chapter 8 employee development: connecting with people...

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



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



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



DAY THREE: Advocating and Supporting (continued)

Applying the Skills

Action Plans

Summary and Wrap-Up

ROI and Value Selling

HAVE WANT


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)


CCSSPP CCooaacchhiinngg CCaallll PPllaannnneerr


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.


PPrree--CCaallll PPllaannnneerr


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.


CCSSPP CCooaacchhiinngg CCaallll PPllaannnneerr


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.

chapter 8 employee development: connecting with people...

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