Entering the Sales World
“Entering the Sales World” is a National FFA lesson plan (developed with Bayer) that introduces students to careers in agricultural sales and the skills sales representatives need. Through a bell ringer candy pitch, AgExplorer career research, partner elevator pitches, and a group sales presentation using the Six Steps of the Sales Process and real Bayer products, students explore the sales role and practice industry sales strategies. The resource includes student worksheets, guided notes, a presentation rubric, client scenarios, and answer keys.
At a glance
- Learning objectives
-
- Explore and understand the role of sales in the agriculture industry.
- Identify the key skills needed for a successful career in agricultural sales such as understanding the customer and researching products.
- Develop and practice creating sales presentations using strategies used in the industry.
- Time required
- 180 minutes (*Time requirements may vary based upon student understanding and class schedule.)
- Grade level
- Grades 9 and 10
- Materials
-
- A copy of the "Inside the Sales Representative" worksheet for each student
- A copy of the "Elevator Pitches" worksheet for each student
- A copy of the "The Art of Sales" worksheet for each student
- A copy of the "Entering the Sales World" guided notes for each student
- Two candy bars of different brands/varieties/types (e.g., one chocolate bar and one sour candy)
- Note cards for the Bell Ringer
- Preferred format created ahead to share suggested content from the lesson, such as slides or notes
- Content Presentation
- Product/Consumer Cards printed and cut out (two or three sets, depending on class size)
- Bayer Products PowerPoint (Slides are ready to share with students.)
- Internet access to play videos in real time or embed it in a PowerPoint ahead of time
- Description of Lesson
- The agriculture industry is filled with sales representatives. This lesson will introduce students to the skills someone in this position will need, especially when working for a global agricultural company such as Bayer.
- Vocabulary
- Bayer; Client; Consumer; Elevator Pitch; Intangible; Objections; Product; Prospects; Responsibilities; Sale; Sales Presentation; Sales Representative; Services; Tangible
- Cross-Curricular Connections
- English/Language Arts: Compare and contrast the responsibilities for three sales representative careers; Create an elevator pitch for a product aimed at a given audience; Research and develop a sales presentation about a product for a given audience. Technology: Create a sales presentation.
- Partnership for 21st Century Skills
- Collaboration; Communication; Critical Thinking and Problem Solving; Flexibility and Adaptability; Information, Communications and Technology Literacy; Implement Innovations; Initiate and Self-direction; Leadership and Responsibility; Productivity and Accountability; Think Creatively; Work Creatively With Others
- SAE and FFA Connections
- Ag Sales CDE; SAE Testimonial Videos (Keely Sears | Senior Sales Representative | Elanco; Amir Faghih | Sales Excellence Manager | Corteva)
- Created
- 09/2024 by the National FFA Organization
Downloads & Links
Aligned Standards
AFNR Career Ready Practices
- CRP.01Act as a responsible and contributing citizen and employee.
- CRP.04Communicate clearly, effectively, and with reason. Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal and/or visual methods.
- CRP.06Demonstrate creativity and innovation.
- CRP.07Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies.
- CRP.08Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem.
- CRP.12Work productively in teams while using cultural/global competence.
AFNR Cluster Skills
- CS.02Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food and natural resources (AFNR) in society and the economy.
- CS.05Describe career opportunities and means to achieve those opportunities in each of the Agriculture, Food & Natural Resources career pathways.
- CS.06Analyze the interaction among AFNR systems in the production, processing and management of food, fiber and fuel and the sustainable use of natural resources.
AFNR Performance Element
- CS.01Analyze how issues, trends, technologies and public policies impact systems in the agriculture, food & natural resources career cluster.
Common Career Technical Core
- AG1Analyze how issues, trends, technologies and public policies impact systems in the Agriculture, Food & Natural Resources Career Cluster.
- AG2Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food, and natural resources (AFNR) in society and the economy.
- AG5Describe career opportunities and means to achieve those opportunities in each of the Agriculture, Food & Natural Resources Career Pathways.
Common Core – Reading: Informational Text
- CCSS.ELA-Literacy.RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-Literacy.RI.9-10.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Common Core – Speaking and Listening
- CCSS.ELA-Literacy.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-Literacy.SL.9-10.2Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
- CCSS.ELA-Literacy.SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
- CCSS.ELA-LITERACY.SL.9-10.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
- CCSS.ELA-LITERACY.SL.9-10.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Common Core – Writing
- CCSS.ELA-Literacy.W.9-10.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- CCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.W.9-10.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- CCSS.ELA-LITERACY.W.9-10.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
- CCSS.ELA-LITERACY.W.9-12.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
FFA Precept
- FFA.CS-MCommunication: Effectively interact with others in personal and professional settings.
- FFA.CS-NDecision Making: Analyze a situation and execute an appropriate course of action.
- FFA.CS-PTechnical/Function Skills in Agriculture: Obtain knowledge and skills needed for a career in agriculture and related industries.
- FFA.PG-HSocial Growth: Successfully interact with others and adapt to various social situations.
- FFA.PG-IProfessional Growth: Assume responsibility for attaining and improving upon the skills needed for career success.
- FFA.PG-JMental Growth: Embrace cognitive and intellectual development relative to reasoning, thinking and coping.
- FFA.PL-AAction: Assume responsibility and take the necessary steps to achieve the desired results, no matter what the goal or task at hand.
- FFA.PL-BRelationship: Build relationships, work as a team player and appreciate the talents of others.
- FFA.PL-FContinuous Improvement: Accept responsibility for learning and personal growth.
NASDCTEc
- AGC09.02Select, research and examine critical aspects of career opportunities in one or more AFNR career pathways in order to gain an understanding of the breadth of occupations within this cluster.