TG Promote Product Services 190312 V2

Promote products and services to
customers
D1.HRS.CL1.13
D1.HOT.CL1.10
D2.TCC.CL1.08
Trainer Guide
Promote products and
services to customers
D1.HRS.CL1.13
D1.HOT.CL1.10
D2.TCC.CL1.08
Trainer Guide
© ASEAN 2012
Trainer Guide
Promote products and services to customers
Project Base
William Angliss Institute of TAFE

555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie

Chief Writer: Alan Hickman
Subject Writer: Aland Hickman
Project Manager: Alan Maguire
Editor: Nick Hyland
DTP/Production: Daniel Chee, Mai Vu
© William Angliss Institute of TAFE 2012

All rights reserved. No part of this publication may be reproduced, repackaged, stored in a retrieval
system or transmitted in any form by any means whatsoever without the prior permission of the
copyright owner.
This booklet was produced by William Angliss Institute of TAFE to be used for the ASEAN Australia
Development Cooperation Program (AADCP) Phase II: Toolbox Development for a Priority Tourism
Labour Division" Project.
Disclaimer
Every effort has been made to ensure that this booklet is free from errors or omissions. However, you
should conduct your own enquiries and seek professional advice before relying on any fact, statement
or matter contained in this book. William Angliss Institute of TAFE is not responsible for any injury, loss
or damage as a result of material included or omitted from this course. Information in this module is
current at the time of publication. The time of publication is indicated in the date stamp at the bottom of
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File name: TG_Promote_product_&_services_190312_V2.docx
© ASEAN 2012
Trainer Guide
Table of contents
Competency standard ....................................................................................................... 1
Notes and PowerPoint slides .......................................................................................... 13
Recommended training equipment ............................................................................... 323
Instructions for Trainers for using PowerPoint – Presenter View ................................... 325
© ASEAN 2012
Trainer Guide
© ASEAN 2012
Trainer Guide
Competency standard
Competency standard
UNIT TITLE: PROMOTE PRODUCTS AND SERVICES TO CUSTOMERS NOMINAL HOURS: 25
UNIT NUMBER: D2.TCC.CL1.08
UNIT DESCRIPTOR: This unit deals with skills and knowledge required to enable the development of product and service knowledge and selling skills, and
the use of these skills to encourage customers to make purchases that meet identified need within the hotel and travel industries workplace context.
ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE
Element 1: Develop product and service Unit Variables

knowledge
The Unit Variables provide advice to interpret the scope and context of this unit of competence,
1.1 Identify opportunities to develop product and allowing for differences between enterprises and workplaces. It relates to the unit as a whole and
service knowledge facilitates holistic assessment.
1.2 Describe the benefits of staff having high levels This unit applies to all industry sectors that promote products and services to customers within the
of product and service knowledge labour divisions of the hotel and travel industries and may include:
1.3 Apply formal and informal research techniques 1. Front Office
to gain product and service knowledge
2. Housekeeping
1.4 Seek customer feedback to supplement 3. Food and Beverage Service
product and service knowledge
4. Food Production
1.5 Share product and service knowledge with
5. Travel Agencies
other relevant internal personnel
6. Tour Operation
1.6 Initiate action to identify changes in customer
preferences, needs, wants and expectations Opportunities to develop product and service knowledge may be related to:
1.7 Contribute to changes to products, services Personal experience
and service standards to meet identified
Reading informational brochures and other materials provided by suppliers and manufacturers
customer needs
Reading product labels
Attending product launches
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Trainer Guide 1
Competency standard
Element 2: Develop market knowledge Visiting suppliers, distributors and manufacturers

2.1 Explain the concept of target markets Talking to sales representatives.
2.2 Define the concept of niche markets Benefits of sales staff having high levels of product and service knowledge will include:
2.3 Describe how promotions and offers may vary Being able to provide professional assistance to customers
to suit differing target markets
Being able to distinguish between alternatives
2.4 Identify sources of information about
Meeting customer expectations
enterprise-specific target markets
Maximizing selling opportunities
2.5 Describe the demographic characteristics of
enterprise target markets Being better able to meet and overcome buying objections.
2.6 Explain the benefits of using target markets Product and service knowledge may relate to:
within an organisation
Tours and transport
Element 3: Promote products and services Conferences and conventions
3.1 Describe promotional initiatives that may be Function and entertainment facilities
used to promote products
Shopping and restaurant facilities
3.2 Demonstrate how to develop and produce a
static in-house promotion Food and beverage
3.3 Verbally promote products and/or services to Retail shops in properties, such as bottle shops, gift shops, foyer shops, souvenir shops.
customers Formal and informal research techniques may include:
3.4 Demonstrate products and/or services to Discussions with colleagues, management and customers
customers
Reading internal enterprise material about products and services
Element 4: Apply selling skills
Becoming familiar with customer comments, including complaints
4.1 Approach the customer in a sales environment
Reading and researching product data and information provided by suppliers
4.2 Gather information about customer needs,
Conducting internal testing to determine quality and differentials
wants and preferences
General media research
4.3 Demonstrate selling skills
Developing, distributing and analysing the responses to questionnaires
4.4 Overcome buying objections
Reading surveys and ratings undertaken by third parties.
4.5 Maximize sales opportunities within a buying
situation
4.6 Close the sale
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Competency standard
Customer feedback should include:

Developing, distributing and analysing the responses to questionnaires
Talking to customers and actively seeking their opinion and thoughts on products and services
Checking internal buying patterns and trends.
Share product and service knowledge should relate to:
Conducting internal staff meetings to share information
Developing paper-based information and data sheets for staff to use
Conducting internal product and service demonstrations
Conducting taste testing of food and beverages
Allowing staff to experience services provided by the organization.
Initiate action to identify consumer changes may include:
Undertaking market research activities
Engaging the services of an external market research company
Tracking trends and changes in internal sales patterns within the enterprise, with reference to
customer databases and/or sales histories, stock usage figures
Initiating customer focus groups or similar
Participating in industry-wide surveys
Obtaining, reading and understanding wider industry market research on changes in customer
preferences.
Contribute to changes to products, services and service standards may involve:
Suggesting evidence-based reasons for change
Preparing presentations to support personal recommendations for change
Ensuring all suggestions for change are supported by a formal rationale and are fully costed
Developing an action plan for implementation of recommended changes
Participating in group activities designed to identify and develop relevant changes
Critiquing suggestions made by others.
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Trainer Guide 3
Competency standard
Concept of target markets may relate to:

Identification of the target markets used by the host enterprise
Identifying points of differentiation between established target markets
Describing why the established target markets were chosen
Explaining how the host enterprise tailors its products and/or services to meet the identified needs
of its target markets
Identifying relevant products and/or services as they apply to each of the host enterprise‟s
designated target markets
Analysing market research that was used as the basis for target market development .
Concept of niche markets should include:
Definition of niche markets
Benefits of identifying and establishing niche markets
Identifying the niche markets that the host enterprise has created and/or established
Identifying how the host enterprise meets the identified needs of their niche markets explaining how
these offerings differ from what is offered to other target markets.
Describe how promotions and offers may vary may relate to:
Consideration of the marketing mix, such as price, place, product, promotion
Identifying the development and research process that underpins offers made to different target
markets
Identifying the monitoring process, and relevant key performance indicators, that determines
whether or not promotions are being effective or not.
Sources of information about enterprise-specific target markets may include:
Internal, historic records, such as sales records, purchase histories, customer databases, stock
records, customer accounts
Customer market research
Information from support businesses, such as suppliers, distributors, agents, associates, head
office, manufacturers, the wholesale sector, marketing companies
Customer feedback, including paper-based, electronic/online, verbal feedback, customer
complaints and comments.
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Competency standard
Demographic characteristics may relate to:

Age
Gender
Marital status, including details of family
Identification of the nature and size of the buying unit, such as company, individual, agent,
wholesale, retail, government, domestic, international
Earning level and/or level of disposable income
Access to credit
Ethnicity, language spoken
Geographic location
Employment, such as type, status
Transport used
Media used
Preferred buying/payment option.
Benefits of using target markets may relate to:

Being better able to meet identified need
Faster and more profitable sales
More satisfied customers
Less waste
Ability to become established as a specialist supplier
Being able to get to know the target better as the level of interaction with them builds
Reducing the likelihood of competitors entering into the marketplace.
Promotional initiatives may relate to:
Media campaigns
Internal promotions, including static displays, demonstrations, tastings, videos, competitions,
celebrity appearances, „specials‟, packages, events.
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Competency standard
Static in-house promotions may include:

Window displays
Table and counter displays
Advertising material that promotes nominated products and/or services
Pricing tickets
Informational and other print-based materials
Use of actual product
Use of appropriate props to support, extend and highlight the product/service being promoted
Integration with external media and other campaigns.
Verbally promoting products and/or services must include:
Honesty and accuracy in descriptions
Adherence to enterprise policies and procedures governing selling
Using appropriate questioning and listening techniques
Using descriptive phrases
Selling the benefits and not the features
Comparison of products and services
Making suggestions and recommendations
Meeting identified customer need.
Demonstrate products and/or services may involve:

Showing the customer
Involving the customer
Being active maintaining security and safety throughout the demonstration
Adhering to relevant enterprise policies and procedures
Complying with any relevant host-country legislation.
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Competency standard
Approach the customer may include:

Determining and applying appropriate timing of the approach
Greeting and welcoming the customer
Identifying self and making an offer of assistance
Identifying and applying the preferred sales approach, given the factors that apply at the time
Creating and conveying a positive impression to arouse and/or sustain customer interest
Responding to observed customer buying behaviour.
Gather information relevant to the sale may include:
Applying questioning techniques to determine customer buying motives
Using listening skills to determine customer requirements
Interpreting and clarifying nonverbal customer communication cues
Identifying customers by name where possible and appropriate
Directing customer to specific merchandise.
Selling skills may relate to:
Matching customer needs to appropriate products and services
Communicating knowledge of products‟ features and benefits clearly to customers
Describing product and/or service use and safety requirements to customers
Involving product or service specialist as required
Answering routine customer questions about products and services accurately and honestly, or
refer to more experienced sales staff.
Buying objections may involve:

Identifying and accepting customer objections
Categorizing objections into price, time and product/service characteristics
Offering solutions according to enterprise policies
Applying problem-solving to overcome customer objections
Using the „feel-felt-found‟ approach.
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Competency standard
Maximizing sales opportunities must include:

Recognizing opportunities for making additional sales
Advising customer of complementary products or services, according to customer's identified need
Demonstrating the ability to make „add on‟ sales, to „up-sell‟, to use „suggestive selling‟ techniques
and to use the „ABC‟ approach to maximizing sales
Demonstrating the ability to be an order maker and not just an order taker
Complying with enterprise policies in relation to selling.
Close the sale must include:
Monitoring, identifying and responding appropriately to customer buying signals
Encouraging customer to make purchase decisions through the use of appropriate and acceptable
verbal and non-verbal prompts
Congratulating the customer on their selection
Thanking the customer for their business
Encouraging the customer to return to make further purchases.
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
Knowledge of the enterprise‟s policies and procedures in regard to promoting and selling products
and/or services
Knowledge of the principles of promotion and selling
Ability to research
Knowledge of communication, negotiation, inter-personal and rapport building skills
Knowledge of product and service knowledge
Knowledge of target markets for the host enterprise
Knowledge of compliance with legal issues of the host country in relation to the promotion and sale
of products and services
Knowledge of differing customer preferences, needs and wants
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Competency standard
Ability to meet and overcome buying objections

Ability to make suggestions and recommendations in-line with identified customer wants, needs
and preferences
Ability to apply a variety of acceptable sales techniques that will achieve a win-win situation without
putting pressure on the customer.
Linkages To Other Units

Access and retrieve computer-based data
Develop and update local knowledge
Maintain hospitality industry knowledge
Manage and resolve conflict situations
Promote hospitality products and services
Receive and resolve customer complaints
Provide advice to patrons on food and beverage services
Gather and present product information
Maintain a paper-based filing and retrieval system
Process a financial transaction for services rendered
Process transactions for purchase of goods and services
Process financial transactions
Plan and implement sales activities or campaigns
Prepare and deliver a presentation
Create promotional display stand
Maintain product information inventory
Plan and implement sales activities
Source and present information.
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Trainer Guide 9
Competency standard
Critical Aspects of Assessment

Evidence of the following is essential:
Demonstrated ability to develop product and/or service knowledge for a nominated range of items
and be able to apply such knowledge in a sales situation
Demonstrated ability to develop knowledge about the target markets established by the host
enterprise and apply that knowledge in a nominated sales or promotion situation
Demonstrated ability to promote a nominated product and/or service internally within the host
enterprise
Demonstrated ability to promote a nominated product and/or service externally using a designated
medium and within a given budget
Demonstrated ability to effectively sell a nominated range of products and/or services to a specified
target group.
Context of Assessment
This unit may be assessed on or off the job
Assessment should include practical demonstration either in the workplace or through a simulation
activity, supported by a range of methods to assess underpinning knowledge
Assessment must relate to the individual‟s work area or area of responsibility.
Resource Implications
Training and assessment to include access to a real or simulated workplace; and access to workplace
standards, procedures, policies, guidelines, tools and equipment.
Assessment Methods
The following methods may be used to assess competency for this unit:
Case studies
Observation of practical candidate performance
Oral and written questions
Portfolio evidence
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Competency standard
Problem solving
Role plays
Third party reports completed by a supervisor
Project and assignment work.
Key Competencies in this Unit
Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating
Key Competencies Level Examples
Collecting, organizing and analysing 1 Research, gather and assimilate product and
information service information
Communicating ideas and information 2 Provide product and service information to

customers
Planning and organizing activities 2 Prepare sales approaches
Working with others and in teams 1 Include sales specialists in the selling process
Using mathematical ideas and 1 Calculate selling prices for customers as part of
techniques the selling/negotiation process
Solving problems 2 Overcome buying objections
Using technology 1 Use technology to research and obtain product

and service information
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Competency standard
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12 Trainer Guide
Notes and PowerPoint slides

Slide
Slide No Trainer Notes
1. Trainer welcomes trainees to class.
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Trainer Guide 13
Slide
2. Trainer advises trainees this Unit comprises four Elements, as listed on the slide
explaining:
Each Element comprises a number of Performance Criteria which will be
identified throughout the class and explained in detail
Trainees can obtain more detail from their Trainee Manual
At times the course presents advice and information about various protocols
but where their workplace requirements differ to what is presented, the
workplace practices and standards, as well as policies and procedures must be
observed.
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Slide
3. Trainer advises trainees that assessment for this Unit may take several forms all of
which are aimed at verifying they have achieved competency for the Unit as
required.
Trainer indicates to trainees the methods of assessment that will be applied to them
for this Unit.
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Trainer Guide 15
Slide
4. Trainer identifies for trainees the Performance Criteria for this Element, as listed on
the slide.
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Slide
5. Trainer continues to identify for trainees the Performance Criteria for this Element,
as listed on the slide.
Class Activity – General Discussion
Trainer leads a general class discussion on developing product knowledge asking
questions such as:
What do you think is meant by the term „product knowledge‟?
What sort of information does „product knowledge‟ cover?
Why is it important for sales staff to have product knowledge?
How can sales staff gain product knowledge?
What are the potential disadvantages of sales staff not having current and
sufficient product knowledge?
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Trainer Guide 17
Slide
6. Trainer advises trainees a comprehensive, accurate and up-to-date product

knowledge is the basis of all effective promotion of products and services.
Trainer identifies this unit applies to staff involved in promoting or selling products
and services:
Bar attendants
Food and beverage waiters – all types of outlets, including cooks with face-to-
face guest contact
Retail assistants in venue shops
Any venue staff with responsibility for:
 Selling tickets – to events, entertainment, rides, trips and tours
 Promoting upcoming events – within the venue or at related venues where
the seller receives a commission for sales
 Encouraging patrons to purchase any product or service the venue offers.
Class Activity – Group Discussion
Trainer asks trainees to identify staff in a venue who have face-to-face contact with
customers and who should know how to promote products and services.
Possible answers include:
Reception staff
Concierge
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Supervisors
Hostesses
Porters/bell boys
Doormen
Telephone operators
Sales and Marketing personnel
Function/MICE staff.
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Trainer Guide 19
Slide
7. Trainer defines „product knowledge‟ for trainees stating it is a generic term referring
to knowledge about:
Products and services:
 The brands, sizes and differing qualities and types of physical products the
venue sells
 Items on the food and drink menus – what they look and taste like, how
much they cost, their ingredients
The venue:
 Policies, procedures and protocols guiding the operation of the venue
 The credit cards accepted by the business and the payment options
available
 Staff and management at the venue including various roles and
responsibilities of individual employees
 Operational matters such as deposits for bookings, Charges for use of
facilities, Busy and quiet times, Opening and closing times, safety and
security issues, Quality control and service provision standards
 Layout of the property and the location of products, rooms, facilities and
personnel
Local attractions, services, facilities and events, festivals and infrastructure:
 Tours – where there is a need to know information including where they go
and what they involve, how to book, cost and duration
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 Transport options, where you need to know:

– Public transport options – for example, rail and bus
– Private options – hire cars, charters, local tourist options (tuk tuks,
camels, 4WDs, boats, taxis)
– Location of stations, depots and businesses; Cost; How to book or
obtain tickets
Conferences, conventions, functions and entertainment, addressing names and
locations of businesses commonly hosting these events, facilities available at
the businesses, contact details, what events are currently being conducted
Shopping and restaurant and eating facilities
Retail shops operating within properties – such as:
 Bottle shops; Gift shops; Foyer shops; Souvenir shops; Booking agencies;
Business support agencies – secretarial support, IT support, translation and
interpreter services.
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Trainer Guide 21
Slide
8. Trainer advises trainees as workers in the industry, their product and service
knowledge must start with and focus on the area where they work, and then expand
knowledge into related area and then into supplementary areas.
Trainer illustrates this using following two slides.
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Slide
9. Trainer suggests food waiters should develop product knowledge as follows:

Start building knowledge about the menu, menu items, prices of items, which
menu items can be offered as a main course and as an entrée, which foods are
genuinely fresh and which are frozen, days and times the dining area is open,
different cooking and service styles of different dishes, how lunch service differs
to evening
When they have a comprehensive knowledge of these topics they should them
move on to developing a good understanding about (for example) the bar and
the drinks available, their costs and the ingredients in mixed drinks, the wine
list, understanding which wines complement which menu items
They should look at general venue information – trading hours, policies and
procedures, history and information of the venue (size, number of rooms and
staff, name of owners)
Finally they should develop knowledge about the local town, city or region.
Class Activity – Guest Speaker
Trainer arranges for an experienced staff member from a venue, with responsibility
for promoting and selling products and services to attend and talk to trainees about:
The importance of product knowledge in their job
How they gained their product knowledge
How they maintain and update their product knowledge
What they consider to be product knowledge.
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Trainer Guide 23
Slide
10. Trainer suggests front office staff should develop product knowledge as follows:
Initial knowledge must cover issues such as the layout of the property and the
different room options, facilities available in rooms and throughout the venue,
room rates, discounts available to nominated guest types, payment methods,
elements of accommodation packages, booking requirements and the policies
relating to deposits, cancellations and refunds
With this information learned they may then develop a better understanding of
the food and drinks available, opening hours for the swimming pool,
gymnasium, sauna and spa, and the variety of extra products and services
available to guests in their room through the Housekeeping department and
Room Service
They may then move on to learning local knowledge.
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Slide
11. Trainer identifies potential opportunities trainees may have for gaining product
knowledge:
Reading
Trainer explains to trainees they can gain significant product knowledge by reading
informational brochures and other materials provided by suppliers and
manufacturers. This may embrace:
Reading labels – of products
Reading tasting notes – for food and beverages
Reading product guides – to identify the range of products offered by suppliers
Reading price lists – to gain an appreciation of cost and selling prices as well
as discounts, fees and charges, delivery issues
Visiting the website for suppliers and manufacturers – to read online
information.
Reading internal documents
Trainer highlights it is also essential for trainees to read all venue-based information
such as:
Workplace SOPs, venue checklists, staff handbooks, house policies.
Trainer stresses to trainees they should also make an effort to read all advertising
the venue undertakes as this gives them an idea of the expectations the business is
creating in the minds of its customers.
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Trainer Guide 25
Attending product launches

Trainer identifies for trainees when a supplier (or manufacturer) introduces a new
product into the marketplace they sometimes hold „product launches‟ to promote
their new product to potential purchasers and:
Raise awareness about the product – amongst consumers
Give people an opportunity to experience the product
Sell the product.
Trainer notes to trainees invitations to product launches are commonly issued to
management at a venue or to the person/s with responsibility for placing orders and
encourages trainees to advise these people they are interested in attending product
launches as and when they occur so they can grow their product knowledge.
Trainer also encourages trainees to monitor the general media (especially
newspapers) and trade magazines for information about product launches as these
may provide details about the time and venue for a product launch or indicate a
need to register to attend.
Attending trade events
Trainer suggests to trainees if there is local a hospitality, cooking, accommodation,
food and beverage or similar trade event (or convention, exhibition, seminar or
display) they should make an effort to attend indicating these are excellent ways of
identifying current industry issues and products, as well as being an excellent way
of networking with others.
Class Activity – Distribution of handouts
Trainer gathers a variety of printed materials (as identified above) and distributes
them to trainees:
Explaining how they can be used to gain product knowledge
Providing examples of how the information contained in them could be used to
promote products and services
Identifying where such materials may be located within a venue.
Talking to sales representatives
Trainer explains suppliers have sales representatives who call on the business on a
regular basis (known also as „sales reps‟ or just as „reps‟) to take orders for stock
and for PR purposes. These PR calls are courtesy visits where they do not actively
ask for an order but simply call in and „have a chat‟ and this talk can be useful in
finding out what is happening at other venues, trends in the industry, new releases
and product launches, potential stock outages of products they sell, and impending
price rises.
Trainer notes sales reps are an excellent source of information, certainly about their
product, but also about the industry in general because they visit so many
properties and speak to so many staff.
Trainer also advises trainees sales reps can also help with arranging visits to their
factory, warehouse or place of business.
Visiting suppliers, distributors and manufacturers
Trainer tells trainees where their workplace deals with local suppliers, distributors or
manufacturers it is a good idea to contact them and make arrangements to visit
their premises, suggesting a telephone call to the manager or a word with the
representative who calls on their business should enable this to occur. Perhaps the
Purchasing Officer at their venue can be asked to facilitate the visit.
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Trainer states to trainees it is worthwhile visiting major businesses their venue does
business with to see how they operate, meet key staff and obtain an understanding
of their work integrates with the venue.
Trainer also suggests to trainees if they have local growers of food and beverage
products they should ensure they visit these people so they can provide this „local
knowledge‟ to visitors.
Talking to others
Trainer highlights much useful knowledge about the workplace and its products and
services can be gained from talking to:
Managers and owners
Senior and experienced staff
Customers.
Trainer arranges for an industry sales representative to attend and talk to trainees
about:
The role of a sales rep
How a sales rep can assist staff build their product knowledge
Examples of information the sales rep can provide to staff
How trainees might arrange a visit of the sales rep‟s head office, warehouse or
business.
Sales rep should also be asked to provide handouts to trainees:
Price lists
Product lists
Promotional material.
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Trainer Guide 27
Slide
12. Trainer states to trainees product and service knowledge must be used for it to be
beneficial identifying the main reasons venue staff must develop excellent product
and service knowledge are to:
Optimise sales within the venue – all venues will expect sales and service staff
to maximise revenue from the people they serve, without exploiting anyone and
without putting pressure on them to buy
Encourage visitors to spend more time in the area – the more time a visitor
spends in the region, the more money they are likely to spend at the venue and
in local shops and businesses. If venue staff can use product and service
knowledge to convince a visitor to spend an extra day (or two) in the venue,
they have done a great service not only to their employer but also for local jobs
and the local economy.
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Slide
13. Trainer explains to trainees the benefits of having high levels of product and service
knowledge including:
Being able to provide professional assistance to customers
Trainer illustrates to trainees high levels of product and service knowledge allows
them to:
Have confidence in their ability to sell and the approach they take with
customers
Present products and services in an appropriate way meeting identified
customer needs, wants and preferences – including showing, displaying or
presenting products and services in such a way that demonstrates their best
features and highlights their appropriateness for potential purchasers
Establish a rapport with customers based on confidence in staff and their
demonstrated credibility
Engage with customers and build an ongoing relationship encouraging repeat
and return business
Offer (where appropriate) potential customers the opportunity to test, try or
sample the products or services being considered or offered for sale.
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Trainer Guide 29
Slide
14. Trainer continues to explain to trainees the benefits of having high levels of product
and service knowledge including:
Trainer explains to trainees many products or services are offered for sale in a
variety of options.
Products
Trainer indicates to trainees products may differ on the basis of:
Brand name – certain brands are more popular, and some equally good brands
are less well known. Many international visitors will seek a local product so they
can enjoy the local experience
Size – staff need to know the size options so they can best recommend the
most appropriate size (and best value-for-money) to customers based on their
identified need
Quality – products often come in a range of different qualities and staff must be
able to differentiate between the range of quality options within each product
type to enable them to give advice on which alternative best meets the
expectations of the buyer
Country of origin – staff must always be able to inform potential purchasers
about the country of origin of products as many people infer quality into this. In
addition, some customers may deliberately seek to obtain products from a
certain country
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Features – these are the distinguishing characteristics separating one product

from another. Typically, the more expensive an item is, the more features it has
to justify the increased price
Price – trainees must know the selling price of all items offered for sale
including all associated price-related information such as:
 Discounts:
– Who they apply to
– Rates of discount for a single item
– Bulk discount rates
 Methods of payment – including:
– Credit cards accepted by the venue
– Non-cash payment options – cheque, travellers‟ cheque, vouchers,
debit cards, electronic funds transfer
– Cash – in relation to knowing what currencies are accepted, and
exchange rates for foreign currency.
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Slide
Services
Trainer indicates to trainees services may differ on the basis of:
Duration – while some services are a standard duration, many are offered
across a variety of times to enable customers to select a „length‟ option best
suited to their needs. Staff must know how long each duration option lasts in
terms of time
Delivery choices – a service may be delivered:
 By one or more persons – this has implications for quality of service
delivery and price charged
 In „standard‟ form – that is, without any add-ons, frills or other options
 In „optioned‟ form – that is, with one or more extra services incorporated
into the original service
Location – a service may be delivered:
 In the privacy of the guest‟s room
 In a communal setting – where other paying customers are present
 At a remote location – away from the venue
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32 Trainer Guide
Time of delivery – this addresses issues associated with:

 Service provision during „normal‟ hours
 Service delivery out-of-hours – which may include weekends, nights, before
a stated time each morning, at holiday times or at peak periods.
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Trainer Guide 33
Slide
Meeting customer expectations
Trainer explains to trainees excellent levels of product and service knowledge
enable them to provide service meeting customer expectations highlighting this
demonstrates professionalism and respect for the patron and stressing customers
expect staff to know what they are talking about and know the products and
services they are selling/promoting.
Trainer indicates to trainees that failure to meet these basic expectations can result
in:
A lack of customer confidence in the venue overall – the reality is often all
aspects of the venue suffer when staff are unable to respond satisfactorily to
one request/situation
Decreased amount and value of purchases – a lack of suitable product and
service knowledge translates either into a „no sale‟ situation (that is, the
customer elects not to make a purchase at all), or into a reduced sale where
the customer buys a lesser value because they do not have confidence in the
sale staff serving them
Reduced levels of satisfaction – meaning people are less likely to return and
make a subsequent purchase, and are less likely to recommend the venue to
their friends, family or associates and acquaintances.
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34 Trainer Guide
Slide
Maximising selling opportunities
Trainer explains to trainees if they do not have high levels of product and service
knowledge they are much less likely to be able to:
Identify opportunities to sell – these opportunities frequently present
themselves whenever a sales-related enquiry is made
Create supplementary sales – these are the opportunities for making extra
sales (also known as „add-on sales‟ – to be covered in more detail in later
slides) whenever a sale is made
Recommend an item for consideration by the customer as a future purchase –
this may include:
 Mentioning the entertainment available this coming weekend in the function
room
 Asking if a couple checking-in at Reception would like a table booked for
their evening meal in the hotel‟s dining room
 Making people aware of the special package deal being introduce next
week for house guests.
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Trainer Guide 35
Slide
Being better able to meet and overcome buying objections
Trainer states to trainees it is a fact of life many people will not automatically buy a
product or service recommended , offered or available to them indicating customers
often have a need to be convinced they should make a purchase and can raise one
or more „objections‟ to buying something.
Trainer explains to trainees high levels of produce and service knowledge better
equip sales people to:
Identify these objections – including recognition and classification of objections
Recognise and accept them as legitimate concerns – as a standard technique
for effectively meeting and overcoming objections
Meet the objections – presenting logical reasons why the „objections‟ are
unfounded and explaining why the offer being made is sound
Overcome the objections – and close the deal by making the sale or taking a
booking and a deposit or payment.
Trainer states there will be more on this topic on the slides in Element 4 (Apply
selling skills).
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36 Trainer Guide

Trainer arranges for a senior staff member from a venue to attend and talk to
trainees about:
Their experience with using product knowledge to serve customers
How they use product knowledge to optimise sales and customer satisfaction
Personal anecdotes illustrating how product knowledge has resulted in positive
outcomes for customers and the venue
How they maintain their product knowledge
The aspects of product and service knowledge they deem essential for staff to
know about
Their view on the importance of product knowledge on the growth of their
workplace.
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Trainer Guide 37
Slide
19. Trainer highlights to trainees in order to gain necessary product and service
knowledge there is always a need to be proactive.
Trainer advises trainees they need to make an effort to capture the required
information and this effort must be:
Ongoing – gathering product knowledge never finishes: there are always new
things to learn about and always a need to update existing knowledge
A conscious effort – trainees must be alert to the need to research and gain
product knowledge and not believe all they need to know will automatically
come to them
Researched using a blend of different formal and informal research options –
as identified on following slides.
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38 Trainer Guide
Slide
20. Trainer identifies to trainees formal research techniques available to them to gather
product and service knowledge, as identified on the slide, explaining each research
option will be described on following slides.
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Trainer Guide 39
Slide
21. Trainer provides information to trainees regarding the formal research technique of
reading surveys and ratings.
Trainer explains surveys and ratings are often reports undertaken and distributed
by third parties such as a peak industry body, a government authority or the Head
Office for a chain of establishments. Some reports are provided free-of-charge and
some may have to be paid for.
Trainer indicates reports may be provided in hard copy form or may be an
electronic version, and may rate:
Innovations in the industry, internationally or at nominated properties – such as
in relation to services for guests, systems for the operation of the venue,
improvements to traditional equipment and machinery, new inclusions for
rooms, packages or stays
Food and beverages available – new menu items, drinks, service techniques,
recipes, preparation styles
Destinations and attractions – providing Information on new and upgraded
facilities, customer feedback and satisfaction surveys, comparative data
showing relationships between different countries, locations, spending patterns,
attendances
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40 Trainer Guide
Potential industry movement and direction – identifying initiatives being planned

by industry bodies, supporting agencies or government departments – such as
advertising campaigns to attract visitors to the region, action to be taken by
leading industry operators, incentives for industry operators to undertake or
participate in nominated activities, emerging trends, new markets.
Class Activity – Handouts
Trainer obtains a range of industry surveys and ratings relevant to their area and:
Distributes them to trainees
Identifies information contained
Illustrates how the information might be used by staff in a venue
Explains the role of the bodies who have provided the information.
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Trainer Guide 41
Slide
administering questionnaires explaining administering questionnaires involves:
Developing the questionnaires – see next slide
Distributing the questionnaires – see slide 25
Analysing the responses to questionnaires prepared by the venue – see slide
26.
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42 Trainer Guide
Slide
23. Trainer explains to trainees developing questionnaires involves:

Identifying a specific topic to research – there must be a distinct and definite
focus for the research questions
Deciding on the information to be generated or captured by the research – so
the research creates date useful in terms of the questions being asked
Generating the research questions to be used on the questionnaire – and
testing them to ensure they solicit the required information
Producing the actual questionnaire – which may be applied in hard copy form
(people complete the form), online or as the basis for interviews (where a staff
member uses the questionnaire to guide the questions used in the interview).
Trainer obtains a range of industry market research questionnaires and:
Discusses the focus and structure of each
Identifies issues each questionnaire is seeking to capture information about.
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Trainer Guide 43
Slide
24. Trainer explains to trainees distributing questionnaires involves:

Identifying the target markets to whom the questionnaire will be applied – the
questionnaire should be applied to those who reflect the profile of the markets
to whom the issues relate. This may include determining the demographic
characteristics (see later slides) of these markets
Determining the number of people who should be canvassed by the
questionnaire – in order for reliable and valid data to be obtained
Sending out questionnaires to identified respondents – or potential participants
Following-up on responses – to ensure questionnaires (to the best extent
possible) are completed and returned, and are completed fully and honesty.
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44 Trainer Guide
Slide
25. Trainer explains to trainees analysing questionnaires involves:

Classifying responses into relevant categories – so information can be collated,
quantified and manipulated
Evaluating responses – to identify:
 New information – of importance and relevance to the venue and the
industry
 Confirmation of existing knowledge – held or used by the venue
 Trends – likely to impact the business
 Topics for future research or questionnaires
 Action the venue should take in response to the data – to modify existing
practice, policies, packages, protocols, products or services.
© ASEAN 2012
Trainer Guide 45
Slide
conducting internal testing explaining this involves conducting testing within the
venue to:
Determine quality of products and services offered at the venue – quality may
be determined with reference to individual product or service factors such as:
 Taste
 Safety
 Size
 Consistency
 Time taken – to serve customers; check guests in & out, to take a booking
Identify differentials between products and services – that may be used to
distinguish between similar offerings of the same type. For example, testing
may identify how the „standard‟ product differs from the „de luxe‟ package.
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46 Trainer Guide
Slide
evaluating existing external data explaining this covers the reading and researching
of product data and information provided by suppliers, illustrating common
examples of this information include:
Product specifications – detailing contents or ingredients of products and
quality descriptors and requirements
Product comparison charts – where different types of similar products are
compared and contrasted
Packaging and product labels – as provided on products and cartons supplied
by providers
Tasting notes – to describe how food and beverage products (especially wine)
smell, taste and look
User/manufacturer instructions – providing insight into how things work, safety
requirements and options for the use of items
Troubleshooting guides and service manuals – an alternative source of safety
information and a way of finding out how to repair items
Warning and care/laundry labels – useful to those in housekeeping and
laundry.
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Trainer Guide 47

Trainer obtains a range of industry-specific „external data‟ and:
Discusses the product/service information contained in each and how it may be
applied to promote and sell them
Advises trainees where each resource was obtained.
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48 Trainer Guide
Slide
reading internal documentation explaining this refers to the activities involved in
reading and understanding enterprise material about products and services such
as:
Standard recipes – for menu items and drinks
Stocking charts – showing the location, types and quantities of items:
 Displayed on shelves in the bottle shop
 Provided to guests in their room, bathroom, kitchenette, refrigerator or mini
bar
In-house advertisements – for all products and services offered to customers.
These may (for example) describe the food available in a certain in-house
dining area, or feature an upcoming special event in the main ballroom
SOPs – detailing how a certain product should be produced, or how a certain
service should be provided
House policies – to gain a full understanding of the parameters applying to
product and service provision as covered by various house policies.
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Trainer Guide 49

Trainer obtains a range of internal documentation available within a range of
venues and:
Discusses the product or service information contained in each and how it may
be applied to promote and sell products and services
Advises trainees where each resource was obtained.
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50 Trainer Guide
Slide
reviewing customer feedback explaining most venues will have some amount of
feedback from customers about their feelings and experiences with products and
services provided at the property.
Trainer advises this topic (customer feedback) will be covered in more detail in the
next Performance Criteria „Seek customer feedback to supplement product and
service knowledge‟).
Trainer notes to trainees customer feedback is sometimes referred to as „The
Breakfast of Champions‟ as it often contains information that, when acted on, can
improve the operation (the provision of products and services) to transform an
ordinary venue into an outstanding one.
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Trainer Guide 51
Slide
30. Trainer introduces trainees to informal research techniques stating they are much
less structured and focused than formal research and often occur unintentionally as
they undertake other things.
Trainer identifies informal research techniques (which will all be explained on
following slides) include:
Engaging in general discussion
Reading, watching and listening to the media
Reading various literature
Being a tourist in your local area.
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52 Trainer Guide
Slide
31. Trainer provides information to trainees regarding the informal research technique
of general discussion explaining:
General discussion includes talks with colleagues, management and customers
– these may be targeted to a specific issue or can be „chance‟ conversations
Keys to making „general discussion‟ an effective research tool are:
 Ask plenty of questions – featuring „open‟ questions
 Listen to the answers – to learn from the information received, and to use
as the basis for further questions.
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Trainer Guide 53
Slide
of using the media explaining this refers to general media research which can occur
incidentally when reading the newspaper, watching television or listening to the
radio, or it can take place as a result of:
Reading a regular weekly hospitality or tourism section of the newspaper
Watching food, travel and holiday shows on television
Listening to advertisements on the radio promoting hospitality, tourism and
other businesses of interest
Listening to, watching or reading about news involving the industry.
Trainer obtains a range of media articles relating to industry products and services
and:
Distributes and discusses them with trainees
Identifies their source
Illustrates how the information contained could be used to promote products
and services.
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54 Trainer Guide
Slide
of reading various literature explaining this entails reading a range of:
Tourist and venue information brochures, pamphlets and flyers
Internal enterprise material about products and services – memos, training
materials, emails
Industry-relevant reference and text books – regarding topics of specific interest
to the job roles and responsibilities of the individual. Books exist on a host of
topics including housekeeping, front office, food and beverage service, cooking,
travel and tourism
Guidebooks – providing insight into what is available in a specific city or country
Trade magazines – providing current details of new products and services, as
well as articles about industry-related support industries and organisations.
Trainer obtains a range of relevant literature that will help trainees capture product
knowledge and:
Distributes same
Highlights pieces of information of interest
Allows time for trainees to scan the literature
Indicates possible use of information contained.
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Trainer Guide 55
Slide
of being a tourist in their local area explaining this means they should make an
effort to:
Visit local tourist attractions – natural and built to identify what they are all
about, and what is available
Look around local shops – to identify products and services available and to get
an idea of which shops sell what and to gain an idea of where shops are
physically located
Participate in local events – to understand what they offer, what is available for
tourists, costs, timing and ambience
Make themselves known to staff at the local Visitor Information Centre – and
become familiar with what they have available to pass on to visitors at venues.
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56 Trainer Guide
Slide
35. Trainer reminds trainees analysing customer feedback has already been identified
as important in the successful operation of a business highlighting that to optimise
customer feedback potential it is vital they make an effort to actively seek out and
obtain feedback. They must never simply rely on customer feedback being given to
them.
Trainer indicates to trainees acting appropriately in response to customer feedback
is regarded by many operators as essential to the ongoing viability of any business
– feedback may refer to:
General comments or observations
Compliments
Complaints
Made by customers about products offered by the venue, service delivery at
the venue, or any aspect of facilities at the venue.
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Trainer Guide 57
Slide
36. Trainer stresses to trainees it is important to review customer feedback to:

Identify trends or issues in feedback requiring attention or action to prevent
recurrence of a problem – such as revisions to SOPs, policies, packages,
advertisements
Generally speaking, venues should look to identify „trends‟ in feedback as
opposed to „one off‟ instances but there can be times when one-off comments
are important and must be responded to – these individual cases relate to:
 Anything related to safety
 Issues where there is the potential for the venue to be sued or prosecuted
 Instances where there appears a significant probability the media will be
notified and may become involved
 Situations where the customer has threatened to notify the authorities
Take action to address specific customer dissatisfaction – such as:
 Sending a letter of apology
 Making a phone call to the customer to explain or discuss the issue they
have raised
 Offer of a free meal or similar by way of apology
 Provide a discount for products or services purchased as a goodwill
gesture.
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58 Trainer Guide
Slide
37. Trainer presents to trainees effective ways of obtaining customer feedback

explaining each will be discussed in detail:
Using questionnaires – as already covered
Talking to customers – current, past and potential
Checking internal buying patterns & trends – using internal statistics
Preparing and making available „Customer Comment‟ forms or cards
Establishing a customer feedback panel – also known as the use of „focus
groups‟
Conducting taste tests – of food and drink.
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Trainer Guide 59
Slide
38. Trainer explains to trainees talking to customers is something every staff member
should do in a customer-contact scenario as it:
Helps develop a rapport with the customer – the better the rapport, the greater
the chance of sales being made as there is a stronger bond and trust between
the customer and the staff
Demonstrates interest in the customer – and their particular needs, wants,
preferences and expectations
Enables you to obtain customer-specific information, such as:
 Their needs, wants and preferences
 Their buying limitations – timeframes; cost; quality
 Their previous experiences and current expectations.
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60 Trainer Guide
Slide
39. Trainer explains to trainees in order to make „talking to customers‟ a useful

customer feedback tool they must:
Ask questions – and actively seeking customer opinion and thoughts on
products and services. Trainer stresses to trainees they can never rely solely
on the information provided automatically by the customer
Actively listen to what customers say – to identify the key points they make and
note the issues they raise
Ask follow-up questions – to clarify initial points made or to gain additional
information about topics they have not fully explained
Use appropriate communication and interpersonal skills, such as:
 Using polite and respectful language
 Ensuring body language reflects verbal language
 Showing an interest in the customer throughout the conversation.
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Trainer Guide 61
Slide
40. Trainer presents to trainees „Checking internal buying patterns and trends‟ as a
means of customer feedback explaining this requires them to refer to internal sales
records (such as receipts, cash register data or sales figures on a database) so
they can gain insight into:
The popularity of products and services available for sale – indicating items to
be promoted and those not requiring (as much) promotion
Trends emerging regarding individual products and a services – such as
preferences for certain offers or packages, increasing or decreasing popularity
of products or services
Slow-moving products and services – so items can be promoted and sold to
prevent them having to be thrown out, and services can be promoted in a
different/better way to increase their purchase by customers
Customer data on purchasers or purchases – where a database is used that
contains basic information such as:
 Gender of buyers
 Time of purchase
 Method of payment
 Quantity purchased.
Trainer states to trainees review and analysis of this information can indicate the
products and services to promote to certain customer group profiles.
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62 Trainer Guide
Slide
41. Trainer explains to trainees preparing and using „Customer Comment‟ cards
involves:
These are traditionally left in high-traffic areas – such as guest rooms, at
reception, behind bars, in dining areas but there is no reason the same
principle cannot be used in just about any other area of the venue
Electronic versions can be lodged on the venue website
It is also acceptable to offer these cards to customers and ask/encourage them
to complete and return them, instead of relying on customers to take them and
complete them. This is an example of being proactive in capturing feedback
Trainer highlights the keys in using these cards are to make sure they are collected
and read.
Class Activity – Small Group Exercise
Trainer provides trainees with samples of industry Customer Comment cards and:
Distributes same to class
Divides class into groups of 3 – 4 trainees
Asks them to prepare a Customer Comment card suitable for use in their
workplace.
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Trainer Guide 63
Slide
42. Trainer presents to trainees the possibility of establishing a feedback panel to seek
customer feedback stating:
This involves bringing together a representative sample of the venue‟s
customers (based on their demographic characteristics) customers to provide
comment on activities, and the products and services available at the venue
This panel may be asked to contribute random comments about (for example)
what they would like to see included on the menu, or they may be asked to
comment on a topic set by the establishment (such as „What new facilities
should be introduced to guest rooms?‟)
These panels are sometimes referred to as „focus groups‟ as they focus on
different aspects of the venue‟s operation every time they meet.
Trainer arranges for a manager, owner or relevant other person from a venue that
uses focus groups to gather marketing information to attend and talk to trainees
about:
Composition of the group – how the members of the group are determined
Topics canvassed by the group
Frequency and duration of meetings
How meetings are conducted and chaired
How comments are captured
Benefits of using this approach to obtain customer feedback including specific
examples of how focus group feedback has led to changes in the way the
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64 Trainer Guide
venue operates, changes to the products or services it offers.
Slide
43. Trainer indicates to trainees a venue may conduct free taste testings of food or
beverages as an effective way to gather feedback on these items offered for sale,
in relation to:
Taste, eye appeal and aroma – is the taste or aroma acceptable? Should it be
changed? Does it need more salt, less fruit juice? Is the colour and appearance
OK?
Serve size – does the size represent good value for money? Is the size too big
or small?
What they would pay – venues may suggest a selling price and ask customers
to state if the price is acceptable or not; alternatively they may ask customers to
state what they would be prepared to pay
How often they would buy – to determine frequency which can indicate whether
or not a new menu item should be added to the list on a permanent basis.
Trainer highlights to trainees this information can be used to help determine
customer expectations and preferences.
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Trainer Guide 65
Slide
44. Trainer stresses to trainees once they have developed product and service
knowledge in relation to their workplace, they must make an effort to pass this
information on to colleagues in order to:
Demonstrate they are a team player – and will assist others whenever they can
Show they have taken the time and trouble to obtain such information – which
will impress management with their dedication and professionalism
Assist colleagues in their sales and promotion efforts – which will have positive
flow-on effects of increasing revenue, generating more positive customer
relations and creating more repeat and referral customers.
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66 Trainer Guide
Slide
45. Trainer presents to trainees there are several effective and cost-effective ways for
them to share product and service information with other staff, such as:
Conducting internal staff meetings – these may be specially convened
meetings to just discuss the new and revised information, or „Product and
service knowledge‟ should be a standing item on the agenda for all regular staff
or departmental meetings
Making mention at staff briefings – where departments hold a staff briefing at
the start or end of a shift this is an excellent opportunity to communicate
product and service knowledge
Developing handouts – these only need to be brief outlines of the revised
information covering the main points and directing staff to sources of further
information staff can follow-up on their own
Conducting internal activities – the nature of the activity will depend on the
product or service and the information to be shared. Possible examples include:
 Visits to facilities of the venue – to show staff what you have found, or let
them see what has changed (in guest rooms, outside, front-of-house and
back-of-house)
 Observations of amended practices – so they gain a first-hand insight into
the new or revised procedure
 Demonstrations – of how new equipment, practices or systems function
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Trainer Guide 67
 Practice sessions – where others can try out new procedures, equipment or
protocols to learn what it is all about, or hone their skills
 Tastings – of revised recipes for food and drink items so staff can see what
the products look like, smell like and taste like
Experiencing products/services – options could involve allowing staff to
experience:
 Staying in a guest room for a night
 Having a meal in a dining area
 Making a reservation or booking
 Navigating the venue website
Conducting formal or informal training sessions – which could feature:
 Explanation for why the training is being conducted – there must always be
a valid reason for staff having to participate in training
 Presentation of information as well as demonstrations, where appropriate
 Opportunity for staff to practice any new skills required
 Encouragement to staff to implement revised practices or knowledge
 Informal evaluation to determine whether or not there is need for additional
learning or practice.
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68 Trainer Guide
Slide
46. Trainer suggests to trainees whenever someone – another staff member – shares
their product and service knowledge with them they must recognise and
acknowledge the effort the person has gone to and the fact they have shared it:
Thank them – tell them their effort is appreciated
Encourage them to continue with their efforts and share any future information
they discover.
© ASEAN 2012
Trainer Guide 69
Slide
47. Trainer indicates to trainees a key to obtaining information about customer needs is
to be proactive reminding trainees. It is never sufficient to simply wait for customers
to provide feedback, staff have to make an effort to solicit customer contributions.
Trainer explains to trainees undertaking market research is recognised as the best
way to obtain information about customer needs, defining „Market research‟ as
action taken by the venue to determine what customers want when they are at the
venue. Trainer stresses market research data should reveal what is important and
what is not to venue customers.
Trainer identifies data revealed by market research is used to:
Develop new or improved products and services better meeting the identified
needs, wants, preferences and expectations of the target customers. This may
involve the introduction of new policies, equipment, facilities, products,
services, the removal of unpopular items or upgrading existing offerings and
protocols
Guide the development of venue-specific policies and procedures – so the
operation of the business reflects identified customer need
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70 Trainer Guide
Demonstrate the extent to which the venue is customer-focused – as opposed

to being venue-focused. „Customer focus‟ refers to the approach taken by a
venue to its customers whereby all decisions and actions are focused on what
the customer wants, as opposed to being focused on what the venue or staff
want
For example, the customer may want bigger serve sizes and a faster check-out
when they leave the venue. These customer preferences may be directly
opposite to those of the venue which wants to impose smaller serve sizes
(meaning less food cost and hence bigger profits), and adherence to the
existing method of guest check-out (meaning they do not have to purchase new
systems, train staff or hire other experienced staff).
Trainer emphasises to trainees when a venue prefers self-focus over customer-
focus the usual result is a decline in sales.
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Trainer Guide 71
Slide
48. Trainer instructs trainees market research activities can range from complex and
sophisticated to simple and easy, presenting examples as:
Applying questionnaires – as already described
Undertaking one-on-one or group interviews – to obtain information from past,
present and potential customers in a face-to-face setting. This allows body
language to be observed and interpreted, and follow-up questions to be asked,
as appropriate
Telephoning customers to solicit feedback – it is best to only telephone
customers who have agreed they are willing to participate in this style of market
research
Experimentation – changing or inventing a dish, altering the layout of a room or
modifying the offering available and determining if the changes are positive in
the eyes of the customer
Sending out mail surveys – for people to respond to using an incentive (free
drink/meal) to encourage customers to participate. They can be paper-based
mail-outs or electronic versions.
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72 Trainer Guide
Slide
49. Trainer continues to present and explain market research activities to trainees:
Initiating a competition – for customers to invent or suggest a new or revised
product or service for the venue to include in the products and services it offers.
The prize could be cash, a meal for two or a weekend stay at the venue
Using focus groups – to provide feedback on targeted topics
Participating in industry-wide surveys – this means the venue responds to
surveys conducted by peak industry bodies, industry sub-sectors or
government authorities
Engaging the services of an external market research company – this is an
expensive option and will require management authorization. Only companies
with a demonstrated track record in the industry type being researched should
be used and great care must be taken to ensure:
 Research addresses topics approved by management
 Expected data will function to assist with identified customer issues
 The quantity of responses obtained from the research will be sufficient to
allow reliable conclusions to be drawn from the data generated.
Reading existing materials – such as:
 Brochures and advertising – of the venue and of competitors
 Books and magazines – about the topic about which information is required
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Trainer Guide 73
 Reports – on industry-specific data as well as wider industry market

research findings on changes in customer preferences and buying patterns
 Surfing the „Net – and visiting sites relevant to the industry sector or venue
type
Tracking internal trends and changes – as they apply to venue sales patterns
with reference to customer databases or sales histories and stock usage
figures.
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74 Trainer Guide
Slide
50. Trainer indicates to trainees market research must produce data that can be used
by the venue to guide its activities.
Identifying data may be classified in various ways as identified on the slide, noting
these classifications will be explained on the following four slides.
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Trainer Guide 75
Slide
51. Trainer introduces „Quantitative data‟ to trainees explaining this is the statistical
side to the research (also known as „hard data‟) and refers to things such as:
Levels of patronage and pedestrian customer traffic –into the venue or different
departments
Number of customers who spend X amount of money in the venue or a
department on a transaction-by-transaction basis
Number (or percentage) of customers who use ABC facility in the venue (such
as those who use the spa, in-house dining, room service)
Number of people in specified age groups – such as the number of customers
aged between 20 – 25 years of age
Ratio of males to females who use the venue, make enquiries or make
purchases.
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Slide
52. Trainer presents „Qualitative data‟ to trainees explaining this answers „why‟
questions in the research (also known as „soft data‟) and refers to things such as:
Why customers shop at the venue or use another venue – and hence do not
spend money in the host venue
Why they do not like the taste of a certain drink or dish
Why they feel a certain way about a certain thing
What it would take to convert the customer into a regular customer
Why they buy XYZ product.
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Slide
53. Trainer presents „Secondary data‟ to trainees explaining this is data (quantitative
and qualitative) collected from existing sources and so is not therefore newly
generated, but merely a consolidation of existing facts.
Trainer identifies to trainees sources already exist within their venues and
elsewhere to gather this information – for example:
Sales receipts to identify trends and average sales – as well as returns and
refunds
Names of customer database
Data from professional market research companies – including reports and
information in trade magazines, as well as data and reports prepared and
distributed by Industry representative boards and bodies
Articles and information contained in newspapers and magazines
Information in a range of literature – including local telephone books and
advertising material.
Class Activity – Group Discussion
Trainer asks trainees to identify what they believe to be useful sources of
„secondary data‟ within their workplace.
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Slide
54. Trainer presents „Primary data‟ to trainees explaining:

It may be quantitative data, qualitative data or both – as necessary, or as
required to answer the market research questions needing to be answered
Is newly generated data – as a result of the market research activities
undertaken
Addresses gaps in the secondary data – to ensure necessary and sufficient
data on which to make operational decisions is generated
Completes the market data – in terms of the information needed about
customers and specific objectives of individual market research activities.
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Slide
55. Trainer identifies to trainees the topics used as the focus for market research will
usually reflect:
Problems the venue is encountering – lower profits, reduced patronage or
increased complaints
Directions the venue intends to take in the marketplace – such as introduction
of new products and services, targeting different target markets, re-positioning
itself in the marketplace.
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Slide
56. Trainer extends the previous slide to trainees indicating areas for research often
relate to „the 5 P‟s‟ – each of which will be discussed on the following five slides:
Product – including services
Place – relating to where products are available from and the times they are
available
Price – for products and services including applicable discounts and other price
adjustments
Promotion – how the venue advertises its products and services
People – looking at the staff who make the products, provide the services and
interact with customers.
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Slide
57. Trainer explains to trainees market research questions relating to „Product‟ may
include but are certainly not restricted to:
What products and services to customers like, prefer or dislike?
Why?
What would customers like to see the venue introduce, change or get rid of?
Why?
Trainer stresses the questions listed are only indicative advising trainees the list of
possible market research questions on any topic is endless.
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Slide
58. Trainer explains to trainees market research questions relating to „Place‟ may
“What do you feel about the current location of the venue or department?” – Is it
acceptable, suitable, preferable for customers?
“Would they like to see the venue move or expand?” – Where to? Do they have
preferences?
“How would you prefer to make a booking with us?” – Do they like to make
booking by phone, in person or online?
“Are our opening hours acceptable?” – Do they want us open longer hours, or
on different days?
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Slide
59. Trainer explains to trainees market research questions relating to „Price‟ may
“What do you think of our prices?” Do customers think venue prices for
products and services are too high or too low?
“How much would you pay for …?” Would they pay a higher price for a better
item?
“What do you think of existing prices for products and services?” Do customers
prefer the venue to offer packages as opposed to individual items where each
product and/or service is individually charged for?
“What is your preferred method of payment?” How do they prefer to pay?
“Do you know about our discounts?” Are customers aware they may be eligible
to price reductions when they visit? Are available discounts suitable?
“What do you think of our cancellation policy?” Are venue policies regarding
advanced deposits, commissions, refunds or cancellation charges acceptable?
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Slide
60. Trainer explains to trainees market research questions relating to „Promotion‟ may
What do customers think of venue advertising and promotional campaigns? Are
they effective?
What newspapers do they read? What sections of the newspapers do they
read?
What television stations do they watch, and when?
What radio stations do they listen to, and when?
How do they prefer to receive information about what the venue has to offer,
special rates, packages and deals?
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Slide
61. Trainer explains to trainees market research questions relating to „People‟ may
“How good are our staff?” Do customers think venue staff are competent and
knowledgeable?
“What do staff do well and not so well?” What aspects of service delivery do
customers think venue staff good at and where could they improve?
“Do we have enough staff?” Are there sufficient staff on duty to service the
needs of customers?
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Slide
62. Trainer states to trainees all employers will expect them to make intelligent and
insightful contributions towards changing the products and services offered to
customers.
If a business refuses to change the products and services it offers to customers it
risks losing business because it may:
Fail to adapt to keep pace with the ways in which its customers are adapting,
the venue will lose its genuine customer-focus in terms of service delivery,
standards and operational practices
Miss the chance to exploit a lucrative commercial opportunity that also benefits
the customer and meets their needs
Continue to offer dated and irrelevant products and services – to a marketplace
who have moved on to something different.
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Slide
63. Trainer indicates to trainees they can contribute to workplace improvements by:
Suggesting to management evidence-based reasons for change:
 It is important all the suggestions made for change are support by actual
workplace or industry-based evidence. There must be proof there is need
for change which can take the form of:
– Feedback showing customer dissatisfaction
– Internal sales figures indicating decreasing sales
– Examples of individual workplace occurrences – as opposed to
reference to unclear and imprecise situations
Preparing presentations to support personal recommendations for change – to
be successful in achieving significant change in the workplace staff will often
need to prepare a presentation supporting their recommendation. This
presentation may only need to make a verbal presentation, or there can be a
need for a paper-based report or a PowerPoint presentation. The presentation
should address:
 Rationale one reasons for change
 Cost to implement change
 Cost of not implementing change
 Details of implementation of the change, an Action Plan, including:
 Personnel involved
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 Training needed
 Required changes to supporting policies and procedures
 Arrangements for practice and integration of changes into established
practice
 Timelines for introducing and embedding changes
Participating in group activities designed to identify the need for change – which
may include:
 Assessment and evaluation of current workplace practices, products and
services
 Analysis of products and services (including facilities, policies, procedures
and systems) at opposition establishment
 Identification and review of „best practice‟ for the items under consideration
Participating in group activities to develop change – which can include
participation in „creative thinking‟ techniques such as:
 Brainstorming – a technique for generating ideas to address a nominated
problem
 Lateral thinking – applying thought to a nominated problem that is unique or
novel in its approach to the issue (sometimes called „thinking outside the
box‟)
 Critiquing suggestions made by others – in a constructive manner
 Use of the „Six Thinking Hats‟ – see next slide and Activity.
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Slide
64. Trainer expands on the creative thinking technique known as „The Six Thinking
Hats‟ developed by Edward de Bono explaining:
Each coloured hat refers to a way of thinking and de Bono suggested in order
for any issue to progress, all those involved in the discussion needed to be
wearing the same coloured hat at the same time
In addition, because no single hat is right or wrong (they each represent
different types of thinking), they allow for consideration of a range of thoughts
on any one topic thereby enabling what de Bono calls „cooperative thinking‟.
Trainer defines the roles of each Thinking Hat:
The white hat focuses on information, including hard facts and soft information
such as rumour and personal experience
The red hat is tied to and permits emotions, feelings and intuition to be
considered
The black hat is the critical thinking hat, making judgements and deciding if
things are right or wrong
The yellow hat relates to values and beliefs
The green hat is the productive hat asking for ideas, alternatives and
possibilities
The blue hat is all about process control and organising the other hats.
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Class Activity – Individual (or Small Group) Research Activity

Trainer provides:
Internet and computer access to each trainee or small group
Copies of Six Thinking Hats by Edward de Bono and:
Asks them to search the internet or read the book to learn how the Six Thinking
Hats creative thinking method works – a useful start is
www.debonothinkingsystems.com/tools/6hats.htm: other sites are relevant
Asks trainees to record in writing the operation of this approac.
Requires nominated trainees (selected at random) to present their findings to the
class for comment and critique.
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Trainer Guide 91
Slide
65. Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
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Slide
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Slide
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Slide
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Slide
the slide.
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Trainer Guide 97
Slide
the slide.
Class Activity – Discussion
Trainer asks trainees questions regarding the development of market knowledge:
What is „market knowledge‟?
What is meant by the term „target market‟?
What examples of target markets can you think of?
What is a niche market and how does it differ to a target market?
Where/how would a worker in a venue find out information about venue target
and ni9che markets?
What is meant by the term „demographic characteristics‟?
What factors are included in „demographic characteristics‟?
Why do venues use „target‟ and „niche‟ markets? What is the point of doing so?
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Slide
72. Trainer defines targets markets for trainees as:

Groups of people with similar demographic characteristics that a business
wants to sell to or attract to its premises.
Trainer advises trainees „demographic characteristics‟ will be discussed later but
include:
The age of customers
The gender of customers
Nationality of customers
Education level of customers
Income level of customers
Religion of customers
Other characteristics.
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Trainer Guide 99
Slide
73. Trainer presents to trainees important points regarding target markets advising
when considering the concept of target markets they need to understand:
Venues will have more than one target market – there is no limit on the number
of target markets any venue can have
Target markets are not necessarily small in number – target markets can be
huge in volume
Venues can change their targets markets over time – as new opportunities
emerge.
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Slide
74. Trainer advises trainees the keys for sales staff in relation to target markets are
they need to:
Know the ways in which the individual products and services they have for sale
differ to suit the varying needs of all the target markets targeted by the venue –
this means they must know:
 Exactly how all products and services differ in terms of options, price,
availability and suitability
 The target groups for which different products and services have been
developed
Focus their sales and promotion efforts on the aspects of the products and
services identified by market research as being important and of value to the
target market group – this means there is a need to:
 Explain to customers how certain products and services will best suit their
needs, wants, preferences and expectations
 Match what is offered to market research findings and individual, identified
customer need.
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Slide
75. Trainer provides trainees with examples of target markets stating:

There is no limit regarding how target markets may be described
Descriptions can be very broad (such as „males‟ and „females‟, „People below
40 years of age‟, or „People over 40 years of age‟)
Descriptions can be very exact (such as „overseas male business visitors
between the age of 21 – 60 years travelling on a company account and staying
over 3 days‟)
Management or the marketing department can have a different perspective on
target markets than face-to-face sales or frontline staff. For example,
management and Sales and Marketing may consider and work with target
markets such as:
 Corporate and commercial clients
 Adventure tourists, eco-tourists and other classifications of tourists
 International visitors
For frontline staff involved in promoting products and services to customers, the
focus is likely to be on:
Business customers – who have different aims and requirements than those
who travel for pleasure, interest or other reasons
Families – where parents and children comprise the buying group
Individual customers – that is, the FITs travelling on their own or in small group
Groups – such as large group tours booked through travel agents, tour
operators, airlines and similar third party entities.
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Slide
76. Trainer discusses with trainees „points of difference‟ between target markets stating
these differences can result in specific establishment-wide approaches to things
such as:
The entire venue focuses everything it does across the whole organisation
directly and only on the needs of the target markets it has identified in terms of,
for example:
 Staff uniforms
 Forms of address used by staff towards customers
 Décor of the venue
 Facilities offered
 Product range available
 Service standards
 Prices charged
Staff at a venue are expected to recognise customers from the various target
markets attracted to the venue and treat them differently to reflect their
individual needs. For example:
 A family dining with children would be offered a „Children‟s Menu where this
would not be offered to a group of business men
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Trainer Guide 103
 Tourists from an English-speaking background would be given an English

language menu rather than one written in the home language
 People travelling in groups would be seated together and offered the
elements (food, drinks, tickets, services) appropriate to the package they
are travelling under
 Business people eating at lunch time would be served faster than families –
so the business people can return to work if they need to.
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Slide
77. Trainer explains to trainees why venues apply the concept of target markets in the
operation of their business.
This orientation enables them to:
Create a point of difference between them and other venues – thereby
encouraging people to use and spend money at your venue rather than at a
competitor location
Better understand the needs, wants, preferences and expectations of the
customers they attract and serve –to develop products and services most
suited to the identified needs of those markets
Enable venues to better develop and offer products and services – known to be
preferred by potential customers
Allow more effective use of promotions and advertising – knowing who your
target markets are enables the venue to place and time advertisements so they
have a better chance of reaching their intended audience.
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Trainer arranges for an experienced Marketing manager to visit and talk to trainees
about:
Why they use the concept of target markets
The benefits of using a target market approach
The descriptors of the target markets they use
How they decided to create these markets
How the products and services provided by their venue differ to accommodate
the differing needs of each target market.
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Slide
78. Trainer suggests to trainees a venue will select the target markets it wants to attract
service based on one or more of the following issues:
To align with venue vision, mission and values – there must be harmony
between the direction and marketplace position of the venue and its actual
practice
Based on previous experience and current expertise – venues can only target
customers it is able to service. There is no point targeting people they are
unable to satisfy
To exploit opportunities in the marketplace – most venues will seek to take
advantage of new or emerging opportunities to increase market share, increase
revenue or increase profit
In order to maintain business viability – the more customers a business can
attract, the greater the likelihood of it growing
To meet competition in the marketplace – if a competitor is threatening the
viability of a business, changing target markets may allow the venue to retain
market share or be seen as a viable alternative
So as to set new directions for the business – when venues re-position
themselves in the marketplace this usually involves selecting new or revised
target markets.
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Slide
79. Trainer explains to trainees a venue will tailor-make products and services to meet
the identified needs, wants and preferences of all its target markets.
Trainer provides examples of these possible changes:
Business people at a lunch may require a quick meal without alcohol – so they
can get back to work as soon as possible, unaffected by liquor. By contrast an
elderly couple may prefer a longer meal time so they can enjoy their meal
accompanied by several glasses of wine
School groups at an attraction may require structured and approved hands-on
activities enabling students to learn from the experience in an experiential
manner. Other visitors may simply want to be left alone to wander around at will
to do and see whatever takes their fancy
Women may prefer a room developed specifically for females – featuring a
different colour scheme to „normal‟ rooms, women-specific facilities in the
bedroom and bathroom and the security of knowing there are only females on
that floor (that is, no males) and the corridors are monitored by CCTV
Tours for international visitors to a local natural attraction may incorporate a
tour of the zoo and gardens (plus lunch, photographs and a DVD of the area)
as well as the trip to the river, beach or location
An elite market paying a premium price for their experience may be provided
with enhance privacy, increased convenience, better quality products and more
comfort than is available to standard visitors paying a lower price.
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Slide
80. Trainer highlights to trainees the „Marketing Mix‟ (also known as the 4Ps) considers
four elements a venue can alter to better meet identified need for each different
target market they have established:
Price – the venue can alter prices it charges; offer discounts; vary prices at
different times
Place – the venue can build new premises, extend existing premises, open
longer hours or enter into partnerships with other businesses to increase the
outlets it operates from
Product – the venue can add, delete or modify products or services from the
range of things it offers
Promotion – the venue can increase or decrease its promotion of the venue
and what it has to offer. It can advertise at different times or in different ways
and change the budget allocated towards promotions.
Trainer highlights just changing one of the 4Ps for an existing product or service
can result in the creation of a new offering better able to meet the different needs of
a different target market.
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Slide
81. Trainer presents to trainees many venues analyse market research data as the
basis for target market development by revealing the needs, wants, preferences
and expectations of individual target markets.
Trainer states to trainees the aim of the analysis of market research data is to:
Identify things the target markets want and do not want – which indicates
products or services to be introduced or removed
Enable calculation of the size of the target market – which helps calculate if the
market is profitable
Define the demographic characteristics of each target market – which helps
provide information on which to base product or service development (language
used, colour, style or price) and promotional activities (where to advertise the
product or service and how to communicate with potential buyers)
Determine how much the are prepared to pay for these items – it is vital all
activities result in a profit for the venue. Commercial venues must make a profit
for a product or service or the property to remain viable
Reveal the frequency with which they will purchase the products and services
they want – this is also a major factor involved in determining profitability.
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Slide
82. Trainer advises trainees the results of analysing market data will often mean
management, owners or the Sales and Marketing department will:
Introduce, remove or vary one or more inclusions in an existing package to
create a new package suitable and better targeted to a nominated group of
customers
Combine existing products, services or facilities into a new package to meet
identified need – known as „bundling‟
Alter the price of a product, service or package. Prices can be increased or
decreased – prices may be increased to infer quality, prestige, exclusivity.
Prices do not always have to be revised downwards
Decide to target a new group of customers based on the market research data
– for example, the market research may indicate there is an emerging need
from a large enough group of customers that is sufficiently strong and profitable
to justify the venue taking action to attract and service that group
Promote current or future products and services in a different way, using a
different medium or approach to promotion or advertising at a different time or
in a different location or publication, to better align with the identified media the
target market uses.
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Slide
83. Trainer instructs trainees many venues deliberately focus their sales and marketing
efforts at „niche markets‟.
Trainer defines „niche market‟ to trainees as:
A niche market is a sub-section of a target market – it is a smaller part of a
larger market
It is often a market very few, if any, other venues are targeting or catering for
It always has some characteristic differentiating it from the rest of the market –
these may only be minor but they are significant enough to identify the group as
a distinct entity
In many cases, a niche market transforms into a target market in its own right
as the potential for the niche materialises and when competitors start focusing
their efforts at advertising to, and meeting the needs of, the niche market
customers
Very often a niche market can be relatively small in terms of numbers, but
return a much higher rate of return than other markets.
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Trainer asks trainees to identify niche markets.
Possible responses include:
In tourism, niche markets are very common. Examples of niche markets
include:
 Eco-tourism
 Medical tourism
 Educational tourism
 Farm tourism
 Food and wine tourism
In hospitality venues, examples of niche markets have included:
 Pet-friendly venues
 B&B operations
 High-rollers (in casinos).
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Trainer Guide 113
Slide
84. Trainer identifies for trainees the benefits for venues of identifying and catering for
niche markets:
It enables advertising and promotion to be more effectively undertaken – by
placing advertisements in magazines, newspapers and locations more likely to
be seen by the niche market people
They are able to provide the products and services preferred by the niche
market – very often providing a product or service specifically catering for a
niche market is simply a matter of making a minor adjustment to an existing
product, service, facility, policy or procedure
The revenue and profit potential from niche market customers is significant –
this means the venue has determined the customers in the niche market will
be:
 Sufficiently large in number to justify the changes needed to attract that
niche market
 Prepared to pay a premium price for products and services which best
cater for their needs, wants and preferences
The business gained from one or more niche markets will result in greater
market share – niche markets can contribute significantly to the overall financial
performance and ongoing viability of the operation. Venues constantly look for
ways to take business from their competitors
How they alter their 4Ps to cater for their niche markets
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Development of niche market is an extremely customer-focused thing to do.

Nothing demonstrates a venue‟s intention of looking after its customers more
than a fully-developed niche market approach.
Trainer arranges for managerto attend and talk to trainees about:
Why they use a niche market approach to marketing
The niche markets they have identified and service
How they became aware of these niche markets
The benefits to the venue of using these niche markets.
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Slide
85. Trainer presents to trainees the benefits for them in knowing their niche markets.
This means they can target their efforts to gain product and service knowledge
about those things that have been provided for and developed for the specific
requirements of your niche markets highlighting this means they will need to make
an effort to ensure they:
Know what the people in these markets want, need and prefer
Are competent to provide all services to them you have responsibility for
delivering
Know where the niche market products are available so you can provide them
when necessary
Treat niche market customers according to their individual expectations as
appropriate to their niche market type.
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Slide
86. Trainer advises trainees the best ways to identify the niche markets their venue has
identified and caters for are to:
Ask your supervisor to explain who your niche markets are and how your
products and services vary to cater for them
Read the advertisements and promotional materials used by your venue –
these will help you determine who both your niche and target markets are.
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Slide
87. Trainer identifies for trainees the first essential step in meeting niche market needs
is to identify the niche market customers.
They can do this by:
Reading their reservation details – when bookings are made there may be a
reference to the fact the customer is a niche market customer. For example, a
box may be checked on a paper-based booking card or on an electronic page
on the CRS to indicate the person belongs to a nominated niche market
category
Observe the customer – the way they behave, their belongings can sometimes
readily indicate they are a member of a certain niche market group. A customer
arriving with a dog in a pet-friendly hotel should obviously be informed about
the dog facilities available even though their reservation has not identified them
„having a pet‟
Talk to the customer –when welcoming them and building a rapport with them,
ask questions to reveal whether or not they have certain interests or have
special characteristics
Ask other staff or management – sometimes information will be shared at a
staff briefing about imminent visits by niche market customers, and at other
times there is a need to be proactive and enquire about who is coming and
whether or not they are niche market customers.
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Slide
88. Trainer informs trainees the second step in meeting niche market needs is for them
(when they have identified the niche market to which customers belong) to use this
knowledge in the provision of service delivery to them, which can mean:
Welcoming them as a niche customer – make the effort to recognise their
status as a member of a specific group and spend a moment asking them
about their interest or reason for travel. Make sure they understand they are
known and respected for being at the venue as a valued and special person
Taking action to meet promises made by the venue in promotions it has
undertaken aimed at the specific niche market type to which customers belong
– these promises may be about:
 The type or location of the room they are provided with including facilities
within the room
 Inclusions they are offered on arrival or during their stay – such as products
to support their niche market status and tickets (for entry to local
attractions, landmarks, events or buildings). If families with children were
one of your niche markets, you might:
– Give parents a complimentary children‟s DVD – for them to screen on
their in-room TV and DVD player as a means of entertaining children
– Arrange free access to the children‟s TV channel on the in-room TV for
their room
– Distribute the venue „Children‟s pack‟ to each child – a bag with an
assortment of items, toys, games, colouring book for children
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– Provide parents with a handout showing the location of the play ground
or crèche together with operating hours
– Supply a copy of the Children‟s Menu for in-house dining and room
service
Provide relevant advice and information – without waiting to be asked for it. For
example, if business people were one of your niche markets and you identified
people at check-in as business people you might:
 Advise them how to use the Express Check-Out facility to speed up their
departure when they check-out
 Notify them of the location of and services available through the venue
„Business Hub‟
 Offer them a handout listing and pricing the interpretation and translation
services available through the Front Office.
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Slide
89. Trainer advises trainees where a venue has identified niche markets it will normally
vary elements of the Marketing Mix to better engage with each identified market
type.
Trainer instructs trainees:
Every product or service offered by a venues has all 4Ps – to a greater or
lesser extent
Every product and service is able to have one or more of its 4Ps altered – by
the venue as it deems fit
There is no requirement to alter all 4Ps for any product or service – it is
common just to change one of the 4Ps. Changing just one of the 4Ps for a
product/service results in the creation of a new product or service
One product or service can be taken and tweaked to produce three different
offerings – for example:
 Product 1– is the lowest priced option featuring just the basic elements. It
must be paid for in cash. It is advertised only in the local media and is
available only in-house at the venue. It is called the „Premium‟ package
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 Product 2 – is essentially the same as Product 1but features some extra

features and benefits. It is available via on the internet as well as in-house.
It is called the „Exclusive‟ package and costs 50% more than the „Premium‟
option. It is advertised in travel magazines and on the venue website as
well as through selected agencies
 Product 3– this is a variation on Product 2 with even more inclusions (a
better room, better view, later check-out, valet parking, complimentary
Champagne on arrival, tickets to shows) and costs 200% more than
Product 2. It is called the „De Luxe‟ package.
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Slide
90. Trainer informs trainees in relation to the Marketing Mix concept, „Product‟ (which
includes „services‟) may be altered in many ways such as the following examples:
A package deal for families will have inclusions (entertainment, activities,
events) aimed at satisfying children as well as adults
A package deal for business people might include all their meals
A guest room for business people may feature internet connection and a larger
desk
An accommodation venue targeting business people may provide support
facilities such as a business hub
Meals for health conscious customers will feature low-salt, low-fat menu items
with an emphasis on freshness
Dining areas promoting themselves as „family friendly‟ may have colouring
books and coloured pencils for children.
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91. Trainer informs trainees in relation to the Marketing Mix concept, „Price‟ may be
altered in many ways including:
Packages for business people will bundle business elements together so a
distinct price reduction can be demonstrated while still delivering required
products and services
Discounts may be offered to families at off-peak times to attract them when the
venue is quiet
Methods of payment for businesses will include provision of accounts to head
office, for families and FITs will be settlement on departure, for groups will need
to prepay
Meals for children will be lower reflecting their reduced portion size
Increasing the price of premium rooms or services to infer quality and to
indicate the extra value inherent in these offers.
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92. Trainer informs trainees in relation to the Marketing Mix concept, „Place‟ may be
altered in many ways such as the following examples:
An accommodation venue targeting business people may have a „women only‟
floor – so women feel safer
Venues targeting younger people may have longer opening hours to meet
requirements of young people
Venues relying heavily on customers arriving by air will offer courtesy cars to
and from the airport.
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93. Trainer informs trainees in relation to the Marketing Mix concept, „Promotion‟ may
also be altered in many ways to more effectively target identified markets including:
Advertisements aimed at attracting overseas customers will be placed in
international newspapers and magazines as well as on the company website
Publications read by the target and niche markets will be used to carry
advertisements aimed at these markets
Where the target and niche market is an English-speaking country the
advertisements and promotes will be conducted in English.
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94. Trainer continues to instruct trainees in ways „Promotion‟ can be varied to suit the
identified needs of various niche markets:
Where advertisements and promotions are carried in the international media,
the prices offered will be in the currency of that country
Different photographs will be used for different markets – focusing on the
identified interests of those markets
Competitions used to attract interest in the venue will feature different rewards
when aimed at differing markets.
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Slide
95. Trainer explains to trainees each venue will have developed their target and niche
markets based on a range of historical facts and future expectations.
Trainer advises an understanding of how and why these markets were developed,
selected or created is useful to help effective sales and promotion activities
identifying through:
Feedback from customers:
 Taking to existing and potential customers is an effective and very
inexpensive way of obtaining information to use as the basis for developing
new offerings
 Contributions from customers and the public
Market research data – market research often identifies needs, wants and
preferences giving rise to awareness of a new opportunity
Action to address what the competition is doing – this may involve:
 Establishing the same niche market the opposition seem to be profitably
satisfying in order to re-gain market share
 Developing a USP to generate a new market with the intention of taking
customers from the opposition venues
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Development of revised products or services – sometimes the venue can invent

or purchase a new product or service giving rise to the ability to cater for a new
group of customers. Revising existing products or services may also provide
the same opportunity
The need for profit – new markets are often created when management
identifies the venue is facing a crisis in terms of cashflow, revenue or profit.
This crisis can be the catalyst for new thinking and action which generates new
offerings and new markets.
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96. Trainer advises trainees management or the Sales and Marketing department at
venues will want to monitor all promotional campaigns and advertising so they can
track the success of their efforts.
Acommon way of doing this is through the use of KPIs, stating:
KPIs are commonly dates with figures attached to them – for example, a KPI for
an advertising campaign may be:
 To attract 200 deposit-paid bookings for minimum three day‟s of
accommodation by 30/03/2015
 To generate X amount of money by a certain date from room sales to new
international clients
 To increase the number of meals sold in the dining room by 10% by a
certain date.
Class Activity – Individual Exercise
Trainer asks trainees to develop three KPIs relevant to the venue and the
department where they work.
KPIs should be shared with the class for them to determine if they are sufficiently
detailed to be effective as a KPI.
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97. Trainer notes to trainees that for KPIs to be useful to them, they must:
Know what the KPIs are – and fully understand exactly what they mean. Many
KPIs are open to interpretation and different people may interpret them and act
on them in different ways. Be sure about what they mean before starting to act
on them
Have a baseline – there is a need to know what the situation was before the
campaign stared because these figures (sales, profit, rooms sold, meals sold,
tours sold) will be used as the basis for calculating actual performance
Know how statistics to be used as the basis for KPI measurement are to be
captured and compiled, and how they will be manipulated for the purposes of
determining the final KPIs – for example:
 There may be certain internal documents to be completed so data can be
tracked – if these documents are not correctly filled in, then sales may not
be counted even though they occurred
 The accounting database may need to have certain information fields
populated for data to be truly reflective of actual workplace activity. If these
fields are not completed your efforts may not be counted towards the final
KPI totals
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Trainer Guide 131
 Some sales may not be taken into account – it may be room sales through
an agent may not be accepted as the real result of marketing activities
towards the general public even though the general public made their
bookings through the agency. It may be only telephone, internet and over-
the-counter sales are counted
Know the dates applicable to measurement – so start and finish dates for the
performance measurement are known. This is important where personal
performance is linked to the KPIs and other business performance indicators.
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98. Trainer tells trainees it is also possible to track how people became aware of a
promotion in other quite simple ways:
When talking to people (face-to-face or on the telephone) when they make an
enquiry or a reservation ask them a simple question – „How did you become
aware of this offer?‟
Add a tab to online booking facilities – and identify how they became aware of
the offer
In the promotion ask people to telephone a unique number – used only to
receive calls for that offer
In the promotion ask people to mention a code word – which identifies if they
saw the offer in a certain newspaper, TV channel, magazine or elsewhere.
Different codes are used for all the different advertising options used
Attach a competition to the promotion asking people to phone in an entry, send
in an entry or enter online – and count the number of responses.
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99. Trainer stresses to trainees two keys to determining how customers became aware
of promotions are to:
Record the information – keep a register of the responses (at Front Office,
behind the reception stand in a restaurant, near the phone). This can be a
simple piece of paper, an internal form or a more sophisticated electronic
format
Pass on the data to the relevant person – manager, owner or Sales and
Marketing department.
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100. Trainer introduces the concept of the „Promotional Mix‟ to trainees stating:
It is also known as the „Promotional Blend‟
It is range and blend of means selected by a business to communicate with its
target and niche markets
It is the way and the extent to which the venue blends its advertising, sales
promotion, personal selling, publicity and public relations efforts and activities
A Marketing Plan will usually guide the way resources are applied and money is
spent in this regard.
Trainer arranges for a suitable person to visit and talk to the trainees about:
Options for promoting a venue
Options for promoting products and services available at a venue – within and
outside the venue
How different promotional options are used for different target and niche
markets
How they determine the success or otherwise of a promotion
Costs associated with promotions.
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101. Trainer informs trainees an effective Promotional Mix will:

Use techniques and strategies identified in market research as being what the
target and niche markets prefer
Use a mix of advertising and promotional options
Target „middlemen‟ as well as end user customers – some promotion must
always be directed to those outside the venue who help sell the venue. These
can include members of the media (travel writers, journalists, industry experts),
travel agents, booking agents, tour operators, airlines and other transport
operators (who develop package deals which may include accommodation and
activities at your venue)
Direct information to sales staff – within the venue to advise them of campaigns
and offers, and to generate incentive to sell.
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102. Trainer presents to trainees examples of promotions aimed at customers:

Banners and streamers – these are „attention getters‟ and have a „look at me‟
function to create interest
Actual product samples – such as in-venue sampling, tasting or take-home
samples, product giveaways and demonstrations of services
Merchandise such as calendars, fridge magnets, pens, diaries, desk
organisers, desk pads featuring the venue name and contact details – given
away to purchasers or to potential purchasers these serve to reinforce and
remind customers about the venue and what it has to offer
POP displays – attention grabbing and interest raising displays and stands.
These should also provide information about the product and any Specials
(deals, packages, time-limited promotions) available
Contests, coupons, stamps – these work along the lines of „the more they buy,
the better chance they have‟ or the bigger or better the „prize‟ they can win
Trade shows – these take the offering into the public arena.
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103. Trainer explains to trainees „middlemen‟ are other businesses who help sell venue
products and services.
Not every venue will need to consider this element.
Trainer identifies for trainees promotions aimed at middlemen might include:
Price deals – by quantity, by early „pay-by‟ date, by brand name or product
type. The more they sell the better the commission they get. The more of a
certain brand they sell, the better the reward for them
Promotion allowances – where you contribute to their costs of promoting your
venue
Sales contests – a prize or bonus for the one who sells the most of your
products or services
Merchandise: calendars and gifts – tickets to shows or sporting events,
holidays as a „thank you‟ for continued sales support for your venue or for
achieving a set level of sales
Trade shows – see previous slide
Catalogues, brochures, information material – supplying details to support the
sales process both for the customer and middlemen.
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104. Trainer explains to trainees venues may also undertake promotional activities
aimed at their own sales staff.
These are activities designed to help staff increase or maintain sales:
Contests – rewarding outstanding effort, but there are those who believe
encouraging competition between staff members to be counterproductive as it
can cause friction between highly competitive staff members
Bonuses – money or prizes for achieving a set target
Meetings – designed to enable information dissemination about new or revised
products, services or marketing strategies, explaining and promoting targets
Catalogues, brochures, information material – see previous slide
Training – so staff know all about the products and services, know how to them
and how to sell it.
Trainer arranges for a sales staff member to visit and talk to trainees about:
Their job, role and responsibilities
The good and bad aspects of their job
Ideas to optimise sales
Their experiences with difficult customers
Ways the venue assists them with their sales and promotion activities.
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105. Trainer advises trainees to successfully promote and sell venue products and
services.
It is not enough for them to understand the generic concept of target and niche
markets but it is vital they understand the specifics of the individual markets as
established by their workplace.
Trainer instructs trainees there are several internal documents that can be used to
provide details about enterprise-specific markets.
These records may be paper-based (forms or reports), in electronic format
(databases and data stored on the intranet).
Documents include:
Business goals, plans and strategic directions – these will provide an overview
of the markets the venue seeks to attract. There may be specific activities
attached identifying how the venue intends capturing these markets, including
timelines for achieving sets of objectives
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Trading records – these are records detailing the sales of products and
services provided by the venue to its customers. These records may include
Sales dockets, Receipts, Cash register records, Purchase history, Customer
databases (where specific purchase types may be listed by date, room number
type) or copies of guest accounts
These records can provide useful information relating to:

 Types and quantities of products and services sold, amount of revenue
raised, Numbers, amount or volume of sales, busy and quiet times for
sales; Classification of purchaser (in-house guest; corporate client; FIT);
Method of payment; Discounts allowed; Commissions payable
Stock records – these may be a combination of records maintained by the
venue and documents provided by suppliers when they deliver stock. These
records may include Purchase orders, Invoices and Bin cards.
These records can be useful in identifying:

 The type and volume of products sold
 When products are used
 Where within the business (by department) the products are sold.
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Slide
106. Trainer illustrates to trainees the use of market research to provide information
about target markets:
Internally-generated current market research reports – these should be
provided following every major market research undertaking and should give
you information relating to:
 Number of people surveyed
 Their demographic characteristics
 Survey questions about which feedback was solicited
 Responses to the questions
Analysis of the data – indicating, for example:
 New products, services, policies and practices to be introduced
 Changes to existing products, services, policies and practices
 Removal of existing products, services, policies and practices
Historical market research data – to gain insight into how markets have
developed and changed
Completed Customer Comment Cards – for raw data on how customers feel,
and the issues of concern to them
Online feedback completed by previous customers – as for „Completed
Customer Comment Cards‟.
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107. Trainer explains to trainees a venue may also be able to obtain information about
their target niche markets from businesses and organisations who can be classified
as „support industries‟ to the venue, such as:
Banks and financial institutions
A range of suppliers and distributors – including retail and wholesale sectors
Agencies with whom you have a working relationship
Head office and associate businesses
Dedicated marketing-specific organisations – who usually charge a fee to
provide this type of data.
Trainer suggests to trainees these „support businesses‟ may be able to provide
useful market information and insight, such as:
Level of trade in the area/industry – especially regarding trends regarding
visitor numbers, where visitors are staying and where they are spending
How other properties are doing and what they are doing – in terms of activities
and initiatives to attract/keep customers new deals/packages; new or revised
products/services; price discounts.
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Trainer Guide 143

Trainer arranges for a representative from an industry support business to visit and:
Identify the information their business could provide for staff at venues
Explain how such information is obtained
Provide samples of historical information they have developed.
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108. Trainer reminds trainees „customer feedback‟ is an important source of information

about target niche markets.
This valuable input can be obtained by:
Talking to customers – individually or in groups
Asking customers questions – about their experience at your venue
Observing the body language of patrons – to determine if they are happy
Following up on instances where customers have:
 Made a complaint
 Complimented the venue or staff
Encouraging other staff to contribute their observations regarding feedback
from customers.
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Trainer Guide 145
Slide
109. Trainer informs trainees demographic characteristics may define a target niche
market:
Knowing the demographic characteristics of your target and niche markets
helps you determine what they want and how to service them
Customer characteristics of individual markets must be related to the products
and services offered to them to satisfy them
It is possible not all the demographic characteristics will apply to all markets at
all venues. Certainly every separate market will have a different set of these
characteristics. The intention is to use the relevant demographics
characteristics for each market to guide thinking about what customers in that
market group are likely to need or prefer
Remember all customers are always „individuals‟. Even though they may
belong to a certain target or niche market they can still have needs, wants and
preferences unique to them as individual persons. The demographic
characteristics are only indicators and can never fully address their exact
requirements.
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110. Trainer presents to trainees several demographic characteristics reminding them

the mix of these factors will change between market groups:
Age – this is usually:
 A range of years – such as „18 – 35 years of age‟
 A minimum/maximum indicator – such as „above 21 years of age‟, or „below
65 years‟
 A descriptor – such as „baby‟, „child‟, „adult‟ without any specific age
nominated
Trainer advises trainees knowing the age of customers provides insight into:
The standards and style of service they expect
Forms of address to use
Suitable and unsuitable products and services.
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111. Trainer presents „Gender‟ as another demographic characteristic indicating this is

commonly included in „Age‟ references (such as „Males, over 21‟) and generally
involves reference to:
Male or female – the traditional and obvious classification of people according
to their gender
„Unknown‟ – this may be used where the customer is not known personally and
there is uncertainty about gender.
Trainer instructs trainees knowing the gender of customers provides insight into:
Suitable and unsuitable products and services to offer
Seating or rooming arrangements.
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112. Trainer introduces to trainees the demographic characteristic of „Marital status‟

noting this commonly identifies:
Mr, Mrs or Ms – Mr does not indicate marital status, Mrs indicates married.
Many Western prefer to use „Ms‟ which does not indicate married or single
Number of children – many Westerners have children when unmarried and
living in a de facto relationship, or living alone. You cannot assume a male and
female who arrive at your venue with children are married but their needs,
wants and preferences will normally be the same as for a married couple with
children
No classification is normally made for people who are widowed or divorced
unless the venue has determined these people constitute a useful niche
market.
Trainer advises trainees knowing the marital and children status of
customers provides insight into:
Suitable and unsuitable products and services especially those directed at
younger people and the parents of children
Seating or rooming arrangements – attention may be paid to separating those
with children from people without children, providing high chairs.
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113. Trainer presents to trainees identification of the nature and size of the buying unit
as a possible demographic characteristic used by venues identifying options as:
Company – as opposed to an individual person, group or other „buying unit‟
Natural person – which includes individuals, couples, families
Group – classified by type, interest, size and originating source
Agent – such as an agency making sales (of rooms, tickets, tours) on behalf of
the venue
Wholesalers – such as group tour operators, airlines
Retail operators – such as other venue operators
Government purchasers – who traditionally attract a special rate but receive a
basic service
Domestic or international customers.
Trainer instructs trainees knowing the buying unit provides insight into:
Prices to be charged
Packages to be promoted
Preferential booking – for rooms and dining
Restrictions applying to products or services that can be charged to accounts.
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114. Trainer advises trainees the earning capacity of customers is another demographic
characteristic.
Knowing the amount of money people in the target market earn enables calculation
of their disposable income and this has implications for:
Prices charged – wealthy customers may be prepared to pay more, poor
customers will mean the venue has to orient itself to lower prices and providing
a more value-for-money experience
Inclusions in packages – wealthy customers may mean more inclusions with a
higher price, poorer customers may mean the inclusions selected are more
aligned with activities, clothing and equipment, experience they are likely to
have
Quality of products and services offered – expensive fixtures and fittings, food,
service, facilities and ambience cannot be provided if the venue is selling at a
low price and hoping to make a profit. Five-star standards at a 3-star price is
unsustainable.
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Slide
115. Trainer introduces ethnicity as another demographic characteristic.

Knowing the ethnicity of people provides an insight into:
The language spoken – meaning staff who speak the language may be
rostered on duty or menus and other printed information may be provided in the
most appropriate language
Customs of the customers – so staff can prepare to observe, understand and
comply with them
Information and assistance individuals may need when in a foreign country.
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116. Trainer tells trainees the geographic location of customers may be a demographic
characteristic used by some properties to define their markets.
Some venues will develop markets based on the geographical location of people.
For example, a venue in a city may establish specific markets for:
People and businesses in the Central Business District – who are likely to have
different requirements
Local, suburban clientele
Other national clients.
Knowing the geographical location of customers provides insight into:
Suitable products and services to offer – international business customers will
require more business infrastructure support then local businesses
Conversation topics to engage in – local, national, domestic or global
Service styles and speed of service – local customers will prefer local style and
customers whereas overseas visitors may prefer a different style of service
Local and regional preferences – for products and services.
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117. Trainer states to trainees „Transport used‟ can be a demographic indicator.

Most venues like to know how their customers arrive as this has implications for:
The provision of house vehicles (cars, limousines and coaches) to collect
people from airports, stations, terminals and other arrival points
Information needing to be available to advise customers regarding:
 The local, public transport system and travel options
 Commercial options available – taxis, hire cars
Developing links between the venues and the transport providers – many hotels
develop mutually beneficial relationships with airlines, cruise lines and coach
companies.
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118. Trainer indicates „Preferred payment option „ is also a demographic characteristic.

No successful venue can insist their customers pay cash, in the home country
currency, for everything they buy.
Trainer states there is always a need for all venues to take into account how their
customers want to pay and knowing their preferred method of payment enables
them to cater for these preferences by offering alternatives including:
Charging in-house purchases back to the room or house account
Making currency exchange facilities available in the venue
Accepting payment by traveller‟s cheques
Accepting a wide range of credit or debit cards
Processing transactions using electronic funds transfer options
Providing accounts to certain customers – allowing them to pay on a monthly
basis for all purchases
Initiating protocols for acceptance of personal cheques in payment for
purchases.
Knowing payment options available in the venue enables staff to advise customers
accurately about how they may pay. Where guests can pay by credit card (for
example) they may spend more as they do not have to have immediate access to
cash.
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Slide
119. Trainer explains to trainees not all businesses use target markets but those who do
experience significant benefits from doing so, such as:
Being better able to meet identified need – as determined by market research
activities such as questionnaires, surveys and focus groups. Rather than
developing or producing „something‟ the venue will know what customers want
and can target their efforts at producing these things
Faster sales – it is quicker to make a sale when the products and services for
sale readily and easily match what it is the target market customers want to
buy. Customers will quickly recognise specially developed products and
services meet their needs so they are likely to purchase more, buy with greater
frequency and make their actual purchase more quickly
More profitable sales – most target market customers are willing to pay a
premium for products and services that meet their needs. More profit is also
possible due to faster sales and reduced waste
More satisfied customers – when a venue provides products and services
designed specifically to address the needs of target market customers the
obvious result will be customers who are much more satisfied because the
products and services will better meet their requirements. Targeting products
and services to the known preferences and requirements of customers is a very
customer-focused thing to do.
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120. Trainer continues to inform trainees of the benefits venues experience from using
target markets:
Less waste – products and services created to match known preferences and
needs will mean the venue uses its time and other resources more effectively
Ability to become established as a specialist supplier – venues who offer
products and services aimed specifically at the known needs of customers will
quickly gain a reputation for being customer-focused on those groups. People
will come to regard the venue as a specialist supplier, and they will seek them
out when they want to make a purchase
Being able to get to know the target market better – as the level of interaction
with target and niche market customers grows more and more will be learned
about them and their needs. Greater insight breeds greater insight
Reducing the likelihood of competitors entering into the marketplace – in a free
market economy, new businesses will enter a market when they perceive there
is a profit to be made. This means when a venue demonstrates they have
identified a profitable market, competitors may try to follow this lead and take
advantage of the opportunity the first venue may have created. Where a venue
has developed significant target markets and catered specifically for those
markets, competitors often realise they can never achieve the same
understanding of those customers and so stay out of the marketplace accepting
their attempts to enter the market will not meet with the required level of
success or profit.
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the slide.
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the slide.
Trainer asks trainees questions regarding their experiences and knowledge about
promoting products and services asking questions such as:
What products or services have you promoted or demonstrated?
To what type of customers?
Where and in what context?
How effective have you been?
What problems have you encountered and how have you addressed them?
What in-house displays have you created?
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128. Trainer explains to trainees all staff involved in selling activities must be aware of
the promotional initiatives used by the venue.
This enables them to:
Explain them to customers – who may not know about them when they arrive at
the venue, make a booking or make an enquiry
Describe the benefits of the initiative – this means being able to tell customers
the savings provided by the initiative, the time it will save them and the other
advantages inherent
Meet customer expectations – by being able to provide supplementary
information when customers make enquiries about promotional initiatives
currently being advertised
Optimise sales – there is direct link between promotional activities and sales,
so sales-related staff must be able to explain and promote these initiatives to
generate maximum revenue.
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Slide
129. Trainer indicates to trainees promotional initiatives may be aimed at specific target
niche markets or targeted at the general public and may relate to:
A range of internal activities and promotions – to be discussed on following
slides
External media campaigns and events – also to be discussed on following
slides.
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130. Trainer introduces to trainees the idea of static displays as an internal promotion
activity.
These are stands or displays used to promote one or more products and will
feature:
Products being promoted
Supporting materials – to create interest, action and interest. These may
include flashing lights, DVDs, music or ancillary accoutrements. For example, a
stand promoting wine may also feature a looped DVD on wine production or
tasting, wine glasses, tasting notes, corkscrews, decanters, and wine books.
Trainer notes using staff at static displays is optional – they may be included to
assist and advise customers and to process sales and bookings. The display may
be presented without staff, or having staff only at certain (busy) times. A sign may
be included in the display directing customers where to go and what to do to make
a purchase or booking.
Trainer indicates to trainees more will be provided about displays in next section
„Demonstrate how to develop and produce a static in-house display‟.
© ASEAN 2012
Trainer Guide 167

Trainer arranges for experienced person from a venue to attend class and talk to
trainees about:
Internal and external promotional activities undertaken by the venue
Costs involved
Need for planning and preparation
Effectiveness of different options and how that is measured
Tips and suggestions for promoting products and services
Things to do and not do regarding promoting products and services.
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131. Trainer introduces demonstrations to trainees as an internal promotion option.

These are excellent ways of promoting a service and explaining how a product may
be used.
Trainer mentions to trainees demonstrations enable:
Customers to view what is involved in using product – giving them advice and
tips on technique, options and practice
Customers to better understand what a nominated service involves – and
appreciate what is entailed in its provision
Customers to sample a product or service – many demonstrations deliberately
intend to allow potential customers to experience first-hand what a product or
service is all about
Common demonstrations include cooking of dishes and mixing drinks – usually
combined with tasting of dishes or drinks produced.
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Slide
132. Trainer explains to trainees tastings are common promotional initiatives in an

industry where there are many food and beverage choices, stating tastings can:
Be used as market research – to obtain feedback on menu items proposed for
inclusion on a menu
Introduce new menu items to customers – by providing them with free samples
Showcase the diversity and quality of products offered in various venue outlets
– tastings are a good activity because they involve customers and create
activity, excitement and interest.
Trainer stresses to trainees care must be taken with tastings to ensure:
Children cannot access tasting of alcoholic beverages
Customers are not burned on equipment used to keep food hot.
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133. Trainer highlights to trainees the potential for using videos or DVDs as a
promotional tool stating:
These may be integrated into displays, demonstrations or tastings or can
operate as stand-alone advertising or points of interest
Where videos or DVDs are used they are commonly „looped‟ meaning they run
continually
It is important they are relevant to the product or service being promoted, are
current and contain nothing likely to cause offence
Many videos/DVDs operate in „silent‟ mode.
© ASEAN 2012
Trainer Guide 171
Slide
134. Trainer ex-plains to trainees competitions may be used as a means of promotion

and are regarded as a fun way to promote a product and service.
They may be integrated with other forms of promotion such as tastings and
demonstrations.
Trainer presents the use of competitions is popular for:
Naming a new or upgraded product or service
Raising interest in a new product or service – „Guess the weight, or size, or
ingredients …‟
Most competitions require those who enter to provide their name and contact
details and these may be used by the Sales and Marketing department to add
to their database of contacts.
Trainer emphasises it is vital the prizes offered to competition winners has value in
the eyes of the customers – prizes often include:
Cash
Entry tickets to events, shows and rides
Accommodation
Wining and dining at the venue.
© ASEAN 2012
172 Trainer Guide
Slide
135. Trainer tells trainees about celebrity appearances as a means of promotion

explaining the use of celebrities (sports stars, media personalities and well-known
other people) can be an effective way to promote or endorse an initiative:
The celebrities may simply make an appearance, or arrangements may be
made for them to speak or demonstrate or experience a product or service
The type of celebrity used must reflect the image of the venue and align with
the intended target market
Having celebrities appear can:
 Create enormous additional media coverage – which is valuable media
advertising
 Give credibility to a product, service or venue – providing the celebrity is
chosen with care and has a reputation in the eyes of customers. A celebrity
may imply quality, dependability, status, acceptance or recognition of the
venue and its products, services and facilities.
© ASEAN 2012
Trainer Guide 173
Slide
136. Trainer informs trainees „Specials‟ are another internal and very common internal
promotional activity.
The term „Specials‟ is open to wide interpretation and indicating anything „out of the
ordinary‟ can be regarded as a „Special‟.
Trainer states in practice a „Special‟ may be:
A price reduction on one or more products or services for a given period.
Accommodation venues commonly offer seasonal specials for quiet times, and
venues traditionally quiet at weekends will offer „weekend specials‟ or „weekend
get-aways‟
A product or service not normally available – being made available for a limited
time
A bonus being included when a purchase is made – such as „Buy one, get one
free‟, or „Spend a certain amount of money and receive a free item‟.
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174 Trainer Guide
Slide
137. Trainer identifies to trainees „packages‟ are another common industry promotion
option.
They are offers made which feature the bundling of items, selling the package at a
price less than the sum of the total price for their individual elements indicating
package deals may include:
Accommodation – in a specified room type
Food – such as „dinner in the dining room‟ or „Continental breakfast‟
Drinks – for example „Champagne on arrival‟ or „complimentary wine with
dinner‟
Trips and tours – such as entry tickets to local events, zoos, shows
Transfers – transport to and from airports and travel terminals
A range of other benefits which may include:
 Free room (or class) upgrade
 Late check-out – or priority seating or boarding
 Valet parking
 Extra luggage allowance
 Turn-down service
 Nominated merchandise – cap, travel bag.
© ASEAN 2012
Trainer Guide 175
Slide
138. Trainer explains to trainees „Events‟ may be conducted at the venue or at a variety
of external locations (schools, shopping centres) and involves the venue conducting
or participating in:
Trade fairs – presenting product or providing demonstrations
Exhibitions – distributing promotional materials, conducting tastings or advising
customers
Product launches – where the venue releases a new product or service into the
marketplace
Joint venture promotions – where the venue might join with an airline, tour
operator or local business to promote mutually beneficial products and
services, packages, deals and other initiatives.
Class Activity – Excursion
Trainer arranges an excursion to a local venue (or several) to:
Talk to staff/management about:
 The promotions they use
 Why they use them
 What promotions are used for specific products and services
 Tips and advice regarding promotions
 Costs and planning involved
View internal promotions.
© ASEAN 2012
176 Trainer Guide
Slide
139. Trainer informs trainees „Media campaigns‟ refer to the use of various media outlets
to advertise promotional initiatives.
„Campaign‟ implies:
An extended use of the media
Use of many different media options
Targeting of different markets in different ways – certain target markets may
have unique advertisements developed for them, and the media options used
will differ to reflect their known preferences
Ancillary support for the media campaign – using branded merchandise and
hard copy materials, in-house signage or displays.
Trainer arranges for a media representative to attend and:
Talk to trainees about:
 Media promotional options
 Examples of industry promotional campaigns using the media
 Lead times and other requirements for producing media advertising
 Suggestions for using the media to promote products and services
© ASEAN 2012
Trainer Guide 177
Present:
 Examples of advertisements
 Schedule of charges
 Details of market penetration statistics for the business they represent.
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178 Trainer Guide
Slide
140. Trainer reminds trainees the use of internal static displays or stands is a traditional
and effective way for venues and individuals departments to promote to customers
advising every display/stand produced must be created to achieve one or more
identified objectives for the department.
Trainer explains objectives may be:
To reinforce, continue or support other promotion of an existing product or
service – such as in-house displays to extend and support a media
promotion/campaign
To introduce a new product or service to the marketplace – and allow people to
find out about it, view it, use it
To offer tasting or sampling of a product – so customers can see experience
the new drink or menu item
To notify customers an existing product or service has been revised and altered
in some way – and allow them to sample or purchase it.
© ASEAN 2012
Trainer Guide 179
Slide
141. Trainer continues to present to trainees possible reasons a display may be created
in a venue:
To meet direct competition – to show customers the venue has more than what
the opposition is offering or advertising
To resurrect flagging sales – to sell products and services or generate bookings
in order to raise revenue
To build a larger customer database – so the venue can make direct contact
with people who have shown an interest in the venue and what it has to offer
To fill a space – there may be a place in the venue looking „empty‟ where there
is a need to make it more attractive, inviting or exciting.
© ASEAN 2012
180 Trainer Guide
Slide
142. Trainer mentions to trainees an in-house display will often need to integrate with
external media and other campaigns:
In these situations the objectives for the in-house display must be determined in
consultation with those who developed the broader media campaign
Common requirements are:
 For in-house displays to appear as they appear in other media-based
advertising
 To ensure products and services mentioned in external advertising are
displayed on the in-house displays
 To double-check all prices, offers and wording of signage, lists, schedules
and promotional materials match whatever is being promoted in the media.
© ASEAN 2012
Trainer Guide 181
Slide
143. Trainer indicates to trainees the range of possible audiences for in-house displays
is without limit but must be aimed at its intended audience.
Possible target audiences for displays may be:
New customers – where the display tempts new customers into the venue to try
the product or service being promoted
Existing customers – displays can be undertaken to „reward‟ them or to try to
get existing customers to widen the items they buy
Businesses – „businesses‟ are an often overlooked market, but can often
represent a distinct market worthy of attention and special promotions
Children – the display may be of children‟s products with the aim of making
sales or the display may be required to entertain children while their parents are
otherwise engaged.
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182 Trainer Guide
Slide
144. Trainer continues to identify for trainees possible audiences for in-house displays:
People seeking to celebrate an upcoming event – these are common around
celebration, festival and holiday times
People with a range of characteristics, such as:
 People of different ages – displays may be targeted at specific age
brackets or to address all age ranges
 People from a range of social, cultural and ethnic backgrounds
 People with varying physical and mental abilities
 People with varying degrees of language and literacy
People from nominated target or niche markets as identified by the venue.
© ASEAN 2012
Trainer Guide 183
Slide
145. Trainer introduces „product integrity‟ to trainees stating:

All products and services must be promoted in such a way to retain their
integrity – nothing on the display must have a negative impact on the offering or
the way it is presented or regarded by the customer
Integrity is open to interpretation – it means different things to different people
but staff should:
 Err on the side of caution and conservatism
 Look at things through the eyes of their target market customers
 Check with management to obtain their approval
 Avoid controversial displays
All displays must reflect the established image and position in the market of the
product or service being promoted – unless management specifically want a
new direction to be taken
In-house promotions must reflect known target market preferences as identified
via market research.
© ASEAN 2012
184 Trainer Guide
Slide
146. Trainer emphasises to trainees all displays will benefit from planning.
Planning can require the involvement of others including management, marketing
staff, staff and customers. This planning should result in a written „display plan‟
being prepared detailing issues such as:
Location of displays – specifying exactly where within the venue the displays
will be placed
Time displays need to be operational – stating:
 Times of day
 Days of week
Times when staff are required to man the display – to promote products, make
sales or to demonstrate products and services.
© ASEAN 2012
Trainer Guide 185
Slide
147. Trainer continues to identify the content of „display plans‟:

Budget – cash, time, staff and physical resources
Disposables –items to be given away or used at the display
Supporting materials at the display – to enhance the look of the display, create
additional interest in the display
Theme for the display .
© ASEAN 2012
186 Trainer Guide
Slide
148. Trainer identifies for trainees that static in-house promotions can be:
Of different styles:
 Window displays
 Table displays
 Counter displays
 Free-standing displays – in foyers, dining areas and outside locations
Positioned in a variety of locations. The display needs to be in or near a high
traffic flow area in order to maximise exposure and impact. High traffic areas
will be:
 Near doors
 Near service counters
 Near cash registers
 In established walkways –between the door and reception or service
counter or between the entrance door off the street and the elevators
 Near toilets
 Near telephones
 Near points where customers place their orders or make payments.
© ASEAN 2012
Trainer Guide 187
Slide
149. Trainer notes to trainees in-house displays commonly feature the use of
appropriate props to support, extend and highlight the product or service being
promoted:
Display props are usually the first point of visual contact for most customers.
Props can include anything except actual samples of stock – any items or
artefacts used to support and enhance the display or to attract attention to it
Props must send an immediate message to the customer „Look at me!‟ – they
must grab attention and draw the customer to the display
Props must reflect the main objective of the display. For example:
 A display to promote a Club Med type resort would use props such as a
sarong, cocktail glass with cocktail umbrella in it, sunglasses, deck chair,
sunscreen, beach towels, sand, surfboards, and a bikini. The intent is to
suggest the „sun, surf and party‟ message to young prospects
 A display to promote a beachside golf club may use different props, such
as books on a chair, sun hats, golf buggies, golf clubs, a deck of playing
cards, crossword books, a game of Scrabble and a beach umbrella. The
point being the target market for the golf club and the resort are quite
different and the props must reflect this
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188 Trainer Guide
When creating a display there is also a need to pay attention to the quality of
the props and their cleanliness. Whatever is used must be presentable and
reflect venue standards
It is nearly always useful to contact suppliers and other support industries to
see what they can both give or lend to assist with creating the display. Many
brilliant displays have been created using equipment, stock, stores and other
items lent free-of-charge from other businesses.
© ASEAN 2012
Trainer Guide 189
Slide
150. Trainer explains to trainees the basic display format is to create the display in a
triangular shape, also known as the „pyramid effect‟:
Symmetrical – this is the standard triangular shape with the highest point at the
top, centre
Asymmetrical – this is a „left to right‟ or „right to left triangle
Repetitious – this is where there is identical placement of products, repeated
three times.
Class Activity – Demonstration
Trainer creates a display featuring the use of each of the listed basic display
formats, using the graphics contained in the Trainee Manual (at Performance
Criteria 3.2 under the heading „Using established display techniques‟).
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190 Trainer Guide
Slide
151. Trainer provides to trainees additional advice regarding the application of the
„pyramid‟ effect in displays:
The use of the „pyramid effect‟ concept‟ does not mean the display needs to
rise to a distinct „point‟ – the concept refers to a sense of „flow‟ within the
display itself. To achieve this:
 Create height at the back of the display using different forms such as
posters, signage, fabric, banners, display props, actual samples of the
product being promoted, or associated items
 Then, create a lower, more accessible front to the display between chest
height and knee height, depending on the size of the display area
Large displays will have both a chest height component, and a knee high
element. These levels will contain items of stock for the customers to touch,
handle and inspect, plus pamphlets and promotional material to support the
items being promoted
When positioning information brochures, price lists and other information
leaflets it is important they are within easy reach for the customers. Ensure they
are not hidden from view, buried too deeply within the display or physically
located out of reach. If you cannot reach them, the customers will not be able to
either.
© ASEAN 2012
Trainer Guide 191
Slide
152. Trainer continues to provide advice to trainees regarding application of established

display techniques when creating an in-house display:
Keep it tight – this means the display should keep all the items on the display
close, even overlapping, but the display should not be overcrowded or this
makes it look „too busy‟ and unattractive
Keep it simple, stupid – simple displays are often the most effective. Do not
clutter the display. Often „less is more‟
Maintain appearance of the stand – which can mean:
 All items used in a display must be clean and in good condition – the
display really represents the venue, so it must be in-keeping with that
image
 Posters should be invisibly pinned or double-sided tape must be used.
Never use tape over the front of a poster or sign, as it looks untidy and very
unprofessional
 Cut off the loose ends of fishing line used to tie or hang things
 Hats and caps should always be stuffed to enhance their presentation as
opposed to being used or hung without „volume‟
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192 Trainer Guide
 T-shirts, if hung or folded into a display, must always be ironed first and
have thin card inserted to help them sit better and avoid the saggy look. T-
shirts can be pinned at the shoulders and fishing lined to the ceiling,
keeping the bottom of the T-shirt pinned to the stand. Sometimes, pinning
the sleeves back can create a more appropriate look to the display
 Fabric must also be neatly trimmed (no frayed ends), and have no holes.
Always iron the fabric before use – creased fabric is not presentable
 Stocked with products, brochures, samples to give the impression the
display is „full‟.
© ASEAN 2012
Trainer Guide 193
Slide
153. Trainer advises trainees a range of display materials can be used to help „dress‟
displays and stands:
Flags:
 These can include pennants, banners or the traditional flag-shape. They
are available in a range of sizes from very small to large
 They can be hung from the roof space like bunting or pinned to the rear off
a display to provide the backdrop against which the display operates
 They can be used to create or support an international flavour, or a
promotion specific to a nominated country
 National flags can be used to promote the local product („Buy Malaysian‟,
Buy Cambodian‟‟) and to take advantage of any nationalistic sentiments.
 Two benefits of flags are they are usually readily recognisable, and they are
reusable in other displays
Boxes:
 Cardboard boxes can be a very useful and inexpensive display tool
 Boxes can simply be stacked on top of each other to create a small display
or to help give the display „height‟ (see „pyramid effect‟)
 The top layer of boxes on the display should be cut open on an angle,
keeping the back of the box high, and the front low (thereby applying the
triangular/pyramid concept) to visually present the actual product itself
© ASEAN 2012
194 Trainer Guide
Fabric is useful in displays because:

 It is relatively cheap, and if kept cleaned and undamaged it can be reused
 It comes in a limitless range of colours – this means it is able to be used in-
keeping with any design, theme or concept
 Fabric helps to cover a multitude of problems – fabric will readily hide joins
in tables, stands or counters. It will disguise shabby stands and displays
looking tired and worn
 It masks holes, rips and splinters in surfaces
 It enables many items to be invisibly attached to it
 Fabric can look very effective when used as a backdrop to a display
whether it is neatly draped over a rod attached to the ceiling with fishing
line, invisibly pinned to a screen or pin board, or wrapped around the front
of a display
 Green fabric can help to create a field or the playing surface of a sports
arena or track
 Blue fabric can be the sky, a lake or the sea
 Colours of the national flag extend any national themes
 Fabric can be arranged into folds to assist in creating the background for
many displays – this helps create a multidimensional surface into which
items can be arranged.
© ASEAN 2012
Trainer Guide 195
Slide
154. Trainer continues to identify and describe the role of display materials available to
dress displays:
Signs:
 Can be can be made in-house, bought in, or obtained free-of-charge from
suppliers and other sources
 Stands are available in a wide variety of free standing units to hold signs of
all shapes and sizes
 Signage may comprise the predominant medium for the display or they can
be used as an information medium ancillary to the display
 Signs traditionally contain mainly the printed word, together with symbols
and logos. Many signs are „price signs‟
 A common trap for those inexperienced with displays is to use too many
signs, and to use inappropriate signs for the display
 Do not make signs too wordy, too crowded or too busy – the KISS principle
must apply to all signs
 Keep them clean, neat and attractive – replace when/where necessary. Do
not allow a dirty sign to spoil a good display
 Large cardboard signage is usually strong enough to support one or two
lightweight props. Hats, thongs, T-shirts, balloons, sunglasses can be
attached using pinholes and fishing line
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196 Trainer Guide
 Ensure placement of signs does not obstruct customer view of prices or the
display itself
 Ensure spelling and grammar is correct
Pamphlets:
 These are common display items, and may be produced in-house or
provided by support industries
 They can be presented in different ways – pinned at different pages to
present a variety of photos, text or information
 Included may be printed materials such as informational and other print-
based materials:
– Product and service information brochures and pamphlets
– Price lists
– Schedules
– Tasting notes
– Recipes
– Venue information handouts
– Maps
These promotional materials are useful as information for potential customers
to take away and read or refer to at a later time.
Actual product – product samples:
 Nothing takes the place of the real thing in a display but care must be taken
to use them in proportion to the size of the display so the overall
appearance is not cluttered or empty
 Where actual samples are used there often needs to be staff in attendance
to handle sales, explain the product, do demonstrations, restock shelves
and provide security against tampering or theft
 Where samples are going to be used, contact the supplier and ask them to
contribute. They may be willing to provide staff or actual product items.
They may also contribute ideas, videos, posters to supplement the display.
Many suppliers will provide product for use as a door prize, raffle, lucky
spot prize, or some other event-related competition
Local produce:
 Depending on the objective for the display using local produce to creatively
dress a display can be an inexpensive means of cross-promoting another
local industry or of running a joint promotional venture
 This style of approach tends to work best in tourist districts where those
attending the display can be expected to have an interest in local produce.
 Interest levels in relation to food and liquor products of this type are
extremely high
 Once again, local suppliers should be contacted with a view to their
providing (free or at some heavily subsidised rate) produce for the display
Cultural artefacts:
 Cultural artefacts can come from any country, thus making them an ideal
prop for displays featuring a certain country, or displays focussing on a
products (or range of products) from a certain country
 They are little more than normal props but have some cultural significance
and ready recognition with their country of origin
© ASEAN 2012
Trainer Guide 197
Industry artefacts:
 In the hospitality and tourism industry there are many opportunities to
create interest and inexpensive displays using equipment related to parts of
the industry. Many items suitable for use on displays can be found in:
– Kitchens
– Bars
– Dining areas
– Laundries
– Accommodation rooms
 Once again, support industries may be approached to contribute to these
initiatives.
© ASEAN 2012
198 Trainer Guide
Slide
155. Trainer presents information trainees on „pricing tickets‟ used at displays:

Where possible, it is recommended any pricing (cards, posters, talkers,
signage) be presented at eye level:
 Too low and they become too difficult for customers to read
 Too high and customers may not see them
Most customers, on entering a space will look at eye level and then look down
directly beneath the sign or the display
Make sure they are correct – prices shown must be accurate and current
Mention applicable discounts – indicating the actual discount, when it applies
and who is eligible
Never try to confuse the customer – the price on the ticket should not be
subject to hidden extra charges
Consider including the amount of saving a customer enjoys if the offer is a
„Special‟ or a package deal – let customers know how much they are saving
Pricing tickets must never make direct contact with food – cover the food,
attach the tickets to the container or use a free-standing sign.
© ASEAN 2012
Trainer Guide 199
Slide
156. Trainer introduces this Element to trainees explaining for frontline, customer-
contact staff verbally talking to customers will be the most common approach taken
to the promotion of products or services, stressing they must:
Always be honest and accurate:
 Never lie or tell half-truths
 Never say a products or service is better than it is
 Advice and information supplied must be genuine and not contrived to
simply make a sale. Full disclosure is the preferred approach. Tell the
customer about the good and the bad
 Be ethical in your dealings with everyone
 Do not promise what you know the venue cannot deliver
Always adhere to enterprise policies and procedures. These may include:
 No pressure to buy is to be placed on customers – no coercion to purchase
is ever to be applied. There must never be a „sell at all costs‟ approach
 Prohibition on certain sales techniques or strategies
 Definition of persons to whom the venue will not promote or make sales –
this may include minors or persons who have made applications requesting
tat they be barred or otherwise not served, or extended credit
© ASEAN 2012
200 Trainer Guide
 Maintenance of privacy and confidentiality regarding customer purchases

and venue sales
 Compliance with all legal requirements and applicable Codes of Practice –
such as dealings with customers, age-related restrictions on sales, fair
trade legislation
Use appropriate questioning and listening skills (see following slides) which will
generate an ever-increasing pool of knowledge in relation to:
 Personal preferences
 Specific needs
 Levels of individual capacity, experience and ability with the product or
service
 Budget available for the purchase
 Time available
 Status needs
 Immediacy of the need
 Previous experience of the customer with similar products or services.
© ASEAN 2012
Trainer Guide 201
Slide
157. Trainer advises trainees about the role of questioning in sales and promotion of
products and services stating the use of questions:
Elicits information – about the customer and their needs, wants, preferences
and expectations
Demonstrates understanding – of what has been said
Gives them feedback – as to whether or not their main points or requirements
have been focussed on
Encourages them to go on – and provide more information
Encourages them to clarify – what they have already stated.
© ASEAN 2012
202 Trainer Guide
Slide
158. Trainer advises trainees when asking questions of customers they may use:
„Reflective questioning‟ involves repeating back to the customer what they have
just said:
 As its name states, reflective questioning puts the words in the shape of a
question and it frequently begins with the word “So ...”, for example:
– "So you want a fairly inexpensive tour, you don‟t mind if it is a group
tour but it must be today?"
– “So you want a snack more than a meal, it must have with local flavour
and ingredients and you want it to take away?”
Closed questions:
 Are asked in such a way as to elicit only a “Yes”, “No” or short answer
 Are suitable only in relatively few customer-service instances, such as:
– When you are busy
– When seeking to clarify information already provided
– When fine tuning your response to what the customer has identified
they need, in general terms
 Often, a much better choice is the use of „open‟ questions
Open questions:
 Are questions probing the talker for more information and encouraging
them to supply further detail
© ASEAN 2012
Trainer Guide 203
 Are questions beginning with:

– "What ..."
– "Why ..."
– "How ..."
– "Where ..."
– "When ..."
 „Open‟ questions show attention, interest, concern and a desire to assist, as
well as giving another opportunity to gain further information.
Class Activity – Individual Practical Exercise
Trainer asks each trainee to:
Ask one industry-relevant closed question
Ask one industry-relevant open question
Other trainees are to be asked to indicate whether the questions asked and
„right‟ or „wrong‟.
© ASEAN 2012
204 Trainer Guide
Slide
159. Trainer emphasises to trainees listening is a vital part of asking questions

mentioning later slides will present detailed information relating to:
Active listening
Reflective listening.
Trainer instructs trainees about tips and techniques to aid effective listening:
Prepare to listen – get rid of things that may interrupt, or act as blocks to
communication. Get into the right service-oriented frame of mind
Become interested – focus on what is being said and get caught up in it. Find
some way to find interesting what is being said. Ask questions, look interested,
ask how what is being said can assist with service provision or help make a
sale
Keep an open mind – never prejudge the situation, never interrupt and never
tune-out. Do not try to make what is being said fit into preconceived notions,
ideas and prejudices
Identify the main idea – listen to what is being said with the intention of
extracting the core message. Realise this may come at the start of the
message, the middle or the end.
© ASEAN 2012
Trainer Guide 205
Slide
160. Trainer continues to instruct trainees about tips and techniques to aid effective
listening:
Listen critically – weigh up what is being said without simply accepting what is
being transmitted. Critical listening provides clues about when and where to
use product knowledge to correct customer misconception
Do not get distracted – focus attention on the speaker and what they are
saying. Losing interest in the customer is rude and destroys all effort at
establishing a relationship
Take notes – do not be afraid to write down vital points. Most customer-contact
situations will not require this but some might, and there is no doubt it
demonstrates interest
Help where necessary – where the customer pauses, prompt them into
continuing
Reflect on what has been said – restate a point the customer has made, for
example "You said you did not want a room overlooking the ocean ..."
Keep quiet – realise interrupting is a major cause of communication breakdown.
© ASEAN 2012
206 Trainer Guide
Slide
161. Trainer informs trainees the use of descriptive phrases can help promote products
and services and make a sale.
Keys in the effective use of descriptive phrases are:
Prepare them in advance – spend some time developing a suite of appropriate
phrases before you need to use them
Make sure they are all accurate – never take liberties with descriptive phrases
Match the phrases used to the identified orientation of the customer:
 If they talk about „seeing things‟ then you use words that fit with this
perspective and ask them to „see for yourself‟, “take a look’, „it looks
fabulous‟ or „read the label‟ or „look at the menu‟
 If they say they have „heard goodreports‟ then use words that focus on
hearing and sound such as „listen to the DVD‟, „it sounds like …‟, or „it‟s as
quiet as a mouse”
 Where they „have a feeling”, then concentrate on using words that convey
feeling and emotion like „it‟s a real experience‟, „it feels right‟, „you can feel
the quality the moment you walk in‟ or „lots of people feel the Day package
is the best value‟.
© ASEAN 2012
Trainer Guide 207
Slide
162. Trainer tells trainees it is important for them to „sell the benefits;‟ when attempting to
promote or sell products or services:
All products and services have:
 Features – properties or physical characteristics:
– Duration of a service
– Ingredients in a drink or menu item
– Inclusions in a package deal
– Facilities in a room
 Benefits – the things the product or service will bring to the customer when
they purchase it:
 It will save time – pre-purchasing tickets for an amusement park allows
customers to walk straight in meaning they do not have to queue in the hot
sun
 It will save time
 It provides status or exclusivity
 It saves effort
 It will make you feel better
 It provides a different experience
 It is faster as appropriate
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 It is quieter
Tell the „features‟ but „sell‟ the benefits the customer:
 Make sure the customer knows about the features – advise them, show
them, demonstrate what needs to be demonstrated
 Focus effort on advising them on the benefits the features will bring.
Class Activity – Small Group Exercise
Trainer divides class into small groups and presents a number of industry products
or services.
Each group to select two of these products or services.
Trainer asks each group to analyse each product or service and:
Identify the features
Identify the benefits which could be used to promote it.
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Slide
163. Trainer suggests to trainees promoting products and services can be more effective
when comparisons are made, advising comparisons can be made:
Between same products and services – for example, comparing:
 One size of a product against a different size of the same product
 Longer durations of a service against a shorter duration service
Between packages – identifying and differentiating:
 Inclusions
 Cost
 Value for money
Between venues – highlighting:
 USP/s of the venue
 Facilities that are better at the venue compared to the opposition
 Awards won
 Recent refurbishments and new additions.
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Slide
164. Trainer tells trainees when comparing options with customers keys are:
Comparisons made must accommodate known customer needs, wants and
preferences – always focus on what the customer wants
Sell the benefits – as well as the inclusions or physical features
Show the customer why and how one option is the best choice for them on the
basis of matters such as:
 Value
 Available time
 A unique experience
 Safety
 Comfort.
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Slide
165. Trainer informs trainees customers expect sales staff to be able to make
suggestions and recommendations about products and services for sale.
Explaining many questions from customers focus on „What would you
recommend?‟
Trainer advises trainees in order to make effective recommendations to customers
they should:
Identify what they want – it is important for suggestions to address what the
customer wants
Determine any constraints to their purchase – money, time, previous
experiences
Recommend a product or service meeting their identified needs, wants and
preferences – as opposed to promoting something the venue wants to sell.
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Slide
166. Trainer continues to provide trainees with advice regarding making

recommendations to customers when selling or promoting products or services:
Base recommendations on personal experience and feedback from previous
users – never be afraid of saying „This is our most popular tour, meal, room –
everyone loves it‟
Ensure details of recommendations provided are fact-based and truthful
Be alert to the possibility to up-sell – or make add-on sales to optimise the
buying opportunity for the benefit of the customer and the venue
Focus on the needs of the customer – rather than meeting designated sales
targets
Involve the customer to the greatest extent possible – for example, where
appropriate:
 Show them a DVD, photographs or brochures
 Let them have a taste test of a food or drink
 Show them a room, facility or feature – as opposed to simply talking about
it.
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Trainer Guide 213
Slide
167. Trainer stresses to trainees all sales and promotion activities must be customer-
focused, highlighting:
They may determine individual customer need through asking questions and
using responses to determine what is appropriate
They may determine group need by reading the contract or pre-tour
arrangements for the group, or by talking with the tour group leader
The critical point for any venue is to deliver products, services or experiences
matching the expectations of the customers as indicated by advertising about
the venue and what it has to offer, and on the basis of previous venue activities
and experiences.
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Slide
168. Trainer states to trainees most venues have a selection of products and services
able to be demonstrated as part of the methods available to optimise sales and
customer satisfaction.
Demonstrating is a very effective sales strategy because:
It is active – rather than passive
It builds your credibility – as customers can see you know what you are talking
about when you conduct the demonstration
It is very customer focused – and engages the potential purchaser.
Trainer indicates to trainees:
Products may need to be demonstrated within a venue when a customer is
seeking to use a facility or equipment provided by the venue, when considering
buying an item or when trying something for the first time
Services may need to be demonstrated to convince a reluctant customer to
make a purchase, to allow the customer a brief experience of what the service
is like or to close a sale.
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Slide
169. Trainer provides trainees with points to remember when demonstrating a product or
service:
Remain alert to what is taking place – and ensure security and safety
throughout the demonstration
Adhere to any relevant enterprise policies and procedures – which may relate
to:
 Number of people involved at any one time
 Location of the demonstration
 Restrictions relating to what can be demonstrated
 Requirements relating to the use of nominated items when demonstrating
 Age of people participating
Comply with any relevant host-country legislation – such as:
 Age limits relating to tasting of alcohol
 Safety
 Presence of people in restricted areas.
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Slide
170. Trainer states to trainees whenever they demonstrate a product or service to a

customer they must always ensure customer and bystander safety.
They must always make sure:
Any products, equipment or ingredients used are safe to use and do not require
maintenance or repair – never use an unsafe item to demonstrate anything
People are standing in a safe location – and not liable to be injured
Proper training in how to demonstrate the products or services has been
received – never demonstrate something unless adequate training coupled with
appropriate practice his in place
Demonstrations are immediately stopped when a safety issue arises – never
continue if there is a risk of injury to people, or damage to equipment.
Trainer arranges for necessary items and shows trainees how to:
Demonstrate a product or service in a simulated industry setting and context.
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Slide
171. Trainer tells trainees „showing the customer‟ is the most basic version of
demonstrating .
It involves staff showing a customer how something works or what it can do.
Trainer presents to trainees important aspects when showing a product or service
to a customer are:
Welcome the customer – warmly and sincerely with plenty of eye contact.
Welcome all members of the viewing group
Thank them – for the opportunity to demonstrate
Make sure they are standing or seated where they can see what is to be
demonstrated – there should be nothing blocking their view or distracting them
Tell them what you are going to show them – so they know what to expect.
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Slide
172. Trainer continues to provide advice to trainees regarding „showing a customer‟ a

product or service:
Invite them to ask questions throughout the demonstration
Start the demonstration – explain each step throughout the demonstration
Demonstrate at „normal‟ pace„ – do not slow down or speed up
Conclude the demonstration – enquire if they have any questions or would like
a repeat
Ask for the sale, where appropriate – never be afraid of asking the customer to
buy
Thank customer – for watching or buying. Customers must be thanked even
when they do not make a purchase.
Class Activity – Individual Exercise
Trainer arranges for necessary items required for trainees to „show‟ an item and
asks them to:
Show a product or service in a simulated industry setting and context.
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Trainer Guide 219
Slide
173. Trainer advises trainees where the customer is „having a go‟ or practicing:
Trainer identifies there are strong similarities between „demonstrating‟ and the keys
are:
Welcome the customer – in a positive manner
Thank them – for the opportunity to demonstrate
Verify they are competent to try the product, OR provide necessary
demonstration of how the product works
Tell them they can ask questions (or for advice) at any time
Position the customer correctly and safely to start their demonstration
Invite them to start – tell them to begin so they know it is OK to commence.
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Slide
174. Trainer continues to provide trainees with advice on involving customers in the
demonstration of a product:
Monitor their activity – be prepared to intervene if there are problems, safety
issues or there is likely to be damage caused
Be prepared for the finish – get ready for the finish of the demonstration which
might require you to:
 Take an item off them and return it to a nominated position
 Turn something off
Compliment them or congratulate them on their effort
Seek feedback on how it felt
Ask for the sale, where appropriate – as explained previously
Thank customer – for participating.
Trainer arranges for necessary items and shows trainees how to:
Involve customers in the demonstration of a product or service in a simulated
industry setting and context.
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Trainer Guide 221
Slide
175. Trainer instructs trainees when involving the customer in demonstrating a service
this means they will perform a service for the customers.
This enabling them to gain a first-hand experience of what it is like.
Trainer indicates to trainees there are always time limits applicable. The customer
does not get a „free‟ service. It is intended to entice them to buy a full service:
The demonstration must duplicate the actual paid service being promoted
Check (verbally or visually) to determine if there are any health and safety
issues likely to impact on the demonstration
Explain what will happen – before the demonstration starts and then explain as
it is happening during the demonstration.
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Slide
176. Trainer continues to provide advice to trainees in relation to involving customers in

the demonstration of a service:
Adhere to designated time limits for the demonstration – the service
demonstration should last the nominated time
Seek feedback – on how it felt
Ask for the sale, where appropriate
Thank customer – for participating or buying.
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Slide
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Slide
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Slide
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Trainer Guide 229
Slide
the slide.
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230 Trainer Guide
Slide
the slide.
Trainer asks trainees questions regarding their experiences and knowledge of
„selling‟:
What products an services have you sold, or seen sold?
What good and bad sales techniques have you seen used?
Why were they good or bad?
How can sales staff optimise every sales opportunity they encounter?
What is meant by the phrase „Be an order maker, not just an order taker‟?
What is meant by the expression „closing the sale‟?
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Trainer Guide 231
Slide
185. Trainer provides some basic background information to trainees for them to
remember when they are selling to customers:
Good sales staff are not born – they need to be taught, learn product
knowledge and to practice
Staff who sell „are‟ the venue – they represent the venue in a very real sense
and customers infer things about the venue based on how the sales staff
conduct themselves. Customers gain a favourable impression about all aspects
of the venue based on a positive experience with a staff member, and the
reverse is also true
Be aware of the fact sales staff are always on public display – all the time.
Customers will see them long before they talk to them or engage with them so
their actions and demeanour are extremely important
Never offensive language – such as swear words, racist comments, statements
about a person‟s looks
Never slouch – it looks untidy and indicates a couldn‟t-care-less attitude
Never lean against counters/service areas, walls – this looks unprofessional.
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Slide
186. Trainer continues to provide basic background information when selling to

customers:
Focus on the customer – never talk to other staff when customers are near,
approaching or waiting
Never stay on the phone when customers are near, approaching or waiting –
serve the face-to-face customer first. Apologise to telephone customers and
offer to ring them back
Never play around at work – it is potentially dangerous, looks unprofessional
and is frowned on by management
Never chew gum – it looks unprofessional
Never complete paperwork when customers are near, approaching or waiting –
focus on the customer and serve them, then return to the paperwork
Never finish putting stock away when customers are near, approaching or
waiting – the customer must always be the Number One priority.
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Trainer Guide 233
Slide
187. Trainer presents to trainees elements of the approach advising approaching a

customer can involve:
Making eye contact with customers to acknowledge their presence and provide
a non-verbal signal you are available whenever they need your help
Speaking to the customer – again to acknowledge their presence or to
exchange some form of pleasantry. This helps to „break the ice‟
Making a verbal offer of assistance – indicating you are available to help, but
prepared to allow and facilitate the customer „doing their own thing‟
Repeated attempts – it is important to realise „approaching the customer‟ may
be something needing to be done more than once in a single buying/sales
situation.
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Slide
188. Trainer provides trainees with points to remember when approaching a customer:
Be genuine in the greeting or approach you make – take the time and trouble to
ensure the approach is not robotic or insincere
Match the non-verbal signals with the words – customers will readily detect a
mismatch between the expression on your face and the words you use
Ensure the approach is timely – this can be difficult to judge. While you do not
want to be accused of putting pressure on the customer, you also do not want
them to think you are ignoring their presence. In a retail sales environment
making an approach within the first minute is preferable and acceptable
Smile – this indicates a happy disposition, a desire to be of service, and you are
approachable and willing to help
Be prepared to allow the customer to help themselves if this is what they
indicate – many customers prefer to wander around without help, at least,
initially. There are probably an equal number of customers who want to be „left
alone‟ (short-term), as there are customers who want immediate assistance.
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Trainer Guide 235
Slide
189. Trainer continues to provide trainees with points to remember when approaching a
customer:
Do not hover – many customers are annoyed by staff who retreat only a short
distance after a refusal of service, doing small tasks to thinly their presence
while they keep an eye on the customer, or linger in the expectation their
services will be required shortly
Reply to the customer‟s response – naturally you would respond if the customer
wanted advice, service or attention. You need to also verbally reply where the
customer does not want any immediate help. This response may also include
an indication you will come back and enquire again in a few minutes. This helps
to prepare them for your future approaches and assists in taking the pressure
out of those approaches, setting them more appropriately with a service
context. Reply even if they indicate they want to be left alone
Observe enterprise requirement s- regarding (for example) types or styles of
approaches to be made, timing or phrases to use
Be prepared to ask questions – to help determine customer needs, wants and
preferences.
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236 Trainer Guide

Trainer arranges for an experienced sales staff member from an appropriate venue
to attend and:
Talk to trainees about selling and the „approach‟ phase
Demonstrate the „approach‟ and selling skills
Provide tips about how to optimise sales
Present advice about what not to do in sales situations.
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Trainer Guide 237
Slide
190. Trainer advises trainees the Sales Approach must incorporate actions to form a
positive impression about the venue (and its products and services) in the mind of
the customer.
Professional ethics must be applied as follows:
Honesty to the customer, in terms of:
 Information given to them must be accurate
 Advice supplied must be genuine and not contrived to simply make a sale
 Prices charged must be as advertised
 Change given when they pay for something must be the correct amount
 Promises made – never promise what you cannot deliver. The key is
always to under-promise and over-deliver
 Recommendations provided – must be based on fact, experience and the
needs of the customer rather than sales targets
Confidentiality about the customer‟s dealings:
 Not disclosing purchases made by the customer to anyone else
 Not disclosing amounts spent to anyone else
 Not passing on information about the customer to anyone else
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Service provision:
 Being attentive, concerned, interested and caring
 Listening to customer requests, wants and needs
 Matching a suitable product or service, at the price range required, to the
stated customer need
 Making the customer the first priority
 Demonstrating providing service is a pleasure, not an imposition
 Being genuinely polite and civil – demonstrating a positive approach
without being false
Tact and diplomacy – see Class Activity (below, this slide).
Class Activity – Question
Trainer asks the group to identify actions that can be applied to demonstrate tact
and diplomacy when dealing with customers.
Possible responses may include:
Knowing when to withdraw to allow the customer to consider their purchase
Knowing when to stop trying to sell because it is embarrassing the customer
Knowing when to withdraw to enable people, a family or a couple to discuss a
buying decision
Maintaining an air of friendliness without becoming over-familiar or common.
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Trainer Guide 239
Slide
191. Trainer continues to provide examples of professionalism to be applied when

approaching a customer:
Product knowledge, which may include:
 Knowledge about the individual products or services for sale
– Being able to explain why X brand is more expensive than Y brand
– Being able to explain the benefits of buying a Weekly Pass rather than
a Day Pass
– Being able to explain the difference between a „De Luxe‟ and an
„Executive‟ room
– Explaining things in simple language rather than technical jargon
 Knowledge about the venue itself – its policies, procedures and protocols:
– Can personal cheques be accepted in payment?
– What is the refund policy?
– What advanced deposits are required for bookings for accommodation
or dining?
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240 Trainer Guide
Demonstrating the „right‟ attitude – professional ethics are all the above
(delivered with the right attitude) time after time, to each and every customer
who walks through the door, day after day, without exception
Bending the rules – this means „being the customer‟s friend‟ to attain a win-win
result from the contact while ensuring:
 No house rules or laws are broken
 The customer never thinks they are being granted a favour – it is their right
to expect this service.
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Trainer Guide 241
Slide
192. Trainer indicates to trainees it is important for them to realise „the Approach‟ may
require them to respond to observed buying behaviour.
If customers are „ready to buy‟ the Approach may:
Convert directly into a „closing the sale‟ – by processing the transaction when a
customer approaches. If the customer is ready to buy, the sale must be made
without delay, or it may be lost
Require a brief answer to a direct question – „Can I pay by credit card?‟
Require you to ask a „closing‟ question – „Will that be cash or charged to your
room?‟
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242 Trainer Guide
Slide
193. Trainer informs trainees selling is fundamentally an exchange of information

involving the customer telling sales staff what they want, and sales staff telling
customers what is available and what can be provided.
Trainer instructs trainees important factors in gathering information about customer
needs, wants and preferences are:
Ask „open‟ questions – to begin to determine what the customer wants
Ask „closed‟ questions – to help fine-tune their requirements: see Class Activity
(1) below, this slide
Apply „active‟ and/or „reflective‟ listening to capture the information provided:
 Active listening features:
– Showing sensitivity to the talker, showing all due respect – not invading
personal space, not adopting a domineering posture, indicating interest
and attention
– Displaying empathy with the person speaking – allowing your
expressions to indicate concern and understanding of what is being
said
– Demonstrating your attention in non-verbal signals – eye contact,
nodding, changing facial expressions in-line with comments being
made
– Not interrupting
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Trainer Guide 243
– Encouraging customer to continue by giving affirmative non-verbal

feedback – nods, murmurs, short words of encouragement
– Concentrating on what is being said and not thinking of something else
– focus your energy on what the customer is saying
– Not being judgemental – about the customer, what is said, what they
want
 Reflective listening features – see Class Activity (2) below, this slide.
Class Activity (1) – Demonstration
Trainer provides a relevant industry example of:
The use of „open questions‟ to begin identifying customer needs, wants and
preferences
How „closed questions‟ can be applied to fine-tune the stated wants, needs
and preferences of a customer in a selling situation.
Class Activity (2) – Question
Trainer asks trainees to contribute a description of what „reflective listening‟ is:
Paraphrasing what the speaker says – that is, summing up what has been said
and repeating it back to them to prove understanding
Reading between the lines of what is actually being said – communication
comprises not only the spoken word, but also body language
Utilising questioning to sum up or clarify the situation – to verify both are on,
and know they are on, the same track
Being non-judgemental – refraining from making comments, interrupting or
forming preconceived notions about the customer. Everyone is an individual
and judging people leads too quickly to stereotyping people and assuming
knowledge about what they want
Being sensitive – demonstrating understanding not just of what they are saying,
but also appreciation of the emotions underpinning their words.
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244 Trainer Guide
Slide
194. Trainer advises trainees they must start to interpret and clarify nonverbal
communication cues from customers.
They need to develop the ability to:
Identify negative non-verbal signals – to identify problems, dissatisfaction or
frustration. Sample negative cues include:
 Sighing
 Slumped shoulders
 Looking around anxiously
 Drumming fingers on the table or desk
 Eyes rolled backwards
 Looking tired, angry, frustrated or “lost”
 Slamming doors
Identify positive non-verbal signals – which can indicate readiness to buy:
 Smiles
 Nodding of the head
 A more „open‟ stance indicating acceptance and agreement
 A more relaxed posture
 They pick up the item under consideration
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Trainer Guide 245
 They start to handle the item, fiddle with it and „use‟ it

 They hold the product in a proprietorial way indicating they have already
taken possession of it even before it has been bought and paid for
Read customers – to gain an insight into possible requirements, by:
 Looking at the clothes they wear
 Noting the car they drive
 Observing the brands they are considering
 Noting how they walk, talk and act
 Looking at their facial expressions
 Identifying their general demeanour, or air.
Class Activity – Excursion
Trainer arranges an excursion to a suitable industry venue so trainees can:
Talk to experienced staff about selling and their experiences with selling
Watch and listen to staff sell products and services to customers.
Trainees should take notes about what they learn and de-brief after the excursion,
on return to the classroom.
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Slide
195. Trainer offers to trainees it is often said the sweetest sound a person can hear is
the sound of their own name.
While it may not always be possible to use a customer‟s name in each and every
sales situation, there is no doubt customers like being acknowledged and using
their name is an excellent way of doing this.
Trainer presents to trainees reasons why using a customer‟s name is a good thing
to do – it demonstrates:
They are known – rather than being „just anyone‟ or a nameless face, or „just
another customer‟
They stand out from the crowd – and have their individual identity
They have merited extra attention – and have had their name remembered
They are of importance – and valued as an individual and as a customer. They
are not taken for granted.
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Slide
196. Trainer identifies to trainees ways of finding out the customer‟s name:
Asking them – introduce yourself first and ask them for their first name. This is
a simple way of communicating an interest in them as a person and is
extremely effective sending many positive signals to the customer
Reading their name on a credit (or other) card they present when paying
Referring to relevant previous documents or databases containing their name
Asking another staff member if they know the name of the customer.
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248 Trainer Guide
Slide
197. Trainer suggests to trainees when they have found out the name of a customer,
techniques for using it and remembering it include:
Use their name as soon as possible – introduce their name into the
conversation as soon as possible
Use it often – every two or three statements or questions should feature the use
of their name. The more frequently it is used, the more chance it will be
remembered
Write it down somewhere – make „a mental note on a piece of paper.
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Trainer Guide 249
Slide
198. Trainer presents trainees with additional information regarding the use of customer
names in sales situations:
Get permission to use their first name – some people believe it is too familiar
staff to talk to customers on a first name basis. They believe there should be a
„professional distance‟ between workers and paying customers
Make sure you get the right pronunciation – people may be offended by
incorrect pronunciation
Never shorten the name – it is potentially rude and offensive
Never use nick-names – it is inappropriate in the workplace and seen as being
„too familiar‟
Comply with house protocols – which may include:
 Not using names – and calling customers „Sir‟ or „Madam‟
 Never using first names.
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250 Trainer Guide
Slide
199. Trainer explains to trainees there can be a need, from time-to-time, to direct
customers to another location or to specific merchandise when they are in the
venue.
Trainer provides trainees with practical tips to follow when there is a need to direct
customers within the venue, advising options include:
Walking them to the required item or location – physically accompanying them
to the products or location they require. If you personally are very busy you may
consciously elect to ask another staff member to help the customer by walking
with them. If possible, introduce them to each other. It‟s a great opportunity to
provide that „little bit extra‟ in terms of service and to learn their name
Asking another staff member who is familiar with the product to come and help
them. This can be done face-to-face or using the internal communication
system (phone, PA system)
Providing a map of the layout of the venue – showing them where they are
now, where the locations or items are that they want, and the best way to get
there
Supplying clear verbal instructions – it is best to use „landmarks‟ as reference
points to assist their understanding of the directions.
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Trainer Guide 251
Slide
200. Trainer recommends to trainees whenever they have a need to direct a customer
they may also take the opportunity to:
Find out their name – and use it
Supply some relevant product, or venue-related, information – a map of the
venue, a schedule of upcoming events or a price list or menu or drinks list
Inform them of any Specials or Sales currently running – including the savings
available and the time or date when they finish
Ask if they have any other questions – about any product or service you offer
Make a polite and appropriate comment – to help build the relationship and
indicate your friendly and personable orientation to customer service
Thank them – showing appreciation for their custom.
Class Activity – Practical Exercise
Trainer identifies a location n the training institution which all trainees are familiar
with and:
Asks individual trainees to direct another trainee to that location applying the
advice provided in the slides/Trainee Manual.
The trainees who are directed should feedback, after the event, how effective and
customer-focused they found the experience to be and provide constructive
criticism.
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Slide
201. Trainer highlights to trainees a consistent requirement for all sales staff is to apply
selling skills in order to make sales.
This involves:
Never encourage customers to purchase something they do not want – the
focus must be to encourage them to purchase something they want or need
Try to identify as quickly as possible the main driver behind the need for the
customer to make their purchase – “Why are they wanting to make this
purchase?” is a very important question that governs and controls many of the
other buying-related decisions
Determine the price they are willing to pay – is there another price (from a
competitor) needing to be matched, or is the customer simply wanting to buy
the product quickly, regardless of the cost?
Identify who will make the actual decision to purchase – the person who makes
the buying decision is not always the person who will pay for it. Direct sales
efforts at the decision maker. The decision maker and the person paying may
be the same person. A common mistake is for sales assistants to direct their
flow of information, advice and product knowledge to the male in a „buying
couple‟ when often it is the female who will make the buying decision.
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Slide
202. Trainer continues to highlight to trainees keys to implementing selling skills:

Provide options and alternatives – it is important to be sensitive to other factors
such as are they in a hurry? Are they determined to buy Product X, Model Y
regardless? Most customers appreciate having time spent with them and
having their choices explained to them
Put the offer into context – the purchase may not take place in isolation from
other factors and you are obliged to advise the customer about these allied
features. For instance, selling a Package deal without advising, suggesting or
explaining the fact the room has no views of the sea, no free parking and no
transfers is inappropriate as it may result in the customer buying something not
suiting their needs even though their needs were not explicitly stated by them to
the person selling to them
Be sure to mention any benefits applying „now‟ – there will be times when an
offer is a very good deal because of some promotion or Sale or Special but the
offer expires today. You must identify and highlight applicable limits and explain
how the current deal represents such excellent value. The point being never
expect the customer to know they are getting a fantastic deal – they have to be
told
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Promote the value-adding aspects of the sale – it is dangerous and

counterproductive to just focus the sales effort on the selling price. Most
customers do not just buy on price alone, anyway. A sales professional must
identify and explain the totality of the purchase by highlighting all the factors
that add value to the purchase. These may include, depending on the
purchase:
 Free drink
 Discount on other purchases
 Late check-out
 Valet parking
 The feeling of confidence and security that comes with buying locally.
© ASEAN 2012
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Slide
203. Trainer informs trainees when communicating a knowledge of features and benefits
to customers they need to:
Practice – a lack of experience or practice means staff will look incompetent
when doing their presentation. This will adversely impact on the customer‟s
perception of the product, and hugely lessen the chances of a sale
Use product knowledge – as previously identified
Involve the customer (if necessary) to the greatest extent possible:
 Taste food or drink
 Look at a room
 Talk to staff
 Watch a DVD
 Pick up and handle an item
 Receive a short service experience
Tell the features but sell the benefits – as previously described.
© ASEAN 2012
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Slide
204. Trainer reminds trainees when providing information about how to use a product or
service the following are effective techniques:
Demonstrate the product or service – explaining relevant points as you go
Give the customer an opportunity to practice – while you observe and provide
appropriate feedback
Encourage the customer to ask questions – and respond positively to them
Supply printed information – to supplement verbal and practical advice and
information.
© ASEAN 2012
Trainer Guide 257
Slide
205. Trainer stresses to trainees when selling to customers it is vital to address safety
issues.
This includes:
Personal protective clothing and equipment – often needed by customers when
participating in activities
Specific training requirements – before customers are allowed to use certain
items or participate in nominated activities
Protection of others – explaining the dangers that may apply to onlookers,
children, pets, other physical objects
Explanation of safety signage – many items have safety logos on them that can
appear confusing or unclear to some customers.
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Slide
206. Trainer continues to provide to trainees safety topics that should be covered when
selling a product or service to a customer:
First aid treatment – it may be appropriate to inform the customer about this
aspect explaining where venue first aid is available
Precautions that can be taken – to minimise accidents or incidents
Advice as to where the customer can obtain additional safety information –
websites, DVDs, supplier or agent.
© ASEAN 2012
Trainer Guide 259
Slide
207. Trainer explains to trainees there will be occasions when their level of expertise is
insufficient to meet customer needs so they will need to refer customers.
The following should apply to these situations:
Be polite - avoid giving the impression the customer is being brushed off or
being „got rid of‟. Use courteous and respectful (verbal and body) language
Apologise – for having to refer them
Demonstrate involvement, interest and concern – even though the customer
will be dealt with by someone else. Indicate expectation their requirements can
be met by the specialist person
Explain why they are being referred – for example, because the person who
they are being referred to is:
 Best able to meet their needs
 The most experienced
 The longest-serving staff member
 The most highly trained person in the venue
 The most qualified
Act quickly – when it is obvious the customer needs to be referred, do not delay
doing so
Introduce the two parties to each other – by name, and outlining the customer‟s
needs and why you are referring them
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Build confidence and credibility in the specialist/expert – by telling the customer

of their skills, qualifications, experience and expertise.
Trainer arranges for an experienced sales staff member from a relevant venue to
attend and talk to trainees about:
Venue policies and procedures in relation to selling
Ways they approach/initiate contact with a customer – what they say and do
How they find out what the needs, wants and preferences of customers are
Questioning and listening techniques they have found useful
Examples of how they modify their approaches to individual customers
Examples of how they have overcome buying objections
Techniques they use to optimise sales in each sales opportunity and
identification of items they up-sell
Techniques they use to close a sale.
© ASEAN 2012
Trainer Guide 261
Slide
208. Trainer tells trainees when selling products and services they will be often be faced
with the need to answer „routine‟ questions (see Class Activity, below, this slide)
and there is a need to prepare effective answers to these questions that can usually
be anticipated.
This involves:
Answers must be honest and accurate – providing full detail, total disclosure
and current information
Preparation is essential – every routine question should have a suitable
response prepared for it
Research is essential – proper, suitable responses to routine questions cannot
be developed without proper effort and research.
Class Activity – Class Question
Trainer asks trainees to identify examples of „routine‟ questions customers may
ask.
Responses will vary depending on the sector but could include:
Prices and price reductions including deals, packages, Specials, Sales and
discounts
Quality
Features and benefits
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Location of products, facilities and services

Types of services provided by the department or venue
Recommendations
Product knowledge including knowledge about the venue and its services,
facilities, policies and procedures
Safety and performance issues
Country of origin of products
Suitability of the product to meet the identified need of the customer
Durability of the product
Duration of trips, tours, and services
Availability of rooms, tickets, tables, and tours.
© ASEAN 2012
Trainer Guide 263
Slide
209. Trainer informs trainees it is possible to classify some customers into certain
groups and use specific techniques to deal with them most effectively.
Trainer advises the slides will consider selling to customers in the following
categories:
The „Me, Now‟ Customer
The „Yes but‟ Customer
The „Tractor will never replace the horse‟ Customer
The „Look at me, look at me‟ Customer
Class Activity – Class Question
Trainer asks trainees to contribute descriptions of the customer types listed on the
slide.
The ‘Me, Now’ Customer
Very demanding – not necessarily rude, but they want what they want, and they
want it immediately
Believes being „loud and obnoxious‟ is the way to get what they want because
staff will be motivated to do what they want in order to get rid of them.
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The ‘Yes but’ Customer

Wants to make sure of every little detail before they will commit to buying
They seek constant reassurance, but seem to continuously question the
reassurance provided
As with „Me, Now‟, they are impressed with facts and figures, being less
interested in anecdotes, recommendations or testimonials.
The ‘Tractor will never replace the horse’ Customer
This customer does not like change, preferring things to stay the way they are
This person is not so much against change, but would prefer for there not to be
any, or if there has to be, then for it to occur slowly. A main orientation for them
is nothing good ever came from rushing into anything
They prefer the products (brands names, features, inclusions, services and
prices) they are used to having/using.
The ‘Look at me, look at me’ Customer
This customer is an attention-seeker – they seek attention from staff and they
seek it from other people in their world
They need others to believe they are important, influential and informed.
© ASEAN 2012
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Slide
210. Trainer provides trainees with advice in relation to serving the „Me, Now‟ customer:
Do not be intimidated – do not be bullied into promising things
Avoid making comparisons or offering alternatives – just provide what they ask
for
Do not introduce the topic of Specials or deals – offer what they want, tell them
the price and process the transaction
Be direct and clear with any advice or information given – use short sentences,
facts and figures. Avoid irrelevancies
Stop talking – replace talking with doing, such as finding out the answer to a
question, or processing the sale.
Trainer demonstrates to trainees how to deal with a „Me, Now‟ customer.
Please note:
Alternatively, trainer could arrange for Guest Speaker to undertake this and the
following three Class Activities.
© ASEAN 2012
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Slide
211. Trainer provides trainees with advice in relation to serving the „Yes, but‟ customer:
Never disagree with them – because they believe they are never wrong
Stick to facts and figures – they are influenced by and like statistics
Emphasise the security aspects of the product – such as warranties,
guarantees, money back guarantee, training, and qualified staff
Acknowledge their level of knowledge – and their status as an informed person
Ask them for information about the product – get their opinion as opposed to
giving yours
Illustrate points by referring to legitimate and recognised sources – rather than
offer personal references, or venue statements
Be persistent and persuasive – never give up. Do not walk away from them.
Trainer demonstrates to trainees how to deal with a „Yes, but‟ customer.
Please note:
Alternatively, trainer could arrange for Guest Speaker to undertake this Class
Activity, the previous Class Activity and the following two Class Activities.
© ASEAN 2012
Trainer Guide 267
Slide
212. Trainer provides trainees with advice in relation to serving the „Tractor will never
replace the horse‟ customer:
Never rush them – give them plenty of room and space and time to digest
things and consider their options. Explain things slowly and sequentially making
sure they understand each step of the explanation
Compare what is available now with items they know and are familiar with –
resist the temptation to use new terminology out-of-keeping with their
experience. Never point out the benefits of new products or services at the
expense of older ones
Never tell them or insinuate „Everyone has one of these‟ – popularity of a
product will not convince them
Focus on security aspects of the product or service together with reliability,
industry reputation, independent assessments and evaluations
Seek to assure and reassure them about the new product or service as distinct
from simply presenting the features or the benefits – they “won‟t have to worry”
about things with this new product or service.
Trainer demonstrates to trainees how to deal with a „Tractor will never replace the
horse‟ customer.
Please note:
Activity, the previous two Class Activities and the following Class Activity.
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Slide
213. Trainer provides trainees with advice in relation to serving the „Look at me, Look at
me‟ customer:
Allow them to talk – they love talking and will misinterpret any attempt at
shutting them down as ignorance and unfriendliness
Be respectful – acknowledge their knowledge and importance
Be open and friendly – this indicates you are paying them the attention they
seek
Never rush them – because they will feel you have someone else more
important to deal with than they are
Share personal opinion and the testimonials of others – this people-based,
reality-based orientation fits in well with their focus on humans
Demonstrate interest – let them know you are engaged by what they are
saying, what they have experienced, and their individual opinions.
Trainer demonstrates to trainees how to deal with a „Look at me, Look at me‟
customer.
Please note:
Activity and the previous three Class Activities.
© ASEAN 2012
Trainer Guide 269
Slide
214. Trainer introduces to trainees the concept of „buying objections‟ stating:

A „buying objection‟ is a reason, or multiple reasons, presented by a customer
stating why they cannot make a purchase at this time
They are to be expected – many buying situations involve some form of buying
objection
They can be planned for – staff can prepare how they will deal with them
because many of them can be anticipated
When faced with a buying objection sales staff are expected to overcome the
objection and make a sale
Never take buying objections personally – some customers will heave genuine
reasons preventing them buying. Never misinterpret inability to overcome a
buying objection as incompetence or inability
Buying objections can be seen as a sales tool – they indicate the prospect is
still interested and this is a positive sign. They may also be seen as a request
for more information, so the basis of the objection becomes the focus of extra
information provided.
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Slide
215. Trainer explains to trainees the stages in overcoming a buying objection are:
Accept the objection – covered on following slide
Identify the objection – covered on following slides
Classify the objection – covered on following slides
Offer solutions – covered on following slides
Close the sale – covered in section 4.6.
© ASEAN 2012
Trainer Guide 271
Slide
216. Trainer discusses with trainees „accepting the objection‟ involves:

Acknowledging and accepting the legitimacy of their objection or concern – to
show to the customer their concern is a valid and understandable one
Always bear in mind a primary objective is to never become engaged in an
argument with the customer
The second step is to present information addressing the objection or concern,
convincing the customer to go ahead and buy
Always make sure everything said or done in these situations is ethical, honest
and accurate – never compromise personal or venue integrity just to make a
sale. It is immoral and illegal to do so.
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Slide
217. Trainer address „identifying objections‟ with trainees offering:

The customer must realise what they have said has been heard and
understood:
 Restating their objection – perhaps paraphrasing what they have said – and
accepting it is a legitimate concern to hold
 Showing understanding of all aspects of their objection
 Agreeing they have a legitimate issue often shared by others
Statements demonstrating understanding of objections must:
 Demonstrate acceptance of their position
 Express the validity and legitimacy of their objection
 Appreciate the importance of their objection.
There must be application of appropriate interpersonal skills when dealing with
customer buying objections, and customer objections must never be:
Dismissed out-of-hand
Laughed at
Made to appear insignificant or trivial
Argued with.
© ASEAN 2012
Trainer Guide 273
Slide
218. Trainer reinforces to trainees requirements relating to dealing with customer buying
objections observing things never to do include:
Argue – this only annoys the customer and reduces the chance of selling to
them
Run away – that is, stop trying to sell
Get defensive – this attitude tends to indicate there is something to hide or the
customer has a valid point that cannot be effectively addressed. It is also
perceived by the customer as being very negative and will do noting to increase
the chance of a sale
Display a noticeable change in demeanour – including speech and particularly
non-verbal communication
Make rash and dishonest promises – just to make the sale
Respond with absurd suggestions – which indicate to the customers a „sell at
any cost‟ mentality on the part of staff resulting in negative sentiments and
reduced likelihood of a sale
Belittle the objections – by implying the objections are trite or irrelevant.
© ASEAN 2012
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Slide
219. Trainer indicates to trainees they need to categorise objections as the basis for
determining how to effectively address them.
Objections can often be classified on the basis of:
Price:
 Customers may feel the price being asked for a product or service is too
expensive
 They may want a reduction in price, or they may understand price is not
negotiable and so seek an alternative product or service at a lower price
Time-related concerns:
 The customer may need the product or service immediately or they may
need a booking for a specific date or time
 If the customer has an immediate need, they will often be unprepared to
wait for service unless they believe they genuinely have no viable
alternative (including an alternative venue to buy from)
Product and service characteristics:
 These questions involve objections relating to matters such as:
– The size of the product (meal, drink, room, bottle) or the duration, type
and style of a service (massage, food and beverage service,
recreational activities, trips and tours)
– Quality factors
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Trainer Guide 275
– Inclusions in package deals

– Safety or security factors
– Taste and aroma
 Objections of this type could indicate the product or service is genuinely
unsuitable for the customer and where no alternatives exist this could
signal the end of the sale.
© ASEAN 2012
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Slide
220. Trainer explains to trainees once the buyer objections have been accepted, the
next stage in overcoming buying objections is to is to offer solutions to address the
identified objection:
Solutions must always be offered in accordance with venue policy – in
accordance with individual scope of authority in relation to negotiating, making
deals, providing incentives and representing the interests of the enterprise
Should feature, us or rely on standard solutions –staff should develop a stock of
solutions that can be applied across a variety of situations and buying objection
situations
Practice – this gives confidence and builds ability to perform effectively in a real
customer contact „buying objection‟ situations. Some venues will conduct in-
house training for staff regarding dealing with customer objections and use role
plays to provide opportunity to practice the necessary skills. Trainees
Should concentrate on developing some standard responses especially to
routine objections and practice before „going live‟ with real customers
Feedback should be from colleagues and others aimed at advising:
 Good and bad points of practice
 Things to improve
 What it felt like to be a „customer‟ in that situation
© ASEAN 2012
Trainer Guide 277
Be patient – dealing with objections is a high level selling skill that cannot be
learned or perfected quickly. It will take time and mistakes will often be made
before confidence or competency is achieved.
Trainer arranges for an experienced sales person to visit and:
Talk to trainees about the strategies and tactics they use to address and
overcome customer buying objections
Identify the types of buying objections customers commonly raise
Demonstrate how to deal effectively with buying objections.
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Slide
221. Trainer presents to trainees several tips which may be used to assist when
presenting solution to customers as part of the process of overcoming buying
objections:
Emphasising the benefits and advantages of the product or service you are
trying to sell
Demonstrating the value-for-money the product or service represents
Indicating the supporting, value-adding features accompanying the purchase
Highlighting the suitability of the product or service for the identified need as
described by the customer
Making favourable but truthful comparisons between the product or service and
alternatives available elsewhere.
© ASEAN 2012
Trainer Guide 279
Slide
222. Trainer continues to present to trainees tips which may be used to assist when
presenting solution to customers as part of the process of overcoming buying
objections:
Involving your product specialist to further explain benefits and to demonstrate
to the customer their objection is being taken seriously
Recapping features and benefits already mentioned
Indicating the current price is available only for X amount of time
Asking the customer what it would take to make the sale happen
Engaging in a display, presentation or demonstration designed to remove the
doubt, concern or objection.
Trainer leads class in a discussion on overcoming buying objections by asking
questions such as:
What objections do you have/have you had regarding the purchase of a product
or service?
Did sales staff simply accept the objection or did they try to address and
overcome it?
How did they try to overcome it – what did they say or do?
What bad things have you experienced sales staff do in order to overcome a
buying objection?
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How could they have handled things better?

What did you learn from their mistake?
How do you think customers feel when sales staff try to overcome a legitimate
objection? How can this knowledge be factored into your attempts to overcome
a buying objection?
© ASEAN 2012
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Slide
223. Trainer advises trainees an effective way of overcoming buying objections is to use
the „Feel-felt-found‟ approach, explaining:
It accepts customer objections
Shows others have experienced similar concerns
Presents the offer in a non-threatening and positive manner.
Class Activity – Practical Small Group Exercise
Trainer divides class in to small groups and:
Asks them to practicethe use of the „Feel-felt- found‟ approach in overcoming a
nominated customer buying objection for a nominated product or service in a
given workplace context.
Trainer and classmates provide constructive comment and feedback – exercises
may be recorded for later playback and analysis.
© ASEAN 2012
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Slide
224. Trainer presents additional information to trainees to assist with overcoming

customer buying objections:
Stay positive – never indicate loss of interest in trying to make a sale
See the objection as an opportunity and a challenge – and not as an impossible
task
Keep calm, keep focused – and keep going
Re-double efforts – as opposed to reducing your efforts
Know when to be quiet – let the customer talk and get all their objections,
emotions and feelings out. This provides key tools to overcome the objection
Listen to the responses to proposed solutions – it is unusual for the first
proposed solution to overcome the objection, so be alert to monitor how this
suggestion is received and then modify as required to suit needs of the
situation.
© ASEAN 2012
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Slide
225. Trainer advises trainees a model for problem solving may be useful for them to
implement when seeking to overcome a buying objection.
Trainer presents the following as one suitable model:
Identifying the problem:
 It is important to take the time to thoroughly investigate what the problem or
issue is before taking any further action. Problem identification can be
achieved by:
– Looking at the facts
– Talking with the customer and listening to their views
– Physically examining the product or service
– Isolating some factors – such as price, size, quality, taste
– Remember there can often be more than one problem causing the
objection
 Considering options:
– Seek to identify alternatives that will enable venue and customer
objectives to be attained
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Making a decision:
 Work with the customer to identify a viable and acceptable solution that
meets limitations and requirements
 Realise many solutions are a compromise between what is preferred, can
be afforded and what is available
Conveying the decision to relevant parties:
 Put things in writing, where applicable
 Re-state benefits and positives but avoid over-selling – once a product or
service has been sold, stop selling it
Reviewing and agreeing on the decision:
 Confirm with the customer they are happy with the solution generated.
© ASEAN 2012
Trainer Guide 285
Slide
226. Trainer suggests to trainees it is useful for them to take time after they have
attempted to over come a customer buying objection, and reflect on what occurred:
What went well – and why
What went badly – and what caused this outcome
The turning points – good or bad in the overcoming of the objections
Phrases or approaches you must remember to use again when there is an
objection raised to buying – or to never use again
Try speaking with the customer after the sale has been concluded and ask
them what you did right or wrong. If you go about it the right way and tell them
you are interested in learning and improving, most people will be happy to give
you some useful feedback
Speak to another sales assistant – get their opinion and ask what they would
have done, how and why.
Class Activity – Practical Exercise/Role Play
Trainer plays the role of a customer and trainees play the role of sales staff.
Trainer asks trainees to:
Practice/demonstrate how to overcome (or attempt to overcome) a nominated
customer buying objection in a given context by applying appropriate
interpersonal, sales and communication skills as well as established strategies
and techniques for effectively addressing sales objections by customers.
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Each exercise should be:

Watched by class
Recorded
Reviewed and analysed.
© ASEAN 2012
Trainer Guide 287
Slide
227. Trainer informs trainees a single sales event often gives multiple opportunities to
make a sale and all employers will expect them to convert every sales opportunity
into a sales outcome, and to generate the maximum revenue from every sales
situation.
Trainer indicates to trainees they can identify sales opportunities by:
Observing the customer – looking at a customer (either an individual or a
group) can sometimes indicate they are tired, hot, stressed or anxious. These
observations may provide the basis for offering:
 Accommodation
 The use of internal facilities
 Food or drink
 Locations where sun screen and sun hats are available for sale
Talk to the customer and ask them questions – again this highlights how
important questions are in serving customers. Questions might include:
 “What have you already seen, done or experienced?” – this allows you to
identify what they have not seen, done or experienced so you can suggest
these as possible sales opportunities for the venue and new experiences
for the customers
 “What were you expecting/looking forward to seeing or doing?” – enabling
you to focus on products and services the customer already has an interest
in
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Read background information about the individual or group – such as tour

group information sheets, or guest history on the internal database. This can
indicate individual/group preferences which can also provide an indication of
what the person might be interested in seeing or doing. For example, a group of
eco-tourists visiting your property would have different things promoted to them
than a group of visitors seeking action holidays or visits to historical sites.
© ASEAN 2012
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Slide
228. Trainer stresses to trainees they must always be alert to the potential to:
Advise customers in relation to „complementary‟ products and services they
have not identified but which may be:
 Of interest, use or value to them
and
 Provide revenue and profit for the venue
Generate a win-win situation – where the customer benefits and the venue
benefits.
Trainer explains a complementary product or service is something:
Providing added value to the original sale
Supplementing the initial purchase
Delivering extra experience
Completing the total experience for the customer.
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Class Activity – General Question

Trainer asks trainees to identify possible „complementary sales‟ that could be made
in their workplaces.
Answers will vary depending on the industry and Labour Sector but may include:
Offering to book a table in the restaurant for dinner when guests check-in at
Reception in the mid-late afternoon
Recommending a hotel for guests to stay in when they book their travel
arrangements and offering to make appropriate reservations – so the business
can benefit from the commission earned on the booking
Suggesting to guests who are using the swimming pool they may also enjoy the
spa, sauna or a massage available within the venue.
© ASEAN 2012
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Slide
229. Trainer states to trainees in order to maximise sales, they need to be aware of
various proven and effective techniques known as:
Making „add-on‟ sales – covered on next two slides
Up-selling – covered on following slides
Using „suggestive selling‟ – covered on following slides
Applying the „ABC‟ approach to selling – covered on following slides
(Automatic, Bettered, Created sales).
© ASEAN 2012
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Slide
230. Trainer introduces the concept of making add-on sales.

This involves building extra sales onto the customer‟s original stated request.
Trainer illustrates if a customer comes into a dining room for lunch and orders only
a main course trainees should:
Suggest a soup or an entrée to start the meal
Recommend the garlic bread as an accompaniment
Bring the dessert trolley to the table when they have finished the main course
and try to sell a dessert
Make them aware of in-house entertainment, when it is on and where tickets
are available.
© ASEAN 2012
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Slide
231. Trainer advises trainees keys in making add-on sales are:

Always try to make add-on sales when appropriate – every time, without
exception
Make the offer relevant – to the original order by the customer
Never put pressure on the customer – inform them and then let them decide.
Trainer demonstrates to trainees how „add-on sales‟ may be made:
Using an industry relevant context and product or service
With trainees playing the role of customers
Giving trainees an opportunity to practice
De-briefing and analysing each role play when finished.
© ASEAN 2012
294 Trainer Guide
Slide
232. Trainer introduces trainees to up-selling.

This technique refers to a situation where they suggest a more expensive product
or service over a cheaper one originally requested:
Not every sales situation provides an opportunity for up-selling
This selling technique is mainly used where the customer orders a product or
service, but is not specific about exactly what type or brand of service or
product they require – or does not know the options available to them
Can be counter-productive – if used inappropriately such as where a known
customer always orders an identified preference for a certain brand or type of
product or service .
Trainer demonstrates to trainees how ‘up-selling’ may be done:
Receptionist: “Yes, we do have vacancies, Sir.”
Guest: “Excellent. I will take a single, standard room for one night please.”
Receptionist: “We have a two room types available, Sir. Starting at the deluxe
suite of 1250.00 per night. Then we have the standard room at
1000.00. Both rooms come with a complimentary breakfast but the
deluxe suite has excellent city views and a spa.”
Guest: “Thank you for mentioning that – I will pay the little bit extra and
take the deluxe room rather than the standard one.”
© ASEAN 2012
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Class Activity (2) – Role Play

Trainer suggests scenarios for „up-selling‟ in appropriate industry contexts and;
Asks trainees to practice up-selling in these contexts
Gives trainees an opportunity to practice
De-briefs and analyses each role play when finished.
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Slide
233. Trainer introduces trainees to the technique of „suggestive selling‟ explaining:

It is the use of „expressive and descriptive language‟ – which which often
appeals to the senses as opposed to the logic of the brain, to encourage people
to purchase. For example, when selling a dessert it may be suggestively sold
by describing it as:
 „Delicious‟
 „Stingingly cold‟
 „Exploding with berry flavours‟
 „Laced with an intoxicating mixture of liqueurs‟
 „Smothered with a decadent chocolate sauce‟
In every case, the descriptions used must be accurate – no-one, for example,
should ever describe a product as fresh when it is not
Not applicable to every product or service – there are many items where trying
to „suggestively sell‟ will be inappropriate
Frequently used in written form – many menus, drink lists and promotional
materials feature the use of words or phrases designed to suggestively sell
what is being offered, presented or promoted.
© ASEAN 2012
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Class Activity (1) – Handouts

Trainer obtains a range of industry materials featuring the use of „suggestive selling‟
and:
Distributes same to trainees
Identifies the suggestive selling phrases and words
Discusses the impact and effectiveness of the words and phrases.
Class Activity (2) – Practical Exercise
Trainer identifies several industry/trainee-relevant products and services and:
Allocates them to trainees
Allows them 10 minutes to develop a „suggestive selling‟ phrase for their
product or service
Asks them to state their phrase in front of the class.
Reviews and provides feedback on what they have produced.
© ASEAN 2012
298 Trainer Guide
Slide
234. Trainer introduces trainees to the „ABC approach to sales‟ explaining:

A – Automatic sales: these are sales that virtually make themselves. The
customer asks for a product or service and the sale is „automatic‟
B – Bettered sales: where the sales person takes the customer‟s original
request and make an offer and sale which betters the initial enquiry or order
C – Created sales: where sales staff offer and success in selling something the
customer did not mention but is nonetheless of interest, value or worth to them.
Trainer demonstrates to trainees how the „ABC of selling‟ may be applied:
A
A customer comes into the bottle shop and asks for a bottle of scotch.
If they are simply provided with a bottle of scotch on Special, or one of the popular,
well known brands then an „Automatic‟ sale has been made. It is possible to argue
no real selling has been done at all – the sale made itself because the customer
walked in and asked for it.
© ASEAN 2012
Trainer Guide 299
B
If that customer came in and asked for a bottle of scotch and they were up-sold to
buying a better quality, more expensive, more respected, better tasting, excellent
value for money, 10-year-old pure malt then a „Bettered‟ sale has been created.
The customer‟s stated want has been taken and improved on – it has been
improves from the customer‟s point of view (they have a better product, a new
experience), and improved on from the establishment‟s perspective (higher sales,
more profit).
C
Now assume during the conversation with this customer they mentioned they were
having a dinner party and the scotch was to impress their boss or their relatives,
then staff may suggest some wines to complement the meal.
Staff might enquire about the menu to be served and recommend some red and
white wines to suit the food as well as, perhaps, an after-dinner port and a bottle of
liqueur.
When the customer appreciates their concern and interest and purchases some of
what they have mentioned, they have made a „Created‟ sale. The customer did not
intend to buy the wine or the liqueur but staff created the need for them to do so.
Class Activity (2) – Practical Exercise
Trainer identifies several industry/trainee-relevant sales situations (at least one per
trainee) and:
Allocates them to trainees
Allows them 10 minutes to develop a way to apply the „ABC of selling;‟
approach to this situation
Asks them to demonstrate their technique in front of the class
Reviews and provides feedback on what they have produced and how they
implemented it.
© ASEAN 2012
300 Trainer Guide
Slide
235. Trainer provides trainees with several key points to remember and apply when
selling:
Be an order maker and not just an order taker:
 Always be alert to the potential for making extra sales
 Be active – never just accept only what the customer has ordered
 Realise extra sales can benefit both the customer and the venue – making
extra sales is not ripping the customer off
 The employer expects staff to be „order makers‟ – this is what they pay
employees to do
Be careful about making promises when trying to make a sale – never promise
what cannot (or may not be able to be) delivered
Under promise and over deliver – this is a key in all selling situations. The
reality of the service should exceed what was promised or expected. For
example, the service should be faster or better, the price should be lower than
promised; the experience should be above what was described or the tour
should be longer than stated
Keep all promises – making promises raises expectations in customers and
they can be angry, disappointed and frustrated when promises are not kept. All
promises should be kept:
 With a Smile
 How it was said they would be kept – or better
© ASEAN 2012
Trainer Guide 301
 When it was said they would be – or sooner

 At the price quoted – or lower
 Willingly – the provision of the service or product must be seen by the
customers as being a pleasure.
© ASEAN 2012
302 Trainer Guide
Slide
236. Trainer explains to trainees when selling to customers you must always comply with
your workplace policies relating to sales.
This includes specific requirements relating to:
Truth, honesty and full disclosure – ethical behaviour
Not putting pressure on people to buy – avoiding „sell at any cost‟ approach
Credit limits for purchasers – never allow anyone to exceed the applicable
house credit limit.
© ASEAN 2012
Trainer Guide 303
Slide
237. Trainer continues to identify for trainees house policies that may need to be
complied with when selling:
Payment options – venues will have nominated ways a person can pay for the
purchases
Overbooking – some venues will allow a certain number of rooms or tables to
be overbooked
Timing limits – always adhere to any time constraints applying to package
deals, Specials or limited offers
Discounts – ensure discounts are only provided to those who are genuinely
entitled to them
Finalising the transaction – such as completing documentation, up-dating data
bases and processing payment.
Trainer arranges for an experienced industry sales professional to attend class and:
Highlight the importance and benefits of maximising sales opportunities
Discuss how sales potential in customers can be identified
Present tips and techniques to assist in optimising sales
Describe venue/industry requirements applying to the sales process – ethics,
company policies, legal issues
Demonstrate several techniques for optimising sales.
© ASEAN 2012
304 Trainer Guide
Slide
238. Trainer defines for trainees „closing‟ (or „closing the sale‟) is the process of asking
the customer a question that solicits an answer giving them permission to complete
the sale.
Trainer advises trainees:
An important part of the selling process is recognising buying signals. A buying
signal is a signal to staff from the prospect that the decision to buy has been
made. The signal usually comes towards the end of sales discussions and
negotiations (see following slides)
It is an indication, verbal or non-verbal, the person is ready to make a buying
decision
The signal from the customer must be responded to promptly – and in a
positive manner (or the sale may be lost)
If unsure of the buying signal do another partial sale by reiterating the features
and benefits of the product or service.
© ASEAN 2012
Trainer Guide 305
Slide
239. Trainer describes to trainees examples of buying signals:

A positive reaction to a trial, demonstration, visit or presentation
A lag in the conversation between you and the customer can indicate all the
important questions have been answered and the person is ready to buy
Questions about details indicate the customer has decided to buy
If the customer agrees with sales points made – this indicates
recommendations are regarded as good and may have been accepted by the
customer.
© ASEAN 2012
306 Trainer Guide
Slide
240. Trainer continues to provide trainees with examples of buying signals:

If the customer asks which option is recommended it indicates they are ready to
buy – but still need a little more information in deciding on an option
If the customer asks a question about the form of payment, or amount of
deposit required, or when payment is due, they have usually made up their
mind
Any time the customer indicates they understand the value or advantages of
the offer
Any compliment regarding inclusions, the venue or sales staff personally
Non-verbal closing signs (a change in posture, voice, or facial expression) can
indicate a change in attitude and may be a closing sign.
© ASEAN 2012
Trainer Guide 307
Slide
241. Trainer presents to trainees several ground rules to keep in mind when closing a
sale:
Expect to make the sale:
 If individual sales staff do not think they will be able to finalise the sale then
they usually will not because they will lack conviction in the mind of the
customer and cast doubt on the credibility of their own words
 If staff expect to be successful they generally will be
Stay focused:
 When trying to close, stay focused on the details of the sale – do not get
distracted or drift off the main objective
 Do not raise peripheral issues – or matters irrelevant to what is trying to be
sold
Accept it is the customer‟s decision to buy
 Understand the customer‟s decision to buy is theirs and theirs alone – all
staff can do is advise, provide information, suggest and recommend
 If customers feel uneasy about their decision, if staff have put pressure on
them to come to a decision, then they will usually pull out of the sale and
not commit to buying
 Sales staff have the role of helping customers elect to buy
The sale must be mutually beneficial:
© ASEAN 2012
308 Trainer Guide
 All sales should benefit the customer and the venue

 It should meet the customer‟s needs and expectations and should also
make a profit for the business
No-one sells every time:
 No salesperson has ever turned every encounter with a customer into a
sale
 You will not win every time. This is a fact of life
Use verbal and non-verbal prompts:
 When dealing with a customer be sure to use a combination of verbal and
non-verbal prompts to encourage the customer to make a purchase.
 When they speak positively about the product or service – nod, smile and
agree with them.
Trainer arranges for an experienced, industry-relevant sales professional to attend
and talk to trainees about:
The importance of the close
Their definition of „closing a sale‟
Techniques and tips to help achieve a successful sales close
Company requirements or guidelines regarding what should be done when
closing
Company requirements or guidelines regarding what should not be done when
closing
Guest speaker should also be asked to demonstrate how to close a sale.
© ASEAN 2012
Trainer Guide 309
Slide
242. Trainer advises trainees there are several (six) closing techniques which can be
used by them to help optimise the successful closes they achieve:
Trainer introduces to trainees the „Direct‟ approach to closing, where the approach
is to allow the customer to decide:
This is the closing question to which the customer naturally answers „yes‟ or
„no‟ and which then brings the sale to a conclusion. For example:
 „You would like to book the venue for that date?‟
 „Can I wrap this for you?‟
The direct technique is the most common method used to close a sale
Use this when buying signals are strongest.
Trainer:
Demonstrates implementation of „Direct‟ approach to closing
Allows opportunity for trainees to practice this approach
Reviews, analyses and provides constructive feedback on each practice.
© ASEAN 2012
310 Trainer Guide
Slide
243. Trainer introduces to trainees the „Active‟ approach to closing, which involves the
customer doing something that helps them decide to buy:
Use this when wanting customers to undertake certain tasks that will bring them
closer to the buying decision
It could involve taking an on-site tour, sampling a product, taking them to a
sales counter or handing them a booking form
With this technique staff can measure the buying „temperature‟ of the prospect.
Trainer:
Demonstrates implementation of „Active‟ approach to closing
© ASEAN 2012
Trainer Guide 311
Slide
244. Trainer introduces to trainees the „If‟ approach to closing, which allows the prospect
decide a step at a time, without pressuring them:
For example, „If you aren‟t sure of the dates and times, I can make a tentative
booking and you can get back to me tomorrow when you have a better idea of
your other arrangements‟
Using this technique gives staff the opportunity to reassess their position and
they are less likely to put pressure on the customer. This technique appeals to
the emotions of the prospect and demonstrates respect for them
By using this technique the prospect is still making a practical decision which
often results in making the final decision to buy no longer a big step
By using these types of words staff are guiding them to a position where a
close is possible.
Trainer:
Demonstrates implementation of „If‟ approach to closing
© ASEAN 2012
312 Trainer Guide
Slide
245. Trainer introduces to trainees the „Alternative‟ approach to closing, which offers the
prospect a choice by presenting an alternative way of leading them to a decision
which closes the sale:
The „Alternative technique‟ and the „if‟ element of the „Difficulty technique‟ are
very effective when used together
Questions must be asked in such a way that there is an alternative answer to it,
such as: „Do you think you will want just the accommodation, accommodation
and meals or would accommodation, meals and tickets be best for you?‟
This type of questioning is seen to be helpful by the prospect
The important part is to be sincere in helping customers out of their dilemma
with a positive sincere attitude.
Trainer:
Demonstrates implementation of „Alternative‟ approach to closing
Reviews, analyses and provides constructive feedback on each practice
© ASEAN 2012
Trainer Guide 313
Slide
246. Trainer introduces to trainees the „Difficulty‟ approach to closing, which is effective
when the venue is heavily booked:
In this technique questions must be phrased in such a way prospects see staff
as trying to help them. Using some of the following examples could get a
decision from your prospects to buy:
 Prospect: „I‟m not quite sure if we can book just yet, I might call back
next week‟.
 Salesperson:: „That is fine but just to let you know we may not be able to
accommodate such a large group as yours next week as
we have several other groups booked for the same time.‟
„Difficulty‟ approach can be used successfully with „if‟ techniques, for example:
 „If I can get you a better price on a different package, would that help?‟
 „If I can include a free lunch with the package would that meet your needs?‟
– This addresses the difficulty and provides an alternative. This helps the
prospect make a choice or gives them an opportunity to provide more
information to factor into future negotiations with them.
Trainer:
Demonstrates implementation of „Difficulty‟ approach to closing
© ASEAN 2012
314 Trainer Guide
Slide
247. Trainer introduces to trainees the „Assumptive‟ approach to closing, which assumes
the prospect is going to buy because they have come into the venue, have spoken
about their needs and spent time with sales staff:
If staff assume the customer is going to buy, attitude alone will influence the
prospect to make a decision to buy
In this technique questions, or statements, how they are phrased and sales
staff actions influence the prospect step-by-step and anticipate the coming sale
It is important to be careful not to let the prospect feel they are being taken for
granted because the prospect could pull out of the sale.
Trainer:
Demonstrates implementation of „Assumptive‟ approach to closing
© ASEAN 2012
Trainer Guide 315
Slide
248. Trainer instructs trainees when the customer finally makes a buying decision they
must:
Congratulate the customer:
 Congratulate them on their choice
 Reinforce the wise decision they have made
 Re-state the features and benefits referred to when the sale was being
made
 Indicate to them how much they will enjoy whatever it is they have just
decided to buy
Thank the customer:
 Always thank the customer for every purchase they make – regardless of
the nature or value of the purchase
 Be sincere in what is said and how it is said
Encourage return business:
 Make sure all customers – even those who did not make a purchase – are
invited to return and visit again
 Always remember:
– Every venue wants to cultivate repeat business from people
– A customer who did not buy this time, may buy next time.
© ASEAN 2012
316 Trainer Guide
Slide
© ASEAN 2012
Trainer Guide 317
Slide
© ASEAN 2012
318 Trainer Guide
Slide
© ASEAN 2012
Trainer Guide 319
Slide
© ASEAN 2012
320 Trainer Guide
Slide
Trainer thanks trainees for their attention and encourages them to apply course
content as required in their workplace activities.
© ASEAN 2012
Trainer Guide 321
© ASEAN 2012
322 Trainer Guide
Recommended training equipment

Selection of products to serve as basis for role plays/practice in selling skills,
demonstrating, overcoming objections, closing sales, comparing items.
Range of support materials for sales staff to use to supplement sales activities and
promote products and services:
Information brochures – relating to:
 Businesses/venues
 Packages
 Products and services
 Specials
 Terms and Conditions
 Guarantees and warranties
 Terms of trade
Product brochures
Product specifications
Price lists
Timetables and schedules
General advertising:
 Newspaper and magazine advertisements
 Sample radio advertisements
 Sample television advertisements
 Sample internet advertisements.
Sample industry/labour division or venue policies relating to:
Person-to-person selling
Telephone selling
Ethical sales conduct
Closing sales
Market research.
Computer with Internet access
Telephone
Sample research questionnaires
Computerised Reservation System
Customer Comment cards
© ASEAN 2012
Trainer Guide 323
Marketing research data related to labour division/industry sector – relating to

issues/topics such as:
Customer satisfaction surveys
Qualitative and quantitative research analysis.
Simulated sales locations – to replicate workplace selling situations, including necessary
materials, equipment and furniture to enable the creation of simulated in-house static
display as appropriate to the industry sector/labour division.
© ASEAN 2012
324 Trainer Guide
Instructions for Trainers for using PowerPoint – Presenter View
Instructions for Trainers for using

PowerPoint – Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers‟
instructions.
In PowerPoint, on the Slide Show menu, click Set Up Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com
Note:
In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen
More Information
You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at:
http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033
Note Regarding Currency of URLs
Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavor, where possible, to source similar alternative examples
of material where it is found that either the website or the document in question is no
longer available online.
© ASEAN 2012
Trainer Guide 325
Instructions for Trainers for using PowerPoint – Presenter View
© ASEAN 2012
326 Trainer Guide

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Competency standard ....................................................................................................... 1

Notes and PowerPoint slides .......................................................................................... 13

Recommended training equipment ............................................................................... 323

UNIT NUMBER: D2.TCC.CL1.08

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Develop product and service Unit Variables

Element 2: Develop market knowledge Visiting suppliers, distributors and manufacturers

Customer feedback should include:

Concept of target markets may relate to:

Demographic characteristics may relate to:

Benefits of using target markets may relate to:

Static in-house promotions may include:

Demonstrate products and/or services may involve:

Approach the customer may include:

Buying objections may involve:

Maximizing sales opportunities must include:

Ability to meet and overcome buying objections

Linkages To Other Units

Critical Aspects of Assessment

Key Competencies Level Examples

Communicating ideas and information 2 Provide product and service information to

Planning and organizing activities 2 Prepare sales approaches

Solving problems 2 Overcome buying objections

Using technology 1 Use technology to research and obtain product

Notes and PowerPoint slides

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1. Trainer welcomes trainees to class.

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6. Trainer advises trainees a comprehensive, accurate and up-to-date product

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 Transport options, where you need to know:

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9. Trainer suggests food waiters should develop product knowledge as follows:

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Attending product launches

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Features – these are the distinguishing characteristics separating one product

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Time of delivery – this addresses issues associated with:

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Class Activity – Guest Speaker

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Potential industry movement and direction – identifying initiatives being planned