Sales MSales_Mastery_System_Workbook_by_Zig_Ziglar.pdfastery System Workbook by Zig Ziglar

(1)

sales

benchmarks for business success

(2)

benchmarks for business success

sales

(3)

ZIGGETS: SALES WORKBOOK

WELCOME

Thank you for investing in the Training Ziggets program!

You may make unlimited copies of the worksheets in this guide, if:

a.) Your organization is the sole purchaser of this Zigget.

b.) The copies are distributed only to employees and employees’ family members. You are prohibited from making copies for non-employees according to your integrity and the domestic and international copyright laws. Reproduction rights are limited to the purchasing organization.

The CD and DVD may not be copied, reproduced, transcribed, broadcast or distributed in any way without the express written consent of Ziglar.

We know you will enjoy using the information found in this Zigget. Please feel free to use this time and again as you continue to train new employees and use as a refresher for your staff. We believe that Ziggets will revolutionize the way you train your employees!

We want to hear from you! Please let us know your comments and suggestions for this program. We would also like to know what additional topics you would purchase in a Ziggets format.

(4)

Congratulations! You are about to teach a course that will change the way sales profes-sionals sell! The principles in this course have changed hundreds of thousands of lives for the better. Both the company and the individual benefit from employee participation in this easy-to-implement program. We want to give you an understanding of the course format to help make this a successful learning experience for you and the participants.

Format Explanation

The Instructor’s Guide includes a worksheet you will copy for each participant as well as all the necessary instructions you need to teach the class.

These are the components for each module:

Timing Guidelines: Allows you to see approximately how long each component will take, giving you the flexibility to schedule your training when most convenient for you.

Say: This information is provided in a narrative format for you to adapt to your own style of teaching; it is NOT a script to be read verbatim. Rather it is a suggestion of how to intro-duce a lesson or activity.

Activity: The activities in each lesson have been carefully selected to provide elements of self-discovery and opportunities to practice building skills in the safe environment of the classroom.

Do: Step-by-step procedures for each worksheet.

Show Video: Each lesson has the teaching points given on a 5-6 minute video. This is an important part of each lesson.

Ziggets: These are the key points - the principal elements - each participant should leave with, from a particular lesson. A quick review of these would serve as a great way to close the training session.

(5)

Adults need a time to “shift gears” and get “warmed up” when attending training. Your Instructor’s Guide is a resource for ways to energize your sessions. The opening activity should be relevant to the content, not just an icebreaker. A professional training effort will always give attention to the opening activity because it can:

• Put people at ease and energize them to the task of learning

• Demonstrate your philosophy of learning

• Indicate that participants are responsible for learning and that you are their facilitator

• Communicate the kind of trainer you are

• Serve as a bridge to later activities

• Set climate, tone and pace for the program

Big Picture (overview) is needed for all adult learners, but there are particular learners who will stay in a state of confusion until they can see the “big picture.” This part should include:

• A general comparison (early in the course) of the learning goals to the salesperson’s own life, job environment or career development

• An explanation that training is related to solving specific problems sales people experience

• Competencies or skills that will be practiced and learned

• Assurance that they will not be judged but rather assessed as they actively participate in the learning process

• An opportunity to monitor themselves and each other

Control of one’s own learning gives adults more of a sense of confidence. It also reduces resistance. Set up your training environment to be casual, but structured. Adults need to:

• Learn at their own speed

• Talk aloud and share their thinking processes and ideas

• Monitor themselves and discover their own answers, at times

• Receive feedback to help “work it out” for themselves versus right or wrong answers

• Explore the relevance of the material to their own worlds, on and off the job

• Understand how they are doing from time to time

What you “expect” from your participants you will often get. Many studies have shown that the teacher’s expectations, perception, and opinion of the student and his/her capa-bilities DO affect the student’s results.

(6)

Tip 1: When asking for questions or comments at the end of a segment, ask, “What questions or

com-ments do you have?” instead of “Are there any questions?” The former phrase indicates you assume people will have questions, giving unspoken encouragement and permission to participate.

Tip 2: Review the module and prepare your supplemental material, personal anecdotes and

over-heads in advance.

Tip 3: When asking for participation in a large group, “introverts” need 2-3 minutes to think before

they are ready to answer. You may want to say something like, “Think about objections (or whatev-er the topic you are discussing). What are they and how are they useful?” (Pause for 1-2 minutes before obtaining answers.) Then say, “Who is ready to answer?” Questions that ask how, what, etc., are often less threatening than “why” questions.

Tip 4: Reward participation, not just right answers. Small prizes such as funny notepads or candy

can be included for certain activities that encourage competition.

Tip 5: If you get resistance in any exercise because the participants feel awkward, tell them that a

training environment is like a lab experience, unfamiliar at first. However, as they continue to prac-tice, the skills become more “natural.” The classroom is a safer place to learn than on the job.

Tip 6: Another way to encourage shy people to participate is to use the following process for your

debrief: Before you ask people to answer questions, tell them to THINK, PAIR AND SHARE. That is, ask the questions you want the participants to answer. Give them about two minutes to think. Ask them to pick a partner and discuss their findings for this time period. Then bring them into the large group to share further, if you choose.

Tip 7: Ten minutes is a long time for a lecture. Keep your talks as short as possible for adult learn-ers and break up the teaching time with activities.

Tip 8: You don’t have to know all the answers. You can throw the question back to the participants by saying, “Who can answer that question?”, “What do YOU think about….?”, “What other answers might there be?”, or answer with silence.

Tip 9: Use creative ways to partner people. For example, tell participants to “make eye contact with someone NOT next to you and that person is your next partner.”

Tip 10: Each group needs a leader to keep things moving and to act as “scribe” or spokesperson. Choose them in unique ways, such as asking, “Who in your group went to bed latest last night?”

Tip 11: When listing information on a flip chart (collected from the participants), use two colors alter-nately for ease of reading.

Tip 12: Research has shown that playing classical music at 40-60 beats per minute in the back-ground during table discussions or individual exercises increases the relaxation and alertness of the participants.

(7)

(8)

BUILDING TRUST WITH YOUR CUSTOMERS

Do: 5 minutes

1. Lead a brief discussion on ways to establish trust with customers. Possible answers may include:

• Smile and greet them when they first come in the door

• Introduce yourself to him or her

• Answer their questions

Show Video: 5 minutes

Activity: 15 minutes

2. Divide the group into pairs.

3. Set the scene by describing the following situation:

A new customer walks in and you approach him/her. You are to walk up and introduce your-self. Then you are to use the non-verbal skills discussed in the video as you begin asking questions relating to the PIN profile. You will each have 3 minutes to complete this.

4. Once this exercise is completed, lead a brief discussion on these questions.

• What did you learn from this exercise?

• What was easy/difficult about this interaction with your customer?

• What can you put to use immediately?

5. Review the ziggets of this lesson

SALES: LESSON #1 - INSTRUCTOR NOTES

(9)

Ziggets:

• Build trust with customers

• Ask questions about the Person, Interests, and Needs

• Use positive body language to build a trust relationship

(10)

BUILDING TRUST WITH YOUR CUSTOMERS

Video Notes:

• Five reasons people don’t buy from you - No want

- No need - No hurry - No money

- No ____________

• You communicate attitudes and feelings by:

- 7% ____________________________________ - 38% ___________________________________ - 55% ____________________________________ • P.I.N. Profile - Person - Interest - Needs Activity:

The purpose of this exercise is to practice building trust with your customer. You will have the opportunity to play the role of the customer as well as the sales person. When playing the role of the customer, you may want to choose an actual customer so that you can give the role play a realistic flavor. This will make it easier to answer the PIN profile questions.

The situation: The customer walks in and the sales person introduces him/herself. The sales person then uses positive body language to make a favorable impression while asking open-ended questions about the Person, the Interests and Needs (PIN profile questions).

(11)

(12)

QUESTIONS ARE THE ANSWER!

Note: The worksheet for this lesson is two pages.

Do: 5 minutes

1. Lead a brief discussion on what type of information your sales people are trying to gain from your customers. Some possible answers may be:

• How we can best serve them

• What their needs are

• How much they are willing to pay

• What problems they have

• What they are currently using

2. Divide the group into smaller work groups or pairs. You may choose to divide the groups into certain selling situations and have them develop questions for that situation, or divide the group by product or service, or divide the group into three groups representing the three types of questions and have them develop just questions of their assigned type.

3. Review the instructions on the worksheet. (Allow about 10 minutes for the group to work on the questions.)

4. After the groups have completed the worksheet, have them read the lists out loud so that all can benefit from each list.

5. At the conclusion of this activity, lead a brief discussion on these questions:

• What did you learn?

• How could you have used this yesterday when dealing with customers?

• What can you use immediately?

SALES: LESSON #2 - INSTRUCTOR NOTES

(13)

Ziggets:

• The three types of questions

• The value of asking questions

• Creating a minimum of 12 questions to improve selling results

(14)

QUESTIONS ARE THE ANSWER!

Video Notes:

• Questions are the answer!

Activity:

In the spaces provided, create questions that you can use in your selling activities.

Closed Ended Questions – give you FACTS

• Have you used our services before?

• Will you be using these stamps for a large mailing?

• Do you need to know the status of the package?

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Open Ended Questions – give you INFORMATION

• What is it you like about this model?

• Why is that important?

• How fast would you like to get it there?

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

SALES: LESSON #2 - WORKSHEET

(15)

Direct Agreement Questions – give you AGREEMENT

• You agree this meets your needs, don’t you?

• This plan works best, doesn’t it?

• You’d like this to arrive tomorrow, wouldn’t you?

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

(16)

EXAMINING THE CUSTOMER’S NEEDS

Do: 5 minutes

1. Lead a brief discussion on the “sales process” the participants currently use to examine the customer’s needs. Possible answers are:

• Meet and greet the customer

• Find out what they are looking for

• Show it to them

• Tell them the price

• Write it up

Activity: 10-15 minutes

3. Give each role play approximately 5 minutes and then instruct them to switch roles.

4. Once the activity is complete, lead a discussion using the following questions:

• What was the easiest part of the role play?

• What was the most difficult part?

• What can you use today in selling to your customers?

SALES: LESSON #3 - INSTRUCTOR NOTES

(17)

Ziggets:

• How to examine the customer’s needs

• The B.E.S.T. Sales Process

• How to verify the customer’s needs

(18)

EXAMINING THE CUSTOMER’S NEEDS

Video Notes: • B = • E = • S = • T =

• You must examine the customer’s needs

Activity:

The purpose of this exercise is to practice examining the customer’s needs and verifying those needs. You and your partner will each play the role of the customer and the sales person. Choose who is to play the customer first. In both situations, the sales person should ask questions to examine the needs and then ask a question to verify those needs.

In both situations, the partner playing the role of the customer can use a real world customer and his or her real needs.

SITUATION #1

In this situation, the customer has never purchased from you before. The customer has specific needs. The sales person should first try to uncover those needs by asking questions. Once those needs have been uncovered, the sales person should then ask a question to verify those needs.

Notes:____________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

SALES: LESSON #3 - WORKSHEET

(19)

SITUATION #2

In this situation, the customer has purchased from you in the past. Yet he/she has made only one purchase from you. He/She has not purchased all you have to offer. The sales per-son should ask questions to examine additional needs that he/she may have and the sales person should verify those needs to make sure both sales awareness and customer aware-ness have taken place.

Notes:__________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

(20)

INTERPRETING THE VALUE OF YOUR PRODUCT OR SERVICE

Do: 3-5 minutes

1. Lead a brief discussion of these questions:

• Why do our customers purchase from us?

• What “value” do our customers receive from buying from us?

• What benefits do we offer over our competitors?

This activity is designed to teach the participants to communicate BENEFIT STATEMENTS when selling. Each participant will list a product/service, a related feature and function, and a selling BENEFIT. He/She will share these with a partner.

2. Instruct each person to complete the worksheet.

3. Divide the participants into pairs. Have each person read aloud to his/her partner one of their products/services and related feature, function, and BENEFIT STATEMENT. (If time permits, you may also have two or three participants read to the entire group.)

4. At the conclusion of this activity, lead a discussion starting with these questions:

• What did you learn from this activity?

• How difficult is it to identity the benefits?

• How easy or hard was it to list Feature, Functions, and Benefits?

• How different/similar were your benefits compared to your partner’s?

• How can you use this technique in your selling efforts today?

SALES: LESSON #4 - INSTRUCTOR NOTES

(21)

5. Stress the importance of using this technique in communicating to customers. Remind them to use Benefit Statements when selling today.

6. Review the ziggets of this lesson.

Ziggets:

• Sell the BENEFITS of your products and services

• Use the FEATURE FUNCTION BENEFIT Technique

• Don’t confuse Functions with Benefits

• Customers buy Benefits, not Features or Functions

(22)

INTERPRETING THE VALUE OF YOUR PRODUCT OR SERVICE

Video Notes:

• People buy what products/services do for them. People want the BENEFITS of your products/services

• FEATURE = a part, a trait, or a characteristic of your product or your service

• FUNCTION = what the feature does, the act performed by the feature

• BENEFIT = the advantage or the value in using the Feature and Function; the reason the customer buys your product or service

Activity:

List two (2) products or services that you offer and a related Feature and Function. Then write a Benefit statement.

Product 1: ______________________________

FEATURE: ______________________________ FUNCTION: ______________________________ BENEFIT STATEMENT: The benefit to you is__________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Product 2: ______________________________

FEATURE: ______________________________ FUNCTION: ______________________________ BENEFIT STATEMENT: The benefit to you is__________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

(23)

(24)

CLOSING THE SALE

Say:

Today we are going to address closing the sale. After the video, we’ll list various closing techniques that work for us and our customers.

1. Instruct each person to complete the worksheet.

2. Once the worksheet is completed, divide the group into pairs. Have each person read aloud to his/her partner the closing questions that were created.

3. At the conclusion of this activity, lead a discussion using these questions:

• What closing question(s) will you use today?

• What closing questions have worked well for you recently?

Ziggets:

• Closing is something you do WITH the customer

• Close the sale when the customer is ready

• Believe in your product/service: To be convincing, you must first be convinced!!!

• List closing questions that best fit your selling situations

(25)

(26)

CLOSING THE SALE

Video Notes:

• Closing is done WITH the customer

• Look for buying signals

• You must believe what you are selling! Activity:

In the spaces provided, write down closing questions that you can use in your selling situations.

Direct Question Close:

• “Why don’t you give us a try?”

• “We’ll do a good job for you. What do you say?”

• “Don’t you think we should go ahead with this?”

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Three Question Close:(can be modified to a Two Question Close)

• Can you see where this will save you money?

• You are interested in saving money, aren’t you?

• If you were ever going to start saving money, when would be the best time to begin? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

SALES: LESSON #5 - WORKSHEET

(27)

Alternate Choice Question Close:

• “We can print 250 copies, or for a little extra, we can print 500. Which do you prefer?”

• “Would you like to take it with you, or should we send it out?”

• “Would you like this one or the deluxe size?”

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Contingency Question Close: (the sale is contingent on meeting a certain requirement)

• “Mr. Customer, if we can (deliver it by this date, get a certain size, package it a certain way, etc.), can we go ahead and write it up?

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

(28)

OVERCOMING SALES OBJECTIONS

Do: 3-5 minutes

1. Lead a brief discussion on the objections that sales people encounter on a daily basis.

2. Ask the participants what type of objections they hear. These common objections may include:

• This model isn’t exactly what we had in mind

• I didn’t intend to spend quite that much money

• That’s too much of a monthly payment for me

• I can’t wait that long for delivery Say:

The purpose of the training today is to gain confidence in dealing with customer objections. As our discussion indicates, we all encounter a variety of objections each day. In this video we will learn a 4-step process for dealing with objections. At the end of the video, we will all be asked to role play situations where we have to overcome different objections.

This activity is designed to practice the techniques outlined in the video. Each participant will be asked to role play an objection with his/her partner. Once everyone has practiced, if you have time, you may want to share the experiences with the entire group. This will enhance the learning as all participants can benefit from each other’s experiences.

SALES: LESSON #6 - INSTRUCTOR NOTES

(29)

Say:

On your worksheet, you are to choose an objection that you commonly get from customers. You are then to write how you would QUESTION, EMPATHIZE, and TEST that objection. Once that is completed, you will turn to your partner and role play the objections as if your partner were the customer. The “customer” will actually answer your questions. In order to overcome the objection you should supply evidence as to why the customer should buy from you. Once this is complete, you should switch roles. That is, you should take turns playing the role of the customer. Choose a different objection so you can practice different tech-niques.

4. At the conclusion of the activity, lead a discussion using these questions to stimulate discussions:

• What did you learn?

• How could you have used this yesterday when dealing with a customer?

• What can we apply immediately?

5. Stress the importance of using this technique today in dealing with objections.

Ziggets:

• Objections are your friends – welcome and anticipate them

• Identify the real concern of your customers by asking questions

• Empathize to show you care and are sincerely concerned

• Test the validity of the objection – “Suppose that weren’t a concern…”

• Answer objections with enough benefits for the customer to buy

(30)

OVERCOMING SALES OBJECTIONS

Video Notes:

• The four-step technique:

1. Question the objection

2. Empathize with the customer

3. Test the objection to prove if it is true or false

4. Answer the objection Activity:

Choose an objection that you may encounter today. Complete the form below. Your part-ner will play the role of the customer and you are to play the role of the sales person. Your partner will state the objection and you are then to follow the technique in answering the objection. Be prepared to discuss your experience with the entire group.

OBJECTION:______________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ QUESTION(S):____________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ EMPATHIZE:_____________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ TEST:____________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ANSWER:________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

(31)

(32)

UP-SELLING

Say:

Today we are going to discuss how we can better serve our customers through a technique called up-selling. At the conclusion of the video, you will be asked to write three customer situations that will be used as role plays in order to practice the three methods of up-selling.

1. Direct the participants to write three selling situations on their worksheets. Emphasize the importance of giving each situation as much realism as possible. The more realistic, the more valuable the practice session. Then, have them outline the words you would use in applying the specific technique.

2. Divide the group into pairs. Instruct them to share the situation with their partner. The partner will play the part of the customer once and then the roles will be switched. Each person should play the role of the salesperson and the customer once.

3. Once the exercise is complete, lead a brief discussion on the following questions:

• What technique can you apply immediately?

• What did you learn from this exercise?

Ziggets:

• Up-selling is a valuable tool to use in serving customers

• There are methods to use in up-selling: a. Ask a Question

b. Make a Suggestion c. Explain the Advantages

(33)

(34)

UP-SELLING

Video Notes:

• Three methods of up-selling:

1. Ask a question

2. Make a suggestion

3. Explain the advantage Activity:

The purpose of this exercise is to practice up-selling. You and your partner will each play the role of the salesperson and the customer. Please complete the information required for each method.

Situation #1: Ask a Question

Situation:_________________________________________________________________________ __________________________________________________________________________________ What question will you ask? _________________________________________________________ __________________________________________________________________________________

Situation #2: Make a Suggestion

Situation:_________________________________________________________________________ __________________________________________________________________________________ Make a Suggestion:

1. Since you are _____________________________________________________

2. May I suggest _____________________________________________________

3. The benefit to you is _______________________________________________

Situation #3: Explain the Advantages

Situation:_________________________________________________________________________ __________________________________________________________________________________ Let me explain these advantages to you: ______________________________________________ __________________________________________________________________________________

(35)

(36)

VALUE-ADDED SELLING

Say:

Today we are going to discuss how we can go above and beyond our customer’s expectation. We will be introduced to a concept known as “value-added selling.” Once we view the video, we will generate a list of specific ways we can exceed expectations.

1. The purpose of this activity is to generate a list of ways that we can add value beyond the normal expectations of our customers. In pairs, the participants should list at least six ways to add value to their selling interactions with customers. Once completed, this list will be shared with the entire group. This should require ten minutes for the idea and about five minutes to discuss as a group.

3. Once the exercise is completed, lead a brief discussion on the following questions:

• What idea could you have used yesterday in dealing with a customer?

• What have we been doing successfully that we need to continue?

• What idea can you put to use immediately?

Ziggets:

• Value-added selling is going above and beyond customer expectations

• There are specific ways to add value in our selling activities

• You should know more about your customer than you do about your products

(37)

(38)

VALUE-ADDED SELLING

Video Notes:

• You should know more about your customer than you do about your product

• Your customers purchase for their reasons, not for your reasons!

• There are dozens of ways you can add value to your interactions with your customers

Activity:

The purpose of this activity is to generate ways you can add value beyond the normal expec-tations of your customers. List at least six ways you can add value to your relationship. Once you have completed those, be prepared to share with the group.

1. ________________________________________________________________________________ __________________________________________________________________________________ 2. _______________________________________________________________________________ __________________________________________________________________________________ 3. _______________________________________________________________________________ __________________________________________________________________________________ 4. _______________________________________________________________________________ __________________________________________________________________________________ 5. _______________________________________________________________________________ __________________________________________________________________________________ 6. _______________________________________________________________________________ __________________________________________________________________________________

(39)