A SALES TRAENENG PROGRAM FOR FROZEN
FOOD DISTRIBUTOR SALESMEN

Thesis for the Degree 0‘ M. A.
MICHIGAN STATE UNEVERSITY

Lewis F. Duckworth
1956

  
 

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Michigan State
University .

 

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A SALES TRAINING PROGRAM FOR
FROZEN FOOD DISTRIBUTOR

SALESMEN

by

Lewis F. Duckworth

AN ABSTRACT

Submitted to the College of Business and Public Service of Michigan
State University of Agriculture and Applied Science
in partial fulfillment of. the requirements
for the degree of

MASTER OF ARTS

Department of General Business
Curriculum in Food Distribution

1956

Approved ff gwj
\ r V

Lewis F . Duckworth

This thesis has been prepared to encourage frozen food distributors
to train their sale smen. It is also the hope of the writer that this thesis
will serve as a manual for training salesmen for Montgomery Frozen Foods,
Co., Inc., Montgomery, Alabama.

It is a well known fact that salesmen of today must be extremely
well trained individuals. The increasing complexity of the food industry
today requires them to know the use and value of their food products and how
the products will best serve the customer. Currently, there are surpris-
ingly few frozen food salesmen who have received formal training in their
field. It is, of course, a fact that training is an expensive proposition. How-
ever, it is a wise company investment because of the following reasons:
increased sales, early selling maturity, lower turnover, more reorders,
and lower supervisory costs.

Because of the uniqueness of each company, a tailor-made plan must
be constructed for each. Some of the principles which may serve as guides
for most companies are as follows:

1 . Training should be carried out by a competent person, i. e.

the sales manager.

2. Training should include not only information about the product
itself, but also methods of dealing with various situations that
commonly arise. In short, it should teach salesmen how to
work effectively.

3. Both the general and specific objectives of the training program

should be defined.

Lewis F . Duckworth

4. The program must be designed in terms of the average salesman.

5. Only tested methods of training should be employed.

6. A full days work must be defined.

7. A proper trainer should be selected.

8. The results of the program should be audited by using various

criteria to determine if the general and specific objectives
are being attained.

9. Training should be a continuous process.

10. A follow-through should be made 0f the training program to
insure that the principles, policies, and points in the training
program are effectively carried out.

Since induction is the process of welcoming a newcomer into the
company and making him feel a definite part of it, it is of great importance
in determining this initial attitude toward his job and the company. Four
major areas of this process may be pointed up as follows: getting acquainted
with the personnel, general orientation, job description, and finally, pre-
liminary training. A

Although each training program should be unique, most of them will
include something in each of the following categories: knowledge of the com-
pany, product, market, policies and terms, development of desirable habits
and attitudes, training in salesmanship, speech, handling reports and forms,
and training in supervision.

Good salesmen are made - not born. Some of the characteristics

which may be improved and developed for the benefit of the selling process

Lewis F . Duckworth

are: good appearance, courtesy and tact, cheerfullness, imagination and
resourcefullness, enthusiasm, sincerity, and aggressiveness.

The selling process, itself, may be divided into five categoeies;
preapproach, approach, demonstration, handling objections, and finally,
close, departure and follow-through. All of these phases of the selling
process must be thoroughly understood and practiced to insure good selling
procedure.

Due to the unlimited potentialities for sale of frozen foods to institu-
tional markets, it is necessary to differentiate between the selling techniques
used in this type and retail type markets. A comprehensive knowledge of
costs, preparation, processing, etc. of frozen vegetables, fruits, and meats
is necessary for salesmen to be adequately trained in institutional marketing

of frozen foods .

" The Food Distribution Curriculum at
Michigan State University is under the
sponsorship of the National Association
of Food Chains. "

A SALES TRAINING PROGRAM FOR
FROZEN FOOD DISTRIBUTOR

SA LESMEN

by

Lewis F . Duc kworth

A THESIS

Submitted to the College of Business and Public Service
of Michigan State University of Agriculture
and Applied Science in partial fulfillment
of the requirements for the degree of

MASTER OF ARTS

Department of General Business
Curriculum in Food Distribution

1956

ACKNOWLEDGEMENTS

The author wishes to express his deepest appreciation and gratitude
to all those who have made this thesis and the school year that preceded it
possible. In particular this includes the following people:

Dr. E. A. Brand, Director of the Curriculum in Food Distribution,
for his counsel, cooperation and inspiration exhibited throughout the school
year and in the preparation of this study.

Dr. Ward J. McDowell who acted as advisor and who offered much
helpful and constructive criticism.

The Tyler Fixture Corporation, Niles, Michigan, who sponsored the
scholarship for the author for this year of study at Michigan State University.

joseph B. Fiveash, President of Montgomery Frozen Foods Co., Inc.,
Montgomery, Alabama, whose initiative and interest in the author led the
author to undertake this past year of study and the completion of this thesis.

The author's wife, Katherine, for her assistance, encouragement,
thoughtfulness, and secretarial work throughout the entire school year as
well as during the preparation of this thesis.

No list of acknowledgements would be complete with tribute to Peggy
Curry, department secretary, for her assistance during the year and with

this thesis.

TABLE OF CONTENTS

CHAPTER PAGE
I INTRODUCTION ......................... I
NEED FOR TRAINING ..................... 1
GAINS FROM TRAINING .................... 5
H PRINCIPLES OF SALES TRAINING PROGRAM PLANNING . . . . 8
INTRODUCTION ......................... 8
PROGRAM CARRIED ON BY COMPETENT TRAINERS ..... 9
TRAINING IS TEACHING TO WORK EFFECTIVELY ...... 10
THE SELECTION OF OBJECTIVES FOR TRAINING ...... 12
TRAINING FOR THE AVERAGE MAN .............. 14
THE USE OF TESTED METHODS IN TRAINING ........ l6
DEFINITION OF A FULL DAYS WORK ............. 17
SELECTION OF A PROPER TRAINER .............. l8
AUDITING THE RESULTS .................... 20
TRAINING AS A CONTINUOUS PROCESS .......... . . 22
THE FOLLOW THROUGH .................... 24
III INDUCTION OF THE SALESMEN ................. 27
THE WELCOME LETTER .................... 27
INDUCTION ............................ 28
ORIENTATION .......................... 29
PRELIMINARY TRAINING .................... 33
IV THE BASIC TRAINING COURSE .................. 36
DETERMINATION OF CONTENT ................ 36
KNOWLEDGE OF THE COMPANY ................ 37
KNOWLEDGE OF THE PRODUCT ................ 38
KNOWLEDGE OF POLICIES AND TERMS ............ 41
KNOWLEDGE OF THE MARKET ................. 42
ATTITUDES AND HABITS .................... 43
TRAINING IN SALESMANSHIP .................. 45
TRAINING IN SPEECH ...................... 46
FORMS AND REPORTS ...................... 48

TRAINING AND SUPERVISION .................. 50

ii

CHAPTER PA GE

V TRAINING IN SALESMANSHIP .................. 52
THE NEED ............................ 52
IMPROVING SALES PERSONALITY ............... 53
THE SELLING PROCESS ..................... 58

Preapproach .......................... 59
Approach ........................... 60
The Demonstration ...................... 62
Handling Objections ...................... 67
The Close ........................... 71

VI TRAINING IN THE INSTITUTIONAL MARKET .......... 76
IMPORTANCE .......................... 76
INSTITUTION VERSUS RETAIL SELLING ........... 77
SELLING FROZEN VEGETABLES TO INSTITUTIONS ..... 78
SELLING INSTITUTIONAL FRUITS ............... 85
SELLING INSTITUTIONAL MEATS ............... 87

VII SUMMARY AND CONCLUSIONS .................. 91
WHY TRAIN . ...... . ................... 91
PRINCIPLES USED ........................ 91
INDUCTION ............................ 92
DETERMINING CONTENT .................... 92
SALESMANSHIP TRAINING .................... 93
INSTITUTIONAL MARKET .................... 93

‘ BIBLIOGRAPHY ...................... ..... 94

iii

LIST OF FIGURES

FIGURE PA GE

Figure 1 .................................. 31

iv

LIST OF TABLES

TABLE PAGE
Table 1 ................................... 80
Table 2 ................................... 81
Table 3 ................................... 82

CHAPTER I

INTRODUCTION

Need for Training

Today after ten or twelve years, frozen food distributors are in a
position where they must train salesmen. Salesmen must be trained in order
that they can pass on to all types of buyers the value of the products, the
use, and how the products will serve the customer from the standpoint of
economy, quality and convenience. Mr. A. W. Huss, President, A. W. Huss
Company, of Milwaukee says:

Prominent frozen food distributors have stated that

the "present crop of salesmen never had to sell and

the old timers who did are now in executive posi-

tions or have retired." The shortage of good sales-

men is apparent everywhere from the auto showroom,

where a prospective buyer can often spend a half-

hour without anyone even bothering to take his name,

to the smallest counter in a department store. Today

some salesmen say, "why work when the customer

is going to sell himself anyway?"l

Often the distributor does not spend enough time to teach salesmen

the qualities and uses of products as they pertain to the customer's needs.

During the past few years, distributors have hastily selected salesmen who

 

I. A. W. Huss, "We Must Know More in ’54", Quick Frozen Foods,
(March, 1954), p. 91.

 

were inexperienced in selling frozen foods. These men, because of their
limited knowledge, could only provide customer contact.

During the pre—war days, the distributors who were in the frozen food
business had men in their sales organizations who knew the products they
were selling. These men were able to convince the prospect they had some-
thing in frozen foods that was of value to him in his process of manufacturing
or fabricating a meal for his patron or family.

The distributors,with the help of processors and various other organi-
zations, trained these men to sell. These men had to know the products, the
usage of the products, comparative costs, and quality in finished manufactured
products or meals. Most salesmen learned these facts before going into the
field to sell.

The most aggressive frozen food salesmen are not satisfied with a
brief explanation of the products, knowledge of the price list and a pep talk
by the sales manager. With few exceptions, these salesmen are willing, and
have the ability, to devote years of hard work to developing selling skills, if
definite training programs are available to them. If they are forced to use
a trial-and-error method, few will survive in the highly competitive business
of selling frozen foods.

Since the advantages arising from an effective sales training program
are so numerous, it might be assumed that sales training has reached

universal acceptance. However, the contrary is nearer the truth, for many

frozen-food companies do not have a formal training program. Perhaps the
advantages are strengthened if we note the objections - why many companies
do not train:

"Our business is different" say some sales managers,

"and training is not practical for our salesmen. " It

is difficult to imagine any business so different that

it is impractical to train the salesmen. Others say

that no two prospects are alike and therefore, there

cannot be one best way to sell. Isn't this the very

reason for training? Sales managers who feel this

way about sales training need to review the objectives

of a good training program. They will learn that

training objectives can be kept flexible to accomplish

any desired result.

Another common excuse for not training is the belief on the part of
many that training is expensive. The simplest argument in favor of a formal
training program is that a company pays for the training program whether it
has one or not. Some executives conclude that they do not have any training
costs because they do not have a training program. If a prospect brings up
the objection that a product is expensive, a good salesman immediately
begins to compare the value in his product with that in other products avail-
able to prove the wisdom of buying his product. This same reasoning holds
true in selling a training program. It must be compared with the cost of

doing without a program: turnover of manpower, higher selling cost, increased

supervision costs, customer ill-will created by mistakes of untrained

 

2. John M. Wilson, Open the Mind and Close the Sale, New York:
McGraw-Hill Book Co., Inc., 1953, p. 21.

representatives, and many others. If this comparison is made, many sales
managers will realize they cannot afford to do without an adequate training
program.

Usually, sales training can become an expense if it is disorganized.

An adequately planned training program will improve the effectiveness of the
methods used for imparting knowledge, creating attitudes, and establishing
habits. When the basic objective of sales training is to promote, maintain,
and develop sales by improving the effectiveness of the salesmen, it is a wise
company investment.

Finally, it should be noted that training occurs whether it is supervised
or not. Some salesmen secure training by their own unaided efforts. Trial-
and-error may be proper procedure for certain laboratory experiments, but
if the technician knows what should or might work and what elements cannot
possibly be combined, much time is saved. The sales field is a laboratory
in which it is even more difficult to combine the proper elements. Time and
money may be saved for the employer and the morale of the salesmen pre—
served by formal training which precedes the training which can and must
come from the field. Progressive companies find that, although costly, formal

training programs are indispensable parts of the work of the sales department.

Gains from Training

The need for effective sales training is greater today than ever before.
The modern emphasis on sales training comes in part from a recognition of
the fact that certain specific gains come from the establishment and applica~
tion of a properly conceived and administered program of instruction. The
usual gains from training are as follows:

1. Increased sales. Trained salesmen will usually outsell those who

 

have never had formal sales training. The more technical the product, the
greater is the need for this training if sales are to be increased.

It is true that "all things being equal, the customer will buy from the
salesman he likes", but things are not equal if the salesman lacks knowledge
of his product, knowledge of the customer's'requirements, and knowledge of
the basic principles of selling.

Increased sales result because the salesmen are able to give r_n__o_r_e__

value to customers through geater knowledge of what the merchandise or

 

 

service will do for them.

2. Earlier selling maturity. A second gain from organized training

 

is the reduction of the time a typical man needs to reach an average or normal
level of effectiveness. Without proper training, the salesman may become
discouraged and reach a level of morale which may handicap his whole future
with the company, even if he stays with it. The cost to the company of having
inadequately trained men in the field is great, when measured by a number of

standards.

3. Lower turnover. A third gain from training is the lower turnover

 

rate which follows proper preparation of the men for their work. Lower
turnover means a reduced cost of recruitment, selection, and training, and
better handling of accounts. In addition, supervisory costs are usually higher
when new men are being added to the sales force.

4. More re-orders. A fourth gain from proper training is an increased

 

number of re-orders. Salesmen who know the basic principles of selling and
their application to a sales situation do not oversell. Moreover, they do not
sell the wrong quality or type of goods. Well-trained salesmen refuse to

sell the wrong size or quality of frozen food even though the purchaser may
argue for its choice. Their contacts with customers leave a pleasant relation-
ship which enables them to return and secure re-orders because their first
advice was good. Rarely can it be good advice unless proper training has
been given.

5. Lower supervisory costs. A fifth gain from proper training is

 

lower supervisory costs. Untrained men, or those who have been allowed to
train themselves, need more visits from the sales manager or field super-
visors than do those who have been given good training before or during their
initial months with the company. More letters are usually necessary in the

case of untrained men, and often a trail of adjustments, returns, and canceled

orders follows their path through the territory; all of which might have been
lessened through proper training.3

It has been the experience of the writer that a trained salesman may
sell higher profit items, since he knows how to apply the selling techniques
to secure the action he desires. A trained man normally has a better record
than an untrained man in opening new accounts, and in securing the active
cooperation of key dealers.

An intangible, but nevertheless real, gain from proper training is a
reduction in the number of lost orders during the initial period while the
untrained man is trying to find out how to sell. If the order is lost, its profit

is lost.

 

3. Harold H. Maynard and Herman C. Noleniw Sales Management,
New York: The Ronald Press Co., 1950. pp. 296-298.

CHAPTER II

PRINCIPLES OF SALES TRAINING
PROGRAM PLANNING

There are differences in organization, distribution, methods of sale,
and compensation practices of most companies. The sales training plan, to
be effective for any business, should take these differences into consideration.
If a company is to receive the most benefit out of a sales training plan, the
plan should be cut to the measure of that particular company.

A company, like the general staff of an army, can plan the campaign
and plan it well. It can lay down strategy and plan tactics. However, the
success of the over-all strategy will depend on how well the tactics are carried
out in the field - - on the performance of the men in the field. The performance
of the salesmen will depend on how well they understand the over-all and
immediate objectives and on the leadership of the field officer -- the sales
manager.

Certain facts are known about sales training. These facts and princi-
ples can be used as guides in building a sales training plan which will work

for most companies.

The following list of principles is suggested as being useful in, or for,

building a sales training program.
The Training Should be Conducted by
the Sales Manager or a Competent Trainer

If the sales manager can't do the training himself, he should designate
a member of his staff to do it. If that is not possible, the sales manager
should be in on the planning of any training done by trainers from the manu-
facturers he represents. If the sales manager helps outline the need for
training and helps plan training to fill the need, he will be fully qualified to
support the plan and will insist that his salesmen take the training.

Although companies differ markedly in their organizational emphasis
on sales training, there appears to be one general principle on which most
of them agree. It is that responsibility for training should be centered in
one person.

A suggested procedure for training is as follows:

1. The sales manager should get agreement from top management
on what training is needed and how the training will be given.

2. If the sales manager has too many other duties, or is not able

to handle the training himself, use other plans such as:

 

4. E. j. Hegarty, Buildinga Sales Training Plan. New York:
McGraw—Hill Book Co., Inc. 1945, pp. 4—7.

 

10

(a) A full~time trainer may be assigned to work under the
sales manager's direction.

(b) A factory trainer may be sent to work in the manager's
territory part-time but he must report to the sales
manager.

(c) Factory training schools, conferences, and round table
discussions may be conducted in the field at intervals
under the sponsorship of the field supervisor.

(d) A plan may be developed in which field supervisors, guided
by the sales manager, put on training meetings to cover
such subjects as selling the product and meeting competition.

3. Have the salesmen help decide what training is needed for retail
sales people. Let them help lay out the course and decide when and how it
can be taught.

4. The salesmen may be trained to conduct training meetings or
schools for the retail sales people.

Training Will Teach the Salesmen
to Work Effectively

This statement presupposes that the salesmen have been properly

selected, that they have the education, aptitude, and other qualifications

necessary to be salesmen for the company.

11

Frequently, the new salesmen are taught about the product, its
demonstrations, customer needs, and the application of the product to fill
these customer needs. They are given information on the market, types of
customers, and how to call on the customer. Since these new salesmen have
tried to absorb so much in a short time, they may wind up with a jumble of
confused ideas. The job isn't properly defined for them. They do not get a
clear picture of how and what to do, and the_r_igh_t_ way to do it.

Usually, sales managers tell the salesmen to work, work, and work,
which may be a good policy, but it is equally necessary to see that they work
effectively.

In order to teach the salesmen to work effectively, the following
suggestions are offered:

1. A work pattern may be formulated for the salesmen's jobs; this
may include calls, interviews, and demonstrations.

2. The successful salesmen may write an explanation or answer a
series of questions on what their jobs are, what they do, how they do it, and
the importance of each factor in the job. This information can be used in
building a training work pattern.

3. Successful salesmen may be brought into conferences to get
their opinions on:

(a) What tasks are involved in the job,

(b) How each task can be best handled.

12

4. Assay the importance of each factor in the work pattern, such as:
(a) The call
(b) The interview
(c) The demonstration.

5. The progress of the salesmen may be checked regularly. Many
times, men go to work after their preliminary sales training and perform
exactly as they should. After a short time, they change the methods slightly
and begin to slip. It is important that these slips be caught early.

6. In teaching the work pattern, remind the new men over and over,

N

"This is how the successful salesmen do it. Cite names.
7. Instill the idea that in the company's type of selling there is a

good form, a right way -- just as there is in a golf swing.
Objectives of Training

In attempting to define training objectives, one writer stated that
sales training is an educational effort. It is an attempt to make salesmen
m6re effective and thus more productive in their assignments. Management
has an interest in three interrelated objectives: first, to make salesmen as
productive as their innate abilities will permit; second, to reduce the time
interval over which effectiveness in sales position is attained; and third, to

increase tenure or, as otherwise stated, to reduce turnover.

 

5. D. N. Phelps, Sales Management. Chicago: Richard D. Irwin,
Inc., 1951. pp. 601-602.

 

13

There can be no hard and fast rule as to what the training objectives
should be. They will change from time to time depending on the salesmen's
needs, company policy, and the product to be sold. However, companies
who plan their own training programs should determine their objectives with
two thoughts in mind: (1) The general over-all objectives that are a con-
tinuous part of training, and (2) the more specific objectives, usually of a
temporary nature, planned to overcome a particular problem.

The general over-all objectives always deal with fundamentals. They
are divided into three phases, which are really the three phases of salesman-
ship:

1. Knowledge of the product

2. Knowledge of the selling plan

3. Knowledge of the basic principles of selling.6

It is impossible to develop skill in selling without this basic knowledge.
As a matter of fact, it is not enough to know each of these as a separate unit.
True skill in selling is brought about when the salesman has the ability to
use the basic principles of selling and his knowledge of the product at the
right time, and place, in the development of his selling plan.

The more specific objectives are those of a temporary nature which are

usually planned to overcome some particular problem. Examples of these

training objectives would be:

 

6. Wilson, john M., Op. Cit., p. 22.

l4

1 . Increasing unit sales

2. Selling higher-priced units

3. Better product demonstrations

4. Better closing techniques

5. More effective approaches

6. More skillful handling of objections
7. More new customers

8. Improving dealers' merchandising methods.
Design Training in Terms of Average Man

Perhaps a word of caution is necessary here, since objectives
normally should not be set too high. The training should be in terms of what
the average man on the sales force can learn to do. The top man may be
able to do things the bottom man couldn't even start, but somewhere in between
top man and bottom man, most men might be expected to be average.

As the salesmen gain experience, the training can he stepped up by
degrees. Thus, as progress is made, the training will have to advance beyond
the terms of what the present average man can learn to do. The objective is
to improve the average. If the training is successful, the average after a
period of training will be higher than at the start of the program. If the average
man can make the plan work, the above average salesman will be able to make

it work better. The man below average will, perhaps, be able to perform

15

more satisfactorily, because he has a better chance of learning the methods
of the average man than he has of mastering the methods of the star salesman.

In general, the following suggestions will be helpful:

1. The training may be organized to increase the effectiveness of the
men as progress is made. It might be possible to break up the training
schedule for (a) first-year average men, (b) second-year average men. and
(c) third-year average men.

2. The sales manager can make a field study to determine what the
average man can do. Some methods of work used by the better man may be
used to help raise the average of the poorer man. Some methods in use by
the poorer man may be used to help the better man. A poor man's methods
may be good, but he fails because he does not apply them properly.

3. The field sales supervisor may be consulted to find out what
knowledge and methods the average man may use. The supervisor can help
write the instruction. make the field study, and field test the plan. Such work
presells the salesmen on the training procedure.

4. The steps that may be taken in determining what the average man
can do are: first, to find out what the average man has done; second, to
develop a work procedure which is based upon that average; third, to test

out that work procedure in a way that enables the average man to master it.

l6

Teach Tested Methods

There are so many tested methods now in use by any sales force that
it will be better to begin with them rather than with the new or untried

methods.

An analysis of the salesman's job and the check on what
the average man should be able to do will no doubt turn
up (1) successful methods which are in general use by
most salesmen and can be accepted as tested procedures.
(2) Methods used successfully by one or a number of
salesmen which might be tested by a larger group and
broadcast to the entire sales force.

The method used successfully by one man. or a new method developed
by the office, should be adequately tested before it is made a part of the
training program.

The following list of suggestions may be used in determining and
using tested methods:

1 . The training program may be set up so that new procedures or
variations of old procedures can be‘ tested quickly.

2. Meetings with salesmen may be held to determine the best work
methods.

3. If it is not possible to develop an over-all work method for the
sales job, the sales manager may think in terms of developing procedures

for parts of the job which lend themselves to standardization.

 

7. Hegarty, E. 1.. 9p. Cit., p. 29.

 

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4. The method of having one average salesman test a method first
may be used. If he makes it work, then give the plan to other average men.
5. In training on methods, train the salesman on what to do, as well
as what to say. For example, have a man do a product demonstration without
saying a word. Such drills perfect the man in the "doing" part of the de-
monstration.
6. There are three parts to the problem of determining and using
tested methods:
(a) Determining the best methods through field
tests
(b) Developing procedures for teaching the
methods
(c) Developing field checks on the use of the

methods.

Define a Full Day's Work

If the salesman has a clear understanding of what makes up a full
day's work, he will come closer to doing a full day's work. The work will
seem a much more orderly process to him. A full day's work for a distri-
butor salesman usually is a certain number of calls.

If possible, present a picture of what the salesman can expect if he

follows the work pattern. For example, in selling portion-controlled meats

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18

to a restaurant, a salesman may be told, "If you make so many calls in this
certain way, you will get to make so many demonstrations, and if the de-
monstrations are done in this way, so many sales will result. That is a
simple formula: Make X planned calls and make Y planned demonstrations,

which will result in Z sales.

Select Proper Trainer

A new salesman should not be turned over to an old salesman to be
trained, unless the old salesman is to be his supervisor, is to share in his
earnings, or is trained to do the training. Too many old salesmen feel that
the new man cuts into the old man's business.

The experienced trainer should have the proper attitude toward the
company and his job. Some experienced salesmen talk too much. Without
thinking or meaning what they say, they knock the job, depreciate the
opportunity the company offers, complain about the boss and the company's
policies.

The trainer needs good work habits. Before the experienced salesman
is assigned to train the new man, the sales manager may check his work
habits. The experienced salesman may have been on his territory a long time
and is so familiar with his customers that he can close sales by saying,

"Look, joe, this is a good deal and I think you should take it. " The new

l9

salesman has been taught to go through an elaborate portfolio presentation.
The experienced salesman may leave his portfolio in the car, and take out a
small circular to describe the deal, and get business that way.

Some successful salesmen have bad selling habits which may be
unwittingly learned by the new man, such as starting late, not doing a full
day's work, misusing the company car, or handling reports sloppily.

In any sales organization there may be experienced men who have
the right attitude, who know the products, and have good work habits and so
can be used to break in the new men. If such men exist in the sales organi-
zation, the sales manager may be able to conditionally classify them as good
trainers of new men.

The following suggestions for using the trainer salesman in field
training may be of value:

1. If possible, the field sales supervisor of the new salesman should
be the trainer.

2. If the organization cannot support a separate field trainer, the
best salesman should be assigned to take over and train the new salesman in
field work. This man should be given some recognition or extra pay for the
job.

3. A complete schedule of what the field trainer is to do may be
made. He should know what he is to train the new man to do, what points in

particular he is to stress.

20

4. In training experienced salesmen to train the new man, keep
before them the thought that training is a supervisory function, that by learning
to train others they are in reality training themselves for a supervisory job.

5. If older salesmen are used in training new men, the plan might
include:

(a) An analysis to determine what the old sales-
man should teach the new man

(b) A plan of training the old man on what he is
to do, and how he is to do the task

(c) An examination to see what the new man. has
learned after a period with the old man

((1) A follow-up that corrects.
Audit the Results

There are a number of reasons for checking up on the progress of
trainees periodically during the training program. First, the level of
average understanding and proficiency attained by the group is a test of the
program itself. Second, by periodic examinations, the sales manager can
ascertain the relative effectiveness of each phase of training, and can then

seek for improvement in content and method where they are most needed.

 

8. Ibid., p. 55.

21

If the training program is built on sound research, basic objectives
as well as specific objectives will be realized. Management must audit the
results of the training program for purposes of future guidance. For example,
they need to know how to allocate time and funds for training.

Training is an educational effort and the full results are neither im-
mediately apparent nor measurable with exactitude. Even if results indicate
reduced turnover and increased sales volume per salesman, it is not justifi-
able to impute these results only to sales training. The company may have
become more effective in selection, motivated the salesmen, or introduced
a new product. 9

The following list of suggestions may be used to audit the results of
the training program:

1. A plan to evaluate the salesmen as training progresses by using
quizzes, exams and contests may be devised.

2. An examination on the use of sales methods taught may be used to
see if the salesmen are working according to training.

3. The turnover of salesmen, failures, promotion from the ranks,
and the effect of training on each may be used.

4. The customer's attitude toward the salesmen may be used to as

certain the degree to which the customers find the salesmen helpful.

 

9. Ibid., p. 56.

u———-—

I ,. _ wt”, .- _.__1... - . ,

 

22

5. A plan may be devised to determine whether the salesmen work
with greater ease, that is, to make better demonstrations and better inter-
views.

6. Shoppers may be used to determine whether the salesman is pre-

senting his demonstration as he is taught. 10

Training is a Continuous Process

Training programs should start the first day a new salesman reports
for work and should continue as long as he is selling. A salesman should
continue to improve through training.

If selling is a profession, training will naturally be a continuous
process. The better doctor goes back to school; the teacher spends his
summers in school earning credits which apply toward a higher degree. If
selling is to be on the same plane as other professions, that need for con-
tinuous training should be impressed upon the new man.

A salesman should be convinced of what continuous training means to
him in personal development. Either he moves ahead with new ideas, new
techniques, new and effective selling aids, or other salesmen, and other com-
panies, will overtake him. There is no such thing as standing still in a field

as highly competitive as selling. Standing still is the beginning of the

 

10. Ibid., p. 59.

23

"death of a salesman" . 11 A salesman willwant continuous training if he
can see what he gets out of it.

The following suggestions may be of value in making training a
continuous process:

I. The salesman may be continuously shown why it is to his advantage
to improve. The best product information may become obsolete with tech—
nological changes. He may be reminded periodically of what good practice
in selling is and how better performance may be achieved.

2. Habits of study should be encouraged. If the man's working
conditions permit, it might be well to establish a policy of paying part of his
tuition for self-improvement courses in local schools or colleges.

3. The salesman may take all training suggested if it does not inter-
fere with his working conditions. If the salesman has little time to read, he
should not be required to read long assignments. Usually, frozen food dis-
tributor salesmen work long hours and do not have enough time for a lot of
reading.

4. If older salesmen are reluctant to take advanced training, they
may help develop the training course or serve as teachers in the field.

5. The training program may be developed in successive steps.

The steps may be:

 

11. Wilson, John M., Op. Cit., p. 34.

 

 

24

(a) Initial training

(b) Intermediate training
(c) Advanced stages of training.

6. Appropriate recognition should be given on completion of each

portion of the sales training program. A pin, diploma, or some other device ' 1
may be given. The salesman should have a feeling that he is making progress. ‘ "
He should know that the progress is recognized by his boss. 12 i

. . .1

l
The Follow Through 4 J

After the training program has started, the sales manager has the
responsibility for the follow through even though he may have delegated
all the actual training. He should observe the entire program to determine
whether the salesmen are being taught the correct methods. It is relatively
easy to get the new salesman to accept work methods, for he does not know
his job and feels he needs some help and guidance. If the salesman stops
using tested methods, a plan may be devised to correct him before it becomes
a habit. For example, a frozen food distributor salesman is supposed to
sell merchandise to a dealer and then place a display or put up point-of— sale
material. The sales manager may observe that he is selling the merchandise

but not placing the display and point-of— sale material. The reason the

 

12. Hegarty, E. J., Op. Cit., pp. 62-65.

25

salesman isn't placing displays is that he is not sold on the fact that displays
help him make enough additional sales to warrant the extra work of putting
up the displays. This indicates that he needs more training. The part of
the training that is supposed to sell him on the value of the display has fallen
down. A follow«through is needed, one that corrects the fault.

The following suggestions may be helpful for the follow-through on
the training plan:

I. Refresher courses or practice sessions may be used at frequent
intervals to review the use of plans and methods.

2. Group conferences with salesmen to get them back to using tested
methods may be beneficial. The salesmen may select the problems that
bother them.

3. Incentives may be devised for using the plan of work. For example,
the salesman is supposed to put displays in dealer stores. A contest run on
the number of displays installed will get more interest in this phase of the
work.

4. The literature furnished by the manufacturer may be used to fit
into the selling methods.

5. The field training may be analyzed to see if standardization may be
used in methods of selling, supervision and correction.

6. Work methods may be changed as conditions change. 13

 

l3. lbid.: pp. 66‘70.

 

26

The principles and suggestions presented may be helpful to any dis-
tributor to develop a sales training plan. In outlining a sales training program,
four steps may be used. The steps are as follows:

1. Develop a clear picture of the objectives of the training

2. Use the principles to organize the plan to attain the objectives

3. Put the training into effect

4. Check the results.

”I. V _ —— .w-a— - fi_---~.‘—v-—w—-- v-——v-

CHAPTER III

INDUCTION OF THE SALESMAN

Welcome Letter

It is a good idea to send the man a "welcome" letter at his home

before he reports for the first day of work. It might read something like

this:

Dear Mr. 14

 

Just a word of congratulation and welcome. You
deserve the congratulation for surviving a pretty
rugged screening process, which has been known
to eliminate some apparently promising men. The
fact that you did survive means that we think you're
going to do a good job for us - - - so maybe XXXX
Company should be congratulated, too.

I'll elaborate on the welcome when you report for
work. At that time, it will be my job to introduce
you to the company, and to introduce the company
to you. I know that you're eager to step off on the
right foot, so I'll do my best to get you started
right. You can cooperate by unhesitatingly asking
questions anywhere along the line.

 

14. Birds Eye - Snider Retail Salesman's Induction Manual,

28

I'm looking forward to our next meeting, when we'll
start working together for XXXX Company.

Sincerely yours,

Sales Manager

Induction

The best induction program must assume that the new salesman knows
nothing, in order to guarantee that every aspect of his job and the company
is discussed with him. This procedure may include orientation and preliminary
training.

Induction may be considered as the process during which a new sales-
man is welcomed into the company and made to feel that he is a definite part
of it. In many companies this stage of a salesman's tenure is handled very
superficially. However, there is a strong movement in the direction of
handling this stage with great care because the first days on a job are recognized
as being the most important in the employment life. This conviction stems
from the realization that a new salesman is uncertain and insecure; hence he
is much more aware of his surroundings. Impressions are consequently

made that will remain for a long time if the salesman stays. 15

 

15. Michael]. Jucius, 'Personnel Management. Homewood, Illinois:
Richard D. Irwin, Inc., 1955. p. 160.

 

29

All the items under induction should be covered during the first day.
The first step in induction is to meet all the personnel of the company. Intro-
duce the salesman to each member of the organization, and explain each job
briefly so that the salesman has an over-all concept of the duties of each
person.

The next step is to explain to the salesman the employee benefits.
Explain the group life insurance plan, the hospital plan, and the retirement
plan. If he wants to take advantage of any or all of these benefits, someone
can help him fill out the necessary forms.

The third step in induction is to give the salesman a form similar to
the "I understand" form shown in Figure I. The salesman may need help
in completing the form in duplicate so that the salesman and the company
will have a copy. If the form is filled out, it might possibly eliminate some
misunderstanding in the future.

The fourth step in induction is to help the salesman to fill out the
list of equipment issued, including the car. He should receive instructions
on the care of the car, expenses, the reporting of accidents, and any other

essential information.

Orientation

The orientation phase of induction may be mostly a discussion period,
with the sales manager doing most of the talking. The salesman may be

encouraged to ask questions at any time.

30

A review of the company's history will be helpful to the salesman for
this reason; he will be able to converse intelligently with older buyers who
have had dealings with the firm for many years and like to reminisce. If the
salesman cannot show some knowledge of these earlier years, he has lost a
valuable point of contact with many prospects. He will have a feeling of
"belonging" to the organization if he has in mind the background of its in—
ception and growth. A good introduction to the company will create greater
loyalty and interest on his part. Unless he knows the "old man" and the other
executives at headquarters, at least by reputation gained through reading
and inquiring about them, he cannot feel himself a part of the organization or
appear to his prospects as an integral part of it.

The second step of the orientation phase is to give the salesman a
description of products to be sold. He may be shown the warehouse and the
products, both retail and institutional packages. Then he may be shown the
loading dock, so he can see the amount of care required in the handling and
delivery of the products.

The third step of the orientation phase is to give the salesman a job
description. The salesman's duties may be outlined as follows:

1 . Sell the retail dealer on the advantages of handling frozen foods;

that is, consumer acceptance, guarantee of consumer satisfaction .. '

2. Sell the dealers a complete line of frozen foods.

31

FIGURE 1
I UNDERSTAND16
My hours are to week days.
My hours are to Saturdays.

1 am paid every (When).
I will receive my check (Where).

____________.___.___._-———-—-—-'-

I will receive my expense check (When).
1 will be eligible for:
Vacation on or after
Hospital insurance on _ .
Retirement fund plan on .
Group life insurance on .
There is a provision for W sick leave per

!_____________________.._—-—--—-—-

year.

 

16. Birds Eye - Snider Retail Salesman's Induction Manual, p. 5.

 

 

32

3. Make sales presentations to desirable prospective accounts.
Secure sale of initial order covering complete line, plan announcements and
opening programs, establish method of ordering, explain schedules and
policies of the company.
4. Educate dealer and clerks to perform, and induce the dealer to
accept continuing responsibility for the following functions:
(a) Check of inventory and movement of stock to
determine slow moving products and promote
sales by prominent display and special pricing;
and to determine low inventory items and to re-
order them promptly.
(b) Proper care and handling of products; that is,
stock rotation and immediate placement of
new deliveries in the case.
5. Assist dealer in the preparation of local advertising layouts --
furnish cuts and mats.
6. Build and maintain complete and accurate listing of accounts and
prospects in route book.
7. Balance assigned store to store routing and time spent on individual
calls against sales potential, to achieve maximum effective coverage.
8. Build and maintain good trade relations with store personnel and

institutional personnel.

33

9. Analyze and attempt to correct dealer objections or complaints.
Handle consumer complaints.

10. Attend and participate in company sales meetings as assigned.

11. Keep informed on current product information, prices, company
policies and procedures.

12. Keep the sales manager informed on competitive activity.

13. Render advice to dealers regarding desirable equipment specifica-
tion and requirements; that is, type and adequacy of capacity versus potential
business volume.

14. Maintain adequate stock of merchandise material.

15. Exercise care in the use of the car and other company equipment. 17

The next step of the orientation period is to show the salesman his own
territory on a map. He may be shown the number of dealers in each town,
and the approximate time it requires to work each town.

The sales manager should give the salesman a price list and order

book so he can start familiarizing himself with them.

Preliminary Training

The next phase of induction is preliminary training on the job. The
sales manager or trainer will ride with the salesman until the entire route

has been covered. The trainer will introduce the salesman to the dealers

 

17. Birds Eye Manual, Supervisory Controls, pp. 3-5.

 

34

and familiarize him with the route list, frequency of calls, number of calls
per day, quotas, and account personalities.

During the first four days in the field, the trainer does all the selling
and merchandising. He may hold a brief curb conference with the new sales-
man after each call to bring out the following points:

1 . How to organize his presentation before each call

2. How to make a stock check of the items in the case and in the
storage room

3. How to handle unusual customer situations.

The new salesman can start selling and merchandising on all calls
during the fifth day in the field. The trainer will accompany the salesman on
each call, but takes no part in the selling transactions. The trainer may
conduct a curb conference after each call, complimenting the salesman for
the things that were done well and pointing out to him where he could have
done better. During the first week of work, the salesman should make out
all reports on calls and other records that are not handled during the actual
call.

The new salesman will work entirely on his own after the first week,
making all calls and performing all selling and merchandising functions. The
sales manager may require the salesman to report to him each morning or
evening to discuss:

1 . The calls made by the salesman

35

2. What happened on each call

3. The results achieved by the call.

During the third week, the sales manager may work with the salesman
at least two days. The sales manager can check the performance of the
salesman during these two days.

The salesman is told about the basic training course during the third

week . The basic training course will be discussed in Chapter IV.

CHAPTER IV
THE BASIC TRAINING COURSE
Determining the Content

In recent years, management has seen a noticeable change taking

place in sales training. It has become more scientific, more practical,

and many times more complex. 1 8

Management's training problem is duel in character. First, it is
one of imparting knowledge in such a way that it will be fully comprehended
and acquired by the salesman; and second, it is one of establishing habit
Patterns based upon correct habits of work as indicated by job analysis. 19

One of the most important aspects of training salesmen is the deter-
mination of the content of the training program. No two frozen-food training

programs are exactly alike in content, even though they have the same type of

PrOduCts. The principle reason for this fact is that executives differ in their

attitlee toward training. A Some executives still apparently believe that the

X

E 18. Garden W. Butler, "New Directions in Sales Training",
Mug Sales Training Needs and Methods, American Marketing
SS0c:iation, Marketing Series No. 88, p. 3.

l9. Phelps, D. M., Op. Cit., p. 604.

37

rigors of the sink or swim policy produces a superior brand of salesmen and
that some phases of training are not necessary.
An analysis of sales training programs indicate that those which have

been the result of careful planning are likely to include at least something in

each of the categories to follow.

Knowledge of the Company

One section common to the basic training course is the knowledge
of the company, i.e., its history, its personnel, and its accomplishments
in the industry. The emphasis of these factors in training programs is partly
for in spirational purposes, partly for informative purposes. Although it is
frequently overdone, inspirational content is needed in any program. Any-
thing which can be done to improve the morale of salesmen will be helpful,
for the sales process necessitates meeting constant resistance by prospects.
Some executives believe that certain gains will result from a know-
ledge of company history. One gain is that confidence is built in the man.
AnOther gain is that it helps to improve the morale of salesmen.20

b
The section on sales training related to the company may be divided

0
‘

into five sub-topics as follows:

\—

20. Maynard, H. H., and H. C. Nol:.:n= Op. Cit., p. 332.

———_—_

38

1. Background of the company

2. Position of the company in industry
3. Company structure and operation
4. Company policies

5. Employee relationships.
Knowledge of the Product

The salesmen of frozen-food distributors need a great deal of product
knowledge. Perhaps it is accurate to say that they need to know something
about each of a great many products rather than many things about a few. They
need knowledge not only of the products they sell, but of products sold by other
wholesalers such as fresh produce and canned goods. They need a thorough
knowledge of what the company and the processors of frozen foods do to build
pre-acceptance for him.

The section of sales training under product knowledge may be divided
into sub-topics as follows:

1 . Product knowledg on individual items. Each product may be

 

completely diagnosed as to price, weight, usage, and how it is packed, and
put down on a chart.

2. Fresh vegetables jersus frozen vegetables. Under this topic, the
trainer may outline detailed charts showing the relationship of frozen vegetables

to fresh vegetables as to cost, labor cost, and quality.

39

3. Knowledge necessary to better sell institutional frozen foods.

 

Under this topic, the trainer may use charts showing the food cost, size
serving, cost per serving, and how to help the customer prepare menus.

4. Factors of institutional frozen vegetables compared to canned or

 

fresh vegetables. In presenting this topic, a chart may be prepared to com-

 

pare the pack size, waste and labor of all three methods in comparison to
one another.

5. Frozen vegetables and fruits versus canned vegetables and fruits.

 

In presenting this topic, a chart may be made showing drained weight cost
compared to frozen food cost.

6. Portion control on meats and seafoods. Under this topic a study

 

of cost per serving may be conducted. The advantages of using frozen portion
control meats and seafood may be stressed.

7. Juices. Under the topic of juices, show the salesmen the different
types of juices, how it is packed, servings in each size can and cost per
serving. The advantages of concentrates such as economy, cleanliness, and
sanitation, freshness and freedom from seeds and pulp, may be stressed.

8. Specialty items. One effective way to study this topic may be to

 

prepare the items at the sales meetings for the salesmen to taste. Be sure the
salesmen know how to prepare them so that they may be able to demonstrate

them to customers. 21

 

21. Frank Tutle, Sales Manager, Glazier Frosted Foods, Austin,
Texas, Information sent to the author, June 1, 1956.

40

There are several congent reasons why frozen-food salesmen should
strive to expand their knowledge of the merchandise they handle:

1. Perhaps as important as any is the fact that such study will make
their work indefinitely more enjoyable; it will take much of the drudgery out of
it. Psychologists stress the point that satisfaction in one's work is the basis
of personal happiness. One seldom becomes enthusiastic concerning some-
thing about which he is ignorant; but almost anyone generates enthusiasm for
a subject about which he knows a great deal.

2. Through product—knowledge a salesman may receive a promotion
within his own organization or to a better post with some other manufacturer
or processor. Even though this fails to occur, he may build up a more
enjoyable type of job right where he is.

3. A thorough knowledge of the products enables a salesman to sell
more and thus earn more. This is due to several factors: first, he can
justify the higher prices for products. Second, a knowledge of products in-
spires the salesman with confidence in himself. Third, the salesman who
knows his merchandise is better able to provide the products that will suit
the customer. Fourth, the salesman who knows his products thoroughly is
never at a loss for strong talking points, especially for those last clenching

points that must be found to close the sale. A final reason why the salesman

41

should know his product is that most people would never discover the values

in many products unless these were pointed out. 22
Knowledge of Policies and Terms

Frozen-food salesmen need to be familiar with company policies
since they must apply them in their day-to-day selling activities. In addition,
knowledge of these policies, why they are as they are, why possible alterna-
tives have been rejected, and in general the bearing of the policies on the
sales work of the men, aids in doing good work.

When difficulties arise in customer relations, a thorough knowledge
of policies will help the salesmen in handling these difficulties in a mutually
satisfactory manner. A policy may appear arbitrary to the customer when
applied to his particular situation unless the reasons behind it can be ex-
plained by the salesmen.

During the training course, the sales manager will explain the policies
on quantity discounts, returns, adjustments, cancellations, exclusive agencies,
‘cooperative advertising, guarantees and resale assistance.

Failure to explain why policies are in effect may lead salesmen to
believe that the policies have been devised in order to defeat the best interest

of certain customers, the salesmen, or perhaps both. The general level of

22. Frederic A. Russell and Frank H. Beach, Textbook of Salesman-
_S_hip . New York: McGraw-Hill Book Co., Inc., 1955, pp. 120-123.

42

morale suffers when policies are applied by the men without any knowledge
as to why they are instigated. When this is true, the salesmen are unable
to answer objections from customers which are based on the sales policies
of the company. Customer attitude or morale is thus lowered. The old
admonition that the salesmen should put themselves in the position of the

buyer suggests the necessity for sound company policies.2
Knowledge of the Market

The material presented in relation to the market should be of at
least two types: first, information on company experience in dealing with
the market and, second, on how to find, evaluate, and select prospects.24
The company can help the salesmen in discovering the market by supplying
them with a list of prospective customers and the itinerary by which the
prospects can be most effectively reached. The company can help the
salesmen in some respects, but most of the prospecting will have to be done
by the salesman.

The Chamber of Commerce may have useful information on demand
units in the local market. In addition to sources of information, the sales

manager may give instruction on ways to appraise a prospects' potentialities

 

23. Phelps, D. M., Op. Cit., p. 636.

24. Ibid., p. 641.

“—

43

for purchases, on how to utilize time advantageously in view of differences

in size and type of customers, and on how to get appointments.

Attitudes and Habits

William James, the eminent psychologist, said, "The greatest dis-
covery of my generation is that human beings can alter their lives by
altering their attitudes of mind."25

An important aspect of the training program is indoctrinating the
salesmen in certain attitudes and training them in the development of certain
habits which are of value to both the company and the salesmen. The
opportunities offered the salesmen by the company to earn good incomes
and to become supervisors may be discussed.

The importance of habit formation in training cannot easily be over-

stressed. Habit itself, largely, removes the strain of mental effort and

thus increases effectiveness. Established habits have four essential features:

uniformity, facility, propensity, and independence of attention. When a
certain stimulus appears, individuals are prone to do the same thing, in
the same way, with great facility because of repetition being almost indepen-

dent of mental attention. Most of the things which salesmen do from day to

 

25. Russell, F. A., and F. Beach, Op. Cit., p. 105.

44

day are handled in a "habitual manner", and time and effort are thus con-
served.26 It is very important that the men learn effective habits.

One principle involved in habit formation is that habits are formed by
doing and not by absorbing facts or theoretical knowledge. Much can be done
by indicating the proper methods and procedures for accomplishing sales
tasks, but this is not habit formation. In order to inculcate habit, these
methods and procedures must be followed over and over until they become
habitual. This strongly suggests a procedure involving (1) demonstration by
the trainer, (2) trial by the salesman, (3) correction of mistakes, and (4)
later supervision until correct habits of work have been formed.27

Much can be done through training methods to improve the attitudes
of salesmen. The salesman should have the proper attitude toward his com-
pany, the products, and the profession of selling. Hemust have confidence
and pride in the company which he represents. He must believe that the
products which he sells are of good quality and capable of meeting the needs
of purchasers. Moreover, he must feel that the profession of selling is a
dignified one - - that it has essential worth and importance, particularly in a
free enterprise system. Otherwise, he will never become a truly successful
company representative. All this is a question of attitudes which may be in-
stilled in the salesman, both during the formal training program and there-

after while on the job.

 

26. Phelps, D. M., Op. Cit., p. 605.

27. Ibid., p. 606.

rm

45

Training in Salesmanship

There is a great diversity of opinion among sales managers as to the
efficacy of training in methods of making sales. Some believe that not much
is gained by training in methods of securing pre—apprcach information, techni-
ques of the approach and of the demonstration, and in methods of meeting
objections and of closing sales. Others stress the gains which follow such
training.

The writer had the opportunity recently of observing the training program
of several frozen-food distributors. He was particularly impressed with lack
of time that was devoted to salesmanship. Some companies spent as much as
eighty per cent of their training time on other subjects. There is no question
as to the necessity of imparting information concerning company, products
market, and policies. However, the sales manager should re-examine and
satisfy himself as to whether these subjects should take priority over preparing
the salesman for more than just a fighting chance of coping with the very diffi-
cult problems to which he is exposed when using today's generally accepted
technique of low-pressure salesmanship.

Unlike the high-pressure or "canned" sales talk, techniques of by-gone
years, this modern brand of selling is difficult for the salesman to learn. By
the same token the training program may become correspondingly more

complex .2 8

 

28. D. V. Bergstrom, "The Responsibility of Sales Management for
Effective Sales Training", Strengthening the Sales Organization, American
Management Association, Marketing Series No. 97, p. 48.

 

46

Training in sales methods is given in a variety of forms. Lectures,
demonstrations,role-playing, films, sound slides, recording devices, and the
conference method are all used as carriers of training technique information.
Undoubtedly, there is no one best way. Experience and experimentation must
guide directors in determining just what seems best for their men. In the
majority of cases it may be true that the most useful selling information is
given by field supervisors, who are able to make immediate applications of
developed techniques to the needs of their men.

The fundamentals of salesmanship will be discussed in greater detail

in Chapter V.

Training in Speech

The relation of effective methods of speaking to success in selling has
received much emphasis in recent years. Some companies have introduced
instruction in speech methods into their training courses. Instruction is given
primarily by practice rather than by lectures, the use of films, or even the
conference method so useful in other areas.

In the training program, emphasis may be given to such matters as
tone of voice, pronunciation, enunciation, speed and the adaptation of speed,
and content required by the individual sales situation. Emphasis may be

placed on how to secure and maintain the attention of the listeners.

47

If a salesman is able to gain and hold the complete and favorable
attention of his listeners, he is a successful speaker. If he interests his
audience he may have innumerable faults, yet few will care. Faults won't
kill a speech.

Mispronouncing words won't kill a speech: Abraham Lincoln mispro-
nounced a work at Gettysburg.

Lack of gestures won't kill a speech: Lincoln used no gestures at
Gettysburg.

An unattractive voice won't kill a speech: Lincoln spoke in a high thin
voice at Gettysburg. 29

In preparing a speech, a salesman may use these key points:

(1) Know the subject - collect ideas and material on it. (Proper pre-
paration is ninety per cent of effective speaking)

(2) Prepare an outline

(3) Write out the opening and closing

(4) Practice out loud - but do not try to memorize the talk word for word

(5) When you get on the platform, calmly survey the audience before
starting to talk
(6) Use an attention-getting opening
(7) Close with a brief summary - and without any "thank you. "30
29. Dale Carnegie, The Little Red Book for Public Speaking, handbook,
P. 97. '

30. Ibid., p. 4.

48

What the salesman gets out of speech training will depend largely on his
own exertions. The trainer can only help him help himself. A former president
of Harvard, Dr. A. Lawrence Lowell, said, "There is only one thing which
will really train the human mind, and that is the voluntary use of the mind by
the man himself. He may be aided. He may be guided. He may be offered p—q
suggestions; and above all else, he may be inspired; but the only one thing
worth having is that which he gets by his own exertions; and what he gets is in

direct proportion to what he puts into it. "31

 

' "--‘-._.__—.._.,:—__—._ _.a—l.- . .

Forms and Reports

Management has two objectives in mind when requiring salesmen to
make reports. The first, and most important, is to secure the proper liaison
between salesmen and home office people, so that they may become fully
apprised of conditions in the field, including salesmen's activities, customers'
buying habits, opportunities for sales, and competitive strength. The second
objective is to get the salesmen to plan and review their work and the results
periodically. In a very real sense, the salesmen's reports are their own
records of activity and accomplishment.

It is customary for salesmen to be critical of reporting. Reports are

considered something extra which must be done in the evening or at off hours.

 

31. M. Joseph Dooher and Vivienne Marquis, Effective Communications
on the Job. New York: American Management Association. p. 289.

49

Apparently, it is difficult for salesmen to think of work on reports as an inte-
gral and necessary part of their selling activity. Often salesmen are not
temperamentally well fitted to do such work. The same characteristics which
lead to success in contact activities may lead to an aversion for work on re-
ports and the investigation which often precedes it. One sales executive said

that you have to watch salesmen who make particularly good reports, as they may

32 In this

be in the "report business" and not effective in actual selling.
man's experience, the best salesmen often prepared the poorest reports. It
can be argued that the best salesmen are those who handle all duties connected
with their jobs effectively, and this includes reports.

Something can be done to improve the often unfavorable attitude of the
salesmen towards this type of clerical work by showing them how the reports
are used and why it is essential that they be completed accurately and promptly.
If they can be made to feel that a certain amount of record-keeping on their
part is helpful, whether or not the records are sent to the home office in the
form of reports, the work will probably be done.

Illustrative of the forms which are often explained at training sessions
are those which relate to such personal matters as group insurande, retirement
Plans, expense forms, and applications for sick leave. Among the non-personal

forms are call reports, credit investigations and contracts for cooperative

advertising.

32. Phelps, D. M., Op. Cit., p. 689.

Jpn-as..- ._._.

50

Training in Supervision

A common policy of many companies is to draw supervisors from the
sales force. Not only is the opportunity for promotion to such a post a strong
builder of morale but no one can successfully deny the value to the supervisor,
when working with his men, of having sold under the same conditions.

A good selling record does not constitute the only necessary qualifica-
tion for success as a supervisor. Many companies have carefully developed
training courses for supervisors and have given almost as much attention to
them as to the training programs for salesmen.

The common approach to the problem of training these men involves
a presentation of the training in some detail. They are told what their part
is, just how they are to discharge their specific duties, and are given some
training in fundamental methods of teaching. Often definite criticism of their
own speaking and sales presentation techniques is given in order that they
may learn how to give similar counsel to salesmen under their direction.

A useful summary of what a trainer of salesmen should know is
supplied by a veteran sales training director, who drew on years of successful
experience when be compiled the following summary. All sales trainers, says
this writer, should know:

1. How to make a lecture interesting, including:

How to use news stories
How to use a humorous story
How to use simple language

How to use mechanical speaking aids
How to use testimonials.

00.0693

1.1:.

..-..-_.._.____--- FE]

_"._.-

.4-

 

51

2. How to dramatize points in his demonstrations.

3. How to handle properties, including:
a. How to use films
b. How to use charts
c. How to use demonstration pieces or parts of the product
d. How to build his props before an audience .
4. How to practice:
a. His speeches
b. His demonstrations F?“
c. The use of props .

5. How to use the audience. 1
6. How to put on quiz sessions.
1 J
7. How to conduct discussion sessions. L_, - : i
In addition, he may be taught all facts about product,
plan, company, and distribution. Armed with his product,
and company facts and with training on the above points,

he is ready to teach others what he knows about the
company, its products, and how to sell it.33

 

 

33. Hegarty, E. J., Op. Cit., pp. 133-134.

CHAPTER V
TRAINING IN SALESMANSHIP
The Need

The salesman today finds himself meeting a better informed and more
independent buyer. (Today the customer is king.) The salesman finds himself
in a buyer's market where goods are plentiful. They must compete for the
attention of the prospective customer who has the money to buy, who is
selective, and who wants proper help in making a selection that will satisfy
him and contribute to his well-being.

Our production capacity and our production know-how are increasing.
Increased production generates increased purchasing power. At the present
rate of production, disposable income should be $40 billion more in 1956 than
it was in 195534. Salesmanship will be needed to sell these goods.

Based on present trends, the United States can anticipate a population

growth to 304, 000,000 in the year 2000. Moreover, the average family's

 

34. L. F . Weyand, "Salesman and Salesmen-Fitting the Recruit to the
Job", Strenghtening The Sales Organization, American Management
Association, Marketing Series No. 97, p. 34.

 

L-.-

 

53

income will increase from $5, 000 a year in 1954 to $11, 000 a year in 1999.35
It has been estimated that by 1969, frozen foods will account for not
less than $3 billion in annual grocery volume, as compared to $1. 7 billion in
1955. It has been estimated that in fifteen years, up to fifty percent of the
space in retail stores may be devoted to frozen foods.36 To the frozen—food
salesmen, this represents a tremendous challenge.
Recently, there have been growing objections to the lack of time spent

in formal sales training programs on the subject of salesmanship. For

 

' 1?.“ u J.,...w-x 1'.’
s
1

example, Ray C. Brewster has decried the fact that, in the case of companies
he has observed, usually as much as seventy-five percent of the training time

is applied to imparting information on company products, policies, routines,

and similar topics. 37

The lack of salesmanship training in sales-training programs must be
met. Men who aspire to be top salesmen must be given more of the tools and

techniques they need to attain their goals.

Improving Sales Personality

Some salesmen have more of the personality qualities that make

 

selling more of a success than others. This has been vaguely referred to as a

u—_

35. Philip Wernett, "The Future of American Prosperity", Challenge,
November, 1955. pp. 34-35.

36. Frozen Food Factbook and Directory, New York: National Frozen
Food Distributors Association, 1955. p. 51.

37. Ray C. Brewster, "More Psychology in Selling", Harvard Business
m. (July-August, 1953), p. 91,

 

54

selling personality. No one knows exactly what such a personality is.

A salesman cannot easily change his type of personality
from subjective to objective. True aptitudes are
largely inherent and cannot be consciously acquired.
Nevertheless, he can add to his knowledge, enlarge his
vocabulary, dress in good taste, keep himself well
groomed, improve his manners and voice, rid him-
self of objectionable mannerisms, and develop

certain attitudes.

There are many traits, characteristics, and techniques that a salesman
may observe to become successful. Some of the personal qualifications for
successful salesmanship are as follows:

1. Appearance. First impressions are very important. When a

 

salesman calls on a buyer, he sizes him up before he speaks a word. If the
salesman is groomed properly, maintains the proper posture, carries the
proper expression on his face, he creates a favorable impression. Anyone
can maintain a pleasing outward appearance if he tries. Well-pressed clothes,
well groomed hair, a clean shave, a clean shirt, and well-shined shoes are
essentials.

2. Courtesy and tact. A man must be a gentleman before he can sell

 

successfully. J. C. Apsley says, "Being a gentleman is largely a matter of
considering first the effect of what you say and do on the feelings and sensibili-

ties of others. "39

38. Russell, F. A., and F. H. Beach, Op. Cit., p. 106.

39. Ibid., p. 108.

-—..__—..—b_

 

 

 

55

Every buyer has feelings, opinions and preferences that he likes to
have respected. The use of tact enables the salesman to handle difficult
situations without offending the prospect. The tactful man has the knack of
putting others at ease. To develop tact the salesman may place himself in
the buyer's position.

The tactful salesman has a sympathetic understanding of the feelings
of others. He learns to do and say the right thing at the right time, regard-
less of what he would like to say. A good example of using tact is described
by John M. Wilson, Vice President of Sales, National Cash Register Company.

How many times have you heard a salesman say,

"You don't understand what I'm saying", implying

that the prospect is "thick between the ears?"

It would be better to say, "I haven't made myself

clear", for you haven't - at least to him - if there

is need to make such a statement. 40

3. Cheerfulness. Most buyers like to do business with a salesman

 

who is cheerful. When a salesman wears a pleasant look, he gets a

pleasant response. Charles B. Roth. President, Charles B. Roth and

x, Associates, says:

 

Smiles are worth money. One of the chief doors

to good human relations, to immediate friendliness,
to complete understanding is a sincere smile.

Most persons believe that a smile is a perfectly
natural endowment and that all smiles are alike.
Far from the truth. Some are better than others.
Some do good, some actually do harm. These

 

40. Wilson, John M., Op. Cit., p. 47.

56

harmful smiles are called smirks. The difference
between a smirk and a smile is small, subtle, yet
vastly important. It is in the eyes. In the sincere
smile, the eyes also smile, but in a smirk only the
mouth is involved. One makes friends; the other
drives them away. And the difference - a slight
movement of the eyes.41

4. Imagination and resourcefulness. Imagination is the mental quality

 

that enables a frozen food salesman to picture a family sitting down to a good
meal that it only took mother a few minutes to prepare. Present-day selling
of frozen food has more to do with selling the use of the product than with
selling the product itself.

All buyers are not alike. The sales strategy that will influence some
will not even interest others. Resourcefulness enables the salesman to use
the right method at the right time. When the buyer repeatedly says that he
is not interested, and the sale seems lost, resourcefulness discovers a new
appeal that changes a negative reply to a positive reply.

5. Enthusiasm. Enthusiasm makes an optimist of the salesman. He

 

talks convincingly. and acts as though he would rather do his job than anything
else in the world. One writer had this to say about enthusiasm:

This comes from knowledge and love of your work.

It is a driving power that causes a man to get

genuine pleasure from a hard day's work. Enthusiasm
on the part of a salesmanbreeds enthusiasm on the
part of the' prospect. An enthusiastic prospect

41. Charles B. Roth, Professional Salesmanship, New York:
McGraw-Hill Book Co., Inc., 1949, PP. 50-51.

 

57

is ready to be sold and will not hesitate to sign
the order. If you can't become enthusiastic about
what you are selling, then, in all fairness to
yourself and the company Eu represent, sell
something else, or get out of selling entirely.42

 

 

 

The salesman should not confuse enthusiasm with fist pounding and
loud talk. One of the most enthusiastic salesman that the writer has ever
met hardly raised his voice during a sales presentation. He used a number

of gestures that were very effective during his sales talk.

 

6. Sincerity. Sincerity is that intangible quality that makes the buyer
believe what the salesman is saying. A buyer does not have to be a psychologist
nor have a sixth sense to determine whether the salesman is sincere. In-
sincerity simply cannot be covered up. If the salesman knows the facts and
speaks them in an earnest manner, the prospect or customer is bound to
recognize the evidence of sincerity.

Confidence is never built on part truths. Exaggeration may win the
point, but is too often disastrous. A salesman should not make unreason-
able claims or promises over which he has no control.

7. Aggressiveness. The salesman may be aggressive, but he should

 

not confuse it with the so-called "high pressure" salesmanship. There may
be times when it is necessary to make up the customer's mind for him.

Do not assume that the buyer always knows what he should about the use of

42. Wilson, John M., Op. Cit., p. 43.

58

the product that he is buying. Frequently he does not know what is best
for his interest.
Experience will teach the sale sman when to be aggressive. Aggressive-
ness should be moderated with courtesy and tact. Never be guilty of using
it in order to oversell the customer. The salesman should maintain the
dignity of his own position and the prestige of the company, as well as the

good will of the customer.
The Selling Process

The trainer should be instrumental in explaining to the salesman
that selling is an orderly process. The ancient adage that a salesman is
born, not made, is untrue. Successful selling is based upon principles and
easy-to-apply rules. Successful selling can be learned! True, the better-
than~average salesman uses imagination and new ideas, but he has no
monopoly on them. They can be cultivated.

The selling process is nothing more than leading the prospect to make
certain decisions, one at a time. If the prospect makes the decisions, he
has bought. One writer enumerates eight such buying or prospect decisions:"‘3
I will see this salesman.

I will hear what this man has to say.
I now realize the disadvantages of my present condition.

I do see where his sales offer would improve my present
situation by overcoming its disadvantages.

rhOJNH

43. Russell, F. A., and F. H. Beach. Op. Cit., p. 252.

59

I approve the proposition that this man makes to me.
I like the firm that he represents.

I would like to do business with this salesman.

I will act now.

«axiom

The eight prospect decisions are fundamental; no sale can by-pass
any one of them. The successful salesman must guide his prospect's mind

through these eight decisions. One writer stated that the sale has five

steps - not eight. The five steps of a sales interview are as follows:44
1. Preapproach
2. Approach
3. Demonstration
4. Handling objections
5. Close, departure and follow—through.
Preapproach

 

The purpose of the preapproach for salesmen is to enable them to

plan the approach so that they will have a chance to tell their story. This

 

chance to tell their story is vital, yet many salesmen seem to take it for
granted that they will be refused this chance by a large percentage of pros-
pects. This percentage can be sharply reduced by adequate training in the
preapproach.

The following is an example of a simple but intelligent preapproach
used by a frozen-food salesman selling to a restaurant proprietor. This
salesman might have barged in on his prospect and asked, "Need any frozen

foods ?" Instead, he went by the restaurant several times during the periods

 

44. Ibid., p. 254.

 

 

60

that breakfast, lunch, and dinner were being served to drink a cup of

coffee. He studied the menu. He observed the type of people that were eating
there. He questioned customers located near the prospect to find out what

he could about his business and hobbies. He secured all the information
possible from fellow salesmen. From these interviews and his observation,
he was able to sell the prospect. The salesman found out his needs and ful-
filled them.

Approach

Authorities on salesmanship say that what takes place during the first
few seconds the salesman is with a prospect is responsible for 75 percent of
his success or failure. The real reason why the approach is so important
is that its purpose is to win the undivided attention of a prospect."’5 Undivided
attention is complete attention; attention so steadfast that for the moment
no other thought crosses the mind of the prospect.

Many frozen-food salesmen make mistakes in the approach. The
writer observed a salesman who called on a prospect and said, "Mr. Jones,
my name is John Doe. I represent Frozen Foods Company. Our Company
would like to get some of your business, Mr. Jones. I was out this way this

afternoon and thought I would like to stop by to chat for a while. "

 

45. Roth, Charles 8., Op. Cit., p. 128.

61

The approach would have been much better if the salesman had said:
".Mr Jones, I represent the Frozen Foods Company over on High Street.
John Doe is my name. If I can prove to you how you can reduce your food cost
at least 20 percent in the next twelve months and increase your business,
you would listen to my story, wouldn't you?"

The trainer should teach the new salesman types of approaches that
may be used in selling frozen foods. Some approaches that may be used to
gain and hold the prospect's attention are:46

1. Mr. Prospect, would you be interested in increasing your frozen
foods sales 50 percent? ‘

2. Mr. Prospect, I called to tell you of several new products that
our company has just put on the market. You will be especially interested
in the new lobster dinner.

3. Good morning, Mr. Restaurant Owner, my name is Jones, repre-
senting Frozen Foods Company. 1 should like to have approximately ten
minutes of your time to show you how you can serve a two dollar meal for
35 cents.

4. Mr. Smith, by 1969, 50 percent of the floor space in supermarkets
will be devoted to frozen foods. Our company has the best frozen foods on the
market, and I can prove it.

The trainer may wish to point up some of the common fallacies used in
the approach. For example, many salesmen apologize for taking the prospect's
time. Most authorities on salesmanship agree that an apology represents

poor tactics, as it places the salesman on the defensive at the start of the

interview.

 

46. Paul W. Ivey, Successful Salesmanship. New York: Prentice-
Hall, Inc., 1941. pp. 254-266.

 

62

The trainer may teach the salesman how to relieve sales tension;

that is, the buyer sensing that the salesman is trying to "sell something".

The trainer may show the salesman how this is accomplished in the following

ways:

The salesman may talk about hypothetical situations rather
than the prospect's own.

The salesman may state from the start of the interview that

he has no intention of making a sale.

The salesman may request the opinion of the buyer on a product
or plan.

The salesman may tell the prospect at the start of the interview
not to fear high-pressure tactics. The prospect may dismiss
the salesman at any time.

The salesman may facilitate the interview by presenting a
profitable idea or product to the prospect.

The Demonstration

 

Frozen foods salesmen often make the mistake of making the sales

presentation, then trying to demonstrate the product. In selling frozen

foods, the sales attempt may begin with the demonstration. It is not

sufficient to tell the prospect; it is better to show him.

The trainer may use a number of procedures in teaching the demon-

stration of a product. One method that may be used is as follows:48

$03191—

Say something

Do something

Get the salesman to do something
Ask something.

 

47. Russell, F. A., and F. H. Beach. Op. Cit., p. 283.

48. Hegarty, Edward]. Op. Cit., p. 162.

63

The procedure may be illustrated as follows:

The trainer explains how the demonstration should be done. (He
says something.)

He actually goes through the demonstration to show the salesman how
it is done. (He does something.)

He gets the salesman to go through the demonstration. (He gets the
salesman to do something.)

Then he asks the salesman if he understands how to do it and will be
able to demonstrate the product to a customer. (He asks something.)

The trainer should make sure the salesman knows how to organize
a demonstration. In fact, it should be practiced.

Another idea used in training for the demonstration is to drill the
salesman in what to do rather than what to say. In many cases, a salesman
has gone out to sell a prospect and didn't know how to coordinate his
demonstration with the sales presentation. For this reason, trainers have
found it is well to give the salesman a routine on what he will do with the
product and train him to use that routine without saying a single word.

In training salesmen for demonstration of products, the following
points may be stressed: clarity, completeness, and winning the prospect's

confidence. 49

 

49. Russell, F. A., and F. H. Beach. Op. Cit., p. 300.

64

Clarity. Clarity is the first aim of any demonstration. The de-
monstration must be so clear that it leaves no haze of misunderstanding
in the prospect's mind.

The salesman may be trained in how to show the prospect what it will
be worth to him to use frozen foods in terms of time saved, greater sales,
greater contentment and greater security. The cost may be broken down into
small units so the prospect can see and understand how much he will save
per day, per month or per year.

Completeness. The trainer should require the salesman to use an

 

organized sales talk when demonstrating the product. He may caution the

salesman not to deliver it word for word like a parrot. The organized talk

does not have to be memorized; it only needs to be outlined, with a few phrases

kept in mind. The trainer emphasizes the organized sales presentation for the
. 50

followmg reasons:

1. It covers all the ground, leaving no gaps. It does not
leave a salesman wishing he had remembered to bring
up certain points which might have clinched the sale,

2. It insures a logical order in the canvass.

It saves time for the salesman and for the prospect.

4. It enables the salesman to sell effectively, whereas he
would fail if left to his own devices.

(A?

Many frozen food salesmen do not like to use organized sales pre-

sentations because they maintain that all buyers are different. This is true,

 

50. Ibid., p. 350.

a.

65

but the trainer may point out that buyers are similar in 90 percent of their

reactions. The other 10 percent require slight variations, but any salesman

with mental dexterity can adjust himself to the buyer and adapt his talk to

. . . 51

the various degrees of personality differences.
Confidence. It has been said that one statement in a sales talk which

the prospect does not believe is like one drop of ink in a glass of water . . .

. . 52

1t colors the entire content.
The trainer may use several techniques in showing the salesman

. . . 53

how confidence IS gamed.
The first technique is the use of testimonials. The salesman must

be trained in how to use them. The testimonial should be from someone whose

problems are similar to those of the prospect. To tell the proprietor of

a crossroads store in Alabama that Macy's in New York sold these frozen

foods, would mean very little to the buyer. The way in which the testimonial

is introduced may also be stressed. With the experienced buyer it may be

done casually; that is, in a by-the-way manner. The salesman may be

required to get testimonials from satisfied users.

The second technique that may be taught is the use of the test.

Training the salesman how frozen foods are prepared, enables him to show

 

51. Roth, Charles B. Op. Cit., p. 156.

.~——o———-——

52. Russell, F. A., and F. H. Beach. Op. Cit., p.332.

53. Ibid., pp. 334-339.

d—n—h Ana...
-v]
._

--—-—.—_———.- ._.I..‘.._..
l.

.nh

66

the prospect how it tastes and compares with other foods. The salesman could
ask the prospect: "Just taste that. Did you ever taste anything so good?
Notice how favorably it compares with fresh food. " A sample may be left
with the prospect for testing after the salesman has gone.

Another technique that may be used is the use of claims. The
trainer should caution the salesman not to make too strong claims early in
the interview. The claim should be specific. If the claim is general, it is
discounted; if specific, it is believed. The trainer may illustrate: "Our
frozen orange juice is the best, " leaves the prospect doubtful, but the claim
that research has proven that our orange juice contains one-fourth more
vitamins will impress the buyer.

The salesman may be taught how to use the guarantee in demonstrating
the product. In introducing a new product, the salesman may guarantee the
sale of the product. However, the salesman should be cautioned not to
stress the warranty too strongly, because the buyer might become suspicious
of the quality.

Finally, the trainer may teach the salesman the use of suggestions.
Suggestion is not only one of the most powerful techniques a frozen food
salesman can use in persuading his prospects and customers to buy, it is
the easiest.

Suggestions may be categorized into three types: negative, neutral

and positive. These may be illustrated as follows:

67

Negative: "You don't want to buy any frozen dinners today do you?

Neutral: "What do you think of frozen dinners?"

Positive: "This is certainly a wonderful dinner. You can use a case
today, can't you?"

Handling Objections

 

Very seldom does a salesman begin a sale and complete it without
having to handle objections the customer brings up. Objections are so
common that many experienced salesmen fear an objectionless sale. They
are afraid if the customer agrees with everything, the sale will not stick.

In training the salesman how to handle objections, the trainer should
explain two main kinds of objections: the true or legitimate objections and
the false objections or excuses. Salesmen must learn to distinguish between
the two types.54 Experience will help. If the objection is trivial, the trainer
may teach the salesman how to use it in the sales presentation. However, if
the objection is a valid one, the trainer should show the salesman how to
handle it.

The trainer may explain the six distinct methods of handling true

objections after it has been raised. They are as follows:55

 

54. Wilson, John M. Op. Cit., p. 202.

55. Russell, F. A., and F. H. Beach. Op. Cit., p. 39.

m

68

The direct-denial method

The indirect-denial or, "yes, but" method
The bommerang method

The compensation method

The question method

The pass-up method

O‘NCfiuhCJDNH

In applying the direct-denial method, the salesman is taught to
flatly deny the objection by telling the customer that he is mistaken. The
following example may be used to explain the directpdenial method:

Chef: The shrimp are too high. I can buy them
cheaper from XYZ Company.

Salesman: I must take definite issue with you
there. These shrimp are actually cheaper,
and I stand ready to prove it. My shrimp
only have a five to ten percent breading
on them, whereas XYZ brand has a 40 to
50 percent breading. (He takes one of his
shrimp and a competing brand shrimp and
breaks them to show the difference.)

The trainer may caution the salesman in getting to be too much of
a "yes" man, resulting in the prospect feeling that he is insincere.

In using the indirect-denial method, the salesman is taught to admit
the objection, but that the advantages of the product will off- set the objection.
The following example will illustrate the indirect-denial method.

Salesman: Yes, Mr. Prospect, Ican understand

how you might get that impression. But
when you consider that you are getting
more shrimp and less bread, the price

isn't higher. The customer will like
these shrimp much better.

69

In applying the boomerang method, the salesman is taught to turn
the objection into a reason for buying. The following illustration may be
used to teach the boomerang method:

Salesman: "Yes, Mr. Prospect, that is the very

reason why you should buy our shrimp.
People get just what they pay for these
days. Our price is higher because we
only have quality shrimp."

Using the compensation method, the salesman admits to the validity
of the objection, but points out the advantages that compensate for it. The
higher price compensates for the higher quality (see the following example).

Salesman: "Yes, I will agree that my brand

of shrimp is higher, but think of the
increase in customers, once they eat
these shrimp. We guarantee these
shrimp to be the best quality. "

The question method is taught by telling the salesman to ask "why"
to every objection. John M. Wilson, Vice President of Sales, National Cash
Register Company, trains his salesmen to ask "why" to every objection. 56
The following example may be used to illustrate the question method:

Chef: "Your shrimp are priced too big

Salesman: "Why do you think the price is too high?"

The pass-up method may be explained by telling the salesman to

smile and pass off the objection. The objection may be ignored at times.

The pass-up method may be illustrated as follows:

 

56. Wilson, John M. Op. Cit., p. 214.

7O

Salesman: "Quality shrimp will always be high."

The trainer knows that the new salesman will encounter objections of
various kinds, even though he makes a good sales presentation. Therefore,
the trainer should prepare a list of objections which occur most frequently.

The author will list some of the objections that he has encountered
and the solutions used in selling frozen foods:

Customer: "Why should I sell Minute Main orange
juice when the chains sell it cheaper than
I can buy it?"

Salesman: "You know Mr. Supermarket owner,
if the manager of the chain store down the
street were standing behind me now, he
would shake his head "No" and say to you,
"don't buy". He knows that Minute Maid
orange juice is one of the fastest moving
products that he sells, and he would
much rather have a monoply on its distri—
bution in this neighborhood than let you
in on this profitable brand. Take a tip
from his experience, stock and sell
Minute Main and get those extra customers
and added profit. "

Customer: "Sorry, I don't have room for it."

Salesman: "Mr Customer, you are smart in
placing a great deal of value on every
inch of space in your frozen-food cabinet.
I know that you want to be sure of one
thing - that each brand that you stock is
the fastest selling brand in its product
field. Experience has shown that Birds
Eye vegetables are the fastest selling
vegetables. Sell Birds Eye vegetables
and increase your profits from the space
devoted to the off~brand. "

71

Customer: "I don't have many calls for it. "

Salesman" "You haven't had calls for the Stokely
line because you haven't given your customers
a chance to call for it. The customer
merely glances at your frozen food cabinet,
fails to see the merchandise she wants and
is buying and goes elsewhere for it. Give
your customers a chance to buy Stokely
products. "

Customer: "I hate XYZ Company and all their products. "

Salesman: "Let's suppose for a minute that you were
operating a restaurant, Mr. Jones. Suppose
again that you don't like coffee; that you
never drink it. Is that a reason for not
serving it to your customers? All service
businesses are alike, Mr. Jones, in that
the customer must be pleased at all costs
and one way to please these customers is
to offer them brands which have been syn-
onymous with quality for many years. Why
continue to let personal prejudice interfere
with your building a nice business on XYZ's
products?"

Customer: ”I found a worm in that spinach. "

Salesman: "I'm very sorry, Mrs. Carlson. After
a heavy rain, spinach leaves curl somewhat
and will occasionally be rolled around a
spinach worm so tightly that despite the
processors 90 feet of washing equipment,
it is not dislodged and slips by their
inspectors. "

The Close

A good salesman is always a good closer and a poor
closer is always a poor salesman, for the close is

72

the "one far-off divine event to which the whole
creation moves. "57

The salesman, after years of selling experience, may develop a
sixth sense; he will sense the proper time to close the sale.

For purposes of closing the sale, the trainer should caution the
salesman to watch for the following indications:58

l . An act of hesitation
. The slightest raise or lowering of the voice
3. A negative remark, i..e. , "That is a good product,
but I shouldn't buy it. "
4. A twinkle of the eye
5. A nod of the head.

The trainer may teach the salesman to use one or all of the following

techniques in closing a sale. 59

The assumptive technique

The inducement technique

The narrative technique

The physical technique

The impending technique

The minor-detail technique

The ask-them-to‘buy technique.

\lO‘U‘v‘hOONH

The assumptive technique takes for granted the prospect is going to
buy. The salesman may be taught to take a thorough inventory of the
cabinet and storage room. After completing the inventory, the salesman

may write up the items needed on the order form. When he has completed

 

57. Russell, F. A., and F. H. Beach. Op. Cit., p. 433.

—-—_——_—

58. Ibid., p. 438.

59. Roth, Charles B. Op. Cit., p. 204.

73

the order, the salesman may ask, "Now if you will just 0. K. this order,
Mr. Jones, I think we can deliver the frozen food this afternoon."

The inducement technique will usually close the sale, because it is
based upon an underlying trait in human nature - to get something for
nothing. The salesman may be trained when to offer the buyer something
extra, as an inducement to buy now. The salesman can use the following
statement. "With every dozen cases of peas sold today, the company will
give you a case free. "

The salesman may also be taught how to narrow the prospect's
choice. The salesman can tell the prospect, "Taking everything into consider-
ation, sir, I believe the frozen pork chopettes will serve your needs the
best. The cost-per-serving is only 16 cents. "

The physical-action technique suggests that the prospect _d_o some-

thing rather than think something. The salesman may be shown how to

 

get the prospect to figure the profit he will make on the food. The salesman
may give him an order blank to sign.

In using the impending technique, the salesman may be taught to
stress that the quantity is limited. Another appeal might be that the price
will increase before the next call.

The salesman may be shown how to close using the minor-detail

technique. This technique rests on the assumption that the prospect can

74

make minor decisions easier than major decisions. If the salesman is
selling frozen fillet mignon, he may ask the prospect, "Would you prefer
a five ounce or a six ounce size?"

The askethem-to-buy technique may be stressed by the trainer.
Usually, buyers expect to be asked for the order.

The author is of the opinion that it is smart to forget about tricks
and devices and frankly ask for the order.

"One is reminded of the salesman who had been talking

hard for over an hour and finally, permitting fatigue

to unleash his irritation, burst out, "Say, why in the
h don't you buy this thing?" Whereupon the

*—

prospect replied with equal warmth, "Why in the
h don't you ask me to?"60

The salesman may use one or all of the techniques in closing a
sale. The personality of the salesman, the conditions under which he is
trying to close, the personality of the buyer, the nature of the products,
and the money involved will determine what technique to use.

The departure is a very important step in the selling process. After
the salesman successfully closes the sale, he may thank the buyer for the
order and change the conversation into another subject.

The trainer should stress the fact that it is impossible to close all

sales; therefore, the salesman should have the right attitude toward

 

60. Russell, F. A., and F. H. Beach. Op. Cit., p. 451.

75

unsuccessful sales. The attitude may be no different for unsuccessful
closes than for successful ones. The salesman may thank the prospect
for his time, express the open attitude of good sportmanship, and ask
permission to call later.

Many frozen food salesmen look upon the close as the final step of
the sale. It is not. The final step is the follow—through. The trainer
should stress the fact that the follow-through is more important that the
closing. The purpose of the follow-through is to keep the prospect continually
buying. In order to keep the customer buying, the salesman will need to
sell the proper quantity and quality. He should be taught how to sell the
better grades of merchandise. Usually, the higher grades sell better

and give more customer satisfaction.

CHAPTER VI
TRAINING IN THE INSTUTIONAL MARKET
Importance

Americans in 1955 spent $17, 055, 900, 000 "eating out", a gain of

nearly a billion dollars over the preceding year. The nations restaurants

served an average of 78, 000, 000 meals per day. 61

Of the 67 billion overall food sales in this country
today, the institutional market is second only to
grocery trade in importance -- and the future is
even brighter ! Conservative estimates see todays
$17 billion institutional sales reaching a $20
billion figure by 1960. It will go on to $35

billion in 1975 when the 6%opulation is expected to
hit around 220 million.

Frozen food distributors have unlimited potentialities for sale of
frozen foods to the institutional market. However, if they are to fully
exploit this largely untapped market, salesmen will have to be employed

who can key frozen foods' selling points to the institution's operating problems.

 

61. "Frozen Foods Gain in Restaurant Expansion, But Off Quality
Brakes Full-Speed Advance", Quick Frozen Food, (February, 1956), Vol.
XVIII, No. 7, p. 356.

 

62. Albert 1. Ris, "Are You Missing the Boat in the Institutional
Market?", Frozen Food Factbook, New York: National Frozen Food
Distributors Association, 1955, p. 31.

 

77

The writer is of the opinion that frozen food sales on the institutional
level have reached a point where salesmen cannot vastly increase their
sales unless they are adequately trained. Some distributor's have allowed
their salesmen to sell institutions in the past on a hit-and-miss basis

without any training on how to help them solve their problems.
Institutional Versus Retail Selling

Salesmen should know the differences, in the selling technqiues,
between the retail and institutional market.

The retailer wants an attractive package that will catch the house-
wife's eye when she shops in his store. The attractive package will have
little appeal to the institution. He is primarily interested in the cost of
the item and how it will help him to cut cost.

The retailer is interested in how much it costs per package, per
dozen, per case or per pound. The institution wants to know cost per
serving.

The retailer is not interested in the comparison of frozen, canned
and fresh foods as to cost and quality. In the institutional market, salesmen
must convince the dietician, chef and restaurateur that frozen fruits and

vegetables are superior to canned and fresh.

78

The salesman may use a different sales presentation even to different
types of institutions. For example, the salesman may stress the nutritional
value of frozen foods. A nutrition research project sponsored by the
National Association of Frozen Food Packers revealed that frozen foods
were nutritionally superior to canned and fresh. 63 The salesman can use
the research project report very effectively in selling the superiority of
frozen foods.

In selling restaurants, the salesman may stress the cost per
serving, elimination of waste,labor cost, savings and appearance of the
foods. In selling hotels, quality may be stressed more than other selling

points.
Selling Frozen Vegetables to Institutions

All of the vegetables an institutional buyer uses come from the
original growing field. If he buys them in frozen form, he gets vegetables
that have been picked at the optimum of maturity, processed in such a
manner that bacteria growth is suspended and delivered months later at
the same harvest ripeness as when they were quick frozen.

Canned vegetables must be cooked to destroy bacteria, and in

many cases they must have liquid and seasoning added to improve their

 

63. "NAFFP Nutrition Report Opens New Markets for Frozen
Foods," Quick Frozen Foods, (March, 1955), Vol. XVIII, No. 8, p. 55.

 

79

flavor. During the cooking process, vitamins, color and flavor are often
changed.

Fresh vegetables which have been sold through normal distribution
channels are subject to harmful delays before delivery to point of usage.
Seasonal fluctuations in the weather can harm the quality, prices vary ac-
cording to supply and demand and yields are variable. Kitchen labor is above
one dollar per hour, and must be considered as part of the preparation cost.

Educating institutional buyers to use frozen vegetables is the job
of the salesman. He should know the comparative cost-per-serving of
vegetables sold in fresh, canned, and frozen form.

The following tables may be used in showing the cost equivalent
and other factors concerning peas. Green peas will be used for the illustration
because they are probably the most popular vegetable on institutional menus.
(Charts on other vegetables may be secured from the editors of M

Frozen Foods, 82 Wall Street, New York 5, New York.)

 

The first step in determining serving costs involves multiplying the
time of preparation by the cost per hour of labor. (The federal wage requires
one dollar per hour, a minimum standard in the restaurant field, when

used.) The resulting figure gives the cost of preparation.

80

Table 1

Equivalent Factors of Institutional Peas

 

 

Fresh Canned Frozen
Package used Bushel No. 10 can Carton
Net weight 28 lbs. 6-3/4 lbs. 2 1/2 lbs.
Preparation waste 18 lbs. none none
Weight lost in cooking 1/2 lbs. none none
Total weight lost 18 1/2 lbs. none none
Net Yield 9 1/2 lbs. 41/2 lbs. 2 1/2 lbs.
(drained)

Preparation time 40 min. none none
Waste 60% 0 0
Cooking time 15-20 min. Heat 5 - 8 min.
Number of 2 1/2 '

02. servings 61.2 28.8 16

One point eight 40 ounce cartons of frozen peas are equivalent to a No. 10
can; one 40 ounce carton is equivalent to seven pounds of fresh peas; three and
four—fifths" 40 ounce cartons are equivalent to one bushel of fresh peas.

81

Table 2

Cost Per Serving of Frozen Vegetables

 

 

 

Cost 40 oz.
Per Lb. Carton 2 oz. 2 1/2 oz. 3 oz.
16 40 .0200 .0250 .0300
17 42 1/2 .0213 .0266 .0319
18 45 .0225 .0281 .0338
I9 47 1/2 .0238 .0297 .0356
20 50 .0250 .0313 . 0375
20 1/2 51 1/4 .0256 .0320 .0384
21 52 l /2 .0263 . 0328 . 0394
21 1/2 53 3/4 . 0269 .0336 .0403
22 55 . 0275 .0334 .0413
23 57 l/2 . 0228 .0359 . 0431
23 l /2 58 3/4 . 0294 .0367 . 0441
24 60 .0300 .0375 . 0450
24 1 /2 61 1/4 . 0306 .0383 .0459
25 62 1/2 . 0313 .0391 . 0469
25 1/2 63 3/4 . 0319 .0398 .0478
26 65 . 0325 .0406 . 0488
26 1/2 66 1/4 .0331 .0414 .0497
27 67 1/2 . 0338 .0422 . 0506
27 1/2 68 3/4 . 0344 .0430 .0516
28 70 .0350 . 0438 . 0525
28 1/2 71 1/4 . 0356 . 0445 . 0534
29 72 1/2 . 0363 . 0453 . 0544
29 1/2 73 3/4 . 0369 .0461 . 0553
30 75 . 0375 . 0469 . 0563
30 l /2 76 1/4 . 0381 . 0477 . 0572
31 I 77 1/2 .0388 .0484 .0581
31 1/2 78 3/4 . 0394 .0492 . 0591
32 80 . 0400 .0500 .0600
1.05 . 0525 . 0656 . 0788

42

The use of the tables will enable the buyer to determine his cost-per—serving
of peas whether they are bought in fresh, canned or frozen form.

The salesman may determine the cost per pound of canned peas by dividing the
price per dozen by 12, which gives the cost per can. The net drained weight
is then divided into the cost of a No. 10 can to give the cost per pound.

Bushel
Price

 

$1.00
1.50
1.75
2.00
2.25

2.50

82

Table 3

Fresh Peas Cost

Cost per 1b. ready for
the table.

 

23.7¢
28.9
31.6
34.2
36.8

39.4

Fresh peas are put in a variety of container weights. In the above
table, average figures have been used, but the salesman can easily make
adjustments for specific cases.

83

Adding the cost of preparation to the market cost of the fresh
package is the second step, and gives the total cost of fresh peas.

In the third step, the total cost is divided by the net yield (weight of
the peas after removal from the pod) plus the allowance for the weight lost
in cooking. The resultant figure is the cost per pound prepared for table
use.

The preceding steps may be illustrated in a problem:

1 hour plus 40 minutes X $1.00 = $1.67
$1.67 plus $1.00 = $2.67
$2.67 divided by 9 1/2 lbs. = 28.1

To arrive at the cost of a 2 ounce serving, divide the pound price
by eight; a 2 1/2 ounce serving, by 6.4, and a 3 ounce serving, by 5.33.

The serving sizes used here are the most popular ones in restaurants.

It is usually a good practice for the salesman to talk about a cost-
per-serving basis. Mills of additional cost-per-serving are easier to sell
than half or full cents per pound.

To illustrate this, the writer will use a hypothetical case of a large
restaurant that uses canned peas. The salesman should first determine what
the restaurant is presently paying and the quality of the peas used, whether

it is fancy, extra standard, or standard.

84

The assumption will be that the buyer is ordering extra standard
four, five or six sieve large peas, and his purchase cost is ten dollars
per case.

To arrive at his cost-per-serving, the salesman first divides ten
dollars by 12, which gives a cost of 83. 3 cents per can. Divide this figure
by the drained weight of one can of peas, which in this case is four pounds
and four ounces, and the salesman can now get a per pound cost of 19.6
cents.

Referring to Table 2, the salesman can see that peas costing 19
cents a pound will provide a 2 1/2 ounce serving at 2.97 cents, and peas
costing 20 cents a pound at 3.13 cents. The average serving cost of peas .
which costs 19.6 cents per pound, is 3.05 cents.

The salesman next determines what grade of frozen peas to offer.
In this particular case he could offer a low B grade at 21 cents a pound,
or a high G grade at 19 cents a pound.

This enables the salesman to furnish a comparison: better quality at
a higher price or equal quality at a lower price.

According to Table 2, the per serving cost of peas at 21 cents a
pound is 3.28 cents, and at 19 cents a pound, 2.97 cents.

With all these facts, the salesman now insists on a cooking demon-

stration to show his two finished products against their competitor, canned

85

peas. Depending upon the buyers reaction, the salesman stresses either
the superior quality of the B grade frozen peas. whose per-serving cost
is a fraction more than that of the canned, or the monetary savings that

can be realized by using the C grade.
Selling Institutional Fruits

Institutional frozen fruit is used in its natural state, such as a
restaurant using sliced peaches for dessert. Sometimes they are used
as material for manufacturing, such as pie bakers using it for making
fruit pies.
The salesman should know before hand how his product will be used.
Certain qualities of the fruit should be stressed when it is to be used in
its natural state, while other points may be more important to a manufacturer.
In selling the manufacturer, the salesman may stress proper slicing,
pitting, and steming that have been done at the packer level. They will
have less work to do before using the fruit. Appearance is also important
in selling the manufacturer. Fruit sold as halves or slices generally
has more value than a carelessly handled product.
In selling the fruits for use in the natural state, the salesman may
stress color, flavor, texture and drained weights. The locality and climatic

conditions under which the fruit is grown may be stressed by the salesman.

86

The salesman may also stress other points such as: the maximum
color of the fruit is obtained at the point of optimum maturity. Therefore,
frozen fruit quality can excel that of fresh variety because the latter is
usually harvested in an immature state to help the fruit withstand the rigors
of shipping. The addition of ascorbic acid and sugar aids in the retention
of frozen fruit's natural color. Quick freezing of fruits is a superior method
of processing and may be of interest to buyers.

There is a direct ratio between the flavor of a fruit and the soluble
solid content. Fully ripened fruit contains more natural sugar and will
weigh heavier than immature fruit.

Soluble solids are very important to the manufacturer because it
means he is buying more usable fruit and less water. Irrigated fruit, or
fruit grown in excessively rainy localities, usually has less flavor and a
lower soluble solids content.

Texture is an important consideration in sales of institutional fruit.
Immature fruit will be too firm, while over-ripe fruit will not be firm
enough to make an attractive product.

Finally, the salesman may stress the competitive processes employed
for fruits. Other processes use heat, either artificial or natural, to

preserve the fruit. The application of heat has a tendency to change natural

87

flavor and color as well as reduce the amount of certain vitamins.
Selling Institutional Meats

Recently, meat packers and frozen food distributors have been dis-
cussing who will distribute frozen meats. The writer is of the opinion

that frozen food distributors should distribute both the retail and institutional

meats .

Mr. D. B. Love, Armour and Company. made the following state-

ment:

The frozen food distributor is organized, sales-wise
to carry out a complete merchandising job on frozen
foods, and that could include a growing line of meats. 65
The potential of fresh meat is the greatest single
unsaturated market in the whole food industry today,
according to Joseph Welch, Jr. , Dewey and Almy
Chemical Co. , Cambridge, Massachusetts. 66

Mr. N. L. Chaplicke, Vice President in charge of
meat operatiors, National Tea Company, Chicago,
predicts that within five years 50 percent of meat
will be marketed frozen. In 1955 fresh meat sales
were estimated at 4 1/2 billion dollars - 50 percent
of that figure would come to more than 2 billion
dollars, which in turn is much more than the 1 1/2
billion dollars the frozen food industry does today.67

 

64. Harvey Osborn and Editors of Quick Frozen Foods, "To Help
Distributors Increase Their Sales of Quick Frozen Fruits and Vegetables",
Reprinted from Quick Frozen Foods Magazine.

 

 

65. D. B. Love, "Food Retailers Regard Frozen Meats as Volume
Increasing Potential", Quick Frozen Foods, (March, 1956), p. 160.

 

66. Quick Frozen Foods, (April, 1956), p. 171.

 

67. Quick Frozen Foods, Ganuary, 1956), p. 117.

 

88

Well trimmed and ready-for-cooking, portion controlled meats reduce
labor costs and waste, and through uniformity of size provide a basis for
the institutional operator to price his menus more accurately and more
intelligently than ever before.

In the near future, most institutions will be using portion controlled
meats entirely. Institutional buyers are cost control minded. 68 The
terms cost control and portion control are more or less synonymous because
an operator cannot have one without the other. Cost control of meat poses
a particularly critical problem because meat is the highest priced item
served in an institution and cost is thrown out of balance very easily with
a slight variation in the portion sizes. With some meats selling at prices
above one dollar per pound, it is not difficult to see the importance of
having gag portion control and not approximate portion control.

Distributors will have to train salesmen to do the same extensive
educational job on frozen meats as they did to put over frozen fruits and
vegetables.

The following list of selling points may be used by salesmen to
sell portion controlled meats:

1. Provides a standard product each time they are ordered

2. Provides an accurate method for figuring portion control

3. Eliminates cutting and portioning cost in the kitchen

 

68. Interview between the writer and T. R. Bradley, Rath Packing
Company, at Michigan State University, January 7, 1956.

 

89

4. Provides a tight inventory control

5. Provides for easy storing

6. Economical — eliminates kitchen over production and losses,
because they can be cooked as needed

7. Assures equal portions for patrons

8. Makes menu planning easier

9. Juicy and full of flavor

10. Does not have to be thawed before cooking.

In selling frozen meats, the salesman should be able to demonstrate
how to prepare the various meat items.

The following list of suggestions may be helpful in preparation:

1. Usually, breaded meats may be fried in deep fat, and unbreaded
fried on the grill or baked.

2. Cube steaks should be grilled in their frozen state so as not
to lose their shape.

3. Four-ounce veal cutlets require five minutes in deep fat.

4. Swiss steaks require very slow cooking; it makes no difference
if they are frozen of thawed.

5. Boneless butterfly pork chops are very easy to handle in large
quantities, should be browned in the griddle and finished in the oven, and

there is no increase in time when they are frozen.69

 

69. "Bright Future is Anticipated for Portion Control Meats", Quick
Frozen Foods, (May, 1956), Vol XVII, No. 10, p. 92.

 

 

90

6. Rib roast - the latest in portion control with a ten-pounder with
no fat - should be thawed first, cooked 2 1/2 hours in a 3250 F. oven.

7. A defatted boneless pork loin is very easy to slice and has
very low shrinkage. It requires 2 1/2 hours at 340 degrees.

8. Frozen poultry takes only two minutes extra cooking time un-
thawed, 15 minutes in deep fat. Steam pressure added to deep fat fryer
will cut the time in half.

Salesmen may use constant repetition of the selling points and

constant demonstrations to impress the buyer.70

 

70. "Frozen Meats Cut Costs, Restaurants Told", Quick Frozen
Foods, (June, 1956), Vol. XVIII, No. 10, p. 179.

 

 

CHAPTER VII

SUMMARY AND CONCLUSIONS

The writer has prepared this thesis to encourage frozen food distri-
butors to train their salesmen. It is the hope of the writer that this thesis
may also serve as a manual for training salesmen for Montgomery Frozen

Foods, Inc., Montgomery, Alabama.

Why Train

Salesmen must be trained in order that they can pass on to all types
of buyers, the value of the product, the use, and how the products will
serve the customer from the standpoint of economy, quality and convenience.
The usual benefits from training are increased sales, earlier selling
maturity, lower turnover, more reorders, lower supervisory costs and a
reduction in the number of lost orders during the initial period while

the untrained man is trying to find out how to sell.

Principles Used

Frozen food distributors, regardless of the number of salesmen,

should have a sales training program. The following principles may be

used in building a sales training program:

I.

The training should be directed by the sales manager or a

competent trainer

2.

10.

Training should teach the salesmen to work effectively

Determine the objectives

Design training in terms of the average man
Teach tested methods

Define a full day's work

Select proper trainer

Audit the results

Make training a continuous process

Follow through with training.

Induction

The company may send a "welcome" letter to the man before he

reports for work. Induction is the process of accepting the salesman into

the company to make him feel he is a definite part of it.

Induction should

be handled with great care because the first days on a job are considered

the most important during his employment life.

Determining Content

92

The sales manager should outline a comprehensive training program

that will be understood and accepted by company executives and salesmen.

 

 

93

The program may include knowledge of the company, products, market,
policies, forms and reports, and sales tools. The trainer must teach the
salesman how to use the knowledge. The salesman should develop the
proper attitude toward the company, his job, the customers and his fellow

salesmen.
Salesmanship Training

Distributors have been neglecting salesmanship training in their
training programs. Salesmanship techniques may be taught to salesmen
so that both company and individual objectives will be attained. Salesmen
need to be skillful in making sales presentations and demonstrations, in

answering objections, employing closing techniques and following through.
Institutional Market

Frozen food distributors have unlimited potentialities for sale of
frozen foods to the institutional market. However, if they are to fully
exploit this untapped market, salesmen will have to be employed who can
key frozen foods' selling points to the institution's operating problems. They

should teach the selling techniques required for institutional selling.

 

BIBLIOGRAPHY

BOOKS

 

Hegarty, E. J., Building a Sales Training Plan. New York: McGraw-Hill
Book Co., Inc. , 1945.

 

Jucius, Michael J., Personnel Management. Homewood, Illinois, Richard
D. Irwin, Inc., 1955.

 

Maynard, Harold H. and Herman C. Nolen,‘, Sales Management, New York:
The Ronald Press Go. , 1950.

 

Osborne, David R. , Salesmen for Tomorrow. New York: Harper and
Brothers Publishers, 1945.

 

Phelps, D. M., Sales Management. Chicago: Richard D. Irwin, Inc., 195].

 

Rochester Sales Executive Club. Essentials of Selling. New York:
Prentice-Hall, Inc. , I946.

 

Roth, Charles 3., Professional Salesmanship. New York: McGraw-Hill
Book Co., Inc., 1949.

 

Russell, Frederic and Frank H. Beach, Textbook of Salesmanship. New York:
McGraw-Hill Book Co., Inc., 1955.

 

Strand, Carl B., Salesmanship. New York: The Greg Publishing Co., 1951.

 

Sutton, Kelso, The Technique of Selling, First Edition. New York: The
Gregg Publishing Co. , 1949.

 

Walters, R. G. and John W. Wingate, Fundamentals of Selling.
Cincinnati: South Western Publishing Co. , 1948.

 

Wheeler, Elmer, Tested Sentences that Sell. New York: Prentice Hall
Book Co., Inc., 1938.

 

Whiting, Percy H. , The Five Great Rules of Selling. New York: McGraw-
Hill Book Co. , Inc. , 1947.

 

Wilson, John M. , Open the Mind and Close the Sale. New York: McGraw-
Hill Book Co. , Inc. , 1953.

 

95

 

Wilson, John M., Open the Mind and Close the Sale. New York: McGraw-
Hill Book Co. , Inc. , 1953. .

PERIODICA LS

 

Anon., "Bright Future is Anticipated for Portion Control Meats", Quick
Frozen Foods, (May, 1956), Vol. XVIII, No. 10, p. 92.

 

 

 

Anon. , "FF Gain in Restaurant Expansion, But Off Quality Brakes Full - F
Speed Advance", Quick Frozen Foods, (February, 1956), Vol. XVIII, .4. ‘1
No. 7, p. 356.

Anon. "Frozen Meats Cut Costs, Restaurants Told", Quick Frozen Foods,
(June, 1956), Vol. XVIII, No. 10, p. 179.

 

 

 

Anon. , "Meat Packers Advised to go into Frozen as Greatest Unsaturated wIi
Marketl'j Quick Frozen Foods, (April, 1956), Vol XVIII, No. 9, m
p. 171.

Anon., "NAFFP Nutrition Report Opens New Markets for Frozen F oods",
@ick Frozen Foods, (March, 1956), Vol. XVIII, No. 9, p. 55.

 

Anon., "BO-50% Frozen Prepackaged Meat in 5 Years, American Meat
Institute Panel Predicts", Quick Frozen Foods, (january, 1956),
Vol. XVIII, No. 6, p. 117.

 

Brewster, Ray C., "More Psychology in Selling", Harvard Business Review,
Vol. 31, No. 4, (August-July, 1953).

 

Frey, John M., "Missing Ingredient in Sales Training", Harvard Business
Review, Vol. 33, No. 6, (November-December, 1955).

 

Huss, A. W. , "We Must Know More in '54", Quick Frozen Foods, Vol. XVI,
(March, 1954).

 

Jaeger, H. H. , "It's a $17 Billion Market", Frozen Food Factbook, New
York: National Frozen Food Distributors Association, 1955.

 

Love. D. 8., "Food Retailers Regard Frozen Meats as Volume-Increasing
Potential", Quick Frozen Foods, Vol. XVIII, No. 8, (March, 1956),
p. 160.

 

96

Osborn, Harvey and Editors of Qgick Frozen Foods, "To Help Distributors
Increase Their Sales of Quick Frozen Fruits and Vegetables!"
Reprinted from Quick Frozen Foods Magazine.

 

 

Ris, Albert 1., "Are You Missing the Boat in the Institutional Market?"
Frozen Food Factbook. New York: National Frozen Food Distributors
Association, 1955, p. 31.

 

Wernette, Philip, "The Future of American Prosperity", Challenge,

(November, 1955). ~ 1

INTERVIEWS

 

Interview between the writer and T. R. Bradley, Rath Packing Company, 6 ‘. 4
Michigan State University, January, 1956. j

 

 

Interview between the writer and James E. Edgar, Birds Eye Division,
General Foods Corporation, Grand Rapids, Michigan, June, 1956.

Interview between the writer and Robert W. Grant, Jr. , Grant Grocer Co. ,
Saginaw, Michigan, June, 1956.

MISCELLANEOUS PUBLICATIONS

 

Anon. , Retail Salesman's Induction Manual, Birds Eye-Snider.

 

Butler, Garden W. , "New Directions in Sales Training", Evaluating Sales
Training Needs and Methods, American Marketing Association,
Marketing Series No. 88, New York.

 

 

Carnegie, Dale, The Little Red Book for Public Speaking, (handbook).

 

Weyand, L. F., "Salesman and Salesmen - Fitting the Recruit to the Job",
Strengthening the Sales Organization, American Management Associa-
tion, Marketing Series, No. 97.

 

i \Ct 0“\_\I

'6—f‘7f‘7i‘ ‘ “1.

Date Due

   

Demco-293