarks ILT Series is a trademark of Axzo Press Some of the product names and company names used in this book have been used for identification purposes only and may be trademarks or registered trademarks of their respective manufacturers and sellers. Disclaimer We reserve the right to revise this publication and make changes from time to time in its content without notice. ISBN 10: 1-4239-5159-X ISBN 13: 978-1-4239-5159-9 Printed in the United States of America 1 2 3 4 5 GL 06 05 04 03 PREVIEW NOT FOR PRINTING OR INSTRUCTIONAL USE Contents Introduction iii Topic A: About the manual iv Topic B: Setting student expectations ix Topic C: Classroom setup xi Topic D: Support xiii Introduction to selling 1-1 Topic A: Introduction to buying and selling 1-2 Topic B: The sales model 1-8 Unit summary: Introduction to selling 1-10 Sales skills 2-1 Topic A: Organization 2-2 Topic B: Communication 2-11 Topic C: Personal motivation 2-17 Unit summary: Sales skills 2-24 The sales process 3-1 Topic A: The selling process 3-2 Topic B: The buying process 3-8 Unit summary: The sales process 3-12 Prospecting 4-1 Topic A: Introduction to prospecting 4-2 Topic B: Prospecting methods 4-8 Topic C: Phone prospecting 4-14 Unit summary: Prospecting 4-16 Qualifying 5-1 Topic A: The qualifying process 5-2 Topic B: The questioning process 5-8 Unit summary: Qualifying 5-19 Presenting 6-1 Topic A: Selling process and strategy 6-2 Topic B: Buyer types 6-7 Topic C: Presenting to buyers 6-12 Unit summary: Presenting 6-18 Completing 7-1 Topic A: Negotiating 7-2 Topic B: Closing the sale 7-5 Unit summary: Completing 7-8 Servicing 8-1 Topic A: Customer service 8-2 Topic B: Service as a process 8-4 Unit summary: Servicing 8-7 PREVIEW NOT FOR PRINTING OR INSTRUCTIONAL USE ii Sales: Prospecting, Qualifying, and Completing Using what you’ve learned 9-1 Topic A: The implementation phase 9-2 Topic B: Resources and tools 9-7 Unit summary: Using what you’ve learned 9-9 Course summary S-1 Topic A: Course summary S-2 Topic B: Continued learning after class S-4 Glossary G-1 Index I-1 PREVIEW NOT FOR PRINTING OR INSTRUCTIONAL USE iii Introduction After reading this introduction, you will know how to: A Use ILT Series training manuals in general. B Use prerequisites, a target student description, course objectives, and a skills inventory to properly set students’ expectations for the course. C Set up a classroom to teach this course. D Get support for setting up and teaching this course. PREVIEW NOT FOR PRINTING OR INSTRUCTIONAL USE iv Sales: Prospecting, Qualifying, and Completing Topic A: About the manual ILT Series philosophy Our goal is to make you, the instructor, as successful as possible. To that end, our training manuals facilitate students’ learning by providing structured interaction with the software itself. While we provide text to help you explain difficult concepts, the hands-on activities are the focus of our courses. Leading the students through these activities will teach the skills and concepts effectively. We believe strongly in the instructor-led class. For many students, having a thinking, feeling instructor in front of them will always be the most comfortable way to learn. Because the students’ focus should be on you, our manuals are designed and written to facilitate your interaction with the students, and not to call attention to manuals themselves. We believe in the basic approach of setting expectations, then teaching, and providing summary and review afterwards. For this reason, lessons begin with objectives and end with summaries. We also provide overall course objectives and a course summary to provide both an introduction to and closure on the entire course. Our goal is your success. We encourage your feedback in helping us to continually improve our manuals to meet your needs. Manual components The manuals contain these major components: • Table of contents • Introduction • Units • Course summary • Glossary • Index Each element is described below. Table of contents The table of contents acts as a learning roadmap for you and the students. Introduction The introduction contains information about our training philosophy and our manual components, features, and conventions. It contains target student, prerequisite, objective, and setup information for the specific course. Finally, the introduction contains support information. PREVIEW NOT FOR PRINTING OR INSTRUCTIONAL USE Introduction v Units Units are the largest structural component of the actual course content. A unit begins with a title page that lists objectives for each major subdivision, or topic, within the unit. Within each topic, conceptual and explanatory information alternates with hands-on activities. Units conclude with a summary comprising one paragraph for each topic, and an independent practice activity that gives students an opportunity to practice the skills they’ve learned. The conceptual information takes the form of text paragraphs, exhibits, lists, and tables. The activities contain various types of questions, answers, activities, and other information. Throughout a unit, instructor notes are found in the left margin. Each unit title page lists an estimated time for completion, but you have a great deal of control over how long it will actually take to get through the material. Many of the activities have questions or scenarios designed to stimulate discussion. You can adjust the amount of time a unit takes by deciding how many students you ask to respond and how long you allow a discussion to continue. Course summary This section provides a text summary of the entire course. It is useful for providing closure at the end of the course. The course summary also indicates the next course in this series, if there is one, and lists additional resources students might find useful as they continue to learn about the software. Glossary The glossary provides definitions for all of the key terms used in this course. Index The index at the end of this manual makes it easy for you and your students to find information about a particular software component, feature, or concept. PREVIEW NOT FOR PRINTING OR INSTRUCTIONAL USE vi Sales: Prospecting, Qualifying, and Completing Manual conventions We’ve tried to keep the number of elements and the types of formatting to a minimum in the manuals. We think this aids in clarity and makes the manuals more classically elegant looking. But there are some conventions and icons you should know about. Item Description Instructor note/icon Italic text In conceptual text, indicates a new term or feature. Bold text In unit summaries, indicates a key term or concept. In an independent practice activity, indicates an explicit item that you select, choose, or type. Instructor notes. In the left margin, provide tips, hints, and warnings for the instructor. Warning icon. Warnings prepare instructors for potential classroom management problems. Tip icon. Tips give extra information the instructor can share with students. Setup icon. Setup notes provide a realistic business context for instructors to share with students, or indicate additional setup steps required for the current activity. Projector icon. Projector notes indicate that there is a PowerPoint slide for the adjacent content. PREVIEW NOT FOR PRINTING OR INSTRUCTIONAL USE Introduction vii Activities The activities are the most important parts of our manuals. They are usually divided into two columns, with questions or concepts on the left and answers and explanations on the right. To the far left, instructor notes provide tips, warnings, setups, and other information for the instructor only. Here’s a sample: Do it! A-1: Identifying the brainstorming process Question and answer 1 Sequence the steps for brainstorming. Have students arrange the brainstorming steps in the correct order. Begin generating ideas. Select the purpose. Select the purpose. Organize the session. Organize the session. Review the rules. Ask questions and clarity ideas. Begin generating ideas. Review the rules. Ask questions and clarity ideas. PREVIEW NOT FOR PRINTING OR INSTRUCTIONAL USE viii Sales: Prospecting, Qualifying, and Completing PowerPoint presentations Each unit in this course has an accompanying PowerPoint presentation. These slide shows are designed to support your classroom instruction while providing students with a visual focus. Each presentation begins with a list of unit objectives and ends with a unit summary slide. We strongly recommend that you run these presentations from the instructor’s station as you teach this course. A copy of PowerPoint Viewer is included, so it is not necessary to have PowerPoint installed on your computer. The ILT Series PowerPoint add-in The CD also contains a PowerPoint add-in that enables you to do two things: • Create slide notes for the class • Display a control panel for the Flash movies embedded in the presentations To load the PowerPoint add-in: 1 Copy the Course_ILT.ppa file to a convenient location on your hard drive. 2 Start PowerPoint. 3 Choose Tools, Macro, Security to open the Security dialog box. On the Security Level tab, select Medium (if necessary), and then click OK. 4 Choose Tools, Add-Ins to open the Add-Ins dialog box. Then, click Add New. 5 Browse to and select the Course_ILT.ppa file, and then click OK. A message box will appear, warning you that macros can contain viruses. 6 Click Enable Macros. The ILT Series add-in should now appear in the Available Add-Ins list (in the Add-Ins dialog box). The “x” in front of Course_ILT indicates that the add-in is loaded. 7 Click Close to close the Add-Ins dialog box. After you complete this procedure, a new toolbar will be available at the top of the PowerPoint window. This toolbar contains a single button labeled “Create SlideNotes.” Click this button to generate slide-notes files in both text (.txt) and Excel (.xls) format. By default, these files will be saved to the folder that contains the presentation. If the PowerPoint file is on a CD-ROM or in some other location to which the slide-notes files cannot be saved, you will be prompted to save the presentation to your hard drive and try again. When you run a presentation and come to a slide that contains a Flash movie, you will see a small control panel in the lower-left corner of the screen. You can use this panel to start, stop, and rewind the movie, or to play it again. PREVIEW NOT FOR PRINTING OR INSTRUCTIONAL USE [...]... communication, and motivation Define the sales model and understand the details of the buying and selling processes Discuss prospecting methods, define their target markets and customers, and develop a cold-calling script Qualify prospects by using effective listening and questioning techniques Discuss positioning, identify buyer types, write an elevator pitch to prepare for presenting a sales pitch, and handle... subject categories to locate your course 3 Print data files to give to students as handouts NOT FOR PRINTING OR INSTRUCTIONAL USE xii Sales: Prospecting, Qualifying, and Completing CertBlaster pre- and post-assessment software PR EV IE W CertBlaster pre- and post-assessment software is available for this course To download and install this free software, complete the following steps: 1 Connect to www.axzopress.com... PRINTING OR INSTRUCTIONAL USE 1–4 Sales: Prospecting, Qualifying, and Completing If you were going to purchase a new DVD player, you might investigate the following kinds of data before considering a purchase Description Quality Is the DVD player well built, and will it work reliably? You might consider brand names and their reputations, perceived quality based on higher prices, and the place of purchase Price... Sales: Prospecting, Qualifying, and Completing PR EV IE W xiv NOT FOR PRINTING OR INSTRUCTIONAL USE Unit 1 Introduction to selling W 1–1 Unit time: 60 minutes Complete this unit, and you’ll know how to: IE A Identify the barriers to selling, discuss the history of selling, and identify the different types of selling PR EV B Describe the sales process NOT FOR PRINTING OR INSTRUCTIONAL USE 1–2 Sales: Prospecting,. .. INSTRUCTIONAL USE 1–2 Sales: Prospecting, Qualifying, and Completing Topic A: Introduction to buying and selling W “The outstanding leaders of every age are those who set up their own quotas and constantly exceed them.” —Thomas J Watson (1874-1956), Chairman of IBM Successful sales professionals understand that the definition of selling is uncovering a prospect’s needs and then positioning the product or... toward an agreement and close the sale Identify the customer service process and techniques, such as Responsive CARE, that can be used to build customer loyalty Work toward improving sales skills by using the 21-day habit, writing down satori moments, and committing to being a better sales representative NOT FOR PRINTING OR INSTRUCTIONAL USE x Sales: Prospecting, Qualifying, and Completing Skills inventory... Presenting d Completing PR EV e Servicing IE 7 What are the five phases of the sales process? NOT FOR PRINTING OR INSTRUCTIONAL USE 1–12 Sales: Prospecting, Qualifying, and Completing Endnotes Reference 1 Cut the C.R.A.P and Make the Sale, Russ Peterson, DC Press, 2003 PR EV IE W # NOT FOR PRINTING OR INSTRUCTIONAL USE 2–1 W Unit 2 Sales skills Unit time: 120 minutes Complete this unit, and you’ll know... organize and prioritize your tasks B Effectively communicate by using verbal and non-verbal language C Identify sources of your own personal PR EV motivation NOT FOR PRINTING OR INSTRUCTIONAL USE 2–2 Sales: Prospecting, Qualifying, and Completing Topic A: Organization W “You cannot escape the responsibility of tomorrow by evading it today.” —Abraham Lincoln Recall that in addition to product and service... how those needs affect the entire business, and knowing what type of solution can address those needs NOT FOR PRINTING OR INSTRUCTIONAL USE 1–6 Sales: Prospecting, Qualifying, and Completing Features, Advantages, and Benefits (FABs) W Throughout the 1960s and most of the 1970s, successful salespeople realized that selling products based on their features was no longer as effective as it once was As... INSTRUCTIONAL USE 1–8 Sales: Prospecting, Qualifying, and Completing Topic B: The sales model Sales success requires elements of professionalism that will include both skills and tools At the core of a salesperson’s skill set is the knowledge of their product or service The next layer of skills, as illustrated in Exhibit 1-1, can be divided into the following areas: communication, organization, and motivation . Sales: Prospecting, Qualifying, and Completing Instructor’s Edition PREVIEW NOT FOR PRINTING OR INSTRUCTIONAL USE Sales: Prospecting, Qualifying,. students as handouts. PREVIEW NOT FOR PRINTING OR INSTRUCTIONAL USE xii Sales: Prospecting, Qualifying, and Completing CertBlaster pre- and post-assessment