This is the syllabus to my first online course that will be offered through a partnership between the Remodelers Institute for Lifelong Learning, Inc. and Anne Arundle Community College of Maryland.
Steps to Becoming a Professional Remodeler OPA 321 www.aacc.edu
“Salesmanship for Remodeling Contractors” www.remodelersinstitute.com
Course Introduction
This course is designed to provide insight and training in sales specifically to the remodeling and home improvement industry.
Selling in this industry is about helping clients find solutions. Salesmanship for remodeling contractors is about an ethical sales approach to assist
homeowners in finding solutions for their home improvement and remodeling needs through the professional approaches outlined in this course. Students will be
involved in individual learning activities and collaborative assignments. There will be opportunities to learn from each other as well as from the instructor.
Assessments will be determined from conference participation, learning journal, and written assignments. The course is designed for a nine-week study.
Course Administrator and Contact Information
This course is under the direction of and administered by The Remodelers Institute for Lifelong Learning. Written correspondence is received at P.O. Box 1413 Germantown, MD 20876. Email correspondence is [email protected]
Course Goals/Objectives
The Salesmanship for Remodeling Contractors course goals are:
To provide training in sales and the study of sales so the student has a clear understand of their role as a professional salesperson
in the remodeling industry.
The Salesmanship for Remodeling Contractors course objectives are:
Course Materials
Required for this course is the workbook exclusively written for this course titled Salesmanship for Remodeling Contractors
written by C. S. Klitsch. This workbook is available from the Remodelers Institute for Lifelong Learning, www.remodelersinstitute.com
Also required is access to the internet and a lap top or desk top computer with a compatible printer and an audio system to allow
the student to hear voice recordings. Most personal computers manufactured after 2009 will have adequate memory, audio capacity, and graphics applications
necessary for participation in this course. Should you have any questions about your computer, its hardware, and its adaptations to this course and the
technology required, contact the Remodelers Institute www.remodelersinstitute.com
Required textbooks for this course are:
Raving Fans by Ken Blanchard and Shledon Bowles(1993) New York, NY: William Morrow and Company, Inc.
Customer Mania, It's Never Too Late to Build a Customer Focused Comany by Ken Blanchard, Jim Ballard, and Fred Finch. (2004) New York, NY: Simon and Schuster
These books are available from: www.amazon.com
Grading Information
The course schedule includes ten weekly discussion conferences, two individual written assignments, two
group projects and a learning journal. This range of gradable assignments gives the students opportunity to apply their skills by sharing written thoughts with
postings in course conferences, understanding learning objectives and apply writing and language skills with individual written assignments, group assignments and personal reflections posted to a learning journal.
Grading will be determined by participation in conference discussions, writing assignments of up to 1,000 words, full understanding of the exclusive remodeler’s selling-system-process, and creating and maintaining a learning journal. Since this course is specific to professional remodeling contractors and not part of a for-credit college
curriculum, the final assessment will result in either a failing or passing grade.
A certificate of successful completion will be award to those students receiving a grade of 70% or better on a cumulative score of all graded assignments and conference participation.
Grading Rubric
Timeline Conference Reading Individual Group
Participation Assessment Writing Activity Writing Activity
Unit1 2% None None None
Week 1
Unit 2 2% None None None
Week 1
Unit 3 2% None None 10%
Week 2
Unit 4 2% None 5% None
Week 3
Unit 5 6% 8% None None
Weeks 4 & 5
Unit 6 2% None None 15%
Week 6
Unit 7 2% None None None
Week 7
Unit 8 2% 8% None None
Week 8
Unit 9 2% None 15% None
Week 9
Unit 10 2% None None None
Week 9
Total course points 100%
Course Assessments are as follows:
Weekly participation in discussion conferences 24%
Reading Assessment 16%
Individual writing assignments 20%
Group assignments 25%
Learning journal 15%
Total course points = 100%
Project Descriptions/Assessments
Course Conference Participation
Each week at least one topic of discussion will be posted and sometimes several as the discussions get more involved and/or need
specific clarification. Reading the workbook and related materials, sharing your thoughts and experiences, and commenting on other postings are all part of the
online learning process. It is like having a conversation with your peers without meeting at a specific location and time. This is asynchronous learning
and you can participate on your schedule but staying within the conference timeline. Students are encourage to enter the virtual classroom as often as
possible and not wait until Sunday night to get involved.
Reading Assessment
Of the two required books for this course, the first book Raving Fans will be evaluated in week 4 and the second book Customer Maniawill be evaluated in week
8. For each book the student will be expected to write a short essay and synopsis of the book in two parts. The first part will be about how the reading
applies to the remodeling industry in general terms and the second part will be about how the readings apply to your current work environment. These essays will
be about 500 words each.
Written Assignments
Part of being an effective salesperson is being able to thoroughly communicate. The two written assignments will be used to assess your ability to communicate by the written word. One assignment will be accomplished by a group activity and the other individually. The groups will be assigned by the instructor and graded as a group. Salespeople also need to learn to work as a team since salesmanship is only one part of the total picture of servicing your remodeling clients. The purpose of the group
assignment is to build confidence in your team and serve the client as part of that team. The individual assignment will be the student’s assessment of the
accumulation of what they have learned and gained from the entire ten-week course. The student will be required to reflect on the entire course and apply
that new knowledge to an individual written assignment.
Learning Journal
A learning journal will be required as 15% of the total grade. Establish your learning journal at www.wikispaces.com It is not difficult and it is free. Once you have your site in operation, please email the instructor with your website link. This journal is only between you and the instructor. A learning journal is critical in your deeper understand
of the learning objectives of this course. The importance of this journal is to enhance your learning by posting entries on your personal reflections of what
you are learning over the timeline of this course. This course will be archived seven days after its completion. The only way to have any long term record of
your course activity is to make weekly postings in your learning journal. Learning journals are for personal insight and reflection beyond the discussion
conferences of this course.
Course Schedule
The course is divided into ten modules beginning on Monday and closing on midnight of the following Sunday. The course schedule is as follows:
UNIT 1 Week 1,
Lesson Title: Salesmanship begins the relationship between the remodeling contractor and the homeowner known as the client.
Learning outcomes: understand the roles of the client, salesperson, and field crews and the impact of effective communication.
Individual activities: conference participation.
Assessment: postings in conferences
Discussions topics: Describe your best and worst sales experience when you purchased something with the assistance of a salesperson. Describe the best and
worst remodeling projects, why some were very successful and why others were disastrous. Comment on each other’s postings.
UNIT 2 Week 1,
Lesson Title: Learn consumers want to buy and not to be sold therefore, understand related strategies about buying and being sold.
Learning outcomes: understand the difference between buying and being sold. Understand buying is and emotional experience for the consumer,
salespeople should listen more and do less talking, and recognize expectation levels of the clients vary.Individual activities: conference discussions and postings, develop a
list of listening skills.
Assessment: postings in conference
Discussion topics: the difference between buying and selling, development of good listening skills, identifying the difference between wants and needs of the
buyer, and the emotions of the buying and selling process.
UNIT 3 Week 2,
Lesson Title: Effective and ethical ways to self-market and develop new business leads by prospecting and canvassing.
Learning outcomes: each student will be able to develop new business on their own.
Individual activities: conference participation
Group activity: in groups of four students, write a dialog between salesperson and a prospect for cold call canvassing. Include discussion about what type of
demographic will make up the ideal location for the prospecting activity and include analysis of housing stock, household income, and reasons to improve
property values.
Assessment: postings in conference and group activity.
Discussion topics: key components of locating effective areas to prospect for new business, age of housing stock, demographics of homeowners, ethical and
unethical things to say in cold call canvassing. Understand the difference between marketing and advertising. Discuss the best time of day and day of the week to cold call. Address the issues of professional appearance of the salesperson, their vehicle, and their marketing materials.
UNIT 4 Week 3
Lesson Title: Differences between a Salesperson and an Order-Taker.
Learning outcomes: understand the difference between a professional salesperson and someone who simply takes an order like a cashier at fast-food establishment.
Course resources: workbook and conference participation.
Individual activities: develop a‘list of traits’ of a professional salesperson and a ‘list of traits’ of an order taker, and conference postings.
Assessment: postings in conference and evaluate both ‘list of traits’.
Discussion topics: describe how salespeople offer suggestions and solutions to meet client expectations, describe what an order-taker does or does not do
to meet client expectations, describe your own experiences with one or more order-takers you have encountered, describe how you felt when a professional
salesperson offered a solution to your needs and describe how an order-taker offered you little to no suggestions or solutions to meet your needs.
UNIT 5 Week 4 & 5
Lesson Title: Steps 1 through 8 of the ‘selling-system-process’
Learning outcome: understanding the importance of an eight step ‘selling-system-process and how it applies to selling remodeling services.
Course resources: workbook and conferences
Individual activities: conference discussions
Assessment: postings in conference and 500 word essay on Raving Fans
Discussion topics: each of the eight steps in the selling-system-process, how to recognize where you are at any given time in the process,
techniques to control the process, and know when to excuse yourself from the sale.
UNIT 6 Week 6
Lesson Title: Effective remodeling proposal/contract writing techniques.
Learning outcome: a proposal/contract is a vehicle for communication and a well written proposals/contract can increase profits and improve
employee morale and customer satisfaction.
Individual activities: conference participation.
Group activities: in a group of four students write a detailed proposal/contract for kitchen or bathroom remodeling project and not to exceed 1,000 words.
Assessment: group writing activity and conference participation.
Discussion topics: share your ideas on what is included in a well written proposal/contract, proposal is a vehicle for communication between the
remodeling contractor and the client and the field crews, ineffective proposal writing creates a higher rate of consumer complaints, reduces
profits and makes for unhappy employees.
UNIT 7 Week 7
Lesson Title: Uniqueness of the individual Salesperson
Sub-title: Develop strategies that formal sales training will allow the salesperson to differentiate themselves from their competition.
Learning outcome: Understand the principles that knowledge instills confidence, confidence instills enthusiasm and enthusiasm helps you sell and helps people buy.
Individual activities: conference participation
Assessment: conference postings
Discussion topics: Each salesperson is unique and should develop their own selling styles based on the ‘selling-system-process’. Develop a list of
your unique qualities that make up your professional resume’.
UNIT 8 Week 8
Lesson Title: Indentify the differences between objections and excuses when asking the client for the sale.
Learning outcome: the three objections to overcome in the sales process and for every client there may be an excuse not to buy.
Individual activities: conference participation and 500 word essay on Customer Mania.
Assessment: conference participation and essay
Discussion topics: the three objections to a sale, the difference between an excuse and an objection,
prejudice in selling, and asking for the sale.
UNIT 9 Week 9
Lesson Title: Selling is part art and part science. Therefore, selling is both subjective and objective and yet selling is quantifiable.
Learning outcome: Understand selling is both subjective and objective and recognize the differences. Selling is quantifiable and can be measured by
mathematical formulas. Using mathematical equations, demonstrate goal setting, weekly, monthly, and annual goals, closing ratios, and lead
generation related to closed sales.
Course resources: conference participation.
Individual activities: conference participation and 500 word essay.
Write a summary in your own words of what you have learned and how it will apply to your future sales. Also post this essay to your learning journal.
Assessment: conference participation and essay
Discussion topics: describe what you think is art in selling and what is science.
UNIT 10 Week 9
Lesson Title: Course Wrap
Please post your final thoughts about what you have learned in this course. Please offer suggestions on how to improve this course. Describe
what you will take away from this course and how it will make you a better professional salesperson. Complete your learning journals for final grading.
End Syllabus
Steps to Becoming a Professional Remodeler OPA 321 www.aacc.edu
“Salesmanship for Remodeling Contractors” www.remodelersinstitute.com
Course Introduction
This course is designed to provide insight and training in sales specifically to the remodeling and home improvement industry.
Selling in this industry is about helping clients find solutions. Salesmanship for remodeling contractors is about an ethical sales approach to assist
homeowners in finding solutions for their home improvement and remodeling needs through the professional approaches outlined in this course. Students will be
involved in individual learning activities and collaborative assignments. There will be opportunities to learn from each other as well as from the instructor.
Assessments will be determined from conference participation, learning journal, and written assignments. The course is designed for a nine-week study.
Course Administrator and Contact Information
This course is under the direction of and administered by The Remodelers Institute for Lifelong Learning. Written correspondence is received at P.O. Box 1413 Germantown, MD 20876. Email correspondence is [email protected]
Course Goals/Objectives
The Salesmanship for Remodeling Contractors course goals are:
To provide training in sales and the study of sales so the student has a clear understand of their role as a professional salesperson
in the remodeling industry.
The Salesmanship for Remodeling Contractors course objectives are:
- Raising the level of professionalism of the salesperson and increase the market share of the salesperson.
- Placing a salesperson above his/her competition by engaging in formal sales training as a result of this course.
- Apply the ethical ‘selling-system-process’ exclusive to remodeling salespeople.
- Demonstrate that improving professionalism increases sales and increases profits.
- To offer future refresher courses in sales and/or offering perpetual sales coaching to each student.
- The time invested and costs paid for this course are minimal compared to what is learned and benefits gained from course materials.
Course Materials
Required for this course is the workbook exclusively written for this course titled Salesmanship for Remodeling Contractors
written by C. S. Klitsch. This workbook is available from the Remodelers Institute for Lifelong Learning, www.remodelersinstitute.com
Also required is access to the internet and a lap top or desk top computer with a compatible printer and an audio system to allow
the student to hear voice recordings. Most personal computers manufactured after 2009 will have adequate memory, audio capacity, and graphics applications
necessary for participation in this course. Should you have any questions about your computer, its hardware, and its adaptations to this course and the
technology required, contact the Remodelers Institute www.remodelersinstitute.com
Required textbooks for this course are:
Raving Fans by Ken Blanchard and Shledon Bowles(1993) New York, NY: William Morrow and Company, Inc.
Customer Mania, It's Never Too Late to Build a Customer Focused Comany by Ken Blanchard, Jim Ballard, and Fred Finch. (2004) New York, NY: Simon and Schuster
These books are available from: www.amazon.com
Grading Information
The course schedule includes ten weekly discussion conferences, two individual written assignments, two
group projects and a learning journal. This range of gradable assignments gives the students opportunity to apply their skills by sharing written thoughts with
postings in course conferences, understanding learning objectives and apply writing and language skills with individual written assignments, group assignments and personal reflections posted to a learning journal.
Grading will be determined by participation in conference discussions, writing assignments of up to 1,000 words, full understanding of the exclusive remodeler’s selling-system-process, and creating and maintaining a learning journal. Since this course is specific to professional remodeling contractors and not part of a for-credit college
curriculum, the final assessment will result in either a failing or passing grade.
A certificate of successful completion will be award to those students receiving a grade of 70% or better on a cumulative score of all graded assignments and conference participation.
Grading Rubric
Timeline Conference Reading Individual Group
Participation Assessment Writing Activity Writing Activity
Unit1 2% None None None
Week 1
Unit 2 2% None None None
Week 1
Unit 3 2% None None 10%
Week 2
Unit 4 2% None 5% None
Week 3
Unit 5 6% 8% None None
Weeks 4 & 5
Unit 6 2% None None 15%
Week 6
Unit 7 2% None None None
Week 7
Unit 8 2% 8% None None
Week 8
Unit 9 2% None 15% None
Week 9
Unit 10 2% None None None
Week 9
Total course points 100%
Course Assessments are as follows:
Weekly participation in discussion conferences 24%
Reading Assessment 16%
Individual writing assignments 20%
Group assignments 25%
Learning journal 15%
Total course points = 100%
Project Descriptions/Assessments
Course Conference Participation
Each week at least one topic of discussion will be posted and sometimes several as the discussions get more involved and/or need
specific clarification. Reading the workbook and related materials, sharing your thoughts and experiences, and commenting on other postings are all part of the
online learning process. It is like having a conversation with your peers without meeting at a specific location and time. This is asynchronous learning
and you can participate on your schedule but staying within the conference timeline. Students are encourage to enter the virtual classroom as often as
possible and not wait until Sunday night to get involved.
Reading Assessment
Of the two required books for this course, the first book Raving Fans will be evaluated in week 4 and the second book Customer Maniawill be evaluated in week
8. For each book the student will be expected to write a short essay and synopsis of the book in two parts. The first part will be about how the reading
applies to the remodeling industry in general terms and the second part will be about how the readings apply to your current work environment. These essays will
be about 500 words each.
Written Assignments
Part of being an effective salesperson is being able to thoroughly communicate. The two written assignments will be used to assess your ability to communicate by the written word. One assignment will be accomplished by a group activity and the other individually. The groups will be assigned by the instructor and graded as a group. Salespeople also need to learn to work as a team since salesmanship is only one part of the total picture of servicing your remodeling clients. The purpose of the group
assignment is to build confidence in your team and serve the client as part of that team. The individual assignment will be the student’s assessment of the
accumulation of what they have learned and gained from the entire ten-week course. The student will be required to reflect on the entire course and apply
that new knowledge to an individual written assignment.
Learning Journal
A learning journal will be required as 15% of the total grade. Establish your learning journal at www.wikispaces.com It is not difficult and it is free. Once you have your site in operation, please email the instructor with your website link. This journal is only between you and the instructor. A learning journal is critical in your deeper understand
of the learning objectives of this course. The importance of this journal is to enhance your learning by posting entries on your personal reflections of what
you are learning over the timeline of this course. This course will be archived seven days after its completion. The only way to have any long term record of
your course activity is to make weekly postings in your learning journal. Learning journals are for personal insight and reflection beyond the discussion
conferences of this course.
Course Schedule
The course is divided into ten modules beginning on Monday and closing on midnight of the following Sunday. The course schedule is as follows:
UNIT 1 Week 1,
Lesson Title: Salesmanship begins the relationship between the remodeling contractor and the homeowner known as the client.
Learning outcomes: understand the roles of the client, salesperson, and field crews and the impact of effective communication.
Individual activities: conference participation.
Assessment: postings in conferences
Discussions topics: Describe your best and worst sales experience when you purchased something with the assistance of a salesperson. Describe the best and
worst remodeling projects, why some were very successful and why others were disastrous. Comment on each other’s postings.
UNIT 2 Week 1,
Lesson Title: Learn consumers want to buy and not to be sold therefore, understand related strategies about buying and being sold.
Learning outcomes: understand the difference between buying and being sold. Understand buying is and emotional experience for the consumer,
salespeople should listen more and do less talking, and recognize expectation levels of the clients vary.Individual activities: conference discussions and postings, develop a
list of listening skills.
Assessment: postings in conference
Discussion topics: the difference between buying and selling, development of good listening skills, identifying the difference between wants and needs of the
buyer, and the emotions of the buying and selling process.
UNIT 3 Week 2,
Lesson Title: Effective and ethical ways to self-market and develop new business leads by prospecting and canvassing.
Learning outcomes: each student will be able to develop new business on their own.
Individual activities: conference participation
Group activity: in groups of four students, write a dialog between salesperson and a prospect for cold call canvassing. Include discussion about what type of
demographic will make up the ideal location for the prospecting activity and include analysis of housing stock, household income, and reasons to improve
property values.
Assessment: postings in conference and group activity.
Discussion topics: key components of locating effective areas to prospect for new business, age of housing stock, demographics of homeowners, ethical and
unethical things to say in cold call canvassing. Understand the difference between marketing and advertising. Discuss the best time of day and day of the week to cold call. Address the issues of professional appearance of the salesperson, their vehicle, and their marketing materials.
UNIT 4 Week 3
Lesson Title: Differences between a Salesperson and an Order-Taker.
Learning outcomes: understand the difference between a professional salesperson and someone who simply takes an order like a cashier at fast-food establishment.
Course resources: workbook and conference participation.
Individual activities: develop a‘list of traits’ of a professional salesperson and a ‘list of traits’ of an order taker, and conference postings.
Assessment: postings in conference and evaluate both ‘list of traits’.
Discussion topics: describe how salespeople offer suggestions and solutions to meet client expectations, describe what an order-taker does or does not do
to meet client expectations, describe your own experiences with one or more order-takers you have encountered, describe how you felt when a professional
salesperson offered a solution to your needs and describe how an order-taker offered you little to no suggestions or solutions to meet your needs.
UNIT 5 Week 4 & 5
Lesson Title: Steps 1 through 8 of the ‘selling-system-process’
Learning outcome: understanding the importance of an eight step ‘selling-system-process and how it applies to selling remodeling services.
Course resources: workbook and conferences
Individual activities: conference discussions
Assessment: postings in conference and 500 word essay on Raving Fans
Discussion topics: each of the eight steps in the selling-system-process, how to recognize where you are at any given time in the process,
techniques to control the process, and know when to excuse yourself from the sale.
UNIT 6 Week 6
Lesson Title: Effective remodeling proposal/contract writing techniques.
Learning outcome: a proposal/contract is a vehicle for communication and a well written proposals/contract can increase profits and improve
employee morale and customer satisfaction.
Individual activities: conference participation.
Group activities: in a group of four students write a detailed proposal/contract for kitchen or bathroom remodeling project and not to exceed 1,000 words.
Assessment: group writing activity and conference participation.
Discussion topics: share your ideas on what is included in a well written proposal/contract, proposal is a vehicle for communication between the
remodeling contractor and the client and the field crews, ineffective proposal writing creates a higher rate of consumer complaints, reduces
profits and makes for unhappy employees.
UNIT 7 Week 7
Lesson Title: Uniqueness of the individual Salesperson
Sub-title: Develop strategies that formal sales training will allow the salesperson to differentiate themselves from their competition.
Learning outcome: Understand the principles that knowledge instills confidence, confidence instills enthusiasm and enthusiasm helps you sell and helps people buy.
Individual activities: conference participation
Assessment: conference postings
Discussion topics: Each salesperson is unique and should develop their own selling styles based on the ‘selling-system-process’. Develop a list of
your unique qualities that make up your professional resume’.
UNIT 8 Week 8
Lesson Title: Indentify the differences between objections and excuses when asking the client for the sale.
Learning outcome: the three objections to overcome in the sales process and for every client there may be an excuse not to buy.
Individual activities: conference participation and 500 word essay on Customer Mania.
Assessment: conference participation and essay
Discussion topics: the three objections to a sale, the difference between an excuse and an objection,
prejudice in selling, and asking for the sale.
UNIT 9 Week 9
Lesson Title: Selling is part art and part science. Therefore, selling is both subjective and objective and yet selling is quantifiable.
Learning outcome: Understand selling is both subjective and objective and recognize the differences. Selling is quantifiable and can be measured by
mathematical formulas. Using mathematical equations, demonstrate goal setting, weekly, monthly, and annual goals, closing ratios, and lead
generation related to closed sales.
Course resources: conference participation.
Individual activities: conference participation and 500 word essay.
Write a summary in your own words of what you have learned and how it will apply to your future sales. Also post this essay to your learning journal.
Assessment: conference participation and essay
Discussion topics: describe what you think is art in selling and what is science.
UNIT 10 Week 9
Lesson Title: Course Wrap
Please post your final thoughts about what you have learned in this course. Please offer suggestions on how to improve this course. Describe
what you will take away from this course and how it will make you a better professional salesperson. Complete your learning journals for final grading.
End Syllabus