General Guidelines For “Adapt” Selling Skills

GENERAL GUIDELINES FOR “ADAPT” SELLING SKILLS

VIDEO ROLE-PLAY I ASSIGNMENTDUE Monday October 23, 2006

Introduction

The “ADAPT” role-play assignment is designed to simulate the first sales call that a salesperson might make on a new prospective buyer. As such, this experiential assignment assumes that the salesperson has gathered initial, general information on the prospect and is making a sales call for the dual purposes of:

1. Initiating a relationship,

2. Discovering the prospect’s needs,

3. Earning and gaining interim commitment,

4. Using confirmed benefits to win a subsequent appointment for presentation of a unique solution, and,

5. Developing a level of understanding that will enable the salesperson to address these needs with a solution in a subsequent sales call.

It should be emphasized that the purpose of this initial sales call is NOT selling a product or even presenting a solution – but rather needs discovery and assessment. As such, the emphasis is on demonstrating the student salesperson’s mastery of and ability to use the ADAPT method of questioning.

Assignment Requirements

Each student will need to find a Mini DV camera and a tripod (Mini DV is the latest Tape format and is digital. It is not Mini DVD) and suitable location to video-tape his or her individual selling role-play (e.g., the team rooms in Holman, an unused office where you work, a meeting room, etc.). If for any reason you are unable to obtain a camera, see me immediately. We have cameras and tripods that you can borrow – you supply the tape.

You should prepare in advance and rehearse your role-play so that extensive notes are not necessary. Extensive notes and prepared scripts may not be used during the role play. Sales-aides, such as a brochure, are permissible and are recommended. These sales aids should cover the features-advantages-benefits of your product. Reading from notes other than sales aids will result in a deduction of up to 10 percent of your project score. You may use already prepared sales aids from your company or prepare your own if none are available (e.g., using your FAB matrix in your Sales Call Planning/FAB report).

Assignment Specifics

For this role-play, students work with their selling partner and take on the role of the salesperson and buyer as depicted in the selling situation developed and detailed in the team’s FAB/Sales Call Planning Report. This assignment accounts for 100 points of your overall course grade. Each member of a selling team will play the roles of (a) salesperson and (b) buyer. That is, Team Member A will role-play the part of a salesperson with Team Member B playing the role of the buyer. Then, using the same videotape, the team members switch roles with Team Member B playing the role of salesperson and Team Member A acting as the buyer.

Role-plays will be conducted outside of regular class time and video taped in a simulated office setting.

· Each student’s (a) role-play videotape and (b) self-critique is due to be turned in at the start of class on Monday October 23.

This experiential project focuses on the activities and skills of

1. making an approach to the prospect

2. initiating the relationship

3. effectively conducting needs discovery using the ADAPT question sequence

4. closing” the call by winning the right to schedule and make a subsequent call in order to present a proposed solution relevant to the discovered needs.

All together, from “walk-in” to “walk-out” each individual salesperson’s presentation should run 13 to 15 minutes in length. Monitor your time – being too short or too long will result in a lower evaluation.

As a final step, each student-salesperson must review and evaluate their own role-play using the attached Self-Assessment Form (this form is available on the web site and must be typed – please download your own electronic copy). Students should comment on what was done well and what could be improved. Along with your personal critique of your performance, the completed videotape is to be turned in for evaluation. Each student will turn in one tape with their presentation on the tape. Students should be sure to put their name on the tape & rewind tape to the beginning of the role-play.

Role-plays will be evaluated based on how well a student uses the skills and techniques learned in class, including the student’s mastery of using interpersonal communication skills (content and context). Advance preparation is HIGHLY ENCOURAGED to assure the proper use and mixing of question types for each of the ADAPT stages. Similarly, practicing ahead of time with your buyer is STRONGLY RECOMMENDED. Assume this is an actual sales call – once you begin, keep going – just like the real thing. You will not have time to stop and start over. Also, do not try to edit your tape or to stop the tape and redo a segment. The tape should run through without edits, stops/starts, etc.

Reminders

ü Dress and act professionally (both seller and buyer)

ü Practice – Practice – Practice

ü If possible, use a tripod when recording,.

ü Prepare a 13 to 15 minute role-play

ü Refer to the attached Evaluation Form to double-check that nothing has been forgotten

ü Practice – Practice – Practice

ü Evaluate your role-play

ü Submit your typed self-assessment and finished video tape by the deadline

ü Practice – Practice – Practice

“ADAPT” ROLE PLAY EVALUATION FORM

STUDENT SELF-EVALUATION

STUDENT SELLER’S NAME

VERY NEEDS

WEAK WORK GOOD GREAT

A. APPROACH & INTRODUCTION

Professional Image (Dress, Appearance, Actions, Language, Etc.) 4 5 6 7 8 9 10

Professional Enthusiasm 4 5 6 7 8 9 10

Use of Attention Getter -- Initiation of Conversation 4 5 6 7 8 9 10

Development of Conversation & buyer involvement (Rapport Building) 4 5 6 7 8 9 10

Effectiveness in Building Credibility and Initial Levels of Trust 4 5 6 7 8 9 10

Proper “Business Transition” 4 5 6 7 8 9 10

B. ADAPT QUESTIONING PROCESS

Assessment Questioning (Overall) 4 5 6 7 8 9 10

Proper Use of Open-Ended Questions 4 5 6 7 8 9 10

Discovery Questioning (Overall) 4 5 6 7 8 9 10

Proper Use of Open-Ended Questions 4 5 6 7 8 9 10

Activation Questioning (Overall) 4 5 6 7 8 9 10

Proper Use of Open-Ended Questions 4 5 6 7 8 9 10

Projection Questioning (Overall) 4 5 6 7 8 9 10

Proper Use of Open-Ended Questions 4 5 6 7 8 9 10

Transition Questions (Overall) 4 5 6 7 8 9 10

Proper Use of Closed-Ended Questions 4 5 6 7 8 9 10

C. COMMUNICATION EFFECTIVENESS

Encouraged Customer Participation 4 5 6 7 8 9 10

Voice Clear & Modulated 4 5 6 7 8 9 10

Absence of Ummm / Ahh / Uhhh 4 5 6 7 8 9 10

Effective Non-Verbal Communication 4 5 6 7 8 9 10

D. SUMMARY AND CLOSE FOR NEXT MEETING

Summary of Current Call 4 5 6 7 8 9 10

Use of Benefits for to Set-up Next Meeting 4 5 6 7 8 9 10

Set and Confirm Next meeting 4 5 6 7 8 9 10

Explain Action Plan Toward Next Meeting 4 5 6 7 8 9 10

Effectiveness of Your Close 4 5 6 7 8 9 10

E. OVERALL IMPRESSION

Clear / Well Developed 4 5 6 7 8 9 10

Overall Level of Skill Development 4 5 6 7 8 9 10

F. SUMMARY OF TWO THINGS I FEEL THAT I EXECUTED EXCEPTIONALLY WELL

1.

Why?

2.

Why?

G. SUMMARY OF TWO THINGS THAT I FEEL I NEED TO FOCUS ON IMPROVING

1.

Why?

2.

Why?