sales training final rev ii

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TABLE OF CONTENTS

Conducting Sales training Sessions .................................................................................... 3

Preparing for a Program...................................................................................................... 5

Presenting the Material ....................................................................................................... 6

Case Studies ...................................................................................................................... 10

Meeting Arrangements...................................................................................................... 12

Discussions ....................................................................................................................... 15

Controlling Discussion...................................................................................................... 17

Handling Questions........................................................................................................... 19

Handling Problem Individuals .......................................................................................... 21

Charts and Their Use ........................................................................................................ 27

Program Tempo ................................................................................................................ 30



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Conducting Sales training Sessions

The training program should be designed to achieve maximum participation on the part of the audience. It has been proven time and again that audience participation in sales training is one of the most effective methods of developing both an attitude for learning and an attitude for successful salesmanship.

Next, enthusiasm must be created. Enthusiasm is one of the most important traits a sales meeting leader must possess because it is contagious. Remember, participants in the training program will learn very little if they are mentally falling asleep.

Lastly, the participant must have confidence in the program; he or she must believe the content of the program and that the program will provide personal benefits.

Assuming that your salespeople enter the program in the right frame of mind that is, with the proper attitude and assuming further that this attitude is strengthened by the content of the program itself, its time to review the factors that contribute to the learning process.

It will help to consider briefly how the brain works. Essentially, it is composed of some 10 billion neurons, each with numerous feelers or extension wires. When we think,



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remember or imagine, these neurons discharge an electric current, which in turn, creates an electrical path or groove. Once made, the electrical current tends to recur, and the degree of recurrence depends on these three factors: frequency, recency and intensity.

All three factors contribute to the learning process.

Frequency relates to the fact that the more often any point is made, the more strongly it is reinforced. This is important in sales training in terms of getting new ideas or information across to your salespeople.

Recency relates to the last time the specific point is made, the more recent the information the more it is reinforced. This is important in sales training, as repetitive information in different formats is an effective way of increasing retention of the information.

Intensity relates to the fact that the amount of learning a person derives from a training session depends to a great extent on the intensity of the stimulus. A person may hear and/or see many things that make little or no impression on his or her mind, while another person sees, hears and actually learns from certain experiences. The difference is often one of the degrees of attention given to things occurring within range of sight and hearing.

Since good presentation techniques are so essential to the success of a sales training meeting, lets examine in some detail their essential characteristics.



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Preparing for a Program

Its logical to assume that the starting point for successful sales training is the preparation of the contents of the program. But strangely enough, this is the one area most often neglected. It is not unusual to find a two-hour training program for which the preparation was 15 to 20 minute session immediately before the program started.

The result of such planning or lack of it is, of course, a disorganized, uninteresting session which falls far short of accomplishing the desired objectives. Thus, it can be safely stated that adequate program planning is vital to a successful training session.

Assuming that a meeting leaders guide has been prepared, the following six steps should be followed beginning at least two weeks prior to the scheduled training meeting date:

1. Skim through the meeting leaders guide quickly from cover to cover to get an overall feel of what is to be included in the program. This will not only provide you with data on the general content, but will also serve as a launching pad from which you can begin making plans regarding an effective method of presentation.

2. Carefully digest the program objectives. This will help you to pinpoint the purpose of the program toward which all of your planning must be directed.

3. Read the guide carefully a second time. This will assist you in determining what you will be striving to accomplish with each step you take.

4. Review all available visuals at least once and, preferably several times, before the presentation to determine the important points covered by each.

5. Decide what points, illustrations, and/or diagrams you will put on an easel or blackboard. As we shall see later, the more smoothly, neatly and effortlessly such entries are made, the more effective the overall program.

6. Rehearse. As a general rule, the more elaborate the presentation, the greater the necessity for rehearsal. But some rehearsal is required for all programs to ensure optimum results.

In general, the meeting leader who has properly prepared the meeting, is prepared to work with the visual and other aids, and has carefully rehearsed the presentation, is well on the way to a successful program.



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Presenting the Material

There are two basic ways in which group training can be conducted:

1. Lecture 2. Group participation

Each method has its place in fulfilling the objectives of a specific program, and a combination of the two usually produces the best results. This, of course, necessitates that the meeting leader be thoroughly familiar with the capabilities and the limitations of the persons with whom he or she is dealing.

The Lecture

The primary advantage of the lecture method of presentation lies in the fact that more information can be presented in a shorter period of time. Its prime disadvantage, however, is that it is often relatively ineffective when compared with group participation.

Statistics show that on average, we remember only 10% of what we hear. This is certainly not an overwhelming percentage, so it is important to avoid the temptation to carry on lengthy monologues even when using the lecture approach to a training presentation.

However, there is a place for a limited amount of lecturing in most sales training programs. For example, specific knowledge can usually be best presented by the lecture technique, especially when this knowledge needs to be presented before discussion or skill practices can be brought into play.

If, as we have suggested, straight lecturing is a relatively poor way to present information during a training program, are there any means that we can employ to increase the effectiveness of this technique when we must rely on this method?

The answer is, yes and it involves the use of visual aids.

Visual Aids

Before examining the various types of visual aids available to the meeting leader, a definition of terms is in order. At one time, the phrase visual aid was applied only to films and slide presentations. But, as time passed and the advantages of various types of props, charts and devises were recognized, the definition broadened considerably until today it includes any method which can be used to visually enhance a presentation.

Basically, there are six types of visual aids:



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1. Demonstration devises 2. Photographs, illustrations and other print materials 3. Blackboard or easel pad 4. Flip charts 5. Slides with or without audio tapes 6. Videotapes or films

Each type of visual aid differs from the others as far as applicability and some are more suited to one or another specific requirement than others. The meeting leader must carefully consider his or her options and choose the best type of visual aid to meet his or her objectives.

Lets consider the salient characteristics of each:

1. Demonstration devices are the only type of visual aids that are three-dimensional and are very useful when the objective is to get the audience personally involved. This type of aid includes actual pieces of equipment, working models and kits. Demonstration devices can provide the audience with a hands-on understanding of the product or device being discussed. This type of aid is virtually essential to product training.

2. Photographs, illustrations and print materials are relatively inexpensive and readily available, often provided free of charge by manufacturer marketing partners. They can be used to present product details and specifications, show typical installations and document case histories. These can be either passed out at the meeting or, in the case of some documents, they can be put up on a screen by using an overhead projector or PowerPoint software program.

3. Blackboards or easel pads are a convenient and inexpensive means of supplementing verbal presentations. Their casual, rough working notes appearance often adds to their dramatic effectiveness. But care must be taken to print all information clearly and large enough to be seen by everyone in the audience, which should not exceed 15 to 20 people, otherwise visual effectiveness becomes limited.

4. Flip charts can be easel pad pages prepared in advance, or they can be professionally printed charts. Subject matter is usually limited to word messages and/or simple illustrations. As with the blackboard or easel pad, the use of flip charts is restricted to a relatively small group if the presentation is to be seen by all.

5. Slides with or without audiotapes can provide a more flexible approach to visualization. Almost any kind of subject including illustrations, charts, three dimensional objects or scenes can be easily and inexpensively converted to



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slides. Their attractive, full-color format is esthetically pleasing and they can be projected to virtually any size to accommodate either large or small audiences. The use of an accompanying audiotape allows for the presentation to be given as a standalone program without a meeting leader if need be.

6. Films and especially videotapes are the high end of the scale in terms of visuals. Their use is especially effective when the subject is how to do something, such as how to install or maintain a product. In addition, viewers are most comfortable with this format because it is what they are used to from their experience with TV and VCR at home. Size of the audience is limited with use of videotape unless a special large screen hookup is available or multiple monitors are placed at various locations in the room.

Group Participation

There are three basic ways in which group participation can be built into a training program:

1. Skill practice 2. Case studies 3. Panel discussions

Skill Practice

A major advantage of skill practice, as a training method, is to bring out data about human behavior and human relations not brought out by more traditional training methods. The participant not only hears about a problem, he or she actually lives through it by role playing or acting it out.

The person experiences the situation and then used this experience to derive solutions and test them. With practice, individuals can develop new skills for dealing with a wide variety of problems.

Participants can experiment, make mistakes and try out their new skills without risking the possibility of failure inherent in actual real-life situations. In this environment, the participant is in the presence of co-learners, not judges or adversaries.

For the meeting leader, skill practice involves more than people simply acting out roles. It is a process composed of a series of steps, and it is the leaders job to see that all of the following steps are taken in the skill practice process:

1. Establish the situation, directing the persons involved in the problem to their places in front of the audience. Then, read or state all factors that pertain to the problem situation.



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2. Cast the characters, making sure everyone understands who will assume what role.

3. Brief the group and let the audience know what to watch for (for example, presentation of the product story or typical customer objections). However make no attempt, under any circumstances, to advise the participants as to what to say in the course of their interaction.

4. Check to make sure there is adequate understanding of the problem. Before turning the meeting over to those involved in the problem situation, question both the participants and the audience as to their understanding of the problem.

5. Begin the actual practice session.

6. Interpose when necessary and do not let the scene go on for too long. One should interpose when:

a. Enough behavior has been exhibited so that the group can analyze the problem

b. The group can project what would happen if the action were to continue c. The participants have reached an impasse d. A natural closing point is reached

7. Analyze the action, asking the lead player, the remaining players and the audience, in that order, to comment on the action and the lessons learned. It is also necessary to point out that there should be no comments from observers evaluating the personal ability of participants, especially the lead players. The critique should focus on those skills that the practice was designed to bring out, not on whether the sales problem they were trying to solve was actually resolved.

8. Ask questions, especially those that refer the group to the actual skills that were practiced. It should also be noted that occasionally it might be necessary to stop the discussion early in the scene to analyze a particular action or point. When you feel that it will benefit the group, do not hesitate to break into the action where necessary. After a particular point has been explained and/or discussed, then re-brief the group, reset the scene and let the action continue.



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Case Studies

In the case study method of group participation, the meeting leader prepares a number of sales problems and distributes them to his audience at some time prior to the actual training session. The individuals then study and work on the problems alone or in teams depending upon:

The number in the overall group The time available The type of sales problem

The case study method has six important benefits:

1. It has an element of realism since the cases can be descriptions of practical situations within the company. In this they can have meaningfulness that few other approaches posses.

2. It is in line with the principle that, to learn, the trainee must be actively engaged in the process. The participants themselves must come up with a logical solution to the problem proposed.

3. It can force the participant to look beyond his narrow specialty and take into account the perspectives of other functions in searching for a solution.

4. It stimulates the participants to sift out the facts, to distinguish between the important and the unnecessary, analyze data, judge their inter-relationships, synthesize the evidence, organize their thoughts logically and present them coherently in short, obtain a whole view of the problem to be resolved.

5. Since there is no single, infallible solution, it allows for group evaluation of individual or team answers.

6. It places the responsibility for learning exactly where it belongs, on the shoulders of the participants. The leader merely guides the discussion; the group must formulate appropriate solutions and discuss the relative merits of each.

Following are some suggestions when using the case study method:

To write a good case study is taxing and time consuming. Do not try to go it alone in formulating cases. Use the experience of those who are in a position to give constructive advice.



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Make certain that all data needed for a solution are given in the case. Incomplete cases lead to utter frustration or opinionated guesswork.

Since wisdom on the spur of the moment is a rare virtue, participants should be given the cases with sufficient time for detailed study.

Do not allow discussion of solutions to degenerate into monologues.

Panel Discussions

Panel discussions are nothing more than a group of individuals (usually three to five) who, in an orderly manner, give their views about a particular problem or question of interest to the audience. The panel can be composed of members of the company as well as outside authorities.

Generally, the panel is allowed to discuss the pros and cons of a particular question freely, either for a stated period or until a conclusion is developed, at which time discussion is opened to the floor.

The prime advantage of a panel discussion lies in the fact that the audience is first permitted to listen to the views of various experts or interested parties. Then the participants can strengthen and build upon their knowledge through a controlled discussion period.



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Meeting Arrangements

Assuming that we have carefully planned the content of the program and have established the means by which we will conduct the training session, lets now examine the meeting itself.

First, lets look at the planning details necessary to ensure that it runs smoothly. For purposes of discussion, we will group these details under three main headings:

1. Physical details 2. Audience considerations 3. Material organization

Physical Details

The facilities needed for various types of training sessions can vary from bare essentials to elaborate accommodations. Because of this fact, it is almost impossible to compile a list of physical factors that would be applicable to each and every training program you will conduct.

The following is a list of those physical details that must be considered for the majority of training sessions in which you will be involved:

1. Seating. Past experience has proven that the most favorable seating arrangement is a large round table so each member of the group can see the faces of the other members of the group. Also, a table makes it more convenient for the audience to write or keep papers in front of them.

a. In the event that the group will be too large to sit around one table, a series of smaller tables should be planned and arranged in such a way so that all members are close to the meeting leader, and, if at all possible, at such angles so that they face each other.

2. Properties. Also included in the meeting room should be all of the facilities needed by each individual during the training session, including:

a. Comfortable chairs b. Paper (for notes) c. Pencils/pens d. Ice water and glasses



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3. Comfort factors. Lighting, temperature and ventilation must be given close consideration so that the audience may do its best work during the training program. If the program is to be held in the summer, make sure the meeting room is air-conditioned. If it is to be held in the winter, assure that ample heat is available.

4. Ensuring the Learning Environment. A total training program, in essence, is the sum total of group thinking. Most people are unable to discuss problems thoughtfully in the presence of distracting influences, especially noise. Thus, make sure that the meeting room itself provides a learning environment in which the best efforts of the audience can be obtained.

Audience Considerations

The primary consideration concerning the audience is size. It has been found that it is often necessary to regulate the size of the training group in order to make the program effective.

If the group is too small, the opportunities for benefiting from the breadth of experience and having sufficient differences of viewpoint diminish. The conference may speed to a conclusion without detailed consideration of the topic.

If the group is too large, it is difficult to gain the benefits of the discussion procedure within a reasonable amount of time. The problem of seeing and hearing become unwieldy.

There is much more danger in having the training session too large than too small. Groups of up to 20 can be handled satisfactorily; but, as the number increases, the leaders problem of guiding and controlling the meeting becomes increasingly more difficult. It is the leaders function to try to get everyone to take part in the discussion and this can only be done if proper consideration is given to its size prior to the actual program.

Material Organization

It is almost impossible to conduct a training program successfully without paying attention to minor details. Sooner or later every meeting leader reaches the point where he planned to use some material, only to find (after shuffling through his notes) that he has not brought it to the conference room. He apologizes and tries to improvise. To avoid that embarrassment and distraction, the leader will find it essential to take time just before the meeting to review his plans and check his material.

If these details are looked after well before the scheduled meeting time, rather than at the last minute, the leader may look forward to the conference with assurance that there will



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be no unnecessary distractions and no embarrassment to him. In addition, he will be free to greet and chat with the participants just before the meeting as they arrive. Such an opportunity for casual conversation is helpful in creating an atmosphere of friendly informality that carries over into the actual conference.

The basic rule, then, for organizing materials to be used at a training session can be simply stated: Have everything ready.



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Discussions

One of the most important parts of any training session is the discussion period. Too often a meeting leader takes the easy way out and conducts a mere question and answer period. Even this often falls flat because only a few, if any, questions are asked.

When you come to that part of your program that you have set aside for discussion, the first step is to get the discussion started. One of the best ways is to ask a question.

Getting a Response

After asking the opening question, the skilled leader is patient in waiting for someone to reply. Inexperienced meeting leaders frequently become nervous and impatient if some member of the group does not immediately respond to the question. The important thing is to wait the group out. If the question is thought provoking, the members of the group cannot be expected to have answers on the tips of their tongues. The leader, by adopting a manner that is unperturbed and that implies that he expects an answer, will sooner or later receive a comment. The silence that follows the leaders opening question is seldom as prolonged as he feels that it is.

There is one exception, however, to the policy of waiting for an initial reply. This is when the question is so poorly phrased that it is not understood. Whether or not the question is understood can be determined by waiting a reasonable length of time and studying the expressions on the faces of the audience. If they appear to understand the question, then the leader can wait with assurance. If it becomes apparent that they do not, however, then he should rephrase the question. But it is a mistake to restate the question too quickly because this is distracting to the group if the audience really understands it and is thinking about and answer.

If the leader has given careful attention to the study of his conference, has objectives well in mind and his leading questions well thought out, his conference would, in all probability, proceed as outlined.

If Discussion is Sparse

If discussion does not develop and the meeting leader has determined that it is not because of a poorly phrased or misunderstood question, the problem is usually caused by one of two factors:

1. The audience as a whole has not crystallized its thinking. 2. The individual people, for some reason or another, wont open up even though

they have thoughts and ideas to express.



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When the leader feels that the audience has not yet crystallized its thinking, he must provide additional time for the group. But he cannot let the program stop since the longer the period of silence; the more difficult it will be to get the discussion started. When the meeting leader suspects that the group requires additional time, he can do one of three things:

1. Write the question or problem on the blackboard. 2. Restate the question or problem in the same words. 3. Restate the question or problem in different words.

But, if the leader senses that individuals are not opening discussion even though they have ideas to express, he must resort to other meeting devices available to him. Some of the more frequently used devices are as follows:

1. Break down the question or problem. By breaking down the question or problem into simple parts that are readily answerable in a few words, discussion can be stimulated. Once the ice has been broken, the leader can proceed logically to a discussion of the main question or problem.

2. Direct the question to an individual. While this method must be used at times to initiate discussion, it should be avoided whenever possible. It should be used to draw the shy or lazy thinkers into the discussion. If direct questions are used too much, the group members will expect to be called up and the program will develop into a question and answer session.

3. Use overhead questions. An overhead question is one addressed to the entire group to stimulate discussion. As an example, let us assume that a lively discussion has just stopped cold. The leader can then ask, What are some of the other items we should consider under this heading? or In your experience, have you found other causes of, or remedies for, this situation?



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Controlling Discussion

A very practical part of the leaders job is keeping the group on the subject. Though the responsibility seems obvious, it can be easily forgotten when, in the course of a lively discussion, one thought leads to another; so that gradually the group gets away from the central idea. A well-planned program has definite objectives and the leader must see that the available time is appropriately used, rather than directed to topics that have little relation to the primary objectives.

Inexperienced conference leaders are apt to welcome discussion regardless of the number participating, and fall prey to talkative members who are not necessarily the best thinkers. Experienced leaders constantly strive to get everyone to participate in accordance with the aim of individual development. However, they are often times faced with three important responsibilities in controlling group discussion:

1. Bringing the discussion back to the point. 2. Deciding when to permit tangent discussions. 3. Handing individual debaters.

Back to the Point

When it is necessary for the meeting leader to bring the discussion back to the subject at hand, he has two well-tested methods at his disposal:

1. The Indirect Method. The most tactful method is indirect. It consists of asking a follow-up question which calls for an answer leading back to the topic. This device is considered by many to be the most desirable because there is no indication that the group has gotten off the subject. Its use depends, of course, on the character of the diversion.

2. The Direct Method. The most straightforward approach is to state frankly that the group is getting off the subject and that the limitations of the time make it necessary to get back to it. A more tactful variation is to restate the original question saying, Weve had some very interesting thoughts here, but lets see if we can get an answer to our original question. . .

a. If the sidetrack is an important subject in its own right, the leader may provide for its complete discussion at a subsequent meeting.

Tangent Discussion



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If it is of sufficient importance and if time permits, it is usually wise to permit free discussion of a tangent problem. For example, if it involves criticism of existing policies or actions, he might want to make certain that both sides of the question are considered.

If, however, the leader wishes to end the tangent discussion, he can do this easily with a statement such as, This is an interesting question that has been raised, one which I believe is worth careful consideration. If it is agreeable to you, I suggest that we table discussion of this subject until a later program.

The experienced leader will occasionally steer the group away from the main purpose. In permitting this type of straying, the leader can often uncover some important phase of the subject that he did not foresee. A reasonable amount of patience will reveal whether or not a new path of discussion is profitable. If it is, the leader can improvise a new plan.

Handling Debaters

A certain amount of debating among the audience is essential to a good training program. But the meeting leader must channel it so that it leads to one of the program objectives.

Sometimes debate will arise on a subject that can be verified only be reference material outside of the program. When this occurs, it must be discouraged by the leader because it leads nowhere and can waste valuable time. This can be accomplished in one of two ways:

1. If the facts are pertinent to the program objective (assuming that the conference leader was unable to foresee their need in planning the conference), he may ask the group to defer the conclusion on that topic until he or certain members of the group are able to bring in necessary data.

2. He may ask the group to assume that certain statements are true and proceed with the discussion on that basis. Note that, if this is done, the provision is automatically made that any conclusion reached is subject to verification. As a result, the meeting leader either must verify the conclusion or raise the matter again for discussion at a future meeting.



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Handling Questions

The chief tool that the meeting leader has at his disposal to guide a discussion is the question. But, it must be recognized, too, that asking questions is not a prerogative peculiar only to the meeting leader. Questions beget other questions; and, as a result, the meeting leader must also be capable of satisfactorily providing answers to questions raised by his audience.

There are four courses of action open to him when a member of his group asks a question:

1. Refer the question to the group as a whole. 2. Request the person who asks the question to give his own answer. 3. Direct the question to another individual. 4. Answer the question himself.

Lets look at the advantages that each method provides:

Refer Question to Audience

Questions that are likely to stimulate further discussion should normally be directed to the group as a whole. It is significant to note that many good questions originate from members of the audience and a skilled leader is alert to their use in furthering meaningful discussions.

Redirect Question to Questioner

This method calls for tact because redirecting the question to the questioner may, in some circumstances, arouse his antagonism or embarrass him.

If it is apparent from the manner in which the question is asked that the individual have his own opinions, it is usually advisable to draw additional comment from him.

Also, it is sometimes advisable to turn back a question to a questioner when he obviously has no answer to his own question. This is particularly applicable if the answer calls for an expression of opinion. Since a training program has individual development as a prime objective, good leaders utilize questions as a means of encouraging members to think for themselves.

But be cautious about redirecting questions to the questioner too frequently. Your audience may come to feel that it is safer to keep quiet. This situation is similar to the



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experience most individuals have had in making a suggestion and then being appointed a committee of one to carry it out.

Direct to Another

As an example of using this device, the leader may say, I wonder, Jack, if Bills point is different from what you were saying before?

Or, Jack, you were discussing that phase of the problem before. Would you want to answer it? This device encourages further discussion and, at the same time, relates the question to previous discussions.

Another occasion for using this method frequently arises in the early stages of a group-training program. One group member may make a comment and another may ask the leader for an explanation or elaboration of the original statement. The leader will then suggest that the questioner direct his question to the member who made the statement rather than to the leader. The leader thereby indicates to the group that the proper channel for discussion is among the group members themselves and not through the leader.

A question may also be redirected to a member of the group who is known to have a special knowledge of the question raised.

Leader Answers Question

This fourth possibility should be avoided whenever possible. In the group training procedure, the primary aim is for the group, collectively and as individuals, to do its own thinking. It is the leaders role to guide rather than tell, but there are situations where it is suitable for the leader to answer a question:

If a topic has been full explored and a conclusion has already been reached, the leader may accomplish nothing by using one of the first three methods of answering the question.

If the leader has some special knowledge about the question and if any one or all of the other three methods have already been exhausted, he may choose to handle the answer himself.

If the question is controversial and the leader might appear to be dodging it by not answering it himself, he may choose to do so.



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Handling Problem Individuals

As we have stated before, inexperienced meeting leaders are apt to welcome discussion regardless of the number participating and fall prey to talkative members who are not necessarily the best thinkers. Experienced meeting leaders constantly strive to get everyone to participate in accordance with the aim of individual development.

Obtaining broad participation requires a running mental record of the frequency with which individuals are making comments. That will give an indication of the individuals who need special attention.

Normally, they constitute only a small portion of the overall audience and for discussion purposes can be classified into three groups:

1. The person who talks too much. 2. The person who talks too little. 3. The person who says the wrong thing.

Talks Too Much

We should remember that the purpose of the training program is to draw out the ideas and thoughts of all. If it results in a dialogue between the leader and the over talkative member, the others will quickly lose interest. Regardless of whether or not the talkative member has something to say, he should not be allowed to monopolize the discussion. The leader in handling such cases must use tact so that he will not offend the member who is out of line. Quite often the offending individual is so absorbed with his own thoughts that he does not realize the effect he is having on the group as a whole.

Since the talkative member can have a detrimental effect on an otherwise successful program, it is good to recognize and know how to handle the five types of over talkative individuals.

1. Person who knows all the correct answers. You will occasionally be confronted with a person who, through considerable experience, intelligence or superior job position, knows most of the right answers and does not hesitate to be the first to answer the questions. Usually this individual does not realize that he is causing others to hold back. It is often possible to make him understand he is talking too much by tactfully addressing the question to the other side of the room or to other individuals.

In some cases, however, it is necessary to talk to him outside the meeting, saying something like this, Bill, you had some good points to offer. Show



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youve been thinking a lot about the subject. However, did you notice how the others sort of sat back and let you carry the load? We want them to get into the discussion too. Do you suppose it would help if you let someone else start the discussion? It might force them to talk. How about trying this for a while?

2. Person who talks to make an impression. The technique listed above may be used to curb the person who talks to make an impression. We must remember, however, that he usually thinks he is saying the right thing and, as a result, may be quite persistent in arguing a point with any one individual. If possible, the leader should by asking questions of other members, get the group to curb this individual by disapproving much of what he has to say. This should not go so far as to shut the individual up altogether but rather to confine his discussion to logical thinking.

3. The person who wants to dominate the group. This person is not too different from the person who knows all the answers. Often he is one of the more experienced persons or one who has a slightly superior position. The conference group will tend to sit back and give this person the floor.

The leader may encourage the group to bring the person in line by using such statements as, Now thats one persons viewpoint. How do the rest of you feel about the point Frank just raised?

You can use this method or you can make him think that his ideas are good but that he ought to give another person a chance to talk.

4. Person who takes a long time to express himself. Unfortunately, a few people ramble on and require considerable wordage to express their ideas (sometimes they have been so discouraged in the past that they become the quiet member rather than the over talkative member of the meeting). For this reason it is well to use considerable tact in curbing them. Often the leader can catch the gist of their idea and frame it for them.

These individuals frequently repeat themselves in their ramblings. The leaders may often bring their thoughts into focus by such remarks such as, Now just a minute, Jim. I want to be sure to get all these points down. The first point you made was ; now whats your second point, etc?

It is probably better for the leader to put up with a reasonable amount of this difficulty rather than risk discouraging the individual completely.

5. The person who starts conversation with neighbor. The person who talks too much in the meeting is also very likely to start private discussions with his neighbor. Often he will want to get his neighbors viewpoint on his idea before



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bringing it up to the group. On other occasions he might want to argue a point that has been raised or talk about some subject foreign to the meeting. In any event, such individual conversations are disrupting to the overall group and should be curbed by the leader.

The meeting leader might break up the conversation by speaking to those involved somewhat as follows, Pardon me, John, we cant hear what you and Mike are saying. Would you mind speaking up so we all can hear? or John, what do you think of the point that was just raised? It is impossible to expect that audience members will not address private comments to their neighbors at a meeting. But, if private conversations are prolonged, they distract the rest of the group and indicate that temporarily, at least, those members are not participating.

Talks Too Little

As was our procedure in the preceding section, in order to determine how to handle the man who talks too little, lets analyze the types of individuals that normally fall under this classification:

1. The person who is timid or lacks self-confidence. If a member of your training group is timid or lacks self-confidence, it is probably caused by any one or combination of four factors:

1. Because he is new to the training group. 2. Because he is new to his present job. 3. Because he has difficulty in expressing himself. 4. Because he feels he has nothing to offer.

If the person is new to the group, or new to his present job, the leader must ensure that he obtains equal footing with the other members. The following remarks are possible ways to accomplish this:

Tom, youre new to the group. I would like to get your slant on this problem.

If there are two or three new people in the group, the leader may say, You people who have just joined our conference group probably have some good ideas on this. I would like to hear them from you.

If the person has difficulty in expressing himself, the leader can offer assistance by helping him to phrase his ideas (typical procedures are the same as those outlined under The person who takes a long time to express himself in the proceeding section).



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When an individual feels he has nothing to offer, it is important for the leader to remember that often times this person, in reality, is one of the most experienced and capable individuals within the group and, if persuaded to talk, can bring many common sense ideas to the program. Whether or not he actually is such an individual, it is good to treat him as such, bringing him into the discussion as follows, Bill, you have had a lot of experience on this point. How do you feel about it? or Didnt you have such an experience, Bill?

2. The person who is offended or skeptical. Once in a while a member will fail to participate in the meeting because he feels the leader has offended him. It may be that the leader has failed to recognize him on one or two occasions in the meeting or has indicated by word or action that he isnt interested in what the person has to say. This person will frequently feel that others who know the answer are also holding back, and he is therefore skeptical because the leader has not sold him on the value he can receive from the meeting. In either instance, it is up to the leader to get the person straightened out either directly or through his superior.

3. The person who is disinterested. If a member is disinterested in the training program, you will usually find that it is because of one or a combination of two factors:

1. Because he does not recognize the benefits available 2. Because of some individual problem

If a person is disinterested because he does not recognize the benefits of the program, the leader must provide him with the opportunity to participate, if possible, as a group or discussion leader on some aspect of the program. This will enable him to feel as though he is contributing to the objectives of the program. Its the same old story, if three of us build a boat; we all think its a good boat.

In training groups we will occasionally find a person who is so wrapped up in individual problems that he does not enter into the discussion. The leader may be able to spot this person and bring his problem out in the open for the group to work on. For example, the leader might say, John, I see we havent cleared up your question yet. Lets have it. I am sure some of us will be able to help you.

This may bring the person into the discussion and at the same time show him the value of the meetings. The solving of these individual problems should be encouraged in training sessions because quite often they will do more to sell the group on the value of the program than an abstract approach to the subject.



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4. The person who says the wrong thing. Unfortunately, on many occasions a member of the group will thoughtlessly or through lack of understanding say things which may be disturbing to the leader and/or the rest of the audience. Such individuals may be put into the following categories:

1. The person who wants to define rules laid down 2. The person who is antagonistic 3. The person who quibbles 4. The person who brings up a touchy subject

5. The person who wants definite rules laid down. Occasionally, especially when less-experienced persons are discussing a specific problem, you will find an individual who will come out with some statement such as: This is all very fine, but what I want is something definite. Either we should do it (this way or that way) or there is no use in sitting here and talking about it.

The leader can generally overcome this by citing a situation in which the person might find that the exception worked better than a rule. He can then show that it is for this reason they are considering all sides of the question so that they may be better able to think clearly and make sounder decisions.

6. The person who is antagonistic. Now and then the leader meets up with a person who definitely has no use for the training program. He thinks they are bunk and comes only because he does not wish to single himself out by non-attendance. Such a person may either make or break the conference depending upon how he is handled.

The leader usually can break down a feeling of antagonism by flattery, such as John, you should be able to throw some light on the subject. Youve had a lot of experience along this line. Lets have your thoughts. If this does not work, the leader may be forced to face this problem head on by explaining the facts to the individual privately.

7. The person who quibbles. Quibbling between one or more members of the audience will often become a serious problem unless the leader takes steps to head it off. He may often do this by rephrasing or restating his question or by reviewing the objective of the meeting.

There is a tendency for the leader to become involved in the dispute if he is not careful. In fact, some groups will purposely try to put the leader on the spot in this manner.

It is occasionally possible for the leader to settle the minor dispute by putting the question to a vote. Valuable time may be lost and the interest of the group



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will soon fade unless the leader handles the members who are inclined to quibble.

8. The person who brings up touchy subjects. During the course of the program, delicate or touchy subjects are bound to arise. The leader must display tact in handling such cases and has an excellent opportunity to gain the respect of the group by the manner in which he handles them.

In handling touchy subjects, the leader can use any one or a combination of the following suggestions:

Try to foresee controversial points in planning the meeting. Ignore certain wisecracks. Inform group when a subject is outside the scope of the program. Face problem squarely and state reasons as he knows them. Defer the point to a later date, giving himself time to think it over and

discuss with other people. If necessary, defer until after the meeting and then discuss it with the

member who raised the question.



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Charts and Their Use

One of the main points that is often listed under the objectives of a training program is that of stimulating the thinking and developing the reasoning power of the group members. This thinking and reasoning is encouraged by the use of properly framed discussion questions that tend to draw out information from the group.

Certain of these questions, however, are often of a type, which require the use of chart pad or blackboard. When this is the case, the thinking of the group is found to be definitely stimulated and its reasoning powers increased by the act of charting the thoughts of the group.

This also tends to draw in all members of the group, thus making for a more complete and thorough analysis of the problem. Lets examine some of the important factors connected with proper charting procedures:

Selecting Points

The first stage of charting is to select the essential points in a discussion and enter them on a blackboard or chart pad. This requires that the leader:

Be attentive to all that is being said. Exercise good editorial judgment in making entries. Be tactful in selecting pertinent and suitable material. Condense thoughts to as few words as possible.

By following these four rules, the leader will ensure that the charting notes are meaningful and they serve the purpose for which they are intended.

Writing Entries

When the leader turns and writes on the board or pad, there is a tendency for discussion to stop. This is not desirable and tends to slow down the meeting. In addition, it requires effort and time on the part of the leader to start the discussion again. To avoid this situation, the leader should carefully study the group and decide how best he can maintain discussion while writing on the board. Some of the more common methods used by conference leaders include:

1. While writing on the chart or board, the leader: a. Reads what he is writing b. Expands on what he is writing



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c. Asks for a case to illustrate what he is writing d. Addresses some new questions to the group

2. The leader encourages the group to talk while he is writing by asking, Now, what are some of the other items which should be considered in this area? When a response is started, the leader can turn to the board and write the previous item while the new thought is being stated.

The following are additional suggestions that the successful meeting leader follows when conducting his charting activities:

3. While group is discussing a point, the leader decides how the thought being expressed can best be condensed into a few words for transfer to the blackboard or chart pad.

4. He is certain of exactly what is to be written before turning to the board.

5. He writes rapidly but legibly.

6. He uses words that are familiar to the group.

7. He does not block the board by standing in one spot. By moving from one side of the board to the other, the entire group will have an opportunity to see what is being written.

8. When writing, he stands sideways to the board because, if he turns his back directly to the group, he gives the impression of not listening to what is being said and discussion is apt to stop.

Wording Entries

The most important rule to remember about the wording of chart entries is to capture the idea or thought expressed. The skillful leader does not make chart work a word-haggling session. He uses his own judgment making changes only when necessary.

Types of Materials

Generally speaking, the meeting leader should consider charting all of the information that can be classified in any one of the following categories:

Information that will stimulate group discussion Information that will crystallize group thought Information that must be referred to in order to prevent duplication of thought Information to which must be continually referred



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Information that will help the group analyze a problem Information that will help the group think logically



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Program Tempo

Controlling the rate at which a conference moves is an important element in program leadership. When the rate is slow, a great deal of time is devoted to the discussion of every minute phase of the topic so that conclusions are unduly delayed. When the rate is fast, the group makes comments too tersely so that the subject matter is gone over too quickly and results are inconclusive.

A leader will observe that groups differ in the speeds with which they will go through a topic if left to them. The leaders skill, however, is a controlling factor that serves to modify the rate of speed. Many inexperienced leaders have a tendency to go through a subject too quickly. But after they have gained experience, particularly after having been over the same subject a number of times, they tend to spend more time on the subject.

This slowing up is a natural result of a greater familiarity with the meeting techniques, more intimate knowledge of the subject matter or better planning.

There are three general methods at the leaders disposal by which he can accelerate or retard the speed of his training program:

1. Many of the training techniques we discussed earlier can either speed up or slow down a discussion. For example, case studies can produce either effect. When too much time has been spent running around a subject, the leader may bring the subject to a specific issue by citing a case history.

Or when the group is glossing over the subject, the leader may slacken the pace by using case studies involving points that have not yet been brought up.

2. The leader can also control the speed of a meeting through his physical conduct. Although no specific instructions can be given in this area, a good example of how it works can be seen in examining the effect the leader is sitting or standing can have on his group.

Generally, if the leader has been standing, his sitting down retards the discussion. If, for example, he has just presented a question, his sitting down indicates that there is something to this point and that the group should give it thorough consideration.

If the leader has been seated, his rising produces an accelerating effect if used at the right time. If he gets up and walks to the blackboard to sum up a list of ideas, the group normally withholds further comment to permit him t move ahead. There is nothing new or unusual in either of these devices. They are



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often employed by individuals in business, social contracts or on the stage to produce the same effect.

3. The tempo of a meeting can be affected by the leaders manner of speech and method of phrasing questions. A relaxed, conversational tone encourages members to say whats on their minds while a more precise and snappy manner tends to make the program move more quickly.

Program Ends Early

Occasionally, a discussion group will complete its work before the allotted time has expired. In such cases, the leader should not permit the discussion to continue aimlessly or attempt to lengthen the meeting by bringing up new points that were not originally planned. He should close the meeting as soon as it has reached its objective, summarize the points that have been raised and drive home the points of special interest. He should then announce the subject of the next meeting.

When a meeting ends ahead of schedule, the leader should analyze it and try to determine whether the early ending was due to inadequate preparation on his part, too simple a subject or some other cause. This will aid him in preparing his next conference and making constructive use of valuable time allotted.

It is far better, however, to close a meeting early with a proper summation by the leader plus any necessary announcements, than to allow it to drag on. The latter practice will soon break down interest in the overall training program.

If the leader has adequately prepared his conference, it is more likely for the meeting to run past the allotted time than for it to end early. Regardless, the leader should stop the meeting within the established time limit.

Even though the subject under consideration has not been fully explored, the leader should summarize and evaluate the points raised thus far and drive home the high point of the discussion. He should then question the group as to what they wish to do in making up the omitted material. Possible solutions include:

Holding an extra session to cover the missed material Rearranging the subject material of the overall program to include one more

meeting and move the other subjects back Combining the missing material with a subject to be discussed at a later date.

When the leader finds it necessary to close a program short of a complete coverage of the prearranged material, he should review his performance and attempt to determine the reason. He should ask himself:



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Did I attempt to cover too much ground? Did I permit the program to wander? Did I permit excessive time to be spent on minor points? Did I permit any one member of the group to monopolize the discussion and

slow down the meetings progress?

It is safe to say that all sales people need some training. Even the accomplished salesman who has been selling for may years needs training on new products and a continuous review of his selling skills. It may be your task to develop a sound program to fulfill this need.

The preceding material has been prepared to help you accomplish this. If you will remember what we have discussed, you will be assured of a sales program that provides meaningful subject content, utilizes a workable method and achieves the optimum results.

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