Retail Huddle Booklet V2-compressed

RETAIL HUDDLE ACTIVITY BOOK YOU ARE THE SUM O1 F ALL YOUR TRAINING

VISION & MISSION VALUES 2

How to use this book? Welcome Huddle Captain to the team. Being a key player and strategic partner to making all our team mates & athletes better, we’ve put together a game plan through this Retail Huddle that will help you provide component training to our team mates, to help them get better at their game. You would have noticed that in our business, we call our colleagues team mates and customers, athletes. Everyone that walks through our doors, and into our store, is an athlete and it is our duty to Make Them Better. Through your consistency and efforts, #WeWill ensure that everyone performs at their peak and excels in their game. In order to allow for this to happen, we have to #TrustTheProcess. So, what is the process? Look out for our monthly Retail Huddle calendar. This will 1 tell you which activity you should carry out weekly. A few days prior to the Retail Huddle, run through the 2 activity to get familiar with it and prepare. Carry out the activity according to plan and use 3 feedback technique to help make team mates better. Follow-up with team mates and evaluate their use of 4 skills. Give them a pat on the back when you see excellence! We wish you the very best in your endeavors and feel free to reach out to the Training & Development Team if you need any support or assistance. We got your back! Yours Truly, Training & Development Team 3

Focus Engage Area Activity Basic Customer/Athlete Needs Name Help each other understand Purpose the four main needs of every athlete Activity Engage 1 Number Ask 1 min Q: When you see an athlete walk into our store, what should we do? Discuss 2 min Discuss 2 min A: Greet (Good morning/afternoon/evening), smile, approach the athlete and Explain 2 min ask if they need assistance. Do 5 min Discuss 2 min Q: Now, if you are doing something (unpacking stocks, cashiering, serving other Debrief 1 min athletes etc), would you still greet athletes? Allow time for team mates to contribute answers and share their experiences. Q: Why do you do all these? A: To acknowledge the athlete, to make them feel welcomed, to understand what the athletes need, to show respect, and to make them feel comfortable. By doing all these (Greet/Acknowledge/Smile), we are addressing the 4 BASIC CUSTOMER NEEDS which are: 1) Welcomed: Greeting with enthusiasm, warm smile & eye contact. Nod & smile at them to show you’ve seen them if you’re serving someone else. 2) Understood: Show that you are listening by making eye-contact, lean forward, and nod when appropriate. Paraphrase to show understanding. 3) Respected: Be polite. If possible, remember athlete’s name and preferences. 4) Comfortable: Make sure team mates/staff and store presentation is pleasant. Do not follow athletes around if they don’t need your assistance yet but be ready to serve when they do. Get team mates into groups/pairs to take charge of one basic customer need. Each pair to discuss and share how they will address each athlete need via a role-play. Q: Why is it important to make athletes feel welcomed, understood, respected and comfortable? (Wait for response) A: Gain athletes’ trust, build rapport, increase sales, build loyalty, encourage return athletes, increase positive word-of-mouth recommendations – create advocates! Remember, when we can fulfil athlete’s basic needs, we are leaving a good first impression and customer/athlete experience. With repeat business from loyal customers/athletes, this will increase sales for the business! 4

Focus Engage Area Activity The 3 Vs – Visual, Vocal & Name Verbal Help teammates understand Purpose how the 3Vs affect the way we approach athletes Activity Engage 2 Number Do 1 min Greet team mates “Good Morning!” with an upbeat tone and in a friendly Ask 1 min manner, providing eye contact, warm smile but show bad grooming/Body Discuss 2 min Language (e.g. Lean on fixture/slouch/arms folded, be as exaggerated as Explain 2 min possible to prove a point.) Activity 8 min Q: If you were the athletes stepping into the store, what do you think your first impression would be of me if I were a staff? Debrief 1 min A: Poor, insincere, sloppy, unprofessional, lazy etc. Q:Why would you have such an impression? A: Bad body language, sloppy posture, unprofessional outlook. Q: But my tone of voice was enthusiastic, is that not good enough? A: No Q: Why is that so? A: Importance of 3Vs (Visual/Vocal/Verbal). Visual is the most important factor when it comes to first impressions. Having only verbal and vocal is not enough. Q: Do you know that first impressions are formed within 0.1 seconds? How can you ensure that you portray a good first impression? A: Team mate’s and store presentation, body language, choice of words, tone of voice, pace, volume. Explain and emphasize: All the accepted answers can be broadly grouped into the 3Vs, and that is important to ensure that first impressions are pleasant to all our Athletes/Customers! Get team mates to line up in 2 rows facing each other. 1. Check for grooming: - Uniform (Ironed, nametag/lanyard visible) - Makeup/lipstick (check for stains on teeth etc) - Pleasant scent (if they smoke, mints to freshen breath) 2. Take turns to role-play how they can greet athletes, each providing feedback on: - Visual: Smile, eye contact, body posture - Vocal: Friendly tone, appropriate volume/pace - Verbal: “Good Morning”/ “Welcome sir/mdm” We have only one opportunity to make a positive first impression. Make every interaction count! If you’re good, your athlete/customer may even give you a compliment! 5

Focus Engage Area Activity Noticing non-verbal signals Name Help team mates tune into Purpose non- verbal signals that signal that an athlete or team mate Activity needs assistance Number ENGAGE 3 Explain 1 min Today we're going to think about how we can identify non-verbal signals that our Activity 4 min athletes display when they might need our assistance. Non-verbal signals are often communicated through body language. To help us Ask 2 min think about the kinds of non-verbal signals we need to look for, let's play a game. Discuss 2 min Charades 1. Prepare 3 of 10 emotions each (pick from the list on the next page) on a Do 5 min card or piece of paper. Debrief 1 min 2. Get your teammates to form into 2-3 small groups/pairs. 3. As a group, pick 1 person (the quietest/newest staff) to act out a list of emotions. The chosen teammate is not allowed to talk or mouth the words! 4. Give the group 1 minute each to guess the greatest number of emotions from the list. Tabulate the scores from the groups to identify the winners. Q: Whatarethenon-verbalsignalsthathelpedyouguesstheemotiondisplayed? A: Yawning, raising eyes, hand gestures, stamping feet, sighing, muttering etc. Q: Why is it important to pay attention to non-verbal signals? A: Tell us how someone is feeling/thinking, make us understand athletes better, awareness of their interest in product. Pick 2 teammates to role-play scenarios. (Select teammates that are more animated) 1 teammate to display the different customer emotions/expressions and interest in product, the other teammate to respond to the customer/athlete needs based on the emotions/expressions displayed.  Looking interested  Lost  Impatient  Unable to decide The rest of the group will have to guess what are the emotions/ expressions. Explain and emphasize: Identifying non-verbal signals also helps us to respond appropriately. Pay attention to Athletes non-verbal communications and body language this week. Be more attentive to your Athlete’s signals and remember to take note of your own as well! Challenge for Team Mates: Team mates to say “Well done!” to one another to encourage each other to keep up the good practice. 6

Suspicious Surprised Confident Impatient Touched Unable to decide Angry Shocked Lost Sad Bored Not convinced Happy Tired Proud 7

Bossy Energetic Sick Helpful Interested Disappointed Excited Nervous Guilty Scared Embarrassed Disgusted Satisfied Shy Sympathetic

Focus Engage Area Activity Different ways to approach Name our athletes Understand how to use different Purpose types of approaches ENGAGE 4 Activity Number Ask 1 min Q: What would you all do when you see an athlete browsing the items Discuss 2 min in your store? Discuss 2 min A: Approach them, greet them, get their attention Explain 2 min Q: If the athlete is browsing items that are not in your zone, and you happen to be the only staff that notices him/her, what would you do? Do 6 min A: (Allow teammates to discuss and share based on experience) Q: How do you usually approach athletes? Reflect on your last transaction Debrief 2 min yesterday, what did you do when you approached that athlete? A: (Allow the team to share their methods, based on their experiences) There are 4 main approaches which we can consider:  Service Approach (How may I assist you? What brings you in today?)  Informative Approach (This product is our new arrival/on promotion)  Merchandise Approach (This product comes in 5 colours/ share features)  Small Talk Approach (Compliment athlete’s outfit etc) Get Team mates to break up into pairs. Give them a scenario based on the below, or come out with your own, and get them to role play. Types of scenarios include:  Athlete casually walks in and is looking around aimlessly. Looks unsure of what he/she wants, walking from rack to rack.  Regular athletes that walks in and known to enjoy one-to-one service, and willing to spend money.  Friendly athlete that greet with a warm smile and speaks to staff. With these different approaches, we can go beyond the standard greetings which we find in most stores. We need to differentiate ourselves from other brands and provide our athletes the most memorable experience in our stores! There are different athlete profiles and cultures we need to understand, and we should look to approach the different athletes by matching their behaviours as well. (For example, approaching a direct and focused athlete, we must be direct as well, instead of using small-talk) Challenge for Team mates: Use the SIMS method to approach athletes and decide which is most appropriate! Try to do something different today and approach your athletes in a more interesting way. Share your experiences with each other, and you’ll find many interesting stories to be told. (SICs are requested to observe teammates’ performance and provide feedback.) 8

Focus Engage Area Activity Opportunities to approach and Name interact with athletes – Making Small Talk Purpose To have team mates find opportunities to approach and Activity interact with athletes and do it Number with confidence ENGAGE 5 Discuss 2 min Q: What are the different types of athletes that you have in the store? How do these athletes look like & how do they behave in the store? Explain 1 min A: Expected answers may include, but not limited to: Tourists (Carrying luggage, Do 5 min camera, shopping list, look lost); families (parents with babies, pushing prams); elderly (looking around, difficulty reaching merchandise); working professionals Explain 1 min (office attire and looking rushed); window shoppers etc. Discuss 5 min When we are around our athletes, we need to maximize every opportunity to BE PROACTIVE and show them that we are approachable Debrief 1 min and genuinely interested in starting conversations when appropriate. Get team mates to pair up, to discuss how they can start a conversation based on the scenarios provided, or come up with your own scenarios. CHALLENGE THEM – to not use simple greetings like “How are you?” or “How may I assist?”  Athletes with young children with them (wants to have their shopping settled fast, have a list of items to be bought)  Athletes with many shopping bags (requires suggestions and reassurance from our teammates, takes time to decide)  Tourist customer/athletes holding a camera or guidebook (cautious of our teammate’s suggestions, keeps referring to the guidebook)  Athletes wearing sports clothing - going/coming back from a workout (looks friendly and approachable, willing to interact) Get them to share. In some situations, it may not be appropriate to start a conversation with our athlete. It can be rather tricky starting conversations. How would you approach the athlete in these following scenarios, instead of starting a conversation what should we do? In the same pair, they may discuss what to do in these scenarios and share with the group:  Athlete is having a conversation with another person, on their phone or wearing earphones Expected Ans may include: Smile, make eye contact to show we’re available to assist, wait for customers to start a conversation if they like.  Athlete says “just looking around” Expected Ans may include: Sure, I’ll be around to assist if you need any help. My name is _____. (remember to give athlete space. Also allow team to be creative on their response) Approaching our athletes do not necessarily have to start with “How may I assist you?”. We can seek opportunities at different touch-points to engage our athletes in small-talk instead to build rapport, understand needs and build trust. 9

Focus Engage Area Activity Cultural Awareness Name Develop our Cultural Purpose Awareness Engage 6 Activity Number Explain 2 min Today we're going to talk about culture - our own and others - and how that impacts how we respond. This will help us to understand our customers better. Ask 1min Discuss 6 min Culture means many things: Faith, lifestyle, social and community practices, Explain 4 min politics, history, dress, diet, etc. Culture is reflected in people's actions and behaviours - or in special requests or needs. Debrief 2 min The dictionary definition of culture according to Merriam-Webster is: “The customary beliefs, social forms, and material traits of a racial, religious, or social group; also: the characteristic features of everyday existence (such as diversions or a way of life) shared by people in a place or time.” Q: What are the different cultures or nationalities you have encountered in store? A: PRC Chinese, Koreans, Caucasians, Japanese, Overseas Indians etc. Get team mates into 3 groups/pairs. Each group/pair to pick 1 nationality that they commonly serve in the store (ensure no repetition of nationalities). Discuss the following: 1. Share your understanding of them 2. How do you engage them – The Dos & Don’ts (Is there anytime we should take note of when serving this group of athletes?) Give groups/pairs time for discussion (4 mins) and sharing (2 mins). Culture is often compared to an iceberg, which has both visible (above the water surface) and non-visible (below the surface) parts. We may form our own views and assumptions about different cultures, based on what we can see and observe, but we need to be aware that these may not be accurate. (SHOW CULTURE ICEBURG ON NEXT PAGE) What we cannot see are the cultures’ core values, which are deeply rooted in the person’s upbringing and beliefs. Failure to understand or recognize the hidden cultural roots, often results in misunderstandings and stereotypes forming. Sometimes we can find ourselves believing in stereotypes, and that might affect how we feel about other cultures and how we treat people. Cultures are complex but all cultures should be valued and respected. We cannot assume that all athletes from the same culture will behave in the same way, and should not form stereotypes or judgment on them. Get each teammate to share one new thing or practice that they will adopt when interacting with customers from another culture after today’s session. 10

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Focus Engage Area Activity Asking questions to Name understand needs–Open & Closed Questions to find out Purpose 4Ps Encourage the team to ask Activity appropriate questions to learn Number more about athletes' needs, requirements and interests. Engage 7 Explain 1 min To meet our athletes’ expectations, we need to understand and anticipate athletes' needs, for example preferences, hobbies and interests. Ask/ 4 min We can use open and closed-ended questions to help us find out more about Explain our athlete’s needs. What is the difference between Closed and Open-ended questions? Activity 8 min Open ended questions are used to find out more information and to build relationship with athlete. Responses are not restricted and can be varied i.e. Ask 1 min What brands have you used before? Use the 5 Ws and 1 H – Who, What, When, Debrief 1 min Where, Why & How. Closed ended questions are used for confirmation or affirmation. Responses are Yes/No or a choice that you have offered i.e. Would you like the green or the blue shirt? We use questions to find out the 4 Ps of our athletes. What are the 4 Ps? (show them next page) Get teammates to form 2-3 groups/pairs. Group Activity: I Spy Huddle Captain to identify a merchandise that is on the sales floor, and visible to the group. Should have 4 Ps covered. The groups are to take turns to ask questions about the item, to find out what the chosen merchandise was. Teammates to practice asking questions. At any point, when the group has an answer, they may bring the item to you. Each group is only given 3 questions to help them identify the 4Ps. (They are to think through carefully to not waste their questioning chance!) Group that presents the correct object wins! Q: How did you find out what was the merchandise I had identified? Q: What skills/behaviours did you use to help you understand and identify what I wanted? A: Expected answers should include, but not limited to: Asking good questions, checking understanding, not making assumptions The more information we have, the more we can advise or recommend a suggestion that meets the athletes’ needs. When asking questions to understand athlete’s needs, we should start with asking open-ended questions first, and then seek confirmation or affirmation with close-ended questions. 12

Product Apparel? Accessories? Top? Bottom? Purpose Basketball? Gym? Running? Pilates/Yoga? Preference Colours? Size? Design? Fit? Price Range 13

Focus Engage Area Activity Listening Techniques Name Help the team appreciate the Purpose importance of listening Engage 8 Activity Number Explain 1 min Being a ‘good’ listener shows that we really care about our athletes and are Activity 5 min genuinely interested in them - but active listening is harder than it sounds. Let's see why with a quick quiz. Discuss 1 min Key in your answers into your hand phones. Do 5 min Read out your quiz questions one at a time and have people write their Debrief 3 min answers down. 1. How many months have 28 days? (They all do - and some have 30 or 31) 2. What's the next number after 4099? (4100 - not 5000) 3. A farmer has 31 sheep; all but 9 died of an illness, so how many are left? (9, all BUT 9 die) 4. Jimmy’s mother had four children. She named the first Monday. She named the second Tuesday, and she named the third Wednesday. What is the name of the fourth child? (Jimmy) 5. You are driving a bus. At the first stop, two women get on. The second stop, three men get on and one woman gets off. At the third stop, three kids and their mom get on, and a man gets off. The bus is grey, and it is raining outside. What colour is the bus driver’s hair? (YOUR hair colour) 6. Which is heavier, 10kg of feathers or 10kg of bricks? (Both are the same) 7. As I was going to the mall, I met a man with seven wives. Each wife had seven kids, each kid had seven cats, each cat had seven toys. Toys, cats, kids, wives. How many were going to the mall? (Only me) 8. Your parents have six sons including you and each son has one sister. How many people are in the family? (9: 2 parents, 6 sons, 1 daughter) Q: Why did we get some of the answers wrong - what stopped us applying active listening? A: We made assumptions based on previous experiences; Listened for key words and not look at the whole picture. Get our teammates into pairs. Practicing active listening through paraphrasing 1 person assigned to share, the other will be the listener. Sharing will be on: • Best/Worst experience with an athlete (2 min) Listener to paraphrase and repeat back to the person that shared and see if they got it right. (2 min) Huddle Captain to ask pairs how they did during this activity and if the listener managed to paraphrase the sharing correctly. (1 min) Active Listening means we are concentrating on the speaker, blocking out distractions and paying attention not just to what is being said but how it's being said (feelings and facts). Active listening is like taking mental notes as the speaker speaks. 14

Focus Empower Area Activity Show and Sell Name Encourage athlete to Purpose experience the product, selling through stories & testimonials Activity Empower 1 Number Prepare 1 min Pick up 3 products with various stories. Examples include The Rock Collection, Explain 2 min MK1, HOVR Connected Footwear. Discuss Today, we're going to look at how we can share stories and recommendations that make athletes feel excited and want to learn/experience more. Demonstrate 3 min Q: Look at this merchandise (hold up a selected item), how would you get & Discuss your athletes excited and interested, and want to learn more about it? A: Expected answers should include, but not limited to: Activity 8 min Engaging their senses by letting them try, share product testimonial, inform about promotion, inform about availability (limited edition) Debrief 3 min Show a positive demonstration of selling a product to the group. Points to demonstrate are:  Request for athlete to feel the product  Share the product story  Share a positive testimonial (personal and/or customer/athlete’s)  Inform them on current promotions (if any) Script for Demonstration:  [Try the product] Have you heard of our latest (insert product)? Have a feel of it. *Pass product around*  [Product Story] It is (share collection story). i.e. The latest Project Rock Collection!  [Testimonial] My regular customers love it because (insert features and benefits/ Unique Selling Proposition)! One of them even came back to get more of it.  [Sharing of promotion] The best part is, we’re having a promotion. Ask the group if they were convinced to buy the item? Get the team to form 3 groups/pairs. Assign selected items to each group, and task them to demonstrate the selling using the following techniques:  Engage athlete’s senses by requesting for them to try/touch product  Share product story  Sharing a positive testimonial (personal and/or athlete’s)  Informing them on current promotions Huddle Captains to provide feedback after each presentation. Ask team mates what are the 4 points they learnt to get athletes excited. When we’re able to sell using the 4 points, we become more convincing and be able to close the sale easier. Challenge for staff: Use the 3 points shared today, and apply it when interacting with athletes! 15

Focus Empower Area Activity Features, Benefits & Unique Name Selling Points Enhance our athlete Purpose experience through FAB & USPs Activity Empower 2 Number Prepare 1 min Huddle Captain to choose 3 items on the selling floor which are difficult to Explain 1 min sell/slow moving. (Items could be slow moving as it’s a new technology, higher Discuss 2 min price) Explain 10 min Start off with sharing only the features of a product. For example: Activity -MK 1 is made of 100% Polyester! 1 min -We use HOVR Foam for our running shoes which is a foam, covered with an Debrief energy web -Our Mid-support Bras have removable Bra Cups -Our leggings have a strut gusset and a high-rise back -This is our compression fit Q: Would you purchase a product from me if I just shared this information? A: Expected answers should include be: No/Unlikely/Negative Why would you not make the purchase? A: Allow the group time for discussion, expected answers likely include: Not enough info, not convincing, don’t know what/how the features mentioned work/is useful Athletes make purchases based on information that will excite them. Features TELL you about a product, but BENEFITS are the value you get out of a product which will help you SELL. Benefits and Unique Selling Points i.e. HOVR Foam, HeatGear, Iso-chill etc. excite athletes to try the product on or make it easier for them to decide to make the purchase. Split team mates into 3 groups/pairs. Pass each team a slow-moving product. We use the acronym PACCES as benefits. (Show team mates the next page) Using these benefits, discuss in your team what are the features & benefits and how you can sell them to the customer. (4 mins) Allow for each team to role-play the selling process of the product (2mins/team). Challenge for staff: To use features and benefits to convince customers to buy your products. Apply this technique today, especially on the slow-moving merchandise, and watch your sales increase! 16

Performance: Increases energy return & lighter weight ensuring greater energy conservation during training/runs. Appearance: Great fit, design looks great, trendy Comfort: Wicks sweat away and therefore not heavy, gentle on skin Convenience: Fabric is thin, wickers sweat and therefore easy to dry and carry around Economy & Durability/Longevity: Value for money as product lasts long despite harsh training/running Safety: Prevents abrasions, cuts, heat rash etc. 17

Focus Empower Area Activity Recommendation Statement Name Empowering our athletes Purpose using the recommendation statement Activity Empower 3 Number Discuss 1 mins Q: Before we begin, I would like to ask what you should do once an athlete Explain 3 mins steps into our store? (Prompt team mates to continue sharing the customer journey) Activity 10 mins A: We should greet athletes using SIMS, ask appropriate questions (4 Ps – Debrief 1 min Product, Preference, Purpose, Price-Range), find out athlete needs/wants and recommend products. Yes, that’s right. We need to greet athletes, ask the right questions and find out our athlete’s wants/needs. So how then do we make the right recommendation? Those with your retail playbook, I recommend that you take it out and look for the Recommendation Statement. After you have found out what your athlete wants, using open/closed-ended questions, you can then say: “Since you mentioned (using athlete’s own words), I recommend (product), it will (provide feature & benefit).” Get a teammate to role-play with you the script in the next page to provide an example. Now that you’ve seen how to use the recommendation statement, let’s try this out with a partner! (Get team mates in pairs) Assign 1 Sales Associate & 1 athlete/customer. Sales Associate to ask athlete questions, and come up with the recommendation statement in pairs first. (4 mins) Role-play to show how they use the recommendation statement. (6 mins) The recommendation statement is very useful as it shows that you are listening to the athlete, and providing them the best product for them, while building trust through demonstrating your product knowledge. After you have provided the recommendation statement, you can get your athlete to try on the product! Challenge to Staff: Let’s try to use the recommendation statement today, and share how effective it has been for you! 18

Sample Scenario: Staff: “Good afternoon sir! What brings you in today?” Athlete: “Oh, hello! I’m competing in a triathlon in a month, and I’m looking for a comfortable pair of shoes to run in.” Staff: “I see, What kind of distance will you be running?” Athlete: “It’s an “iron-man” triathlon, so the run will be about 42 km.” Staff: “I should have guessed, you look really fit! What is a comfortable price-range for you?” Athlete: “I’m ok with any price, maybe nothing more than $300?” Staff: “And may I check with you, are you a neutral runner? Athlete: “Actually, I have a bit of a flat foot.” Staff: “Ok, Since you mentioned you will be running a full marathon distance and would need more stability, I recommend the HOVR Guardian, it will provide you with a comfortable zero-gravity feel as you run to help you perform better, and amazing support because of the firmer medial post/decelerator chassis that will guide your stride.” 19

Focus Empower Area Activity The Fitting Experience Name Walk through of the steps in Purpose the fitting experience Empower 4 Activity Number Discuss 2 min Q: What are some signals that we see when an athlete is interested in a Explain 1 min product? Activity 10 min A: They ask questions, feel and touch the product, looking and thinking about the product etc. Debrief 3 min When athletes demonstrate their interest in a product, it’s a great opportunity for us to get them to try it! This will increase your chances of closing that sale because they get the opportunity to imagine themselves owning the product. Let’s do an activity to go through the steps in the fitting experience. Split team mates into 2 groups/teams. 1 team to role-play the fitting room experience and the other to role-play the footwear fitting experience. They may tag in their team mates if they are stuck. Provide your feedback based on the steps below for each fitting experience after the role-play: Footwear Apparel 1. Find out type of foot (flat, high- 1. Encourage customer to try in arched etc) & 4Ps (Product, fitting room & remove hanger Purpose, Preference, Price-range) 2. Get different sizes ready 2. Offer trying socks 3. Provide complementary 3. Bring out original size and +/- products i.e. bottoms for t- sizes (3 sizes) shirts etc. (add-on) 4. Allow customer to try footwear 4. Encourage them to step out so on both left and right side and you may accessorise/style them walk around (add-on) 5. Check fit – should have 1 finger space Did you know that if your athlete is led into the fitting room: So continue to direct your athletes to the fitting room or shoe throne today! 20

Focus Empower Area Activity Style Guides Name Providing basic style advice to Purpose athletes to enhance their fitting experience Activity Empower 5 Number Prepare 1 min Inform an athlete of the same gender, that you will be styling them during the Discuss next retail huddle session. Q: How many of you remember how we can use the recommendation Explain 1 min statement? Can you share an example? A: “Since you mentioned (using athlete’s own words), I recommend Demonstrate 4 min (product), it will (provide feature & benefit).” After we have greeted the athlete, asked questions, and provided a Activity 8 min recommendation. We would then want them to try on the product either through the Footwear or Fitting Room process which we’ve learnt. Debrief 1 min There are some styles which we can utilise to help our Athletes look better, or train better as well! (Use your “Model” to showcase the following style tips – see next few pages for reference) - Half Tuck - Shirt Tying - Tie Around Wait - Accessorize - Layer - Cuff Length Pair up your team mates. Assign them 1 or 2 different styles, and utilise the different styling methods with the merchandise in store. Give them the opportunity to “Model” their styles to each other. Although at UA, we have performance gear, we can also look good in them regardless of end-use. Try styling your athletes today and see how good they can look in our gear! 21

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Focus Encourage Area Activity Importance of Mix & Match Name Provide recommendations and Purpose styling to athletes through Mix & Match Activity Encourage 1 Number Prepare 3 min Huddle Captain to pick 3-4 items on the sales floor from different end-uses for Discuss mix & match activity. 8 min Q: What are the 2 main techniques we use to Mix & Match? Activity 3 min A: Up-selling and Add-on. Discuss 1 min Debrief Q: Do you know what the difference between the techniques is? A: Allow team to share their definitions definition: Up-selling: Recommending a higher quality of the same type of product Add-on: Recommending products that complement the product Q: When do you offer to mix & match for the customers? A: Expected answers should include, but not limited to: At sales floor after athlete has shown interest in product, before fitting/fitting room, during fitting, while processing transaction. (These are a few of our customer touch points.) Get teammates into groups/pairs Assign item to each group/pair and they will find items to up-sell or add-on based on the items assigned. (Staff is encouraged to move around store to find merchandise to up-sell & add-on) Each group to present why they selected each of the items. (Why the item chosen is considered up-sell & add-on) You would have encountered shoppers/athletes who are in the stores to accompany their family/friends who are making a purchase. Q: How can you sell to these athletes, while they are waiting for their family/friends when they are trying on? (For eg, a guy waiting for a lady trying on a dress, how will you sell to him?) Allow team to share their answers and experience with such athletes. Always seek opportunities to up-sell and add-on. Remember, it is important that we continue to increase our Units Per Transaction which will contribute to greater sales and meeting our targets! 24

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Focus Encourage Area Activity Mix & Match – What can I say? Name Using the right verbiage to Purpose help with mixing & matching products Activity Encourage 2 Number Discuss 3 min Q: As a recap, what are the 2 main techniques we use to Mix & Match? Activity 10 min A: Up-selling and Add-on. There are a few things that we can say to help us with recommending products to our athletes that will make them better. These are: 1. By the way… “would you like to match that t-shirt with a matching bottom?” 2. Would you like to consider… “trying on a jacket, it will go great with this top!” 3. This would look great with… “a matching cap!” Debrief 2 min Get staff into groups/pairs Get one group/pair to pick up a product in store and pass it to another group/pair. That group/pair will need to use the verbiage above to recommend an up-sell or an add-on product. You may do this until all groups have used the three lines above. One of the best ways to increase our Average Transaction Value (ATV) which is the average amount spent per receipt, and the Units per Transaction (UPT), it is necessary that we understand the idea of up-selling and adding-on. Furthermore, it is natural for us when we style our athletes to provide them with gear that will make them better. 26

Focus Encourage Area Activity Handling Objections Name Techniques to handle different Purpose types of objections Encourage 3 Activity Number Prepare 3 min Huddle Captain to choose 3 items on the sales floor which are difficult to sell/ Discuss 10 min slow moving. 2 min (Items could be slow moving due to athletes not knowing the technology, new Activity collection launched, higher price points, etc) Q: What are the common objections that we face when selling a product to a Debrief athlete? A: Expected answers should include, but not limited to: Too expensive, don’t need item now, need to consult friends/family, don’t like etc Explain and emphasize: Most objections can be grouped into 3 main categories: Merchandise (There is a feature that the athlete does not agree with) – Use Trends, Features & Benefits or Alternatives to overcome this. Time (Athlete lacks the assurance of buying the item now) – Use URGENCY to overcome this objection. i.e. limited quantity, fast selling. Value/ Price (Athlete feels that product is beyond his/her price range) – Use Features & Benefits or Alternatives to overcome this objection. Get our teammates to form 3 groups/pairs. Each group will be given 1 slow moving merchandise. Each group will take turns to provide objections to the group holding on to their product. Objection script can include: (Let them share the objections they’ve heard) Merchandise – “The material is too see through”, “Material makes me feel itchy”, “It’s so heavy!”, “I don’t like the colour” Time – “You have sales very often right?”, “You have sales on every other week right?”, “I don’t need this now, so I can wait.”, “I’ll come back with my spouse another time” Value/Price – “It’s out of my budget!”, “Why is qualifier more expensive than Streaker Tee when it’s made of the same material, polyester?” Whenever there are any objections faced when you’re interacting with your athletes, identify the type of objections and handle them appropriately! Making it a habit to share objections posed by athletes among teammates will help you to manage future objections better! Challenge for teammates: To note the various objections faced from athletes for the week and share in the next retail huddle, how the objection was managed. 27

Focus Encourage Area Activity Using the right words in retail Name To help teammates Purpose understand the right verbiage to use in the retail industry Activity Encourage 4 Number Explain 1 min In retail, when facing athletes, we will need to use the right verbiage to ensure Discuss 10 min we maintain our professionalism and reduce possible misunderstanding. Get teammates to form 2-3 groups or in pairs for smaller groups. Discuss 3 min Debrief 2 min Activity: Using the right words in retail Read the following statements, one statement per group. Huddle Captain to get group to share if: 1) Statement is appropriate (Yes/No) , if not; 2) How do they rephrase it? • Mdm, this shirt is cheaper than the other. Would you like to take a look? (No; Mdm, we have here a dress which may interest you, let me show you!) • How much are you willing to pay for this sir? (No; May I know if you might have a preferred price range?) • These leggings gives you a nice silhouette. (Yes) • Good choice! This perfume is for older women. (No; Good choice! I’m sure you’ll like the perfume you have chosen) • Sorry, I don’t know if we have the product in black. (No; Please allow me to check if we have the product in black) • What occasion is this gift for? (Yes) • If you buy this pair of shoes, you can get free socks! (No; With the purchase of this pair of shoes, you will get a pair of complimentary socks) • This dress will make you look slimmer. (No; This dress fits you well, you look good in it) • Do you like the fit? (Yes) • Mdm, your skin very dry, you want to try this moisturizer? (No; I have some good hydrating products, let me show you some samples!) • Sir, I think you need a bigger size. (No; Sir, let me bring you a few more sizes try on) • Wow! The colour really compliments your skin tone. (Yes) Q: Are there any more words/phrases/sentences you have used or come across that might not be appropriate for use when facing an athlete? (Encourage the group to share their experiences and allow for the group to share and discuss what are the better words to use in place of the inappropriate terms.) When we speak to our athletes, we must select and use the right type of retail words. Although we always have good intentions, it is also important that we phrase it right, so we do not offend our athletes. So, keep our athletes happy by using the right words! Let’s help one another by correcting them when you come across a team mate who might have use an inappropriate term! 28

Focus Wrap-Up Area Activity Closing Techniques Name We should always look for Purpose opportunities to close the sale with our athletes, and increase Activity our sales Number Wrap-Up 1 Prepare 2 min Huddle Captain to choose 3 items on the sales floor which are difficult to sell/ Discuss 2 min slow moving. Discuss 1 min (Items could be slow moving due to the athletes not knowing the technology, Explain 7 min new collection launched, higher price points, etc) Q: When you are serving an athlete, how would you know that the athlete is Activity 1 min interested in making a purchase? (What are some of the buying signals?) (Allow for teammates to answer the question based on their experience) Debrief A: Expected answers should include, but not limited to: Request for demonstration, ask about promotions, comparing 2 models of a similar product, pause to think while holding product etc. Q: What would you say to entice/ convince the athlete to buy? (Allow for teammates to answer the question based on their experience) A: Expected answers should include, but not limited to: Compliment the athlete, give them assurance of their choice, highlight product testimonials Explain that there are 4 types of closing techniques we can use: Choice Close – Ask for colour, design preference Urgency Close – Limited sizing, fast selling items Price Close – Share the price of product, checking if athlete is ok with it Direct close – Ask if could bring it to the counter (See also Retail Playbook to look at verbiage) Form a circle and utilise a bottle, or pen to spin. The person that has the pen pointed at them will be given a closing technique by the Huddle Captain. They will then provide a closing statement. Examples are: Choice Close – Would you like the Rush or Armour HG Compression? Urgency Close – This is our last piece, would you like this? Price Close – This would be $79, is that ok with you? Direct Close – Let me bring this to the cashier for you; let me get you a new piece! Remember, we should always be seeking opportunities to close and to drive sales. The magic words are – ABC! (ALWAYS BE CLOSING) Challenge for teammate: To perform at least 1 of the 4 closing techniques on the athletes they face today. Huddle Captains to observe performance. 29

Focus Wrap-Up Area Activity Steps in Processing a Sale Name To ensure that our athletes Purpose have a positive lasting impression Activity Wrap-Up 2 Number Prepare 2 min Gather your team mates around a cashier till, conduct the session there. Discuss Q: When you are at the cashier, and an athlete approaches you to make 2 min payment, what would you do? (Hint: There are 8 steps to take note!) Discuss 2 min (Allow time for teammates to share their answers) Explain & 8 min A: Correct answer should be: (Staff might have left out some of the steps, so Discuss 1 min highlight and focus on the missing steps) Activity #1 Greet Customers Debrief #2 Check Merchandise & request for customers to check also #3 Last minute add-on #4 Confirm Payment Mode #5 Check on Armour Club Membership #6 Advice on care & maintenance of product #7 Pack & Compliment Customer #8 Fond Farewell Q: Look at the cash till, why do we place merchandise here? (Allow time for teammates to share their answers) A: Expected answers should include, but not limited to: Encourage athletes to do last minute add-ons, increase basket value, share promotion items/PWPs Q: Are these merchandise useful in increasing the sales? (Why/Why Not?) A: [If the merchandise is not selling well, consider placing something else instead.] It is also very important for us to provide a meaningful farewell to our athletes. The farewell just before an athlete leaves is crucial as this is the most recent memory of your store to them. In the future, should they ever desire a service like the one you provide, they are more likely to look your way again if the experience leaving had been positive. Q: How do you usually say farewell to your athletes? A: Compliment athlete’s purchase, invite them to return for event, use their name etc. Get teammates to pair up. Task each group to go through the 8 step process, including a meaningful farewell. Go through the role-play in their pairs so everyone has a chance to demonstrate! Athletes rate their experience with our store based on the most recent encounter that they have with us. Hence it is crucial that we provide a lasting impression at our last touch point, which is the cash till. Challenge to teammates: Let’s put into practice the meaningful farewell statements shared! All to use a creative meaningful farewell statement when bidding farewell to customers at the cash till. Huddle Captains to observe. 30

Focus Wrap-Up Area Activity Managing athletes who are Name upset, frustrated or angry (Service Recovery) Purpose Practice technique to effectively deal with athletes Activity who are upset, frustrated or Number angry Wrap-Up 3 Discuss 2 min Q: When you step into a retail store to do some shopping, how will you feel Explain 1 min if your expectations are not met? (eg poor service standards, poor product Explain & 2 min range, etc) Discuss A: Expected answers should include, but not limited to: 8 min Feel angry, frustrated, upset, dissatisfied Activity It’s normal for athletes to feel angry, frustrated or upset when we do not meet their expectations. When we must deal with angry athletes, we too feel that it’s unfair to us when we must deal with their frustrations. We must understand that athletes are not upset with us, but at the situation. If an athlete bothers to come back to us to resolve his/her issues, we should appreciate that he/she is giving us an opportunity to make good the situation. Here are some tips to help you manage angry athletes: L.A.S.T. technique Listen – Actively listen to the athlete by nodding, maintaining eye contact and paraphrasing where necessary. Do NOT interrupt them when they speak. Apologise – Offer sincere apology while observing the 3 Vs of communication. 1) Visual (slightly bending forward, showing empathy) 2) Vocal (right volume and pace) 3) Verbal (right words are used) Suggest – Provide possible solutions. If solution is beyond your authority, refer to the appropriate persons. Thank & Take Action – Thank the athlete for their time and proceed to assist them. Let’s practice what we’ve learnt! Get our teammates to form up in pairs and assign each pair with one of the following scenarios: • Athlete is upset as there was a missing item from her shopping bag though she has already paid for it; • Athlete was frustrated as he was waiting in the queue for a long time; • Athlete was angry as her top had colour run after the first wash; • Athlete was upset that his Curry shoes gave way although he bought the shoes just 2 days ago. 31

Debrief 2 min Huddle Captain to observe and feedback on: 1) 3 Vs of the staff 2) All the steps of L.A.S.T. are being displayed 3) Empathy being shown to athlete’s situation Customers rate their experience with our store based on the most recent encounter that they have with us. Hence it is crucial that we provide a lasting impression at our last touch point, which is the cash till. Challenge to teammates: Let’s put into practice the meaningful farewell statements shared today! All teammates to use a creative meaningful farewell statement when bidding farewell to athletes at the cash till. Huddle Captains to observe. 32

Focus Wrap-Up Area Activity Exchange of products Name Managing customer’s request Purpose for exchange of product effectively Activity Wrap-Up 4 Number Explain 1 min When an athlete comes back to request for an exchange, it is important that Discuss 2 min we find out why they are doing so. Activity 10 min This way, we can offer the athlete professional advice on the situation and Debrief 2 min complete their shopping experience on a positive note. Q: How would you ask an athlete for their reason for exchanging a product? (Allow time for staff to share) A: Possible response could include: May I know what the reason for your exchange/refund is? May I check what the issues you’re facing with the product are? Get team mates into pairs. Remember LAST – Listen, Apologise, Suggest, Thank & Take Action. Huddle Captain to provide one of the following scenarios for them to discuss and role-play: • Athlete bought a wrong sized shirt • Athlete comes with leggings with a faulty zip and demands for a refund • Athlete returns with a faulty (insert product) that was repaired before, demanding for a refund • Athlete comes back with a shirt that shrunk after the first wash Retail Huddle Captain to observe and feedback on: 1) 3 Vs of the staff 2) Empathy being shown to customer’s situation 3) Solution/alternative given to customer It is essential for us to understand why our athletes are requesting for an exchange. This way, we can better offer solutions/alternatives on the situation. By displaying empathy, we will reduce any possible misunderstandings and build up athletes’ trust in our brands! We can also feedback to our merchandising team what we hear from our athletes on the quality of our products to improve the merchandise mix! 33