Duncan Sales Training Manual

SALES TRAINING MANUAL
Facilitators Guide
November 2013
Editorial Staff Kendra Duncan Taylor Puentes Seema Valentin Amandelin Valentine Megan Whitehall
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Facilitators Guide
Prep to Teach
PREPARATION TO TEACH
Instructor's Summary .......................................................................................................................2 Overview ..........................................................................................................................................3 Course Design ..................................................................................................................................4 Agenda .............................................................................................................................................6 Instructor Role Overview .................................................................................................................8 Preparing the Learning Environment ...............................................................................................9 Classroom Layout ..........................................................................................................................10 Materials and Equipment ...............................................................................................................11 Visuals............................................................................................................................................12
November 2013
Facilitators Guide
Prep to Teach
INSTRUCTORS SUMMARY
PREPARATION TO TEACH OVERVIEW This section provides you with information about course logistics and agenda, materials and equipment needed, and samples of visuals.
OUTLINE Course overview. This section provides general information about the course. Course Design. This section highlights the course goal and instructional approach, and provides information about using this Facilitator Guide (FG) and the Team Guide (TG). Agenda. This section provides the course agenda and timings. Preparing the Learning Environment. This step-by-step checklist guides you in setting up your room and checking your instructional materials just prior to the class. Class Layout. This section gives a graphical representation of the recommended class layout. The constraints of your assigned classroom may affect the way tables or chairs are set up, but you should make sure that you have the necessary equipment. Material and Equipment Requirements. This section highlights material and equipment requirements, such as handouts, computer, and projection equipment. Visuals. This section shows representations of sample flipcharts and presentation slides.
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Facilitators Guide
Prep to Teach
OVERVIEW
Thank you for teaching New Hire Sales Training. We believe you will find teaching this workshop to be a rewarding experience. This section of the Facilitator Guide is intended to help you prepare to teach the course. AUDIENCE The primary audience is New Hires. PREREQUISITES There are no prerequisites. TIMING The course is designed to be eight hours. There are skill-building exercises integrated throughout the course, so participants are expected to be present for the entire time. FACULTY This course generally employs one instructor.
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Facilitators Guide
Prep to Teach
COURSE DESIGN
New Hire Sales Training is designed around the Needs Based Selling Model. The materials are written generically so that they are applicable to all areas. However, minor customization can be done to fit your specific audience. GOAL The goal is to provide New Hires with the necessary sales skills and knowledge to be successful. OBJECTIVES Upon completion of this workshop participants will be able to: Use techniques to build rapport. Identify the benefits of building rapport. Determine where in the call to build rapport. Describe the four types of Customer needs. Use questioning and listening to identify Customer needs. Differentiate between the different types of questioning. Use positioning techniques to relate the product to the Customers situation and needs. Differentiate between a feature and a benefit. Apply features and benefits to the Customers situation and needs. Use techniques to obtain commitment. Use an assumptive close. Recognize buying signals. Overcome objections. Use appropriate second efforts.
INSTRUCTIONAL APPROACH This course is designed to be a skill-building workshopthat is, training in sales skills rather than education about sales skills. This approach focuses on identifying essential sales skills and applying the skills in relevant scenarios. Design principles to support this approach are as follows: Use realistic examples and scenarios relevant to the target audience. Offer simple yet effective conceptual models, as well as practical tips for applying good sales skills in our environment. Provide instructor and participant feedback.
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Facilitators Guide
Prep to Teach
USING THE INSTRUCTOR GUIDE This Facilitator Guide (FG) contains all the content points needed to teach the course: agenda, course content, activity directions, and questions for debriefs. Faculty should strive to obtain full participation from all participants during activities and discussions. In preparation for instructing this course, please read the entire Facilitator Guide (FG). You will need to be comfortable with all of the material. The following icons are used in this FG:
INSTRUCTOR NOTE
SLIDE
FLIPCHART OR POSTER
REFERENCE CITATION OR RESOURCE GUIDE (RG)
HANDOUT (HO)
KEY POINT
TEAM GUIDE There are frequent references in the FG to the Team Guide (TG). The TG serves as an organized repository of course take-away content. It is not designed to be a minute-byminute textbook during the conduct of the course. Keep the focus on person-to-person interactions, not reading through materials. ACKNOWLEDGEMENTS The material included in this guide is a compilation of new and existing material taken from other sales training guides and from the best practices of Instructional Designers, Trainers, Team Managers, and Sales Coaches.
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Facilitators Guide
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AGENDA
Course introduction (20 min.) Sales Person versus Consultant Activity Course Overview Module 1: Building Rapport (1 hour 10 min) Module Introduction Defining Rapport Importance of Building Rapport. How to Build Rapport Module Close Module 2: Identifying Needs (1 hour 30 min) Module Introduction Break Types of Needs Identifying Needs in Our Environment Listening and Questioning Module Close Module 3: Customizing the Solution (1 hour 40 min) Module Introduction Topic 1: Positioning 5 20 11:25 am 11:30 am 10 15 10 20 30 20 9:40 am 9:50 am 10:05 am 10:15 am 10:35 am 11:05 am 5 10 10 40 5 8:20 am 8:25 am 8:35 am 8:45 am 9:35 am Minutes 15 5 Start at 8:00 am 8:15 am
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Lunch Topic 2: Features and Benefits Topic 3: Module Review Activity Module Close Break Module 4: Obtaining Commitment (1 hour 45 min) Module Introduction Topic 1: Offering and Closing Statements Topic 2: Dealing with No Topic 3: Overcoming Objections Module Close Review Activity (40 min) Tag Team Role-Plays Course Close (35 min) Posttest Closing Comments
40 25 45 5 15
11:50 12:30 pm 12:55 pm 1:40 1:45 pm
15 30 20 35 5
2:00 pm 2:15 pm 2:45 pm 3:05 pm 3:40 pm
40
3:45 pm
30 5 End time
4:25 pm 4:55 pm 5:00 pm
Notes:
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Facilitators Guide
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INSTRUCTOR ROLE OVERVIEW

INSTRUCTOR ROLE DESCRIPTION MODELING EFFECTIVE BEHAVIORS Since this course is meant to be an interactive workshop, you should model effective instructor skills in the true sense by observing participants and moving about the room, running effective discussions and activities, leveraging participant experiences, paraphrasing, summarizing, using agendas, facilitating learning, and asking good questions. IMPORTANCE OF FEEDBACK When participants are practicing, you should focus on observing behaviors that indicate good or poor sales skills. Move around as neededespecially during activitiesto make observations used in the debriefs and to provide individual feedback on the spot. MANAGING TIME To cover all topics and activities appropriately, it is imperative that you follow the agenda and start on time.
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Facilitators Guide
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PREPARING THE LEARNING ENVIRONMENT

You should plan to arrive one hour before class starts to make sure the room is set up correctly, test presentation media, check on supplies, and create flipcharts.
SETUP CHECKLIST Before the session starts, do the following: Check the room arrangement. See Classroom Layout. Check to make sure you have all needed course materials and equipment. See Material and Equipment Requirements. Test the presentation slides. Create the Agenda flipchart and any other flipcharts you think necessary. See Visuals: Sample Flipcharts. When you have finished each item on this checklist, prepare to greet participants as they enter the room.
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CLASSROOM LAYOUT
This diagram represents the ideal classroom setup for this type of training; please use what is available and convenient for your environment and class size.
Back
Projector
Supplies
Computer/Speakers Flipchart Screen Flipchart
Front
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Facilitators Guide
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MATERIAL AND EQUIPMENT REQUIREMENTS

You should plan to arrive at least one hour before class starts to make sure the room is set up correctly, check on supplies, and create any needed flipcharts for the session.
M ATERIALS Name tents Team Guide Brown bag filled with bottle of water Brown bag filled with PowerBar or similar item 8.5 x 11 envelopes Large index cards Bag of cookies Red and green index cards HANDOUTS No handouts needed EQUIPMENT Multi-colored markers for flipcharts and posters Masking tape Flipchart stands with paper AUDIO/VISUAL EQUIPMENT Computer with CD-ROM and projector
NUMBER REQUIRED One per participant One per participant One per every two participants One per every two participants 5 25 One bag One of each per participant
One box One roll Three
One
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VISUALS
You should create an agenda flipchart that contains the information on pages 6 and 7 of this guide. Other flipcharts described in the activities are optional.
A PowerPoint presentation accompanies the FG. For your convenience, each section in the FG contains images of corresponding presentation slides. Additionally, a handout with all of the presentation slides is located at the end of the FG in Appendix G for easy removal and reference.
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Facilitators Guide
Course Introduction
COURSE INTRODUCTION
Instructor's Summary .....................................................................................................................14 Salesperson Versus Consultant Activity ........................................................................................15 Course Overview ...........................................................................................................................17
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Facilitators Guide
Course Introduction
INSTRUCTORS SUMMARY
CONTENT OVERVIEW This activity sets the stage for the rest of the new hire sales training.
TOPIC OUTLINE Sales Person Versus Consultant Activity compares the words and feelings associated with a sales person to the words and feelings associated with a consultant. The activity uses the comparison to set the stage for the Customer focused sales approach, which is designed to help us become consultants. Course overview explains the purpose of the sales training and presents the Customer focused approach.
KEY POINTS We want our Customers to view us as consultants. The Customer-focused approach is not linear. All the skills happen throughout the entire sales process. TOPIC AGENDA
Segment Sales Person Versus Consultant Course Overview Total Time in minutes 15 5 20
TOTAL TIME: 20 MINUTES
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Facilitators Guide
Course Introduction
SALESPERSON VERSUS CONSULTANT (15 MINUTES) Have slide displayed as participants enter.
Slide
Once all participants have arrived, welcome them and introduce yourself.
Be sure to establish your credibility by explaining your sales experience. State: To get us thinking about sales, we are going to start with a word comparison. Ask: What do you think of when you hear the word salesperson? Encourage participants to be honest with their answers. Record answers on a flipchart label the flipchart Salesperson
Flipchart
Ask: When you hear the word Consultant, what do you think of? Record answers on A flipchart label the flipchart Consultant. Ask: So what is it about the two that makes them seem so different?
After participants respond, display the following slide.
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Course Introduction
Slide The Which do you want to be text appears on mouse click.
Explain: The difference really comes down to the motivation of the person. If a person is very self-motivated looking out for him or herself, then he/she will conduct him/herself more like the stereotypical salesperson. If a person focuses on what is best for the Customer, then he/she will conduct him/herself like a consultant. Remember, good consulting starts with Customer service. Throughout the day, continue to stress the importance of putting Customer service first before sales.
Click the mouse button to bring up the question at the bottom.

Ask: Which do you want to be? How customers perceive you is really your choice because it is based on the motivation and focus you bring. Transition: Lets look at how that relates to what were going to cover today.
Notes:
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Facilitators Guide
Course Introduction
COURSE OVERVIEW (5 MINUTES)

PURPOSE
Display the following slide and read the purpose.
Slide Underlines build on mouse click.
Click the mouse to underline discussion and practice.

Explain: Today isnt going to be all lecture; your experiences and expertise are valuable. Through activities, discussions, and practice, we will create and environment where we can all learn from each other.
Click the mouse to underline tips, techniques, and processes.

Explain: To help us improve our skills we will be learning and practicing tips, techniques and process to help us be successful. To make it easier, we have included most of these in your Team Guide.
Refer participants to the Team Guide.
Reference Team Guide
State: The Team Guide will not only help you today. It is designed as a resource that you can refer back to once we leave.
Click the mouse to underline value added products.
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Course Introduction
Explain: Our job is to use our sales skills and the tools we have available to assist Customers in seeing the value of their accounts and that could include selling them a product that enhances their accounts and will keep them as lifelong Customers.
Click the mouse to underline conversation/interaction.

Explain: Every conversation/interaction with a Customer is unique. We must remember that Customer service comes first. We will discuss the unique features of selling throughout the day. Transition: Lets take a look at what we are going to cover today. AGENDA
Display the following slide.
Slide
Explain: Today we will be going through a series of modules based around a Customer focused or needs based approach to selling. This may already be familiar to some of you, which is why we want to leverage your experience. Nevertheless, expect to hear and learn some new things along the way.
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Course Introduction
Slide
Explain: While the model appears to be linear, it should not be viewed as a step-by-step approach but rather a list of skills and techniques that we as Specialists need to be doing throughout the call in order to have a Customer focused approach. Ask: Does anyone have any questions about what were going to be covering today?
Notes:
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Facilitators Guide
Module 1: Building Rapport
MODULE 1: BUILDING RAPPORT
Instructor's Summary .....................................................................................................................21 Module Introduction ......................................................................................................................23 Defining Rapport ...........................................................................................................................24 Importance of Building Rapport ....................................................................................................25 How to Build Rapport ....................................................................................................................27 Module Close .................................................................................................................................30
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INSTRUCTORS SUMMARY
CONTENT OVERVIEW This module focuses on the importance of Building Rapport and answers several questions: What does rapport mean? Why is it important to build rapport? How do we build rapport?
TOPIC OUTLINE Module Introduction provides a quick overview. Defining Rapport looks at the definition of building rapport and its component parts, such as relationships and trust. Importance of Building Rapport uses an activity to discuss the benefits of building rapport for the Specialist and the Customer. How to build rapport encourages participants to brainstorm and discuss ways to build rapport through an activity.
Module Close provides a review of the material covered.
KEY POINTS Building rapport is more than just talking about the weather. Building rapport should happen throughout the entire call not just the beginning. Building rapport will increase Customer loyalty, improve job and Customer satisfaction, and help you sell.
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TOPIC AGENDA
Segment Module Introduction Defining Rapport Importance of Building Rapport How to Build Rapport Module Close Total Time in minutes 5 10 10 40 10 75
TOTAL TIME: 1 HOUR AND 15 MINUTES
Notes:
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MODULE INTRODUCTION (5 Display the following slide.
MINUTES )
Slide
Explain: Building rapport appears to be the first step of the Customer focused approach, but it is actually something that should be done throughout the entire call. We are going to talk about building rapport and look at it in several areas.
Slide
Explain: Through a series of discussions and activities, we will leverage your experience and best practices and answer several questions about building rapport.
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DEFINING RAPPORT (10 MINUTES) Display the following slide.
Slide Slide starts blank and builds in the following order: Definition First bullet point Second bullet point Ask: How would you define rapport?
Gather responses from several participants. Click the mouse to display the definition and read it aloud.
State: Lets break this down into its parts.
Click the mouse to bring up the first bullet point.

State: Building rapport is actually building relationships. Making small talk is a good start toward building rapport, but to truly build relationships and be seen as a consultant we need to go further. We need to establish trust. Well talk more about the specific things we can do to build rapport later, but first lets look at the other part of the definition. State: You will have an opportunity to come back to these later and think of ways you can apply them during a call.
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Facilitators Guide
IMPORTANCE OF BUILDING RAPPORT (10 minutes)

TAKE A STAND (ACTIVITY) MATERIALS SET UP Two flipcharts Place the flipcharts at opposite ends of the room. Write Customer on one flipchart and Specialist on the other.
Slide Question builds on mouse click.
Explain: The two flipcharts create a continuum. In a few seconds, I will display a question on the slide. To answer the question, get up and position yourself along the continuum. If you think the answer is the Specialist, then go and stand directly next to the Specialist flipchart. If you think it is the Customer, then stand next to that flipchart. If you think it is 50% of each, then stand directly in the middle. If you think it is some other percentage, then stand along the continuum accordingly.
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Click the mouse to display the question. Allow participants time to read the question and move to their answers.
Most, if not all, of the participants should be on the side of the Specialist. This is the intended outcome. State: Thats right. It is to our advantage and benefit to build rapport. Ask: What are the benefits to be gained from building rapport? Possible answers include: builds Customer loyalty helps deal with difficult Customers makes our job more enjoyable makes it easier for us to sell Follow up participant responses by asking them for examples (E.g. How does building rapport make it easier for you to sell?). Encourage participants to share specific real life examples. Ask: Are there any benefits to the Customer? Possible answers include: peace of mind and confidence in the choice of credit card and the excellent service.
Notes:
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Facilitators Guide
HOW TO BUILD RAPPORT (40 minutes) MATERIALS SET UP

Three flipcharts and markers Place the three flipcharts around the room. Title the flipcharts with the following. Beginning Middle End Divide the class into three groups by counting off by threes.
Position group one by the flipchart titled Beginning, group two by the flipchart titled Middle, and group three by the flipchart titled End. Display the following slide.
Slide
Question builds on mouse click.
State: In a moment, I will reveal a question, which you will answer by writing your responses on the flipchart. State: In a moment, I will reveal a question, which you will answer by writing your responses on the flipchart.
Remind participants to write clearly as others will be reading their writing.
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Explain the directions.

You will have three minutes to formulate your answers. After three minutes, you will rotate to the next flipchart where you will review the answers of the prior group and add new ideas. The process will continue for the third flipchart. During the final round, you will return to your original flipchart and complete the final activity.
Click the mouse to display the questions and begin the activity. Announce the end of each round and facilitate participants rotating to a new flipchart. When participants have returned to their original flipcharts, display the following slide.
Slide
Explain the directions.

State: Review the comments the other groups have written. Be prepared to share your answers.
Start with the group assigned to the Beginning and have them share the information on their flipchart. Continue until all groups have shared their information.
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As groups share their responses, ask the following questions to promote more discussion. What specific words and phrases do you use? How do you think the Customer feels when we do this? What would happen if we didnt do this? How many of you use this technique? Can anyone give me an example of when they have used this?
Distribute the handout and cover any points that you did not discuss during the activity.
The Techniques for Building Rapport handout is located in Sales Training Team Guide. Reference (See Appendix A for instructor reference.)
Be sure to stress the importance of good service to a Customer as a means to build rapport. Servicing the Customer first will increase sales.
State: We have talked about many of the best practices and experiences that you have building rapport. Lets review what weve learned before we move on to Identifying Needs.
Notes:
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MODULE CLOSE (5 MINUTES) Display the following slide as a review.
Slide Questions and answers build separately on mouse click.
Transition: As we continue to look at different skills you use in the Customer focused approach, do not forget that you can and should build rapport throughout the entire call.
Notes:
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Module 2: Identifying Needs
MODULE 2: IDENTIFYING NEEDS
Instructors Summary.....................................................................................................................32 Module Introduction ......................................................................................................................34 Types of Needs ..............................................................................................................................35 Identifying Needs in Our Environment..........................................................................................39 Listening and Questioning .............................................................................................................47 Module Close .................................................................................................................................54
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I NSTRUCTORS S UMMARY
CONTENT OVERVIEW This module focuses on the importance of identifying needs for the Customer. It starts by examining the four types of Customer needs. The module continues by reviewing listening and questioning techniques that help you identify and respond to Customer needs. The module ends with a review activity.
OUTLINE Module introduction. The module begins with a quick activity that reveals the importance of identifying needs. Identifying needs. The topic begins with an explanation of the four types of Customer needs. After this discussion, participants will go through an activity that helps them think about the typical call types they receive and what questions they can ask to identify the Customers needs. Listening and questioning. Using a three-part model (Focus, Reflect and Respond) the topic discusses the importance of using listening, thinking and speaking skills to identify Customer needs. Specific areas include paying attention to the Customer, listening for buying signals, emotions and using paraphrasing with clarifying questions. Review Activity. The review activity presents various call scenarios and asks participants to identify what questions they would like to ask in an effort to identify and establish need. Module Close. The module close revisits the introduction activity and gives participants a chance to improve their performance and recognize lessons learned from the day.
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KEY POINTS Identifying and meeting needs increases sales and Customer satisfaction. Listening takes practice. Use techniques that let the Customer know you are listening (non-verbal reinforcement, paraphrasing, questioning). Dont assume the needs or wants of the Customer Create mutual understanding through paraphrasing and by asking clarifying questions. TOPIC AGENDA
Segment Module introduction Types of needs Identifying needs Listening and questioning Module close Time in minutes 10 10 20 30 20
Notes:
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MODULE INTRODUCTION (10 MINUTES)

ACTIVITY SELL ME SOMETHING Start the module with the following quick activity to demonstrate the importance of identifying needs. MATERIALS SET UP Brown bag filled with a bottle of water. (one per pair of participants) Divide the class into pairs. Determine which person in the pair will be the Customer and which one will be the Specialist. Give each person playing the Specialist the bag filled with the bottle of water. Instruct participants not to look into the bag until you have explained the directions.
Slide
Explain the directions as follows:

Only the Specialist can look into the bag. Do not show the contents of the bag to the Customer. You will have three minutes to try and sell the item in the bag to the Customer.
After three minutes, debrief the activity.
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DEBRIEF
Ask the following questions: How many of you successfully sold your product? What things did you do to help you be successful? How many people found out why the Customer might need the water? How did you find out about their needs? How did you use that to help you sell? Record answers on a flipchart and reference them as best practices throughout the rest of the day. This will reinforce that participants are already successful consultants with expertise and experience.
Transition to agenda.
State: The activity we just went through demonstrates some important principles of sellingwhich is what we are going to talk about today. Lets look at what we are going to cover. COURSE OVERVIEW
Display the following slide:
Slide
Explain: In this module, we are focusing on the skill of identifying needs. Lets start by looking at the different types of needs.
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TYPES OF NEEDS (10 MINUTES)

INTRODUCTION Share the following example as an introduction: How many of you have ever gone into a store knowing exactly what you were going to buy, but came out with something different? For example, you need a new TV but dont want to spend a lot of money, so you go into the local electronics store with the intent of buying a basic cable ready TV. When you get into the store the sales person asks Do you have a Blu-Ray player, or surround sound that you plan to hook up to the TV? You say that all you have is a DVD player. The sales person then asks Do you ever plan on adding a Blu-Ray player or surround sound? After thinking about it for a second; you answer Yes, but that will be a few years. All I need right now is to hook up my DVD player. The salesperson assures you that the model you are looking at will suit your needs but proceeds to tell you about the difficulty and expense of adding other components in the future due to the limited connection options of the model you are considering. He then shows you a more expensive TV that in addition to an auxiliary port also has multiple HDMI inputs. He goes on to explain additional features and benefits of the TV. You end up buying the more expensive TV because it will be cheaper and easier to add components in the future. Ask: How many of you have had a similar experience? (Solicit examples from a few participants) Ask: Why does this happen? Why do we buy things different from our original intent? Expected answers: Salesperson took the time to find out what I needed. Salesperson made me aware of new options/features. State: The key element is being able to do this is the ability to identify the needs of the Customer and then present product features and benefits that meet those needs. If we do this we will not only increase sales, we will also increase Customer satisfaction
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TYPES OF NEEDS Refer participants to the page titled Types of needs in their Training Guide so that they can take notes (see below for instructor reference copy).
Assumed Basic needs that both parties usually assume and you rarely need to state. For example, if you are buying a car, you assume that the car will come with an engine, doors, and tires. Stated Needs that the Customer states directly. Stated needs will vary from person to person. Examples of stated needs could include a sunroof, CD player, alloy wheels, and manual transmission in a car. Unrealized Needs that the Customer does not state or know. Examples of unrealized needs are features and benefits of the product that the salesperson knows but the Customer may not. By discussing these with the Customer and tying those to the Customers unique situation, salespeople can increase both sales and Customer satisfaction. Like stated needs, unrealized needs will vary from person to person. In fact, a stated need for one person may actually be an unrealized need for someone else. This is where listening and questioning helps salespeople discover unrealized needs. In the car example, unrealized needs could include 4-wheel drive, remote keyless entry, ABS brakes, side airbags, and in-dash navigation. Unimagined True innovations that most people do not even imagine. Examples are difficult to list because no one has created them yet. Once imagined, these needs quickly become unrealized, stated, or even assumed. A good example of something that was once imagined and is now either assumed or stated would be air bags in cars.
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Slide
Explain: There are four basic types of needs:

Assumed Stated Unrealized Unimagined
Refer to previous page for definitions and talking points. State: As the slide shows, when we continue to meet additional needs of the Customer, we will also increase Customer satisfaction. Our Service to Sales groups and Inbound cross sell groups prove this. The Customer satisfaction numbers in these groups are typically higher than in most other groups. State: Lets go back through each of these using examples from our work environment.
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IDENTIFYING NEEDS IN OUR ENVIRONMENT (20 MINUTES) MATERIALS

SET UP
Four pieces of flipchart paper Place the flipcharts equal distance around the room. Title the flipcharts with the following: Assumed Stated Unrealized Unimagined
Slide
Explain the directions:

In a few seconds, I will display a Customer need on the slide. Move around the room and position yourself next to the flipchart that you think matches the Customer need. For example if I displayed working phone lines you would stand next to assumed because when Customer call us they assume that they will be able to connect to us through the phone line.
If your class is too large or space is limited, have participants remain seated and respond verbally.
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Display the following slides.
Slide
Service to Sales Only Expected answer: Stated Click on the arrow that corresponds to the line of business you are training, and the slides appropriate only to that line of business will display.
Slide
If at any time there is not a consensus regarding an answer, stop and discuss.
Notes:
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Slide
Card Activation and Service to Sales only Expected Answer Stated
Slide
Card Activation and Service to Sales only Expected answer Stated or Unrealized
Slide
Card Activation and Service to Sales only Expected answer Stated or Unrealized
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Slide
Card Activation and Service to Sales only Expected answer Stated
Slide
Card Activation and Service to Sales only Expected answer Unrealized
Slide
Card Activation and Service to Sales only Expected answer Unrealized
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Slide
Expected answer Stated
Slide
Expected answer Unrealized, maybe Unimagined
Slide
Expected answer Assumed
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Slide
Expected answer Assumed
Slide
Expected answer either Stated or Unrealized
Notes:
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D EBRIEF
If participants are still struggling with the transition to the environment, provide the following additional examples: Assumed needs of Customers polite Specialists, working phone lines, short hold time to speak with a real person. Stated needs of Customers The reason the Customer (CM) called. This could include card activation, address changes, a lower APR, removal of finance charges, lost or stolen card, and unrecognized charges. Unrealized needs of Customers - The additional benefits available to the Customer. This could include optional cards available such as value miles, Mileage Plus, etc. This also includes all of the additional features such as changing the cycle date, adding an authorized user and benefit products such as Home Equity, Balance Transfers into checking accounts, Payment Protector, and Identity Protection. Unimagined needs of Customers - Examples are difficult to find. It is something that used to be imagined and is now either stated or realized; such as the reward or cash back programs associated with many cards.
Display the following and have participants read silently.
Slide
Stress the dual function of identifying needs. It helps us service the Customer and increase satisfaction as well as sell products that meet needs of our Customers.
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Click the mouse to reveal bottom text

Ask: What are some of the things we can do to determine the needs of the Customer and understand their situation? Expected answers Ask questions, listen for clues, look at their statement and information for clues
Transition to the next topic.

State: Our ability to listen and ask questions are key factors in helping us identify Customer needs. Lets look at each of these in more depth.
Notes:
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LISTENING AND QUESTIONING (30 MINUTES)

INTRODUCTION Ask: What is the difference between hearing and listening? Expected answers: Listening: giving attention, showing interest, eye contact, not doing other things, engaging in a conversation Hearing: the physical act of hearing
If participants struggle with the difference, use the example that follows. Ask: How many of you have asked your significant other or had your significant other ask Are you listening to me? We never ask, Are you hearing me? State: We usually use the word hearing when there is a physical difficulty for example, asking, Can you hear me now? when on a cell phone. Ask: What is implied in the use of the words hearing versus listening? Ask: Which is easier to do? Expected answer: hearing State: For most people, truly listening doesnt come naturally. It means changing some old habits and learning some new ones.
Notes:
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Slide
Explain: Listening requires you to use more than just your ears. In order to fully identify a Customers needs (whether stated, unrealized, or unimagined), you must focus on the listener, reflect on what you hear, and respond accordingly. If you do these three things, you will start sounding like a Consultant not a Salesperson.
Throughout the day, continue to use language from prior modules and tie information back to being a Consultant not a Salesperson.
State: Lets look back at each of these.
Notes:
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FOCUS
Slide
Explain: Most people assume listening is easy and dont take the time to think about preparing to listen. Ask: As a Specialist, what should we do to get ready to listen? Expected answers organize your area, remove distractions
Prompt participants to think about preparing themselves to listen for things that will help them identify needs and tie the product to the Customers situation. State: In addition to preparing our environment, we also need to prepare ourselves to listen and be aware of the things that will help us be successful.
Slide
Do not spend a lot of time on buying signals; you will cover it more in depth during the Obtaining Commitment module.
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State: We will talk more about buying signals in the Obtaining Commitment module.
Click the mouse button to display the focus slide, and cover the remaining points.
Slide
State: Raise your hand if you are able to multitask while talking on the phone to a Customer. Ask: What are some of the things you do in addition to talking with the Customer? Examples: type in information, look at different screens, look up product offers, look up phone numbers, review job aids. Ask: What are the consequences of multitasking? Expected answers: miss important information State: Your jobs require that you multitask, but when possible give your full attention to the Customer; more importantly, let them know you are listening. Ask: What are some of the things we can do on the phone to show the Customer we are listening? Examples: non-verbal reinforcement (e.g., Mm-hmm, I see, that makes sense), paraphrasing, questioning. Transition: Now that we are focused and prepared to listen, we need to reflect on what we are hearing from the Customer.
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RESPOND
Slide
State: Paraphrasing does two things
Slide
Explain: Paraphrasing is not parroting back the exact words of the speaker. It is putting what they say into your own words to check if your understanding is the same as their intended meaning. We must also check all of those unstated needs and emotions. Paraphrasing does two things specifically: 1. It shows the Customer that we are listening. 2. It allows us to check our understanding of what the Customer is and isnt saying regarding their needs. State: Be careful when paraphrasing not to overuse this technique. If overdone it can sound like an obvious technique and become annoying.
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Click mouse to bring up examples. Read each example. Click the mouse to bring back the original respond slide.
Slide
Explain: Paraphrasing will help you determine if you truly understand the Customers needs. If you dont fully understand, you will have to ask questions to clarify and gather more information. Two types of questions do this.
Slide
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Click the mouse to bring up the words Closed Questions.

Ask: What is a closed question? Expected answer Most responses will focus around the type of answer (yes or no, short answers).
Click the mouse to bring up the use and examples for each.
State: Because open questions ask for additional information on a broader scope, it might be helpful to preface your questions to let the Customer know why you are asking. For example, To better assist you can you tell me more about?
Transition to module close

State: Lets review what weve learned.
Notes:
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MODULE CLOSE (20 MINUTES)

SELL ME SOMETHING ACTIVITY End the module by repeating the brown bag sales activity from the introduction to see improvement.
MATERIALS
Brown bag filled with a PowerBar or other similar item (one for every two people in the class) Divide the class into the same pairs they were in for the introduction activity. Distribute brown bag filled with an item (one per pair).
SET UP
Instruct participants not to look in the bag until you have explained the directions. Determine which person in the pair will be the customer and which one will be the Specialist. Participants should switch Specialist and Customer roles from the opening activity.
Display the following slide:
Slide
Give each person playing the Specialist a bag filled with a PowerBar or other similar item.
State: You cannot tell the Customer what the product is until you have established a need for it.
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State: You will have two minutes to sell the item in the bag to the Customer.
DEBRIEF
Ask the following questions: How did you identify and establish a need? What questions did you use? How did you use the information to help you sell? Did you paraphrase and ask clarifying questions?
As you debrief, ask participants for specific examples.
Notes:
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Module 3: Customizing the Solution
MODULE 3: CUSTOMIZING THE SOLUTION

Instructors Summary.....................................................................................................................57 Module Introduction. .....................................................................................................................59 Positioning. ....................................................................................................................................60 Features and Benefits. ....................................................................................................................65 Module Close. ................................................................................................................................69
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INSTRUCTORS SUMMARY
CONTENT OVERVIEW This module focuses on the importance of customizing the solution for the Customer. The goal is to improve the overall effectiveness of sales specifically in the area positioning the product with features and benefits. TOPIC OUTLINE Module introduction. The module opens with a quick review of the Customer focused approach and explains what topics the module covers. Positioning. A demonstration showing the importance of positioning opens the module. Participants then learn and talk about different positioning techniques and specific phrases that they can use on the phone. Features and benefits. The topic looks at the difference between features and benefits, benefit words, and the importance of matching benefits with features. The module ends with an activity that helps participants distinguish between features and benefits and underscores the importance of using benefits to tie the product to the specific needs of the Customer. Review activity. The activity presents various call scenarios and asks participants to identify the questions they would ask to identify needs, the products they would attempt to sell, and the phrases they would use. Module close. The module ends with a review of the content covered. KEY POINTS Plant the seed early in the call. Put the price of the product in the middle of your presentation not the end. Dont just use benefit words. Describe how the benefits will help the Customers current situation. Its important to position the product to the current situation of the Customer. Benefits should follow features.
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TOPIC AGENDA
Segment Module introduction Positioning Features and benefits Review activity Module close Total Time in minutes 5 20 25 45 10 105
Notes:
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MODULE INTRODUCTION (5 MINUTES) Display the following slide.
Slide
Explain: In our continued quest to become consultants rather than salespeople, we have been using the Customer focused approach.
Slide
Explain: In this module we will look at Customizing the Solution focusing on two main areas. 1. Positioning the product to fit the situation of the Customer. 2. Using features and benefits in conjunction to show value to the Customer.
Transition to first topic.

State: Lets start with positioning.
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POSITIONING (20 MINUTES)

INTRODUCTION
Use the following activity to demonstrate the importance of positioning. Ask two volunteers to join you at the front of the room.
State: Were all going out for dinner today, and we have two choices of where to go. Our first choice is (name of volunteer)s Place or we can go to (name of volunteer)s Grill. To help us make a decision, I have invited them to tell us about todays special
Have the first volunteer read the following statement.

(See Appendix B for an in-class copy.) Welcome to our restaurant. Todays special is prime rib. It comes with a baked potato and your choice of either soup or salad for $21.95.
Have the second volunteer read the following statement.

Good afternoon everyone and welcome to our restaurant. My name is (your name) and it will be my pleasure to serve you today. To better help you make your decision, let me tell you about our special, which is not listed in our menu. Today we are serving a select cut of prime rib, dry-aged in our special seasoning. It comes smothered in your choice of sweet onions or mushrooms sauted in a garlic butter sauce. It is also served with a twice-baked potato covered in butter and sour cream and your choice of either a cup of our delicious cream of mushroom soup or a Caesar salad with our special home-made dressing. At $21.95, it has been a popular item today. How many can I have the chef set aside for you?
Thank the volunteers and engage discussion.

Ask: So which presentation would get more people to order the special? Why?
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Record participant responses on a flipchart.

Ask: What techniques did the second presenter use that made it more enticing to you?
Record participant responses on a flipchart.

Ask: How does this relate to your job as a Customer Retention/Service to Sales/Card Activation Specialist? State: The demonstration shows how the words we use and how we position things to our Customers is important to our success. We are now going to look at some additional techniques and phrases that will help us position our products. POSITIONING TECHNIQUES
Refer participants to the page titled Positioning techniques in their TG.

(See Appendix C for an instructor reference copy.)
TG Reference Positioning Techniques
Encourage participants to follow in their TG.
As New Hires, participants may have difficulty coming up with phrases that pay. Allow participants to figure them out, but be prepare to guide them with the examples provided. After you explain each bullet point, engage discussion and share best practices about the specific words and phrases that can one can use (i.e. phrases that pay).
Notes:
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Slide
Bullet points appear on mouse click.
Do it early in the call
* Explain: If you wait until the end of the call to discuss additional benefits, you may not have the Customers full attention. For example, when Specialists say, Is there anything else I can assist you with todaywhile I have you on the phone they have lost the Customers attention; try planting the seed early in the call. Ask: What are the phrases we could use to do this (phrases that pay)?
Encourage participants to record the phrases in their TG.

Provide examples as needed: (after CM explains issue) I will be happy to see what I can do for you today and explain some additional benefits on your account. With interest rates at historical lows, there may be ways that we can save you money today, but first lets take care of While reviewing your information, I noticed that Make the CM feel special Explain: People buy on emotion, and they want to feel that they are getting something special. Ask: What can we do or say to make the Customer feel special? (phrases that pay)?
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Provide examples as needed: As a preferred Customer Based on your excellent credit history with us As a long standing Customer Let them know how others have benefited Explain: People are more likely to purchase something if they know that others have also done so and have received benefit from doing so. Ask: What can we do or say to let our Customers know how others have benefited? (phrases that pay)?

Provide examples as needed: Other Customers have been able to save money by Doing this has allowed other Customers to Using ID Protection has allowed other Customers to discover and correct discrepancies. Create urgency Explain: People dont want to miss out on something. Be careful not to use this as a pressure tactic. Remember, we are here to provide a Customer with service first then sales. Ask: How can we create urgency without having it sound like a pressure tactic? (phrases that pay)?

Provide examples as needed: These rates may not be available tomorrow. Start saving today. Avoid the hassle of calling back. Put the money in the middle Explain: Dont end with the price. Put the money in the middle between the benefits. Studies show that people remember the last thing they hear more than anything else. Putting money last makes it the focus and most memorable.
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Display the following slide to demonstrate the difference of putting the money in the middle.
Slide
The better example builds on mouse click.
As a group, come up with an example for another product to sell. Click the mouse to return to the positioning techniques slide and cover the last point
Slide
Focus on the WIIFM
Explain: The question on most consumers minds is Whats In It For Me? You need to show the Customer how they can benefit. This is more than just presenting features; every feature must be matched with a benefit. Transition: Lets take a look at features and benefits in depth.
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FEATURES AND BENEFITS (25 MINUTES)

INTRODUCTION Ask: What is the difference between a feature and a benefit?
After gathering several answers display the following slide.
Slide
Contents build on mouse click.
Use a common classroom object as an example to show the difference between features and benefits.
Explain: Features describe things about the product and answer the question What is it? Benefits describe how the Customer will benefit from the feature. It answers the So what? question.
Click mouse to bring up the benefit words.

Explain: There are certain words that generally create positive feelings in people. When explaining benefits to Customers try to use these words. For example: Balance transfers not only save you money by avoiding the cash advance rate, they give you the convenience of putting the money directly in your checking account so that you can spend the money however you want.
Click mouse to bring up the diagonal text.

Explain: Because features leave the Customer asking So what?, every feature should be followed with a benefit describing the value. Transition: Lets practice this.
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Display the following series of slides to practice matching features with benefits.
Slide
Ask: What is the benefit of the pencil being lightweight? What phrases would you use? Push participants to use the more than just the benefit word. Ask them to use the actual phrases and language. For example instead of answering convenience answer by saying, The pencil is very lightweight, which makes it easy to carry with you either in your purse or behind your ear. This way you will always have it with you, which will save you the time and hassle of searching for something to write with.
Slide
Ask: What is the benefit of the yellow color? What phrases would you use?
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Slide
Ask: What is the benefit of the pencil being made of wood? What phrases would you use?
Slide
Ask: What is the benefit of the built in eraser? What phrases would you use?
Display the following slide and explain as transition to next activity.
Slide
Explain: Features by themselves leave the Customer asking So what? in order to make the features impactful you need to pair it with a benefit statement.
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State: Dont just use generic benefit words; instead paint a picture for the Customer of how this benefit will help them in their current situation. Transition: Lets try this using a product that you will be selling. MATCHING FEATURES TO BENEFITS MATERIALS Two flipcharts or one whiteboard with markers SET UP Divide the class into two groups Have the groups come up to the white board or have two flipcharts at the front of the room and have a group stand by each flipchart.
TG Reference Features and Benefits
Refer participants to the Features and benefits create your own job aid in the Team Guide. Participants should keep this with them and fill it in throughout the activity. (See Appendix D for instructor copy.) Choose a product the group will be selling (i.e. rewards program or lower APR) and write it on top of the whiteboard or flipchart.
If you have a large class or space constraints have participants remain seated during the activity.
Slide
Instruct the group on the right-hand side of the room: write down one feature of the product.
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Instruct the group on the left: write a benefit word and phrasing to match that feature. Make sure the group has listed a benefit by asking So what? If that question applies, then they have listed another feature rather than a benefit. After they have listed the benefit word, the group should also come up with phrases that will show the value to the Customer. Instruct the group on the left: write a new feature. Instruct the group on the right: write a benefit word and phrasing to match that feature. Continue going back and forth (feature /benefit, right side/left side) until you have covered a majority of the features and benefits of the product. Ask: Based on what we have talked about in this section, what will you do differently when you get back on the phones?
MODULE CLOSE (5 MINUTES) Display the following slide and allow participants to reflect silently.
Slide
Ask a few volunteers to share their thoughts.
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Module 4: Obtaining Commitment
MODULE 4: OBTAINING COMMITMENT

Instructor's Summary .....................................................................................................................71 Module Introduction ......................................................................................................................73 Offering and Closing Statement.....................................................................77 Dealing with no.. ............................................................82 Overcoming Objections .............................................................................................................85 Module Close .................................................................................................................................88
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INSTRUCTORS SUMMARY
OVERVIEW This module focuses on the importance of Obtaining Commitment, which is a culmination of all the tools and techniques we have looked at in other modules. It starts with a quick review of the key learning points from the other modules and then walks through a process for obtaining commitment. The process starts with making an offer and ends with handling objections. OUTLINE Module introduction. The topic begins by introducing a process for obtaining commitment, which the rest of the content is organized. It ends with a quick activity on identifying buying signals. Offering and closing statements. The two types of closing statements are explained (asking for the sale and assuming the sale) providing the basis for an activity that allows participants to examine the advantages and disadvantages of each type of closing. Dealing with no. A demonstration is used to show the frequency that participants will hear no. The rest of the module explores techniques for dealing with hearing no. Overcoming objections. A four-step process for overcoming objections is presented: 1) Listen actively 2) Acknowledge the objection 3) Determine the real objection 4) Use rebuttals. Review Activity. The review activity uses a group role-play to allow participants to practice overcoming objections. An optional activity is included if time permits. Module Close. The module ends with a review of the content.
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KEY POINTS There are two types of closing statements (asking for the sale and assuming the sale). Your success in closing depends on how well you identified needs and tied features and benefits to the Customers situation. Dont make decisions for the Customer; offer to everyone. Expect to hear no and have a plan for handling it. Always make the Customer right. AGENDA Segment Module introduction Offering and closing statements Dealing with no Overcoming objections Module close Total Time in minutes 15 30 20 35 5 105 TOTAL TIME: 1 HOUR AND 45 MINUTES
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MODULE INTRODUCTION (15 MINUTES)

COURSE OVERVIEW
Slide
Explain: Obtaining commitment is really the culmination of all the things we have learned in the Customer focused approach. If you have applied the techniques, skills, and principles in the other areas, your ability to obtain commitment will be much easier. Transition: Lets look at what we are going to cover in this module.
Notes:
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Slide
Explain: We will cover these topics by walking through a process for obtaining commitment.
Slide
Do not cover the process in detail; we will do that throughout the training. Just give a high-level overview.
Click the mouse to highlight each of the four portions of the process.
State: There are four main part to this process. all the key skills we have already learned that get you to the point of commitment making an offer using various closing statements listening for the Customers response handling objection
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State: Obtaining commitment is really a culmination of all the tips and techniques we have learned so far. Before we look at offers and closing statements, lets first do a quick review of the things weve learned.
Slide
As you walk through ask participants to share the specific techniques and details they remember.
When you get to the last point, state the following as a lead in to the activity:
When listening to Customer it is important to listen for buying signals that will help you know when and what to offer. BUYING SIGNALS ACTIVITY While participants are conducting this activity, you will be setting the stage for a discussion on offering that begins the next topic. Please read that activity prior to conducting the Buying Signals activity.
M ATERIALS SET UP
Bag of cookies (used for the Offering activity in the next topic; see note above)
Participants will work individually.
As participants work individually to complete the activity, walk around the room offering a cookie to selected participants. Do not offer a cookie to every participant. This will set up the activity at the beginning of the next topic.
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Slide
Explain: Working individually, list all the buying signals you can. Be prepared to share your responses. The buying signals column of the slide should not be visible on the slide at this point.
Allow two minutes for participants to generate their lists.

DEBRIEF
Ask a volunteer to share his or her list. Ask the large group if anyone had anything different. Record answers on a flipchart. Click the mouse to display the buying signals column and discuss any points not addressed.
If participants ask about the cookie, tell them we will talk about it after we have covered Buying Signals.
Transition to next topicsee module opening.
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OFFERING AND CLOSING STATEMENT (30 MINUTES)

INTRODUCTION
Slide
COOKIE ATTEMPT RATE ACTIVITY

MATERIALS
One bag of cookies
SET UP
Participants will work individually. Participants will need the Offering Guidelines page in the Team guide.
TG Reference Offering Guidelines
(See Appendix E for instructor copy.)
This topic starts by debriefing the Cookie Attempt Rate activity that began in the previous section. While participants worked through the Buying Signals activity, you offered cookies to select participants to demonstrate the point of making choices for the Customer by deciding who is offered a cookie without asking. You did not offer a cookie to every participant.
Debrief the cookie offer as an introduction.
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DEBRIEF
Ask the following questions:

What was my attempt rate at offering cookies? Those of you who werent offered a cookie, how did you feel? What were you thinking? (tie back to Customer satisfaction) Does anyone know how I chose whom to offer to? After several answers, tell them the typical excuses: seemed too busy, seemed irritated, just had a feeling you wouldnt want one.
How does this relate to our topic on offering?
Display the following slide to wrap up the activity.
Slide
Offer to everyone: As the saying goes, You cant win the game if you dont play.
Refer participants to the Offering Guidelines page in the Team guide. Review and discuss the times when it is appropriate to offer.
Dont make decisions for the Customer - Many Specialists never attempt because they make decisions for the Customer based on assumptions. For example, have you ever said to yourself This person is really in a hurry. I can tell they dont want to be bothered? Making this assumption inhibits your ability to listen. You start listening for reasons that they dont want something instead of listening and asking questions that will help you identify needs.
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TYPES OF CLOSING
Slide
Cover briefly. The following activity will provide additional detail. Explain: There are two basic types of closes: asking for the sale and assuming the sale. Which one you use is really a matter of personal preference. Each one has its advantages and disadvantages, and its up to you to determine which one works for your style. Transition: We are going to go through an activity that will help you determine which one you might want to use. ASKING VERSUS ASSUMING ACTIVITY
MATERIALS
Flipchart paper and markers
SET UP
Divide the class into small groups of three to four. Assign each group either Asking for the sale or Assuming the sale.
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Slide
Explain the directions. Working in small groups complete the following: 1. List three examples. 2. List the advantages and disadvantages of this type of close.
Put your answers on a flipchart. Be prepared to share your responses.

DEBRIEF
Start with a group assigned to Asking for the sale. Ask a volunteer to share the answers for the group. Ask the other groups with the same closing type if they have anything additional to add. Follow the same process for the Assuming the sale group. Display the following slide to bring closure to the activity.
Slide
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State: Regardless of what type of close you choose, your success depends on what you have done throughout the call. You will have greater success if you have:

asked questions, checked for mutual understanding, linked features and benefits to the specific needs and situation of the Customer.
Tie back to the Salesperson vs. Consultant Activity

State: If you havent done this and you ask for the sale, you will sound like its coming out of nowhere and has no relevance to the Customer. State: If you havent done this and you assume the sale, you may come across as pushy because you havent established why the Customer would want the product. Transition: See introduction for next section.
Notes:
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DEALING WITH NO (20 MINUTES)

INTRODUCTION
Slide
Explain: Lets look at where we are in the process. We have identified needs, positioned the product to fit the situation of the Customer, and asked for the sale. Now we have to see how the Customer responds. We will need to use our listening framework of Focus, Reflect, and Respond. Use language that reinforces techniques that we have talked about in previous modules. Transition: Lets see how our Customer will respond. NINETY PERCENT NO ACTIVITY
MATERIALS
Ninety Percent No PowerPoint presentation The presentation is made of one hundred slides with ten of them saying, YES and ninety of them saying NO.
Slide
Make sure you have this presentation on your computer.
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SET UP
Open the PowerPoint presentation and view the presentation in slide show view (from the View Menu option on the Title Bar select the Slide Show option). Select a volunteer from the audience.
Explain the objective. (The objective is to stop on a yes.) Press and hold down the spacebar to make the slides cycle through quickly. (Yes and No will appear to flash on the screen.) When the volunteer tells you to stop, release the spacebar to stop the presentation. Start the presentation again by pressing and holding down the spacebar. Allow the volunteer ten tries to get a Yes. Record the number of times a Yes appears.
Optional if the person gets a Yes, award them a small prize.
DEBRIEF
Ask: What do you think is point of this exercise? Expected answers will hear no more than yes Ask: What are some of the ways you deal with hearing no?
Record answers on a flipchart. Display the following slide.
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Slide
Let participants read the text silently. (Only the question at the bottom will
be showing at this point.)
State: When we read this question most would answer yes, yet many Specialists face the same thing every day when it comes to handling objections and never take the time to think about or prepare for what they will do when they hear it.
Click the mouse to bring up the bulleted points.

Explain: Dont let hearing no surprise or frustrate you hearing no is a part of your job. One person said, I get paid to hear no. Expect to hear no On average, the typical Customer Retention Specialists acceptance rate is around 5% for BTs and 40% on save rate. For Card Activation and Service to Sales Specialists, the typical acceptance rate is around 10%. That means they should expect to hear no more than you will hear yes. Have a plan, be prepared Most of us would carry an umbrella if we knew there was a ninety percent chance of rain, yet many of us dont have a plan for how to handle hearing no even though we know we are going to hear it ninety percent of the time. Emphasize that the most important thing Specialists can do to improve their sales is to prepare and practice. Like any other skill, if we want to improve, we need to practice. Transition: The rest of this module will help you develop a plan for turning the no into a yes.
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OVERCOMING OBJECTIONS (35 MINUTES)

INTRODUCTION
Slide
Explain: Since we can expect to hear no ninety percent of the time, we need to develop a plan for dealing with objections so we can turn the no into a yes. We are going to walk through a process for how to do this.
Slide
State: The first step is to start by listening actively. State: You wont know how to handle the objection unless you listen actively and fully understand the Customers concern. Ask: What are some of the tips and techniques you remember from our discussion on Focus, Reflect, Respond?
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Include the following items if participants do not come up with them: Give your full attention. Do not interrupt. Listen with questions in mind, not what you will say. Do not assume you know what the Customer wants/needs. State: The second step is to acknowledge the objection. Ask: What does it mean to always make the Customer right when acknowledging their objection? Expected answers: validating their objection and letting them know that they are not alone in their hesitation or objection. Ask: What are some of the phrases you use to acknowledge and make them right? Expected answers: I understand Mr. Jones Other Customers have felt the same way Im the same way Mrs. Jones, I also State: The third step is to determine the real objection. State: What is your initial reaction when someone tries to sell you something that wasnt a stated need? Expected answer: to become defensive or say no. You may need to review the definition of a stated need (needs that are directly stated by the Customer). Stated needs will vary from person to person. State: Its natural for people to say no as a defense mechanism. Its our responsibility to try to get to their real objection. We do this by asking open and closed clarifying questions. State: The fourth step is to use rebuttals. State: The scripted rebuttals that your job aids provide are an extremely valuable resource for creating your plan. The scripted rebuttals show the most common objections and give you a sample response. When using rebuttals keep the following in mind
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Slide
Explain: Put them in your own words the scripts use best practices and are an excellent starting point, but use words that you are comfortable with and make sense to you. There are times when it is critical from a legal perspective to follow the scripting. Your job aids will let you know what you need to read verbatim. Be sure to stress the importance of following the scripts when necessary due to legal reasons. State: Avoid reading because reading can often sound too scripted and unnatural. Be prepared because you will need to use rebuttals on almost every call. Practice them often. Document what works and what doesnt in order to continually refine your plan. Talk to other people to find out what they do and try it for yourself to determine what works best for you. Two Nos and Go means to offer then rebut if needed and then end on a positive note.
Click the mouse to return to the Overcoming Objections slide and cover the last point:
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Slide
MODULE CLOSE (5 MINUTES)

State: Every rebuttal should end with a closing statement or offer to purchase. This way can determine if we have overcome the objection and continue dialog.
OBTAINING COMMITMENT TECHNIQUES ACTIVITY MATERIALS
Refer participants to their Team Guide Obtaining Commitment Techniques and explain the instructions. (See Appendix F for instructor reference copy.) Divide participants in groups of three of four
SET UP
Slide
Make sure the Specialists are using the Obtaining Commitment techniques sheet that corresponds to the line of business they are learning.
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State: Working in your small groups, answer the following: What phrases you would use to acknowledge the objection? What open and closed clarifying questions you would ask?
Be prepared to share your answers. Have several groups start at the end and work backwards. This will ensure that you cover all situations and can use them in the debrief.
After 10 minutes, follow the process outlined below.

DEBRIEF
Ask a volunteer group to share their answers to the first objection. After the volunteer group has answered, open discussion to the large group by asking if any group had something different they would like to add. Moving clockwise from the volunteer group, have the next group share their answers to the second objection. Open discussion to the large group for any different answers. Continue clockwise using this process until you have covered all situations.
Notes:
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Course Review Activity
COURSE REVIEW ACTIVITY: TAG TEAM ROLE PLAY
Instructor's Summary .....................................................................................................................91 Tag Team Role Play Activity ........................................................................................................92 Activity Scenarios ..........................................................................................................................93 Course Close ..................................................................................................................................96
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INSTRUCTORS SUMMARY
ACTIVITY OVERVIEW
The course review activity uses role-play scenarios to highlight and review some of the key learnings of the entire course. Participants can build rapport and trust by identifying the needs of the Customer through listening and questioning. The product is positioned by tailoring features and benefits of the product to the needs of the Customer. Lastly, commitment is obtained by overcoming the Customers objections. This activity uses role-playing scenarios where the instructor plays the role of the Customer and the Participants will be playing the role of the Specialist. Ask a volunteer to begin the role-play. During the role-play, the Specialist can stop the action at any time and pick someone else to assume the role. The conversation must be picked up where the other person left off. You can also stop the action and ask for a switch of Specialists; at which time the current Participant will pick another Participant to take their place. Participants not playing a role will observe and collect feedback for their assigned area using the call observation sheet. Several role-play scenarios are available to allow you to choose a scenario appropriate to the audience and to give you flexibility with time. If you finish a role-play quickly and still have additional time, you can start again with a new scenario.
KEY POINTS Encourage Participants to Act Naturally. This includes offering a product other than the one scripted if it is more beneficial to the Customer. Be Fair When Role-Playing the Part of the Customer. Adjust responses based on the Specialists application of the materials learned. Reinforce the lesson instead of punishing the Specialist. Feedback is Important. Prompt Participants to give specific feedback regarding actual word usage throughout the role-play.
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TAG TEAM ROLE-PLAY ACTIVITY

MATERIALS
Role-play scenarios select a scenario from the list on the following page. There is a PowerPoint slide for each scenario. The slide provides the Specialists with necessary information to complete the role-play.
SET UP
Participants can remain in their seats for this activity. Divide the class into four groups and assign each group a different area to gather observations while role-playing is taking place. 1. 2. 3. 4. Building Rapport Identify Needs Customize the Solution Obtain Commitment
Ask a volunteer to start the activity. Explain the directions to the class as follows: We will be role-playing a scenario where I am the Customer and you will play the role of the Specialist. The person who is playing the Specialist can stop the action at any time and pick someone else to assume the role. They must pick up the conversation where the other person left off. I can also stop the action and ask for a switch of Specialists; at that time, the current participant will select another participant to take his or her place. If you are observing, you should be collecting feedback for your assigned area using the Call Observation Sheet. (See Appendix G.) Encourage participants to act as they would normally. For example, if they want to offer a product other than the one scripted, they should do so.
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Display the appropriate Specialist scenario slide and allow enough time for the class to read. Begin the role-play with the volunteer. Continue until the call is complete. If time permits do another role play with a new scenario and assign observers a different area than they had on the first scenario.
Instead of using a tag team, you could also have one participant role-play the entire call.
ACTIVITY SCENARIOS (INSTRUCTOR REFERENCE)

Purpose: Prior to the class, select two or three scenarios to use during the role-play. SCENARIO #1
Slide
Instructor information: During scenario one, youve called the Specialist to ask whether the bank received the last automatic payment. After your question, the Specialist is going to attempt to sell Identity Protection (ChIPs) to you. Object when the Specialist offers Identity Protection (ChIPs) to you. You can use the objections below or create one of your own. I can get these things on my own I already have good credit
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SCENARIO #2
Slide
Instructor information: During scenario two, youve called the Specialist to check on your available credit. After your question, the Specialist is going to attempt to sell Payment Protector (CPP) to you. Object when the Specialist offers Payment Protector (CPP) to you. You can use the objections below or create one of your own. My balance is too high I need to talk with my spouse
SCENARIO #3
Slide
Instructor information: During scenario three, youve called the Specialist to request a PIN so you can take out cash. After your question, the Specialist is going to attempt to sell Payment Protector (CPP) to you. Object when the Specialist offers Payment Protector (CPP) to you. You can use the objections below or create one of your own. I pay off my balances each month. I need to talk to my spouse. I cant afford it.
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SCENARIO #4
Slide
Instructor information: During scenario four, youve called the Specialist to request a credit line increase. After your question, the Specialist is going to attempt to sell Identity Protection (ChIPs) to you. Object when the Specialist offers Identity Protection (ChIPs) to you. You can use the objections below, or create one of your own. I can get these things on my own. I already have good credit. I will think about it. When role-playing the part of the Customer, be realistic and fair. This is not a time to punish Specialists. It is to reinforce the lessons learned. Adjust your responses based on the way the Specialist applies strategies from the lesson in conversation.
DEBRIEF
Ask the following questions to those that were role playing: What went well? What did you find most challenging? How did you overcome this? Walk through the call observation sheet and collect feedback from the assigned group. Use the following questions to help: What did you observe being done well? What specific words or phrases worked well? Where could we improve? How?
Prompt participants to give specific feedback regarding the actual wording used throughout the role-play.
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Slide
COURSE CLOSE ( 35 MINUTES )

State: Before we go, there are a just a few things we need to do to wrap up.
Distribute posttest to participants. Allow participants 30 minutes to complete the test. Collect posttests; thank participants, and provide any parting thoughts.
Notes:
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Appendix
APPENDIX
Appendix A: Techniques for Building Rapport .............................................................................98 Appendix B: Opening Demonstration ...........................................................................................99 Appendix C: Positioning Techniques ..........................................................................................100 Appendix D: Features and Benefits- Create Your Job Aid..........................................................101 Appendix E: Offering Guidelines ................................................................................................102 Appendix F: Obtaining Commitment Techniques .......................................................................103 Appendix G: Call Observation Form ...........................................................................................105 Appendix H: PowerPoint Presentation Slides..............................................................................107
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Appendix
APPENDIX A: TECHNIQUES FOR BUILDING RAPPORT

(INSTRUCTOR COPY)
BE POSITIVE PROVIDE GOOD CUSTOMER SERVICE Your tone of voice should be friendly, courteous, helpful, enthusiastic, and positive. Always be positive when presenting product information. If you position something with a negative tone, the Customer will see it that way. Never be negative about a competitor or other individuals or areas within the business. Smile, it will come through in your voice. Provide the Customer with options. Explain things clearly and check to make sure the Customer understands. Do what is in the best interest of the Customer. Be honest and apologize when necessary. Use the Customers name. State your name clearly so the Customer can understand. If you are confident, and sound confident to the Customer, it will increase his/her trust in you. If you are unsure of something, tell the Customer you dont know, but will find the correct information for him/her. Avoid uncertain terms such as I believe; I think; its my understanding. Give the Customer your full attention. Let the Customer know you are listening by using phrases such as I see; that makes sense; I understand; um hum. Ask clarifying questions. Paraphrase to check for mutual understanding. Do not interrupt the Customer. Do not make assumptions about what the Customer wants; every call is different. Avoid using jargon it can cause confusion. Use empathy statements such as: I understand why you feel tha t way; I know how frustrating this can be. Avoid words or phrases that sound harsh or negative such as:
SPEAK WITH CONFIDENCE
LISTEN TO THE CUSTOMER
CHOOSE YOUR WORDS CAREFULLY
Avoid using
Instead use Im unable to becausehowever, I am able to do the following Because its not a customary procedure, let me see what I can do. Can I ask you to? Did I explain that clearly enough? Your payment was due on (date) and we received it on (date).
I cant Its not our policy. Its required. Do you understand? You were delinquent.
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Appendix
APPENDIX B: OPENING DEMONSTRATION (IN CLASS COPY) Instructions: Make a copy of this page prior to class and separate volunteer statement one from statement number two.
Volunteer # 1 please read the following

Welcome to our restaurant. Todays special is prime rib. It comes with a baked potato and your choice of soup or salad for $21.95.
CUT ALONG LINE
Volunteer # 2 please read the following

Good afternoon everyone and welcome to our restaurant. My name is ( your name ), and it will be my pleasure to serve you today. To better help you make your decision, let me tell you about our special, which is not listed on our menu. Today we are serving a select cut of prime rib, dry-aged in our special seasoning. It comes smothered in your choice of sweet onions or mushrooms sauted in a garlic butter sauce. It is also served with a twice -baked potato covered in butter and sour cream and your choice of a cup of our delicious cream of mushroom soup or a Caesar salad with our special home -made dressing. At $21.95 it has been a popular item today. How many can I have the chef set aside for you?
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Appendix
APPENDIX C: POSITIONING TECHNIQUES (INSTRUCTOR COPY)
TECHNIQUE
Do it early in the call If you wait until the end of the call to discuss additional benefits, you may not have the Customers full attention. Try planting the seed early in the call. Make the CM feel special People buy on emotion, and they want to feel that they are getting something special. Let them know how other Customers have benefited People are more likely to purchase something if they know that others have also done so and have received benefit from doing so. Create urgency People dont want to miss out on something. Do not use this as a pressure tactic. Put the money in the middle Do not end with the price. Put the money in the middle between the benefits. GOOD
PHRASES THAT PAY
BETTER The best part about transferring money into your checking account is that the money is available quickly so you can begin writing checks at your convenience. For a small onetime fee of 3% of your transfer amount, you will save the 19% interest rate associated with regular cash advances. This way you will save money and have the money available to do as you wish. What account would you like me to transfer that into?
The best part about transferring money into your checking account is that the money is available quickly so that you can begin writing checks at your convenience. This will also save you the 19% interest rate associated with regular cash advances, and it only requires a small one-time fee of 3% of your transfer balance. What account would you like me to transfer that into?
Focus on the WIIFM Whats in it for me? You need to show the Customer how they can benefit. This is more than just presenting features; every feature must be matched with a benefit.
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Appendix
APPENDIX D: FEATURES AND BENEFITS CREATE YOUR JOB AID

(INSTRUCTOR COPY)
Purpose: Create your own job aid by capturing the features, benefits, and the phrases that will help you describe how the benefits will add value to the Customer.
PRODUCT: _____________________________________________________
Feature Benefit words Phrases that pay
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Appendix
APPENDIX E: OFFERING GUIDELINES (INSTRUCTOR COPY) Purpose: Under most circumstances, we should be offering on every call; however, there are times when we need to use our best judgment or refrain from offering at all. The following guidelines will help you make that decision. DO NOT ATTEMPT You should not be attempting to sell to Customers with any of the following circumstances: No rebuttal states refer to your most current job aid for current no rebuttal states Exclude from solicitation Customers who have asked not to be offered requested exclusion from sales Found card we cannot sell to third parties Foreign language call we cannot perform quality monitoring or sales verification in other languages. USE YOUR BEST JUDGEMENT Use your best judgment about attempting to sell to Customer with the following circumstances: Irate Customer Transferring to another department Catastrophic event Customer expressing bereavement Lost or stolen card
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Appendix
APPENDIX F: OBTAINING COMMITMENT TECHNIQUES

(INSTRUCTOR COPY)
Card Activation and Service to Sales
Objection
Phrase(s) to acknowledge the objection
Clarifying question(s)
I dont buy things over the phone.
I dont have time right now.
I need to talk to my spouse.
Im not interested.
Let me think about it.
Just send me the materials
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Appendix
APPENDIX F: OBTAINING COMMITMENT TECHNIQUES

( INSTRUCTOR COPY )
Customer Retention
Objection
Phrase(s) to acknowledge the objection
Clarifying question(s)
I want to close this account. I dont pay an annual fee on my other cards with the same benefits.
You just increased my APR. Im not going to keep this card. That APR is not low enough. I have other cards with lower APRs. You charged me a late fee and I mailed my payment on time. I want to close my account. Even though that Balance Transfer rate is low, Im not paying a fee to do the transfer. I was carrying a balance and I just paid off the card. Why did I get charged a finance charge?
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Appendix
APPENDIX G: CALL OBSERVATION FORM SALES (INSTRUCTOR COPY)

Desired Behavior
Has a positive tone of voice Adapts to the Customers personality Uses empathy statements Explains things clearly and checks to make sure the Customer understands Resolves the Customers issue or completes purpose of call Ensures that all issues have been addressed Avoids jargon and words and phrases that sound harsh or negative (e.g., I cant, delinquent) Observed
Yes No
Comments/Specific Observations
Build Rapport
Desired Behavior
Observed Yes No
Identifying Needs
Uses open-ended probing questions to identify needs Uses preface statements To better assist you may I Uses verbal reinforcers (um hum, I see, that makes sense, I understand) to show the Customer you are listening Paraphrases to check understanding
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Appendix
APPENDIX G: CALL OBSERVATION FORM SALES (INSTRUCTOR COPY)

Observed Yes No
Customize Solutions
Desired Behavior
Acts on response to probing questions with solutions Supports every feature with a benefit Ties features and benefits to the needs and situation of the Customer Check for agreement Sells products based on value to CM not overemphasizing cancellation.
Desired Behavior
Observed
Yes No
Obtain Commitment
Identify and act upon buying signals
Handles objections using appropriate rebuttals
Uses rebuttals without sounding scripted Ask for or assumes the sale through effective closing statements and questions Acknowledges the objection making the Customer feel that you are the consultant
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Appendix
APPENDIX H: POWERPOINT PRESENTATION SLIDES
WHICH DO YOU WANT TO BE?
SALES TRAINING
A COURSE FOR NEW HIRES
SALES PERSON
S Looking out for themselves S Thinking of ways they can
CONSULTANT
S Looking out for the customer S Thinking of ways the customer
COURSE OVERVIEW:
Purpose Agenda Team Guide
benefit
can benefit
IT COMES DOWN TO MOTIVATION!
PURPOSE
CUSTOMER FOCUSED APPROACH
Through discussion and practice you will learn the tips, techniques, and processes to help you successfully sell value added products during a conversation/interaction with a customer.
1
BUILD RAPPORT
2
IDENTIFY NEEDS
3
CUSTOMIZE SOLUTIONS
OBTAIN COMMITMENT
Module 1: BUILDING RAPPORT

S
Rapport: What does it mean?

Rapport (n). relationships, especially those of mutual trust
S Building a relationship takes more than asking about the
1
BUILD RAPPORT
2
IDENTIFY NEEDS
3
CUSTOMIZE SOLUTIONS
BUILD RAPPORT
What does it mean? Why is it important? When do we build it? How do we build it?
OBTAIN COMMITMENT
weather.
ACTIVITY: Final Round

Review the comments written by other groups. Determine and label which comments can establish what types of trust:
Contractual Trust: people need to experience you keeping your word. Disclosure Trust: to build trust, you must demonstrate a willingness and ability to openly share information with others. Competence Trust: People need to experience you as having the skills to do what you say you can do. Trust of Intentions: People need to realize you have their best interests at heart and that you are not out to get them.
Module 1: Content Review

S When should we build rapport?
S We should be building relationships throughout the
ACTIVITY: How do we build rapport?

WHAT CAN WE DO TO BUILD RAPPORT DURING EACH STAGE OF THE CALL?
Think about ways you can establish the types of trust: Contractual Trust: you keeping your word Disclosure Trust: demonstrating the willingness and ability to openly share information Competence Trust: exhibiting the skills to do what you say you can do Trust of Intentions: showing that you have the customers best interests at heart and are not out to get them
entire call.
S What are the benefits of building relationships?

S Builds Customer loyalty, helps deal with difficult
Customers, makes our job more enjoyable, and makes it easier for us to sell!
S What techniques will you use to build rapport? (Think
beyond asking about the weather!)
Beginning
Middle
End
BE PREPARED TO SHARE YOUR ANSWERS!
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Rapport: what does it mean?
Contractual Trust: people need to experience you keeping your word. Competence Trust: People need to experience you as having the skills to do what you say you can do. Disclosure Trust: to build trust,
you must demonstrate a willingness and ability to openly share information with others.
CUSTOMER Who do you think benefits the most from BUILDING RAPPORT? ADVISOR
Appendix
ACTIVITY: Take a Stand
Module 2: IDENTIFYING NEEDS

S
Trust of Intentions: People

need to realize you have their best interests at heart and that you are not out to get them.
Determine who will be the Advisor and who will be the Customer.
The person playing the Advisor will be given a bag with an item in it. Do not show the contents of the bag!
IDENTIFYING NEEDS
The importance of identifying needs Four types of needs Listening Questioning
You have 3 minutes to sell the Customer the item in the bag.
ACTIVITY: Customer Needs
S Customer Retention Training
INCREASING CUSTOMER SATISFACTION
ACTIVITY: Sell Me Something
IDENTIFYING NEEDS
Remove a Finance Charge

S
S Card Activation Training
Assumed basic needs that are commonly assumed by both parties and rarely need to be stated. Stated needs that are directly stated by the Customer. Unrealized unrealized needs are features and benefits of the product that are known to the sales person but may not be known to the Customer. Unimagined these are the true innovations that arent even imagined by most people.
S Service to Sales Training
S S
Card Activation
S
Change Cycle Date

S
Add an Authorized User

S
S S
S S
S S

Option to Purchase Payment Protector (CPP)
S

Access to Credit Report Through Identity Protection (ChIPs)
S
Change of Address
S
S S
S S
S S
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Appendix
Request a Lower APR

S
Rewards Program
S
Polite Service
S
S S
S S
S S
Key Points
Short Hold Time

S
Balance Transfer
S
The key to successful sales and increased Customer satisfaction lies in our ability to understand the unique situation of each Customer so that we can present products and services that will meet their unrealized needs.
S S
S S
What can we do to determine the needs of the Customer and understand their situation?
Listening is More than Just Hearing
To Identify Needs You Must Focus
Prepare Yourself to Listen for
To truly identify Customer needs, you must
Focus Reflect & Respond
S Get ready to listen
S Buying Signals
S Silence S Agreement
S Pay attention
S Let the Customer know you are
S Positive comments
S Asking Questions S Lack of Objections
paying attention
S Information about the Customers current situation
that relate to product benefits
To Identify Needs You Must Reflect
To Identify Needs You Must
Respond
Paraphrasing
S Listen to what they are and are not
saying
S Paraphrase to check for mutual
understanding
S Dont make assumptions S Listen with questions in mind, not
S Ask questions to clarify and gather
Sharing in our own words what we thought we heard (and didnt hear) the speaker say S It shows the Customer that we are listening S It allows us to check our understanding and come to a mutual understanding regarding needs Examples
S So what I hear you saying is Is that right?
S In other words, you are saying S I understood you to mean S So your main concerns are Is that right? S Let me just recap what weve said so far
additional information
statements
Clarifying Questions
S Closed Questions: used to narrow the responses
ACTIVITY: Sell Me Something
Optional ACTIVITY: Call Review
in order to focus the discussion

S Can you give me an example? S Are you still living at?
S Switch Advisor and Customer roles from the opening
activity.
S What were the stated needs? S What were the unrealized needs? S What questions were used to determine needs? S What preface statements did the Advisor use?
S The person playing the Advisor will receive a bag
S Do you carry balances on any other cards?
with an item in it.
S Open Questions: Used to broaden the responses
S You cannot tell them what the product is until you
and encourage conversation and dialog

S Can you tell me more about? S What did you mean when you said
have established a need for it.
S Incorporate the lessons learned from today, such as
S Did they paraphrase? How?

S Did they use the information gathered to position
S Im not sure I understand what you mean by Could you
explain again?
identifying needs, asking open and closed clarifying questions, and paraphrasing.
the product to the specific needs of the Customer?
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Appendix
Module 3: CUSTOMIZE SOLUTIONS

S
Cardmember Focused Approach
Today's Focus
CUSTOMIZING SOLUTIONS
The importance of posi oning Posi oning techniques Difference between features and benefits Matching benefits to features Posi on the product to the Cardmembers situa ons
BUILD RAPPORT
IDENTIFY NEEDS
CUSTOMIZE SOLUTIONS
OBTAIN COMMITMENT
Features Verses Benefits
Whats the Benefit?: What is the benefit of the pencil being lightweight?
S Feature: light weight S So what? S How will the CM benefit? S What phrases would you
Whats the Benefit?: What is the benefit of the yellow color?

S Feature: yellow color S So what? S How will the CM benefit? S What phrases would you
Answers What is it? Describes the product
Answers So what? Describes how the CM will benefit
Security (peace of mind) Convenience (easy to) Savings (money and me) Pres ge (exclusive)
use?
S Benefits Words S Security (peace of mind) S Convenience (easy to) S Savings (money and me) S Pres ge (exclusive)
use?
EVERY FEATURE SHOULD BE FOLLOWED BY A BENEFIT!
Whats the Benefit?: What is the benefit of the pencil being made of wood?
S Feature: made of wood S So what? S How will the CM benefit? S What phrases would you
Whats the Benefit?: What is the benefit of the built in eraser?

S Feature: built in eraser S So what? S How will the CM benefit? S What phrases would you
use?
use?
Ac vity: Matching Features to Benefits
Module 4:
OBTAINING COMMITMENT
S
Features
Benefits
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Appendix
Obtaining Commitment
OBTAIN COMMITMENT
BUILD RAPPORT IDENTIFY NEEDS
CUSTOMIZE SOLUTIONS
OBTAIN COMMITMENT
Ways to gain commitment Buying signals A emp ng Closing Overcoming objec ons Why people say no Real objec ons Using rebu als
Offering
S Offer to everyone (using your best judgment) S Dont make decisions for the Cardmember
Two Types of Closing

S Asking for the sale S Uses ques ons to seek confirma on from the
Types of Closing Statements
S For your assigned closing method do the
Cardmember
S Assuming the sale S Uses statements or ques ons that assume the
following: S List three examples phrases S List the advantages of this type of close S List the disadvantages of this type of close
S Put your answers on a flipchart S Be prepared to share your answers
Cardmember wants the offer
Final Thoughts
Regardless of whether you ask for the sale or assume the sale, a successful close depends on what you have done throughout the call to iden fy needs and use features and benefits to e the product to the specificn eeds and situa on of the Cardmember. If you dont do this, you will sound more like a salesperson and less like a consultant.
Hearing No
S
Dont let hearing no surprise or frustrate you Expect to hear no 90% of the time Have a plan, be prepared
If the weather forecast called for a 90% chance of rain, would you carry an umbrella?
Overcoming Objec ons

1.
Using Rebu als

S Put them in your own words S Avoid reading sounds too scripted S Be prepared prac ce S Document what works and what doesnt
Start by listening ac vely Focus, Reflect, Respond
2. Acknowledge the objec on Always make the Cardmember right 3. Determine the real objec on
Objec ons do not get in the way of the sales process, they are part of it!
Ask clarifying ques ons 4. Use rebu als Start with scripted rebu als and make them your own
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Appendix
Obtaining Commitment Techniques
S
Overcoming Objec ons

1. Start by listening ac vely Focus, Reflect, Respond 2. Acknowledge the objec on Always make the Cardmember right 3. Determine the real objec on Ask clarifying ques ons 4. Use rebu als Start with scripted rebu als and make them your own
TG Reference: S Obtaining commitment techniques Working in small groups determine: S What phrases you would use to acknowledge the objec on S What open and or closed clarifying ques ons you would ask Be prepared to share your answers
5. Close Every rebu al should end with a closing statement
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REFERENCE CITATION OR RESOURCE GUIDE (RG)

11:50 12:30 pm 12:55 pm 1:40 1:45 pm

2:00 pm 2:15 pm 2:45 pm 3:05 pm 3:40 pm

4:25 pm 4:55 pm 5:00 pm

INSTRUCTOR ROLE OVERVIEW

PREPARING THE LEARNING ENVIRONMENT

Computer/Speakers Flipchart Screen Flipchart

MATERIAL AND EQUIPMENT REQUIREMENTS

One box One roll Three

TOTAL TIME: 20 MINUTES

After participants respond, display the following slide.

Slide The Which do you want to be text appears on mouse click.

Click the mouse button to bring up the question at the bottom.

COURSE OVERVIEW (5 MINUTES)

Display the following slide and read the purpose.

Slide Underlines build on mouse click.

Click the mouse to underline discussion and practice.

Click the mouse to underline tips, techniques, and processes.

Refer participants to the Team Guide.

Reference Team Guide

Click the mouse to underline value added products.

Click the mouse to underline conversation/interaction.

Display the following slide.

Display the following slide.

Module 1: Building Rapport

MODULE 1: BUILDING RAPPORT

Module 1: Building Rapport

Module 1: Building Rapport

TOTAL TIME: 1 HOUR AND 15 MINUTES

Module 1: Building Rapport

MODULE INTRODUCTION (5 Display the following slide.

Display the following slide.

Module 1: Building Rapport

DEFINING RAPPORT (10 MINUTES) Display the following slide.

Click the mouse to bring up the first bullet point.

Module 1: Building Rapport

IMPORTANCE OF BUILDING RAPPORT (10 minutes)

Display the following slide.

Slide Question builds on mouse click.

Module 1: Building Rapport

Module 1: Building Rapport

HOW TO BUILD RAPPORT (40 minutes) MATERIALS SET UP

Remind participants to write clearly as others will be reading their writing.

Module 1: Building Rapport

Explain the directions.

Explain the directions.

Module 1: Building Rapport

Module 1: Building Rapport

MODULE CLOSE (5 MINUTES) Display the following slide as a review.

Slide Questions and answers build separately on mouse click.

Module 2: Identifying Needs

MODULE 2: IDENTIFYING NEEDS

Module 2: Identifying Needs

Module 2: Identifying Needs

TOTAL TIME: 1 HOUR AND 30 MINUTES

Module 2: Identifying Needs

MODULE INTRODUCTION (10 MINUTES)