Developing the salesmanship curriculum at John Marshall High School, Los Angeles
457 97 12MB
English Pages 328
Polecaj historie
Citation preview
DEVELOPING THE SALESMANSHIP CURRICULUM AT JOHN MARSHALL HIGH SCHOOL, LOS ANGELES
A Project Presented to the Faculty of the School of Education The University of Southern California
In Partial Fulfillment of the Requirements for the Degree Master of Science in Education
by Floyd Vale Stephens
UMI Number: EP46592
All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
Disssttaiior Pubi shmg
UMI EP46592 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code
ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346
fj
'?ri
s m -
This project report, written under the direction of the candidate's adviser and approved by him, has been presented to and accepted by the Faculty of the School of Education in p a rtia l fulfillm ent of the requirements fo r the degree of M as te r of Science in Education .
Date...
Adviser
Dean
TABLE OP CONTENTS CHAPTER
PACE 1
I. INTRODUCTION.......... The Problem..............
* ........... 4
Delimitations...........................
5
The Procedure......... *.......................... 6 Summary of the c h a p t e r ............................ 7
II. REVIEW OF THE LITERATURE........................ 8 Theses and projects ..........................
9
Periodicals.................................... 13 Business English class project ................ 15 Courses of s t u d y ............................... 18 Textbooks and supplementary reading materials. . 21 Summary of the chapter................... III.
24
PRESENT BUSINESS EDUCATION CURRICULA AT JOHN MARSHALL HIGH SCHOOL............................ 25 •Subjects required in all curricula.............. 25 Vocational Business Curricula and requirements.
27
Analysis of the Business majors or curriculums.
28
IV. THE INITIAL SALES I CLASS AT JOHN MARSHALL-HIGH S C H O O L ......................................... 32 Units of stiidy developed in the initial class .
34
Co-curricular activities of the initial class .
37
Analysis of the Initial class
41
CHAPTER
PAGE Summary of the
V.
chapter........................ 45
THE SALESMANSHIP SYLLABUS....................... 46 Explanation of
the unitoutlines................46
Explanation of
the descriptive time schedule . . 47
Outline of
the eleven units for Sales I . .
. . 49
Outline of
the eleven units for Sales II . . . .
The use of
the unit outline to the student . . . 51
50
Descriptive time schedule for introducing the classes to salesmanship...................... . 5 3 Descriptive time schedule for Unit I (Sales I and Sales I I ) ............................... ..60 Unit I Outline
(Sales I and I I ) ................. 63
Purpose for Unit I, Personal Qualifications of a Good Customer................................ 64 Unit I,
”Things to
Discuss”................. 65
Unit I,
tr,Things to
Do”......................67
Unit I,
^Things toRead” ..............
68
Descriptive time schedule for Unit II, (Sales I and Sales I I ) .................................. 73 Unit II Outline
(Sales Iand I I ) ............... 75
Purpose for Unit II, Personal Qualifications of a Good Salesperson......................... . 76 Unit II, 11Things to Discuss” ....................77 Unit II, ”Things to Do”......................... 78
V
CHAPTER V.
PACE Unit II, "Things to R e a d " ...................... 84 Descriptive time schedule for Unit III (Sales I and Sales II) . . . . .
...........
86
Unit III Outline (Sales I and I I ) .............. 90 Purpose of Unit III, Establishing professional habits of
buying and
selling ................. 91
Unit III,
"Things to Discuss".................. 92
Unit III,
"Things to Do" . .
Unit III,
"Things to Read".
94 .......... 99
Descriptive time schedule for Unit I V ......... 101 Unit IV Outline (Sales I and II)............... 107 Purpose for Unit IV, Preparing for "High School Day at the Broadway"
................
108
Unit IV,
"Things to Discuss".........
109
Unit IV,
."Things to D o " ....................... Ill
Unit IV,
"Things
Unit IV,
Sales check problems.............
to R e a d " ..................... 113 127
Descriptive time schedule for Unit V ........... 134 Unit V Outline (Sales I and I I ) .............
139
Purpose of Part A, Unit V: The basic problems of business organization for buying and selling, "How business Is organized for selling goods and services"..................................... 14-0 Part A, Unit V, "Things to Discuss" . . . . . .
141
vi CHAPTER V.
- PAGE Part A, Unit V, “Things to Do” .........
• . . 142
Purpose of Part B, Unit V: The basic problems of business organization for buying.and selling, “How business is organized for buying goods and services” ........ .................. . . ♦ 144 Part
B, Unit V, “Things to Discuss”..............145
Part
B, Unit V, “Things to Do” ..................146
Purpose of Part C, Unit V: The basic problems of business organization for buying and selling, “The two-way process of buying and selling”
. . 148
Part
C, Unit V, “Things to Discuss”
............149
Part
C, Unit V, “Things to Do” ..................150
First Quarter T e s t ...........................156 Unit V, “Things to Read” .....................157 Descriptive time schedule for Unit VI (Sales I and I I ) ..................................... 159 Unit. VI Outline (Sales I).
................... 162
Purpose of Unit VI, The problem of planning buy ing and selling................................ 163 Unit
VI, “Things to Discuss” ................... 164
Unit
VI, “Things to D o ” ........................ 165
Unit
VI, “Things to Read.”•* .
Unit
VI Outline (Sales I I ) .................... 167
................. 166
vii CHAPTER V*
PAGE Purpose of Unit VI, The problem of selling to consumers outside the retail store .............
168
Unit VI, "Things to Di scuss"................... 169 Unit VI, "Things to R e a d " ...................... 172 Descriptive time schedule for Unit VII (Sales I and I I ) ........................................ 175 Unit VII Outline (Sales I)...................... 176 Purpose of Part A, Unit VII, The problem of secur ing information about merchandise, "Prom the view point of the customer"* * * Part A, Unit VII,
................... 177
"Things to D i s c u s s " ..........178
Purpose of Part B, Unit VII, The problem of secur ing information about merchandise, "From the view point of the salesperson"............ . . * • • 179 Unit VII, "Things to D o " ....................... 180 Unit VII, "Things to Read" . . . * ............. 196 Unit VII Outline (Sales II)..................... 197 Purpose of Unit VII, The problem of selling to consumers outside the retail store (selling prac tice) ................................ • . • . 198 Unit VII, "Things to D o " ....................... 199 Unit VII, "Things to Read" *
............... * 202
Descriptive time schedule for Unit VIII (Sales I and I I ) ........................................ 204
viii CHAPTER V.
PAGE Unit VIII Outline (Sales I ) ............... 207 Purpose of Part A, Unit VIII, The selling process, "Starting the sale1* ....... '..........
• . .
208
Part A,
Unit VIII, "Things
to Discuss”.......... 209
Part A,
Unit VIII,. "Things
to Do” .............. 210
Purpose of Part B, Unit VIII, The selling process, "Selecting merchandise to meet a need”. •
. • • 214
Part B,
Unit VIII, "Things
to Discuss”.......... 215
Part B,
Unit VIII, "Things
to D o ” .............. 216
Purpose of Part C, Unit VIII, The selling process, "Closing the sale” ........................ 224 Part C,
Unit VIII, "Things
to Discuss”.......... 225
Part C,
Unit VIII, "Things
to D o ” .............. 226
Unit
VIII, "Things to Read”..................... 230
Unit VIII Outline (Sales I I ) ............. 232 Purpose of Unit VIII, The problem of selling to those who buy for r e s a l e .................. 233 Unit
VIII, "Things to Discuss”
..............
234
Unit
VIII, "Things to D o " ...................... 235
Unit
VIII, "Things to Read”.
.................. 237
Descriptive time schedule for Unit IX (Sales I)
239
Unit IX Outline (Sales I ) ................. 240 Purpose of Unit IX, The selling process (sales practice) .
.................................. 241
ix CHAPTER V.
'PAGE
Unit IX, “Things to D o " ................... ..
242
Descriptive time schedule for UnitIX (Sales
245
Unit IX Outline (Sales II). . . .... . . . ..
II) . .
246
Purpose of Unit IX, The problem of selling to industrial b u y e r s .........................
.
247
Unit IX, “Things to Discuss“................248 Unit IX, “Things to Do“ ....................249 Descriptive time schedule for UnitX (Sales I).
250
Unit X Outline (Sales I ) ..................251 Purpose of Unit X, Store Arithmetic........252 Part A, Ordering 'merchandise from the wholesaler or manufacturer............ . ............. 253 Part B, Receiving merchandise from the wholesaler or manufacturer............................259 Part C, The recording of the sale of merchandise to the customer Unit X,
...................... 266
“Things to
Read’1 .................. 272
Descriptive time schedule for UnitX (Sales II)
274
Unit X Outline (Sales I I ) ..................275 Purpose of Unit X, Examining the outside selling j o b ....................................... 276 Unit X,
“Things to
DIscuss“
Unit X,
“Things to
Do"...................... 278
Bibliography on
.......... 277
Salesmanship................... 281
H AFTER V.
PAGE Descriptive time schedule for Unit XI (Sales I and I I ) ...........................
283
Unit XI Outline (Sales I and II).......... . .
285
Purpose of Unit XI, Selling as a vocation • . .
286
Unit XI, rfThings to Discuss
................... 287
Unit XI, ”Things to Do » ........................ 289 Unit XI, trThings to Readn Summary of Chapter V . • . VI.
...
292
................... 295
DEVELOPING THE SALESMANSHIP CURRICULUM.......... 296 Outline of Salesmanship C u r r i c u l u m ............ 297 Analysis of Bookkeeping 1-3 and II-B............ 298 Analysis of Merchandising and Store Practice. .
299
Analysis and description of co-curricular sell ing activities................................. 300 Summary of the chapter...................... VII.
302
SUMMARY........................................ 303 Conclusions.................................... 305 Recommendations
...........
306
BI B L I O G R A P H Y...............
308
LIST OP ILLUSTRATIONS Description
Illustration No. 1
Sales presentation analysis sheet
2
A possible dialogue of a saL e of tickets
Page 36
to lfThe Whole Town’s Talking,f
38
5
’’Cinderella of Loreland”
42
4
Suggested general outline for the essay, ’’Selling as a Career”
43
5
Instructions for ’’Blue Tide” sales-
58
6
List of questions for self-analysis
69
7
Student evaluation questionnaire for Unit I 72
8
Employee qualifications for selling and nonselling positions
9
79
A self-analysis of your work experience at home and at school
80
10
Developing desirable attitudes in employees 81
11
Essential attributes of salesmen
12
Student evaluation questionnaire for Unit II
15
85
Self-evaluation test for prospective salesmen
14
82
96
Student evaluation questionnaire for Unit III
100
xii Illustration 15
Description Distribution of the parts of the salescheck
16
Page
114
Rules and suggestions for making out saleschecks
115
17
Rules for casli sales
117
18
Rules for "charge take" sales
119
19
Rules for "charge send" sales
121
20
"Tally envelope rules"
123
21
General charge rules
124
22
Reminder to those teaching system for high school day
125
23
"Cash send" salescheek
131
24
Tally envelope
132
25
Instructions for use of tally envelope
133
26
Comparison of Independent and chain store prices
27
Analysis of items for sale in a retail store
28
154
Student evaluation questionnaire for Unit V
30
153
Rating stores on appearance, service, and reliability
29
152
158
Student evaluation questionnaire for Unit VI
171
xiii Illustration Ho,
Description
Page
31
Obtaining fashion information
183
32
Merchandise manual outline
184
33
Sources of merchandise
135
34
Sources of merchandise
187
35
Sources of merchandise
188
36
Trade journals
189
37
Model stock list
190
38
Factors that influence people to buy
191
39
Study of labels
192
40
Obtaining information about merchandise
193
41
"Sales Talk1' or Merchandise Description1*
194
42
Student evaluation questionnaire for Unit VII (Sales I)
195
43
Form for criticism of sales presentation
200
44
Student evaluation questionnaire for Unit VII (Sales II)
203
45
11Just Looking”
211
46
Greeting customers
212
47
First impressions
213
48
Vocabulary of descriptive words
217
49
Selling points and buying motives
218
50
Why customers buy
219
51
Suggestions
220
xiv Illustration No.
Description
Page
52
Customer buying improvement
222
53
Appeals to buying motives
223
55
Objections
227
56
Observing a sale
228
57
Student evaluation questionnaire
for
Unit VIII (Bales I) 58
231
Analyzing the job of the wholesale sales man
59
Student evaluation questionnaire
236 for
Unit VIII (Sales II)
238
60
Planning your sales presentation
244
61
Purchase requisition
254
62
Purchase order
257
63
Receiving report
260
64
Vendor’s sales invoice
264
65
Salescheck
268
66
Sales tally
270
67
Student evaluation questionnaire
for
Unit X (Sales I) 68
Outline for a written report on
273 the
outside selling job 69
279
“Selling as a Career” (Sales Executive Club)
280
XV
Illustration No.
Description
Page
70
Application for employment
291
71
Rating the units
(Sales I)
293
72
Rating the units
(Sales II)
294
CHAPTER I INTRODUCTION John Marshall High School, located near Griffith Park in Los Angeles, California, opened its doors in 1931 as an educational institution where the major emphasis was placed upon preparing boys and girls for college*
The students
came from homes where the parents were either professional people or had attained executive positions in the business world*
These young people enjoyed considerable economic
and social opportunities and could look forward to going to college with the necessary academic ability to succeed in higher educational pursuits* The business department was small and necessarily con servative in its viewpoint.
Bookkeeping was popular with
both the few non-academic and the college preparatory stu dents because their intellectual abilities were sufficient to master the subject and receive practical value from it as a basis for the study of accounting later In college* Typing and shorthand were also popular. In the late 1930*s and early 1940*s, as usually happens In most once “exclusive" sections of a large city, an eco nomic and social transition began to take place. houses began to appear around the school.
Apartment
The “valley",
2
as that area along the Los Angeles River is called, began to fill up with lower income families who sent their children to Marshall High School because they were in the Marshall zone of the Los Angeles City High School District.
The
war accentuated and accelerated this transition because the defense plants needed workers and these- workers demanded laboring groups1 homes.
Government housing projects, such
as Rodger Young Village (as it was later known), came into existence. At the present time, about one half of the student population of the school come from the wealthy homes upon the hills south and east of the school and the area just south of Griffith Park.
The other half come from laboring
and middle class homes down in the valley on Riverside Drive and along the Los Angeles River, the areas bordering Hollywood (west of Western Avenue) and Belmont High School (south of Beverly Boulevard) zones. Since 1931, the business department has been expanding. The department, at present, is offering three majors in business education: bookkeeping, stenographic, and clerical. Students graduating from John Marshall High School have been well received in business firms and have been competent and efficient workers.
However, the field of selling,
where there are the greatest opportunities for employment, has not been given the consideration it deserves at the
school.
The growing number of students enrolling in the
business department has brought about a recognition on the part of the administration of the school regarding the lack of a merchandising or selling curricula in the educational program of the school. Mrs. Edna Harris, the Chairman of the Business Educa tion Department, and Mr. W. Bruce Kirkpatrick, the Principal, have desired that a course in salesmanship be offered and subsequently a curriculum in selling be developed.
In fact,
about five years ago a course in salesmanship was offered for one semester, but lack of interest in the shbject caused cancellation the following term. Many of the students trained In bookkeeping and secre tarial practice have found part-time and full-time employ ment in the retail stores of the city during vacation periods of the year and after graduation, but a number of these stu dents felt that they were handicapped in competing for and holding Jobs in selling because they lacked the sales train ing given students in other schools of the city offering salesmanship to their boys and girls.
A few of the Marshall
students, mostly bookkeeping majors, received valuable train ing in the student store of the school and in the business office, but this experience necessarily was limited to only number of the business students. The writer of this project was assigned to John Marshall
High School because he had had considerable practical exper ience in the field of retailing and had taught courses in merchandising and junior business training at Colton Union High School, Colton, California.
Mr. Kirkpatrick and Mrs.
Harris felt that the writer1s experience in this field would enable him to bring practical value to students in selling and retailing and thus prepare them in the initial classes and the subsequent sales curriculum to compete for positions in the distributive business world. The Problem. 1.
The purpose of this study was threefold:
To study the present business education curricula at
John Marshall High School and consider and analyze the courses offered in the light of present and future student personnel needs• 2.
To consider the development of a practical and purpose
ful curriculum for salesmanship majors within the framework of present department and school graduation requirements. 3.
To develop syllabi for the two semestersr salesmanship
courses (Sales I and Sales II) with consideration being given to specific business department curriculum problems of the school. This third purpose has been complicated by the neces sity for both Sales I and Sales II classes being taught at the same time and period during the fall semester of 1950-51. This condition was brought about by the large enrollment of
graduating seniors in the initial Sales I class of the spring of 1950, leaving few students to continue with Sales II In the fall semester.
Another graduation requirement
accentuated the situation -- incoming BlO's had to fulfill their driver education requirement during the fall semester and thus did not have room on their programs for Sales I. Therefore, the syllabi for these two courses had to be so constructed that certain units could apply to both groups and other units presented in such a way that conflicts in teaching could be minimized. Delimitations.
This study has been limited largely
to the specific problems of salesmanship curriculum develop ment at John Marshall High School.
Therefore, not much
time and effort was spent on the analysis of other schools1 curricula except where such curricula were designed for specific application to John Marshall High School. The syllabi developed was designed for immediate appli cation in the fall of 1950 for the two classes meeting to gether in the same room and at the same period.
Close corre
lation with the textbook! currently being used was very necessary because last springes class was Introduced to the subject through the medium of this textbook.
In the
last chapter the writer has recognized the need for greater
^Natalie itneeland, Louise Bernard, Gerald B. Tallman, Selling to Today1s Customer, (Boston: Ginn and Company, 1942)
flexibility and consideration of future teaching materials as the curriculum develops. Emphasis has been placed upon building these courses in salesmanship for the next few years; therefore, little attention was given to the extensive use of many possible audio-visual and other supplementary teaching materials and equipment.
Consideration has been given largely to
lesson planning In the form of unit outlines designed for student and teacher evaluation and analysis before the unit has been developed and after the unit has been finished. This cooperative effort on the part of teacher and students has endeavored to keep in sight both student and teacher goals or objectives for studying the unit and to achieve a better understanding of selling and its problems. The Procedure. This study has followed the sequence briefly described for the reader in the following paragraphs Chapter I presents the problem, considers the delimi tations, and gives the sequence of the development of the problem. Chapter II reviews the literature pertinent or related to the problem: theses and projects in the field of merchand ising and selling; business education periodicals on selling and related fields; outlines of Los Angeles City Schools and other school systems on salesmanship, merchandising, • and consumer education; a review of some of the textbooks
In the field; supplementary reading materials for the In structor and the students to use* Chapter III describes and analyzes the present business education curricular situation at John Marshall High School. Chapter IV describes and evaluates the initial course In Sales I taught by the writer in the spring semester of the 1949-50 school year. Chapter V develops the syllabi for the Sales I and Sales II courses to be presented at the same time and period during the fall semester of the 1950-51 school year. Chapter VI considers the development of other courses around these two basic selling courses to further expand the salesmanship curriculum at the school.
This chapter
also gives recognition to the building of co-curricular activities related to salesmanship. Chapter VII presents conclusions based upon the analysis of the problem and recommendations for future study and activity at John Marshall High School. Summary of this chapter.
This chapter has Introduced
the problem which was undertaken by the writer, has shown its limitations, and has briefly stated the procedures which were followed in developing the study.
CHAPTER II REVIEW OF THE LITERATURE In reviewing the literature related to the problem, the writer attempted to consider and analyze the research in the light of its possible application to the study* He asked himself whether he would be able to use the in formation, the techniques, the methods of procedure, and the broad understandings in planning the sales curriculum at John Marshall High School.
It soon was evident that
the specific and particular problems at the school would not fit any previous research w r i t e r s particular pattern of approach to the subject or handling of the detailed situations Involved in building this curriculum.
The
studies reviewed would serve as guideposts from which ideas and possible solutions to practical teaching prob lems could be taken and applied to the writer’s actual classroom situations. The writer in the review of the literature drew information and understandings for use in his study from various sources: projects and theses about the teaching of salesmanship and related subjects; periodicals in the field of teaching selling, merchandising, retailing, and other subjects; courses of study on the above subjects from a number of school systems; the examination of text
books and other teaching materials, including occupational studies, government publications on merchandising occupa tions, journals and magazines in the field of salesmanship. Theses and projects.
The writer gained valuable infor
mation and assistance from a study of a number of theses and projects on file in the Education Library of the Univer sity of Southern California. Kirchhoffl presented two purposes for his master’s study: (1) To select the best possible text by means of weighted criteria; (2) to prepare an interesting and prac tical course of study and supplementary materials for se lected chapters of the textbook used2.
In this study he
outlined the objectives of a salesmanship course, justified the giving of the course, set up criteria for selecting the text— author’s claims, qualifications of author, book bind ing, quality of paper, types of illustrations, questions at the end of the chapters, cost of the book, subject matter content, practical value and up-to-date-ness— , practical equipment and supplies, effective use of visual aids, and presented a functional and usable time schedule of class procedures which included assignments, discussion sessions,
^Robert G. Kirchhoff, ”A Syllabus in Salesmanship”, Master’s project in Education, University of Southern Cali fornia, 1947, 72 pp. 2R.G. Walters, John W. Wingate, Fundamentals of Selling, (Cincinnati: South-Western Publishing Company, 1946
10
testing procedures and plans, and projects to be considered. P a u l i n ^ presented an interesting study in his thesis,
the purpose of which was to review available materials as supplementary sources in m o d e m business subjects and to organize the material found according to subject in the form of a recommended library for business subjects.
He
critically evaluated the various textbooks and other mater ials and placed them in proper categories which includes the following classifications: history of salesmanship, personality traits, employment information, the sale and its parts, general merchandise activities, fundamental skills in salesmanship* In the opinion of the writer of this project, the best study in salesmanship was a thesis by G&?Innell^.
The author
used to practical advantage and value the functional approach advocated by Dr. C.C. Crawford of the School of Education faculty of the University of Southern California.
Using the
popular Crawford !,how to” slips for problems, the author classified and organized a functional, down-to-earth, seem ingly limitless number of suggestions for making a sales
^Stewart H. Paulin, ”Critical Review of Literature Available for Use as Supplementary Material In Teaching Salesmanship and Advertising, (Unpublished Master1s thesis in Education, University of Southern California, 1937, 96 pp) ^Eltinge Grinneil, ”A. Course of Study in Salesmanship”, (Unpublished Master's thesis in Education, University of Southern California, 1939.*.. i40 pp. )
11
course very interesting and valuable to students in a high school class.
The author organized his problems in such
a way that such a course of study would capitalize upon the immediate interests and past experiences of the students. The focal point of the study was the individual student. The problems for study began with the student’s critical selection of a job in the field of selling, expanded into methods of obtaining that job, examined the possibilities for success and promotion on the job, and then went into selling techniques and merchandising information and pro cedures. Wentzel5 made a study of distributive occupational needs of the lower ability students at Chaffey Union High School in Ontario, California, and then designed a sales manship syllabus for use in teaching these students and preparing them for clerical and selling jobs in the com munity. Brock6 in his study desired to evaluate the merchandising
SDwight Lyle Wentzel, f,A Syllabus in Salesmanship for the Lower Ability Students of Chaffey High School”, (Master’s project in Education, University of Southern California, 1948, 120 p p . } 6Eugene A. Brock, ”A Survey of Employees in Retail Establishments in Phoenix, Arizona, As a Basis for Evaluating the Merchandising Offerings in Phoenix Union High School”, (Unpublished Master’s thesis in Education, University of Southern California, 1940, 128 p p . )
12
offerings at Phoenix, Arizona, Union High School and there fore made a survey of the employees and their jobs in the retail establishments of the city*
The survey covered
twenty-seven different types of retail stores and the questionnaires were sent to 368 retail salespeople.
Con
clusions based upon the survey recommended that the offerings in merchandising at the school include certain core subjects in the curriculum— salesmanship, business arithmetic, business English, retail selling, business management, bookkeeping, •and public speaking.
A merchandising curriculum was suggested
by the salespeople and store executives for the four-year high school.
The following business subjects were included
in the recommendations of these people actually engaged in the fields
first year--introduction to business and busi
ness practice; second year--business arithmetic, business organization, and business management;
third year— business
English, commercial law, advertising, salesmanship, market ing, and economic and industrial geography; fourth year— retailing and economics.
The salespeople and sales executives
felt that the main weaknesses manifested by students graduated from high school and going into retailing were lack of con fidence, lack of knowledge of merchandising and the economic and business structure of the selling field, realization of the duties other than selling in the store, and such personal factors as using sound judgment and having a good appearance on the job.
13 Other theses and projects from which this writer re ceived valuable ideas and suggestions for developing this study were by George A. Jackson?, Alvie M. Natvig8 , Edith E. Chambers?, Ray WehbalO, Philip Van R. Adams**-1, and William M • M ciCenna 12. Periodicals.
Next, the writer reviewed and examined
periodicals in the field of salesmanship, merchandising, and business practice.
Among the many reviewed the following
? George Alden Jackson, ”A Functional Course of Study in Consumer Buying”, (Unpublished Mas ter fs thesis in Edu cation, University of Southern California, 1939, 139 pp.) 2Alvie Marquis Natvig, ffA Revision of the Business Curriculum of the Santa Monica High Schooltf, (Master fs project in Education, University of Southern California, 1948, 96 pp.) 9Edith Evelyn Chambers, ”A Study to Determine What Provisions Should Be Made for the Commercial Training of the Average and Less Than Average Student11, (Unpublished Master’s thesis in Education, University of Southern California, 1946, 93 pp.) lORay Wehba, ”A Work Experience Program in Salesmanship for Mt. Carmel High School11, (Master fs project in Education, University of Southern California, 1949, 76 pp. ) HPhilip Van R. Adams, rfA Course in Consumer Educationu, (Unpublished Master’s thesis in Education, University of Southern California, 1941, 77 pp.) 12william Maurice McKenna, “How to Popularize Sales manship”, (Master’s project in Education, University of
Southern California, 1948, 56 pp.)
14
persons contributed the most to this writer*s thinking in the organization and development of this study: KennedylS outlined an excellent check list for evaluat ing a sales talk. Greenleyl4
presented valuable hints in his outline on
the organization of a business for the background study of the field of selling. Additional information about how to conduct a small business was obtained from an article written by Aberle15. Gluck^S suggested in his article motivating techniques for interesting students in the study of merchandise infor mation. M c G i l l ^ gave the writer of this project some good ideas for the organization of an outline of the steps in a sales presentation.
l^Raymond J. Kennedy, ”To Teach Principles of Selling, Demonstrate Them”, Business Education World, 28: 272-5, January, 1948 l^Kenneth P. Greenley, ”The Organization and Operation of a Business”, Balance Sheet, 20: 162-3, December, 1938 l^John w. Aberle, ”Q-Sago Unit on Small Business”, Business Education World, 29: 291-3, January, 1949 •^Harold Gluck, "Techniques in Teaching Consumer Education”, Journal of Business Education, 18: 15-16, December, 1942 ^ E s b y C. McGill, 247-9, March, 1945
"Steps in a Sale”, Balance Sheet, 26:
15 Stoner-*-® in his "Brand Identification List” presented a splendid idea for a project on merchandise information study.
The students were given a list of items opposite
which they were to indicate the first brand name for each one that came into their minds.
Then the statistical results
of the class project were checked against results obtained by using the experiment with other high school students in various localities. KUgusl^ furnished a detailed outline of a store manual for use in teaching retailing.
The writer of this project
adapted this manual for use in his sales classes. Ramsen20
considered in his article the problem of the
student who has just graduated from high school applying for his first job.
He outlined a list of " D o ^ ” and "Don’ts"
for the applicant to consider when he prepares for the employ ment interview. Business English class project.
During the first semester
of the 1949-50 school year, the writer of this study conducted
18j •K. Stoner, "Keep fEm Buying”, Balance Sheet, 26: 4-9, September, 1944 l^Robert W. Kilgus, "Using a Store Manual to Teach Retailing", Balance Sheet, 27: 342-5, April, 1946 ®®Halsey E. Ramsen, "Selling Your Services", Balance Sheet, 29: 102-3, November, 1947
an experimental project in his business English class to motivate interest in the field of merchandising.
As a part
of their composition work, each student was asked to write a term paper on some occupation, preferably in the distri butive field. The class began an examination of possible sources from which to obtain information about these various occupations and jobs.
The writer contributed to this examination by
listing on 3 x 5 cards the names of business establishments and governmental agencies where free and inexpensive materials could be obtained.
Additional information on the cards
included a brief description of these materials about the jobs and occupations.
F#om the above sources and other sources
suggested by the students, information about occupations and jobs were listed on the blackboard.
Then the students were
given the opportunity to write letters to these business con cerns and government agencies requesting the information de sired.
As a result of this project, a number of students
became quite interested in retailing and other selling jobs and business opportunities. Listed below are some of the more popular sources of information to whom correspondence was sent and from whom materials were received: Proctor and Gamble Co., Cincinnati, Ohio, 1945, Opportunities for Employment, 30 pages, free, describes the fields of work in major departments and types of posi tions which new employees may anticipate.
17
Sales Executive Club of* Hew York, Hotel Roosevelt, Hew York City, 1945, Selling as a Career, 16 pages, free. Presents advantages of selling and a check list of qualities necessary for success in the field. Boston University, Boston, Mass., 1945, Careers in Advertising, 13 pages, free. Recruiting booklet describing opportunities, advantages, preparation, and training. Hew York University, Hew York City, Hew York, 1947, Business as a Career, 48 pages, free. Discussion of twentytwo careers in business. Useful chart of business opportun ities, listing 82 typical positions in 14 basic activities in business. United States Department of Labor, United States Employ ment Service (order from Superintendent of Documents, Wash ington, B.C.), Individual Job Descriptions. Published between 1943 and 1945, each leaflet is four to ten pages in length and printed on stiff paper, 5 x 8 . Information presented according to a general outline. Single copies of free Items may be purchased from the Occupational Analysis Branch, United States Employment Service. Items for which there is a charge must be purchased from Superintendent of Documents. Price is 5^ a copy, or f>1.50 for 100 Identical copies.
0
Institute of Life Insurance, 60 42nd Street, Hew York City, Hew York, Careers for Youth in Life Insurance, 71 pages free. Describes fifty life insurance careers, Including'thos in home offices and branches or agency offices. Job descript ion, personal qualifications, educational requirements, and future outlook. 25 Illustrations. national Association of Pood Chains, 726 Jackson Place, H.W., Washington, B.C., 1946, Food Retailing Opportunities, 32 pages, free. Practical operating problems confronting the food store operator. Simmons College, The Penway, Boston, Mass., 1947, Department Store Training Department Staff, 4 pages,, free. Contents: What kind of work it is. The rewards. Hatural abilities required. What to study in high school. What to take in college.
Hash-KeIvinator Corporation, 14250 Plymouth Road, Detroit, Michigan, 1945, To a Man in Search of His Future, 18 pages, free. Describes opportunities in the field of selling. Includes a self-evaluation test for prospective salesmen.
18
National Federation of Business Clubs, Inc#, 1819 Broadway, New York for Women# Prices range from 10^ to pamphlets are Department Store W o r k , ing.
and Professional Wom e n 1s City, New York, Vocations 15^ each. Popular Accounting, and Retail"
United States Department of Commerce, Bureau of Foreign and Domestic Commerce, Superintendent of Documents, Wash ington, D.C. Booklets between 150 and 200 pages in length# Designed for use in Army Educational Program for voluntary study# Prices range from 10^ to 55^ per copy. Order for use in classroom the following: Establishing and Operating a Book Store Establishing and Operating a Gift and Art Shop Establishing and Operating a Grocery Store Establishing and Operating a Real Estate and Insurance Brokerage Business Establishing and Operating a Retail Shoe Store Establishing and Operating a Sporting Goods Store The writer of this study sent for many of the above pamphlets and built up an occupational study library for use in salesmanship and merchandising classes. Courses of study. ■
The writer studied and examined many i
of the course of study outlines sent to him by Mr.
George
Da Vail, Supervisor of Business Education, Los Angeles City Schools.
Among the courses of study examined were the fol
lowing: Salesmanship I and II (1950), by the Business Education Section of the Curriculum Division of the Los Angeles City School Districts.
In these outlines for the two salesmanship
courses, the authors intended Salesmanship I to be an intro ductory subject for salesmanship majors, and Salesmanship II was designed as the vocational part of the full year course. Salesmanship I emphasized the developing of a pleasing
19 personality for success in selling jobs while Sales II con sidered as primary emphasis being placed on the sale itself. Salesmanship I take up personality in daily living, selling your services to the employer, your vocational future, and the understanding of others, including different types of customers.
Salesmanship II Is concerned with the general
background of selling, the preparation for the sale, the sale Itself, and merchandise information. Job Orientation For Beginning Sales and Office Workers, by the Business Education Section of the Curriculum Division of the Los Angeles City School Districts.
This outline,
published in 1945, is a handbook of plans, objectives, content, and materials of instruction for the teacher who is prepar ing pupils to enter beginning jobs in business occupations. Most of the units are divided into two parts, a unit outline and teaching suggestions.
The units considered include
behavior and personality, personal appearance, the personnel interview, the written application for employment, attitude toward the employer and the job. Consumer Economics, by the Business Education Section of the Curriculum Division of the Los Angeles City School Districts.
This course of study, published in 1945, helped
the writer of this project in the organization of his materials and furnished good information for discussion periods in the classroom.
Especially helpful were the supplementary questions
20
and problems listed in the second half of the outline. A very valuable source of information and organizational ideas for the writer was the course of study outline, Mer chandising, published by the Business Education Section of the Curriculum Division of the Los Angeles City School Districts in 1949.
This course of study presented a good
organizational pattern for a merchandising course with a well-worked-out sequential time schedule.
The units include
the economics of merchandising, marketing, the job of the buyer, the duties of the buyer, and the history of merchandis ing. Advertising, published in 1949, by the Business Education Section of the Curriculum Division of the Los Angeles City School Districts, presented an excellent plan for an ad vertising course.
The writer of this study utilized many
of the advertising and sales promotional ideas presented in the outline in some of the projects considered in the various units of the Sales I and Sales II syllabi. A course of study which was especially valuable in writing the unit on Store Arithmetic in the Sales I syllabus of this project was Wartime Training Program for Hew Sales people, published by the Distributive Education Staff, Uni versity of Indiana, 1944.
This outline presented information
and suggestions for teaching store system and handling money, cash register and salescheck problems, and informational tests.
21
Textbooks and supplementary reading materials The first textbook to be considered by the writer was the book that was used during the initial class in Sales* manship in the spring semester of 1950 and the two Sales classes in the fall of that same year.
Selling to Today1s
Customer, written by three well-known educators in the field, Natalie Kneeland, Louise Bernard, and Gerald B. Tallman, and published by Ginn and Company in 1942, is an ideal text book, in the opinion of the writer for beginning salesman ship classes.
It is functional, as it contains questions,
problems, and projects that are practical.
There are many
good Illustrations, both pictures and sales presentation examples, that add interest in the subject.
The reading
Is not too difficult nor too technical nor beyond the exper ience background of the beginning student.
The unit and
chapter organization does not quite lend itself to the writer’s presentation of the subject in the syllabi; therefore, some "skipping around” for reading materials was necessary. 41so, there is little information of definite value on store arithmetic for use In the writer’s unit on that subject. A supplementary text used in teaching the initial courses was Retailing Principles and Practices, written by G. Henry RIchert and published by the Gregg Publishing Company in 1947.
This book was excellent for use In developing an
understanding of the background of retailing occupations
22
and businesses*
It is up to date in its content, illustra
tions and charts. Its projects and problems are functional. Prom the accompanying workbook, the writer selected and adapted many interesting projects for both group and indi vidual study* A second supplementary textbook was Store Salesmanship, by Norris A. Brisco, Grace Griffith, and 0* Preston Robinson. This book was published by Prentice-Hall, Inc. as a revised edition in 1942.
An earlier revision was made In 1941 of
the seventh printing of 1938.
This book deals specifically
with store selling problems and information.
It considers
retail selling as a vocation, the care of store merchandise, knowledge of store merchandise, the selling to store custo mers, and store system. Another excellent textbook was Fundamentals of Selling, fifth edition, written by R. G. Walters and John W. Wingate. This latest edition, published by the South-Western Publish ing Company in 1948, was valuable because it dealt specifically with the selling process, the psychology of selling, and the various types of selling, such as personal, telephone, and selling by mail.
This text is the one generally used
as the basic textbook In the salesmanship classes of the city schools» Other valuable textbook reference sources were: Principles of Marketing, by Pred and Carrie Clark, Millan Company, 1946).
(The M a c
Elements of General Business, by William M. Polishook, Clyde Beighey, and Howard E. Wheland,
(Ginn and Company, 1945).
General Business, by Ernest H. Crabbe and Paul Salgiver, (South-Western Publishing Company, fifth edition, 1946). Retail Store Organization and Management, 0. Preston Robinson and Norris B. Brisco,
(Prentice-Hall, Inc., fifth printing,
1946). Our Business Life, by Lloyd L. Jones, (Gregg Publishing Company, 1948). Successful Salesmanship, by Paul W. Ivey,
(Prentice-Hall,
Inc., sixth printing, 1942). Including in the pamphlets used as supplementary read ing materials for use In the two classes were the following: What Makes Jobs, by the National Association of Manufacturers, (You and Industry, New Series, 1942). Selling as a Career, by the Sales Executive Club of New York, in 1945. The following publications by the National Cash Register Company of Dayton, Ohio: Getting Ahead in Retail Selling. Special Sales (1948). Credits and Collections, (1948) Selling Through Window Displays (1948) Controlling, (1948) Tips on Making Change
24
Summary of this chapter*
In this chapter on the review
of literature related to the field of selling, the writer has summarized his investigations of theses, projects, peri odicals in the field, outlines and courses of study in sales manship, merchandising, and other related subjects.. He has considered the basic and other textbooks to be used in the classes. cated.
Other supplementary reading sources have been indi The next chapter will describe and analyze the present
Business Education curricula at John Marshall High School.
CHAPTER III PRESENT BUSINESS EDUCATION CURRICULA AT JOHN MARSHALL HICH SCHOOL John Marshall High School follows to a great extent the requirements for high school graduation set up by the Board of Education, but it also demands the satisfaction of certain of Its own special requirements.
These general requirements as
well as special school and department requirements have been fully considered in this chapter. Required in all curricula.
MGraduation from John Marshall
High School depends on satisfactory citizenship, the completion of one of the curricula listed below, and at least 24 semester subjects.
This normally requires six semesters residence In
Senior High School above the 9th grade.
Attendance at summer
school or carrying extra subjects does not mean that the pupil will graduate earlier. The above quotation gives a brief but general Idea of the basic requirements for graduation, namely, good citizenship, and normally three years attendance at the school with suc cessful completion of at least four subjects per semester, not including physical education.
f,To graduate, a pupil must
complete one of these: the academic curriculum, the vocational
^-John Marshall High School, Approved Basic Curricula
26 business curriculum, the fine arts curriculum (includes music and art), the practical arts curriculum (includes home econo mics and industrial arts), and the general curriculum, and must satisfy the requirements in each of these fields as well as the general requirements.”2 There are certain basic requirements for all curricula: Physical education must be taken every semester and a failure must be removed by an f,A tt or ”B ,f the succeeding semester* English must be taken five semesters (BIO failure need not be repeated)*
In the All and B12 grade levels, the stu
dents have a choice of alternating an English composition and an English Literature course, but both composition and literature courses must be taken to satisfy the requirements of these grade levels before graduation. Life Science must be taken by all entering BIO students (It cannot be taken by upper grade students, entering the school for the first time; these students take Physical Science, Chemistry, or Physics).
Life Science is continued as a labora
tory (non college) sciehce for tenth graders in the A10. United States History is a requirement of the Eleventh grade.
United States Government (formerly called Civics)
must be taken in the Twelfth grade, preferably in the B12.
2 ibid
27
Each student must satisfy the requirement for a practical art (it cannot be the same one used for art credit by art majors)* Senior Math must be taken by ail B12*s who failed the previous semester the All Math test* One quarter of Music Appreciation and one quarter of Art Appreciation (unless student has taken courses in art and music) must be taken, preferably in All or B12* Driver Education is a requirement for all BIO*s. Pour subjects and physical education constitute the regular program*
Five subjects may be taken if one is art,
music, household arts, library, industrial arts, or typing, with the approval of the counselor or home room teacher, or if the student has received all frA fs rf or MB fs ” the previous semester* Vocational Business Curricula and requirements. The three present curriculums are bookkeeping, steno graphy, and clerical*
All three majors require at least one
year of bookkeeping, one year of typewriting, one semester of business English, and one semester of business law* The Bookkeeping major is considered the most difficult of the three curriculums offered in business education. Two years of bookkeeping are required.
In addition, the
above noted business requirements, one year of business prac tice, or one semester of this business practice (student store)
28
and one semester of clerical practice must be taken* The Stenographic major is considered next in difficulty. Two years of typewriting are required (one year may have been taken in the ninth grade in junior high school).
Two years
of shorthand or one year of transcription and one year of shorthand are additional requirements.
Also, one year of
office practice and the basic business education requirements must be considered by the student in making out her program. The Clerical major is the f,dumpingtf ground of the depart ment.
It requires the basic subjects, an additional year of
typewriting, and one year of clerical office practice.
If
a student has extreme difficulty in mastering the subjects presented in this curriculum, he or she is transferred to the practical arts. Salesmanship at the present time is an elective for all of the three majors as well as being an elective for any student in the school who wishes to enroll in the class. Analysis of the Business majors or curriculums♦ The Bookkeeping major has the following possible three year program to consider: BIO
A.10
Physical Education English (orientation) Life Science I Bookkeeping I Driver Education
Physical Education English Life Science II Bookkeeping II Elective or Typing (if not taken in ninth grade)
29 Bll
All
Physical Education* U.S. History I English Bookkeeping III Elective or Typing
Physical Education U.S. History II Business English Bookkeeping IV Music and Art Appreciation
B12
A12
Physical Education U.S. Government English (Literature) Business Law Business Practice
Physical Education Elective Elective Elective Business Practice or Clerical Practice
An analysis of the above program that the bookkeeping major must fulfill reveals that quite a large amount of his or her time is taken up in fulfilling both school and depart ment requirements. His A12 semester give him an opportunity to elect such courses as Senior Problems, California History, Public Speaking, Bookkeeping V, and Salesmanship I. The Stenographic or Secretarial major presents the fol lowing three year program: BIO
A10
Physical Education English (orientation) Life Science I Bookkeeping I or I-B Driver Education
Physical Education English Life Science II Bookkeeping II or II-B Elective or Typing (if not taken in ninth grade)
Bll
All
Physical Education English U.S. History I Typing I or III Shorthand I
Physical Education Business English U.S. History II Typing II or IV Shorthand II Music and Art Appreciation
30 B 12
A 12
Physical Education English (Literature) U.S. Government Shorthand III or Transcription I Office Practice
Physical Education Business Law Elective Shorthand IV or Transcription II Office Practice
The Stenographic major offered even less opportunity to elect subjects than did the Bookkeeping major* Both of the above curricula are too difficult for a considerable number of business students.
Therefore, there
was established the clerical major for students who found it difficult to succeed In subjects attempting to qualify them for positions in bookkeeping or stenography. Below is given the three-year clerical program: BIO
A10
Physical Education English (orientation) Life Science I Bookkeeping I or I-B Driver Education
Physical Education English Life Science II Bookkeeping II or II-B Elective or Typing (if not taken in ninth grade)
Bll Physical Education English U.S. History I Typing I or III Elective
Physioal Education Business English U.S. History II Typing II or IV Music and Art Appreciation
B12
A12
Physical Education English (Literature) U.S. Government Clerical Practice Typing III or Elective
Physical Education Business Law Elective Clerical Practice Typing IV or Elective
31
The clerical major is the least difficult of the three present curriculums in business education at the school. However, it is too difficult for a number of students who are therefore eliminated from the pursuance of a business course. The requirement of two years‘of typewriting (even if one year may be taken in ninth grade) is a stumbling block for some students. These students were fortunate to get through the first year of typewriting, and the second year requirement produced failure and the necessity of going into the practical arts where many did not do any better than they would have done in the business curricula because they lacked aptitude and interest in that field. 4nother difficult hurdle to the clerical major is book keeping. Even the Bookkeeping I-B and II-B courses, designed for students will low ability in arithmetic, are quite dif ficult for them, but since there is no requirement to complete a certain amount of work during a semester or year, progress can be slowed down to allow these students to master a cer tain amount of bookkeeping information and gain an understand ing 6f the basic principles of the subject. The three curricula listed above have given the student enrolled in any one of them little opportunity to elect sales manship courses and consistently advance in them each semester. The Bookkeeping major usually must wait until the 412 semester to enroll in Salesmanship I. the same situation.
The Stenographic major faces
The Clerical major may elect the begin
ning course in the Bll but must skip the second salesmanship course in 411 and then return to it in B12 or 412. The only answer to the situation, therefore, was to build a new curriculum for students Interested in the selling field and to incorporate in it courses included in the pre sent department curricula and new courses designed to empha size the possibilities of the field of selling as a career. Chapter IV will describe the initial sales course at the school.
CHAPTER IV THE INITIAL SALES ’I CLASS AT JOHN MARSHALL HICH SCHOOL Salesmanship was started at John Marshall High School about five years ago but was dropped because of lack of interest in the course.
However, need for a course and
subsequently a curriculum In selling was recognized even at that time by the counselors, administrators, and the head of the Business Education Department. The writer of this project, therefore, was actually renewing that beginning course and trying to build interest in it so that, instead of being abandoned again, it would grow Into a vital part of the business curriculum of the school.
The course was not given in the fall of the 1949-50
school year because not a. sufficient number of students had enrolled, but the writer of this study worked on the faculty committee in charge of publicity for the dramatic club play and directed the work of the ticket selling contest for that production.
As indicated in the last chapter, he Initiated
a study of job possibilities In the field of selling in the business English class. The initial class in salesmanship, as far as this writer is concerned, began in the spring term of the 1949-50 school year.
At the end of the fall semester, tentative enrollment
33
figures for the class revealed that twenty-three students had expressed a desire to study salesmanship.
However,
enrollment on the first day of the spring semester brought forty-five students into the class.
It was necessary to
find a larger room In which to meet.
Other students were
turned away and told to make out tentative enrollment blanks at the end of the current semester in order to have priority at the beginning of the fall semester of the 1950-51 school year. Analysis of the enrollment cards revealed that over half of the class were A 1 2 Ts and would therefore be graduat ing at the end of the spring semester.
Most of these
graduating seniors were non-college preparatory students with one to three electives open on their A12 programs. Therefore, the home room teachers and counselors had suggested the new class In salesmanship.
Further analysis and practi
cal experience in working with these students revealed that the majority of these seniors were looking for a "snap11 course to fill out their programs*
About one-half of the
underclassmen enrolled were actually Interested in selling; the remainder were either curious or looking for a class where too much work would not be required. The first three days were taken up in enrollment, assigning seats and textbooks, and getting acquainted with each other.
The first unit,
"Selling Your Services", seemed to
appeal to the students*
The class discussed job possibilities
in the field of selling, personal and vocational job quali fications, how to write a letter for employment, and now to conduct yourself at a personnel interview for employment. Also, the class obtained various application blanks for study and analysis regarding information desired from the applicant by the prospective employer.
In addition, employ
ment forms from the State of California Employment Service were studied.
The culmination of the unit provided an
opportunity for the students to dramatize the employment interviewing process. The second unit was concerned with the study of the background of business as It was related to the distribution of goods and services.
Business organization, policies,
and distribution methods were discussed.
This unit was
the least popular with the class. The third unit took up the mechanics of buying and selling with the use of store arithmetic being emphasized. A hypothetical department store with ten selling and non selling departments w a s .considered as the basis of the study. Duplicated forms for recording the storefs buying and sell ing transactions were distributed to the students.
Each
form was studied thoroughly in relation to the specific buying or selling activity and then problems in arithmetic
35 were used in practicing with the forms#
The buying processes
of the retail store were discussed in relation to such forms as purchase requisitions and purchase orders#
Receiving
records discussed were the vendor’s invoice and the store’s receiving record.
Selling processes were considered in
the use of saleschecks, cash register slips, and sales tally sheets*
A.t the end of the semester, the students indicated
that they liked this unit better than any other unit studied* In the fourth unit, the class took up the buying and selling processes and the related problems*
The class dis
cussed the buying problems of customers, the selling problems of sales organizations and establishments, and the importance of the two-way buying and selling process*
The activities
of the unit included the dramatization and analysis of stu dent prepared sales presentations.
Student judges evaluated
the presentations on three b a s e s : the portrayal of the buy ing activities of the customer, the portrayal of the selling activities of the salesperson, and the content of the written script prepared by a student in the class*
The duplicated
analysis sheet used by these student judges is shown in Illustration #1 on page 36 of this study.
The students
were especially fond of this part of the unit and expressed appreciation for the values in confidence in speaking before a group, in better understanding of proper customer and salesperson relationships during the selling process.
''S
36 SALES PRESENTATION NO. ____
WRITTEN BY___________ __
NAME OF STUDENT PORTRAYING SALESPERSON __________ __________ NAME OF STUDENT PORTRAYING CUSTOMER
_______ ______________
QUESTIONS TO CONSIDER ABOUT THE CONTENT OF THE PRESENTATION 1.
Type of approach used by the customer or salesperson (salutation, service, merchandise, combination of types)
2.
Did the customer clearly indicate what merchandise she or he might consider to buy? ______ ____________________
3.
How well did the salesperson create desire for the mer chandise in the mind of the customer? Explain briefly.
4.
Was the salesperson sufficiently informed about the types of merchandise he or she was selling? Did the customer ask intelligent questions about the merchandise? Explain.
5.
In the script, how well did the salesperson meet objections and excuses?
6.
In the script, how well did the salesperson close the sale?
QUESTIONS TO CONSIDER ABOUT THE PORTRAYALS OF CUSTOMER AND SALESMAN. 1.
Did the customer and salesperson speak clearly and distinctly?
2.
Were both customer and salesperson serious and sincere In the portrayals (minimum amount of "clowning11, laughing, etc. )
3.
Did they show poise and assurance in speaking before the class? ___________________________ ___________________ __
JUDGES* EVALUATION: Content _________
Indicate Excellent, good, fair, below average• Customer___________ Salesperson
(Illustration #1)
_____
57 The class also engaged in a co-curricular activity that was related to this unit.
The dramatic club put on
two plays during the semester.
The writer was responsible
for organizing the sales crew for the ticket selling part of the publicity for these plays and directed the sales campaign.
Any student in school was invited to participate
in the ticket selling contest but the salesmanship class contributed the majority of the ticket sellers. A number of the students in the class were reluctant to take part in this activity because of timidity in speak ing before the various home rooms about the purchase of tickets to the night performances.
None of the students in
the class won the contests because two very popular academic students with special interest in the success of the plays (the winner of the first contest had a lead in the play) sold unusual numbers of tickets in a short space of less than two weeks.
Both winners had individual ticket selling scores
over 250 tickets. Illustration #2 on the following pages shows an example of a script, written by one of the students in the class about a possible dialogue between a ticket seller and an adult customer.
A number of the students adapted their sales
presentations for ticket selling after this model.
The script
was duplicated and distributed to the entire sales crew for the first play given in March, 1950.
38
A POSSIBLE DIALOGUE OF A SALE OF TICKETS TO "THE WHOLE TOWNfS
TAKING" TICKET SELLER:
Good evening.
I am _______ ___ , a student
at John Marshall High School.
The "John
Marshall Players" are presenting on the evenings of March 24 and 25 a play entitled "The Whole Townfs Talking". CUSTOMER:
Oh, a high school play. teresting.
Well, that's in
What kind of a play is it?
TICKET SELLER:
It is a comedy.
CUSTOMER:
Sometimes.
Do you like comedies?
However, I can see and hear many
comedy programs at home in my living room over television. TICKET SELLER:
Yes, sir (ma’am). very good.
Some of the programs are
Which program do you like the
best? CUSTOMER:
.Oh, I like Milton Berle.
H e Ts really funny,
isnft he? TICKET SELLER:
Pinky Lee is another one.
CUSTOMER:
I T11 say I like himl the other night.
Do you like him?
Remember that program
(CUSTOMER DESCRIBES SOME
OF PINKY1S ANTICS ON A RECENT TELEVISION SHOW)
By the way, what did you say your
name is ? (Illustration 2-A)
39 TICKET SELLER:
My name is
_________ •
I am in _______
grade at Marshall High. CUSTOMER:
You must be quite active in high school activities to want to contact people outside school about your school plays.
D o n ’t the
students support your plays? TICKET SELLER:
Oh, y e s 2
The B12 class is reserving a section
for its 190 members and will attend both a dinner and the play on Friday, March 23. 41so, the matinee held on Thursday afternoon will attract a great number of students who may not be able to go to the play in the evening.
We are anxious for adults to attend
our school functions— particularly our plays— because we are very proud of the many fine things Marshall students have done in dra matics, debating, and athletics* CUSTOMER:
That’s fine2
What did you say was the name
of this play? TICKET SELLER:
lfThe Whole Town’s Talking”.
It Is a story
about events that come about as a result of gossip spreading through a small town about an ’’invented” love affair* CUSTOMER:
Oh, it’s a love story.
I like mystery stories.
(Illustration #2-B)
Is there any mystery in this play? TICKET SELLER:
Somewhat.
Things do not work out as planned
by the fellow responsible for starting the gossip.
Mr. Simmons, desiring to get his
daughter, Ethel, engaged to his business partner, Chester Binney, invented a story about a love affair between Chester and a movie queen, Letty Lythe. for awhile.
The plan works
Then Letty appears on t he scene
and plays up to Chester to make her fiance jealous.
A lot of action follows.
gets into a fight*
All kinds of hilarious
action takes place. seeing.
Chester
Indeed the play is worth
You just canft miss itJ
CUSTOMER:
Sounds pretty good.
How much are the tickets
TICKET SELLER:
Ail seats are reserved.
The best seats which
are in the center section and near the front in the side sections are 75^. CUSTOMER:
Would you get me some seats about five rows from the front in the center section?
TICKET SELLER:
I believe I can.
How many tickets do you
want? CUSTOMER:
Let*s see.
I fll take four tickets.
TICKET SELLER:
(EXPLAINS PROCEDURE FOR ORDERING TICKETS I D PROMISES ACTUAL DELIVERY OF TICKETS SOON) (Illustration # 2 - C )
41
For the play given in June, 1950, one of the students, who was in the play cast, wrote a short descriptive outline of the production*
This outline was duplicated and distri
buted to the sales crew and the public speaking classes for publicizing the play*
The students used this outline as a
basis for developing some fine sales talks before the home rooms.
Illustration #3 on the next page shows this descript
ive outline. During the semester, students from the salesmanship class and the journalism classes entered the Sales Executive Club Essay Contest, promoted each year by the local Sales Executive Club Group on a local basis and sponsored by the national organization of the club on a national basis.
The
winning student from each city receives a trip to the national convention of the club and a cash prize for use in going to college.
A suggested general outline was developed to help
the students in writing the essay.
Illustration #4 on page
43 presents this outline. An analysis of the above initial Sales I class at John Marshall High School produced the following conclusions on which the writer can base recommendations for the develop ment of the syllabi for fall semesterts classes: 1.
The units were too long.
The course should have
been broken up Into smaller units so that the students would have been able to grasp more specific understandings of the
42 CINDERELLA OP LORELAND
By Prances Homer CAST
Cinderella . . . .•. .Margie Hane, Louise Marmo Ashes . . . . . . . . Paul Sanchez, Lenora White S t e p m o t h e r ........... Connie Finkelsteih Stepsisters. . . . . . Nancy Williamson, Jacke Schreiber Fairy Godmother. . . . Georgia Eads Prince Charming. • . •Courtney Colvig,Gary Meredith K i n g ........... Bob Wilson Queen........... .. Sandra Hill Princess in Gold . . . Sara Abernathy Biff Ronald Yanke Prime Minister . . . . Alfred Garcia Mrs. Chancellor. • . •Donna Monroe Mr. Chancellor . . . . George Kagiwata
PLOT
Cinderella of Loreland is a modern three-act version of the beloved fairy tale, Cinderella. This story has an added attraction in the form of a magic cat named Ashes. When Cinderella is left alone to do the work, Ashes helps her as easily as he would catch a mouse; but, if Stepmother appears, he lies dozing on the hearth. When the others go to the ball, he stays with Cinderella. Then, when she is able to attend the ball with the help of her fairy godmother, he turns up in time to be given as her birthday present to the Prince. Twelve o ’clock draws near. All sorts of exciting things happen, but Ashes saves the day a dozen times and is right there with a last dramatic trick before the happy ending.
TIME OP PERFORMANCES M a t i n e e ............. Thursday, June 1, at 2:15 P.M. Evening performances. Friday, June 2, at 8:15 P.M. Saturday, June 3, at 8:15 P.M. A d m i s s i o n ......... .. 50^ including tax All seats reserved TICKETS
Matinee tickets will be sold in home rooms. Tickets for evening performances will be sold by contestants including members of the salesmanship class. Contest will begin on May 15. Home Room speeches will be given on May 31.
(Illustration #3)
43 SELLING AS A CAREER SUGGESTED GENERAL OUTLINE FOR THE ESSAY Importance of Selling. A. Selling makes jobs for people in other fields. B. Successful selling is brought about by the teamwork of all groups involved in the distribution of goods and services. C. Our modern American high standard of living is a re sult of scientific sales promotion of the ever-growing number of commodities resulting from American free enterprise business bringing about mass production and low unit prices. II.
Selling as a Career. A* Retail selling. 1. As the owner of a small retail establishment. a. Personal qualifications necessary. b. Personal satisfactions gained by being your frown b oss”. c. Personal responsibilities of being your l,own boss*1. d. Problems of the small retail store. 2. As an employee of a large department or chain store. a. Personal qualifications necessary. b. Opportunities for advancement. c. Opportunities to learn modern methods of mer chandising. d. Problems of the large retail store. B. Selling for the manufacturer or wholesaler. 1. Some selling jobs. a. Manufacturer’s representative or agent. b. Traveling salesman representing manufacturer. c. Salesman for a wholesale house. 2. Personal qualifications necessary for each job. 3. Opportunities for advancement C. Professional selling. 1. Some selling positions. a. Selling insurance and real estate. b. Selling stocks and bonds. c. Selling advertising. 2. Personal qualifications and advancement opportunities
III.
Conclusions. A. Possible future selling jobs or enterprises in ’*Atomic Age M. B. How salesmanship can help preserve American way of life.
(illustration #4)
44 material being studied.
Also, the students became very tired
of certain phases of the various units.
These parts could
have been eliminated, except for incidental mention or indi vidual study, and still not affect the students’ total under standing of that aspect of selling. 2.
The majority of the students were not academically-
minded; therefore, more oral activities were desired if their interest in salesmanship was to be maintained.
Written work
should be followed by oral presentation to the group.
Most
of the students needed to be able to express themselves in a competent and assured manner before the class. 3.
The writer devised an outline which he called a
’’study guide” for use in developing the various units.
He
duplicated and distributed to the students in the class this outline.
This guide sheet helped the students to get a
general over-view of the unit, its purpose, discussion questions, and possible activities.
The students liked this guide sheet
because it presented in written outline form the entire unit or part of a unit and gave then a base for study of the text book and for preparation for tests.
A modified form of this
’’study guide” will appear in the unit outlines of the syllabi for Sales I and Sales II in Chapter V. 4.
During the semester, the students expressed often
their desire for a more specific understanding of the how much time should be spent on various phases of the study of
45 salesmanship.
Some class periods were spent on an analysis
of the problems of setting up a time schedule for various units* The class admitted that the numerous interuptions that take place as a result of the varied co-curricular activities of the school would prevent even the most cooperative class from staying on a particular pre-determined schedule*
However,
the students did believe that certain blocks of time could be allocated to various units according to the interests of the students and the importance of that part of the subject* They said that such an allocation of time would enable students to plan ahead, to do better work, and realize the entire picture or overview of the subject*
Chapter V of this project has
attempted to recognize this desire on the part of the students of the initial salesmanship class* Summary of this chapter* Chapter IV has described the content and activities of the initial class in salesmanship at John Marshall High School. comings have been discussed.
Its strong points and short Conclusions and recommendations
have been considered for future reference in the development of the salesmanship curriculum and the syllabi for Sales I and Sales II.
Chapter V will describe the development of the
syllabi for these two salesmanship classes*.
CHAPTER V THE SALESMANSHIP SYLLABUS The writer of this project has attempted to develop the syllabi for Sales I and II, described in this chapter, from the viewpoint of obtaining and maintaining student interest. Thus, It Is necessary to begin with Information and situations with which the majority of the student in the class are already familiar and then proceed to less familiar and new learning activities• Experience in teaching the initial salesmanship class at John Marshall High School and merchandising at Colton Union High School had emphasized the necessity for placing in the hands of the students at the beginning of each unit of study a functional outline of that unit and its component parts. This outline needed to be flexible enough to allow .student participation in adjusting materials and Information to meet their needs and interests and, at the same time, be a firm base upon which to build and progress with some assurance of reaching desired goals and not just "drifting along". These unit outlines have six parts: the first page, a brief outline of the integral parts of the unit (content of the unit); second page, the purpose for the study of the unit; third page, fourth page,
"things to discuss” (discussion questions);
"things to do" (activities and projects); fifth
47
page,
”things to read” (textbook and supplementary reading
list); sixth page, a student evaluation, on,which the student could express understandings received from studying the unit, criticism of techniques, methods, and procedures in develop ing the unit, and other comments desired to make. Before beginning a more detailed study of the unit, the class would overview the entire unit, suggesting additions, subtractions, or adjustments that might be necessary to make the unit more interesting or challenging.
Each page of the
outline, duplicated and distributed to the students, usually had left sufficient space to allow for these changes and adjustments.
Student would be encouraged to take notes and
add details from the explanations of assignments and the dis cussions. The unit outlines were designed for both teacher and pupil use in planning the unit and proceeding along its course. They were not to be regarded as outlines of a completely planned unit.
They were just bases from which to start and
were designed to be flexible enough ;to meet new and chang ing conditions along the way. The writer, as the teacher of the classes, developed for his own use a ”descriptive time schedule” to serve as a ”guide” for developing the various units.
It was not to be considered
as an arbitrary ”yardstick”, stating that the classes should be at a certain place in the development of the unit at a
48
certain time or day*
Instead, it will be used by the writer
as a device to help In determining possible sustained stu dent interest in a certain phase of the total problem of salesmanship.
Certain parts of this "descriptive time
schedule” will be more detailed than others.
There will be
places in the progress of the unit where it will be necessary to describe or emphasize certain procedures, assignments, instructions, or anticipated student responses based upon the past experiences of the teacher. The remainder of this chapter has presented the outlines and "descriptive time schedules” of the units for the two salesmanship classes.
Each unit outline has been analyzed
carefully from the viewpoint of making the study of sales manship worth-while and satisfying to the student.
In each
of the outlines, the writer has tried to anticipate the thinking of the student In regard to what he might expect to receive in skill, understanding, knowledge, and appreciation from his study of buying and selling in the modern world. These syllabi are largely concerned with the possible acti vities which these classes will actually accomplish and not with a number of ideas, activities, and so forth, which neither time nor the teacher1s energy nor the students1 inclinations would allow to materialize during a semester of twenty weeks. Each of the unit has included various forms for use
49 in developing class and individual projects and activities• These forms are placed within the framework of the various units in order to facilitate their use in class instruction and the development of the units themselves*
One of the
copies of this study has been assembled in loose-leaf form for more convenient use in the classroom and for ready additions and adjustments* Since Chapter V is quite long, the reader will notice that each u n i t fs footnotes repeat the numbering sequence. Otherwise, the numbering would become quite cumbersome and difficult to follow. However, the illustrations follow the regular numbering system throughout the study. Below has been listed briefly the eleven units for study in each class: SALES I Unit I* Unit II. Unit III*
Personal qualifications of a good customer* Personal qualifications of a good salesperson. Establishing professional habits of buying and
selling. Unit IV* Unit V.
Preparing for f!High School Day at the Broadway". The basic problems of business organization for
buying and selling* Unit VI. Unit VII. chandise.
The problem of planning buying and selling* The problem of securing Information about mer
50 Unit VIII. Unit IX. Unit X.
The Selling process (sales analysis). The Selling process (practice in selling).
Store arithmetic.
Unit XI.
Selling as a vocation. SALES II
Unit I.
Personal quallflcations of a good customer. (same outline as Sales I)
Unit II.
Personal qualifications of a good salesperson. (same outline as Sales I)
Unit III.
Establishing professional habits of buying and
selling.
(same outline as Sales I)
Unit IV.
Preparing for MHigh School Day at the Broadway”. (same outline as Sales I)
Unit V.
The basic problems of business organization for
buying and selling, Unit VI.
(same outline as Sales I)
The problem of selling to consumers outside the
retail store (sales analysis). Unit VII.
The problem of selling to consumers outside the
retail store (selling practice) Unit VIII.
The problem of selling to those who buy for
resale. Unit IX. Unit X. Unit XI.
The problem of selling to Industrial buyers. Examining the outside selling job. Selling as a vocation. (same outline as Sales I)
51 THE USE OP THE UNIT OUTLINE TO THE STUDENT The duplicated copies of* the eleven unit outlines, which will be distributed to you at the beginning of* each unit of study, have been designed primarily for your use in helping to develop a better understanding of the problems of buying and selling goods and services*
The outlines should be con
sidered as a framework on which to build an interesting and meaningful unit program, utilizing your suggestions and ideas based on your needs and desires#
In other words, these out
lines should be flexible enough to allow for worth-while additions in the form of discussion questions, class and Individual activities, speakers from the business world, and the extension of the program into co-curricular activities. Each unit outline is divided into six major parts#
The
first part presents a brief general outline of the content of the unit#
The second part states the purpose of the unit
— the understandings, appreciations, attitudes, and factual material needed to be developed or learned#
The third part
is concerned with discussion questions — ”things to discuss”— which may develop in us an increasing understanding and appreciation of the business of buying and selling.
You are
particularly invited to contribute your ideas and experiences to this important part of the unit.
The fourth part regards
52 "things to do"--activities suggested In the outline and supplemented by your contributions— which will give the class an opportunity to probe deeper into the phase of the subject being studied and further enrich our growing knowledge of the various problems of the selling business and selling occupations.
The fifth part informs us regarding possible
reading sources on the unit*
The sixth part gives the
class an opportunity to evaluate the unit and consider the understandings received, the methods of procedure, and possible ways of improving it. These unit outlines should be placed in your loose-leaf salesmanship manual for ready reference during the develop ment of the units and for review purposes before and after examinations.
Some of you will undoubtedly pursue formal
study in merchandising at some college or university.
These
outlines, the notes you may take in this class during dis cussion periods, and the outlines and forms for use in special projects may be very valuable to you both In future merchand ising courses and in your later business life.
53 SALES I AND II DESCRIPTIVE TIME SCHEDULE INTRODUCING THE CLASSES TO SALESMANSHIP Monday, September 11, 1950 to Thursday, September 1 4 , 1950 Enrollment#
During the first three days, students brought
their priority slips to class in order to receive the first opportunities for enrollment.
The accepted students made
out enrollment cards which were collected by the teacher for use in making up the class roll# Assignment of seats.
Temporary seats were assigned and the
students wrote their names and home room numbers on the seat positions shown on the temporary seating chart# Getting acquainted# Each student briefly introduced himself or herself to the class, giving name, grade level, and reasons for taking salesmanship.
Some of the students discussed
selling experiences of the summer# Preliminary survey of the course# The teacher spoke briefly about the purposes of the course, namely, to get students better acquainted with selling procedures both in and out of retail stores and to learn some of the techniques and methods of selling.
He emphasized the classroom problem
of two classes, Sales I and Sales II, meeting together at the same time and stressed the necessity for utmost coopera tion in order to facilitate the teaching of the classes.
54 Getting an overview of the selling business*
The teacher
introduced the personal element into the class discussion by asking the students what jobs there were in Los Angeles stores and industries for high school students who would graduate either in the winter or summer of 1951. sized beginning jobs for these graduates.
He empha
The question
brought a variety of answers, such as salesgirl, stock clerk, accounting clerk, receiving clerk, filling station attendant, grocery store clerk, and the operator of a simple machine in a factory.
Then the teacher asked the following question:
What are some of the factors that make jobs?
The discussion
brought about a listing on the blackboard of the important factors, such as mass production, skilled workers, and the American system of free enterprise, that have made possible the many jobs for American workers. Analyzing the f>American free enterprise sys temff.
Discussion
of the above listings brought about a more detailed analysis of uhe topic by the class.
The teacher read excerpts from
an interesting pamphlet on the subject.
This pamphlet,
which was called nWhat Makes JobsM^, discussed in story form this subject.
The students became very interested in this
^-National Association of Manufacturers, What Makes Jobs, (Hew York, You and Industry Series, 1942)
55 story which told how the boy got his job, found out more about it, and discovered by reading and discussing with others with whom he worked how the multiplicity of jobs came about in the United States. Discussion on co-curricular selling experiences in the school. Both t he teacher and some of the Sales II students explained the experiences received by the students last year in promot ing and selling tickets for the school plays.
The teacher
emphasized the urgent need for enterprising salesmanship students to work In the student store and receive valuable selling experience.
He also detailed the information about
the activities of the "Blue Tide” and “Barrister” sales pro motion crews in publicizing these two school publications and in selling subscriptions to the students of the school so that a sufficient amount of money could be collected to make these publications excellent organs of school activities and events.
He invited students in the two salesmanship
classes to join the crew and enter the contests sponsored by the newspaper and the annual.
(See Illustration #4,
11Ins true tions for 1Blue Tide* Sales Distribution of textbooks.
With the help of several students,
the textbooks.were distributed to the two classes.
Each
student was provided with a textbook card on which he wrote his name, the number of the book, the condition of the book, and his home room number.
56 Discussion of the textbook. The teacher emphasized the fol lowing points regarding this textbook^• The authors had presented both sides of the selling picture— the customer’s buying problems and the selling problems of the salesman and the concern for which he worked. The reading material in the textbook was not difficult and was interestingly arranged with chapter and unit outlines appearing at the beginning of each chapter or unit. There were excellent illustrations throughout the book. The book was divided into five major divisions with each division giving a clear and concise picture of an im portant phase of salesmanship. Distribution of the outlines for the two courses. help of several students,
With the
the teacher distributed the course
outlines for Sales I and Sales II.
These duplicated copies
of the outlines listed in brief form the contents of the two courses. Discussion of the outlines.
During the discussion of the
outlines, the teacher emphasized the following: There were six units out of the eleven units listed for each class on which both classes could work as one group
,
because the selling and buying problems involved were common to both retailing, which the Sales I class wished particularly to study, and general selling, which the Sales II class was ^Natalie Kneeland, Lohise Bernard, Gerald B. Tallman, Selling to Today’s Customer, (Boston, Ginn and Company, 1942)
interested in and would develop during the second part of the semester* The remaining five units for Sales I were concerned specifically with the field of retailing, while in its other five units the Sales II class considered general or f,outside selling. The exact sequence of the hook would not he followed because both classes would consider the common problems of the two groups, namely, the importance of the personality of the individual, both as a customer and as a salesperson, in relation to the selling process, and the essentials of business organization necessary to any phase of the distri bution picture. Pistribution of Unit ][ outlines.
Duplicated copies of the
outlines for Unit I were distributed to the students.
The
teacher instructed the students to keep all of the outlines received during the course of the semester in a loose-leaf notebook for ready reference. Brief discussion of the Unit I outline. over carefully the parts of the outline.
The classes went The teacher asked
for and received some ideas for improving the outline. Certain questions and projects were deleted while others, suggested by the students, were added. Heading assignment.
Chapter XIV,
(Part IV), of the textbook
58 INSTRUCTIONS FOR ”BLUE TIDE” SALES 1.
Report for sales assignments as early as possible Monday morning, September 11, 1950, to tine student store.
2.
Sales assignments will be made and papers and subscriptions receipts books will be issued from the student store.
3*
On Monday morning before school, salesmen should go in pairs: one to handle cash sales of today’s paper, the other to sell subscriptions and issue receipts.
4.
No receipt is necessary for cash sales of today’s paper but care must be taken to properly account for all papers issued, and, on checking in, there should be either 10^ for each paper sold or a subscription stub and $1.00 (persons subscribing do not have to pay the ten cents for today’s issue of the paper).
5.
In making out subscription receipts, be careful to PRINT NAME of subscriber legibly and to include proper Home Room number. If subscriber is in doubt about this semester’s home room, put the number of the home room in which he is assigned at the time of the purchase.
6.
All salesmen should report their presence to their Home Room teachers but should not delay to complete Home Room business until sales assignments are comple.ted.
7.
All salesmen on Monday must check in unsold papers, cash, and receipts to the student store as soon as all papers Issued have been sold or by 8:45 at the latest.
8.
Sell on Monday morning at designated posts In the halls until 8:40 and then report to designated floors for a clean-up check by home rooms.
9.
Subscription sales campaign will continue through at least the first two weeks, with a booster assembly on Friday of the first week* Salesmen will keep subscription receipt books with them throughout the campaign and may make sales throughout the day about the campus but should be careful of both cash and receipt stubs and should check in day-to-day receipts at the end of the day or during second period.
(Illustration #5-A)
59 10.
Be sure to emphasize the worth of the MBlue fide” as the official news dispenser of the school. Emphasize its contribution to school spirit and how it will help to build the morale of the school and get studentsto support athletic events and other school affairs. Further stress that it is a newspaper and therefore to remain a newspaper should be printed at least once a week.
11.
Emphasize that graduating A 1 2 ’s and alumni may subscribe for $1.25, and the paper will be mailed to them throughout the semester. If such a subscription is sold, be sure that the complete address is entered on the receipts.
12.
The school is contest with and a y e a r ’s Other prizes
13.
RememberI
considering this sales campaign to be a first prize as a free copy of the ’’Barrister” free subscription to the ’’Blue Tide”. will be worth trying for.
The goal is 1500 subscriptions.
(Illustration #5-B)
SALES I AND II UNIT I DESCRIPTIVE TIME SCHEDULE Friday, September 15, 1950, to Monday, September 25, 1950 Initiating the unit.
During the first ten minutes of the
first class session on the unit, the students considered the following question written on the blackboard*
What are
some of the things you, as a customer, could do while shop ping in a store to show salespeople that you are a good customer? Discussion on the question.
Various viewpoints and atti
tudes expressed by the students on this question were listed on the blackboard.
Then the class discussed in detail each
Item... Many of the students thought that salespeople would consider the person who bought a lot of merchandise as a good customer, while others said that salespeople would be impressed by the person who treated them with courtesy and consideration.
This discussion led into a consideration of
the importance of good customer personality in the buying process and an analysis of what the textbook considered as standards for evaluating whether a person was a good customer or a poor customer.
They also discussed the relationship
between good customer personality and the building of good patterns of behavior in other life activities, such as getting along with classmates, teachers, friends, and in holding a job.
61 Discussion on the projects.
The class took up the projects
listed on the *f,Things to Do*1 sheet.
The teacher explained
had the choice of any one or more of the projects listed or one of his own that was related to the subject and approved by the teacher.
Each project was examined and the possibili
ties of each discussed. Work periods on the projects.
During the course of the develop-,
ment of the unit, certain parts of each period were allowed for work in class on the projects.
Some of the students
developed rating scales similar to the example presented on pages 352-33 of the textbook.
Others drew charts and cartoons
depicting good and poor customer shopping procedures.
One
group of students wrote a script for the dramatization of the shopping activities of both a good and a poor customer. The Self-Analysis Q,ues tionnaire. Duplicated copies of the self-analysis chart (see Illustration #6) were distributed to the students.
Each question was examined and discussed
before the student answered it.
The discussion that followed
the analysis of the results of the students* reactions to the questions on the chart was very interesting.
The students
considered that the shopping Weaknesses revealed as a result of their own self-analysis were common ,to large groups of customers in their shopping activities. Dramatization of the 11good11 and f*poor** customers. Before the plays were presented, the script writers biiefly explained
62 the nature of the productions and announced the casts.
Of
course, both dramatizations were considerably exaggerated to emphasize poor and good shopping behaviors and procedures. Student evaluation of the unit.
The teacher distributed
the duplicated copies of the student evaluation questionnaires (see Illustration #7) on the unit.
This evaluation question-
naire, the sixth part of the unit outline, was designed to get students1 opinions and attitudes regarding the questions and projects for developing the unit and the methods and techniques utilized in class procedures for making the unit interesting and valuable.
The class went over the question
naire, discussing thoroughly each question to get various interpretations of possible answers and to receive from the group items to include or add to the questions already on the sheet.
The students took about fifteen minutes to
answer the questions and add their comments to them.
Then
the sheets were collected by the teacher who went over them and later reported to the class .the findings of the majority of the class regarding various aspects of the unit. Distribution and discussion of the outline for Unit II.
The
outlines for Unit II were distributed to the students and each part of the outline was examined and discussed.
Addi
tions and subtractions were made to the lists of questions and projects.
63
SALES I AND II UNIT I PERSONAL QUALIFICATIONS OF A GOOD CUSTOMER A.
Tli© importance of good customer personality
B.
Traits that salespeople appreciate In customers
C.
Additional ways of showing a good customer personality
D.
How we judge our own customer personality
E.
Breaking poor habits
F.
Forming new habits
64
SALES I AND II UNIT I PERSONAL QUALIFICATIONS OF A GOOD CUSTOMER PURPOSE' f,It is necessary to recognize the fact that the pro cess of selling is one in which two or more individuals work on the common problem of finding the product or ser vice that will meet the need of the customer.
This is the
case whether the customer is buying expensive office equipment,
...
a life insurance policy, an assortment of
dresses from the manufacturer or wholesaler for resale or simply a loaf of bread from the neighborhood grocer.
...
We frequently realize that a salespersons personality must be pleading, but fail to take into account that our custo mer personality also contributes to the success or failure of the transaction.
lNatalie Kneeland, Louise Bernard, Gerald B. Tallman, Selling to Todayfs Customer, (Boston: Ginn and Company, 1 9 4 2 ) , p. 321
65 SALES I AND II UNIT I PERSONAL QUALIFICATIONS OF A GOOD CUSTOMER "Things to Discuss" 1,
What is personality?
2♦
How do we obtain it?
Are we born with it or do we acquire
it in everyday living? 3.
Why do we say that a trait is a consistent pattern of behavior?
4*
Why does the buyer for a department in a large depart ment store have to possess a good personality when dealing with salesmen representing wholesale houses and manufacturers?
5*
What traits do salespeople especially appreciate in customers?
6#
What traits do salespeople especially dislike in custo mers?
7*
Is good customer personality as important as good sales personality?
8.
What do we mean by a "businesslike attitude" in buying?
9.
In what ways may a customer show enthusiasm, appreciation, and responsiveness?
10*
Is there such a thing, from the salesperson^ point of view, as a customer being too well informed :about merchandise?
66
11*
What is the difference between a self-analysis question naire and a rating scale?
12*
When would each be used?
What bad habit have you broken or what good habit have you established recently which makes you a better custo mer?
How did you accomplish this?
SALES I AND II UNIT I PERSONAL QUALIFICATIONS OF A GOOD CUSTOMER ffThings to Do" Rat© yourself on the "Rating Scale for Customers" (pp* 332 of the textbook)* same scale♦
Then have three friends rate you on the
Explain, as far as you are able, any dis
crepancies which may appear in the ratings* Make a careful self-analysis of your customer personality, using the list of questions provided in the self-analysis questionnaire (pp* 329-31) of the textbook)*
Then let
three of your friends rate you and compare results* Write a report about some person (omiting name) who, in your opinion, is a fine example of a good customer or is an outstanding example of a poor customer*
Explain
how she or he treats salespeople, pays bills, and organize buying procedures. Write a script on the shopping procedures of good and poor examples of customers* written before the class*
Dramatize what you have
68
SALES I AND II UNIT I PERSONAL QUALIFICATIONS OP A GOOD CUSTOMER ”Things to Road” Natalie Kneeland, Louise Bernard, Gerald B. Tallman, gelling to Today’s Customer, (Boston: Ginn and Company, 1942), Chapter XIV, pp. 321-35 Norris A. Brisco, Grace Griffith, 0. Preston Robinson, Store Salesmanship, (New York: revised edition, Prentiee-Hall, Inc., 1942), Chapter IV, pp, 81-107 William M. Polishook, Clyde Beighey, Howard Wheland, Elements of General Business, (Boston: Ginn and Company, 1945), pp. 233-246 Lloyd L. Jones, Our Business Life, (New York: fourth edition, The Gregg Publishing Company, 1948), Chapter XVI, pp. 299-312
69 LIST OP QUESTIONS FOR SELF-ANALYSIS2 The f,LIst of Questions for Self-Analysis includes some of the questions we might well put to ourselves in- making a customer evaluation. If we answer these questions honestly and with real thought, we should be able to detect our strong and weak points with some degree of accuracy. If we go a step farther and add to this list other questions which we believe should be included, the device will be of great aid, for it then becomes a thing of our own. In answering each question consider whether in the main you do what the question suggests, disregardin gj small exceptions. When this is the case, a yes or no answer is permissable. Am I Considerate? Bo I keep salespeople or customers waiting unnecessarily? Do I take my turn when salespeople are busy? Am I as considerate of the specialty salesman as of the store salesman? Am I inclined to expect special favors or concessions? Do I ever misuse customers* privileges? A m I Responsive? Can I express my wants clearly and definitely? Do I help the sales transaction by Indicating merchandise in which I am interested? Do I show some enthusiasm in buying? Do I ask a sufficient number of questions to satisfy my doubts? D o I make it a point to express appreciation for good service?
^Natalie Kneeland, Louise Bernard, Gerald B. Tollman, Selling to Today*s Customer, (Boston: Ginn and Company, 1942)", pp. 329-31
(illustration #6-A)
70
Am I Able to Judge Values? Do I get my m o n e y fs worth in,most of my buying? Do I buy merchandise just because it is marked down, whether I need it or not? Can I judge the durablity of a product? Are my objections to merchandise based in fact, as well as feeling? A m I usually dependent on the salesperson for the reasons for the difference in price of two fairly similar items? Can 1 Make Up My Mind Easily? Do I make my final decision about merchandise at the time of purchase? Is laziness frequently the cause of my failing to come to a decision? Can I usually come to a decision without much trouble? Do I decide too frequently on impulse? Do I depend on others to do my deciding for me? Am I Businesslike? Do.I give my name and address clearly? Do I handle money skillfully? Do I make sure that I understand any contract I sign? Am I explicit in giving any necessary directions? Do I keep my conversation on a business rather than a personal basis? Am I_ Personally Pleasing? Do Do Do Is Do
I appear well groomed? I show good taste in dress? I take the trouble to smile at salespeople? my voiee pleasing? I talk with rather than at or down to salespeople? Am I_ Informed?
Do Do Do Do Do
I I I I I
read up on merchandise information? study advertisements in papers and magazines? get ideas from salespeople? shop around for ideas? get information from radio programs?
(illustration #6-B)
71 Am I Economical? Do I budget my money? Do I take advantage of the various types of savings available? Do I save time and effort by planning trips to thestores?' Do I save time and effort by making appointments with salesmen? Do I shop at the most convenient hours I can? Do I make the most of the services at my command? Am I Consistent in Buying? Do I keep within my budget? Am I much better in buying one type of merchandise than another? In planning, do I start out well, but soon lose interest? Am I good at buying for future needs as well as for immediate needs? Do I do a large amount of spur-of-the-moment buying? Am I_ Adaptable? Can I buy equally well in a small and large establishment? Can I shop in the midst of great activity? A m I unduly annoyed when a salesman arrives unexpectedly? Am I greatly prejudiced in favor of prestige merchandise? ‘ Are there certain types of salespeople with whom I cannot get along? Do I_ Show Good Taste in Buying? Do my friends consult me as an authority on good taste? Do I express individuality, as well as good taste, in buying? A m I likely to buy merchandise because it is fashionable, regardless of whether it is becoming or appropriate? A m I informed on principles of color, line, and design? Do I show as much taste in purchasing an article for the home as I do in buying wearing apparel? Am I_ really Interested in Buying? Do I really like to buy, or Is It uninteresting or dis tasteful to me? Do I shop around until I find just what I want? Am I observant of what other people buy? Do I like to window-shop?
(Illustration #6-C)
SALES I AND II UNIT I . QUESTIONNAIRE FOR STUDENT EVALUATION UNDERSTANDINGS 1.
Do you have a better understanding of the personal quali ties that a good customer should possess? ____________
2*
Do you think that this study of the personal qualifications of a good customer gives you a better understanding of some of the jobs of a salesman? _________________ _____
3.
Other comments:
METHODS AND PROCEDURES 1.
Do you think that the unit was too long?
2.
What are your sincere opinions regarding the discussion questions? _______________________________________________
3.
What are your sincere opinions regarding the projects and other class activities?
4*
During the discussion periods, do you think that the students were given sufficient opportunity to express their opinions and ideas? Did the teacher talk too much?
5*
Other comments:
(Illustration #7)
Too short?
73
SALES I AND II UNIT II DESCRIPTIVE TIME SCHEDULE Tuesday, September 26, 1950, to Friday, September 29, 1950 Initiation of the unit*
The following problem was written
on the blackboard by the teacher for the students to write on for about fifteen minutes: You have been working for a small retail store for about five years and have been an efficient and competent salesman. Recently, the ownership has changed hand.
The new owners have
been substituting a cheaper brand of merchandise for the higher quality but higher priced merchandise formerly carried.
You
work on a base salary plus a commission on sales basis and have built up over the period of five years a regular personal clientele who depend upon you to recommend to them good quality merchandise.
The new owners refuse to re-stock, even in small
quantities, the higher priced merchandise which your regular customers want.
How will you handle the situations which arise
when your regular customers come into the store and ask for the merchandise you have formerly supplied them? Discussion on the question.
The discussion that followed, pro
duced a variety of opinions and comments.
Some of the students
suggested that the owners be tactfully prevailed upon to re stock the merchandise the salesman desired to sell these regular
74
customers.
Others said that the salesman had better quit
and go to work for some other store which carried grade of merchandise,
a better
it few mentioned the possibility of
letting events run their course until the owners realized that the store was losing customers.
The discussion led
into a consideration of the importance of the salesman*s personality in the operation of the store1s business and the necessity for mutual cooperation between customers and salespeople and salespeople and employers. Work periods on projects.
The various forms for the projects
were distributed and discussed.
The nature of the self-
evaluation sheets for salespersons (text, pp. 348-352) necessitated only checking for the most part; therefore, the majority of the students chose more than one project to work on.
The completed projects were turned in at the end
of the periods. Student evaluation of the unit. Evaluation questionnaires on Unit II were distributed and discussed.
The teacher picked
out samples of the evaluation responses for class discussion. Distribution of outlines for Unit III.
The unit oulines for
Unit III were distributed and examined for possible revisions and additions. IX, was given.
The reading assignment in the text, Chapter
75
SALES I AND II UNIT II THE PERSONAL QUALIFICATIONS OF A GOOD SALESPERSON A.
What an employer expects of a good salesperson
B.
What customers look for in a salesperson
C.
Traits that salespeople consider important in selling ti
How we can judge our own selling personality E.
Evaluating personality in the terms of the job
76
SALES I AND II UNIT II THE PERSONAL QUALIFICATIONS OP A GOOD SALESPERSON PURPOSE At least three persons are interested in the qualifica tions of the salesman.
The employer is Interested in the
salesman’s ability to sell because he cannot make a profit and stay in business unless the salesman does sell.
The
customer is interested In the salesman’s ability to satisfy her buying needs.
Salespeople themselves are interested in
the advancement of selling as a profession and therefore want in their group people with high personal integrity. The salesman wants to succeed and advance In his chpsen pro fession.
Therefore, he is vitally interested in what the
employer, the customer, and other salespeople think of him «
and expect of him. self-improvement.
He is interested in self-analysis and Let us consider more fully what the
employer, the customer, and salespeople themselves consider the mental, moral, and physical qualifications of a good salesman.
SALES I AND II UNIT II THE PERSONAL QUALIFICATIONS OF A GOOD SALESPERSON "Things to Discuss" Is it
true that the salesperson’s sole responsibility
is to the employer who hires him?
Why or why not?
Is there ever any conflict between what the employer demands of a salesperson and what a customer demands? If so, how can this situation be met? What trait has been found lacking in salespeople accord ing to most consumer surveys (text, p* 340)?
In your
opinion, what are some of the reasons for this situation? What can we, as students and teacher, do about it? What are the traits that salespeople consider important in selling? In what way may a shopping report on a salesperson bene fit both the employer and the salesperson? What are some of the working conditions to which a new salesperson will need to become adjusted? How may a salesperson develop goodwill for a business? Why Is his or her personal appearance important to the salesperson?
SALES I AND II UNIT II THE PERSONAL QUALIFICATIONS OF A GOOD SALESPERSON “Tilings to D o ” Make a self-analysis of your work activities at iiome and at school to get a true picture of your present potential work ability, desire, and attitude.
Use
the chart duplicated for convenience In aiding you to analyze the problem. Find out from some large store in your community what qualifications are looked for in a prospective selling employee. Check yourself on the duplicated copy of the self-analysis chart of the essential attributes of a salesman. Write or give an oral report on the proper type of clothing the following salesmen should wear at work: (a) a salesman of m e n ’s high grade clothing; salesman of textbooks;
(c) a grocery clerk;
(b) a (d) a
soda clerk. Make a self-analysis of your selling personality, using the questionnaire on pages 348-52 of the textbook. List the things that a good store manager can do to develop in his employees desirable attitudes and habits of: (a) cooperation; (d) self-respect; improvement.
(b) loyalty;
(c) pride in work;
(e) dependability;
(f) desire for self-
79 EMPLOYEE QUALIFICATIONS FOH SELLING AND NONSELLING POSITIONS Instructions; Find out from some large store in your com munity what qualifications are desired in a prospective employee. List below the qualifications for both selling and nonselling positions and state the sources from which you received your information* Qualifications for Selling Positions Educational
Moral and Mental
Physical
Qualifications for Nonselling Positions Educational
Moral and Mental
Physical
Sources of Information Store Executive
Store Manual
(Illustration #8)
Other
80 A SELF-ANALYSIS OF YOUR WORK ACTIVITIES AT HOME AND AT SCHOOL Instructions: In this analysis the play and recreational activities are not Included. The activities of work are those that need to be performed for the completion of a job. Work requires mental and physical effort. A sense of duty enters Into the performanc of certain tasks, particularly the mono tonous and distasteful ones. Against each of the work acti vities listed below, place a check mark under the column head that most nearly describes your case. This is not an exami nation but is designed to help you know yourself and to assist you in making personal adjustments. Activities
Always
Often
Home work--chores and household duties Other home duties After-school employment Saturday work Complete work at school Complete school homework assignments
__
Other work activities (list)
Comments
(Illustration #9)
Occasionally
Never
81
DEVELOPING DESIRABLE ATTITUDES IN EMPLOYEES Instructions: U n d e r .the proper classifications, list the things you believe that a good store manager can do to develop desirable attitudes and habits in his employees. Cooperation j
Loyalty:
Pride in w o r k :
Self-respect:
Dependab i1i t y :
Desire for self-improvement and training:
Other worth-while attitudes:
Comments:
(Illustration #10)
82 ESSENTIAL ATTRIBUTES OP SALESMEN Instructions: Below is presented a chart of qualities and habits of value to a salesperson. Place a check mark after each attribute according to your own estimate of yourself. Be perfectly frank in making this analysis. The analysis will not be shown to any other person without your permission. Attributes
High
Low
Average
____
____ ____ ____________ ; ____ ____ ____ ____ __ _
Physical Attributes Dress Health Personal Hygiene Physique________________________________ Posture_________________________________ Voice
____ ____ ___
Mental Attributes Accuracy Alertness Concentration General information Imagination Initiative Judgment Knowledge of people Knowledge of merchandise Memory Observation Optimism Perception Use of effective language Moral Attributes Ambition Conscientiousness Courage Hone s ty Loyalty Reliability Self-respect Will power
(Illustration #11-A)
83
High.
Low
Affability______________________________ ____ Cheerfulness____________________________ ____ Cooperation_____________________________ ____ Courtesy________________________________ ____ Refinement______________________________ ____ Sympa thy________________________________ ____ Tact ___
___ ___ ___ __ _ ___ ___
Social Attributes
Executive Attributes Carefulness Betermination Decisiveness Directness Earnestness Enthusiasm Industriousness Obedience Persistence Punctuality Self-control Self-confidence Willingness to accept responsibility Comments and Explanations
(Illustration #11-B)
Average
84 SALES I AND II UNIT II THE PERSONAL QUALIFICATIONS OF A GOOD SALESPERSON f,Tliings to Read" Natalie Kneeland, Louise Bernard, Gerald B. Tallman, Selling to Todayfs Customer, (Boston: Ginn and Company, 19 42), Chapt e r X V , pp. 336-58) R. G. Walters, Fundamentals of Selling, (South-Western Puhlishing Company, Cincinatti^ 1937), Part II, pp. 23-92 R. G. Walters, Fundamentals of Retail Selling, (South-Western Publishing Company, Cincinatti, 1931), Chapter IV, pp. 74-100 Norris Brisco, Grace Griffith, 0. Preston Robinson, Store Salesmanship, (Prentice-Hall, Inc., New York, 1942), Chapter II, pp. 22-48 Nash-Kelvinator Corporation, To a Man in Search of His Future, (Kelvinator Division of Nash-Kelvinator Corporation, Detroit, 1945) National Association of Manufacturers, What Makes Jobs?, (You and Industry, New Series, New YorkTT 1942
85 SALES I AND II UNIT II PERSONAL QUALIFICATIONS OP A GOOD SALESPERSON STUDENT EVALUATION QUESTIONNAIRE UNDERSTANDINGS 1*
Do you have a better understanding of the personal qualities that a good salesperson should possess? Why?
2.
Do you have, a better understanding of the importance of employer-employee relationships, customer-salesperson relationships, and the problems that may arise in con ducting a selling business? Why?
3*
Other comments on understandings.
METHODS AND PROCEDURES 1*
Do you think the unit was too long?
2.
Did the discussion questions help you in understanding this phase of salesmanship? __________ ________________
3,
Did the projects help you in understanding this phase of the subject? _____________________________ __________
4,
Criticisms of the discussion and activity periods:
5.
Other comments on methods and procedures:
(Illustration #12)
Too short?
86 SAXES I AND II ' UNIT III DESCRIPTIVE TIME SCHEDULE Monday, October 2, 19501 to Friday, October 6^, 1950 Assignment of permanent seats♦
The students were given
permanent seats based on various factors*
The small group
of Sales II students were placed in one section near the door.
The other students were assigned seats based on
height, vision or hearing handicaps, or the breaking up of possible ^trouble areas”. Initiation of the unit.
Fifteen minutes of the first period
on this unit was allotted to a consideration of the following problem: You have been working for about five years as a sales man in a clothing store.
The store Is a small retail estab
lishment which carries a good line of merchandise and caters to an upper-middle class trade.
There have been no estab
lished policies regarding the handling of customers because the salespeople in the store have built up personal client eles.
When one of the group has been absent or out of the
store for a short time, another salesman will wait on.the customer who ”belong5 to the absent salesperson.
However,
credit for the sale Is given to the absent salesman. arrangement worked fine until one of the group of five
This
87 salesmen quits and was replaced by a typical "salesgrabber" who proceeded t*o upset the whole arrangement.
He was a
smooth talker, knew his merchandise, and also how to im press the bosses with his mounting sales volume resulting from grabbing the easy and large sales, the other salesmen’s sales, and not bothering to build a personal clientele for himself.
Seeing their own sales volumes dropping, two of
the other salesmen began to follow the example of this "sales grabber".
What should you, as a salesman, try to do to
remedy this bad situation? Discussion on the question.
Since this was a problem with
which some of the students, whose parents or relatives were or had been clothing salesmen, were somewhat familiar, quite a lively discussion ensued.
Some of the students said
that the situation should be remedied by the salesman point ing out to the management that the morale of the selling crew was being endangered by the "salesgrabber" and that some kind of a policy for handling customer in turn should be set up.
This discussion led into a consideration of
ethics in selling and the importance of establishing pro fessional standards for the selling employees of a concern. The questions on the "Things to Discuss" sheet were used as a basis for a better understanding of the problem of establishing professional habits of buying and selling. This discussion led into an examination of the projects.
88 Work periods on the projects.
Work periods for class work
on the projects v/sre provided during the week.
Since most
of the projects in this unit required little research, most of the students picked out one and went to work on it.
By
this time, the classroom library had been set up; therefore, some of the students browsed through some of the books and pamphlets, looking for information for their reports. Showing of a film.
A film, called the "American Portrait",
ordered through the curriculum division of the Los Angeles City Schools, was shown.
This picture visualized the grow
ing importance of the salesman as an American businessman. The students were quite impressed by this f i l m ’s revelation of the tremendous job that selling has done in the United States to make mass production possible and to establish the high standard of living we enjoy in this country. Oral reports on projects♦
Some of the students had expressed
their desires to give oral reports on their projects.
One
told about the experience of his father as a salesman in a clothing store in building a personal clientele.
Another
reported about the different things his uncle had to do and learn in changing from a store selling merchandise at a low price on Main Street to an exclusive m e n ’s furnishings store in Beverly Hills.
He discussed the differences in
customer service, selling techniques, and the recording of sales•
i
89 Evaluation of the unit#
Student evaluation questionnaires
were distributed and discussed.
90
SALES I AND II UNIT III ESTABLISHING PROFESSIONAL HABITS OF BUYING AND SELLING A*
B.
From the customer’s viewpoint 1.
Meeting unpleasant situations gracefully
2•
Shopping by telephone and by mail
3.
Returning merchandise and registering complaints
4*
Paying bills
5.
Stabilizing shopping practices
From the salesperson’s viewpoint 1.
Selling during a rush period
2.
Handling difficult customer traits
3.
Meeting situations requiring special tact
4.
Selling to customers shopping together
5*
Selling over the telephone
6*
Building a personal clientele
91 SALES I AND II UNIT III ESTABLISHING PROFESSIONAL HABITS OF BUYING AND SELLING PURPOSE ftWe have begun to realize in the last few years that selling is no longer a trade, but a profession.
Standards
have been set by which salespeople can measure their per formance and improve their technique.
* . if it is admitted
that selling has become a profession, why is it not equally important that shoppers become professional in their atti tude, since; they enter into the two-way process of selling • • • • « let us consider how we can raise our shopping practice to a professional level. !,1 r,Correct selling is complex because no two customers are alike.
Even when selling situations are similar, the
handling of them requires ability far in advance of that to be acquired from most textbooks.
The doctor uses a
treatment with one patient because he has used it success fully with another patient having the same symptoms; the lawyer selects certain methods to handle each case; the salesperson must use the same professional approach in adapting selling technique to the individual situation* f,2 3-Natalie Kneeland, Louise Bernaard, Gerald B. Tallman, Selling to Today’s Customer, (Boston: Ginn and Company, 1942), p. 197 Sibid, p. 208
SALES I AND II UNIT III ESTABLISHING PROFESSIONAL HABITS OF BUYING AND SELLING A*
FROM THE CUSTOMER1S VIEWPOINT "Things to Discuss"
What member of the family does most of the over-thecounter buying for the family?
Why?
Contrast the buying habits of an experienced buyer with those of an inexperienced buyer. In what ways are the buying habits of young people different from the buying habits of older people? What are some of the important things that customers should do before going on a shopping tour? Why is it important for customers to develop professional buying habits? What are some of the things that are likely to happen when customers allow themselves to become irritated and impatient over slow or discourteous service? What things should a customer remember about returning merchandise and registering complaints? What are some of the differences between men and women shoppers? Discuss the effect of delaying in the payment of bills on (a) the customer;
(b) the store.
SALES I AND II UNIT III ESTABLISHING PROFESSIONAL HABITS OF BUYING AND SELLING B.. FROM THE SALESPERSONrS VIEWPOINT "Things to Discuss" Wiiat is meant by the statement "Selling is no longer a trade, but a profession"? Why may an excellent high school student fail to succeed in a selling job? How does the technique of selling during a rush period differ from selling during a normal period? When is it advisable to condense steps in selling during a rush? What are some selling situations which require special tact on the part of the salesperson? Is it possible for a part-time salesperson to build up a personal following? Why is it sometimes unwise for salespersons to classify customers into types? What are some ways for a salesperson to build up a per sonal clientele?
SALES I AND II UNIT III ESTABLISHING PROFESSIONAL HABITS OF BUTING AND SELLING "Things to D o ” Make a list .of the important things that you would do in order to be a better buyer of goods and services? Make a list of good and poor buying habits of people. Use as many real situations as possible; think about yourself, your family, and your friends. Make a list of the important commodities and services that are bought by the husband, the wife, the boys and the girls of the family, and the family as a group. Describe the methods and techniques used in handling five difficult customers whom you have observed or taken care of as a salesperson. Take one of the following situations and describe how you would adapt yourself In changing: (a) From a nonselling position to a selling position. (b) From a position as a salesperson in a small store to one as a salesperson in a large store. (c) From selling in a large-item department to selling in a small*-!tem department. (d) From a store selling expensive merchandise to one selling low-priced merchandise.
Assume that you are a new salesman in a shoe store where there are Tour other salespeople.
Describe how
you would go about building a personal clientel. Using the duplicated copy of the nSelf Evaluation Test For Prospective Salesmen”, Find out what are your prospective possibilities for success in the field of selling.
The teacher has the key for the test and will
discuss your score and the scores of other students in the class after the test results are recorded.
96 SELF-EVALUATION TEST FOR PROSPECTIVE SALESMEN^ Directions: Which of these statements describes you? If the answer is ny e s u, draw a circle around the !rY n; if the answer is nn o f1, draw a circle around the ^N11. It is to your own interest to be as fair and accurate as possible in your answers. Y
N
I think chemistry is a very interesting subject.
Y
N
3.
I like talking to strangers.
Y
N
4.
I would like to be a college teacher.
Y
N
5.
People find it easy to approach me.
Y
N
I would like to do research in science.
Y
N
7.
I enjoy raising money for charity.
Y
N
8.
I would like to teach in a school.
Y
N
9.
I like fashionably dressed people.
Y
N
H
• o
.
I Td rather deal with things than people.
I would like to be a watchmaker.
Y
N
11.
I like to attend conventions.
Y
N
12.
I *v© more than average mechanical ingenuity.
Y
N
13.
I dislike people who borrow things.
Y
N
14.
I would like to be a mechanical engineer.
Y
N
15.
I like blind people.
Y
N
1
2.
6
.
^Nash-Kelvinator Corporation, To_ a Man in Search of His Future, (Detroit: Kelvinator Division of Nash-Kelvinator . Corporation, 1945), p. 9
(Illustration 13-A)
97 16*
I like to have regular working hours.
Y
N
17-.
I would enjoy making speeches.
Y
N
18.
I would like to be head of a research department.
Y
N
I like to keep meeting new people.
Y
N
19. 20
.
21
.
I enjoy bargaining when I !m buying something. Y
N
I would like to develop some new scientific theories.
Y
N
Y
N
Y
N
2 2 . I like to have a definite salary. 23.
I fd rather have only a few really intimate friends•
24.
I fm better than average at judging values.
25.
I like to play cards.
(Illustration 13-B)
Y Y
N N
98 SELF-EVALUATION TEST FOR PROSPECTIVE SALESMEN4
1.
N
14.
N
2.
N
15.
Y
3.
Y
16.
N
4.
N
17.
Y
5.
Y
18.
N
6.
N
19.
Y
7.
Y
20.
Y
8.
N
21.
N
9.
Y
22.
N
H O •
KEY
N
23.
N
11.,
Y
24.
Y
12.
N
25.
Y
13.
Y
Tiie answers which indicate interests or characteristics favorable to success in sales work are given above. Add up the number of your answers that agree with these in order to obtain your total score. If your score is 16 or above, your chances of success in the selling field are favorable. A score below 16 indicates that you would probably have better chances in some other field.
4ibid, p. 10
(Illustration #13-C)
99 SALES I AND II UNIT III ESTABLISHING PROFESSIONAL HABITS OF BUYING AND SELLING MThing to R e a d ” Natalie Kneeland, Louise Bernard, Gerald B. Tallman, Selling to Today*s Customer, (Boston: Ginn and Company, 1942), Chapter IX, pp. 169-197 Norris A. Brisco, Grace Griffith, 0. Preston Robinson, Store Salesmanship, (New York: Prentice-Hall, Inc., 1932,) Chapter XVIII, pp. 391-405 R. G. Walters, Edward J. Rowse, Fundamentals of Retail Selling, (Cincinnatti: South-Western Publishing Company, 1 9 3 1 ) , Chapter XXI, pp. 414-29
100 SALES I AND II UNIT III ESTABLISHING PROFESSIONAL HABITS OF BUYING AND SELLING STUDENT EVALUATION QUESTIONNAIRE UNDERSTANDINGS 1.
Do you Have a better understanding of what are profes sional buying habits for the customer?
2.
Do you have a better understanding of what are profes sional selling habits and techniques for the salesperson?
3.
Do you have a better understanding of the importance of the salesman as a business man in modern American eco nomic life? _____________________________________________
4*
Other comments on understandings: _____________________
METHODS AND PROCEDURES 1.
Do you think that the unit was too short?
2.
Did the projects help you to better understand the subject? _____________________ __________________________
3.
Was there sufficient time allowed for discussion of the subject?
4.
How do you think the unit could have been Improved?
5*
Other comments:
(Illustration 14)
Too long?
SALES I AND II UNIT IV DESCRIPTIVE TIME SCHEDULE Monday, October 9^ 1950, to Wednesday, October 25, 1950 Distribution and discussion of outlines for the unit.
The
outlines for the unit were distributed and discussed.
The
teacher explained some of the background information about ”High School. Day at the Broadway”, including mention of the satisfying experiences salesmanship students from other schools had received from their retailing experiences at the Broadway Department Store on that day. Discussion of questions on the u n i t .
The class began the
discussion period by considering the questions listed on the “Things to Discuss” sheet but soon brought up other questions not anticipated by them at the time they had discussed the outline.
One of the questions was ”What
students will be given the opportunity to take part in *High School D a y 1”?
The teacher explained that usually
the choice of students was left to the individual teacher in the salesmanship classes of the various Los Angeles high schools.
Most of the students who were really interested
and showed sufficient aptitude for retail work were chosen. Analysis of the system bulletin. The class made a thorough examination of the ”System Bulletin” provided by the
Broadway Department Store before taking up the various sections.
Each student was given a copy from which to
read and study. Oral reports.
Two of the students had decided to give oral
reports on the background study of the store.
One of them
reported on the history and growth of the concern.
The
other talked about Mr. Letts, the founder of the store* Another student told about his experiences while working as a stock boy in one of the departments of the store. A. girl reported on her salesgirl experiences at the May Company in Lbs Angeles during the past summer. A small group of the students agreed to make a tour of the store, make an analysis of some department, draw a rough layout of it, and report their findings to the class, emphasizing customer convenience and service, display of merchandise, and convenience to the employees in the department.
Toward
the end of the unit, this report was made by one member of the committee and proved to be quite interesting. Analysis of the various sections of the ftSystem Bulletin”. Distribution of the parts of the salescheck.
This
section of the ”System Bulletin” (page 1) explained in detail each part of the salescheck used b y Broadway Depart ment Store selling employees and discussed the purpose of each part.
Using their own salescheck books, supplied by
the store, the students examined t h o r o u g h l y each part.
103 Rules and suggestions for making out saleschecks >
This
section listed store rules for recording sales in the sales check books.
The class discussed the importance of obeying
these rules and the importance of efficient recording of sales to the retail store. Cash sales.
The section of the bulletin that emphasized
the regulations for recording cash sales was considered by the class.
The discussion was followed by a work period.
Using their saleschecks books, the students went through each of the steps that were necessary for the recording of a cash sale, noting the rule for each step.
The first pro
blem was involved with ”cash take” while the second one took up the more complicated ”cash send” transaction.
Certain
students acted the parts of the customer and the salesperson and dramatized the recording of the sale,
Additional problems
were given the class for practice in writing up cash sales. ”Charge take” sales.
The class took up the details of
recording ”charge take” sales, as described in the bulletin. The procedure of writing up the sale, getting the name and address of the customer, identifying her from the signature on the Charga-Plate, and the separation of the various parts of the salescheck were gone over carefully.
A dramatization
of the process was g i v e n . . Additional problems were given to familiarize the students with this very important phase of recording sales.
104 tfCharge sendn sales.
The class worked on various pro
blems designed to familiarize them with the process of record ing sales where the customer charges the merchandise and asks the store to send it to a certain address.
The teacher
emphasized the necessity for being sure that the correct name and address of the customer is recorded and, if the salesperson does the wrapping, being sure that the merchandise with the customer1s copy of the salescheck attached is ready for collection by the delivery department.
Home work pro
blems on both types of cash and charge sales were given as an additional assignment. Tally envelope.
The class went over carefully the rules
for recording the day*s sales on the tally envelope.
The
teacher emphasized the placing of the sales audit copy and the audit voucher section of each salescheck in the tally envelope immediately after each sale.
The class discussed
thoroughly each rule and procedure in order to be sure to clear up any misunderstandings.
The home work problems
on cash and charge sales were checked and corrected.
In
correct work meant that the salescheck used had to be voided, with the teacher acting as the department service manager, and a new salescheck made out.
Then the class went through
the process of recording entries from the saleschecks on the tally envelope and placing the salescheck records in proper numerical order in the envelope.
105 Discussion of general charge rules, delivery rules, and other store sales policies.
The class reviewed the sales
recording policies already discussed and then went into general charge rules, such as getting a customer to open a charge account, entering all items on the salescheck before asking the customer to sign it, comparing signature on salescheck with signature on Charga-Plate, and handling situations when a ,fCharge Hold Ticketft is received.
Delivery
regulations and transactions, requiring the approval of someone in authority, were discussed in detail. Discussion on job assignments on tfHigh School D a y 11. The class discussed the various job possibilities in the different departments of the store.
Students with experience
in department store jobs described the duties and responsi bilities of these jobs for the benefit of those students who might be assigned to such positions on nKigh School D a y 11.
The students were told about the ,fgeneral meeting”
on the morning of that day, at which time general instructions would be given and working students would meet their spon sors.
These sponsors would be responsible for helping the
student during the entire working day. High School Day at the Broadway.
The exact day of the event
had not been decided upon at the time this study was made; therefore, it was impossible to give the exact date of the experience for 1950.
106 Evaluation of the unit.
The day following ,fHigh School Day
*at the BroadwayM was used for an evaluation of the unit and the experiences of that day.
Many interesting ideas for use
in preparing students for their ,fHigh School D a y ” experiences the ndxt year*
The shortcomings of this y e a r fs preparation
were discussed from the viewpoint of making improvements for next year*
107
SALES I AKD II UNIT IV PREPARING FOR H I (M SCHOOL DAY AT THE BROADWAY A.
Background study of til© Broadway Department Store, Los Angeles, California
B.
Study of the ^System Bulletin”
C•
Practice problems for recording sales
D*
Information on job assignments
E.
,fHigh School Day at the Broadway”
108 SALES I AND II UNIT IV PREPARING FOR HIGH SCHOOL DAY AT THE BROADWAY PURPOSE Tii© Broadway Department Store, Los Angeles, California, for*a number of years has been interested in closer coopera tion between the school and business in the training of students for jobs in retail stores*
”High School Day at
the Broadway” has given many students enrolled in the Sales manship classes of the city an opportunity for a day of actual selling experience in this large department store under the expert supervision of regular store employees. We should appreciate the time, effort, and money expended by this fine retail organization in bringing this oppor tunity to us.
Furthermore, we should endeavor to prepare
ourselves, with the use of the information and materials supplied by this store, to meet the situations that actually may arise when we begin our dayfs work at the Broadway on f,High School D a y ”.
SALES I AND II UNIT IV PREPARING FOR HIGH SCHOOL DAY AT THE BROADWAY ”Things to Discussn The questions helow have "been anticipated as among those questions which will come into your minds when trying to understand the purpose and plan of ”High School B a y fr. 1.
Why is the Broadway Department Store interested in the training of high school students in retail selling while they are in school?
2.
How may both the high schools and the retail stores of Los Angeles and other communities benefit from ”HIgh School D a y ”?
3*
How may you, as a salesmanship student, benefit from ”E 1 gh Sc ho o 1 D a y ”?
4.
How should boys dress for the job on ”High
School Da y ”?
5.
How should girls dress for the job on High
School Day”?
6.
Why will the store consider your appearance of extreme importance while you are working on that day?
7*
Does the student worker have any choice concerning
the
type of work he or she wishes to do on that day? 8*
How long does the student have to work that day?
9.
How much does he or she get paid?
10.
Why does the store wish you to have some preliminary training in the classroom on the details of making out
110 sales slips and tally envelopes before you begin your work on ”High School D a y ”? 11.
Will
the d a y fs experience on these jobs help the students
to get regular employment at the store at some later date? 12.
When will the student know when to go to work?
13.
What
is meant by the f,general meeting” on that day?
14.
What
is a sponsor?
Will he or she be the student1s
f,b o s s ” on ”High School D a y ”? 15.
Will the sponsor ”turn the student loose” on a customer and expect him or her ”to sink or swim”?
16.
Does
the buying public know about ”High School D a y ”
and realize that high school students are working at the Broadway on that day?
SALES I AND II UNIT IV PREPARING FOR HIGH SCHOOL DAY AT THE BROADWAY ?,ThIngs to Do" Students who have worked at the Broadway or some other department store tell about their work experiences to the class? A student makes an oral report about ;the history of the Broadway Department Store, using rfYes— There1s Romance in Modern Business as a basis for information. A group of students visit the store, sketch It layout, and report to the class their findings regarding the layout from the viewpoint of convenience to customers, merchandise display, and convenience for store workers. Class goes over each detail of recording sales, as pre sented in the "System Bulletin", published by the store for study by the class:
(a) the salesbook;
bution of the parts of the salescheck; of correct saleschecks;
(f) charge take regulations;
charge send regulations;
deliveries;
(c) importance
(d) cash take regulations;
(e) cash send regulations;
(i) deliveries;
(b) distri
(h) the tally envelope;
(j) general charge rules;
(k) charge
(1) transactions requiring an "O.K."
A student gives a talk on Mr. Letts, the founder of the Broadway Department Store.
112 6.
Students in class go over each step in making out sales checks •
7.
Class work on problems for practice in the use of the salesbook and tally envelope provided each student.
8.
A student makes a a large chart listing the general rules for handling saleschecks and handling cash tendered by the customer in paying for merchandise purchased.
113 SALES I AND II UNIT IV PREPARING FOR HIGH SCHOOL DAY AT THE BROADWAY "Things to Read" Broadway Department Store, Day", 1949
"System Bulletin for High School
Broadway Department Store, Modern Business", 1926
"Yes--There's Real Romance in
Broadway Department Store, Department Bulletin, 1933)
"Directing Customers",
(Training
114 DISTRIBUTION OP THE PARTS OP THE SALESCHECIt1 1.
The upper original salescheck (audit voucher and sales audit copy) is the store’s record of the transaction and should never be given to the customer*
2.
The audit voucher is left attached to the sales audit copy on all saleschecks and placed in the tally envelope.
3.
The original address label is the shipping ticket.
On
all send charge or cash sales, when properly authorized, this label is pasted on the package by the Inspector; when it is not needed, it is cancelled and spindled in the department. 4.
The customer’s memorandum is the customer’s receipt on all paid or part paid delivery and will call sales.
5.
The customer’s copy is the customer’s record of the mer chandise purchased and is to be placed inside the package with the merchandise.
6.
The duplicate address label (delivery record) Is the ad justment record of the delivery and remains attached to the original lable until detached in the Delivery Depart ment.
7.
Care should be taken to match the serial and check number on the address labels with the serial and check number on the customer’s copy of the duplicate salescheck.
^-Broadway Department Store, Systern Bulletin for High D a y , 1949, p. 1
(Illustration #15)
115 RULES AND SUGGESTIONS FOR MAKING OUT SALESCHECKS2 1.
On the accuracy with which you write your saleschecks depends the satisfaction of the customer.
The time of
delivery and the kind of merchandise sent the customer are regulated by the accuracy and legibility of your salescheck• 2.
A mistake on a salescheck may slow up service and dis appoint a customer.
Legible, accurate, correctly written
saleschecks make possible prompt delivery,
the correct
kind and number of items, quicker service on take sales and the correct amounts on charge purchases. 3.
Have a definite place to keep your salescheck book and make sure that it is your book before you make out a check.
4.
Have the check ready by writing in the date, department, and your salesnumber on the three parts of the check.
5.
Check the extension and the total amount of the sales check twice.
6.
To determine whether the sale is Paid, Charge, or C.O.D., ask the customer,
”Do you wish to pay for this n o w ? ”
^Broadway Department Store, System Bulletin for High School Day, 1949, p. 2 (Illustration #16)
116 7.
Repeat the amount of money
received from the customer
and fill in immediately in the space provided on the salescheck. 8.
When appropriate, always say to your customer,
lfYour
package will be ready in a minute.M instead of suggest ing that it be delivered. 9.
Look over every salescheck
that you write and make
sure that it is correct in every detail before you take it out of your book.
117 RULES FOR CASH SALESP CASH TAKE 1.
When the customer wishes to pay for the merchandise and take it with her, it is not necessary to write a sales check except when the sale is an exchange, a discount, or shows federal tax*
2.
In this event the student salesperson will turn the sale over to a regular salesperson to write up*
Wrap the
merchandise, placing the receipt in the package*
Count
the change (if any) "back to the customer and her her package CASH SBHD 1*
Use when a customer pays for the merchandise and has it delivered#
2*
Write the name and address of the person to whom the merchandise to be sent on the address label.
Then write
the name and address of the purchaser on the upper por tion (sales audit copy) of the salescheck. 3*
Separate the upper duplicate salescheck (customer’s copy with the customer’s memorandum attached) above the delivery record.
Place the customer’s copy with
^Broadway Department Store, Systern Bulletin for High School D a y , 1949, pp. 2-3 (Illustration 17-A)
the merchandise*
The customer’s memorandum must be given
to the customer as her receipt* The remainder of the salescheck will be certified on the sales register*
After certifying the salescheck*, place
the sales audit copy with the audit voucher attached in side the Tally Envelope. If there is not a wrapper, the salesperson will place the merchandise in a canvas bag, attaching the salescheck to the inner flap.
Put the bag in the designated place
where it will be picked up by a carrier. If there is a wrapper in the department, the salesperson will place the merchandise together with the customer’s copy and the delivery labels on the wrapping desk.
(Illustration #17-B)
119 RULES FOR "CHARGE TAKE" SALES4 1.
Used when a customer charges merchandise and take it with her*
2*
The charge name and address will be written on the sales audit copy of the salescheck, unless the customer presents a Charga-Plate*
If a Charga-Plate is presented,
the
salescheck will be imprinted by a regular salesperson In the department*
Separate the duplicate salescheck
above the delivery record and place it with the mer chandise* 5.
If it is necessary to send the salescheck to the Credit Office for authorization (see charge
rules), place the
remainder of the salescheck In a green end carrier*
When
it returns, it must be certified on the sales register* Never give out merchandise until the stamped salescheck has returned*
If it is not necessary to send the sales
check to the Credit Office, the salescheck will be certi fied on the sales register, and the sales audit copy with the audit voucher attached will then be placed in the Tally Envelope*
^Broadway Department Store, Systern Bulletin for High School Day, 1949, p. 5 Illustration #18-A)
If there is a wrapper, the salesperson will place the merchandise, accompanied by the customerfs copy on the wrapping desk.
If there is not a wrapper, the sales
person will wrkp the merchandise, placing the salescheck in the package* The unused delivery lables are placed on a spindle.
(Illustration #18-B)
121
RULES FOR "CHARGE SEND" SALES5 1.
Used when a customer charges merchandise and has it delivered*
2.
Write the name and address of the person to whom the merchandise is to be sent on the address label and the charge name and address on the upper portion of the salescheck.
If a Charga-Plate is presented, a regular
salesperson will imprint the top of the salescheck. The Charga-Plate will also be used on the address label if the merchandise is being sent to the same name and address. 3.
Separate the duplicate salescheck above the delivery record, placing the customer*s copy with the merchandise, and give the customer1s memorandum to the customer.
4.
If it is necessary to send the salescheck to the Credit Office for authorization (see charge rules), place the remainder of the salescheck in a green end carrier.
When
it returns, it will be certified on the sales register. 5.
After certifying the salescheck,
the sales audit copy
and audit voucher will be placed in the Tally Envelope.
^Broadway Department Store, System Bulletin for High School Day, 1949, p. 4 (Illustration #19-4)
If there is a wrapper, the salesperson will place the merchandise, together with the customer’s copy and the delivery labels, on the wrapping desk. If there*is not a wrapper,
the salesperson will place
the merchandise in a canvas bag (designated place), attaching the salescheck to the inner flap. will be collected by a carrier.
(Illustration #19-B)
The bags
123 "TALLY ENVELOPE RULES"6 1.
Enter name, date, serial number of salesbook, number of first check used, register number, drawer number, and salesperson’s number on the Tally Envelope in the morning#
2#
Place a check in the space which corresponds to the number of the salescheck immediately after each sale is written#
3.
At night enter the number of the last salescheck used and the amount of voided register sales.
All used saleschecks
will be placed in the Tally Envelope in numerical order, with the smallest number on top.
All used tissues are
also placed, infolded, in the Tally Envelope in numerical order at night# 4.
One Tally Envelope may be used for two salesbooks, or until fifty saleschecks have been written.
One Tally
Envelope must be completed for each register drawer that is used during the day.
^Broadway Department Store, System Bulletin for High School Day, 1949, p# 4 (Illustration #20)
124 GENERAL CHARGE RULES7 1.
A salesperson may suggest that the customer open a charge account.
If the customer is agreeable, the salesperson
will then refer the matter to the Department Superintendent or Assistant Buyer who will provide the necessary forms and assist the customer in completing them. 2.
All charge sales except deliveries being charged and sent to the same name and address must be signed.
3.
The salesperson should be sure that all items purchased are entered on the salescheck before requesting the pur chaser to sign.
4.
When a Charga-Plate is presented, a comparison should be made betv/een the signature on the salescheck and t he signature on the back of the Charga-Plate.
5.
When a charge is sent to the Credit Office for authori zation,
the salescheck should not be certified on the
sales register until it has returned with a charge stamp on it. 6.
If a "Charge Hold Ticket” is received in a carrier, call someone in authority.
^Broadway Department Store, System Bulletin for High School Day, 1949, p. 5 (Illustration #21)
125 REMINDER TO THOSE TEACHING SYSTEM FOR HIGH SCHOOE DAY8 1.
It is suggested that as a part of the classroom instruc tion given on check writing, particular emphasis be placed on the construction of saleschecks covering the following transactions: Take;
2.
(a) Cash Take;
(b) Cash Send;
(c) Charge
(d) Charge Send*
Bo not instruct specifically the students on the use of the Charga-Plate or the certification of saleschecks*
3.
Attention should be called to the list of transactions requiring an O.K. Acquaintance with these will materially assist us in rendering prompt and efficient service to the customer.
4.
Caution salespeople that no part of the salescheck Is to be destroyed.
In the event of a mistake,
that
renders the salescheck useless or unnecessary, call someone in authority and have it properly voided* 5.
Salespeople are not to be specifically instructed in the use of the sales register.
Transactions handled by
high school students will be certified by regular sales people or the cashier.
All transactions not covered
in the System Bulletin should be turned over to regular salespeople.
®The Training Department, Broadway Department SBore, 1949 (Illustration #22-A)
126 6.
Assure all high school students that regular employees have been instructed to show every possible courtesy to their guests and to render assistance when needed in the completion of a customer’s transaction.
7.
Urge all high school students to ask questions freely concerning stock, system, delivery, or any phase of their work, and in event there is a question in pro cedure that arises to call someone in authority.
8.
Suggest to them that, although they are our guests on that day, they are in every sense of the word employees of the Broadway Department Store, and, as such, repre sent our policy of Truth, Courtesy, Liberality, and Value in every customer relationship.
(Illustration #22-B)
127 SALESCHECK PROBLEMS Instructions.
Since it is not necessary to give instructions
on the use of the sales register in preparing you for ”High School Day”, the problems below will be concerned with ”Oash Sen d 11, ”Charge Take”, and ”Charge Send” sales which require practice in the use of the salescheck. will be No. 420.
The first salescheck
Number the others consecutively.
Use
current date. You ment of
are salesclerk No. 15 in theHome Furnishings the store. Sales tax is
Depart
3 >€.
”CASH SEN D ” Problem 1.
Sold for cash to Mrs. E.R. ?tfilliams, 1513 S.
Catalina, Los Angeles, California,
the following merchandise:
2 Blankets at $9.98 each. Received from the customer one $20 bill and one $1 bill. To be sent to the above address. Problem 2.
Sold for cash to R.W. Snow, 1162 S. Gramercy PI.,
Los iyigeles, California,
the following merchandise;
1 Table Cloth at #8.45 6 yards Table Padding at $1.09 Received from the customer and one $1 bill. Problem 3.
per yard.
one $10 bill,
one
$5 bill,
To be sent to the above address.
Sold for cash to Mrs. R.N. Pergano, Apartment
6, Sunnyside Apartments, 1215 S. Harvard St., Los Angeles,
128 California, the following merchandise: 8 pair Curtains at $-5*49 per pair, 8 Curtain Rods at 12^ each, 8 Window Shades at $1.58 each. Received from the customer three -$20.00 dills.
To be
sent to the above address. Problem 4. Sold to K.V. Warner, 735 Midland Drive, El Monte, California,
the following merchandise:
1 Mattress at $49.95 1 Platform Springs at $21.25. Received from the customer three $20 bills, one $10 bill, and one $5 bill.
To be sent to Mrs. Lee Rose, 4532
Roseland Avenue, El Monte, California. Problem 5. Sold to Mrs.
James S. Stewart, 2308 N. Market
Street, Inglewood, California, the following merchandise: 1 Shower Curtain at $5.75 2 pair Window Curtains at $4.87 pair. 3 Plant Stands at $2.59 each. Received from the customer one $10 bill'and three $5 bills.
129 "CHARGE TAKE" Problem 3^.
The following merchandise is to be charged to
Mrs. Hermann Van Wurst, 143 Grange Street, Downey, California: 2 Pillows at $3.69 each. 4 Pillow Cases at 83^ each. 2 Sheets at $3.18 each. Problem 2.
The following merchandise is to be charged to
Mrs. Daniel Taft, 1809 Riverview Road, Los Angeles, Calif.: 1 Broadloom Rug at $79.00. 1 Rug Cushion at $6.98. Problem J3. The following merchandise is to be charged to Mrs. Peter B. Lorning, 1402 Rose Street, Lawndale, California: 1 Axminster Rug at $82.00. 1 Rug Cushion at $7.00. 2 Floor Lamps at $9.26. Problem 4.
The following merchandise is to be charged to
Mrs. B.L. Rudd, 6787 S. YvTestern Avenue, Los Angeles, Calif.:. 2 Sheets at 92^ each.
130 "CHARGE SEND" (You have been transferred to the Sporting Goods .Department) SALESCHECKS NUMBERS BEGIN AT 520. Problem 1*
The following merchandise is. to be charged and
sent to Mr. T.T. Martin, 4235 S. Gramercy PI., Los Angeles, California: 2 Badminton Rackets at $3.50 each. 2 Racket Presses at 60^ each. Problem 2. Mr.
The following merchandise is to be charged to
James Young, 4255 Brand Blvd., Glendale, California: 1 Pishing Reel at ,$>10.50. 1 Pishing Rod at $15.50. The merchandise is to be sent to Mr. Stephen Wise,
1431 North Hoover, Los Angeles, California. Problem 3^.
The following merchandise is to be charged to
Mr. August Frame, 1531 North Paxton Road, Pomona, Calif.: 1 pair Roller Skates at $5.00. 1 Football at $5.50 The merchandise is to be sent to Bobby Kane, 6247 Garvey Boulevard, Monterrey Park, California.
131
27'
~0ctoT5er ltl DEPOSIT'
MONTH
A M T . R E C D J O R H O W SOLD
to *
CMv ,*M
if
in
to
N
00
01
o
C
M
C
/ opposite number of each salescheck, as sale is made. 4. W rite "VOID” opposite number of each salescheck which cannot be used ( torn, soiled, mistakes, etc.). The salescheck must be marked "VOID” and signed by the Departm ent Superintendent. 5. T o close tally envelope —at end of day: (a ) Enter check number of last salescheck used in box at top of tally envelope. (b ) Enter total registered sales (from cash register reading) on line at bottom of tally envelope. ( c ) Enter total of all voided registered sales on line below Total Registered Sales. ( d ) D educt total of voided sales from total of reg istered sales. ( e ) Tear all used tissues from salesbook and place in tally envelope. (D o not fold.) ( f ) Arrange all original saleschecks (including v oid s) in numerical sequence w ith low est num ber on top and place in tally envelope. (D o not fold.) ( g ) H and tally envelope to Assistant Buyer. Y ou are responsible for turning in each day all saleschecks written by you. W hen a salescheck sent to the Credit Office is held, a "Notice of H eld Salescheck” w ill be sent to you to use in place of the original check. D o not close your tally unless you have all checks accounted for. See your Departm ent Superintendent.
ILLUSTRATION #25
134 BALES I AND II UNIT V DESCRIPTIVE TIME SCHEDULE Thursday, October 26, 1950, to Tuesday, November 14, 1950 Distribution and discussion of outlines for the u n i t . The outlines for the unit were distributed, and discussed. The teacher emphasized the division of the unit into three parts to facilitate the concentration of the class on a certain phase of this background study of the organization of business for buying and selling. ’’Reading for information” period.
Since there had been
no previous assignment In the text on this phase of the subject, a lesson on ’’reading for Information” was carried on.
For example, the first question asked the students
to point out the main differences between across-the-counter, specialty, and industrial selling.
The students examined
the specific section of the chapter, located the information, and then listed the points of difference between the three types of selling on sheets of paper.
Then they indicated
the paragraph and page on which the information was found. Some questions required oral reading to get the desired information.
This procedure was helpful especially to those
students who were poor readers. Discussion on Part A.
The discussion on this part of the
unit emphasized the basic concepts of business organization
for buying and selling goods and services♦
The meanings of
certain concepts, such as specialty selling, consumer, pro ducer, channels of distribution, and industrial goods were stressed* Work period on Part A. on the projects.
The students chose and went to work
The most popular project was the listing
of items carried in a retail store and either finding the sources of manufacture or production or comparing the prices of the items sold in different types of stores.
Some
brought newspapers to class and began to cut out newspaper advertisements for analysis of the procedures and policies of various automobile dealers.
Others were drawing organi
zation charts for stores in which they were interested. Discussion of projects for Part A.
Some of the students
gave oral reports on their projects.
Other students asked
them questions about their findings.
The written assign
ments were handed in. Discussion on Part B.
The class discussed the various
problems that will confront both the consumer-buyer and the buyer for a re-selling organization.
They considered
the differences between their buying abilities and tech niques.
The problems of buying for resale by the whole
saler were analyzed. Work period on Part B. for special study.
The students chose certain projects
They utilized the classroom library for
finding information about their work.
The teacher helped
the slower students to get started. Oral reports on projects for part A.
Some of the students
gave oral reports on their projects.
The other students
handed in their written projects. Initiation of part C.
The class was asked to consider the
following question: Why do some business men say that we may be entering again a "seller!s market"?
The concept,
" s e l l e r ^ market", was quite new to a number of the students. There were a variety of written responses to the question. Among the misconceptions were a business selling high-priced or low-priced goods, the business man going to market to buy goods directly from a middleman, and the seller marketing his merchandise at a discount or closing out his stock. A few of them recognized that a "seller’s market" was an economic condition brought about through a threatening potential or actual shortage of consumer goods on the mar ket, resulting from world political unrest and the necessity for the government to curtail of these consumer items.
The
discussion led to a greater appreciation of the Importance of the two-way process of buying and selling in our modern business world.
The questions in Part C took on greater
meaning and significance since many of the students could remember the shortages of consumer goods in World War II*
137 yfork period on the projects for part C_.
The students worked
on their chosen projects during the work periods.
A group
of them made a layout of a large department store in the city.
Some of the group made the actual layouts of the
different floors of the store.
Others worked on the analysis
of the store, based on a rating scale for appearance, ser vice, and reliability. Oral reports on the projects.
The oral reports given by the
students were well received because these students were b e coming more adept at speaking before a group.
The store
layout projects were selected by the class as being especially interes ting. Review for the quarter test.
An entire period was turned
over to reviewing for the quarter test.
The teacher announced
that the test would cover the first five units.
He emphasized
what textbook information might be considered in the test. He said that the test for the quarter would be largely essaytype, not memorization, but rather to evaluate understanding of the basic concepts of business relationships concerned with the buying and selling of goods and services.
The
students asked questions regarding the evaluation of their work for the quarter report card grade.
The teacher replied
that the quarter grade would be based on the following: student participation in class discussion; the quality and quantity of written and oral projects completed;
the quarter
138 test; the student's citizenship, which includes cooperation, attitude, courtesy, work habits, and attendance;
the student's
ability and willingness to use that ability* Student evaluation of the unit* questionnaires,
Using the student evaluation
the students evaluated and discussed the
values received from the unit* G-iving the quarter test and discussing i t *
The students were
allowed an entire class period for taking the quarter test* The following class period was used for discussing the graded test papers* Distribution of outlines for Unit V I *
The outlines for the
two Units VI were distributed and discussed.
The teacher
re-emphasized the necessity for utmost cooperation during the development of Units VI through X because the two classes would separate to study different phases of salesmanship. He reviewed the possible difficulties they would encounter and asked their advice regarding means of surmounting these difficulties to facilitate good learning situations. Some of the students suggested individual and group study on certain projects while the other class was engaging in dis cussion on their phase of the subject.
139
SALES I AND II UNIT V THE BASIC PROBLEMS OP BUSINESS ORGANIZATION FOR BUYING AND SELLING A*
HOW BUSINESS IS ORGANIZED FOR SELLING GOODS AND SERVICES 1.
B.
Differences between retail and general selling
2•
Types of retail organizations
3.
Main functions of retail organizations
4.
Organization for general selling
HOVtf BUSINESS IS ORGANIZED FOR BUYING GOODS AND SERVICES 1.
Education of customers for intelligent and efficient buying
C.
2.
Consumer buying organizations
3.
Retail buying for resale
4.
Industrial buying
THE TWO-WAY PROCESS OF BUYING AND SELLING \ 1.
Determining consumer wants
2.
The function of' the seller
* 3.
Consumers and sellers getting together for better buying and selling.
140
SALES I AND XX UNIT V THE BASIC PROBLEMS OF BUSINESS ORGANIZATION FOR BUYING AND SELLING A.
HOW BUSINESS IS ORGANIZED FOR SELLING GOODS AND SERVICES PURPOSE
^In our complex society today, new and improved goods and services are daily crowding for recognition, with the result that a new or better product Is likely to attract little attention unless it is brought to the attention of possible buyers.
To cope with this condi
tion, let us consider the many and varied types of selling organizations that have developed and whose job it is to promote and sell their merchandise.11^ A business ^lives1* or "dies* often as a result of its organizational planning for buying and selling. These two activities set the pace for all other busi ness activities in modern life.
A sale is the final
gear in the business mechanism.
Without it there would
be no manufacturer, no need for the multitude of workers, no distributor of products.
The sale is the end of one
distribution cycle and the beginning of another one. iNatalie Eneeland, Louise Bernard, Gerald B. Tallman, Selling to TodayTs Customer. (Ginn and Company: Boston, 1942), p. 9
SAXES I AMD II UNIT V TEE BASIC PROBLEMS OP BUSINESS ORGANIZATION FOR BUYING AND SELLING A.
HOW BUSINESS IS ORGANIZED FOR SELLING GOODS AND SERVICES ^Things to Discuss”
1,
What are the main differences between across-the-counter selling, specialty selling, and industrial selling,
2,
11/hat is retail selling?
General selling?
3,
What are the four functions of retail organizations? Which of the four do you believe is the most important?
4,
How are goods sold directly to consumers but outside of retail stores?
5,
What are some ways that farm products are .sold?
6,
What peculiar problems do farmers have in marketing their products?
7,
What are the channels of of distribution through which a product may go from the manufacturer to the consumer?
8,
What do we mean by industrial goods?
9,
How would an organization chart help you In planning the organization of a retail business? business?
A wholesale
A new and used car car business?
sales program of a manufacturing business?
The
SALES I AND II UNIT V THE BASIC PROBLEMS OF BUSINESS ORGANIZATION FOR BUYING AND SELLING A,
HOW BUSINESS IS ORGANIZED FOR SELLING GOODS AND SERVICES tfThings to D o M
1.
Obtain various types of organization plans for selling businesses*
Organize them according to types and place
them in a notebook*
Write brief explanations about each
plan or give an oral report about them in class* 2*
Draw an organization plan of a department store, indi cating under each of the five major divisions of the store the particular activities carried on by that division*
3*
Draw an organization chart, either for your notebook or for the bulletin board, of a store in which you have worked or with which you are familiar*
4.
Make a list of twenty^five items carried in a retail store with which you are familiar and find out where each item was produced or manufactured and from what type of middleman the store bought it* 9
5*
Prepare a list of ten brand items that can be secured in both chain and independent stores.
Secure from each
store the prices charged at retail for these items and prepare a report listing the comparative prices.
Cut out or the newspaper advertisements by large auto mobile dealers who sell the same model of cars. a notebook of these advertisements.
Make
Paste each adver
tisement on a page and under each make an analysis of the advertisement (confine to new automobiles) based on comparative for same models and types, trade-in allowances, services promised, and other comparisons.
144
SALES I AND II UNIT V THE BASIC PROBLEMS OF BUSINESS ORGANIZATION FOR BUYING AND SELLING B.
HOW BUSINESS IS ORGANIZED FOR BUYING GOODS AND SERVICES PURPOSE f,The number of Individuals or concerns that can be con
sidered as a part of the buying public today is equal to the sum total of all who at one time or another have the means and opportunity of purchasing merchandise or service, from the small child who buys his first licorice stick at the neighborhood candy store to the purchasing agent responsible for buying supplies for a large firm or a buyer purchasing furniture in the market for resale to the customer, The ordinary customer considers buying as merely one of a variety of duties in the d a y fs work while the buyer for a large department store thinks of it as one of his main re sponsibilities.
However, both types of buying requires intel
ligent planning and efficient procedures.
Let us consider
some of them.
2 Natalie Kneeland, Louise Bernard, Gerald B. Tallman, Selling to T o day*s Customer. (Bostons Ginn and Company, 1942), p . 28
SALES I AND II UNIT V THE BASIC PROBLEMS OP BUSINESS ORGANIZATION FOR BUYING AND SELLING B.
HOW BUSINESS IS ORGANIZED FOR BUYING GOODS AND SERVICES r,Things to Discussw
!• What do w© mean by the term buying public? 2.
What do we mean by the term consumer?
3* What advantages and d i s a d vantages does the individual consumer customer have in buying goods and services? 4. What is a consumer cooperative?
A producer cooperative?
5.
How is buying usually done
in a
small store?
6.
How is buying usually done
in a
large store?
A chain
store? 7. In a large department store, should the buyer of mer chandise also be responsible for directing the sales activities of that department for which he does the buying? 8.
How does the wholesale buying of the small retail store? The automobile dealer?
The
problem differ from that large retail store?
146 SALES I AND II UNIT V THE BASIC PROBLEMS OP BUSINESS ORGANIZATION FOR BUYING AND SELLING 11Things to Do ,f 1. Make an outline of the buying procedures followed in a department store in which you have worked or with which you are familiar and list the various types of records used by the person or persons doing the buying to enable him to know what to buy, where to buy, and how much to buy.
If you wish, make a notebook in which you will
show your outline and illustrations of the different types of records. 2. Compare the buying problems of the farm family with those of the family living in the city.
How do the purchases
differ as to (a) variety of goods purchased, individual purchases,
(b) size of
(c) frequency of purchases#
3. List and explain all of the different ways that you know which enable the customer to purchase merchandise without paying the full amount in cash.
Give the advantages and
disadvantages of each service from the point of view, first of the retailer, and, second, of the customer. 4# Make an outline of the buying procedures followed In a small neighborhood store In which you have worked or with which you are familiar.
147 5, Make a list of all the things purchased by the members of your family during a three-day period.
For each of these
items classify the individual buyer as (a) Expert: fully able to judge the necessary qualities of this product (b) Buyer-by-habit: buys same product frequently and is satisfied with it but does not know what specific qualities it should have to be satisfactory. (c) Good enough: able to use good judgment from experience but does not know qualities in detail. (d) Studious: took time to study qualities in detail before this specific purchase. (e) Poor: knows only a little about the product. (f) Blind: purchase was a ripig in a poke".
148 SALES I AND II UNIT V THE BASIC PROBLEMS CP BUSINESS ORGANIZATION FOR BUYING AND SELLING C.
THE TWO-WAY PROCESS OP BUYING AND SELLING PURPOSE flWe define distribution as the process of
getting products of farm and industry into the - hands of the consumers or users of the product* This statement implies that two conditions exist: first,
that consumers have wants or heeds to be
satisfied, and, second, that there is some system whereby these goods and services are passed along to the consumer* Let us, therefore, consider the nature of consumer wants and needs, how the seller functions to satisfy them, and what customers and sellers should know In order to better facilitate the buying and selling process*
^Natalie Kneeland, Louise Bernard, Gerald E* Tallman, Selling to T o d a y Ts Customer. (Boston: Ginn and company, 1942), p . 44
SALES I AND II UNIT V THE BASIC PROBLEMS OF BUSINESS ORGANIZATION FOR BUYING AND SELLING C.
THE TWO-WAY PROCESS OF BUYING AND SELLING lfTilings to Discuss1*
1.
What are some of the things that will determine the price that we, as consumers, are willing to pay for an article or service?
2*
Why is it difficult for consumers to understand the dif ferences between the amount it costs toproduce and the retail price that they have to pay
3*
an article
for it?
What items of expense does a store have to consider in order to make a profit?
4.
Why should consumers become better acquainted with the selling process?
5.
Why should salespeople study the process of buying from the viewpoint of the consumer?
6.
What do we mean by a T,seller!s market*1?
7.
What do we mean by a **buyer ’s market*1?
SALES I AND II UNIT V THE BASIC PROBLEMS OF BUSINESS ORGANIZATION FOR BUYING AND SELLING 11Tilings to Do51 1.
Clip advertisements from a newspaper over a period of a week and place in a notebook.
Analyze the advertise
ments from the viewpoint of determining the kind of appeals that are made by the retailer to satisfy the customer’s desire for variety.
?/rite up your analysis for the note
book. 2.
Select five different types of stores in your community and compare the different services offered by each. Consider the following questions In your analysis? Do you think these services are appreciated by customers? Are there any services which they would be willing to do without?
3.
Make a layout of some store in which you have worked or with which you are acquainted.
Make an analysis of the
layout from the following viewpoints: (a)
Shopping conveniences for customers.
(b)
Display of merchandise (arrangement of related items, brands, or types)
(c)
Appearance of the store (inside and outside)
(d)
Protection of the merchandise (from theft, fading, other damage)
spoilage,
(e) Convenience of employees (working facilities and arrangement of stock in stores and reserve stock ro o m s ) (f) Reserve stock room organization List the subjects that a student should study in high school and college to aid him in acquiring a knowledge of the following: (a) merchandising; (c) management;
(b) sales promotion;
(d) finance and control
Visit some store in which you are particularly interested and, using a rating scale, make an analysis of the store from the viewpoints of appearance, service, and reliabil ity.
Visit two competing stores and rate them on the
same basis in comparison with the first store.
152 COMPARISON OF INDEPENDENT AND CHAIN STORE PRICES Instructions:
Prepare a list of ten or more brand items
that can be secured in both chain and independent stores• Secure from an example of each type of store the prices charged at retail for these items* Item
Chain Store Price
(Illustration #26)
Independent Store Price
153 ANALYSIS OP ITEMS FOR SALE IN A RETAIL STORE Instructions:
Make a list of twenty-five or more items
carried in a retail store with, which you are familiar and find out where each item was raised or produced (name of city, state, or nation) and from what type of middleman (wholesaler, domestic buying office, commission agent, specialty jobber, manufacturer’s representative) the store bought it. Item
Origin
(Illustration #27)
Middleman
154 RATING STORES ON APPEARANCE, SERVICE, AND RELIABILITY4 Instructions s On the chart below, rate each of the three stores about which you are somewhat familiar, on the basis of 100 % for each standard listed. If the store conforms excellently with a particular standard, give it the rating of 100; if it is fair, give it a rating of about 70; if it is poor, give it about 40. Other percentages you may give will indicate the degree in which you think each store meets the standard. In order to note the kind of store you are rating, the following letters or combination of let ters may be used; MR M, retail store; uC ,f, cash and carry; !,I ff, independent store; rfD w, department store; ffJ n, chain store; ffS rl, self-service; "Ac”, charge accounts. (For example, a department store may be rated as ^R-D-Ac1*)♦ Information and standards Store #1
Rating Store #2
Store #3
Kind of store Appearance: Exterior Window display and trim ming Interior sanitation and cleanliness Arrangement of goods Carefully planned light ing and ventilation Arrangement of fixtures Neatness, cleanliness, and suitable attire of workers Service: Promptness in attention to all customers Accuracy and tact in giv ing shopping suggestions 4Lloyd Jones, Everyday Problems in Our Business Life (Workbook), (New York: The Gregg Publishing Company, 1948), p. 105
(Illustration 28-A)
155 Information and standards Store #1
Rating Store #2
Courtesy to all— whether customers or not Efficiency and accuracy in counting change _ Neatness and speed in wrap ping packages _ Care and accuracy in writ ing sales slips _ Reliability: Dependable advertising Merchandise as represented Honest weights and measure ments __ Accurate calculations and change making _ Pair adjustment of complaint Reasonable and fair prices Total Points Comments:
(Illustration 28-B)
Store #3
FIRST QUARTER TEST f,It is more common for the manufacturers of industrial products to sell direct to users than it is for the. manufacturer of consumer goods to do so. ,f What reasons can you give for this situation? What could you as a salesperson do to help the store buyer to know what to buy? What do we mean by the two-way process of buying and selling? What would you, as an employer, do to arouse interest in selling on the part of your selling force? In what ways do customers fail to display a thoroughly businesslike attitude in buying? Describe how a salesperson should handle the follow ing situations: selling to (a) foreigner; person;
(c) an elderly person;
(d) a young child.
What are the meaning of the following: (b) producer;
(c) chain store;
(e) sales check; distribution; promotion.
(a) consumer;
(d) specialty store;
(f) tally envelope;
(h) middleman;
(b) a lame
(g) channels of
(i) store buyer;
(j) sales
157 SALES I AND II UNIT V THE BASIC .PROBLEMS OP BUSINESS ORGANIZATION FOR BUYING AND SELLING “Things to R ead11 Natalie Kneeland, Louise Bernard, George B. Tallman, Selling to Today1s Customer, (Boston; Ginn and Company, 1942), Chapters I, II, III, pp. 9-44 G. Henry Richert, Retailing Principles and Practices, (New York; The Gregg Publishing Company, second edition, 1947), Chapters 1, and 2, pp. 1-41 Earnest H. Crabbe, Paul L. Salsgiver, General Business, (Cincinnati: South-Western Publishing Company, fifth edi tion, 1946), Unit I, pp. 1-11 Lloyd L. Jones, Everyday Problems in Our Business Life, (New York: The Gregg Publishing Company, 1946), Chapter I, pp. 3-15
158 SALES I AND II UNIT V THE BASIC PROBLEMS OF BUSINESS ORGANIZATION FOR BUYING AND SELLING STUDENT EVALUATION QUESTIONNAIRE UNDERSTANDINGS 1.
Do you Realize the importance of business organization to the success of a selling business?
2*
_______________
Do you have a better understanding of the various busi* ness and economic terms and concepts related to the field of selling?
3*
____________________________________
Other comments on understandings:
METHODS AND PROCEDURES 1*
Was the time spent on this unit sufficient to fully develop it?
_______________________________ __________
2*
How could we have improved the development of the unit?
3.
Other comments:
(Illustration #29)
SALES I AND II UNIT VI DESCRIPTIVE TIME SCHEDULE Wednesday, November 1 5 , 1950, to Monday, November 2 0 , 1950 Review of procedures for the two classes on their separate studies in Unit V I .
The following points were discussed by
the class in relation to this unit: There would have to be a division of discussion periods for the most part on the next five units.
Therefore,
certain units for both classes would emphasize either a discussion period or a work period. Unit VI for Sales I would concentrate largely on the various projects for the unit which was concerned with retail or inside selling. Unit VI for Sales II would be for the most part dis cussion In preparation for the practice in outside selling to be presented in Unit VII. This division of the classes for separate study would break down unless excellent cooperation was preserved; therefore, the classes could not and would not tolerate any loafing or unnecessary disturbances thay may require disciplinary action on the part of the teacher and there fore disturb the development and progress of the units. Instructions to the Sales I_ class.
The reading assignment,
text, Chapter IV, pp. 59-88, was given and the class was
was asked to thoroughly read it before beginning other acti vities.
After considering the questions on the ”Things to
Discuss” sheet in their relation to the reading material in the chapter, the class was given an opportunity to choose projects to work on. Initial discussion period for Sales II class.
This dis
cussion period centered around a consideration of the dif ferent types of outside selling jobs and their particular and peculiar problems.
Some of the students had had some
experience in selling magazines, taking subscriptions for newspapers, and selling household articles from door to door Some of the special difficulties, such as getting the pro spective customer to listen to what was offered for sale, were brought out.
Others mentioned the discouragements
that resulted from repeated refusals to buy and the fatigue of going from one house to another.
A few talked about
the excitement and stimulus received when, after many ”n o fs ” a customer decided to ”try o u t ” the product or service being sold.
There was a division of opinion regarding the value
of house-to-house selling as initial training in the field of selling. Work period for Sales I class.
During this period the class
worked on the projects assigned or selected.
A number of
the students chose the analyses of the ”Typical Selling Situations” and had little trouble in getting started.
161 Discussion on outside selling by Sales II class. continued the discussion on outside selling jobs.
The class The pro
blems of becoming established in selling insurance were con sidered.
The comparative incomes of selling Intangibles
and selling in the retail store were discussed and analyzed. The personal qualifications of this type of salesman who sold on the ^outsi^1 were recognized as important to success in the field. Discussion period for Sales ,1 class. During this class dis cussion period, the necessity for close cooperation between customers and salespeople and salespeople and employees for the better distribution of goods and services was empha sized. sidered.
The customer planning her shopping trip was con Recognition was given to the advantages and dis
advantages for salespeople belong to union organizations. Work period for Sales 1 class.
The entire period was used
for the completion of the projects.
Oral reports were neces
sary for the completion of some of the projects. Discussion period for Sales II class.
The class discussed
the various steps in the outside sale and compared these steps with those used in retail selling.
The teacher read
some examples of poor and good sales presentations from various sources. Evaluations of the u n its.
The two classes presented their
evaluations of the units on the student evaluation sheets.
SALES I UNIT VI THE PROBLEM OP PLANNING BUYING AND SELLING A.
Prom tlie customer's viewpoint 1,
The customer's marketing problems and procedures
2*
Considering the problem of improv ing shopping procedures
B.
Prom the salesperson^ viewpoint 1.
The importance of seeing the entire retailing picture
2*
Duties of salesperson in relation to management
3#
Duties of salesperson in relation to fellow employees
4.
Duties of salesperson in relation to merchandise
5.
Duties of salesperson In relation to customers
6.
Duties of salesperson in relation to himself or herself
163 SALES I UNIT VI THE PROBLEM OP PLANNING BUYING AND SELLING PURPOSE f,We are likely to think of the "buying process in terms of what takes place between the salesperson and the customer Inside a store.
Actually, that is only the last stage
of the process.
In order to see the picture
as a whole, in fairly simple terms, let us study an average customer doing the market ing for the day.
. . . .
It is just as impor
tant for us as salespeople to study facts about the selling process before starting to sell as it is for customers to study the buying process before launching on a shopping expedition.
TNatalie Knee land, Louise Bernard, Gerald B. Tallman, Selling to TodayTs Customer, (Boston: Ginn and Company, 1942), pp. 59, 69
SALES I UNIT VI THE PROBLEM OP PLANNING BUYING AND SELLING “Things to Discuss”
*'
When does the buying process start for the customer and when does the selling process start for the salesperson? What kind of needs may lead a customer to buy? What factors does the customer consider in determining what and where to buy? In what ways can the salesperson assist the customer in economizing in buying? Why is it simpler in a small store for an employee to see his job In relation to the whole than in a large store? In what ways can an employee express loyalty to his employer?
Does the employer owe any loyalty to his
employees? In what ways do salespeople frequently fall down in carrying out duties in relation to fellow employees? What are the steps In which both customer and sales person should cooperate for a successful sale?
SAJLES I UNIT VI THE PROBLEM OF PLANNING BUYING AND SELLING "Things to D o ” Make one or all of the following charts for display on the bulletin board: (a)
A chart of the duties of salespeople (text, page 81)
(b)
A chart of the steps of the
customer going to
market (c)
A chart of the steps involved In a sale (text, page 77)
Draw a cartoon for the bulletin board on one of the following: (a)
Budgeting money, effort, and time (text, page 63)
(b)
Duties of a good salesperson (text, page 77)
From
various sources collect Illustrations of custo
mers I planning or lack of planning in their shopping* Make a report to the class on your findings* Write a. short essay on "Good Stockkeeping and Its Impor tance to Selling and Store Profits". Read and make written analyses of the following "Typi cal Situations" (text, pages 85-88): (a) Case 1 (Men’s Shirts);
(b) Case 2 (Feathers);
(c) Case 3 (Bathroom Fixtures).
Use the questions at
the end of the case to guide you in your analysis.
166 SALES I UNIT VI THE PROBLEM OP PLANNING BUYING AND SELLING "Things to Read" Natalie Kneeland, Louise Bernard, George B. Tallman, Selling to Today*s Customer, (Boston: Ginn and Company, 1 9 4 2 ) , Chapter IV, pp. 59-88
167 SALES II TTRTTm
TTT
UJNiX Vi
THE PROBLEM OF SELLING TO CONSUMERS OUTSIDE THE RETAIL STORE (SALES ANALYSIS) A,
Types of outside selling
B.
The selling of intangibles and high-priced specialties to consumers 1.
Comparison of selling Intangibles (stocks, bonds, insurance) and highpriced specialties
(automobiles,
electric ranges, other merchandise sold on installment plan) with houseto-house selling 2.
The
problem of selection of
3.
The
problem of preparing for the sale
4.
The
problem ofsecuring the
with the prospect 5. 6.
The sales presentation Closing the
sale
prospects
interview
168 SALES II UNIT VI THE PROBLEM OP SELLING TO CONSUMERS OUTSIDE THE RETAIL STORE (SALES ANALYSIS) PURPOSE riMany people who are engaged in selling activities do not stand behind a counter or meet their customers in a retail store.
These salespeople seek out prospects In their
homes, their offices, their stores, or their factories, so that many of their selling problems are different from those faced by store salespeople, and In many cases, the special abilities and kinds of experience required are also dif ferent . Let us consider in turn the following types of outside selling: house-to-house selling of consumer goods; the sell ing of high-priced specialties, such as automobiles, refrig erators, and other products sold on the installment plan; the selling of intangibles, such as stocks, bonds, Insurance, and financial services.
Selling of goods to those who buy
for resale or for use in the manufacture of other products will be considered in later units.
1Natalie Kneeland, Louise Bernard, George B. Tallman, Selling to Todayfs Customer, (Boston: Ginn and Company,
1 9 4 2 ) , p. 235
169 s a l e s ii
UNIT VI THE PROBLEM OP SELLING TO CONSUMERS OUTSIDE THE RETAIL STORE (SALES ANALYSIS) MThings to Discuss” 1.
Explain the following classifications of outside selling jobs:
(a) House-to-house selling of consumer goods;
(b) Selling of high-priced specialties and intangibles; (c) Selling of goods to wholesalers and retailers; (d) Selling of industrial supplies, machinery and pro ducts required by manufacturers. 2.
Is house-to-house selling more costly or less costly than selling through regular retail stores?
Why or
why not? 3.
Is house-to-house selling good training for persons who are just entering upon the vocation of selling?
4.
Why is it more difficult to sell intangibles than to to sell tangible products?
5.
Why is it necessary for salesmen of Intangibles and high-priced specialties to select their prospects with care?
6.
What are the advantages and disadvantages of a prepared standardized sales talk?
7.
What are the advantages and disadvantages of an original sales talk?
170 8.
What are some ways of obtaining interviews with, pros pective buyers?
9.
What is the pre~approach?
Why is it important to the
salesman? 10.
Thrdugh what stages of attitude does the buyer usually go during the successful sales presentation?
11.
When should the salesman try to close the sale?
12.
How should the salesman close the sale?
NOTE:
No projects for Unit VI--various activities will be considered in Unit VII.
171 SALES II UNIT VI THE PROBLEM OP SELLING TO CONSUMERS OUTSIDE THE RETAIL STORE (SALES ANALYSIS) STUDENT EVALUATION QUESTIONNAIRE UNDERSTANDINGS:
Below list the understandings about outside
selling that you have received from the study of this unit.
METHODS AND PROCEDURES:
Below list your evaluation of how
this unit has been developed and suggestions for improving it.
(Illustration #30)
172 SALES II UNIT VI THE PROBLEM OP SELLING TO CONSUMERS OUTSIDE THE RETAIL STORE (SALES ANALYSIS) ”Things to R e a d ” Natalie Kneeland, Louise Bernard, Gerald B. Tallman, Selling to Today*s Customer, (Bostons Ginn and Company, 1942), Chapter X, pp. 235-58 R. G. Walters, John W. Wingate, Fundamentals of Selling, (Cincinnati: fifth edition, South-Western Publishing Company, 1948), Part IV, pp. 213-358 Proctor & Gamble Company, Opportunities for a Career, (Cin cinnati: Proctor and Gamble Distributing Company, 1949), pp. 14-30
S&LES I & II UNIT VII DESCRIPTIVE TIME SCHEDULE Tuesday, November 21, 1950, to Friday, December 1, 1950 Distribution of unit outlines.
Unit outlines for the two
classes were distributed and discussed.
The Sales I class
examined particularly their projects while the Sales II class considered the possibilities of dramatization of sales pre sentations • Work period for Sales I class. The students selected their projects and went to work on them.
They obtained desired
material from the class library for use in developing their projects• Discussion period for Sales II class.
The class examined
the sales -presentations given at the end of Chapters X, XI, and XII and selected certain ones for dramatization.
Two
students volunteered to portray the characters in the dia logue between the salesman and his client while another student agreed to read the descriptions.
No attempt was made to
actually dramatize the sales presentation when it was read for the first time.
The furniture in the front of the room
was moved around to more nearly represent the place where the selling situation would take place.
4 screen borrowed
from the stage crew class also helped to present the scene.
The teacher had obtained samples of products that would have been used in the various selling situations selected by the class.
The sales presentation evaluation forms were distri
buted to the student judges before the dramatizations began* During the first readings, it had been necessary to emphasize that “acting silly” would result in “grading down” the per formances; therefore, much of the "clowning" that would have ruined the educational value of the dramatizations was eli*
minated.
After each dramatization, the evaluation of the
unit performance was presented by the student *judges and then discussed by the entire group. Discussion period for Sales I class.
During this period
the students discussed their problems related to the pro jects for the unit.
Various suggestions for the development
or improvement of a particular project were presented by the class• Work period for Sales II class.
The students discussed the
problems of writing the scripts for their original sales presentations and then began the preliminary work on them. Oral reports by Sales I_ class * Some of the s tudents were ready with their oral reports on their projects and were given an opportunity to present them to the class. Sales II class sales presentations.
Although all of the
Sales II students had been required to write sales presenta tions, only about one-half of them were able to give their
own "because of lack of time.
However, all were able to take
part, either as a narrator, customer, or salesman.
Each
presentation was evaluated by the student judges and discussed by the class. Student evaluations of the units.
The evaluation sheets were
distributed to the students for their evaluations of the units. A discussion by the class on particular phases of the evalua tions as selected by the teacher followed.
176
SALES I UNIT VII THE PROBLEM OP SECURING INFORMATION ABOUT MERCHANDISE A.
PROM THE VIEWPOINT OP THE CUSTOMER 1.
Why customers need information on where and what to buy
2.
Kinds of information customers need to know about merchandise
3.
Sources of information available to customers
4.
Precautions to be observed in obtaining and using information
B.
PROM THE VIEWPOINT OF THE SALESMAN 1.
Amount of information required of salespeople
2.
What merchandise Information includes
3.
Specific merchandise facts salespeople need to know
4.
Background Information needed by salespeople
5.
Necessary information on values needed by sales people
6.
Sources of merchandise information available to salespeople
7.
Information about store!s customers needed by salespeople
177 SALES I UNIT VII THE PROBLEM OF SECURING INFORMATION ABOUT MERCHANDISE A.
FROM THE VIEWPOINT OF TEE CUSTOMER PURPOSE lfIn the early days of retailing,
the problem of knowing
what to buy and where to buy It was a fairly simple on, since the number of retail establishments was relatively few and the variety of merchandise available
decidedly limited*
. *
The present generation faces an entirely different situation* Even in small towns the consumer has the opportunity of patronizing a number of competing stores. the question of what to buy.
. • Then there is
There is not only a wide variety
of choice within a given classification of merchandise.
• •
but also an increasing number of items which formerly did not come within the customer’s reach*
• • • • All these changes
naturally widen the possibility of selection for the customer, but they also make the problem of selection,much more complex. With som many claims on her attention, it is necessary for a purchaser to study her sources of information carefully if she wiches to expend both her time and her money to the great est advantage.111 ^-Natalie Kheeland, Louise Bernard, G-erald B. Tallman, Selling to Tod a y ’s Customer. (Bostons G-inp. and Company, 1942), pp. 89-90
178 SALES X UNIT VII THE PROBLEM OF SECURING INFORMATION ABOUT MERCHANDISE f,Things to Di s cu s s11 Notes
Unit VII will not present any discussion questions
■because discussion period time will be entirely taken by the Sales II class which in its unit will be considering sales practice in outside selling.
"Things to Bo 1.
Draw a chart for display on the bulletin board of the ''General Characteristics of the Agricultural and Industrial Customer", using the information presented on pages 1.4-15 of the text.
2.
Using the above chart as source material, write a description of a hypothetical shopping experience or itinery of a custo mer from either the agricultural or Industrial group.
3.
Select one item of merchandise,
such as toothpaste, radios,
television sets, cleaning supplies,
and other well-known
items, and make a long list of the different manufacturers or brands of this product.
Cut out newspaper, magazine,
and other advertisements and make a notebook of the differ ent brands of the same type of merchandise,
tf you can find
brochures about the brands, include them in your notebook.
SALES I UNIT VII THE PROBLEM OP SECURING INFORMATION ABOUT MERCHANDISE B.
PROM THE VIEWPOINT OP THE SALESPERSON PURPOSE ,fWe Have already seen How complicated
it is for tHe modern customer to learn all about the buying process before she starts to shop*
In many ways the salesperson has
a similar problem*
However, instead of
learning all about stores and all about the kinds of merchandise offered in the community, the salesperson must concentrate on learning about the merchandise in one store and often in one department.
She must go into the
problem of learning sources of merchandise in formation even more deeply than the customer.11^
^Natalie Kneeland, Louise Bernard, Gerald B. Tallman, Selling to T o d a y fs Customer. (Bostons Ginn and Company, 1942), p. 100
SALES I UNIT VII THE PROBLEM OP SECURING INFORMATION ABOUT MERCHANDISE B.
FROM THE VIEWPOINT OF THE SALESMAN tfThings to Do15
Consult the managers of two or three local clothing stores. List the sources from which these store managers receive fashion Information and make an oral report on your find ings to the class. Make a flCanned GoodsH Notebook by obtaining labels from canned goods products and paste them in a loose-leaf note book.
If the Information on the labels is too difficult
or small to read, write a brief description below those labels• Prepare a short merchandise manual.^ covering some article In which you are particularly interested. Make a list of at least twenty-one items sold in a typical American grocery store. in foreign countries. try.
The items should be ones produced Try to obtain one product per coun
Prepare this list, with either illustrations or the
actual articles, for a bulletin board or table display. Visit the following types of stores and find out what trade journals are used by these stores in getting infor mation about their products:
(a) Grocery;
(c) Department; (d) Variety;
(e) Hardware;
( b ) Drug; (f) Clothing.
Make a chart for display on bulletin board.
181 6*
Obtain from a store buyer or owner a model stock list of his store.
Write up an explanation of the use the
store makes of the list. 7.
Obtain printed materials published by one or two manufac turers describing their products and paste the materials in a loose-leaf notebook.
Then explain how this sales
literature can be used by a merchant to give his clerks merchandise information. 8.
Make a check list of the factors that may influence people to buy certain types of merchandise.
Then apply this check
list to a list of articles and find out how many of the factors may be used to induce people to buy each article. 9.
Make a study of labels of canned goods, paste these labels on the left side of an 8-J- x 11 loose-leaf notebood sheet (one label to a sheet).
On the opposite side of the sheet
make an analysis of the information given on the label. 10.
Prepare a list of articles in which you are particularly interested.
Then give one or more trade names and one
or more manufacturers of the finest quality of merchandise for each article. 11.
Choose a number of articles, visit a store to obtain in formation about each article.
Then list these articles
on an 8J x 11 sheet of paper and opposite each questions; (a) How many different brands are carried? price lines are carried?
( b ) How many-
(c) Do the best-selling items
fall within the medium, low, or high-priced classifica tion?
(d) How much stock is kept on the rtforwardff shelve
How much on the reserve shelves?
(e) What device is used
to warn the merchant when his stock on the !,forward*f shelves is getting low? Prom the mail-order company catalogue, newspaper or maga zine advertisement,
select a tfsales talk*1 or merchandise
description that you consider good.
Paste a copy of it
on an 8i x 11 sheet of notebook paper and then list the selling points about the merchandise that are emphasized.
183 OBTAINING FASHION INFORMATION Consult the managers of two or three clothing stores*
List
the sources from which these store managers receive fashion information. Store A.
(Name) _____________________________ ________________
Store B.
(Name)
Store C .
(Name)
(Illustration #31)
184 MERCHANDISE MANUAL Prepare a snort merchandise manual covering some article of merchandise in which you are particularly interested* Below are suggested things which you may wish to include in your manual. 1.
Name of the article.
2.
Materials from which the article was made.
3.
Manufacturing processes.
4.
Specific features of the product:
kind of materials
or articles related to the product; construction or weave of the product; special qualities. 5.
Uses of the article (meeting the customer’s needs)
6.
Sizes and colors
7.
Prices at retail
8.
Guarantees offered by manufacturer or dealer.
9.
Other information.
10.
Sources of information:
libraries,
journals, manu
facturers* literature, labels, newspaper and magazine advertising, the actual merchandise. If you can obtain pictures, of the article, place them with your analysis.
(Illustration #32)
185 SOURCES OP MERCHANDISE Make a list of at least twenty-one items sold In a typical American grocery store.
Prepare this list on a chart or
sheet, similar to the one shown below.
Supplement this list
with illustrations or actual articles for bulletin board or table display. Country
Products
1. 2
.
5. 4. 5. 6. 7. 8. 9.
. 11. 12. 10
13. 14. 15. 16.
17. (illustration #33-A)
186 Country
Products
18, 19. 20. 21
.
Special comments' and explanations
(Illustration #53-B)
187 SOURCES OP MERCHANDISE The hardware industry uses materials imported from at least twenty countries.
Name the products and countries from which
these materials are imported. Country 1
Products
.
2. 3. 4. 5. 6. 7. 8. 9. 10
.
11. 12
.
13. 14. 15. 16. 17. 18. 19. 20 .
(Illustration #34)
188 SOURCES OP MERCHANDISE The clothing industry uses materials imported from various countries.
List these imported products and their sources. Country
Products
1. 2
.
3. 4. 5. 6
.
7. 8. 9.
. 11. 10
12 * 13. 14. 15. 16. 17. 18. 19. 20
. (Illustration #35)
189 TRADE JOURNALS Visit the following types of stores and find out what trade journals are used by these stores to obtain information about their products. Kind of store
Trade Journals •
Grocery (name)
Drug (name)
Department (name)
Variety (name)
Hardware (name)
Clothing (name)
Note:
Some of the local merchants may be willing to lend
you one of the trade journals used in his store.
If you
obtain one, please bring it to class so that we may study it and obtain valuable information about the products carried by merchants in that particular line of business.
(Illustration #36)
190 MODEL STOCK LIST Visit a store and obtain from the store owner or buyer a model stock list of the merchandise sold in his store.
In
the upper half of this sheet paste the model stock list (unless it is large enough to fill the entire sheet).
Then
write a brief explanation of the use the store makes of the ■list, MODEL STOCK LIST
EXPLANATION
(Illustration #37)
191 FACTORS THAT INFLUENCE PEOPLE TO BUY After each of the articles listed below, write the factors which Influence people to buy.
Choose froim the following
list of factors: price, quality, quantity, style, fashion, color, season, demand, amount of money available, individ uality, recommendations of others, need, comfort, practicality, recreation, taste, desire for prestige. Article 1.
A. sport jacket
2.
A woman*s hat
3.
A best-seller novel
4.
A ton of coal
5.
A man* s suit
6.
An automobile
7.
An insurance policy
8.
A Christmas gift
9.
Living-room furniture
10.
A television set
11.
Tickets to the baseball game
12.
A pair of shoes
13.
A radio
14.
A vacuum cleaner
15.
A fur coat
16.
A fountain pen
(Illustration #38)
192 STUDY OP LABELS Make a study of various labels of canned goods.
Place each
label on the upper part of an 8-g- x 11 sheet of paper. paste or staple the label to the sheet.
Either
Then fill in the
following check-list about the products. -1.
Brand name _______________________________________________
2.
Grade ______________________
3.
Net weight of contents ________ ____________________
4.
Description of contents _____________ ___________________
5.
Number of servings __
6.
Meaning of the grade
7.
How was the grade determined?
8.
Other grades of -the same product put up by the same
Size of can________________
packer ____________________________________________________ 9.
Do you consider this label a satisfactory buying guide? Explain.
-
_________________ _______________________
(Illustration #39)
193 OBTAINING INFORMATION ABOUT MERCHANDISE Choose a number of articles and visit a store to obtain information about each article.
Suggestions for choice
of article are: ladies wearing apparel, mien’s shirts, coffee, shoes, sweaters, fountain pens, sporting goods, stationery, cameras, books, canned salmon, toys, m e n ’s clothing.
Answer the following questions about each
article: 1.
How
many different brands
are carried?
2.
How
many different price lines are carried?
3.
Do the best-selling items fall within the medium-, * low-, or high-priced classification?
4.
How
much stock is kept on
the ’’forward” shelves?
5.
How
much stock is carried
on the ’’reserve” shelves?
6.
What device is used to warn the merchant when his stock on the ’’forward” shelves is getting low?
7.
What device Is used to warn the merchant when stock is getting low?
(Illustration #40)
is reserve
194 "SALES TALK" OR "MERCHANDISE DESCRIPTION" Prom the catalogue of a mail-order house, a newspaper or magazine advertisement, or other advertising or merchandise information sources, select a "sales talk" or "merchandise description" that you consider good. x 11 sheet of paper.
Paste it on an 8^
Under the "sales talk or description"
list the selling points about the merchandise. "SALES TAIE" OR "MERCHANDISE DESCRIPTION"
SELLING POINTS
(Illustration #41)
195 SALES I UNIT VII THE PROBLEM OP SECURING INFORMATION ABOUT MERCHANDISE STUDENT EVALUATION QUESTIONNAIRE UNDERSTANDINGS 1.
Why do you believe that an understanding or knowledge concerning the merchandise you may desire to sell is important?
2*
______________________________________________
Has this unit given you an understanding about how you can obtain information about various products?
3.
Do you believe that this knowledge and understanding may help you to become successful In selling in later years?
METHODS AND PROCEDURES 1.
Were the projects suggested too limited or too broad for you to get the greatest value from them?
2.
______________
Was there sufficient time allowed for the development of these projects? _______ _ ____________________________
(ILLUSTRATION #42)
196 SALES I UNIT VII THE PROBLEM OF SECURING INFORMATION ABOUT MERCHANDISE f,Thing to R e a d 11 Natalie Kneeland, Louise Bernard, George B* Tallman, Selling to Today1s Customer, (Boston: Ginn and Company, 1942), Chapter V, pp. 89-123
197 SAXES II UNIT VII THE PROBLEM OP SELLING TO CONSUMERS OUTSIDE THE RETAIL STORE (SELLING PRACTICE) A..
House-to-house selling practice in the classroom 1«
Examining sample sales presentations
2.
Choosing a product to sell
3.
Getting information about the product
4.
Writing a sales presentation
5*
Giving a sales presentation before the class
6.
Evaluation of the sales presentation by members of the class
B*
Intangibles and high-priced specialties selling practice (same steps as in f,house-to-house selling)
198 SALES II UNIT VII THE PROBLEM OF SELLING TO CONSUMERS OUTSIDE THE RETAIL STORE (SELLING PRACTICE) PURPOSE Unit VI gave us an opportunity to talk over the parti cular problems involved in outside selling and to discuss possible procedures for making the necessary contacts with prospective clients.
Consideration was given to the methods
and techniques used inducing prospects to buy. Unit VII is interested in the practice of various out side selling situations in the classroom so that we can approximate to some degree the techniques and methods used and the experiences realized by the outside salesman at work. Some of us have had considerable practice in speaking before a group while others have received little or no measurable amount of training.
This practice in selling will give us
an opportunity to gain confidence in expressing our thoughts before other people. The members of the class and the instructor will eval uate our efforts and help us to gain that confidence and to Improve our speaking and selling abilities.
199 SALES II UNIT VII THE PROBLEM OP SELLING TO CONSUMERS OUTSIDE THE RETAIL STORE (SELLING PRACTICE) "Things to Do" 1.
Dramatize the "Typical Selling Situations" presented on pages 261-66 of the textbook*
2*
Dramatize salespresentations from other reading sources, such as "Successful Salesmanship" by Paul Iveyl.
3*
Prepare a script for a complete sales presentation on either house-to-house selling or one of the other types of outside selling.
Include in this presentation,
written in dialogue form, a knowledge of the selling points about the product, the steps to consider in out side selling, the closing of the sale, and the establish ment of good will for the firm. 4.
With the help of another student, dramatize your written sales presentation before the class.
5.
Using the sales presentation forms provided, make an analysis of. the various sales presentations.
Ipaul Ivey, Successful Salesmanship, (New York; Prentice Hall, Inc.)pp. 180-81, 392-408
200
FORM FOR CRITICISM OF SALES PRESENTATION NAME OF SALESPERSON _____________
NAME OF CUSTOMER___________ _
Analysis of the sales presentation, written by ______________ Draw a line under those items mentioned in the sales pre sentation: Merchandise inf ormat i o n : Facts about history of goods; facts about methods of manufacture; facts about style; facts about uses of goods; facts about quality; facts about materials that go into the goods; facts about satisfactions received from the goods or services; facts about the things being sold as investments* Buying motives appealed to b^r the salesperson in presenting points: prestige; economy; pride; family affections.; fear; comfort; time or labor saving; pleasure and amusement; se curity; ease of operation; imitation*' Objections presented by customer or clientj objection to price; lack of time to buy; desire to look around; like competitor's goods better; dislike for quality; dislike for style, color; insufficient money to buy; dislike of credit policies of the selling business* Analysis of salesperson
Exc.
Good
Fair
1. 2.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
3. 4* 5. 6. 7.
Use of courtesy and tact Sincerity and seriousness in portrayal Speaking (clearness, pro nunciation, use of good English) Knowledge of merchandise or service selling Presenting selling points (organization and appeal to buying motives) Answering questions and objections Closing the sale (know ing when to close, making suggestions, mechanics of closing)
(Illustration 43-A)
Below Aye.
201
Analysis of customer
Exc.
1. Use of courtesy and tact 2. Sincerity and seriousness in portrayal___________________ ____ 3. Speaking 4. Asking intelligent questions about merchandise ____ 5. Presenting possible objections to certain features of the merchandise or to selling points presented ____
Good
Pair _
Below Av. _____
____
____ .____
____ ,
____
____
____
____
____
____
Additional comments
(Illustration #43-B)
202
UNIT VII
SAXES II THE PROBLEM OP SELLING TO CONSUMERS OUTSIDE THE RETAIL STORE (SALES PRACTICE) "Things to R e a d ” Natalie Kneeland, Louise Bernard, Gerald B. Tallman, Selling to Today*s Customer, (Boston; Ginn and Company, 1942), pp. 261-66 Paul Ivey, Successful Salesmanship, Inc., 1942)
(New York: Prentice-Hall,
Miscellaneous sources: Advertising materials, radio broad casts, television programs, newspapers, magazines, billboards, trade journals, manufacturers1 pamphlets and brochures.
SALES II UNIT VII THE PROBLEM OP SELLING TO CONSUMERS OUTSIDE THE RETAIL STORE (SALES PRACTICE) STUDENT EVALUATION QUESTIONNAIRE UNDERSTANDINGS 1.
Do you believe that this sales practice will be helpful to you if you at some time obtain an outside selling job?
2*
Do you think that the practice in speaking before the class when portraying a character in your sales presenta tion or the presentation of another member o f t h e class has helped you in gaining poise and confidence?
METHODS AND PROCEDURES 1*
Were you given sufficient time to prepare the scripts for your sales presentation?
2.
___________________ ________________
Were enough sales presentations given to give you a better picture of the problems of outside selling?
3.
Other comments
(Illustration #44)
SAXES I UNIT VIII THE SELLING PROCESS (SALES ANALYSIS) DESCRIPTIVE TIME SCHEDULE M o nday, December 4, 1950, to Wednesday, December 6, 1950 Distribution of outlines for Unit VIII. distributed and discussed.
The outlines were
Additions and revisions were made
to the lists of questions and projects. Discussion on Pairt A. During the first part of the period, the class discussed the questions on the first part of the unit,
,fStarting the Sal e 11.
The latter part of the period
was turned over to work on the various projects. Study period for finishing projects and giving reports. The students finished their projects and oral reports were presented by certain students during the latter part of the period. Thursday, December 7, 1 950, to Tuesday, December 1 2 , 1950 Study period for work on projects.
The class used two entire
class periods for work on the projects for Part B. Discussion on Part B. The class discussed the questions and problems related to the selection of merchandise from the viewpoint of both customer and salesperson. Reports on projects.
Oral reports v/ere given on certain
projects while the written reports were finished and handed
Wednesday, December 1 5 , 1950, to Friday, December 1 5 , 1950 Discussion period on Part £.
The class discussed the pro
blems of inducing the customer to buy and closing the sale. Study period for work on projects.
The class worked on the
projects selected and to be finished for presentation the following day. Oral reports on projects.
The oral reports were given on
a number of the projects.
Written reports were handed in.
Evaluation of the unit. The students used the nStudent Evalu ation Questionnaire” forms to evaluate the unit.
Their
evaluations were discussed in class. Note:
Monday, December 18, 1950, to Monday, January 1, 1951 Christmas HoEdays
SAXES II TWIT VIII THE PROBLEM OP SELLING TO THOSE WHO BUY FOR RESALE DESCRIPTIVE TIME SCHEDULE Monday, December 4, 1950, to Friday, December 8, 1950 Distribution of outlines for Unit VIII*.
The outlines for
the unit were distributed and discussed.
Special emphasis
was placed on the peculiar problems considered in the questions and projects on the buying and selling of goods for resale. Study period for work on projects.
The students selected
their projects and began work on them. Discussion period on questions.
The class discussed the
various questions on the unit and other questions related to the progress of the projects. Dramatization of ”Typical Selling Situation”.
The class
selected the typical selling situation at the end of Chapter XI of the textbook (pages 286-9) and dramatized it.
Then
the class discussed its value as an example of proper tech niques and procedure for selling to those who buy for resale. ?/ritten projects were handed in. Evaluation of the u nit.
Using the student evaluation question
naires, the students evaluated the unit concerning understand ings received and methods and procedures used to develop the unit.
207
SALES I UNIT VIII THE SELLING PROCESS (SALES ANALYSIS) A.
STARTING THE SALE 1.
From the viewpoint of
the
customer 2.
From the viewpoint of the salesperson
B.
SELECTING MERCHANDISE TO MEET A NEED 1.
From the viewpoint of the cus tomer
2.
From the viewpoint of the salesperson
C.
CLOSING THE SALE 1*
From the viewpoint of
the
customer 2.
From the viewpoint of the salesperson
SALES I . UNIT VIII THE SELLING PROCESS (SALES ANALYSIS) A.
STARTING THE SALE PURPOSE
The salesperson must he versatile in order to he suc cessful.
He must possess sufficient knowledge ahout the
merchandise he is selling.
He must understand how to and
when to approach different types of customers.
He should
he hoth conservative and courteous in greeting those per sons who shop in his store.
He often finds it necessary
to consider the potential buying ability of his customers hut must not make snap judgments.
He should know when to
help a shopper and when to leave her alone. A good start in a sale often leads to a successful con clusion; therefore, the successful salesman never forgets that the customer’s initial impression of him as an employee of the store will often overcome pre-determined prejudices against the store, excuses for not buying at the time, and many other obstacles that confront people engaged in the selling of goods and services.
SALES I UNIT VIII TEE SELLING PROCESS (SALES ANALYSIS) A*
STARTING THE SALE f,Things to Discussff
How will a customer’s personal appearance Help Her to gain the attention of the salesperson? WHen and why is it advisable for the customer to look around before approaching the salesperson? WHat principles should be followed by both, customer and salesperson in making an approach when there are many customers demanding attention? How does the customer, by stating her needs clearly, help to speed the progress of the sale? Why is it advisable for a salesperson to study rather than to Msize u p ” a customer? What are the three different types of approach? you believe is the most satisfactory?
Why do
Why?
What are the most common errors to be found in greetings used by salespeople? How should the salesperson treat a r,looker,f who comes into the store?
SALES I, UNIT VIII THE SELLING PROCESS (SALES ANALYSIS) A.
STARTING THE SALE ”Things to D o ”
In two columns list all the advantages of a customer*s ”just looking” before she buys.
Head one column ”From
the Customer’s Viewpoint” and the other ”From the Sales person* s Viewpoint”. Visit a department in a department store or a medium sized store, observe the selling procedures, and write a report on the management’s and the salespersons* re sponsibilities regarding the impressions that the customers get of the store. Visit a number of stores, or a number of departments in one store, observe the greetings exchanged between sales people and customers, and make a report to the class regarding these greetings. Draw a cartoon of the three ways to start a sale.
211
"JUST LOCKING" In the two columns below list all the advantages you can think of for a customer "Just looking" before she buys in a store. From the Customer*s Viewpoint
From the Salesperson1s Viewpoint
(Illustration #45)
GREETING CUSTOMERS Visit a number of stores, or a number of departments in a department store, and list below ten greetings that you have received or observed customers receiving from salespeople. Greeting #1, shown below, presents a form to follow in assemb ling information about by using this form.
the greetings.
Complete your report
Report your findings to the class. 1
.
Kind of store or department _____ ________ _____________ __ Kind of customer ______________________________________________ Greeting given __________________ ____________________ ________
Was the greeting appropriate?
Why or why not?
(Illustration #46)
213 FIRST IMPRESSIONS Visit a department in a department store and analyze the de partment from the viewpoint of “first impressions”.
Then
complete the chart, using the form suggested in #1, as a means for gathering information for an oral or written report. 1.
List below five things for which you believe the store management was responsible that gave you a favorable first impression of the department.
(1 ) (2 ) (3) (4)
(5) Note*
For parts #2, 3, and 4, respectively, list five things
producing unfavorable impression for which managment could be responsible, five things creating favorable impression for which' salespeople could be responsible, and five things creating unfavorable impression for which salespeople could be responsible.
(illustration #47)
SALES I UNIT VIII THE SELLING PROCESS (SALES ANALYSIS) B.
SELECTING MERCHANDISE TO MEET A NEED PURPOSE
The successful sale necessitates a "meeting of the minds"--the mind of the customer and the mind of the sales man,
The customer comes to the store to select certain
merchandise to meet a present or future need.
The salesman
is interested in helping her make that selection.
He gives
her his expert advice about its value, uses, and appropriate ness.
She recognizes the value of intelligent shopping, which
includes seeing enough merchandise from which to choose, listening to the remarks of the salesperson, judging the accuracy of those remarks, asking intelligent questions, thinking beyond immediate purchases and being alert to new uses • The salesman in concerned with skillfully discovering what the customer wants and using correct techniques of de monstrating and displaying merchandise.
In addition, he must
know when to talk enthusiastically about the merchandise and when to let the customer do the talking.
He needs to be a
master of suggestive and perspective selling in order to be of the greatest service to the customer.
SAXES I UNIT VIII THE SELLING PROCESS (SAXES ANALYSIS) B.
SELECTING MERCHANDISE TO MEET A NEED ’’Things to Discuss”
In what ways can a salesperson discover what his custo mer wants? What kind of questions should a customer he prepared to ask about merchandise? How can both customer and salesperson benefit by listening to each other’s comments? What principles should a salesperson remember and use. in displaying merchandise? How can both salesperson and customer use perspective in buying and selling? What are the advantages and disadvantages to both the customer and the store of a ’’special order”? In what ways may a salesperson improve his vocabulary, and effectiveness of speech?
SALES I UNIT VIII THE SELLING PROCESS (SALES ANALYSIS) ^Things to B o rf Using the chart suggested in- Illustration #48, use de scriptive words in sentences to dramatize and enhance the de sir a m i t y of certain merchandise.
Make an oral
report to the class. Using the chart suggested in Illustration #49, list three possible selling points for each article and at least one buying motive which may be utilized by the salesperson in presenting selling points about each article to a prospective buyer. Make an analysis of selling points and buying motives, using the chart shown in Illustration #50. Give five suggestions for the buying of merchandise that you have recently heard retail salespeople make that you consider good.
Then list five negative suggestions of
retail salespeople that you have recently heard. List several things which we, as customers, might do to become better buyers.
Then explain how each one helps
the store to do a better job of selling merchandise and rendering service to the customer. Name three articles that can be made to appeal to each of the following motives: self-interest, imitation, parental affection, possession, construction, and play.
217 VOCABULARY OP DESCRIPTIVE WORDS Good retail salespeople use descriptive words that dramatize and enhance the desirability of the merchandise.
This is
particularly important in describing becoming color combina tions and styles in clothing.
Use any ten of the following
words to describe a color or fashion in clothing:
stimu
lating, distinctive, neutral, lively, somber, gorgeous, arresting, light and airy, quaint, restful, virile, beautiful, dramatic, pretty, dainty, rich, pompous, strong, characterful, disturbing, stunning, gay, joyous, cheerful, brilliant, dignified.
(Illustration #48)
218 SELLING POINTS AND BUYING MOTIVES Opposite each of the following names of articles, list three possible selling points for the articles.
In column 3, give
at least one buying motive to which each selling point may be made to appeal. Article
Selling Points
Silverware
Living-room furni ture
Electric refrigerator
Pur coat
Subscription to ’’Barrister** or ’Blue Tide” Season ticket to U.S.C. football games
(Illustration #49)
Buying Motives
219 WHY" CUSTOMERS BUY Instinct
SELLING POINTS TO USE
Gain: (a) Health (b) Wealth (c) Happiness Pride Imitation Pear Curiosity Rivalry Envy Comments :
(Illustration #50)
220
SUGGESTIONS Give five suggestions for the buying of merchandise that you have recently heard retail salespeople make that you consider good.
Indicate whether the suggestion was for the purpose
of selling more goods, a better quality of goods, new goods, or related goods. 1.
Suggestion ____ ■ _______________________ ____________________
Purpose _____________________________ __________________ _ 2.
Suggestion ___ ____________________________________________
Purpose ___________________ _______________________________ 3.
Suggestion _____ __________________________________________
Purpose ___________________________________________________ 4.
Suggestion _______________________________________ _________
Purpose _____________ 5.
Suggestion ____________________________ ___________________
Purpose ____________________
(Illustration #5l-A)
.______
221
SUGGESTIONS Give five negative suggestions of retail salespeople that you have heard recently*
After each negative suggestion,
write what you think the positive form should be* 1*
Suggestion __________________________________________
2*
Positive Form
3*
Suggestion
4*
Positive Form
5.
Suggestion
6.
Positive Form
7.
Suggestion
8*
Positive Form
9.
Suggestion
10*
Positive Form
(Illustration #51-B)
CUSTOMER BUYING IMPROVEMENT Several Important tilings which we* as customers, might do to become better buyers are listed below.
Explain how each
one helps the customer to become a better buyer and enables the store to improve customer service and to do a better selling job. Things to do in order to become A Better Buyer Example:
Prepare a shopping lis t
1.
Shop when salesmen are not rushed.
2.
Check the additions of sales slips
3.
Inspect goods before buying
Improvements in Customer Buying and the Store9s Sell ing Job For the customer: saves time and money while shopping For the store: Customer is more certain of her needs and transaction is efficiently and quickly handled.
Additions
(Illustration #52)
APPEALS TO BUYING MOTIVES Name three articles that can be made to appeal to each the following motives; Buying Motives Self-interest
Articles __________
__________
____
Imitation________________ __________
__________
____
Parental affection
__________
__________
____
Possession
__________
__________
____
Construction
__________
__________
____
Play
__________
__________
___ _
Other Motives
(list)
(Illustration #53)
224
SALES I UNIT VIII THE SELLING PROCESS (SALES ANALYSIS) C.
CLOSING THE SALE
The responsibility for closing the sale is not confined to either the salesman or the custo mer*
There must be a sincere agreement on the
selection of the merchandise by both parties or the sale will not be successful.
The salesman
helps the customer to narrow the choice to a few items by meeting her objections, recognizing her doubts, and clarifying her thinking regard ing the relative values of the items she may choose to buy.
He helps her to make the decision
and to end the transaction, leaving in her mind a feeling of satisfaction about the purchase and a feeling of good will toward the store.
SALES I UNIT VIII THE SELLING PROCESS (SAXES ANALYSIS) C.
CLOSING THE SALE
What actions on the part of both salesperson and custo mer help to narrow the choice of the merchandise? What should be the attitude of the customer toward stat ing objections to merchandise?
Of salespersons toward
the customer making the objections? What* are the types of objections most frequently raised by customers? What is the difference between an excuse and an objection What are some ways for salespersons to handle objections? Excuses? How may both customer and salesperson help to cut down returns ? How can customer and salesperson help each other in the final steps of closing the sale?
SALES I UNIT VIII THE SELLING- PROCESS (SALES ANALYSIS) C.
CLOSING THE SALE "Things to Do"
Select an article and list about it at least Live selling points.
Then list at least three possible objections or
excuses that may be presented by the customer for not buying.
Briefly tell how you would meet each objection
or excuse.
Use Illustration #55 as a form for develop
ing this project. Using the "Sales Observation Questionnaire" (see Illustra tion #56), observe a sale in some retail store and listen attentively to the conversation between the salesman and the customer. naire findings.
Make an oral report based on the question
OBJECTIONS Select an article in which yon are particularly interested and list five possible selling points about it* tom
Then list
possible objections or excuses which the customer might
bring up to postpone buying or for not buying the article* Finally, tell how'you would meet each objection or excuse, using the selling points listed to clinch your reasoning with the customer about the article* Name of article _______________________________________________ Selling points ________________________________________________
Objections and how met 1*
2.
3.
(Illustration #55)
228 OBSERVING A SALE It will be interesting and worth-while to observe and listen to a salesman and customer while a sale is in process. member as many of the details as possible;
Re-(
then fill in the
information and answers called for below. 1.
What article or service was the salesman selling?
2.
Describe briefly the salesman*s personal appearance.
3.
How did the salesman approach the customer and open his sales talk?
4.
Was the salesman thoroughly familiar with the article so that he could give the customer complete information about it?
5.
________________________________________________
What did the salesman say to convince the customer that he should buy? ________________________________ ___________
6.
What did he do or say after the customer signified his Intention to buy the article?
_________________________
(Illustration #56-A)
229 7.
Describe the personal appearance of the customer*
8*
Did the customer ^sk any questions or make any objections to the arguments advanced by the salesman?
9*
List them.
Was the customer interested?
What effort did the salesman make to hold his (her) interest?
10.
Did the salesman make the sale?
Why o-r why not?
Comments
(Illustration #56-B)
230 SALES I UNIT VIII THE SELLING PROCESS (SALES ANALYSIS) “Tilings to R ead” Natalie Kneeland, Louise Bernard, Gerald B. Tallman, Selling to Today’s Customer, (Boston: Ginn and Company, 1942), Chapters VI, VII, VIII, pp. 124-234 R.G. -Walters, John W. Wingate, Fundamentals of Selling, (Cincinnati: South-Western Publishing Company, 1948), Part IV, pp« 213-358
231 SALES I UNIT VIII THE SELLING PROCESS (SALES ANALYSIS) STUDENT EVALUATION QUESTIONNAIRE UNDERSTANDINGS 1*
Do you have a better understanding of. in the selling process?
2.
'
the possible steps
_________ ________________
Do you have a better understanding of
the customer’s part
in the buying and selling process? ________________________
3*
Do you have an understanding of the value of sufficient knowledge of merchandise for sale and
the techniques and
procedures for selling that merchandise?
4.
_______________
Do you realize the importance of good customer-salesperson relationships?
____________________________________________
METHODS AND PROCEDURES 1.
Was the unit developed sufficiently to prepare you for the next unit in which you will write a sales presentation and present it before the class?
2.
_________________________
Other comments
(Illustration #57)
232
SALES-II UNIT VIII THE PROBLEM OF SELLING TO THOSE WHO BUY FOR RESALE A.
Classes of wholesale salesmen
B.
Functions of the wholesale salesman
C.
Abilities required of wholesale salesmen
D.
Buying for resale 1. ■ 2.
Rules for the buyer Buying for.the small and the large store
SALES II UNIT VIII THE PROBLEM OP SELLING TO THOSE WHO BUY FOR RESALE PURPOSE wIn the United States there are several hundred thousand salesmen whose job it is to represent manu facturers or wholesalers in selling products to other wholesalers or to retailers who in turn resell the products to other buyers.
These salesmen, who call
on merchants and sell them goods for resale, face a different problem from that of those who call on customers and sell them goods for direct use.
...
The job of the manufacturer’s salesman is to promote aggressively the products of his employer and to show how these products may be profitably resold by the wholesaler.
Let us consider the particular problems
that these salesmen face.
^-Natalie Kneeland, Louise Bernard, George B. Tallman, Selling to Today’s Customer, (Boston; Ginn and Company, 1 9 4 2 ) , p. 267
SALES II UNIT VIII THE PROBLEM OP SELLING TO THOSE WHO BUZ FOR RESALE "Things to Discuss" Describe the jobs of the following major classes of wholesale salesmen; a.
Manufacturers1 salesmen who call on the wholesalers*
b.
Manufacturers1 salesmen who call on retailers*
c.
Wholesale salesmen who call on retailers.
d.
"Missionary salesmen" or "detail men"* «
How may the wholesale salesman help his customers to resell his merchandise at a profit? What duties other than just selling do wholesalers fre quently expect their salesmen to perform? What are the most important abilities that the wholesale salesman must have? Why is it important for the buyer employed by a retail store to develop the good will of his sources of supply as well as the store’s customers? What advantages does the buyer for a small retail store have over the buyer for a large retail store? What unfair buying practices are sometimes used by retail store buyers? Why would you like to be a wholesale salesman?
SALES II UNIT VIII THE PROBLEM OF SELLING TO THOSE WHO BUY FOR RESALE "Tilings to Do" Talk to some wholesale salesman, visit the sales manager of some wholesale house, or obtain a wholesale house salesman’s manual, and secure as complete as possible a .listing of the various things that the wholesale house expects its salesmen to do# Visit a retail store and ask the person in charge of b u y ing what he likes or dislikes about the selling methods and personal characteristics of some of the salesmen who call on him.
Write a short paper entitled "What One R e
tailer Thinks of the Salesmen Who Call on Him". Dramatize the typical selling situations presented on pages 286-9.
236 ANALYZING THE JOB OP THE WHOLESALE SALESMAN Talk to some wholesale salesman, visit the sales manager of some wholesale store, or obtain a wholesale house manual, and secure as complete as possible a listing of the various things that the wholesale house expects Its salesman to do. List these duties under the following classifications: 1.
Getting information about the merchandise sold by the wholesaler.
2.
Selling.
3.
Services to customers.
4.
Reporting to the wholesale office.
5.
Display building for the retailer.
6.
Credit and collection work.
7.
Delivery work.
8.
Checking the retailer*s stock.
9.
Other duties.
(Illustration #58)
237 SALES II UNIT VIII THE PROBLEM OP SELLING TO THOSE WHO BUY FOR RESALE "Things to Read" Natalie Kneeland, Louise Bernard, George B. Taliman, Selling to Today*s Customer, (Boston: Ginn and Company, iy42), Cnapter XI, pp. 267-289 The Proctor and Gamble Company, Opportunities Tor a Career, (Cincinnati: The Proctor & Gamble Distributing Company, 1949) Nash-Kelvinator Corporation, To a Man in Search, of His Future, (Detroit: Kelvinator Division of Nash-Kelvinator Corporation, 1949)
SALES II UNIT VIII THE PROBLEM OP SELLING TO THOSE WHO BUY FOR RESALE STUDENT EVALUATION QUESTIONNAIRE UNDERSTANDINGS 1.
Do you have a better appreciation and understanding of the problems involved in selling to those who buy for resale?
2*
Do you have a better understanding 'and appreciation of the job of the wholesale salesman?
3.
Do you realize the problems of the person who is responsible for buying the merchandise that his firm will sell to the general public?
4.
Comments on these questions:
METHODS AND PROCEDURES* 1.
How do you think the development of this unit could have been improved?
_______________________
(Illus tration #59)
_______________
SALES I' UNIT IX THE SELLING PROCESS (SALES PRACTICE) DESCRIPTIVE TIME SCHEDULE M o n d a y , January 1, 1951, to Tuesday, January 9, 1951 Distribution of outlines. distributed and discussed.
The outlines for Unit IX were The class discussed the problems
of giving sales presentations before the class and the things that could be done to make each presentation more interesting and educational. Dramatizations of ffTypical Selling Situations”.
The class
dramatized the ”Typical Selling Situations” listed on the !,Things to D o ” sheet.
The performances were criticized and
evaluated by members of the class. Preparation of the scripts.
The class discdssed the prepara
tion of the scripts for the sales presentations written by members of the class.
They went over the suggestions listed
on the duplicated outline,
”Planning Your Sales Presentation”
During two entire class periods the students worked on these sales presentations. Dramatizations of the sales presentations.
The best sales
presentations were given before the class.
Using the evalua
tion sheets (Illustration #43-A-B, pp. 200-1 of this project) the student judges evaluated the content of the scripts and the performances of the characters.
240 SALES I UNIT IX THE SELLING PROCESS (SALES PRACTICE) A.
Practice selling in the classroom 1*
Choosijig a product to sell
2.
Getting information about the product
3.
Writing a sales presentation
4.
Giving a sales presentation before the class
5*
Evaluation of the sales presentation by members of the class
B.
Co-curricular selling experience (A part of the program throughout the year) 1.
Selling in the student store
2.
Selling subscriptions to school publi cations
3.
Selling tickets to school dramatic productions
4.
Outside school selling experiences.
SAXES I UNIT IX THE SELLING PROCESS (SALES PRACTICE) PURPOSE Unit VIII gave us an opportunity to discuss in detail the many problems and procedures of the buying and selling process in the retail store.
We went over the methods and
techniques of selling the variety of merchandise handled by the typical retail store.
We considered the handling of
customers with various interests, likes, dislikes, and temperments. Unit IX Is interested in practicing In the classroom various selling situations, some situations presented in the textbook and other reading sources and others created by us In the form of a sales presentation script from our under standing of selling techniques and our selling experiences gained outside of school or in co-curricular activities. The class and the instructor will evaluate our efforts.
We
hope that this experience will give us more confidence in speaking before a group and will actually help us when we obtain our jobs in selling. Let us remember the additional value gained from work ing in co-curricular selling activities.
Some of us have
been engaged in these activities since the first of the semes ter.
We have realized the benefits of this experience.
SALES I UNIT IX THE SELLING PROCESS (SALES PRACTICE) "Things to Do " Read, dramatize, and analyze the following "Typical Selling Situations" presented in the textbook: a.
Case 1 (Menfs Shirts), page 85
b.
Case 1 (Toilet Goods— Drug Store), page 138
c.
Case 3 (Infantas Wear), page 141
d.
Case 3 (Furniture), page 167
e.
Case 1 (Stationery), pages 192-4
f
.
Case 3 (Women1s dresses), pages 195-6
Prepare the script for a complete sales presentation on selling some item in a retail store.
Include in
this presentation, written in dialogue form, knowledge of the selling points about the product, the selling steps to follow in the sales talk, how to present the merchandise, and techniques for closing the sale. Help to dramatize your own or the sales presentation of another student. Help to evaluate sales presentations by being one of the judges who analyzes the content and the performances of the "customer" and the "salesman". Take part in the class criticisms of the various sales presentations•
Become a member of the "Blue Tide11 subscription selling crew and help to publicize and sell subscriptions to the school'newspaper for the spring semester. Work during the noon hour and after school in the student store and learn the selling procedures involved and the store's ways of recording sales. Enter the contests sponsored by the publicity committee for the school dramatic productions and sell tickets to the dramatic club plays.
244 PLANNING YOUR SALES PRESENTATION CHOOSING A PRODUCT OR ITEM FOR STUDY: Suggestions; shoes, wearing apparel, sporting goods, tires, household appliances, jewelry, stationery, bakery goods, furniture* GETTING INFORMATION ABOUT THE PRODUCT OR ITEM: Suggestions: your own personal experience, experience of others, advertisements, consumer maga zines, advertising literature (to be ob tained from dealers and manufacturers), information on sales tags. POSSIBLE STEPS TO CONSIDER IN THE SALES PRESENTATION: (1) Pre-approach (studying the customer); (2) approach ing and greeting the customer; (3) finding out what the customer wants; (4) displaying the merchandise and giving selling points about it; (5) meeting objections; (6) clos ing the sale. WRITING THE SALES PRESENTATION Write as a dialogue between the customer and the sales person (with actions and analyses interspersed throughout the presentation). SOURCES IN THE TEXT WHERE INFORMATION REGARDING THE WRITING OF THIS SALES PRESENTATION MAY BE FOUND: (1) Pre-approach - general appearance and actions of customer (pages 129-30) (2) Approaching and greeting the customer - types of approaches (pages 133-4); correctness in wording greeting (page 134); manner of greeting (pages 135-6). (3) Discovering what the customer wants - questioning the customer (pages 150-2); suggesting substitutes for merchandise not on hand (pages 153-4). (4) Displaying the merchandise and giving selling points about it. (a) s e g r e g a t i n g possible desired merchandise and and showing it to the customer (pages 154-5) (b) talking about the merchandise (pages 156-9) (c) information to consider in talking about merchand ise (pages 104-5, 105-08). (5) Meeting objections and excuses (pages 178-82) (6) Closing the sale (pages'185-7)
(Illustration #60)
245 SALES II TTMTm
IS-LI J. J-
T V
JL^^.
THE PROBLEM- OP SELLING TO INDUSTRIAL BUYERS DESCRIPTIVE TIME SCHEDULE Monday, December II, 1950, to Friday, December 1 5 , 1950 Distribution of outlines *
The outlines for Unit IX were
distributed and discussed.
The class considered the dif
ferences between industrial goods and other types of merchand* Ise.
They discussed the different kinds of industrial goods.
Work on pro.jects.
The students selected their projects and,
after a brief discussion about ways of developing them, went to work on these activities.
Two days were spent on these
projects. Written and oral reports on projects.
The students handed
in the completed written reports on the projects and a few presented oral reports.
SALES II UNIT IX THE PROBLEM OP SELLING TO INDUSTRIAL BUYERS A.
Characteristics of the industrial market
B.
Types of industrial selling jobs
C.
Buying for the industrial concern
SALES II UNIT IX THE PROBLEM OP SELLING TO INDUSTRIAL BUYERS PURPOSE In this unit tfwe discuss the size and importance of the industrial market, which includes the sale and purchase of raw mater ials, supplies, and equipment for use in producing other goods.
The ultimate aim of
buying and selling in the industrial market, as in all selling, is to provide goods and services for use by consumers, but the volume of purchase and sales is so great, and the characteristics of the transactions are so different from those of transactions involv ing finished consumer goods, that it is important for us .to have some understanding of the activities and selling opportunities offered.
iNatalie Kneeland, Louise Bernard, Gerald B. Tallman, Selling to Today1s Customer, (Boston Ginn and Company, 1942), p. 290
SALES II UNIT IX THE PROBLEM OP SELLING TO INDUSTRIAL BUYERS tfThings to Discuss11 Why do wa say that industrial goods buyers tend to buy on the basis of rational motives? How do these rational buying motives affect the job of the salesman selling to industrial concerns? How does the fact that several individuals may parti cipate in a purchase decision affect the job of the industrial salesman? Why is an assured supply of materials especially im portant to the industrial concern?
What talking points
does this need suggest for the salesman? What is sales engineering?
How does such selling differ
from ordinary selling? What special abilities and knowledge must the sales engineer have? How can a supplier help his customers in ways other than providing wanted goods at fair prices and meeting his delivery promises?
SALES II UNIT IX THE PROBLEM OP SELLING TO INDUSTRIAL BUYERS “Things to D o ” Make a written analysis, using the questions listed to guide you, of the “Typical Selling Situations” presented on pages 303-6 of the textbook. Make a chart for display on the classroom bulletin board of the “Principles and Standards of Purchasing Practice”, presented on page 300 of the textbook. Visit a small industrial concern and talk with the pur chasing agent about his industrial buying problems. an oral report about the visit to the class.
Make
250 SALES I UNIT X STORE 'ARITHMETIC UNIT ON HANDLING VARIOUS FORMS USED IN THE RETAIL BUSINESS DESCRIPTIVE TIME SCHEDULE Wednesday, January 10, 1951, to Mon d a y , January 1 5 , 1951 Pistribution of outlines. tributed and discussed.
The outlines for Unit X were dis
The class considered the importance
of good buying and selling records in the conducting of a retail business* Work on Ordering Merchandise.
The class took up the buying
and ordering of merchandise for resale by the retail store. They studied and analyzed the purchase order and purchase requisition.
Then they worked the problems for practice in
using these forms. Work on Receiving Merchandise.
The class studied and analyzed
the receiving report and vendor’s invoice as records for receiving merchandise Into the store.
Problems were used to
familiarize the students with these forms. Work on the Recording of the Sale of Merchandise.
The class ■
considered the salescheck and the sales tally sheet as examples of retail store selling records. Evaluation of the u n i t .
The students used the student evalua
tion questionnaires to evaluate the content and development of the unit.
251 SALES I TTTiTT r p
umxi
V iv
STORE ARITHMETIC UNIT ON HANDLING- VARIOUS FORMS USED IN THE RETAIL BUSINESS A.
The ordering of merchandise from the wholesaler or manufacturer 1*
Understanding the purpose and
use of the purchase
requisition 2.
Understanding the purpose and
use of the purchase
order B.
The receiving of merchandise from
the wholesaler or
manufacturer 1.
Understanding the purpose and
use of the receiving
report 2.
Understanding the purpose and
use of the vendor’s
sales invoice C.
The recording of the sale of merchandise
to the customer
1.
Understanding the purpose and
use of the salescheck
2*
Understanding the purpose and
use of the tally sheet
or envelope
SALES I UNIT X STORE ARITHMETIC PURPOSE In this unit we are interested in using our understanding of arithmetic in relation to some of the forms used in the retail business*
There are no two invoices, purchase orders,
or saleschecks that are exactly alike.
Standardization of all
of the features of these forms is difficult because each busi ness must design forms to meet the peculiar problems of its recording system.
However, a study of some of the common
features of some of these forms may be invaluable in helping us to understand why and where these invoices, purchase orders and saleschecks are used in retailing. This unit will give us an opportunity to review our arith me tic and prepare us for performance on the job.
If we go
to work for a small concern, we may be required to understand how to write up and compute an order for merchandise.
If we
obtain employment in the receiving department of a store, it may be necessary for us to r ecord the receipt of merchandise from the vendor and check the vendorfs invoice against the merchandise received. This unit will enable us to view the entire merchandis ing process of ordering, receiving, and selling.
253 SAXES I UNIT X STORE ARITHMETIC A.
ORDERING MERCHANDISE PROM THE WHOLESALER OR MANUFACTURER PURCHASE REQUISITION
General Questions 1.
Why do retail stores use purchase requisitions?
2.
By what other names may this form be known?
3.
Would it be necessary for a small store to use this form?
4.
Who makes out the purchase requisition?
5.
To what offices or store executives may it be sent?
6.
How does it differ from the employee requisition?
Analyzing an example of a purchase requisition (Illustration #61) 1.
To whom is the requisition addressed?
2.
What department is in need of materials?
3*
What items are needed?
4*
When is the material needed?
5.
On what date was this requisition made out?
6.
From whom did Miss Dillon suggest the items bepurchased?
7.
Who approved this requisition?
8*
What will be the number of the purchase orderwhen
it is
written? 9.
What departments should have copies of this requisition?
254
PURCHASE REQUISITION
N°.
100
Date March 1, 1950 PURCHASE REQUISITION ACME DEPARTMENT STORE
To: Purchasing Agent: The items listed below are needed by Department Personnel Notify Quantity 1_
When required at once
Miss Dillon
upon arrival
Stock No. #4765
Item
Vendor Desired
____ Paper Punch__________ Ryan Mfg. Co.
2000 shts. Form X-ll Personnel Forms
Approved by
R.D.
Purchase Order No.
P.O. written by 252
(illustration #61)
Ryan Mfg. Co.
M.R.
Date 5/5/50
255 PURCHASE REQUISITION PROBLEMS Bate of all requisitions is March 11, 1950 Problem 1* No. 1).
Prom General Merchandise Department (Department
Requested by (your name).
2400 yards Medium Cotton
Covert (Stock No. 1077-T); 720 yards of Grey Chambray (Stock No. 1980-R); 240 yards of Organdy Rose (Stock No. 6783-R); 760 yards of Rayon Shantung— assorted colors (Stock No. 4291-N). Vendor: Southern Products Co., Altoona, Penn. Problem 2 .
Req. No* 101
Prom Sporting Goods Department (Department No. 7).
Requested by (your. name).
18 Umbrella Tents (Stock No. 55-T-9);
60 Sleeping Bags (Stock No. 45-B-17); 120 Softballs (Stock No. 55-B-27); 40 Badminton Sets (Stock No. 70-B-ll); 16 Archery Sets (Stock No. 45-A-2); 20 Golf Bags (Stock No. 60-G-4). Vendor:
Perry Sporting Goods Supply Co., Los Angeles, Calif.
Requisition No. 102. Problem 3* No. 5).
Prom Household Appliances Department (Department
Requested by (your name).
400 Electric Fixtures
(Stock No. 266-B-44); 350 Brackets (Stock No. 266-B-90); 400 feet Cotton-covered Lamp Cord (Stock No. 88-X-04); 190 Porcelain Switches (Stock No. 30-M-217); 1620 Glazed Porce lain Door Knobs (Stock No. 3— T-47). Plant, San Diego, California. Note:
Vendor:
Mex-An Hardware
Requisition No. 103.
These problems will be used to familiarize the students
with the recording of information on the Purchase Requisition. Additional problems, not shown in this project, will be given for practice on the forms provided.
SAXES I UNIT X STORE ARITHMETIC UNIT ON HANDLING VARIOUS FORMS USED IN THE RETAIL BUSINESS PURCHASE ORDER General Questions 1.
What is the purpose of* the purchase order?
2*
Where does the information which goes on the
purchase
order come from? 3.
What department or person makes out the purchase order?
4.
To whom is it sent?
5.
What information is needed on the purchase order?
Analyzing an example of a purchase order (Illustration #62) 1*
To whom is the purchase order addressed?
2.
What is the number of the purchase order?
3.
Does it agree with the number shown on the requisition?
4.
Does the number of the requisition appear on
the purchase
order? 5.
How will the items ordered by shipped?
What are the terms
6*
Is there any difference between what was ordered and what was requested?
7.
Will the prices listed on the purchase order necessarily be the correct cost prices of the merchandise?
Explain*
257
PURCHASE ORDER
No.
252
Date
March 5, 1950
PURCHASE ORDER ACME DEPARTMENT STORE Los Angeles, California To:
Ryan Manufacturing Co, Toledo, Ohio___________
Quantity
1 2000
Stock No#
#H118
Terms 50 days_______ Req. No, 100 Ship via Parcel Post
Description
Paper Punch 5/8
#X011
Personnel Forms
Unit Price
Extension
$4.50 .01 sht
Total
$4.50 20.00
$24.50
ACME DEPARTMENT STORE Purchasing Agent
(Illustration #62)
258
PURCHASE ORDER PROBLEMS Problem 1L. (Use To;
current date).
P.O. Ho. 233. Req.
Southern Products Co., Altoona, Penn.
Ship via: Express.
No. 101.
Terms: 30 days.
All of order requested in Req. No. 101.
Ordered by Purchasing Agent, Roy Davison.
Prices:
St. No.
1077-T, 32-J-/ per yard; St. No. 1980-R, 29^ per yard;St. No. 6783-R, 73^ per
yard; St. No. 4291-N, 72^ per yard.
Problem 2. (Use
current date).
To:
P.O. No. 234. Req.
No. 102.
Perry Sporting Goods Supply Co., Los Angeles, California.
Terms: 10 days.
Ship via: Express.
All of order requested
in Req. No. 102 except Stock No. 55-T-9 (out of stock). Prices,:
Stock No. 45-B-17, $22.25 each; Stock No. 55-B-27,
$1.04 each; Stock No. 70-B-ll, $8.40 set; Stock No. 45-A-2, $9.90 set; Stock No. 60-C-4, $11.20 each. Problem 3.
P.O. No. 235.
Req. No. 103.
ware Company, San Diego, California. in Req. No. 103. Not e :
No prices listed.
To:
Mex-An Hard
All of order requested Ship via:
Truck.
The above problems will be used for demonstrating the
writing up of an order for merchandise.
Additional problems
will be given for practice on the forms provided.
SALES I UNIT X STORE ARITHMETIC UNIT ON HANDLING VARIOUS FORMS USED IN THE RETAIL BUSINESS B.
RECEIVING MERCHANDISE FROM THE WHOLESALER OR MANUFACTURER RECEIVING REPORT
General Questions, 1«
What is the purpose of the receiving report?
2.
Who makes out the report?
3.
Why is the transportation charge often shown
4.
What are the advantages and disadvantages of writing up
Where did he get the information? on the report?
a separate receiving report for each shipment received? Analyzing an example of a receiving report (Illustration #63) 1.
What is the number of the receiving report?
2.
What is the purchase order number?
3.
'From whom were the materials received?
4*
From where were the materials shipped?
5.
What was the date of shipment?
6.
By whom were the materials
7.
What department received the materials?
8.
To what department were the materials sent?
9.
Were there any charges paid?
The invoice number?
shipped?
1U.
What type of charges would
there usually be?
11•
Who approved the receiving report?
260
RECEIVING REPORT
I Receiving Report No.
52
Date
4/4/50
»
» ACME DEPARTMENT STORE Los Angeles, California
,
,
i Received from:
Shipped via
t Southern Products Co. Altoona, Pennsylvania i
Shipped from Altoona, Pa. Date of shipment
i Terms: 30 days Charges paid: $4.50 » For: Transportation * Quantity * 2400 yds.
Express
4/1/50f
Purchase Order No* Vendor1s Invoice
Article
't
Stock No.
233 » 506 t »
Blue Cotton Covert
1077-T
t
f
720 y d s .
Gray Chambray
1960-R
t
»
240 yds.
Organdy Rose
6783-R
i
f
760 yds.*
Rayon Shantung
4291-N
•
1 Materials sent to
Central Stock Room
Date
4/5/50
f t
* t
Approved
L.C. Jones Receiving Department
* t
»
(Illustration #63)
261
RECEIVING REPORT PROBLEMS Problem 1.
Receiving Report No. 53.
Co., High. Point, North Carolina. tion by Express, $4.52. Materials received:
Date of shipment, April 10, 1950.
120 M e n ’s Rayon Garbardine Slacks
ing Department (yourself).
Problem 2.
Approved by Receiv
Sent to Central Stock Room on
Terms: 60 days.*
Receiving Report No. 54.
Company, San Diego, California. No charges.
(St.
(St. No. J-4324-R).
Vendor’s Invoice, #562.
April 16, 1950.
Gross Products
Charges; Prepaid transporta
No. J-4324); 300 B o y s ’ Wool Sweaters P.O. No. 189.
Prom:
Prom:
Mex-An Hardware
Shipped via:
Date of shipment, April 20, 1950.
is April 23, 1950.
Material received:
Santa Fe. Date received
50 Zenith portable
radios (St. No. 42-R-98); 10 Hoffman Telivision Sets (St. No. 89-T-5432).
P.O. 190.
Vendor’s Invoice, #960.
by Receiving Department (yourself). Room on April 26, 1950.
Terms:
Approved
Sent to Central Stock
30 days.
262
SALES I UNIT X STORE' ARITHMETIC UNIT ON HANDLING VARIOUS FORKS USED IN THE RETAIL BUSINESS B.
RECEIVING MERCHANDISE FROM THE WHOLESALER OR MANUFACTURER
General Questions 1*
What is an invoice?
2.
What is the difference between an invoice and a salescheck?
3.
Are customers of a retail store ever given invoices?
4.
What is the difference between an invoice and a purchase order?
5*
What is the difference between an invoice and a receiving report?
6.
How many copies of the invoice are sent to the retailer by the vendor?
7.
To what departments are the copies sent?
8.
Does the vendor keep a copy of the invoice for his own records?
9.
Why?
How does a copy of the invoice help the receiving depart ment in checking the merchandise received?
10.
What is meant by a "blind check"?
11.
Why is it necessary for the accounting department to receive a copy of the invoice as soon as possible after or before the merchandise, is received?
263
Analyzing the vendorfs sales invoice (Illustration #64) 1.
What is the
number of the invoice?
2.
What is the
name of the seller?
3.
What is the
name of the purchaser?
4.
What are the terms of payment?
5*
What is the
6.
When must the amount of the invoice be paid to take ad
date of the invoice?
vantage of the cash discount? 7.
What is trade discount?
How much is
it in this example?
8.
What railroad handled the shipment?
9.
Were there any transportation charges which the purchaser would have to pay?
10.
Who will have copies of the invoice?
11.
Are the extensions correct?
12.
Is the total of the invoice correct?
13.
Why is the amount of the trade discount
14.
Do you add or subtract the amount ofthe prepaid trans portation?
Why?
subtracted?
264
VENDOR'S SALES INVOICE
*
'STRATTON" AND WELSH CHICAGO, ILLINOIS
INVOICE Sold to
Acme Department Store Los- Angeles, California
INVOICE Invoice No. 1063 P.O. No.
221
4/15, n/60
t
Ter m s:
«
Amount of Cash Discount (when taken)
Date
Quantity
»
Stock No.
Shipped via Items
•
5
829E
Pianos Mahogany
»
5
74P
Piano Benches
t
2
46D
Pianos Bahy Grand
*
2
6F
3/21/50 Santa Pe Ry.
Unit Price
Extension »
$178.75
$893.75 »
17.25
86.25 t
436.00
372.00 t
22.75
45.50 »
Piano Benches