Embed Size (px)
Citation preview
Chapter 8
Employee Development: Connecting With People
Counselor Salesperson (CSP) Manager as Coach
Leader-Manager Developing Future Leaders
Connecting with People
Connecting With People
Course Objective:
To provide participants with fundamental selling skills, based on the Counselor Salesperson approach, conducted in a self-instructional, on-the-job, structured learning activities format, in conjunction with an assigned coach.
Skills Learned:
Competencies within modules include:
• Manage personal responses to positive and negative events surrounding selling
• Understand and describe the sales process steps
• Use opening and relating skills on sales prospects
• Discover prospects’ personal and organizational needs, wants, and problems
• Present ideas and ask for a commitment
• Successfully handle objections and close the sale
Recommended For:
Sales personnel new to the selling process, or as a precursor to attending the Counselor Salesperson course (CSP).
Course Length:
Varies (self study); normally 3-6 months
Course Value:
$240
Dates and Times:
On Demand
Delivered By:
Sales Managers
Counselor Salesperson (CSP)
WILSON LEARNING CORPORATION
7500 Flying Cloud Drive Eden Prairie, MN U.S.A. 55344-3795 Phone: 612.944.2880 Fax: 612.828.8835 www.wilsonlearning.com
©1996, Wilson Learning Corporation V5.0 WLC 24492
The Counselor Salesperson
The Counselor Salesperson teaches a win/win problem-solving approach to the sales relationship and views the purpose of selling as solving the buyer's problems. Because the selling/buying process is a dynamic interaction between a salesperson and a buyer(s), this program centers on developing the attitudinal basis for productive sales relationships.
The Counselor Salesperson is a proven program that equips sales professionals with the tools and techniques to continually win the business and achieve customer satisfaction by focusing on the buyer’s perspective.
PROGRAM OVERVIEW The Counselor Salesperson (CSP) is a three-day seminar designed
to help experienced salespeople (six months plus) gain knowledge and skills about the dynamics of an effective, customer-focused sales process.
The Counselor Salesperson is enhanced by the use of the Customer Relationship Inventory. This research-based instrument provides salespeople with individualized feedback from their customers’ perspectives along the four dimensions of Relating, Discovering, Advocating, and Supporting. It also provides a measure of overall customer satisfaction.
The Counselor Salesperson helps salespeople understand the buyer’s point of view in the buying process and introduces skills that move the buyer-seller relationship forward.
The program consists of five distinct, yet integrated, units that describe the philosophy and processes of a sales approach from a problem-solving perspective.
THE COUNSELOR APPROACH � Become aware of a process for increasing sales competence.
� Approach buyers with a problem-solving mindset.
� Describe the four phases of the Counselor Process and the obstacles that typically accompany each phase.
RELATING � Plan responses to buyer expectations for sales contacts.
� Open sales calls in a way that communicates empathy.
� Build credibility throughout the sales process.
Increasing competition demands that every business hire and develop the highest performing sales professionals.
Simply requiring salespeople to work harder and close more business will not in itself overcome the competition.
Highly trained sales professionals are needed who can communicate that the customer’s interests are more important than their own and who can demonstrate the ability to solve the customer’s business problems.
The Counselor Salesperson is a training program that focuses on developing a problem-solving attitude and teaches specific skills and behaviors to manage the sales process more effectively.
By developing skills as a “sales counselor,” the salesperson remains focused on the customer and on addressing the customer’s business issues. The Counselor Process increases the probability of a sale by keeping the focus on the customer and by addressing objections early in the sales cycle, rather than at the close.
WILSON LEARNING CORPORATION
7500 Flying Cloud Drive Eden Prairie, MN U.S.A. 55344-3795 Phone: 612.944.2880 Fax: 612.828.8835 www.wilsonlearning.com
©1996, Wilson Learning Corporation V5.0 WLC 24492
DISCOVERING � Ask effective questions; listen with a focus on the buyer.
� Identify buying motives, buyer roles, and buying conditions.
� Verify and confirm sales opportunities with buyers.
ADVOCATING � Make effective presentations.
� Recommend solutions with benefits to buyers.
� Effectively respond to buyer resistance.
� Ask for the business.
SUPPORTING � Understand the importance of customer satisfaction in building
future business.
� Apply four skills that support ongoing buyer relationships: support the buying decision, manage the implementation, deal with dissatisfaction, and enhance the relationship for future business.
� Appreciate the difference in expectations between buyers and salespeople immediately after the close of the sale.
CUSTOMER RELATIONSHIP INVENTORY � Gain valuable insight into customers’ perceptions.
� Assist in focusing positive developmental activities in areas of perceived weakness in the sales process.
� Provide increased motivation to learn new skills to improve selling behaviors.
BENEFITS
Upon completion of The Counselor Salesperson, participants will:
� Quickly and efficiently win the buyer’s trust by demonstrating credibility and communicating empathy for the buyer’s situation.
� Use questioning and listening skills to conduct a thorough exploration of the buyer’s needs and all the factors that influence the buying decision.
� Use a structured Discovery Agreement as the basis for presenting a solution.
� Communicate how the buyer’s problem can be solved and make the strongest possible appeal to the buyer’s personal motivation.
THE COUNSELOR SALESPERSON.doc
THE COUNSELOR SALESPERSON
DAY ONE: Set Up and Relating (Who)
The Counselor Sales Approach
Purpose/Process/Payoff
Introductions/Expectations
Video: Trying Week
Exercise: Two Points of View
Video: The Counselor Sales Approach
Model: "Sales Call"
Exercise: Four Reasons Not to Buy ------------------------------------------BREAK------------------------------------------
8:30 - 10:00
8:30 - 9:30
9:30 - 10:00
10:00 - 10:15
Learning Models - Page 15 LG
Model: Conscious Competency
Model: Bicycle
Customer Relationship Inventory Review
Developing Awareness: Relating
Purpose/Process/Payoff
Time/Tension Model
Video: Dave Martin
Video: Customer Response to Dave Martin
Learning the Skills
Video Summary
Credibility Model
Video: Four Thieves
Propriety/Competence/Commonality/Intent ------------------------------------------LUNCH------------------------------------------
10:15 - 12:00
10:15 - 10:45
10:45 - 11:00
11:00 - 11:30
11:30 - 12:00
12:00 - 1:00
Learning the Skills (continued)
PPP
PPP Exercise
Video: Ben Duffy
The Ben Duffy Approach
Exercise: Empathy
Modeling the Skills
Video: A Model Sales Call
Model: Know/Do
Practicing the Skills (Time Includes a 15-Minute Break)
Skill Practice
Applying the Skills/Summary/Wrap-Up
1:00 - 1:45
1:45 - 2:00
2:00 - 4:00
4:00 - 4:30
THE COUNSELOR SALESPERSON.doc
THE COUNSELOR SALESPERSON
DAY TWO: Discovery
Review: Day One
Developing Awareness: Discovery
Learning the Skills
Gap Model
Questioning Skills ------------------------------------------BREAK------------------------------------------
8:00 - 10:00
8:00 - 8:10
8:10 - 8:30
8:30 - 10:00
10:00 - 10:15
Listening Skills
Exercise: Listening Skills
Buying Motives
Exercise: Why People Buy
Task/Personal Motives
Video: Motives
Exercise: Determining Motives
------------------------------------------LUNCH------------------------------------------
10:15 - 12:00
10:15 - 10:45
10:45 - 12:00
12:00 - 1:00
Buying Roles/Conditions
Exercise: Questioning Worksheet
Modeling the Skills
Video: Discovery
Video: Discovery
Exercise: Discovery Agreement
------------------------------------------BREAK------------------------------------------
1:00 - 2:15
2:15 - 2:30
Practicing the Skills
Skill Practice
Applying the Skills/Summary and Wrap-Up of Day Two
2:30 - 4:30
2:30 - 4:00
4:00 - 4:30
THE COUNSELOR SALESPERSON.doc
THE COUNSELOR SALESPERSON
DAY THREE: Advocating and Supporting
Review: Day Two
Developing Awareness: Advocating
PPP
Video: The Conestoga 6000 Decision
Learning the Skills:
Solution/Advantage/Benefit
Videos: Bob Loblaw
Exercise: Developing Your Own SAB
Buyer Participation and Involvement
Individual vs. Group
Third-Party Stories
Exercise: Third-Party Stories
Presentation Outline ------------------------------------------BREAK------------------------------------------
8:00 - 9:45
8:00 - 8:05
8:05 - 8:30
8:30 - 10:00
10:00 - 10:15
Handling Objections
Video: Responding to Objections
LSCPA
Exercise: LSCPA
Practicing the Skills
Skill Practice
Applying the Skills
SUPPORTING:
Developing Awareness: Supporting
No Satisfaction
Model: Satisfaction/Dissatisfaction
Model: Supporting the Sale ------------------------------------------LUNCH------------------------------------------
10:15 - 11:00
11:00 - 12:00
12:00 - 1:00
Learning the Skills
Model: Customer-In-Action
Video: Supporting the Buying Decision
Video: Managing Implementation
Video: Dealing with Dissatisfaction
Video: Enhancing the Relationship
1:00 - 1:45
THE COUNSELOR SALESPERSON.doc
THE COUNSELOR SALESPERSON
DAY THREE: Advocating and Supporting (continued)
Applying the Skills
Action Plans
Summary and Wrap-Up
ROI and Value Selling
HAVE WANT
THE COUNSELOR SALESPERSON
RELATING “ESTABLISHING TRUST” Overcomes “No Trust”
� When he/she doesn’t know if you are person to deal with � When he/she doesn’t know what you can do � When he/she doesn’t know you � When he/she has good relationship with others
Propriety
Commonality
Acting & appearing as the prospect expects us to act and appear.
The prospect’s perception of how similar the salesperson is to himself/herself.
Competence
Intent
Perceived ability to deliver value and ROI. Your background, training skills, education. Info about buyer’s situation.
Purpose-Clarify our role as Problem Solvers Process-What customer can expect of us and what we need from them Payoff-WIN/WIN for both parties
Ben Duffy Technique
Precall Preparation:
During the Call:
1. Think about the buyer’s concerns, issues, and questions.
2. List in form of questions.
1. Share the questions you’ve prepared. 2. Check that questions are on target, if
yes, proceed to step 4. 3. Develop responses. 3. Ask about additional concerns.
4. Answer questions. Include response to any information from Step 3.
DISCOVERING “UNCOVERING CLIENTS’ NEEDS AND MOTIVES”
Overcomes “No Need” Gap Model
� When he/she doesn’t see the need � When he/she doesn’t feel the need THE BUYER’S PROBLEM � When he/she doesn’t care about the problem � History, Background � Desired Changed,
Improvement
Questions
Listening � Problems, Causes � Desired Advantages, Gain
Fact/Feeling Finding Checking � Impact, Consequences � Desired Level of Satisfaction
Permission Restatement � Level of Satisfaction � Personal and Task Motives
Best/least � Buying Roles � Desired Changed, Improvement
Tell Me More � Buying Conditions � Desired Advantages, Gain
Magic Wand
The discovery Agreement summarizes what the buyer has and what the buyer wants, and confirms
that you understand the buyer’s problem.
Problem
Solving
Attitude
TASK MOTIVES PERSONAL MOTIVES
More Profit/Money Power Control-Results-Options More Output/Quality Recognition Visibility-Unique-Leader Less Effort/Waste Approval Popular-Low Risk Less Cost/Overhead Respect Expertise-Research-Up To Date
Discovery Agreement
Review “Have”/”Want”/Check for agreement/Anything else?/Recommendation for Next Step
ADVOCATING “SOLVING CLIENTS’ TASK PROBLEMS WHILE
MEETING PERSONAL MOTIVES”
Overcome “No Help: � When he/she doesn’t see how your problem will solve his/her problem
SAB = Solution: What is your solution? Advantage: How does it solve problem? (Task Motive) Benefit: What does it do for buyer? (Personal Motive) Presentation Outline LSCPA 1. Purpose, Process, Payoff Listen: Actively Listen 2. Review Discovery Agreement Share: Show Empathy 3. Present SAB Clarify: Re-State-ask additional info. 4. Ask a Checking Question Problem: Solve 5. Reinforce how the solution addresses the problem Ask: For Commitment 6. Ask a catch-all Question
SUPPORTING “PROCESS OF REASSURING”
Overcomes “No Satisfaction” Task Fears: ● Loss of product ● Excessive cost ● Poor performance ● Increased efforts Personal Concerns: ● Loss of Power ● Loss of recognition ● Disapproval ● Loss of respect Where is your customer?
High
SATISFACTION Low
ZONE OF
INDIFFERENCE
Low High
DISSATISFACTION
ROCHESTER MIDLAND CORPORATION
PPrree--CCaallll PPllaannnneerr
SALES REP NAME: DATE:
ACCOUNT NAME: CONTACT & TITLE:
STAGE OF THE CSP SELLING PROCESS
RESOURCES/TOOLS NEEDED
RELATING STAGE Sales Portfolio References
Survey Forms Sample Bottles
DISCOVERING STAGE Brochures Case Study
Proposal Test Kit
ADVOCATING STAGE Power Point Safety Equipment
Customer Information/Files Other
SUPPORTING REVIEW
OBJECTIVES
MINIMUM
MAXIMUM
PPP
STATEMENT
PURPOSE OF CALL
PROCESS OF MEETING
PAYOFF TO CUSTOMER
OBJECTIONS RESPONSE
CLOSING ON OBJECTIVES: (WHAT WILL YOU SAY TO GET COMMITMENT TO THE CALL OBJECTIVES)
POST CALL ANALYSIS: (SELLING SKILLS FOCUS)
WHAT SELLING SKILLS WERE USED OR NEEDED:
WHAT WENT WELL AND WHAT COULD HAVE BEEN DONE BETTER:
WHERE DO WE GO FROM HERE:
Form#2496-FRM 6/9/08 Rev. 3 Page 1 (SEE BACK FOR COACHING-CALL PLANNER)
ROCHESTER MIDLAND CORPORATION
CCSSPP CCooaacchhiinngg CCaallll PPllaannnneerr
SALES REP NAME: DATE:
COACH:
STAGE FOR CSP COACHING (CHECK STAGE AND SKILL BOXES)
RELATING STAGE (NO TRUST)
Propriety Commonality
Competence PPP
Ben Duffy Other
DISCOVERING STAGE (NO NEED)
Questions
Fact Finding Listening
Feeling Finding GAP Model
Permission Task Motives
Magic Wand Personal Motives
Most Least Discovery Agreement
ADVOCATING STAGE (NO HELP)
Solution, Advantage, Benefit
Presentation Outline
LSCPA
SUPPORTING STAGE (NO SATISFACTION)
Task Fears
Personal Concerns
DEFINE POSITION IN ZONE (SATISFIED, INDIFFERENT, DISSATISFIED)
OBJECTIVES
PRIMARY COACHING OBJECTIVE
SECONDARY COACHING OBJECTIVE
KNOWLEDGE/SKILL GAPS COACHING ACTIONS/OBSERVATIONS IN CALL
OBSERVATION
BENCHMARKS FOR ACHIEVING THE COACHING OBJECTIVES
(WHAT SPECIFICALLY WAS SAID/DONE TO SUPPORT PRIMARY/SECONDARY OBJECTIVES)
POST CALL ANALYSIS
WHAT CSP SKILLS/KNOWLEDGE WAS USED WELL?
WHAT CSP SKILLS/KNOWLEDGE COULD BE IMPROVED?
WHERE DO WE GO FROM HERE? FOR FURTHER CSP SKILL DEVELOPMENT?
Form#2496-FRM 6/9/08 Rev.3 Page 2
Manager as Coach
Table of Contents:
Chapter 1: What is Coaching? How is coaching different than counseling, training and motivating
Why coach?
Why do some managers avoid coaching?
What are the benefits of coaching?
Chapter 2: What to Coach? Sales efficiency vs. effectiveness
How coaching and training interrelate
Informal vs. formal
Chapter 3: How to Coach? RMC coaching model
▪Step 1: Connect and Clarify
▪Step 2: Compare Perceptions
▪Step 3: Consider Obstacles
▪Step 4: Construct to Remove Obstacles
▪Step 5: Commit to Action
Coaching Model Summary
Chapter 4: CSP Formal Coaching Trip Model Overview of a coaching trip
Coaching model
Plan the coaching trip
Joint coaching call
Pre-call coaching session
Post-call debriefing
Example questions for debriefing the call
Post trip debriefing
Chapter 5: Coaching Trip Report
Introduction
Outline
Chapter One: What is Coaching?
Coaching is the process of helping the individual to improve job skills and
knowledge.
Key Word = HELP = Coaching Mindset
How is Coaching Different than counseling, training and motivating?
▪ Counseling is the process of helping an individual define and work
through personal problems that affect job performance.
▪ Training is an event, which teaches job skills and knowledge.
▪ Motivating is something that occurs inside an individual that gets
them to do something; or a thing you do to get others to do
something.
Why Coach?
▪ What’s in it for you?
▪ The pivotal job in RMC is the Sales Manager and the most
important role of the Sales Manager is to increase sales force
productivity through manpower development.
▪ Coaching is the key to developing manpower and increasing sales
force productivity. It is the single most important task an RMC
Sales Manager can perform to help satisfy both their task and
personal motives.
Why do some managers avoid coaching?
▪ Don’t have time: Have higher priorities that need to be addressed
▪ It is considered that the employee does not need coaching; reps are
already experienced.
▪ Employee will think there is a problem: Coaching is negative –
Rep will think his performance is being criticized.
What are the benefits of coaching?
▪ Development of knowledge and skills can lead to:
→ More sales and the rep’s ability to achieve financial goals
→ Fewer rejections, which leads to less frustration and enables the
rep to enjoy greater fulfillment
▪ Improving a rep’s overall effectiveness enables the rep to better
manage his or her territory and get things done within the
organization.
▪ The rep can develop a closer working relationship with his or her
manager. (Interdependence)
▪ Provides an opportunity to improve the productivity of your direct
reports. Better results benefit the manager and the rep.
▪ Develop sales reps into more self-sufficient professionals, thereby,
reducing dependence and increasing independence.
▪ An opportunity for the manager to assess his/her sales reps
potential for increased responsibilities.
Chapter Two: What to Coach?
Sales Efficiency vs. Effectiveness
▪ Sales Efficiency – How to get in front of customers for the right
amount of time at the minimum cost
▪ Sales Effectiveness – How to maximize sales potential once you
are in front of the customer
Sales Efficiency Sales Effectiveness
Definition How to get in front of the right
customer, for the right amount
of time, at the least cost
(working harder).
Once there, using your skills and
abilities to maximize your sales
potential (working smarter).
Issues ▪ Time Management
▪ Territory design
▪ People surveys
▪ Commission plan
▪ Activity management systems
▪ Selling skills / CSP
▪ Account strategy
▪ Business reviews
▪ Service reports
▪ Return on investment (ROI)
You need to coach both sales efficiency and sales effectiveness issues. However,
sales effectiveness generally has more influence on success in major account
selling than sales efficiency.
Who drives efficiency and effectiveness issues?
EFFICIENCY can be driven top-down.
Management can drive efficiency by requiring daily sales reports from the sales force.
The weekly summary of the daily sales reports will provide managers with a base line to
evaluate a sales rep’s efficiency based on the number of sales and/or service calls per day,
the dollar value of the sales call, the product line focus and the call ratio between
established accounts and new accounts.
EFFECTIVENESS
It is hard to drive sales effectiveness top-down. Rather, the immediate manager and the
sales rep drive it. It means behaving differently toward customers.
Sales people and their immediate managers will ultimately determine effectiveness.
The Coaching Model helps us address the issues of sales effectiveness.
How do Coaching and Training Interrelate?
Training was earlier defined as an event, which teaches job skills and knowledge. It
is first necessary to train an individual in a skill before coaching the rep on use of the
skill. However, it is essential that effective coaching immediately follow the training
event in order to retain the value of the training. This point is demonstrated in the
graph below.
Training
Time
Improvement
8% loss within one month
This explains why behavior does not change in the absence of coaching (i.e., new
product roll-out, new skill, etc.)
Another important relationship between training and coaching deals with which skills
to coach. The sales pyramid below demonstrates various aspects of sales on which an
individual needs to be trained.
THE SALES MODEL
Several key points regarding the diagram above:
▪ There are four distinct areas of the sales model.
▪ Training and Coaching is needed to support success in each area.
▪ Our formal CSP Coaching will focus within the selling skills area, specifically on
CSP skills of supporting, advocating, discovery and relating.
Selling Skills ▪Negotiations Skills ▪Versatile Sales Person ▪CSP Skills ▪Supporting ▪Advocating ▪Discovery ▪Relating
“The Dark Side” Strategy Skills
Sales Process ▪Territory Management ▪Vision Pathway ▪Pre-call Plan ▪Post Call Analysis
Technical Skills ▪Products ▪Industry / Markets ▪Systems, Equipment ▪Process / Application
Informal vs. Formal
Coaching has been defined as the process of helping the individual to improve job
skills and knowledge. Coaching needs to occur on a regular and consistent basis, in
good times and bad, so that it is perceived as objective feedback. There are two
general times to coach:
▪ Informal Coaching
▪ Formal Coaching
Informal coaching is defined as those actions taking place outside of the formal
coaching trip. This coaching would occur during sales meetings, over the phone or
during day-to-day interactions with your sales people.
Formal coaching is defined as those actions that take place during the coaching trip.
There are three types of coaching calls which can be made on a coaching trip:
▪ Modeled Calls – Sales Manager models a particular behavior, skill
or new selling technique for the salesman to observe.
▪ Assisted Calls – Sales Manager and rep share the call. Each
person’s part of the call is pre-defined before the call. The rep will,
at a minimum, practice or show a level of proficiency for the
specific skill or behavior being coached, and from there can hand
off the call to/from the manager.
▪ Observed Calls – Sales Manager observes the salesman execute a
sales call. The purpose of the call may be to practice a particular
skill or behavior.
Chapter Three: How to Coach?
RMC Coaching Model
In order to better understand the skills needed for effective coaching, a model of the
coaching process has been developed based upon the work done by Linda Richardson
in the book Sales Coaching: Making The Great Leap From Sales Manager To Sales
Coach (Linda Richardson, 2009, Sales Coaching: Making The Great Leap From Sales
Manager To Sales Coach, McGraw Hill).
▪ Rapport
▪ Neutral Purpose
▪ Salesperson’s Perceptions
▪ Your Perceptions and Check
▪ Salesperson Identifies the Obstacle
▪ Your Perception of Obstacle and Check
▪ Salesperson Remove the Obstacle
▪ Your Value Add and Check
▪ Decide on Action Plan
▪ Practice
▪ Action Step and Time Frame
▪ Summary
▪ Support and Encouragement
Connect and
Clarify
Compare
Perceptions
Consider
Obstacles
Construct to
Remove
Obstacle
Commit to
Action
Step 1: Connect and Clarify
There are two distinct parts to the first step: Rapport & Purpose.
Rapport: Coaching can be a uniquely stressful situation for a salesrep. In an effort
to minimize that stress, and hopeful of putting them at ease, establishing a rapport
with the rep is invaluable. Your goal should be to:
▪ Connect on a personal level
▪ Set a tone that conveys your intent to help rather than evaluate
performance
For example, you might ask:
a. How did you spend your holiday weekend?
b. Are you and your son still doing a lot of fishing?
After a few well-spent minutes building a rapport, it is time to state the purpose of
your coaching trip.
Purpose: A purpose is an objective with a benefit to the salesperson.
When stating your objective you should keep the following in mind:
▪ Be clear and specific
▪ Be neutral and non-judgmental
▪ Be brief
▪ Avoid giving your assessment
Examples:
“I’d like to discuss
the RFP your
customer just told us
about.”
Rather than “You should have
known about the RFP
before now.”
OR
“Let’s debrief the
call.”
Rather than “That was a good
call.”
By being neutral in your statement of purpose, you will encourage an open dialogue
between you and the salesrep, and by avoiding assessing the situation, you will avoid
the salesrep becoming defensive of his actions. Additionally, by being brief in your
explanation of purpose, you will avoid going too far and disclosing your assessment
and/or feelings about the situation.
Step 2: Compare Perceptions
There are two distinct parts to the second step:
1. Salesperson’s Perceptions
2. Your Perceptions and Check.
Salesperson’s Perceptions: Just as there are two sides to every story, there are two
perceptions to every situation. As the coach, you must learn to obtain the
salesperson’s perception first. This requires you to be patient and listen to what the
rep has to say and to ask probing questions. Ultimately you want the salesperson to
analyze what happened in any given situation on his own, so in that way he will be
able to more effectively problem solve in the future.
When eliciting his perspective remember the following:
▪ Don’t jump in with your ideas – let the rep speak
▪ Ask questions probing deeper and deeper as you go
▪ After your initial question, ask at least 2 more questions before going into
your perception
▪ Probing helps maximize the use of coaching time because you get to the
issues more quickly
▪ Learn to value their perceptions
▪ If done properly, you will be fostering a collaborative effort
▪ Even if you feel you have the answer, hold back and ask more questions
After you have given the salesperson an opportunity to analyze his own performance
and given his perceptions of the situation, it is time for you to do the same.
Your Perceptions: Begin by acknowledging what he said.
▪ Reinforce his strengths
▪ Be honest and clear
▪ Be specific giving examples so that he understands what you mean
Once you have established common ground, you can move into what you perceive as
weaknesses. By giving both strengths & weaknesses, you show you have a balanced
view. The goal is to give the salesperson a more broad perspective of himself,
through your eyes. Most everyone has some blind spots when it comes to themselves.
If you can share your perspective of them in a clear and honest manner, with specific
examples, you will be giving them valuable insight that they would not otherwise
have.
Check:
You should get some feedback from them on what you have presented to them, which
will move you into the final phase of this step, which is for the two of you to come to
agreement about the need for improvement. If you do not automatically come to an
agreement, acknowledge his resistance and then begin to ask questions in an effort to
determine what is behind his resistance. Ultimately you must come to an agreement
or exercise your authority as manager so that you can move on. Once agreement is
reached, you are ready for the next step.
Step 3: Consider Obstacles
Again, there are two parts to step three: The salesperson’s perspective of the obstacle
and your perspective of the obstacle. This step should take about 30% of your
coaching time.
At this point, together you have identified what behavior(s) need to be changed. In
order to make that change, you need to identify what obstacle(s) are keeping them
from doing so. Again, listen first before offering your opinion. Although it seems
simple, ask the following:
“What do you think is the obstacle to your success?”
There is almost, always more than one answer, so keep asking until you have
identified all possibilities. Repeat your question and follow up with some additional
probing questions.
“That may be one reason. What is another?”
After you have investigated all possibilities, summarize the sales rep’s analysis
confirming his perspective. This is your opportunity to add your insights based on
your experience and to put the entire matter into perspective.
Finally, you need to close the loop of conversation by determining if the salesrep is in
agreement with you.
“What do you think about what we have discussed?”
If you find acceptance, move on to step 4. If not, continue to ask questions until you
find an avenue by which you can come to mutual accord.
Step 4: Construct to Remove Obstacle
There are three parts to this step: The Salesperson removes the obstacle, Your value
add and check, and Practice. This step should take about half of your coaching
meeting time.
Thus far, with your guidance the salesperson has essentially identified or agreed to
the obstacle(s) that are keeping him from success. Continue to allow the rep to solve
his own problem by listening first to his answer to the question:
“What do you think you can do to remove this obstacle?”
The rep might not come up with a good solution, but his poor solution is valuable to
you as a manager in that you will gain insight into his thought process and or
strengths or weaknesses regarding problem solving. Whether the ideas are good or
bad, listen and learn. It is important not to let him give up if he cannot come up with
a solution right away. Continue to solicit his ideas and if unsuccessful, come at it
from a different angle. Ask him what the desired outcome would be, and then what
would be the best way to achieve that? If he has no ideas, prime the pump a bit by
giving him a small idea of yours upon which he can build.
After you have investigated all possibilities, summarize the sales rep’s analysis
confirming his perspective. This is your opportunity to add your insights based on
your experience and to put the entire matter into perspective.
The final step is to practice execution of what has been agreed to. There are many
ways to do this:
Practice technique
Demonstrate technique
Role-play
Brainstorm
Review
Plan
Observe rep executing technique
If the rep is unaccustomed to the technique or it is outside of his comfort zone,
practice will help to remedy this situation.
Step 5: Commit to Action
There are three parts to this step: Action, Summarize and Encouragement.
The key to success in sales coaching is to take a series of small action steps to
achieve big gains. It is the sole responsibility of the rep to take these steps, while it is
your responsibility at this time to offer various forms of support including coaching,
encouragement and follow-up.
At this point, you will need to have your rep clarify exactly what the action steps are
that he plans on taking.
“Now that we identified X, Y and Z, what are you thinking of doing?”
If you feel his action steps are inappropriate, you will again need to redirect his
efforts by giving guidance in the right direction. Keep in mind their steps must be
actions that are within their control – for example, hiring an Administrative Assistant
might be a great idea, however, one that is not within his control. In this case, go
back and probe a little deeper.
“What can you do that is within your control?”
After you have investigated all possibilities, ask the rep to summarize the steps you
and he have selected together. Ensure you both have a clear understanding of the
steps and the timeframe in which the rep will complete them. Each step should be
measurable, observable, and time-sensitive so that you and he can measure progress.
If he has missed any details in his summary, now is the time to clarify exactly what is
expected, and when you expect it to be completed.
The final step should ensure that you always close your training session on a positive
note. You express your support of the rep and his efforts by giving him some words
of support and encouragement.
“I know you can do it!”
“I’m here if you have any questions or need any assistance.”
These few words will send him on his way with confidence and the understanding
that he is not all alone in his efforts.
Coaching Model Summary:
As you can see, there are five steps to the coaching model. These steps represent a
process that works whether you are coaching ‘formally’ or ‘informally’. Each step
must be followed for maximum return for the coaching effort.
In order to ‘self assess’ how well a manager is performing the 5-step process, there is
a Post Coaching review form that every manager should review after a coaching
session to determine how well he/she performed as a coach.
Through practice, repetition and feedback, managers can improve their ability to
coach and as a result, further develop their sales team.
POST COACHING REVIEW
1. Was I prepared?
A. Did I set a measurable objective? YES NO
2. Connect:
A. Did I build the relationship? YES NO
3. Compare:
A. Did I ask rather than tell? YES NO
B. Did I ask for the salesperson’s perception before
giving mine? YES NO
C. Did I drill down to help the salesperson analyze or
identify other possibilities ? YES NO
D. Did I share my perceptions? YES NO
E. Did I check for agreement that a gap exists? YES NO
4. Construct:
A. Did I ask the salesperson to identify the obstacle? YES NO
B. Did I ask for the salesperson’s ideas for how to remove
the obstacle before giving my ideas? YES NO
C. Did we practice? YES NO
D. Did we agree on a plan of action? YES NO
5. Commit:
A. Did I get buy-in on the agreement / next steps? YES NO
B. Did I set clear next steps / timeframe? YES NO
C. Did I express my commitment? YES NO
D. Did I encourage? YES NO
Form # 7477A-eac
Linda Richardson, Sales Coaching: Making the Great leap From Sales Manager To Sales Coach, McGraw Hill, © 2009, pg. 101
Chapter Four: CSP Formal Coaching Trip Model
Overview of a Coaching Trip
Your most important task as a sales manager is to hold successful coaching trips with
your sales people.
The primary purpose of a two-day coaching trip is to help develop the sales and
technical capabilities of your sales people. Traveling with your sales people on an
individual basis gives you an opportunity to observe their operation and to get to
know them better.
Your ultimate goal is to make at least one coaching trip with each of your sales
people per quarter. The salesperson needs to be the focus of the trip, not the
customer’s problems. The trips should consist of at least two consecutive days and
include an evening with him/her. Trials of RMC products or trouble calls on a
customer plant do not allow you to give your full attention to coaching the
salesperson. Consequently, a coaching trip should not be built around these
circumstances.
The sales manager is responsible for the coaching of each individual and should
schedule the trips himself or herself.
Coaching Trip Model:
PLAN COACHING TRIP
PRE CALL COACHING SESSION
JOINT COACHING CALL
POST CALL DEBRIEFING
POST TRIP DEBRIEFING
DOCUMENT COACHING TRIP
Plan the Coaching Trip
▪ Written confirmation of coaching trip
▪ Schedule and allocate time in advance
▪ Review development plan objectives
▪ Review sales rep’s total operation in detail
▪ Review the last coaching trip report and 90-day goals
▪ Review the Accountability Standards / Scorecard
▪ Determine training need in terms of specific skill or skills. Limit
the plan to one or two skills at the most.
▪ Discuss the type of calls to set up
What Sales People Set Up For Coaching You Need
Closing calls Calls early in sales cycle
Tough selling situation Safe selling situations
High business potential Calls with moderate potential
Calls where you sell for them Calls where they sell
Calls which challenge their needs
Remember: One trip will not “make” a salesperson. Take bite-size steps on
every trip and you will build a winner.
Joint Coaching Call
As noted previously, there are three types of coaching calls.
The Observed Call:
When conducting an observed call, have the salesman clarify the role for both the
manager and the rep. so there is no confusion over what each individual is
responsible for. As the manager, you should take notes and complete a checklist
during your observance.
Make sure not to intervene on the part of the rep; just observe. Prepare an exit
strategy and let the rep execute it.
Understand that the customer may have some potential concerns. They may feel
threatened, or pressured. They may feel the salesman is being tested. The
customer may focus his attention on you as the manager, rather than the sales rep.
Being aware of these concerns may help you in dealing with, or avoiding them
altogether.
The Assisted Call:
When conducting an assisted call, the sales manager and the sales rep will share
the call. Each person’s part of the call should be defined before the call. The rep
will practice the specific skill or behavior that is being coached, in an effort to
reach a level of proficiency. From there, they can hand off the call to/from the
manager.
The Modeled Call:
When conducting a modeled call, your objective is to provide an example for the
new sales people of how to conduct a successful sales call.
When working with more experienced sales people, you may be providing an
example of a new selling technique.
Note: Be careful not to sell for your sales people
Pre-Call Coaching Session
During the pre-call coaching session, you need to review the five key elements of the
pre-call plan.
▪Determine in which phase of the selling process you are.
▪Discuss RMC’s minimum and maximum objectives of the call.
▪Discuss the Purpose, Process and Payoff to the customer
▪Discuss possible objections and how to overcome each one
▪Determine how you will close on the objectives
Discuss the specific skills to be targeted on this coaching call, remembering to focus
on one to two skills only.
Identify your role as the manager. You should not sell and coach at the same time.
Once again, determine what type of call you are planning:
▪Modeled Call
▪Assisted Call
▪Observed Call
If necessary, role-play key elements of the call.
Strive to build confidence and competence in the account rep.
ROCHESTER MIDLAND CORPORATION
PPrree--CCaallll PPllaannnneerr
SALES REP NAME: DATE:
ACCOUNT NAME: CONTACT & TITLE: STAGE OF THE CSP SELLING PROCESS
RESOURCES/TOOLS NEEDED
RELATING STAGE Sales Portfolio References
Survey Forms Sample Bottles
DISCOVERING STAGE Brochures Case Study
Proposal Test Kit
ADVOCATING STAGE Power Point Safety Equipment
Customer Information/Files Other
SUPPORTING REVIEW
OBJECTIVES
MINIMUM
MAXIMUM
PURPOSE OF CALL
PROCESS OF MEETING
PAYOFF TO CUSTOMER
OBJECTIONS RESPONSE
CLOSING ON OBJECTIVES: (WHAT WILL YOU SAY TO GET COMMITMENT TO THE CALL OBJECTIVES)
POST CALL ANALYSIS: (SELLING SKILLS FOCUS)
WHAT SELLING SKILLS WERE USED OR NEEDED:
WHAT WENT WELL AND WHAT COULD HAVE BEEN DONE BETTER:
WHERE DO WE GO FROM HERE:
Form#2496-FRM 6/9/08 Rev. 3 Page 1 (SEE BACK FOR COACHING-CALL PLANNER)
Post-Call Debriefing
The Post-Call Debriefing should occur immediately following the call, while
perceptions and memory are most recent and fresh in the mind of the rep and the
manager. Often, this occurs in the car after the call. It should be completed before
the next sales call occurs and often best before the car is moved from the parking
lot.
Remember to use the 5-step coaching process!
The initial focus of the debriefing should be on the CSP skills used; which went
well, and which could have been done better. Where do we go from here? These
focus questions can be found at the bottom of the Pre-Call Planner.
As the coach, you should fill in the CSP Coaching Call Planner (back side of Pre-
Call Planner) as soon as you exit the call so your answers are fresh in your memory.
Next, you can move into the actual coaching process.
Connect and Clarify:
▪Create receptivity to input
▪Acknowledge pressure of your presence
▪Focus on one positive element of the call
Remember to let the sales rep go first!
Compare Perceptions:
Endeavor to get the salesperson’s perception of the call first.
▪Ask the salesperson for feedback on the call: What skills were practiced?
Was the selling skill to be coached practiced? How were they practiced?
What could be better? Were any other CSP skills exhibited?
▪Were the objectives of the call met? What do you think went well? What
could have been improved?
▪What are the next steps?
Provide reinforcing and corrective feedback on the call.
▪You should always start with some positive reinforcement, and address only
one or two issues. Focus on behaviors and skills and then get agreement with
your assessment from the sales rep.
▪The timing of the feedback is critical. Do it right away – do not wait until a
later date.
▪Reinforce anything the sales rep accurately critiques themself on.
Compliment their insight.
Consider Obstacles:
▪Remember to focus on CSP skill development – not the outcome.
▪What if anything is an obstacle to the rep performing the CSP skill on which
they are being coached?
▪Develop a list – let the rep go first!
Construct to Remove Obstacles:
▪Ask the rep what he/she can do to remove the obstacle that is in the way of
performing the skill.
▪What can be done to overcome the obstacle and internalize the skill into a
consistent behavior on every call?
Commit to Action Plan:
▪Together, you and the sales rep should jointly develop an action plan. Be
very specific with the objectives and the dates for which the objectives will be met.
Ensure you get agreement from the sales rep on the action plan.
ROCHESTER MIDLAND CORPORATION
CCSSPP CCooaacchhiinngg CCaallll PPllaannnneerr
SALES REP NAME: DATE:
COACH: STAGE FOR CSP COACHING (CHECK STAGE AND SKILL BOXES) RELATING STAGE (NO TRUST)
Propriety Commonality
Competence PPP
Ben Duffy Other
DISCOVERING STAGE (NO NEED)
Questions
Fact Finding Listening
Feeling Finding GAP Model
Permission Task Motives
Magic Wand Personal Motives
Most Least Discovery Agreement
ADVOCATING STAGE (NO HELP)
Solution, Advantage, Benefit
Presentation Outline
LSCPA
SUPPORTING STAGE (NO SATISFACTION)
Task Fears
Personal Concerns
DEFINE POSITION IN ZONE (SATISFIED, INDIFFERENT, DISSATISFIED)
OBJECTIVES
PRIMARY COACHING OBJECTIVE
SECONDARY COACHING OBJECTIVE
KNOWLEDGE/SKILL GAPS COACHING ACTIONS/OBSERVATIONS IN CALL
OBSERVATION
BENCHMARKS FOR ACHIEVING THE COACHING OBJECTIVES
(WHAT SPECIFICALLY WAS SAID/DONE TO SUPPORT PRIMARY/SECONDARY OBJECTIVES)
POST CALL ANALYSIS
WHAT CSP SKILLS/KNOWLEDGE WAS USED WELL?
WHAT CSP SKILLS/KNOWLEDGE COULD BE IMPROVED?
WHERE DO WE GO FROM HERE? FOR FURTHER CSP SKILL DEVELOPMENT?
Form#2496-FRM 6/9/08 Rev.3 Page 2
Example Questions for Debriefing the Call
1. What did you do or say to show propriety?
2. Did you get the Discovery Agreement? Was it effective? How did the prospect
respond?
3. Did the call go according to your pre-call plan?
4. What do you think you did that worked well or was effective?
5. What was the most difficult / uncomfortable part of the call? Who was
uncomfortable, your or the prospect? How did you cope with this?
6. What could you have done differently that would have avoided this problem?
7. On what did you get agreement for action? Does this match your call objective?
8. What did you learn form this experience?
9. What will you work on to improve your relating skills?
Warning – Never ask all of these questions on one call!
Post-Trip Debriefing:
▪ Summarize key points coached – reinforcing / corrective
Focus on the salespersons development by encouraging both reinforcing and
corrective self-appraisal.
Hear the sales rep’s own positive input and expand upon this with additional positive
examples of your own.
Listen to the sales rep’s ideas for improvement.
▪ Review the status of the annual development plan objectives.
▪ Review the agreed upon 90-day goals.
▪ Summarize the intent of the Coaching Trip Report.
Chapter Five: Coaching Trip Report
Introduction:
The Coaching Trip Report provides the final element of the coaching model –
developing an action plan and providing documentation. Properly done, it will
integrate and summarize the particular skills and/or strategies to be coached. It
also provides follow-up on growth toward improved performance and ultimately,
fulfillment of the assignment.
The attached summary outlines a six-paragraph format to write a Coaching Trip
Report. Many District Managers in RMC are successfully using this format.
▪Paragraph One: Positively summarize the intent of the report
▪Paragraph Two & Three: Discuss the two skills coached during the trip
▪Paragraph Four: Review the status of the annual development goals
▪Paragraph Five: Summarize the specific goals for the next quarter
▪Paragraph Six: Motivate the salesman to meet these
Outline
Paragraph 1 – Introduction
This paragraph should summarize the intent of the training report and
make positive statements about the training trip, if possible. Ideally, state two skills
you coached during training trip. One skill would be the very minimum. State your
intent to review Section 9: Objectives from Development Plan
Paragraph 2 – Skill #1
In this paragraph, summarize the key points of the first skill coached
during the training trip. Give one specific and measurable goal to be completed in the
next 90 days.
Paragraph 3 – Skill #2
In this paragraph summarize the key points of the second skill coached
during training trip. Give one specific and measurable goal to be completed in the
next 90 days.
Paragraph 4 – Development Plan Objective Review
In this paragraph comment on the sales rep’s progress being made toward
completing Section 9: Objectives of the Development Plan.
Paragraph 5 – Trip Report Objective Summary
In paragraph five, summarize the specific objectives emphasized in the
previous Paragraphs 2, 3 and 4 of this report.
Paragraph 6 – Final Paragraph
In the final paragraph, include something that will help to motivate the
sales rep toward achieving his goals.
Goal Setting Worksheet
1. Identify the next two individuals you plan to coach on a formal coaching trip and
list priority behavior(s) for each of them.
Individual Priority Behavior
Developing Future Leaders
DEVELOPING FUTURE LEADERS
The success of RMC now and in the future will be dependent on its leadership to propel
the company forward. As stated before, the sales manager is a key part of the leadership
team and just as important, we need to grow future leaders within our sales force.
One of the biggest mistakes that sales organizations have made in the past, whether out of
desperation or need, is to assume that a great sales person will make a great sales
manager or leader. The truth is, not all good sales people will make good managers, but
to lead a sales force, all good sales managers must be good sales people first. It is our
responsibility to place the right people in the right positions.
Now comes the challenge of identifying the potential future leader. Understanding the
fact that they at least have to be sales performers, narrows down your choices. Here are
some qualities to look for when choosing that prospective manager:
• Ambitious and desirous to move up and assume more responsibilities.
• Trustworthy and exhibiting integrity in dealing with customers and coworkers alike
• Volunteers to help others without first asking for compensation
• Interacts with others well, with both even-tempered and difficult people
• Contributes creative ideas to resolve business and sales issues
• Has the respect of other reps
These are just a few qualities, which allow you to consider a certain rep for future
promotion. The key is that you see evidence of them moving into the “Interdependent”
Stage in their relationship with you. The next step is to bring them up one step at a time
with a plan in mind. Promoting someone too soon can be detrimental, if they are not
ready. It usually devastates and de-motivates the person, if you have to bring them back
down.
• Train them based on the Sales Management Training Program and the Sales Manager
Handbook
• Assign one or two reps for them to train
• Work as a team in the field and observe how they interact with sales reps
• Review and evaluate their activities monthly
• Assign presentations for sales meetings
• Slowly involve them in decision-making processes on certain business issues
• Get their feedback on certain people issues
• Involve them with strategic planning sessions
By bringing them along through this process, you will be able to evaluate whether the
candidate is qualified to take the next step. Monitor and evaluate the following factors
during the entire process
• Their ability to maintain their own sales goals in addition to the new responsibilities
• Sometimes people’s personalities change with promotions. Make sure that they do not
become power-hungry, control freaks. The respect that they have earned while they
were peers of other sales reps can deteriorate very quickly, and you could end up with
a problem rather than a leader.
• Ability to handle problem situations such as reps not following up
• Their communication with you should increase rather than decrease.
• Are the reps with whom they are working showing measurable progress and moving
towards “independence”? Do not get fooled by sales results. Make sure that the
candidate is not selling for them.
RMC needs to develop more leaders to achieve our long-term goals and objectives. Do
not feel intimidated or threatened by a candidate who is growing at a very fast rate. It is
to your credit that he or she is. The candidate can either help you grow in your geography
or help the company grow in other locations.
![Connecting Cisco Unified Communication Manager [12.5.1] to](https://img.pdfslide.net/doc/110x75/624ec81c903efc45fd325275/connecting-cisco-unified-communication-manager-1251-to-.jpg)
