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Chapter 09 - Strengthening the Presentation
CHAPTER 9
STRENGTHENING THE PRESENTATION
Outline of Chapter
I. Characteristics of a strong presentation
A. Keeps the buyer’s attention
B. Improves the buyer’s understanding
C. Helps the buyer remember what was said
D. Offers proof of salesperson’s assertions
E. Creates a sense of value
II. How to strengthen the presentation
A. Verbal tools
1. Storytelling and word pictures
2. Humor
B. Visual tools
1. Graphics and Charts
2. Model, samples, and gifts
3. Catalogs and brochures
4. Photos, illustrations, ads and maps
5. Testimonials and test results
6. Using media to display visuals
C. Product demonstrations
D. Handouts
E. Written proposals
1. RFP process
2. Writing proposals
3. Presenting the proposal
III. Value-Analysis: Quantifying the solution
1. Customer Value Proposition
2. Cost-benefit analysis
3. Return on investment
4. Payback period
5. Net present value
6. Opportunity cost
7. Selling Value to Resellers
a. Profit margin
b. Inventory turnover
c. Return on space
IV. Dealing with the jitters
V. Selling Yourself
VI. Summary
9-1
Copyright © McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written
consent of McGraw-Hill Education.
Teaching Suggestions
(an alternative would be to use the PowerPoint slides provided with the text)
1. The most effective way to teach this material is to provide lots of actual examples and
samples of communication aids for the students to see. Then, when you begin describing
a tool, you can pass around an actual model, or portfolio, or testimonial letter, or set of
slides, etc. Don’t be afraid to supply them with a poorly prepared visual–they can learn
from poor examples as well as from good ones.
2. Start off with a short exercise to demonstrate that people often forget if they just hear a
presentation. For example, have three people leave the room. Tell a rather detailed story
or describe the mechanics and findings from a research study you are conducting. Then
call in one of the students from outside (#1) and have a class member tell him/her the
story. Then let that person (#1) tell the story to another student (#2) you call in from
outside. Then have (#2) tell (#3). Talk about why the people forgot facts or got them
mixed up. Have the class suggest ways to improve understanding and retention. This
should lead directly to the topic of this chapter.
3. Emphasize reasons why strengthening the presentation is important. Talk about the ways
one would strengthen the presentation for buyers with various social styles (Exercise 9-
1—can be found below in this Instructor’s Manual).
4. Briefly talk about verbal communication tools (stories, word pictures, humor). Then go
over the various visual communication tools (e.g., charts, graphs, models, samples,
brochures, photos, sales letters handouts, etc.) showing an actual example of each if you
have one. Ask students to evaluate whether the example is effective or not. You may want
to review Exercise 9-3 here (can be found below in this Instructor’s Manual), which
allows students to learn more about “junk mail.”
5. Talk about testimonials. Show the class an example and ask them what their reaction is
toward the letter. (Many will probably say that they don’t really believe the testimonial–
the rep just found a nice guy to write a letter). Describe the importance of choosing the
right person to write a testimonial and the proper time to use one.
6. Demonstrate the use of some form of electronic media. For example, say “Consumer
products salespeople often show an upcoming ad to convince the buyer that the seller’s
firm is committed to having the product succeed.” Then show an advertisement. Ask: “If
you were a buyer for this type of product category would seeing this ad excite you?
Would it help you make a purchase decision for your store?”
7. Discuss the “Thinking it Through” from the text:
“You turn the lights down for a PowerPoint® computer slide presentation. A few minutes
later, you start to panic when your eye catches an unusual jerking movement made by a
buyer…she’s falling asleep! What do you do now?”
Student answers will vary. Perhaps it would be best to turn up the lights and comment:
“Let me stop here for a second and see if you have any questions.” Don’t move on until
9-2
you have the interest and attention of the buyer. And next time, have a backup plan, plus
make sure the slides have lighter backgrounds.
8. Briefly go over hints for developing and using visual aids.

9. Discuss product demonstrations. If possible show a tape of an actual demo as a
springboard for discussion.
10. Discuss written proposals. The best way to do this is to show the class an actual proposal
and then critique it.
11. Note that one method of improving communication is to offer solid proof for an assertion
of cost savings. You may want to discuss the use of a cost/benefit analysis, ROI, payback
period, NPV, profit margin, inventory turnover, and return on space.
12. Summarize what you’ve covered:
• Importance of strengthening communication
• Tools that are available to salespeople
• Using testimonials, electronic media and demonstrations effectively
• Written proposals
• Offering proof of assertions
• Hints for developing and using visual aids and demonstrations
9-3
Suggested Answers for Ethics Problems
1. Assume you are calling on a male buyer. As you engage in small talk, he offers up a joke
involving strong sexual innuendo, including a derogatory statement about women. Will
you laugh? How will you respond?
There can be many reasons to avoid laughing at the joke. For example, some salespeople
consider such talk to be inappropriate or wrong regardless of the situation. Also, there is
the possibility that someone will overhear the conversation and be offended, resulting in a
lessening of respect for the salesperson.
2. You realize that a piece of software you are going to demonstrate to a prospect has a
complicated data entry requirement for a certain report to run correctly. You also know
from past experience that buyers of this software complain about how complicated and
nonintuitive it is. You share your concern with your manager. She replies, "Well, that's
easy to correct! Just have everything already inputted before the demo even begins. That
way you can run the report and it will look smooth and easy!" You know that doing it in
this way will deceive the prospect into thinking it is all easy, which it isn't. What will you
say to your boss? What will you do during the demonstration?
This is a tough situation, but very realistic as something that could happen to a
salesperson. While the seller wants to make it look easy, the buyer should truly
understand how the product works and how much effort it takes to input the information.
To do otherwise is to set yourself up for a very dissatisfied buyer if they decide to
purchase your product.
Suggested Answers to Questions and Problems
1. Assume you plan a demonstration to prove some of the claims you have made for a new
treadmill (exercise equipment). How would the demonstration differ for each of these
three individuals: an overweight 35-year-old man who is very concerned about losing
weight, a 28-year-old Marathon runner, and a 60-year-old woman in good health??
Answers will vary. For the 35 year old, show how easy it to learn to use the machine,
and provide testimonials of weight loss using it. For the 28 year old, show how it helps
tone specific muscle groups that are important in distance running. For the 60 year old,
show that it is a safe machine to use, and isn’t associated with damage to muscle groups
or tissue.
2. How could you demonstrate the following products?
9-4
a. A new brand of moist dog food to a kennel owner.

Bring some of the dog food to the meeting and let the kennel owner feed it to her dogs to
demonstrate the food’s great appeal to dogs.
b. A new line of polyester fleece fabric to a fabric buyer for Walmart

Show the durability of the fabric by subjecting it to repeated twisting and pulling. The
fabric never pulls and is not disfigured.
c. A set of industrial cookware to a high school cafeteria.

Demonstrate how durable it is by dropping it on a hard surface, showing that the
cookware sustained no damage.
3. Which communication tools would you use to provide solid proof for the following
concerns expressed by prospects?
a. I don’t think that set of cookbooks would sell well in a store like ours. People don't
come to Sam's Club to buy cookbooks!
Testimonials from buyers at other club membership stores. Data that shows that club
members would in fact like to purchase cookbooks at Sam’s Club.
b. I'm not convinced there is a need for another line of synthetic oil at our quick lube
stations. We already carry one of the major brands.
Test results to indicate improvement in engine performance by using your brand (this are
results that the quick lube station can share with it’s customers). Surveys that indicate
your brand is highly demanded by consumers.
c. That trampoline won’t hold up under rough play by teenage boys.

Allow the buyer to use the sample trampoline with anyone they wish to include. Show
test results. Show testimonials.
d. Why should we add greeting cards to our store. Most people send electronic greeting
cards these days!
Show data that proves people are still sending paper greeting cards.
4. This chapter generally accepts the use of humor as a positive, useful tool for salespeople.
Are there times when the use of humor could actually be detrimental to communication
effectiveness? Explain.
When the topic is such that there needs to be more seriousness to the presentation. For
example, when selling the services of post-incident cleanup to a hotel due to a guest
dying in one of the hotel rooms.
9-5
5. Which communication tools would you use to communicate the following facts?
a. We have been in business since 1997.

A set of pictures or a video tape that recount key timeline points.
b. This new controller is going to make your PlayStation users have a much more
realistic experience as they play.
Have the buyer play with the new controller.
c. These dress shirts will not need ironing even after 50 washings.
A testimonial. Test results by an independent lab.
d. This cordless drill will operate at maximum output nonstop for two hours before it
needs recharging.
Solid, third-party test results.
e. These cabinet drawer knobs will never lose their shiny silver coat.
Test results. Photos that compare these knobs to regular knobs or a competitor set of
knobs. You may also use testimonials.
6. Assume that you are selling a complete line of weather-resistant patio, pool, and deck
furniture to a large hotel to replace all of its current furniture. The total cost will be
$275,000. You expect that repairs/replacements will drop by $19,000 a year over the next
10 years. At the outfitter’s cost of capital, the discounted cash inflows have a value today
of $335,000. Use this information to calculate the following:
a. Return on investment.
ROI = Net profits (or savings)/investment
= ($19,000 saved each year x 10 years)/$275,000
= 0.69 So the ROI is 69 percent, which is very poor. The savings won’t even pay for
the cost of investment!
b. Payback period.
Payback period = investments/profits per year Assuming the theft will continue to
drop each year by the same amount:
= $275,000/$19,000
= 14.5 years
c. Net present value.

9-6
NPV = Future cash inflows discounted into today’s dollars minus the investment
= $335,000 - $275,000
= $60,000
7. Assume that ACME Tools buys 125 drill presses for $969 each and then spends $2,000 in
expenses for advertising, salesperson commission, and store rent. The generators sell for
$1,695 each. ACME keeps 90 generators in stock at all times. Average annual sales are
500 generators. Calculate the following:
a. Profit margin percentage.
Profit margin % = (Selling price – Cost) / Selling price

= ($1695 - $969) / $1695
=.428, which is 43% profit margin
b. Inventory turnover in units.
Inventory turnover (in units) = Annual sales units / Average inventory in units
= 500 units / 90 units
= 5.55 times
8. Assume you will be selling a new line of skis to a reseller (a ski shop). You will be selling
the skis to the shop for $150 each, and suggesting they retail the skis for $220. You
anticipate their annual sales revenue for this new line of skis to be $5,500 (25 pair of
skis), and an average inventory on hand of $1,760 (8 pair of skis). Calculate the
following, showing all of your work:
a. Profit margin percentage.

Profit margin % = (Selling price – Cost) / Selling price
= ($220 - $150) / $220
= .318, so the profit margin is 31.8%
9-7
b. Inventory turnover in dollars.

Inventory turnover (in dollars) = Annual sales $ / Average inventory $
= $5500 /$1760
= 3.125, so it turns 3 times a year
c. Inventory turnover in units.
Inventory turnover (in units) = Annual sales units / Average inventory in units
= 25 skis / 8 skis
= 3.125, so the inventory turnover is 3 times a year
9. In Building Partnerships 9.1 the writer encouraged salespeople to be able to find balance
in life. Do a Web search on the topic of work–life balance, and report five things you
found that might be helpful advice in your own life to maintain proper work–life balance.
Answers will vary. Here are a few:

• Learn to say no.
• Rethink your idea of a job well done.
• Protect your private time by turning off electronic devices like phones.
• Prioritize the tasks you have to complete.
• Maybe telecommute to save drive time.
9-8
Suggested Answers to Case Problems
Case 9-1: Zadro Inc. (Part A)
1. Describe how you would use the communication tools described in this chapter to sell
the Programmable UV Sanitizing Wand to Target. Target would then resell to their
consumers. Make any assumptions necessary.
Students should come up with lots of different suggestions. Some good ones
include:
• A word story that shows how the new tool helped insure fun for someone on
vacation.
• Charts showing the features and benefits of the new tool.
• Pictures of people using the new tool.
• Testimonials of those who have used or tested the new tool.
• A video showing the tool in use somewhere.
2. Develop a short (five-minute) slide show that you can use to introduce the product to
potential buyers at a retailer trade show.
Student answers will vary. They should be designed with a trade show in mind.
Case 9-2: Passport Health
1. Create an effective story that can help strengthen your presentation. This story should
help the buyer understand how important it is to get a flu vaccination. The story should
be from your own experiences, or from experiences of others whom you personally know.
In other words, don't just go to the Web and find a story. Your story might tell how
someone suffered from the flu who didn't get a flu shot, or how someone avoided a
common flu that was rampant because that person got the flu shot, or some other story
that makes the point effectively.
Answers will vary. For example:
I was headed to Greece for my first study abroad trip. I had been planning the trip for
over 6 months and couldn’t wait to touch down and start learning about the Greek
culture. But as I sat on the plane I heard the man sitting next to me describing to a friend
how horrible the flu was for him. He said he must have caught it just a few days earlier,
and was in the midst of dealing with the fatigue and fever. I looked at him and saw that
he must be in the middle of having the flu! Oh, great, I thought, now I’m going to get the
9-9
flu. Then I remembered the flu shot I got. I sat back, relaxed, and didn’t stress over what
might be. I was fortunate, as I was able to enjoy those weeks in Greece, without the flu,
thanks to the shot!
2. Create a second effective story that can help strengthen your presentation. This story
should help the buyer understand that clinics and storefront providers of flu shots are
often crowded, or inconvenient in some way for the average "9 to 5" employee.
Answers will vary. Here’s an example:
Heading home late one Friday early evening, I pulled into a drugstore that was
convenient to my drive. “I’ve got to get that flu shot,” I thought. “I’m going on a
vacation in a few weeks and getting the flu is the last thing I want!” Unfortunately, I had
a hard time finding a place to park, which often happens at this store late on a Friday.
Heading inside, I saw the sign that told where to go in the store to get the flu shot.
Imagine my frustration when I saw the line of people waiting. There must have been
twenty people in front of me! I glanced at the time on my phone and sighed. Why does it
have to be so hard? I heard someone in line talking about her brother’s place of business,
and how they actually gave flu shots right there on the job, and during work hours too!
How I wished I could work at a place like that.
9-10
End of Chapter Role Play
For the Instructor
In this role play, they are simply presenting to the same buyer from the previous chapter. If you
assigned creating visual aids as part of this chapter, then after the role play you can ask them
what aids they used and what aids they found they lacked. Also discuss how they used them. Did
the buyers find these aids helpful? What did the observers observe? What seems to be the biggest
challenges?
In many instances, students want to present all they learned or practiced, rather than just what the
buyer needs. They also don’t prepare good visuals that first time out, but even if they do, ask
how the use of the visuals went. Did the buyer take a visual away and read it, ignoring the seller?
If you are going to do additional Gartner role plays, either those at the end of each chapter or at
the end of the book, remind students to add any visuals they failed to create for today’s role play
that they wish they had.
9-11
EXERCISE 9-1 STRENGTHENING THE PRESENTATION FOR DIFFERENT PERSONALITY

TYPES
It is important to strengthen the presentation through the use of charts, catalogs, brochures, pictures, ads,
illustrations, maps, models, samples, gifts, testimonials and test results, demonstrations, word stories,
and humor. Describe how you would strengthen a presentation for each of the following
products/services and for each type of buyer personality (amiable, analytical, driver, expressive).
1. A chimney sweep service (cleans out chimneys) for a homeowner.
2. A snow removal service, calling on the safety manager for a large industrial plant.
3. A brand new line of environmentally sensitive bathroom fixtures, calling on a do-it-yourself

hardware store manager.
4. A new line of non-allergenic cosmetics, calling on the buyer of a grocery store chain.
EXERCISE 9-2 REPORT ON DEMONSTRATION TECHNIQUES USED BY A

SALESPERSON
1. Shop several stores for a bicycle, an air bed, a laptop, a car, or some other product capable of
being demonstrated. Report on the demonstration techniques you encountered.
2. Suggest ways to improve the demonstration.
9-12
EXERCISE 9-3 COLLECTING JUNK MAIL

Collect five pieces of junk mail (any direct mail). Evaluate the cover letters. Are these good sales
letters, based on the material in the text book? Do you see any patterns in how they are written? Use the
following outline to format your thoughts.
Style of envelope:
Attention-Getters and openers:
Use of special colors and formats:
Presentation of features and benefits:
Making the offer (the close):
Any special incentives:
Any other unusual features:
9-13
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mischmisch (Mus.) Amygdalus Armeniaca L.
morāra, murāra (D. Is. ⎰ Calendula arvensis L.

Fil.) ⎱ Centaurea omphalotricha Coss. D.
n
‫ن‬
nachl (Is.) Phoenix dactylifera L.

na'na'a (Sch. Sr.) Mentha piperita L.
natss.tssī, nass.ssī (Is.) Aristida obtusa Del.
néfel (D. M.) Medicago hispida W.
netēn (Is. F. Sr.) Cleome arabica L.
ngim (A.) Cynodon Dactylon L.
nigm (M. Dr. F. Is.) Cynodon Dactylon L.
nuār-rabī' (Fil.) Perideraea fuscata Webb. (=
Anthemis)
o'
‫ا‬
odhna (Fil.) Plantago Lagopus L.

ottóum (Is.) Filago spathulata Presl.
'oūsseg (Sr.) Lycium arabicum B.
q
‫ق‬
qamhh-el-hhagla (Is.) Bromus secalinus L.

qarnīsch (Is.) Carlina corymbosa L.
qarssa, qartssa (Mab.) Rumex conglomeratus L.
qassūss (D.) Marrubium deserti Noë
qebāb (Is. M.) Ammi Visnaga L.
qeddām, qedhām (Ab. Farsetia aegyptiaca Turra.
Is.)
qernēna (M.) Echinops spinosus L.
qernēna (F.) Scolymus hispanicus L.
qes.sáhh, qus.sähh (Ab. Deverra scoparia Coss.
Is. Dr.)
qettáf, qttáf (Sr. S. M.) Atriplex halimus L.
qorēna, qrēna (Sr. S. D. ⎰ Halocnemum strobilaceum Moq.

Is.) ⎱ Salicornia fruticosa L.
qorttēfa (A. Is.) Perideraea fuscata Webb. (=

Anthemis)
qottēfa (M. F.) Atriplex parvifolia Lowe.
qtssāb (M.) Arundo Donax L.
qudh.dham (M.) Zygophyllum cornutum Coss.
qūm (B.) Suaeda vermiculata Forsk.
r
‫ر‬
ra'āth (Is.) Cynodon Dactylon L.

ragmā (F.) Diplotaxis erucoides D.C.
er-reqīq (Is.) Helianthemum sessiliflorum Pers.
reqta (F.) Medicago arabica All.
rétam (F.) Retama Raetam Webb.
rimth (Sr. Is. F. D.) Haloxylon articulatum Bge.
rokl, rukl (Is.) Aizoon hispanicum L.
roqēm (D. Is. M.) Zollikoferia nudicaulis B.
rtém (Sr.) Retama Raetam Webb.
rukal, rukl (D.) Frankenia pallida B. R.
rutilla (M.) Plantago Lagopus L.
s
‫ز‬
sēta (D. Sr.) Limoniastrum Guyonianum Coss.

sub-el-'arūss (F.) Euphorbia globulosa Coss. D.
súqqum (Is.) Ficus Sycomorus L.
ss
‫س‬
ssa'adān (Ab.) Neurada procumbens L.

ssafergel (Mus.) Cydonia vulgaris L.
ssakkūm (Is.) Asparagus albus L.
ssalátta (F.) Lactuca sativa L.
ssbūl-el-far (Is. Dr.) Bromus rubens L.
⎧ Stipa tortilis Df.
ssbūl-el-far (Is.) ⎪
⎨ Phalaris minor Retz.
ssebūl-el-far (Fil.) ⎪
⎩ Hordeum murinum L.
⎰ Lactuca scariola L.
ssēf-ghorāb (Mus. F.)
⎱ Sonchus maritimus L.
ssekerān (Sch.) Hyoscyamus albus L.

ssémheri (F.) Diplotaxis harra B.
ssennágh (Is.) Lygeum Spartum L.
sserīf (Fil. Schf.) Salsola vermiculata L.
ssérrual (F.) Cupressus sempervirens L.
ssidr (Is. D. Sr.) Ziziphus Lotus L.
⎰ !Hedysarum carnosum Desf.

ssilla (F.)
⎱ Vicia calcarata Desf.
ssilq (M. F.) Beta vulgaris L.

ssmār (Is. S.) Juncus maritimus L.
⎰ Suaeda fruticosa L.
ssuēd (Dr. Sr.)
⎱ Suaeda vermiculata Forsk.
ssunnágh (Is.) Lygeum Spartum L.
sch
‫ش‬
scha'īr-en-nébi (Is.) Hordeum tetrastichum K. var.
schandeqūra (F.) Ajuga Iva Schreb.
schīahh, schīehh (Sr. Is.) Artemisia herba-alba Asso.
schōk-el-bān (F.) Acacia farnesiana L.
schōk-ben-naggār (Dr.) Centaurea omphalotricha Coss. D.
schōk-foqá'a (Is.) Eryngium ilicifolium Desf.
schōk-hendi (F.) Opuntia Ficus indica Haw.
schōk-nofēsch (Is.) Echinops spinosus L.
schouēk (Is.) Fagonia Kahirina B.
schuqél (F. D. Fil. Is.) Ammi visnaga L.
t
‫ت‬
tāb (Is.) Scirpus litoralis Schr.

tallémt-el-ghasal (Is.) Gagea circinnata Dr.
tallémt-el-hhánesch (Is. Zollikoferia resedifolia Coss.
D.)
tameriūt (D.) Marrubium deserti Noë
tamr-ghorāb (Is.) Reseda propinqua R.Br.
telma (Fil. Is.) Podospermum laciniatum D.C.
telmet-el-hhánesch Koelpinia linearis Pall.
telmet-el-hhánesch (S.) Zollikoferia resedifolia Coss.
téskera (Is. D. F.) Echinops spinosus L.
tésselgha (Is.) Globularia alypum L.
tésselgha, tésselqa (F.) Statice Limonium L.
tifāf, tilfāf (F. Fil.) Sonchus oleraceus L.
tiffáhh (Mus.) Pyrus Malus L.
⎰ Erodium malacoides l'Her.

timmēr (F.)
⎱ Erodium hirtum W.
timmēr-el-ghorāb (Is.) Erodium glaucophyllum Ait.

tischt-edd-ddaba' (Is.) Tylostoma Boissieri T.
tlibssān (libssān?) (M.) Diplotaxis harra B.
tlibssān (Fil. M.) Rapistrum Linnaeanum R.Br.
tss
‫ص‬
tssaftssāf (F.) Ziziphus Spina-Christi L.

tssarr (Is. Ab.) !Carlina corymbosa L.
tssarr, tssorr (Sr.) Echinops spinosus L.
tssemmā' (Is.) Stipa tortilis Desf.
tssidr (Is. D. Sr.) Ziziphus Lotus L.
tt
‫ط‬
ttafs (Schf.) Pyrethrum deserticolum Murb. (= P.

trifurcatum Coss. D.)
ttaragtōn (Is.) Astragalus gombo Coss.
ttarfa (S.) Tamarix brachystylis Gay.
ttarthūth (Is.) Cynomorium coccineum L.
ttāsja (Is. Mus.) Asphodelus tenuifolius D.C.
u
‫و‬
uádif, uúdif (Schf. S.) Aristida obtusa Del.

uarāq-en-nssá, uráq-en- Fumaria numidica Coss.
nssuá (Sr.)
uudhn-el-báqara (M.) Centaurea sp.
uússra (D.) Salsola vermiculata L.
[28]Eigentlich Name der besten Dattelsorte („Sultansdattel“).
[29]Die Bezeichnung als Tochter des Propheten wird mit
Vorliebe dem îd-fattma, „Hand der Fattma“, hinzugefügt.
B. LATEINISCH-ARABISCH GEORDNET
A B C D E F
G H I. J K L M
N O P R S T
U V W Z
Acacia farnesiana L. schōk-el-bān (F.)

Acanthyllis kedād, kdād (Is. F. Schf. D. M.)
tragacanthoides Pom.
(= Astragalus)
⎰ chaiáta, chaiéta (Is.)

Achillea Santolina L.
⎱ ga'āde (F. D.)
Adonis microcarpa D.C. buqr'aōn (Is.)

Aeluropus repens Parl. 'akrīsch (S.)
Ajuga Iva Schreb. schandeqūra (F.)
Aizoon hispanicum L. rokl, rukl (Is.)
Allium Ampeloprasum L. kurrāt (S.)
Allium odoratissimum latssūl (Sch.)
Desf.
Ammi Visnaga L. ⎧ dafs (D.)
⎪
⎨
⎨ gudā'b (Mus.)
⎪
qebāb (Is. M.)
⎩
schuqél (F. D. Fil. Is.)
Ammochloa subacaulis dammīja, demmīja (D.)
Bal.
Amygdalus Armeniaca mischmisch (Mus.)
L.
Amygdalus Persica L. chōch (Mus.)
⎧ !'ágeram (Is. D.)

⎪ báqel (Ab. Sr.)
Anabasis articulata
⎨
Mq.T.
⎪ bilbāl (A.)
⎩ dhamarān (Schf.)
Anastatica hierochuntica īd-fattma-bint-en-nébi (Is. Sr.)

L.
Andropogon halepensis dischna (Mus.)
Pers. (= Sorghum)
Andropogon laniger ⎰ lammēdd (D.)

Desf. ⎱ limmādd (D. Is. Ab.)
Andropogon Sorghum drrá, durrá (M.)

Brot.
Anethum graveolens L. bissbēss (Is.)
Apium graveolens L. !karáfssa (Sch.)
Aristida obtusa Del. natss.tssī, nass.ssī (Is.)
uádif, uúdif (Schf. S.)
Aristida plumosa V. bu-rīscha (Sr.)
Artemisia campestris L. duqófet (S.)
Artemisia herba-alba schīahh, schīehh (Sr. Is.)
Asso.
Arundo Donax L. qtssāb (M.)
Asparagus albus L. ssakkūm (Is.)
!beruāq (Sr.)
⎧
Asphodelus tenuifolius
⎨ kurkas.s (F.)
D.C.
⎩
ttāsja (Is. Mus.)
Astragalus gombo Coss. ttaragtōn (Is.)
Astragalus tribuloides keff-el-qatt.tt (F.)
Del.
Atriplex halimus L. qettáf, qttáf (Sr. S. M.)
Atriplex parvifolia Lowe. qottēfa (M. F.)
⎰ !chafūr (Is.)
Avena fatua L.
⎱ chorttal (Fil. F.)
Beta vulgaris L. ssilq (M. F.)

Brassica amplexicaulis
Coss. ⎱
chárdal, chárdel (Mus. Mk. F.)
Brassica scopulorum ⎰
Coss.
Bromus rubens L. ssūl-el-far (Is. Dr.)
Bromus secalinus L. qamhh-el-hhagla (Is.)
Bromus tectorum L. dammīja, demmīja (Dr.)
⎰ gemīra, gimēra, gmira (Fil. Is.)

Calendula arvensis L.
⎱ morāra, murāra (D. Is. Fil.)
Calligonum comosum 'artá (Is.)

l'Her.
Capparis spinosa L. felfel-el-gebel (Sr.)
⎰ qarnīsch (Is.)
Carlina corymbosa L.
⎱ !tssarr (Is. Ab.)
Carlina involucrata Poir. 'ain-el-hháma (D.)

Centaurea calcitrapa L. bu-neggār (M. Is.)
Centaurea dimorpha Viv. bula'la (F. D. S.)
Centaurea morāra, murāra (D. Is. Fil.)
⎰
omphalotricha Coss.
⎱ schōk-ben-naggār (Dr.)
D.
Centaurea sp. uudhn-el-baqára (M.)
Chlamydophora ga'āde (F. D.)
pubescens Coss. D.
Chrysanthemum 'ain-hegān (Ab.)
deserticola Murb. (=
Pyrethrum trifurcatum
Coss.)

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Edition Castleberry Solutions Manual

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Selling Building Partnerships 9th Edition Castleberry

Selling Building Partnerships 8th Edition Castleberry

Selling Building Partnerships 9th Edition Castleberry

Building Your Dream Canadian 10th Edition Good

Supervision Concepts and Skill-Building 10th Edition

Human Relations in Organizations Applications and Skill

Building Your Dream Canadian 10th Edition Good Test

8. Briefly go over hints for developing and using visual aids.

Suggested Answers for Ethics Problems

Suggested Answers to Questions and Problems

2. How could you demonstrate the following products?

a. A new brand of moist dog food to a kennel owner.

b. A new line of polyester fleece fabric to a fabric buyer for Walmart

c. A set of industrial cookware to a high school cafeteria.

c. That trampoline won’t hold up under rough play by teenage boys.

a. We have been in business since 1997.

c. Net present value.

a. Profit margin percentage.

Profit margin % = (Selling price – Cost) / Selling price

b. Inventory turnover in units.

= 500 units / 90 units

a. Profit margin percentage.

b. Inventory turnover in dollars.

c. Inventory turnover in units.

Answers will vary. Here are a few:

Suggested Answers to Case Problems

Case 9-1: Zadro Inc. (Part A)

Case 9-2: Passport Health

Answers will vary. For example:

Answers will vary. Here’s an example:

End of Chapter Role Play

For the Instructor

EXERCISE 9-1 STRENGTHENING THE PRESENTATION FOR DIFFERENT PERSONALITY

1. A chimney sweep service (cleans out chimneys) for a homeowner.

3. A brand new line of environmentally sensitive bathroom fixtures, calling on a do-it-yourself

EXERCISE 9-2 REPORT ON DEMONSTRATION TECHNIQUES USED BY A

EXERCISE 9-3 COLLECTING JUNK MAIL

Attention-Getters and openers:

Use of special colors and formats:

Presentation of features and benefits:

Making the offer (the close):

Any special incentives:

Any other unusual features:

élma (D. Is. F. M. Schf. Plantago albicans L.

'erq-dhanūn (F.) Phelipaea violacea Desf.

faqqutss-el-hhomēr (D.) Ecballium Elaterium Rich. (=

gadā'b (Mus.) Ammi Visnaga L.

ghárdeq (Is.) Nitraria tridentata Del.

hendi (Mus.) Opuntia Ficus indica Haw.

hhabb-el-kúrkub (Sch.) Crepis bulbosa Tausch.

hhansāb (D.) Erodium malacoides l'Her.

hhorf (M. A. F.) Senebiera Coronopus Poir.

jakkumú (Is.) Moricandia arvensis D.C.

karáfssa (Sch.) Apium graveolens L.

kera'a-dgāga (Fil. F. Sch. ⎰ Plantago Coronopus L.

kera'a-dgāga (M.) Zollikoferia resedifolia Coss.

kulécha (S.) Ferula vesceritensis Coss.

láhhiet-gid.di (Is.) Zollikoferia spinosa B.

matssátssa (Mab.) Plantago major L.

morāra, murāra (D. Is. ⎰ Calendula arvensis L.

nachl (Is.) Phoenix dactylifera L.