Sales: An Art of Persuasion

AUTHOR: Barbara Knight
GRADE LEVEL: 12
SCHOOL ADDRESS: Madison-Oneida BOCES
Rossetti Education Center 4937 Spring Road Verona, New York 13478
SCHOOL PHONE: 315-361-5880

SUBJECT AREA: Business - Travel, tourism and Marketing

OVERVIEW OF UNIT

This unit consists of content, activities, simulations, and learning experiences focused on building sales and customer relations skills. This unit was originated in a School-to-Careers model classroom and uses a combination of school-based learning, work-based learning and connecting activities. For those wishing to apply this unit within a more traditional setting, a work-place shadowing experience can be substituted for the internship experience to help students make the necessary connections. This unit uses knowledge based and project-based learning.

A student completing this unit will become familiar with the principles of communication, sales and customer service and be able to act appropriately in related classroom, and real life situations within the world of work. This unit introduces students to the critical concepts and success factors of sales and customer relations, and equips them with entry level performance skills. This unit is designed to prepare students to make a more successful transition from school-to-work, or post-secondary education, and teaches the concepts of life-long learning.

CONTENT KNOWLEDGE

Unit: Customer Relations, Sales and Customer Service Declarative	Text Used: Sales and Marketing for the Travel Professional, Foster, Dennis, Glencoe Procedural
Principles of Communication Principles of Public Speaking and Customer Service	Steps to giving an oral presentation (ROPPES guide to presenting) How to work in Cooperative Learning groups
Principles of Sales and Customer Relations Preparation for Selling (text, chapter 4) attitudes for selling Sales Style (text, chapter 5) body language and emotive words effective questioning effective listening effective analysis	How to design ads using emotive words and basic marketing techniques How to use PowerPOint to create ads How to create a client needs profile How to research components of a travel package on the internet How to create and assemble a travel recommendation package Creating and enacting role-play simulations
Telephone Sales (text, chapter 8) techniques for making inquiry calls techniques for handling incoming calls principles of verbal communication: voice projection, coherence, grammar, enunciation and personality. Developing your sales pitch	How to create inquiry forms: using effective questioning techniques How to create inquiry forms for documenting Client needs and wants: using effective listening techniques Receiving a client sales call Making inquiry calls Creating an opening and closing sales pitch

ESSENTIAL QUESTIONS

How can the principles of communication, and sales relate to the situation of applying for a job?
Why does one person get a job over another?
How could a person use these principles and skills to advance in their own career?
How could you relate the importance of "people" skills to daily life and dealing with others? Why is it important to make these connections?
Why are some individuals better communicators than others?
How can you apply sales, customer service and customer relations principles to any job?
Can a person learn to be a good communicator? If so, how? If not, why not?

INITIATING ACTIVITY

OVERVIEW

Students will participate in a motivational activity that introduces this unit and identifies the basic concepts of communication. This motivational activity is called a "RISK" activity and is the first in a series of "RISK" activities designed to build student confidence in the area of public speaking. "RISK" activities are used as a strategy for helping students to learn key concepts in becoming effective communicators. The initial focus of these activities centers around identifying barriers to communication and radically breaking them down through student participation in risk taking. "RISK" activity goals and objectives seek, that as a result of this sub-unit, students will be able to: communicate in front of others, advance from being motivated by peer level acceptance to self-acceptance, become comfortable with themselves in front of others, identify barriers to communication, understand how to overcome those barriers, and understand how communication plays a critical role to success in the work place. "RISK" motivational activities help students to understand that communicators, presenters, speakers, and salespersons have common characteristics as well as common decisions they must make, which may involve risk taking.

INITIATING RISK ACTIVITY

A list of adjectives is written on the board. Each student is asked to identify themselves with the one adjective that they feel best describes themselves. Next students are told that they must share with the class which adjective they chose, something about themselves, and why they chose this adjective. Students are told they have 20 seconds to share. After all the students have participated, the class is asked the question of how many felt, for a brief moment, nervous in sharing their responses. Students are then introduced to the idea that all communication involves RISK taking. Students are then told about RISK activities and what they are intended to accomplish (goals and objectives above).

Students are then given two quotes (Ian Chisholm on Risk Taking, and Nelson Mandela on Letting our Light Shine) and asked to write an essay on their interpretation of the author's message. Students are then given opportunities to share their interpretations. The basic modes of communication are then introduced using a short PowerPoint presentation for the remainder of the session.

LEARING EXPERIENCES

LEARNING EXPERIENCE #1: MODES OF COMMUNICATION

(Session 1)

DECLARATIVE KNOWLEDGE

As a result of this unit the student will know or understand:

The primary modes of communication
Purposes of communication
Vehicles of communication

What experiences or activities will be used to help students acquire & integrate this knowledge?

Class discussion
Visual aids
PowerPoint presentation
Poetry reading
Interpretive writing
Working with customers at internship experience

What strategies/resources will be used to help students construct meaning, organize & store this knowledge?

Connecting to prior knowledge (motivational activity)
Graphic organizers
Modeling
3 minute pause
Learning Log
Personal anecdote
Work place mentoring and training

Describe what will be done.

Following the initiating activity, students share their interpretations of the two quotes and hand in their essays. The instructor then proceeds to discuss the modes of communication, purposes of communication and vehicles of communication using a PowerPoint presentation containing visual word maps and visual concept aids. The instructor uses the 3-minute pause, asking guiding questions and eliciting student responses in a classroom discussion. On alternate days, students spend time at their internship placements, working with an communicating with customers.

Assessment:

Learning Log entries, observation, student responses, internship evaluations

LEARNING EXPERIENCE #2: PUBLIC SPEAKING AND CUSTOMER SERVICE

(Sessions 2, 3 and 4; 140 minutes each

DECLARATIVE KNOWLEDGE

As a result of this unit the student will know or understand:

Principles of public speaking: (using ROPPES model for presenting)
research, organize, prepare, present, evaluate and start over
Principles of customer service
attitude, dedication, appearance, going the extra mile, quality service, first impressions
representing your company, company goals, standards of excellence

What experiences or activities will be used to help students acquire & integrate this knowledge?

3 day seminar
guest speaker
demonstration
class discussion
visual aids
student presentations
working with customers at internship experiences

What strategies/resources will be used to help students construct meaning, organize & store this knowledge?

Connecting to prior knowledge
Role playing
Graphic organizers
Modeling
Learning log
3 minute pause
note taking
work place mentoring and training

Describe what will be done.

Students will spend 1 session with a guest speaker learning the ROPPES method of preparing a public speech or presentation, and 1 session learning about the principles of customer service. The presenter will engage students through discussion, asking guiding questions, using visual aids, role-playing, and telling stories. The ROPPES presentation discusses at length the steps to preparing a speech or presentation (research, organize you material, prepare, practice, present, evaluate and start-over again.) the first two sessions will be conducted one week and the third session will take place on the following week to give students time to prepare their own 3 - 5 minute presentation in front of a large group. Students will discuss a controversial issue in their community or school. On alternate days, students spend time at their internship placements working in customer service areas.

Assessment:

Student presentations, group discussion, learning log entries, internship evaluations

LEARNING EXPERIENCE #3: PRINCIPLES OF SALES AND CUSTOMER RELATIONS

(sessions 5 - 24, 140 minutes each)

DECLARATIVE KNOWLEDGE

As a result of this unit the student will know or understand:

The preparation for selling (text, chapter 4, 5 sessions)

5 basic attitudes of selling
stress factors in selling
coping with stress

Sales Style (text, chapter 5, 5 sessions)

emotive words in a sales context
body language
effective questioning techniques
effective listening techniques
effective analysis
making a recommendation
developing a call log for an inquiry

Telephone Sales (text, chapter 8, 6 sessions)

five common veral flaw areas: enunciation, projection, grammar, coherence, personality
handling incoming phone calls
developing the opening and closing sales pitch

What experiences or activities will be used to help students acquire & integrate this knowledge?

Class discussions
Text reading
Visual aids
Telephone simulations
Creating a traveler profile scenario
Role-plays
Writing exercises (for emotive words)
Designing and creating travel ads using emotive words
Technology: PowerPoint to create ads, using pictures from the internet
Writing and designing a call log for an inquiry
Making an inquiry call to receive information on a global destination from visitor's bureaus
Receiving a phone call from real clients (BOCES employees) requesting travel information of their own choosing
Researching client requests
Analyzing requests to make recommendations
Writing and designing a call log for an inquiry
Making an inquiry call to receive information on a global destination from visitor's bureaus
Receiving a phone call from real clients (BOCES employees) requesting travel information of their own choosing
Researching client requests
Analyzing requests to make recommendations
Writing and designing a client recommendation packages
Assembling travel information from research and presenting client recommendations to clients
Technical writing
Writing for advertisement
Case study worksheet
Working with customers at internship placements

What strategies/resources will be used to help students construct meaning, organize & store this knowledge?

Connecting to prior knowledge (motivational activity)
Graphic organizers
Modeling
3 minute pause
learning partners
cooperative learning
demonstration
textbook
reader-text interaction
internet research
travel resource books
travel guides and brochures
case studies
reflective writing, learning log entries

Describe what will be done.

In session 5, students will discuss the 5 attitudes for selling, during Preparation for Sales (text, Chapter 4.) The instructor uses examples, asks guided questions and elicits responses from students. The students are divided into learning pairs and asked to read portions of the text and restate the meaning and concepts to one another. The learning pairs read the next portion of text and reverse roles. The text includes client scenarios which exemplify each attitude or characteristic. Students are given a work sheet with several case studies and divided into learning pairs to determine which characteristic each case study best illustrates.

In session 6, students then learn about stress producing factors in the work place and complete a relaxation needs questionnaire. The class then discusses the results. Next, students complete two work sheets on relationship stress analysis and body-stress awareness. The students are asked to share their results. The students then complete a learning log entry on the topic to further reflect on their own personal state of stress in relationships awareness.

In session 7, a self-awareness investigation is conducted, using the principles from the text on self-esteem as it relates to the 5 attitudes for selling. This involves a work sheet, an essay and class discussion.

In session 8, students review for the test. Students complete learning log entries on the topic.

In session 9, students complete a written test on the concepts of preparation for selling.

In session 10, the instructor introduces the concept of emotive words in a sales context. Students complete exercises which require them to identify emotive words in various travel ads. After several practice exercises, students are given individual assignments to write and design a professional travel ad of their own, using emotive words and techniques in PowerPoint (technology integration.)

In session 11, students work on ad projects.

In session 12, students are divided into cooperative learning groups. CL assignment is given:

Each group will study the chapter and create a sales inquiry form, using the effective questions from the textbook.
Each group will create their own traveler profile and scenario for role-plays.
Each group will perform an analysis and create a recommendation to their own scenario

In session 13, groups continue to work on projects.

In session 14, role-play scenarios are then acted out by each group.

Each group performs their own role-play, demonstrating both travelers and salespersons in a sales call situation.
Each group will then reviews and discusses with the class the results of their role-play, what concepts they used and how they arrived at their recommendation.

In session 15, key concepts are reviewed prior to a written test on the chapter concepts.

In session 16, students take a written test on chapter 5 concepts, which includes a performance assessment (designing an ad using emotive words.)

In session 17, Telephone sales concepts are introduces. Students engage in learning to identify the five common verbal communication flaws. Case studies are reviewed. Students are divided into learning pairs and given the task of defining each characteristic, finding 4 synonyms from the thesaurus and creating a case or example to illustrate their concept. Students write a learning log entry on the topic.

In session 18, students are introduced to the techniques for handling incoming client calls. This is referred to as a sales call. Students are then divided into cooperative learning groups ad instructed to create a telephone sales scenario for a role-play. They are to incorporate the techniques for handling incoming telephone calls. Groups create and enact practice telephone sales role-plays.

In session 19, individual students are assigned to create their own Call Report form to use to take information over the phone from a prospective client. Students must complete their Call Reports by the end of class.

In session 20, students are introduced to the elements of handling incoming calls for the greeting and close, which is referred to as the sales pitch. Students are then divided into cooperative learning groups with two tasks given to each group.

Each group must create an opening and closing sales pitch for a sales call.
Each group must create a form entitled, "Formal Recommendation Follow-up" which they will use as a cover for their client recommendation packages.

In session 21, students receive preset client phone calls by appointment time at 4 telephone stations. Each call is designated for a particular student at a specified time. Each client (a BOCES employee) has been instructed to make the phone call at a specified time and to have a vacation destination in mind that they would like information on with regard to current airfares, hotels in the area, things to do, etc. Employees are instructed to have traveling dates in mind.

Students take the client phone calls
Ask questions from their individual Call Report form
Document responses and requests for information from client-employees
Use their sales pitch, greeting and closing to conduct the sales call in a professional manner
Research the information using the internet, brochures, travel resources, etc.

In session 22, students continue to research and assemble information for their client recommendation packages.

In session 23, students will prepare a summary of their final recommendation package, and deliver the package to the client-employee.

Prepare and assemble a client recommendation package with a summary typed on their cover page (Formal recommendation Follow-Up)
Deliver their recommendation, in person to the client-employee
Briefly review their recommendation and offer future assistance (phone number, etc.)

In session 24, students will debrief the exercise and share strengths and weaknesses the experiences. After the discussion, concepts are reviewed and a written test is given.

Assessment:

Projects (ads designed), written tests, products produced (various forms), observation of role-plays, learning log entries, culminating products (client recommendation packages), internship evaluations.

LEARNING EXPERIENCES

LEARNING EXPERIENCE #1, 2, 3: MODES OF COMMUNICATION

(Session 1)

LEARNING EXPERIENCE #2: PUBLIC SPEAKING AND CUSTOMER

SERVICE

(Sessions 2, 3 and 4; 140 minutes each)

LEARNING EXPERIENCE #3: PRINCIPLES OF SALES AND CUSTOMER

RELATIONS

(Sessions 5 - 12, 140 minutes each)

PROCEDURAL KNOWLEDGE

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

Give an oral presentation
Work in cooperative learning groups
Design an advertisement (using emotive words)
Use PowerPoint systematically to create ads
Create standard inquiry forms
Take a sales call from a client, from beginning to ed
Develop a standard recommendation package

What will be done to help students construct models, shape & internalize the knowledge?

Set of written steps
Mental rehearsal of steps
Practice skills and process in class and with role-plays
Peer assessment and evaluation, with warm and cool feedback
A variety of situations for student practice, culminating activity is a simulation of actual travel agency operation, skills and procedures
A time limit is given to students during the culminating activity, to enable students to measure their own proficiency in producing the final package, using the skills they have learned, on time.

Describe what will be done.

After learning principles of giving an oral presentation, students will practice by developing a presentation on an issue and then presenting in front of the group.
Classmates will participate in peer assessment through a structured evaluation, during each others presentations. Students will be required to indicate in writing, both warm and cool feedback to one another.
Warm and cool feedback will be given to each student from the instructor.
Instructor will walk through steps for using PowerPoint to create advertisements
Students will practice using pre-designed activities
After learning principles of creating advertisements, students will follow set of written steps to create advertisements, during practice activities.
Students will continue to practice creating their own advertisements, using a variety of scenarios and situations.
After learning research methods on the internet, students will research examples, as the instructors takes the class through the steps, using think-aloud strategies.
Step by step instruction will be given to students to create inquiry forms and call logs.
After learning the principles of creating a client-needs profile and inquiry form, the instructor will take students through a set of written steps to creating documents that will serve the appropriate activity (taking a sales call, developing a recommendation package).
Students will practice using the forms they have created, when enacting and role-playing sales call situations and simulations.
The instructor will use think-aloud and modeling, along with a set of written steps when demonstrating how a sales call is systematically handled.
Students will practice steps for taking a client sales call through role-plays.
Students will further practice new skills at their work sites.

Assessment:

Observation, learning logs, project assessment, product assessment, culminating activity/project outcome assessment, client feedback, mentor feedback, instructor feedback, tests

CULMINATING PERFORMANCE

In session 21, students receive a sales call. Each call has been pre-arranged with "clients", (BOCES employees.) Students will use 4 different telephone stations to take calls. Each call is designated for a particular student at a specified time. Each client-employee has been instructed to make the phone call at a specified time and to have a vacation destination in mind that they would like information on, with regard to current airfares, hotels in the area, things to do, etc. Employees are instructed to have traveling dates in mind.

The following steps are included in this culminating performance: Students…

Take the client phone calls (Declarative: techniques for handling incoming client calls, Cognitive objectives: demonstrating, relating)
Ask questions from their individual Call Report form (Declarative: effective questioning and listening skills, cognitive objectives: interpreting, relating, categorizing)
Document responses and requests for information from client-employees (Declarative: attitudes for selling, Cognitive Objectives: formulating, modifying, writing, planning)
Use their sales pitch, greeting and closing to conduct the sales call in a professional manner (Declarative: verbal communication techniques. Cognitive Objectives: persuading, relating, applying)
Research the information using the internet, brochures, travel resources, etc. (Declarative: researching client needs, Cognitive Objectives: Extending and Refining, technology integration, categorizing, organizing)
In session 22, students continue to research and assemble information for their client recommendation packages (Declarative: performing an effective analysis, cognitive Objectives; organizing, deciding, analyzing, and considering).
In session 23, students will prepare a summary of their final recommendation package, and deliver the package to the client-employee (Declarative: attitudes for selling, body language, emotive words, elements of presenting, customer relations, Cognitive Objectives: analyzing, classifying, technical writing, summarizing, appraising, interpreting.)

Prepare and assemble a client recommendation package with a summary typed on their cover page (Formal Recommendation Follow-Up)
Deliver their recommendation, in person to the client-employee
Briefly review their recommendation and offer future assistance (phone number, etc.)

In session 24, students will debrief the exercise and share strengths and weaknesses they experienced. After the discussion, concepts are reviewed and a written test is given.

CONNECTIONS TO STANDARDS

LEARNING EXPERIENCE #1 (LE#1): MODES OF COMMUNICATION

LEARNING EXPERIENCE #2 (LE#2): PUBLIC SPEAKING AND CUSTOMER

SERVICE

LEARNING EXPERIENCE #3 (LE#3): SALES AND CUSTOMER RELATIONS

English Language Arts - Students will read, write, listen and speak for:

Standard 1 - language for information and understanding (1-1 and 1-2)
Connection activities for LE#1:

Reading of student essays, writing of essays, classroom instructions, group discussions, lecture, directions for projects

Connection activities for LE#2:

Writing of essays, listening to classroom discussions, speaking for class discussion, speaking for presenting research findings

Connection activities for LE#3:

Reading of textbooks, newspapers, magazines, and encyclopedias, writing of technical reports, writing of summaries, writing of feature articles (ads), listening to classroom instructions, group discussions, speaking for giving directions for projects
Standard 2 - language for literary response and expression (2-1 and 2-2)
Connection activities for LE#1:

Reading of poems, writing of interpretations, oral readings, group discussions of literature

Connection activities for LE#2:

Writing of personal responses, listening to role-plays, speaking for oral readings, dramatic presentations

Connection activities for LE#3:

Writing of personal responses, writing of interpretations, speaking for oral readings, group discussions of literature
Standard 3 - language for critical analysis and evaluation (3-1 and 3-2)

Connection activities for LE#1:

Reading of literature, writing of persuasive essays or literary critiques

Connection activities for LE#2:

Writing of analyses of issues, listening to advertising/commercials, arguments, debates, speaking for persuasive speeches, opinion surveys, interviews

Connection activities for LE#3:

Speaking/listening for greetings, introductions, conversations, group discussions, role-playing customer service scenarios, practicing customer service at work sites, writing of notes, friendly letters, reading of notes, friendly letters, journal entries, net working with other employees at work sites

Career Development and Occupational Studies

Standard 1 - Career Development (1-1)

Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes and abilities to future career decisions.

Connection activities for LE#1, 2, 3:

Apply decision-making skills in the selection of a career option of strong personal interest through simulation activity "what a travel agent really does"
Analyze skills and abilities required in a career option (communication, public speaking, sales, customer service and customer relations)
Relate them to their own skills and abilities
Match them to a career option.
Analyze skills and abilities required in a career option (communication, public speaking, sales, customer service and customer relations): learning log reflective
Relate required skills and abilities to their own, through simulation exercise and peer assessment, instructor feedback and client interaction
Reevaluate long-range goals and match them to a career option, use formative assessment and feedback to guide students in making decisions for next internship
Demonstrate effective interviewing techniques that could be used to gain entry into a career option, through culminating activity - students interview a client to obtain information and make a recommendation
Self-evaluation - students determine their skill level and proficiency relating to careers in hospitality, for appropriateness

Standard 2 - Integrated Learning (2-1)

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Connection activities for LE#1, 2 & 3:

Use various forms of technology and communication techniques
Complete an internship which focuses on a particular career of interest,
Use academic knowledge and skills in an occupational context through simulations, role-plays, culminating activity and work site application
Students demonstrate the application of these skills by using: research techniques, PowerPoint presentations, technical documents they have created
Use other forms of technology systems in the work place
Use distance learning technology

Standard 3a - Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

Connection activities for LE #1, 2, & 3:

Students create technical documents used in the workplace (telephone call logs)
Students practice through sales call role-playing
Students apply required critical skills through simulation exercise (take client phone calls)
Students research requests, assemble information
Develop final recommendation packages
Create a delivery mode for their package
Present the package to the client
Practice critical skills at work sites
Interact with customers and other employees to solve problems
Make presentations of facts, packages or amenities
Practice providing customer service in some way at work sites

3a.5, 6, 7, 8: Technology, Managing Information, Managing Resources, Systems:

Demonstrate the ability to work with others
Self-manage a process, apply skills in an unfamiliar situation
Evaluate facts
Make decisions to determine final recommendations
Present facts that support requests
Support their recommendations using reasoning skills
Demonstrate an understanding of the relationship between individuals and society,
Interact with others in a positive way

Standard 3b - Career Majors

Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in post-secondary programs.

Connections activities for LE#1, 2, &3:

3b.1 - Basic Business Understanding

Students: demonstrate an understanding of business, marketing and multinational economic concepts, perform business related mathematical computations, and analyze/interpret business-related numerical information.

Research various fares for airline tickets, hotels, cruises, etc.
Assemble packages
Presenting financial forecast to clients
Using mathematical computations to add fares, taxes, tariffs, etc.

3b.2 - Technology

Students: select, apply and troubleshoot hardware and software used in the processing of business transactions.

Use telephones, fax machines, copiers, credit card processors as they interact with customers at work sites
Computers to research on the internet in class
Computer reservation systems, CD-ROM training for technology using SABRE in both the classroom and at the work site
Multiple forms of office technology and systems at the work sites
PowerPoint to create presentations in the classroom, distance learning lab

3b.3 - Information Management/Communication

Students: prepare, maintain, interpret/analyze, and transmit/distribute information in a variety of formats while demonstrating the oral, nonverbal, and written communication skills essential for working in today's…

Prepare and deliver a 10 minute oral presentation
Use written communication to conduct peer assessment of presentations and provide both warm and cool feedback
Communicate effectively in cooperative learning groups
Prepare a customer service, sales call role-play working with a group
Use verbal and non-verbal communication skills to enact role-play scenarios
Develop standard inquiry forms for sales calls using standard written technical format relating to the effectiveness of the form
Type all forms developed
Use forms during sales calls
Communicate effectively with clients during sales calls
Evaluate the effectiveness of the forms they have created
Use listening skills and effective questioning techniques to determine client needs and wants
Interpret customer requests
Conduct specific research
Analyze information retrieved to select material for package to be recommended
Formulate recommendations for clients
Develop a package/product to present to "client/customers"
Develop recommendation packages which are representative of industry specific standards and practice
Make presentations to customers, explaining recommendations and supporting recommendations
Review and summarize financial information

3b.4 - Business Systems

Students: demonstrate an understanding of the interrelatedness of business, social and economic systems…

Participate in simulation to service real customer inquiries through culminating activity
Provide information for customers based upon their own personal requests for travel information
Participate in internship experiences as an assertive learner
Take initiative to learn at work site
Perform entry level job skills at a designated work post/department at the work sites, contributing to the effective operation of that post/department

3b.5 - Resource Management

Students: identify, organize, plan, and allocate resources in demonstrating the ability to manage their lives…

Engage in self-directed learning during planning phase of project
Identify customers needs and wants
Use an organized approach to research and assemble package
Organize research information
Determine recommendations based upon analyzing needs and wants of customers
Organize and assemble recommendation package
Consider customer financial limitations and budget indicators to plan and allocate resources
Cross-reference available resources with package costs and availability
Match appropriate products to client preferences
Make determinations for final recommendations to clients

3b.6 - Interpersonal Dynamics

Students: exhibit interpersonal skills essential for success in the multinational business world, demonstrate basic leadership abilities/skills, function effectively as members of a group or team…

Communicate effectively with clients
Demonstrate leadership skills pertaining to sales call situations - such as: maintaining control during the call, asking effective questions, practicing effective listening skills, overcoming obstacles
Make an effective presentation to the client
Intelligently support recommendations to clients, explaining reasoning behind selections presented
React to comments, suggestions or requests from learned management principles, and leadership skills
Interact with customers to monitor satisfaction during presentation of product/package
Evaluate own performance
Interact with customers at the work site
Provide customer service at the work site

LEARNING EXPERIENCES

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Declarative: techniques for handling incoming client calls

Declarative: effective questioning and listening skills

Declarative: attitudes for selling

Declarative: verbal communication techniques

Declarative: researching client needs

Declarative: performing an effective analysis

Declarative: attitudes for selling, body language, emotive words, elements of presenting, customer relations

Comparing
Classifying
Inductive Reasoning
Deductive Reasoning
Error Analysis
Analyzing Perspectives
Constructing Support
Abstracting
Other:

The following elements of the culminating activity extend and refine learning:

Take the client phone calls

Declarative: techniques for handling incoming client calls,

Cognitive objectives:

demonstrating, relating

Ask questions from their individual Call Report form

Declarative: effective questioning and listening skills

Cognitive objectives:

Interpreting, relating, categorizing

Document responses and requests for information from client-employees

Declarative: attitudes for selling,

Cognitive Objectives:

Formulating, modifying, writing, planning

Use their sales pitch, greeting and closing to conduct the sales call in a professional manner

Declarative: verbal communication techniques

Cognitive Objectives: persuading, relating, applying

Research the information using the internet, brochures, travel resources, etc.

Declarative: researching client needs

Cognitive Objectives: Extending and Refining, technology integration, categorizing, organizing

In session 22, students continue to research and assemble information for their client recommendation packages

Declarative: performing an effective analysis

Cognitive Objectives: organizing, deciding, analyzing, and considering

In session 23, students will prepare a summary of their final recommendation package, and deliver the package to the client-employee

Declarative: attitudes for selling, body language, emotive words, element of presenting, customer relations

Cognitive Objectives: analyzing, classifying, technical writing, summarizing, appraising, interpreting

Prepare and assemble a client recommendation package with a summary typed on a cover page (Formal Recommendation Follow-Up)
Deliver the recommendation, in person to the client-employee
Briefly review the recommendation and offer future assistance (phone number, etc.)
In session 24, students will debrief the exercise and share strengths and weaknesses they experiences. After the discussion, concepts are reviewed and a written test is given.

RUBRIC:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they e weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements/Scale	Frequency of Performance to objectives	Understanding of skill/concepts involved	Independence with which tasks are performed	Accuracy with which products are produced or work completed
0=below 65
4 95 - 100	Performs at objective usually and consistently	Understands the concepts/skills involved, thoroughly and completely	Performs independently and without assistance to achieve objectives	Products produced are highly effective or work completed is highly accurate
3 85 - 94	Performs at objective often or frequently	Has a substantial understanding of the concepts/skills involved	Performs with minimal assistance to achieve objectives	Products produced are effective or work completed is accurate
2 75 - 84	Performs at objective sometimes, but not consistently	Has a partial or incomplete understanding of the concepts/skills involved	Performs with moderate assistance to achieve objectives	Products produced are moderately effective or work completed is partially accurate
1 65 - 74	Performs at objective rarely or not at all	Has a misunderstanding or serious mis-conceptions of the concepts/skills involved	Performs only with considerable assistance to achieve objectives	Products produced are ineffective or work completed is erroneous

Travel, Tourism and Marketing

Chapter 4 -Marketing "Sales Style"

Grading Form

Student ________________________________ Individual Component

Assessment Criteria: Scale: 0 (0-64) 1 (65-74) 2 (75-84) 3 (85-94) 4 (95-100)

The as included at least 7 emotive words from the chapter or other sources
The designer's name was on the ad
The ad is realistic, relevant to travel industry
The ad was typed, or created in power point
The ad included the company's name, address and phone number
The ad featured a special package, price or rate

Slides for ad are vertically balanced
Slides for ad are horizontally balanced
Text placements are centered, vertically and horizontally balanced
Graphic placement are centered, vertically and horizontally balanced

Effort: design reflects detail, ad was very thorough 0 1 2 3 4
Comprehension: ability to apply and combine 0 1 2 3 4

PowerPoint skills and presentation marketing concepts

Overall quality of graphic design 0 1 2 3 4
Coordination: balanced use of fonts, colors, 0 1 2 3 4

backgrounds and themes through presentation

Effectiveness: ad achieves desired impact 0 1 2 3 4
Coordination of pictures/graphics to ad purpose 0 1 2 3 4
Resourcefulness: used multiple techniques and 0 1 2 3 4

resources to accomplish tasks

Independence: able to trouble shoot minor problems, 0 1 2 3 4

able to perform independently

Number of Errors

Spelling ________________
Punctuation ________________
Sentence structure ________________

a. starting sentences ________________

b. complete sentences ________________

c. capitalization ________________

:points _____________

13. Time Management: On time __________ +4

Late by 1 class +2 _____________

Late by 2 classes

or more 0

Total: _____________

./. 13

Scale: ____________

Grade for Individual Component ____________________

Travel, Tourism and Marketing

Chapter 4 - Marketing "Sales Style"

Grading Form

Group Component

Group ___________________________

A. Review Session Presentation Score: _____________

Scale: 0 (0-64) 1 (65-74) 2 (75-84) 3 (85-94) 4 (95-100)

Team leader introduced the group, and their task
Each member had a separate task
All members participated in role play enactment
All materials were typed
Group created questionnaire with 5 questions
Group created traveler need profile
Group created recommendation to traveler need profile
Each member provided for student questions
Leaders presented a summary review of covered material
Used visual aids

Effort: preparation, planning was evident and thorough 0 1 2 3 4
Comprehension: ability to apply and combine 0 1 2 3 4

Presentation with chapter concepts

Overall quality of group presentation style 0 1 2 3 4
Coordination: of group members presentations 0 1 2 3 4
Effectiveness: group session achieves desired impact 0 1 2 3 4

students are engaged in presentations

Resourcefulness: used multiple techniques and 0 1 2 3 4

resources to accomplish tasks

Independence: able to trouble shoot minor problems, 0 1 2 3 4

able to perform independently

:points ________________

./.8

Scale _________________

Group Presentation Grade: __________________________________