Sales MSales_Mastery_System_Workbook_by_Zig_Ziglar.pdfastery System Workbook by Zig Ziglar

7/28/2019 Sales MSales_Mastery_System_Workbook_by_Zig_Ziglar.pdfastery System Workbook by Zig Ziglar

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sales

benchmarks for business success


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benchmarks for business success

ZIGGETS: SALES WORKBOOK

2005 Ziglar Training Systems

sales


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2005 Ziglar Training SystemsZIGGETS: SALES WORKBOOK

WELCOME

Thank you for investing in the Training Ziggets program!

This guide was written for use with the Ziggets DVD and CD 2005

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 integrityand the domestic and international copyright laws. Reproduction rights are limited to thepurchasing organization.

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

We know you will enjoy using the information found in this Zigget. Please feel free to usethis time and again as you continue to train new employees and use as a refresher for yourstaff. 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 thisprogram. We would also like to know what additional topics you would purchase in a Ziggets

format.

Please visit us at www.ziglar.com and contact us at [email protected].


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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 forthe 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 tohelp make this a successful learning experience for you and the participants.

Format Explanation

The Instructors Guide includes a worksheet you will copy for each participant as well as allthe 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 styleof 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 ofself-discovery and opportunities to practice building skills in the safe environment of theclassroom.

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 animportant part of each lesson.

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

INSTRUCTORS GUIDE INTRODUCTIO

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Adults need a time to shift gears and get warmed up when attending training. YourInstructors Guide is a resource for ways to energize your sessions. The opening activityshould 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 whowill 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 thesalespersons own life, job environment or career development

An explanation that training is related to solving specific problems sales peopleexperience

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 ones own learning gives adults more of a sense of confidence. It also reducesresistance. 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 shownthat the teachers expectations, perception, and opinion of the student and his/her capa-bilities DO affect the students results.

ii 2005 Ziglar Training SystemsZIGGETS: SALES WORKBOOK

ABCS OF ADULT LEARNING


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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 assumepeople 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 beforethey 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 minutesbefore 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 candycan 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 atraining 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 yourdebrief: 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. Askthem to pick a partner and discuss their findings for this time period. Then bring them into the largegroup 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 dont have to know all the answers. You can throw the question back to the participantsby saying, Who can answer that question?, What do YOU think about.?, What other answersmight there be?, or answer with silence.

Tip 9: Use creative ways to partner people. For example, tell participants to make eye contact withsomeone 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 theparticipants.

A DOZEN TIPS FOR A SUCCESSFUL CLAS


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iv 2005 Ziglar Training SystemsZIGGETS: SALES WORKBOOK

ZIGGETS: SALES


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BUILDING TRUST WITH YOUR CUSTOMERS

Do: 5 minutes

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

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 askingquestions 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 NOTE

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Ziggets:

Build trust with customers

Ask questions about the Person, Interests, and Needs

Use positive body language to build a trust relationship

2 2005 Ziglar Training SystemsZIGGETS: SALES WORKBOOK

SALES: LESSON #1 - INSTRUCTOR NOTES (CONT.)


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BUILDING TRUST WITH YOUR CUSTOMERS

Video Notes:

Five reasons people dont 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 havethe opportunity to play the role of the customer as well as the sales person. When playingthe role of the customer, you may want to choose an actual customer so that you can givethe 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 salesperson 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).

SALES: LESSON #1 - WORKSHEE


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ZIGGETS: SALES


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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 gainfrom 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 groupsinto certain selling situations and have them develop questions for that situation, or dividethe group by product or service, or divide the group into three groups representing the threetypes 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 workon the questions.)

4. After the groups have completed the worksheet, have them read the lists out loud so thatall 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?


continued


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Ziggets:

The three types of questions

The value of asking questions

Creating a minimum of 12 questions to improve selling results




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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?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


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Direct Agreement Questions give you AGREEMENT

You agree this meets your needs, dont you?

This plan works best, doesnt it?

Youd like this to arrive tomorrow, wouldnt you?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


SALES: LESSON #2 - WORKSHEET (CONT.)


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EXAMINING THE CUSTOMERS NEEDS


Do: 5 minutes

1. Lead a brief discussion on the sales process the participants currently use to examinethe customers 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?


continued


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Ziggets:

How to examine the customers needs

The B.E.S.T. Sales Process

How to verify the customers needs




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EXAMINING THE CUSTOMERS NEEDS

Video Notes:

B =

E =

S =

T =

You must examine the customers needs

Activity:

The purpose of this exercise is to practice examining the customers needs and verifyingthose needs. You and your partner will each play the role of the customer and the salesperson. Choose who is to play the customer first. In both situations, the sales person shouldask 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 worldcustomer and his or her real needs.

SITUATION #1

In this situation, the customer has never purchased from you before. The customer hasspecific 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 toverify those needs.

Notes:____________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


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SITUATION #2

In this situation, the customer has purchased from you in the past. Yet he/she has madeonly 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 salesperson should verify those needs to make sure both sales awareness and customer aware-ness have taken place.

Notes:__________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________




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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 STATEMENTSwhen selling. Each participant will list a product/service, a related feature and function, anda 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 timepermits, 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 partners?

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


continued


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5. Stress the importance of using this technique in communicating to customers. Remindthem 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

Dont confuse Functions with Benefits

Customers buy Benefits, not Features or Functions




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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 reasonthe customer buys your product or service

Activity:

List two (2) products or services that you offer and a related Feature and Function. Thenwrite 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__________________________________________

_________________________________________________________________________________

_________________________________________________________________________________



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ZIGGETS: SALES


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CLOSING THE SALE


Say:

Today we are going to address closing the sale. After the video, well list various closingtechniques 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 readaloud 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



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ZIGGETS: SALES


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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 sellingsituations.

Direct Question Close:

Why dont you give us a try?

Well do a good job for you. What do you say?

Dont 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, arent you?

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

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


continued


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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?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________




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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 mayinclude:

This model isnt exactly what we had in mind

I didnt intend to spend quite that much money

Thats too much of a monthly payment for me

I cant 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 videowe will learn a 4-step process for dealing with objections. At the end of the video, we will allbe 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 participantwill be asked to role play an objection with his/her partner. Once everyone has practiced, ifyou have time, you may want to share the experiences with the entire group. This willenhance the learning as all participants can benefit from each others experiences.



continued


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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 yourpartner were the customer. The customer will actually answer your questions. In order toovercome the objection you should supply evidence as to why the customer should buy fromyou. Once this is complete, you should switch roles. That is, you should take turns playingthe 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 stimulatediscussions:

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 werent a concern

Answer objections with enough benefits for the customer to buy




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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. Yourpartner will state the objection and you are then to follow the technique in answering theobjection. Be prepared to discuss your experience with the entire group.

OBJECTION:______________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

QUESTION(S):______________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________

EMPATHIZE:_____________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

TEST:____________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

ANSWER:________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



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ZIGGETS: SALES


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UP-SELLING

Say:

Today we are going to discuss how we can better serve our customers through a techniquecalled up-selling. At the conclusion of the video, you will be asked to write three customersituations 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, themore valuable the practice session. Then, have them outline the words you would use inapplying 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. Eachperson 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



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ZIGGETS: SALES


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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 eachmethod.

Situation #1: Ask a Question

Situation:_________________________________________________________________________

__________________________________________________________________________________

What question will you ask? _________________________________________________________

__________________________________________________________________________________

Situation #2: Make a SuggestionSituation:_________________________________________________________________________

__________________________________________________________________________________

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: ______________________________________________

__________________________________________________________________________________



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ZIGGETS: SALES


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VALUE-ADDED SELLING

Say:

Today we are going to discuss how we can go above and beyond our customers 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 thenormal expectations of our customers. In pairs, the participants should list at least six waysto add value to their selling interactions with customers. Once completed, this list will beshared with the entire group. This should require ten minutes for the idea and about fiveminutes 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



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ZIGGETS: SALES


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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. _______________________________________________________________________________

__________________________________________________________________________________



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ZIGGETS: SALES

Documents

Sales MSales_Mastery_System_Workbook_by_Zig_Ziglar.pdfastery System Workbook by Zig Ziglar