FACILITATOR’S GUIDE

NATIONAL DIPLOMA: MARKETING MANAGEMENT

ID 61593 - LEVEL 5 – CREDITS 243

IDENTIFY PRODUCT FEATURES, ADVANTAGES AND BENEFITS TO THE CUSTOMER

US ID: 10045

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Facilitator Guide Information
The purpose of this Facilitator Guide is to assist facilitators in delivering training sessions, related to the following
skills program/unit standard, IDENTIFY PRODUCT FEATURES, ADVANTAGES AND BENEFITS TO THE
CUSTOMER and is intended for use by the accredited Training Providers, for the following qualification:
NATIONAL DIPLOMA: MARKETING RESEARCH ID 20896 - LEVEL 5 – CREDITS 243
US ID US Title Level Credits
IDENTIFY PRODUCT FEATURES, ADVANTAGES AND BENEFITS
10045 5 10
TO THE CUSTOMER

Facilitation Methodology
The programme is very practical and aims to provide practical tools and skills for adult learners. The methodology
should ensure that:
 The learning environment is physically and psychologically comfortable.
 Contact training periods are short and varied to avoid boredom.
 Learner expectations are articulated and clarified and managed by the learner and facilitator.
 The experience of participants is acknowledged and drawn on in the learning programme.
 Facilitation, rather than teaching, is used to allow participants to participate fully.
 The facilitator balances the presentation of new material, debate and discussion in such a way that the
outcomes of the module are met, while ensuring that all participants are valued and is able to contribute to
the learning process.
 The learning will be problem-oriented, personalized and accepting of participants’ needs for self-direction
and personal responsibility.
 The module presented in a way that allows a participant to participate fully in the language of their choice.
 The facilitation process accommodates participants who may not be literate, or who are not literate in
English.
The contact session uses a participatory methodology. This is appropriate for adult audie nces who come with a
wide range of experiences and skills. It also accommodates a broader range of learning styles. Some
techniques that can be used include:
Method Description
Structured Participants engage with a complex game or activities that represent real-life situations that
learning they may encounter in the course of their work as a Ward Committee member.

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experience
Case study This is a realistic story or real-life situation that has taken place, in which participants need to
apply their knowledge and skills to practice how they can deal with the issues presented.
Group work Participants work on tasks in their groups and report their findings back to plenary.
Lecture The facilitator presents a short talk (maximum of 10 minutes) to introduce a new subject, to
provide details, or to wrap up a session.
Discussion This is a free exchange of ideas or experiences on a particular topic. It may be between the
facilitator and the participants or between the participants.
Brainstorming Participants generate a number of ideas on a particular subject or question. It may be used to
gather different opinions or to find out what participants know about a particular topic.
Role-play Participants are asked to act out a scenario where each participant plays a particular role. A
role-play may be used to illustrate how people respond in different situations.
Panel discussion This is a planned presentation by one or more experts. It may be followed by a discussion
session or a round of questions.

Resources may include, but not limited to:

 White board and/or Flipcharts
 Laptop & Data Projector (not compulsory)
 Facilitator & Learner Guide
 Learner Workbook
 Appendices (attached to learner guide)

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Time Contact/ Facilitation Time 24 Hours/3 Days
Theory 7 Hours
Practical 17 Hours
Assessments 3 Hours
Workplace Application TIme 56 Hours/7 Days

Facilitator’s Checklist & Training Aids

Learner support strategies:
Learners are supplied with all resources and aids as required by the program – including:
 Objects & devices such as equipment, protective clothing, and safety gear, etc.
 Learner Guides and Learner Workbook
 Visual aids, etc.
Use this checklist below during your preparation to ensure that you have all the equipment, documents and
training aids for a successful session.
Tick/Cross
Preparation:
Yes No
Qualification Knowledge – I have familiarised myself with the content of the applicable
qualification
Unit Standard Knowledge – I have familiarised myself with the content of all aspects of the
applicable unit standard
Content Knowledge – I have sufficient knowledge of the content to enable me to facilitate with
ease
Application knowledge – I understand the programme matrix & have prepared for programme
delivery accordingly
Contextualisation – I have included information which is specific to the commodity and practices
related to the commodity
Ability to respond to learners background & experience – I have studied the learner
demographics, age group, experience & circumstances & prepared for programme delivery
accordingly
Enthusiasm & Commitment – I am passionate about my subject & have prepared my programme
delivery to create a motivating environment with real commitment to success
Enterprise knowledge – I know & understand the values, ethics, vision & mission of the
workplace & have prepared my programme delivery, reporting & administrative tasks accordingly.
Equipment check:
Learner guides x 1 per learner

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Assessment guides x 1 per learner
Writing materials & stationary (facilitator & learner)
White board & pens
Flip chart paper
Proximal projector & screen
Laptop & programme disk
Sample Hand-outs and examples of laws and other relevant documents
Safety gear as prescribed by unit standard and applicable legislation
Documentation checklist:
Attendance Register
Course Evaluation
Learner Course Evaluation
Portfolios of evidence

Time Frames

Total time allocated Theoretical learning Practical learning time

(hours) time allocated (hours) allocated (hours)
Complete Program
(including summative 100 hours 30 hours 70 hours
assessment)

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Briefing Session: Day 1
Start with an “ice-breaker”, and eventually discuss the global outcome of the learning units with learners and
emphasize the assessment process.
Topics:
 Ice Breaker
 Course expectations
 Assessment Criteria
 Learner’s Responsibilities
Training Ground Rules
Discuss the training session ground rules with learners to avoid disturbance during the session, and topics may
include:
 Learning Units estimated time
 Ethical behavior
 Cellular phones – (off/silent)
 Breaks – (tea, lunch….)
Write down the training session ground rules and keep them posted in the classroom for the duration of the session.
Discuss the Learning Outcomes introduction with the learners and ensure the following:
 All learners participate in the discussion by asking them relevant questions.
 Learners complete the activity in their learner workbooks.

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 Learner Workbook Memoranda (Model Answers)

US: 10045, NQF LEVEL 5 WORTH 10 CREDITS

Learning Unit 1 IDENTIFY PRODUCT FEATURES, ADVANTAGES AND BENEFITS TO THE

CUSTOMER

This unit standard is a core standard and forms part of the qualification, National
Diploma, and is registered at Level 5 on the National Qualifications Framework
(NQF). Learners working towards this standard will be learning towards the full
qualification, or will be working within a Marketing Environment, specialising in
either Marketing Communication, Marketing Management, Market Research or
Customer Management, where the acquisition of competence against this standard will
Unit Standard
add value to one`s job.
Purpose
This standard will also add value to learners who are starting their own business and
recognises that Marketing forms an integral component of any business.
The qualifying learner is capable of:
 Identifying needs of the customer
 Presenting features, advantages and benefits to the customer
 Demonstrating features, advantages and benefits

 Learners accessing this qualification will have demonstrated competence against

Learning Assumed to the standards in the National Certificate in Marketing, Marketing Communication
be in Place or Marketing Research or Marketing management or Customer Management or
equivalent at NQF Level 4.

SESSION 1
IDENTIFY NEEDS OF THE CUSTOMER
SO 1

Learning  Customer needs are identified through the use of questions.

Outcomes  Significant factors in relation to developing customer relationship are established and
(Assessment developed.

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  Customer buying motives are identified to link product features, advantages and benefits
Criteria) to them.
 Customer needs in terms of product quality; price and usage are identified and assessed.

Activit
y
1
How do businesses determine what your customers want?
 Determine what target customers want (not just what they need right now) by considering these techniques:
o online customer satisfaction surveys
o phone or email survey
o in-person meetings or focus groups
o user testing
o channel analytics (web, phone, etc.)
 Determine how target customers prioritize their "wants". Generally, customers want timeliness,
convenience, quality products and services, variety or selection, and protection or security. However, each
agency must identify what is most important toits customers.
 Weigh how important the customer-identified "wants" are to your agency. Are the services something that
the organization does, is capable of doing, or wants to pursue?
 Determine how well your agency can meet your customers' "wants" in comparison with competitors.  You
may think you don’t have competitors, but more than likely you do, especially if you're producing consumer-
related information for the public. Be mindful of who's doing similar work—if competing organizations meet or
exceed customer expectations, it changes the customer's frame of reference and increases their expectations.
Determine which "wants" would most positively impact your agency's bottom line (for example, increased
compliance with a regulation, more loyalty and trust, or a desired customer behavioral change), and whether those
"wants" should be targeted for improvement
Activit
y
2
List the ways in which consistent service across channels can be provided
 Agencies should continuously collect comprehensive customer feedback across the whole customer experience
—not just via each channel.
 As communication preferences change, we need to adapt our services to interact with our customers, when
and how they prefer.
 Consistency of service across channels is critical—a customer who gets an answer on the phone should
receive the same answer in-person at a local office, via the website, over email, or via mobile device.

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 SESSION 2
PRESENT FEATURES, ADVANTAGES AND BENEFITS TO THE CUSTOMER
SO 2

 1. Presentation of the features, advantages and benefits are in accordance with customer
need established.
Learning  2. Credibility is established of the seller and organisation through the quality of the
Outcomes presentation.
(Assessment  3. Major features of the products are established and presented that emphasise advantages
Criteria) and benefits in relation to identified needs.
 4. Customer's responsiveness to the features, advantages and benefits is assessed to
evaluate their acceptance.

Activit
y
3
Dwell on the advantages and benefits product features
The sales mantra goes that we must sell benefits, not features. To explain what I mean read the following extract of
an on-line advertisement for Miele ovens.“The Miele fan forced cooking system, for example, enables you to cook
on up to three levels. Rather than just circulating hot air with a fan we use a mini-turbine together with a ring heater
element to force hot air evenly throughout the oven interior. This reduces cooking time and thus energy
consumption – above all providing perfectly even cooking results.”
In this advertisement, the feature, advantages and benefits are:
Features: Fan forced cooking system, mini turbine, and ring heater element.
Advantages: Cooking on up to three levels, hot air forced evenly through the interior.
Benefits: Reduced cooking time, reduced energy consumption, perfectly even cooking results.
In sales speak; features describe the sales item in technical terms. Advantages describe the sales item in terms of
what the feature does. Benefits describe the sales item in terms of the benefit to me, the customer.

Activit
y
4
How to gain product knowledge?

 Marketing Literature
 Sales Reps
 Training Sessions

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 Testimonials
 Role Playing
 Practical Use
It is important to understand how the product is made, the value of the product, how the product should and can be
used, and what products work well together.

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 SESSION 3
DEMONSTRATE FEATURES, ADVANTAGES AND BENEFITS
SO 3

Learning  1. Demonstration of features, advantages and benefits match clients needs.

Outcomes  2. Demonstration is carried out in accordance with operating instructions and highlights
(Assessment product features, advantages and benefits.
Criteria)  3. Demonstration is consistent with the sales client's needs for and uses of the product.

Activit
y
5
Give an example for health product outlining its facts, benefits urgency and feedback.
Learner’s examples will differ. An example is given below
FACT: “This powerful juice contains 85 necessary nutrients for the human body.”
This fact can be proven. You probably have a detailed list of the contents from your company.
BENEFIT: “These nutrients will help your body recover from the daily stress it endures from pollutants, emotional
anxiety, or from eating processed foods.”
To discover the appropriate benefit, just put yourself in your potential client’s situation and ask “what’s in it for
me?” In this case, the potential clients are concerned about their health. After achieving trust and need, facts and
benefits may do the selling, but urgency and feedback will do it now.
URGENCY: “Our research has proven that when taken daily, these nutrients will keep the body in a sound health
state. However, it takes most people at least a week of taking it before they begin to feel and see the benefits. That
being the case, it’s wise to get started on your program immediately—especially if you have a particular goal in
mind for feeling better.” Without using any high pressure or being pushy, the salesperson has merely pointed out the
significant advantage to making a purchase right now over procrastinating until later. Buying now is clearly in the
customer’s best interest according to the customer’s own definition of need.
FEEDBACK: “Because we’re offering a special introductory program this month, how soon do you think you’ll
want to begin? “The answer is rather obvious, isn’t it? With these four steps, the potential client should realize that,
too, and be prepared to move to the next step in the system, which would be to discuss the money aspects of the sale.
Use the preceding example to spur some thought as to how the process will work with your product or service.
Creating urgency requires a little thought on your part, but it can be done. Asking for feedback is critical. If you
don’t generate feedback, you may never discover any concerns your potential client has until it is too late to
effectively address them. When you get positive feedback throughout your presentation or demonstration, your close
becomes much easier because your client would be contradicting himself by refusing to go ahead. Your potential
client is not an opponent to be overcome, but a partner to be helped. Even negative feedback is valuable because it

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lets you know where they stand on a particular issue or feature. Product demonstration is basic. It’s simple, but it’s
not easy. It requires thought and planning. You have to do your homework, study, and practice the techniques. You
also need to research your client’s real needs, wants, and concerns. Beyond that, you have to apply your own
creative resources to put the entire system together in terms that provide the unique solution to your client’s unique
situation. When you use the system properly, it will astound you.
FACT + BENEFITS + URGENCY + FEEDBACK = SOLD TODAY, SOLD NOW
Repeat this mantra over and over, “I will never give a product demonstration again without presenting the features in
this manner: State the facts, Show the benefits, Create urgency and ask for feedback.” It will make a world of
difference in increasing the number of people you serve, improving your closing ratio, and allowing you to do it in
less time. It’s a sales professional’s dream come true.

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