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SALES REPRESENTATION ANDREW ZIELINSKI, MBA www.accrongroup.com/fengyeschool/ MODULE 2: PROFESSIONAL RELATIONSHIPS Overview of Module 2 (Avg. 7.25 hrs per section or 10 sessions) Oral Communication Non-Verbal Communication Learning and Communication Styles 4. Personalizing Communication Techniques (Today) 5. Working in Teams 6. Computer Tools (includes online job searching, networking) 7. Writing – Letters, Resumes (CVs) 8. SIMULATION MODULE 2: PROFESSIONAL RELATIONSHIPS RECAP AND SUMMARY Oral Communication Parts of a Communication: Sender, Message, Ending, Channel + Code, Decoding, Receiver, Feedback Factors Affecting Quality of Encoding-Decoding Context: nature of relationship, location, timing, duration, emotions, profile of participants Active Listening: open and closed-ended questions Being Assertive Non-Verbal Communication Importance: 70%+ of communication occurs non-verbally Components: Appearance, Facial Expression, Voicing and pauses, Posture, arms and legs, touch, handshake, and personal space Styles of Communication Learning and Interacting Styles: visuals, auditories, and kinesthetics Communication styles: analyticals, directives, amiables, and expressives Utlizing the viarious communication styles with the various personalities – adapting your communication to your audience MODULE 2: LEARNING AND COMMUNICATION STYLES Learning Styles Visuals What they see predominates their learning experience Readily notice facial expressions first, words, second Easier to learn when they see pictures, drawings, tables, images, videos Work easily with shapes, colors, spaces and tend to make visual comparison Can e avid note-takers Often requirecalm and quiet to learn new things and to study MODULE 2: LEARNING AND COMMUNICATION STYLES Learning Styles Auditories First focus on what is said and second on visual cues Carefully listen to what is said and are particular about the content of the communication Typically strong in oral communication, music, and languages Take few notes relying more on their memory of what has been said When reading, they prefer to do so aloud MODULE 2: LEARNING AND COMMUNICATION STYLES Learning Styles Kinesthetics They first receive cues from touch, smell, and taste Very sensitive to emotions transmitted through tone and intensity of voice and react a lot to the atmosphere around them It’s what emanates from the message that is most important for them They like to manipulate, interact, participate – be moving Often have a hard time staying still, attentive for extended periods of time Usually strong aptitude for sports MODULE 2: LEARNING AND COMMUNICATION STYLES Communication Styles According to Merrill & Reid: as we have already see – analyticals, directives, amiables, expressives Traits Analyticals: Rational, prudent, orderly, disciplined, serious, logical Rely on objective and documented facts and statistics Ask many questions and note responses Make decisions after serious consideration Study the details in a consciencious way Don’t really express their emotions and can seem cold and distant MODULE 2: LEARNING AND COMMUNICATION STYLES Traits (Continued) Directives: Self-Confident, efficient, drivers, energetic, leaders, deciders Aim for concrete results and are quick to find solutions Like to have control, focused on action and know how to convince Give the impression of knowing exactly what they want and that they understand the best way to attain their goals MODULE 2: LEARNING AND COMMUNICATION STYLES Traits (Continued) Amiables: Warm, sensitive, empathetic, understanding, tolerant Put a lot of importance on being liked Favor flexibility, active listening, support. Seek harmony and value interpersonal relationships MODULE 2: LEARNING AND COMMUNICATION STYLES Traits (Continued) Expressives: Enthusiastic, full of color, creative, extroverted, imaginative Great know-how in communicating and good intuition When purchasing, they often go by reference Take a lot of space in a group setting and are charming Motivated by recognition of others MODULE 2: LEARNING AND COMMUNICATION STYLES How-To: Interacting With Different Style People Interacting with Analyticals Prepare, prepare, prepare. Be as exacting as possible If possible, present facts and figures and provide them in writing Stay on-topic Show that your support their principles and appreciate their considered approach For each proposal you make, list both advantages and disadvantages Take your time – be patient and persevere MODULE 2: LEARNING AND COMMUNICATION STYLES How-To: Interacting With Different Style People Interacting with Analyticals. What to AVOID: Being disorganised, winging it Being informal Push the decision process Require an immediate answer Waste time Threaten, seduce, manipulate Utilize testimonials instead of proof, facts Neglect to follow up MODULE 2: LEARNING AND COMMUNICATION STYLES How-To: Interacting With Different Style People Interacting with Directives Be brief, concise – get to the point Stay on-topic Arrive prepared, with all you need: presentations, handouts, samples, etc. Present your facts clearly and logically Be prepared to answer specific questions Propose a few alternatives and let them decide Should you disagree, keep focused on the facts, not the person Convince through results When you are done, leave quickly, without delay MODULE 2: LEARNING AND COMMUNICATION STYLES How-To: Interacting With Different Style People Interacting with Directives. What to AVOID: Beating around the bush and wasting their time Seeking to establish a personalized relationship… unless they initiate Being disorganized Leaving vagueness in any points Ask rhetorical or philosophical questions Come to a decision or decide for them Speculate or offer unfounded guarantees Let you disagreement touch them personally Support your agreement by letting on that you will build a team Direct or give them orders MODULE 2: LEARNING AND COMMUNICATION STYLES How-To: Interacting With Different Style People Interacting with Amiables Start off with some personal commentary Show them a sincere interest in who they are Find common ground or common interests Be open Listen attentively Be non-threatening and informal Ask questions that solicit their opinion Beware of hurting them if you are in disagreement Determine with them, their individual contribution Assure them that their decisions are of minimal risk to others and will not affect others MODULE 2: LEARNING AND COMMUNICATION STYLES How-To: Interacting With Different Style People Interacting with Amiables. What to AVOID: Dive right in Keeping to just the facts Oblige them to quickly answer Be dominating, demanding, manipulative Be condescending, brisk, quick Be vague as to your expectations Making promises that you can’t keep Decide for them, otherwise they will not take the initiative Offer choices and probabilities because you will emabarass them MODULE 2: LEARNING AND COMMUNICATION STYLES How-To: Interacting With Different Style People Interacting with Expressives Plan keeping in mind their hopes and dreams Know hoe to be entertaining, stimulating, interesting Take time to socialise Discuss their goals, what they find stimulating Have a global perspective and don’t focus too much on the details Make suggestions that lead to actions Provide credible examples Recognize their talents and resources Offer compensation or advantages to their investments MODULE 2: LEARNING AND COMMUNICATION STYLES How-To: Interacting With Different Style People Interacting with Expressives. What to AVOID: Legalistic or moralizing Be distant or cold Sticking to facts and require immediate solutions Present ALL the details Dream with them, if time is of the essence Be condescending Be dogmatic ACTIVITY 2.3.1 1. Cases in Applying Communication Styles During her last team meeting, Mona asked many questions because she wanted to understand each aspect of the subject mater. She also wrote down with a lot of precision and detail the answers that were provided. She also asked to review some of the statistics to ensure she understood the implications at issue 1. What is Mona’s dominant communication style? ACTIVITY 2.3.1 2. Cases in Applying Communication Styles Veronica realizes that what she likes most about her sales representation training are the practical exercises because that’s when she has the opportunity to express herself, participate in active role playing, and work with the material hands-on 1. What is Veronica’s dominant learning style? ACTIVITY 2.3.1 3. Cases in Applying Communication Styles Francis, the boutique manager, notices that many of her team members are amiables. Also, during the last team meeting, in order to save time, he sped through all the information very quickly and asked his team members not to dwell too long on their questions and comments, and leave out any distractions like what they did during their summer vacation Was the manner in which Francis conducted the meeting efficient? Why or Why not? Was is effective? Why or why not? __ yes, it was efficient __ no, it was not efficient __ yes, it was effective __ no, it was not effective 1. Explain your answers ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ACTIVITY 2.3.1 4. Cases in Applying Communication Styles When meeting people for the first time Camilla first notices their facial expressions. She never forgets their features. It has been said that she remembers things with her eyes. Besides working as a sales associate, she is great at drawing. And, last week, when her friend Sylvia invited her for the week-end at her summer chalet, she had her draw out a map for her to get there and to remember key road markers 1. What is Camilla’s dominant learning style? ACTIVITY 2.3.1 5. Cases in Applying Communication Styles Eric, who speaks 5 languages, is known among his classmates as being a really talent public speaker and musician. He is confident, relies on his memory for recalling details and assignments provided by his managers and is very receptive to communications going on around him 1. 6. In order to interact with expressives, it is important to be humorous and to take time to get to know then a little. It’s is also good to remember to validate their ideas and their opinions 1. 7. What is Eric’s dominant learning style? True or false? If the dominant communication style of a sales associate is directive, what type of person will have the most difficulty engaging with them? ACTIVITY 2.3.2 Working on Your Personal Communication Style The following 25 questions all offer four possible answer. Choose ONLY ONE ANSWER PER QUESTION If you are hesitating between more than one answer, remember that a personal communication style corresponds to the way that perceive you and the inferences that they draw regarding your motives, your attitudes, your interests, and your intentions. Note the one answer that best corresponds to all this ACTIVITY 2.3.2 1. When I am at my best, the person I am engaging with would describe me as a person who is: a. b. c. d. 2. Imaginative, stimulating, persuasive Understanding, supportive, diplomatic Practical, focused on results, efficient Logical, systematic, precise When I need to present a project in front of a committee, a. b. c. d. My preparation is short and quick My preparation is careful. I prepare backup documentation and I prepare for any objections I do prepare but am more preoccupied with the mood that the committee will be in I prepare in a more general way because I know that I will find the right way of saying things on-the-spot ACTIVITY 2.3.2 3. I am the most convincing when: a. b. c. d. 4. I am given enough time to provide a convincing argument When I have a concrete and realistic goal to advocate When I have a unique point of view When I have the respect of those that I engage with When I need to solve a problem, I tend to: a. b. c. d. Look for all the information I need to find the right solution Let the solution come from inside of me Quickly choose the most practical solution Find a solution that works for me and for everyone else ACTIVITY 2.3.2 5. When I need to provide constructive criticism: a. b. c. d. 6. I support my feedback with facts and figures I phrase my feedback in a manner that will not hurt the other person I look for an original way to provide my feedback I call it like I see it (simply say how it is) When I present: a. b. c. d. I present all my important points in a logical order I put on a show, of sorts, to capture everyone’s attention I emphasize understanding and everyone’s participation I get straight to the point ACTIVITY 2.3.2 7. If others were to point out my faults, they would say: a. b. c. d. 8. I am slow and deliberate Undisciplined and excited Authoritarian and impatient Too sensitive and too preoccupied with what others think If I was a painting, others would see me as: a. b. c. d. A breakfast in the field A manicured garden A mountain An erupting volcano ACTIVITY 2.3.2 9. Answering question 8, for me, was: a. b. c. d. 10. Interesting A bit ridiculous Nonsense Intriguing In a discussion: a. b. c. d. I consider perspectives that are different from mine I fiercely defend my point of view I debate points in a pertinent way I often present things from a different perspective ACTIVITY 2.3.2 11. For me, philosophical discussions are: a. b. c. d. Often a waste of time (head in the clouds) Interesting if we can deal with one question at a time Interesting if people don’t take themselves too seriously Enriching if everyone seeks to understand rather than sit on their beliefs 12. In a conflict situation in which I am personally involved: a. b. c. d. I make or offer compromises I can predict my reaction I can find a solution to the conflict I wait until it all settles down ACTIVITY 2.3.2 13. When I see a conflict between two other people: a. b. c. d. 14. I try to bring them to understanding each other I get personally involved I don’t get involved so as not to make it worse I try to make them see reason When I am personally involved in a conflict, my general pattern of reaction is to: a. b. c. d. Bring the other person to see the problem as it is Analyze the situation with the other person from different perspectives Invest a lot of energy to find a viable compromise Let time do its thing ACTIVITY 2.3.2 15. The interpersonal skill that would be most advantageous for me to develop would be: a. b. c. d. 16. listening assertiveness Measured expression Control of my reactions When I interact with someone: a. b. c. d. I do not move very much My movements are smooth My movements are brusque, jerky My movements are many and large ACTIVITY 2.3.2 17. When someone share a personal problem with me, I: a. b. c. d. 18. Try to diffuse and offer another way of seeing the situation Look for a solution Attentively listen and re-phrase what I understood Ask many questions so I can entirely understand the situation I am often perceived as: a. b. c. d. Unpredictable Someone who values interpersonal relationships Requiring logic and structure Very competitive ACTIVITY 2.3.2 19. In my interaction, I often deplore the fact that people: a. b. c. d. 20. Are not conscious of their own emotions Speak without thinking Lack imagination Talk without saying anything When I am stressed or feeling defensive, I become: a. b. c. d. Emotional Impulsive Exceedingly controlled Dominating ACTIVITY 2.3.2 21. I defend my ideas with: a. b. c. d. 22. Tact Logical arguments Enthusiasm Forcefully When I need to make a decision: a. b. c. d. I consider everyone that would be affected by it Opt for the most practical solution Try to make the most enlightened decision Rely on my intuition ACTIVITY 2.3.2 23. When I listen to someone, I: a. b. c. d. 24. Tend to interrupt and give my opinion Get a good understanding of their point of view Listen but think of something else Give them time to fully express themselves When I receive constructive criticism: a. b. c. d. I defend myself I try to understand I ask for proof I react impulsively ACTIVITY 2.3.2 25. I filled out this questionnaire: a. b. c. d. By trying to analyze my behavior as accurately as possible By wondering about its scientific validity haphazardly Quickly, without dwelling on the questions ANALYZING RESULTS TO ACTIVITY 2.3.2 1. 2. 3. 4. 5. Enter your answers to each question on the answer sheet provided by teacher Add the number of answers in each column and total each column at the bottom See your results. Is one score a lot higher than any other? If so, you have a dominant communication style If two scores are similar, you have a blended communication style If all totals are similar you have a flexible communication style MODULE 2: PROFESSIONAL RELATIONSHIPS Secrets of Winning Communications – Personalizing Your Interactions Goals of this Sections Help You Opt for the Right Communication Method Personalize Your Messages and Adapt Them to Your Audience How to Deal with Difficult Situations Covered in this Section 1. 2. 3. 4. 5. 6. Attitudes & Aptitudes Phone Skills Effective Communications Keeping It Simple Being Adaptable in Your Communications When “It’s Complicated” SECRETS TO WINNING COMMUNICATIONS Attitudes & Aptitudes In General: Openness Self-Confidence Being ‘real’ and coherent Respectful Credible Empathetic Respect Confidentiality SECRETS TO WINNING COMMUNICATIONS Attitudes & Aptitudes Breaking It All Down On Being Open… What It Is What It Is Not Recognize that the other person’s way of thinking or acting may be different from yours Stubbornness, closedminded, dogmatic Demonstrate understanding, tolerance Accept different views, values and life choices SECRETS TO WINNING COMMUNICATIONS Attitudes & Aptitudes Breaking It All Down On Being ‘Real’ and Coherent… What It Is What It Is Not Being ‘Real’ Speak truthfully Be worthy of Trust Reflect this in your values and actions Being Coherent Have the judgement to be able to determine what is appropriate in a situation Be sincere, fair and natural in an interaction Be consistent in the messages you send verbally and non-verbally Lack of autenthicity and coherence comes across as a tendency to stretch the truth, contradictions, lack of judgement, and sending contradictory messages SECRETS TO WINNING COMMUNICATIONS Attitudes & Aptitudes Breaking It All Down On Being Respectful… What It Is What It Is Not Be accepting of others, regardless of their values or beliefs Distinguish between the person and the act Being tactful and discreet Adopting a demeanor of reservation, politeness, softness, finesse, tact, and subtlety Lack of respect causes us to be judgemental, insolent, gross, impolite, impertinent, indiscreet and sometimes even dictatorial SECRETS TO WINNING COMMUNICATIONS Attitudes & Aptitudes Breaking It All Down On Being Credible… What It Is What It Is Not Inspiring confidence in others: • Being worthy of confidence • Having required level of knowledge of the matter at hand • Providing clear and precise information • Transmitting the right message to the right people • Ensuring follow-up, if required Lack of credibilty leads to just saying anything and lacking professionalism in the messages that you send SECRETS TO WINNING COMMUNICATIONS Attitudes & Aptitudes Breaking It All Down On Being Empathetic… What It Is What It Is Not Inspiring confidence in others: • Being worthy of confidence • Having required level of knowledge of the matter at hand • Providing clear and precise information • Transmitting the right message to the right people • Ensuring follow-up, if required Lack of credibilty leads to just saying anything and lacking professionalism in the messages that you send