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Evidence Guide: BSBSLS407A - Identify and plan sales prospects

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBSLS407A - Identify and plan sales prospects

What evidence can you provide to prove your understanding of each of the following citeria?

Employ prospecting methods and qualify prospects

  1. Identify, consider and evaluate the strengths and limitations of a range of primary and secondary prospecting methods
  2. Select prospecting methods to match the market to which the product or service is targeted
  3. Target present, previous and new clients through chosen prospecting methods
  4. Research and establish criteria for qualifying leads according to buyer accessibility, buyer motives, product affordability, purchase authority, legal compliance and return for the seller
  5. Ensure the established criteria represent a standard against which the buying potential of individuals and groups is gauged
Identify, consider and evaluate the strengths and limitations of a range of primary and secondary prospecting methods

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select prospecting methods to match the market to which the product or service is targeted

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Target present, previous and new clients through chosen prospecting methods

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research and establish criteria for qualifying leads according to buyer accessibility, buyer motives, product affordability, purchase authority, legal compliance and return for the seller

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure the established criteria represent a standard against which the buying potential of individuals and groups is gauged

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage prospect information

  1. Develop and implement a system for recording prospect information
  2. Monitor and evaluate the effectiveness of the system for recording prospect information
  3. Refine the system for recording prospect information based on evaluation
Develop and implement a system for recording prospect information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and evaluate the effectiveness of the system for recording prospect information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine the system for recording prospect information based on evaluation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish an individualised sales plan

  1. Establish individual sales goals and quotas to focus work activities based on organisational sales and marketing objectives
  2. Establish consultation and communication structures with clients and supervisors
  3. Plan and document an individualised sales plan to achieve sales goals and quotas within a work system that is constructed against clear timeframes
  4. Monitor and adjust sales plan in relation to established goals and quotas
  5. Evaluate sales plan and adjust where necessary
Establish individual sales goals and quotas to focus work activities based on organisational sales and marketing objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish consultation and communication structures with clients and supervisors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and document an individualised sales plan to achieve sales goals and quotas within a work system that is constructed against clear timeframes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and adjust sales plan in relation to established goals and quotas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate sales plan and adjust where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete sales paperwork and reports

  1. Establish a system to collect, record and organise data associated with the sales process
  2. Complete routine reports at regular intervals according to organisational requirements
  3. Use available technology to facilitate record keeping and production of sales reports
Establish a system to collect, record and organise data associated with the sales process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete routine reports at regular intervals according to organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use available technology to facilitate record keeping and production of sales reports

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise workload effectively

  1. Establish routines to provide structure for work and to manage workload
  2. Allocate time for specific work tasks and unanticipated events and activities
  3. Conduct an analysis of the time spent on work-related activities and adjust time spent on tasks if required
  4. Apply time-management strategies to minimise non-productive sales activities
  5. Delegate tasks to individuals or sales team members to share workload as appropriate
  6. Monitor symptoms of stress and establish a plan to reduce stress
Establish routines to provide structure for work and to manage workload

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Allocate time for specific work tasks and unanticipated events and activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct an analysis of the time spent on work-related activities and adjust time spent on tasks if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply time-management strategies to minimise non-productive sales activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Delegate tasks to individuals or sales team members to share workload as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor symptoms of stress and establish a plan to reduce stress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

demonstration of the use and management of different prospecting methods targeting a present, previous and new client

research and establishment of criteria used in qualifying leads identified through prospecting methods

recording, storage and retrieval of prospect information

development and documentation of a sales plan for a specified time period, including:

sales goals

quotas

monitoring and evaluation strategies

organisation of own workload.

Context of and specific resources for assessment

Assessment must ensure access to:

a workplace or simulated work environment

organisational sales prospect information, databases and records

office equipment and resources.

Method of assessment

The following assessment methods are appropriate for this unit:

assessment of criteria developed to qualify sales leads

observation of demonstration of prospecting methods

assessment of individual sales plan documentation

direct questioning combined with portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate

oral or written questioning to asses knowledge of principles of buyer motives, content of sales plan developed and techniques used to organise workload and manage stress levels

review of time-management strategies applied to minimise non-productive sales activities

review of system established to collect, record and organise data associated with the sales process.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Required Skills and Knowledge

Required skills

learning skills to evaluate effectiveness of sales plan and make improvements to contribute to the organisation's operations and outcomes

literacy and information management skills to collect, record and organise data to:

establish a sales plan

complete sales reports

planning skills to establish, monitor and adjust sales plan as required

research and data analysis skills to determine prospect requirements

self-evaluation skills to identify symptoms of negative stress

technological skills to use a range of software and business equipment to:

collect and record prospect and sales information

design and record formats to facilitate information storage and retrieval

self-management skills to manage own performance and set priorities

time-management skills to:

meet sales time lines

sequence tasks

set priorities

Required knowledge

information management strategies used to manage prospect and sales data

key principles associated with self-management

overview knowledge to identify key provisions of relevant legislation, codes of practice and national standards that affect business operations as they relate to sales, such as:

anti-discrimination

ethical principles

consumer protection

contract law

privacy laws

Trade Practices Act

prospecting methods used in the sales process

principles of buyer motives

strategies and techniques to prevent and manage stress

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Prospecting methods may include:

brokers

cold canvassing

databases

direct mail

internet

intra-organisational leads

journals

magazines

media advertising

networking

newspapers

personal observation

public records

referrals

spotters

telemarketing.

Clients may include:

consumers

customers

members

patients

members of other business units within an organisation

other work teams within an organisation

person or organisation who receives or has the potential to receive products, services or ideas supplied by the organisation.

Buyer motives may include:

browsing

buying for unqualified prospect e.g. dependant child

gift

housekeeping

replacement item

self-reward

self-gratification.

Available technology may include:

databases

email

spreadsheets

word processing software packages

other computer applications.

Work tasks may include:

administrative tasks

face-to-face selling

sales preparation

service calls

travelling.

Symptoms of stress may include:

anxiety

changed eating habits

difficulty concentrating

fear of criticism or disapproval

feeling overworked or overloaded

feeling tense or on edge

feeling tired

feeling unclear about roles and responsibilities

feeling weak or easily exhausted

increased consumption of alcohol

nervousness

restlessness

trembling or shaking

worry.