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NOTES
1 Lesson 10
Lesson Ten
OVERCOMING STALLSAND OBJECTIONS
The purpose of this lesson is to help you learn to overcome stalls and objections that may be presented by the prospect during the course of the interview. Stalls and objections are a normal occurrence in every interview. It is the purpose of this lesson to acquaint you with how to respond to them and turn them into sales.
In this lesson you will learn:
• The Definition of a Stall and an Objection
• Strategies for Handling Stalls
• Strategies for Handling Objections
• How to Disagree Without Being Disagreeable
• Techniques for Handling Stalls and Objections
• Basic Communication Styles and Closing
• How to Use the Sales Problem Identifier
What is a stall? What is an objection? How will I deal with them with-out coming across to the prospect as negative or defensive? What are the responses I should use? What can I do to prevent them?
DefiningStallsandObjections
Stalls and objections are a normal part of almost every conversation and not unique to sales situations. People just seem to enjoy objecting with another person over an issue no matter what the subject or topic may be, or stalling because they do not personally want to get involved in something that is not perceived as a personal benefit. The natural human tendency is to be skeptical or selfish with our time, money, and effort.
A stall generally means the prospect lacks self-confidence, or confidence in you, or both. An objection indicates the prospect is not sold on your program or process. Professional salespeople look positively at stalls and objections. Success in selling depends upon how well they learn to deal with them.
Sales Certification 1
Lesson 10 2
NOTES StrategiesforHandlingStalls
A stall is closely related to an objection. The stall is a tentative reason offered by the prospect for not making a buying decision at that moment. A stall indicates that the prospect is not entirely convinced about the wisdom of making a decision into enrolling into the Showcase program. A few common stalls are:
• “Ineedtimetothinkitover.”
• “Ineedtotalkwithsomeoneelse.”
• “Ineedtowaituntilabettertime.”
What the prospect is really saying is, “You haven’t given me enough information (or too much information), and I need to review it.” “I am not convinced.” “There is no urgency to get the results we discussed.” When you recognize the stall as an appeal for reassurance or more information, you can handle it with confidence.
You can handle stalls effectively by following this three-step proce-dure:
1. ExploretheRealReason
Listen carefully to what the prospect says and ask questions that will help uncover the real reason the prospect is not ready to decide on enrolling now.
2. OfferReassurance
Acknowledge the prospect’s feelings and offer reassurance that a buying decision is correct.
3. ResellandClose
Review any portion of the interview that is applicable to why the prospect would benefit by participation in the program. Pointing out each benefit to be derived that has a special application for the prospect’s needs. Then use a trial closing question and closing technique.
StrategiesforHandlingObjections
Objections actually indicate an interest in the Showcase program. Objections reveal what the prospect is thinking and give feedback on the sales interview. Think of the objection as a comment from the prospect saying to you:
3
NOTES
Lesson 10
• “Ineedmoreinformationfromyoutomakeadecision.”
• “Youwerenotclearaboutsomething thatwas important tome.”
• “Youhavenotmadethisimportantenoughformetotakeactiononyourproposal.”
• “TellmewhyIshoulddobusinesswithyou.”
Often the objection may be the prime buying motive or the buying signal the seller needs to begin closing.
Most objections an experienced salesperson hears are not original. Most objections fall into six basic categories. Learn to handle these six basic objections and you will seldom be at a loss for an effective answer.
1. Objection to Company
2. Objection to Salesperson
3. Objection to Product or Service
4. Objection to Time
5. Objection to Effort
6. Objection to Money
Categorize the objections you most often hear and develop standard responses for them. Write out your responses word for word and commit them to memory. Practice each one so it sounds natural and spontaneous. Knowing you are prepared for objections will give you confidence.
Professional salespeople are able to handle the prospect’s objec-tions successfully by placing them in the proper perspective. Do not take objections personally. Objections handled well, become powerful aids in closing the sale. The key to success is preparation. Memorize this five-step plan and internalize it and you will enable yourself to respond instinctively to any objection.
1. ListenCarefully
Hear the prospect’s total message. Don’t interrupt. By listening to the total message, you show the prospect you are genuinely interested in what they are saying. Listen closely for the real meaning. Often you will hear the prospect say, “Tell me why I should enroll in the Showcase program. What personal benefits will I get? How will my organization benefit?” You can often listen your way into a sale.
Lesson 10 4
NOTES 2. AcknowledgetheProspect’sPointofView
Find points of agreement with the prospect before beginning to answer the objection. Take responsibility for any misunder-standing. Never become defensive or offended. Find a way to cushion or soften the response. Appear to agree with the prospect and make them feel you are on their side.
3. UseSofteningStatements
Using your own words, repeat back what you think the prospect said in a softening statement and get clarification. Restating the objection in a sympathetic manner tells the prospect you were listening and have understood what they said. It provides you with time to formulate your answer and will help you to avoid becoming defensive.
4. SelectaSpecificTechnique
Answer the objection. No one technique works best all of the time. The technique you use must fit both you and the prospect. The answer must satisfy the prospect, be complete, concise, and prompt. For example, you could convert the objection to a question and then immediately answer the question. Present only as much information as required to gain the prospect’s cooperation and commitment. Too long of an explanation could be perceived as a pressure tactic. Say just enough to dispose of it to the prospect’s satisfaction. Minimize the objection by not dwelling on it.
5. AttempttoClose
Successfully answering an objection creates an opportunity to close, especially if it is near the end of the interview. Use a trial-closing question first to see if the prospect is ready for a closing technique. The trial close gets a prospect’s reaction or takes their temperature without exerting any pressure for making a yes/no decision. If you receive a positive buying signal at this point, attempt a closing technique. If the close proves to be unsuccessful, get back on track with asking questions to determine the prime buying motive for which the prospect is willing to enroll in the Showcase program.
Handling objections and staying in control presents one of the greatest challenges of professional selling. Success in handling objections depends upon attitude. If you assume the sale is over when you hear an objection, it will be. If you assume that the objection is a new opportunity to sell, it will be.
5
NOTES
Lesson 10
Developing your ability to deal with objections not only makes sell-ing more profitable, it also makes selling more interesting and satisfying. The very fact you have confidence in your ability to deal with stalls and objections often prevents the prospect from voicing them at all. Skill in handling objections assures you that if the prospect objections, you are fully capable of handling the situation.
DisagreeWithoutBeingDisagreeable
Getting into an argument with a prospect, particularly when respond-ing to objections, is one of the easiest and most disastrous mistakes a salesperson can make. Your purpose is to remove the objection without being objectionable. Remember that selling is a win-win proposition. The sale is not a win-lose proposition; rather it is one of mutual benefit. What good would it be to win the disagreement but lose the sale? Never force a prospect into making a decision to enroll in the Showcase. People who feel obligated or forced into making a decision will usually experience buyer’s remorse and back out. Prospects are more likely to stay sold, if they believe the decision to enroll in the Showcase was their own idea.
TechniquesforHandlingStallsandObjections
A useful technique to overcome an objection that indicates the pros-pect does not see value in attending the Showcase is to use the “feel, felt, found” formula. This approach shows the prospect that you understand the objection, it reassures and softens their objection by putting you on their side. It tells them that it is acceptable to feel that way and the objection is normal and reasonable. The key to this method is that it presents hope for you by setting the stage to introduce information that has the potential of changing the prospect’s mind. Let’s visit the dialogue used for the:
Feel,Felt,FoundFormula
Prospect: Raises an objection.
Response: “I can understand exactly how you feel…I have had others who
felt the same way…but I have found once they attended the Showcase it was one of the best decisions they have made.”
Learn this technique and use it often. This method works because it acknowledges the prospect’s expressed concerns, allows you to become neutral, and then gives a series of supporting benefits to the prospect to help them with the decision to enroll in the Showcase program.
Lesson 10 6
NOTES TimeObjection
Prospect: “Ihavenotimeforthisprogram,Iamreallybusy.”
Response: “Thisprogramwasdesignedforbusyexecutiveslikeyou.Doyou
havetimetolistentoalessoneachdayasyoudrivetoworkfor10-15minutes,read10-14pagesofmaterialperweek,meetonceortwiceaweekfortwohours,andusesometechniquesrightonyourjobthatwillincreasebothyourproductivityandtime? (Wait for response) Yousee,thisisnotinadditiontowhatyoudo…itiswhatyoudo…weaskthatyouapplythetechniquesrightonyourjob!”
Prospect: “Nowisabadtimeformetogetinvolved.Iwillmisstwoor
threeoftheweeklysessionsbecauseIwillbeoutoftown.”
Response: “Noproblem.Ifyouhavetomissasessionsimplylistentothe
recordingforthatsession,takethechapterwithyoutoread,andinyoursparetimewhiletraveling,completetheexercisesfortheweek.Wecaneithermeetbeforeorafterthefollowingsessiontoreviewthelesson.(Apply a closing technique)Ifyouknowwhichweeksyouwillbeout,wecangoaheadandsched-ulethosesessionsrightnow!”
PriceObjection
Prospect: “Howmuchdoesthiscost?”
Response: “Wereyou interested in thecostor the investment?Wecan
figurethecostofnotjoiningtheShowcaseorwecanfigurethereturnoninvestmentifyouweretojoinus.TheinvestmentfortheShowcaseprogramis$______.”
Response: “Basedonwhat youhave just sharedwithme,whatwould
thischangeorimprovementbeworthtoyou?”(Wait for the response) “Yourinvestmentisonly$_____togetstarted!”
EffortObjection
Prospect: “Istherealotofworkinvolved?Ihaven’tbeentoschoolin20
years.”
7
NOTES
Lesson 10
Response: “Doyouhave10-15minutesadaywhiledrivingorgettingready
forworkinthemorningtolistentoyourlesson?Wouldyoumindreading10-14pagesonceaweek?Wouldyoumindanswering4-5questionsonceaweek?Wouldyoumindapplyingsomeoftheconceptsyoulearnonyourjob?Wouldyoumindmeetingfortwohoursonceaweekfor8weeks?Thisistheeffortitwilltaketogettheresultswediscussedearlier.Areyouwillingtodowhateverittakes?Arethoseresultsimportantenoughforyoutoinvestthismucheffort?”(Use a closing technique)
GuaranteeTechniqueforaStallorObjection
Prospect: “Iamafraidoflosingtime,money,oreffort.Whatkindofguar-
anteecanyougiveme,thatIwillgetthoseresults?”
Response: “Inotherwords,whatIhearyouaskingisifwewereableto
guaranteetheprocesstoobtaintheresultsyouwouldpartic-ipate inthisprogram?Is thatcorrect? (Present the prospect the completed enrollment sheet) Please read theguaranteeatthebottomoftheenrollmentform…(Wait until it is read)…Doesthisagreementsoundfair?Wouldyoupleaseinitialtheguarantee? (Wait for the prospect to initial it) Wouldyoumindsigningtheenrollmentformjustabovetheguaranteeandwecanthenschedulethepre-courseconference.”
“INeedtoThinkitOver”Stall
Prospect: “Ineedtothinkitover,callmeattheendoftheweek.”
Response: “I canappreciate that.Usuallywhen I have to thinkabout
somethingthough,IamnotclearonsomethingorI’mjustnotmotivatedenoughtotakeaction.Whichisitforyou?" (Wait for a response and deal with that issue)
“Ineedtotalkwith ________ beforeIcanmakeadecision”Stall
Prospect: “Ican’tgiveyouananswernow,becauseIneedtospeakwith
someoneelsebeforeIdecide.Canyougivemeacallnextweek?”
Response: “Whoelsebesideyourselfwillbemakingthedecisionforyouto
attendtheShowcaseprogram?...Whenwillyoumeetwiththat
Lesson 10 8
NOTES person?...Willthatbethefinalstepyouneedtotaketoenrollintheprogram?...Let’smakeanappointmentrightnowtomeetafterthatmeeting?...Betteryet,wouldyoumindincludingmeinthatmeetingtoo?Thepurposeformeattendingwillbetoansweranyquestionseitherofyoumayhave.”
“Howareyougoingtodothat?”Stall
Prospect: “Howareyougoingtodothat?”
Response: 1. "First,weidentifyperformanceissues."
2. "Then,wedevelopadynamicPlanofAction."
3. "Third,weimplementstep-by-stepbehaviorchange."
4. "Throughout theprocesswemeasure results achieveddocumentingthereturnonyourinvestment."
Trial close with, “Isthereanyotherreasonwhyweshouldn’tgetstartedrightnow?” (Apply a closing technique)
“Pleasereviewtheinformationatthetopofthisenrollmentformtomakesureitiscorrect.” (Hand them the enrollment form)
“Onceyouhavereviewedthe informationpleasegivemeanauthorizationonthesignaturelineabovetheguarantee.YouwillalwaysbehappyyoumadethedecisiontojointheShowcaseprogram.”
Note: Use the list of stalls and objections found on page 17-19.Write responses for each stall and objection. As you run across a new one, add it to your list.
If you begin to hear the same stall or objection from your prospects, it is time to step back and look at yourself. Think of a boomerang. Whatever you say is what returns as a response. People respond to what you say or do. So, if a pattern of stalls and objections appears, it is coming from what you are saying or doing. Change what you are saying or how you are saying it, and the response will change. For example, if you fail to show a list of clients in the beginning of the interview, the prospect might ask to see a list of companies you have done business with before.
If you forget to show testimonial letters, the prospect may ask to talk to someone who has been through a Showcase. If you don’t show industry-related testimonials, they might ask what experience you have in
9
NOTES
Lesson 10
their industry. The name of the game is being prepared to deal with those stalls and objections.
BasicCommunicationStylesandClosing
People communicate in a variety of ways, just as they behave in di-verse and unique ways. When we analyze patterns of behavior, our own and those of others, we can learn to adjust the behaviors of others, as well as our own to maximize communication. What if you were able to adjust your behavior to fit the prospect’s behavior style? How would this effect the closing process or the handling of stalls and objections?
When we talk about basic communication styles, we are talking about behavior, not personality. While you may not know someone intimately enough to understand every complexity of their personality, observing their behavior often reveals typical patterns of responses to communication. We all form distinct impressions of people almost immediately based on how they look, how they act or react, what they say, and how they say it. People are creatures of habit and act in a consistent manner. If you observe people over a period of time, you can predict with some certainty how they will respond in specific situations. As a result, you can predict how a prospect will behave and respond in a sales situation.
The two main dimensions of human behavior that are apparent to others are assertiveness and responsiveness. Assertiveness is the degree to which a person attempts to influence the thoughts and actions of others. Do they ask or do they tell? Responsiveness is the measure of emotional reaction to events. Does the person show feelings, emotions,
Lesson 10 10
NOTES and impressions, or do they guard and control their emotions closely? Do they emote or control? Four styles of behavior result from combining various degrees of assertiveness and responsiveness: Driver, Expressive, Amiable, and Analytical.
DriverBehaviorStyle
A person who is assertive and non-responsive is a driver. Drivers are the TELL/CONTROL people. They are highly assertive and highly objective. They measure value and personal worth by results. They like to make independent decisions, they seek power, and they are quick to say what they think. Drivers like other people to be efficient, to save them time, and to give options and probabilities. Under pressure they become autocratic. They are described as serious, persistent, and industrious.
ExpressiveBehaviorStyle
Expressives are the TELL/EMOTE people. They are highly assertive like drivers, but they are high in emotional responsiveness as well. Like drivers, they tell people what to do but place more importance on the relationship than the task. Expressives often appear to be open, approachable, warm, and yet competitive by placing value in power and politics. Under pressure they tend to attack. They change their course of action easily and do not pay a great amount of attention to detail. They are imaginative and creative and like other people to be stimulating. Expressives are generally charac-terized as enthusiastic, egotistical, ambitious, motivational, and friendly.
AmiableBehaviorStyle
Amiables are the ASK/EMOTE people who are low in assertiveness and high in responsiveness. Like the expressives, they soften their style through a more personal and feeling approach. They are considered to be support specialists, who set a high priority on cooperative behavior, close relationships, and friendships. Under pressure they tend to fold, give in, or appease. Being accepted by others is important to them and they take the time to share their feelings with other people which makes others see them as undisciplined and slow in the use of their time. Socializing makes it difficult for them to get their work done. Amiables feel comfortable with the known and shy away from the unknown and avoid activities that involve risk. Amiables are perceived as dependable, supportive, and respectful.
AnalyticalBehaviorStyle
People who are low in responsiveness and low in assertiveness are generally considered analyticals. These ASK/CONTROL people are as ob-jective and task oriented as the driver, but are more reserved and combine emotional control and technical expertise in their relationships. They react slowly in a disciplined and in a deliberate manner. Analyticals look at the information with a calm, common sense approach, focusing on the past
11
NOTES
Lesson 10
to gain purpose, meaning, and direction for the future. Analytical people avoid risk and they make decisions based on hard facts and evidence. They are deeply motivated to be right. Analyticals are often perceived as being detail oriented, thorough, and accurate.
Careful observation of how a person blends assertiveness and re-sponsiveness in typical behavior provides clues to a person’s dominant behavior style. Realize that each style possesses character strengths, but no style is better than another. People often combine various styles, with one style being more dominant than another.
A key to better sales is to learn how to “STYLE FLEX” your own commu-nication style. Be flexible! Consider your goal of making the sale and then use the style that will best accomplish your purpose. The more skillfully you learn to style flex, the more likely you are to make the prospect feel more at ease. When you style flex and treat others the way they feel most comfortable, tension decreases and trust and credibility increase. Style flexing is something you do for yourself and not to others. It simply means to adjust your behavior style to communicate to the other person in the behavior style they are most comfortable with. Do not imitate someone else but adopt the behavior style that most closely mirrors the prospect. Style flexing requires extra effort and energy to go beyond your comfort zone to make the prospect feel more comfortable and at ease. Once you have mastered this technique, your sales will soar.
NOTE: Please locate and complete the following exercises for yourself in the Plan of Action at the end of this lesson.
1. Basic Communication Styles Inventory2. Communication Styles Scoring Grid3. Communication Style Summary4. Closing Strategies for Style Flexing
SalesProblemIdentifier
A chart titled “Sales Problem Identifier” has been provided for you on pages 15-16. If you are experiencing a challenge in your sales ability, sales knowledge, and you are having trouble pinpointing problem areas, use this chart. The solution to your problem is on the chart. Simply refer to the lesson in this book that addresses the challenge you are experienc-ing and use the power of spaced repetition to transform yourself into the best of the best.
Theharvestwereapinourlivesismeasuredbytheattitudesandhabitswecultivate.
Paul J. Meyer
Lesson Ten
APPLICATION AND ACTION
Topics are provided here to stimulate thought and application of the material in this lesson. With your particular situation in mind, write your responses in the space provided. Discuss specific ideas with your team and/or your LMI coach/mentor.
13 Lesson 10
Sales Certification 1
1. What is the difference between a stall and an objection?
____________________________________________________________________________________
____________________________________________________________________________________
2. What is the strategy for handling stalls?
a. __________________________________________________________________________________
b. __________________________________________________________________________________
c. __________________________________________________________________________________
3. What are the five steps to overcome objections?
(1.) _________________________________________________________________________________
(2.) _________________________________________________________________________________
(3.) _________________________________________________________________________________
(4.) _________________________________________________________________________________
(5.) _________________________________________________________________________________
By when will you memorize this five-step plan?
____________________________________________________________________________________
14Lesson 10
4. Give an example of the “Feel, Felt, Found” formula for overcoming stalls and objections:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. What are the four basic behavior styles?
(1.) _______________________________________________________________________________
(2.) _______________________________________________________________________________
(3.) _______________________________________________________________________________
(4.) _______________________________________________________________________________
Which style do you believe is your style and why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
15 Lesson 10
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16Lesson 10
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17 Lesson 10
Response:
The Stalls I hear most often:
Stall:
Response:
Stall:
Response:
Stall:
Response:
Stall:
19Lesson 10
Response:
The Objections I hear most often:
Objection:
Response:
Objection:
Response:
Objection:
Response:
Objection:
21 Lesson 10
BASIC COMMUNICATION STYLES INVENTORYDetermine your basic communication style by completing the exercise below. Circle the words in each box that best describe you. Circle any word that feels right, go with your first impression.
To score, count the number of words you circled and write that number on the line.Then transfer the numbers from each quadrant to the scoring grid on the next page.
Analytical“Be accurate!”
Problem Solver Organized Factual Orderly Consistent Persistent Accurate Precise Perfectionist Enjoys InstructionsSensitive Logical Cautious Impersonal Scheduled Detailed Conscientious Inquisitive
Number Circled:
Driver“Be effective!”
Goal Driven Takes Charge Independent Seeks Power Action Oriented Persistent Competitive Judges Quickly Purposeful Industrious Serious Controlling Bold Self-reliant Excitable Productive Strong Willed Firm
Number Circled:
Amiable“Be agreeable!”
Enjoys Popularity Loyal Sympathetic Adaptable Calm Dry Humor Sensitive Feelings Tolerant Nurturing Patient Cooperative Good ListenerPersonal Enjoys RoutineRespectful RelationalNon-demanding Thoughtful
Number Circled:
Expressive“Be stimulating!”
Enthusiastic Inspirational Fun-loving Spontaneous Intuitive Likes Variety Initiator Enjoys Change Creative Motivator Optimistic Ambitious Takes Risks FriendlyMixes Easily Group OrientedPromotes Energetic
Number Circled:
23 Lesson 10
COMMUNICATION STYLES SCORING GRID
Plot your scores from the Basic Communication Styles Inventory on the grid below. If other people also complete inventories on your communication styles, plot their scores in different colors and see how the scores compare.
20-----------------------------------------------------------------------------------------------------------
18-----------------------------------------------------------------------------------------------------------S16-----------------------------------------------------------------------------------------------------------
c 14-----------------------------------------------------------------------------------------------------------
12-----------------------------------------------------------------------------------------------------------o10-----------------------------------------------------------------------------------------------------------
r 8-----------------------------------------------------------------------------------------------------------
6-----------------------------------------------------------------------------------------------------------e4-----------------------------------------------------------------------------------------------------------
s 2-----------------------------------------------------------------------------------------------------------
0-----------------------------------------------------------------------------------------------------------
Analytical Driver Expressive Amiable
Communication Styles
25 Lesson 10
Communication Style Summary
Driver Expressive Amiable Analytical
Back Up Styles Autocratic Attacker Acquiescer(Give In)
Avoider
MeasuresPersonal Value by
Results Applause Attention Activity
For Growth, Needs to Listen Check Reach Decide
Let Them Save Time Effort Relationships Face
Needs ClimateThat
Allows to build own Structure
Inspires to their goals Provides details Suggests
Takes Time To Be Efficient Stimulating Agreeable Accurate
Support Their Conclusions &Actions
Dreams &Intuitions
Relationships& Feelings
Principles &Thinking
Give BenefitsThat Answer What Who Why How
For DecisionsGive Them
Options &Possibilities
Testimony &Incentives
Guarantees&Assurances
Evidence &Service
Specialty Control Social Supportive Technical
OVERALL HighAssertive
Low Responsive
Task oriented control specialists
Blend personal power with emotional control
Control Specialists
HighAssertive
High Responsive
Teller, but more emotional
Impulsive Relationship oriented
Social Specialists
Low Assertive
High Responsive
Relationship oriented
Personal reserve& emotions in personalrelation- ships
Support Specialists
Low Assertive
Low Responsive
Controlled &reserved
Task-oriented, but not assertive or telling
TechnicalSpecialists
27 Lesson 10
TE
MP
ER
AM
EN
TD
RIV
ER
EX
PR
ES
SIV
EA
MIA
BL
EA
NA
LYT
ICA
L
DR
IVE
R
SA
LE
SP
ER
SO
N
SE
LL
ING
TO
•U
seyo
urna
tura
lst
yle.
•D
on’t
let
egos
clas
h.
•B
epr
epar
edfo
r a
toug
hcl
osin
g -
a co
ntes
t.
•B
eop
enan
dfr
iend
ly.
•Ta
ke ti
me
to s
ocia
lize.
•To
clo
se,
show
pers
onal
bene
fits
and
reco
gniti
onto
th
ebu
yer.
•S
low
dow
n -
give
supp
ort
and
assu
ranc
es.
•D
on’t
stre
ssne
wpr
oduc
ts.
•To
clo
se,
mak
ede
cisi
onea
syfo
rth
eman
dre
assu
reth
atde
cisi
on.
•A
nsw
erth
eir
ques
tions
.
•P
rovi
dem
ore
fact
sth
anyo
um
ayw
ant
to.
•E
ncou
rage
eval
uatio
n.
•D
on’t
lose
patie
nce.
•To
clo
sebe
firm
,po
lite,
and
deci
sive
afte
rpr
oper
fact
san
dev
alua
tion
time.
EX
PR
ES
SIV
E
SA
LE
SP
ER
SO
N
SE
LL
ING
TO
•B
efo
rmal
and
toth
epo
int.
•K
eep
dist
ance
,no
touc
hing
.
•D
on’t
joke
orw
aste
time.
•Le
t th
em b
e im
port
ant.
•D
on’t
beap
olog
etic
incl
osin
gor
reje
cted
byth
epo
ssib
lebl
untn
ess
ofth
eD
river
.
•D
on’t
com
pete
for
reco
gniti
on.
•S
tick
tobu
sine
ss.
•B
esu
reto
clos
e.
•E
arn
thei
rtr
ust.
•D
on’t
over
lyso
cial
ize.
•G
ive
plen
tyof
supp
ort
mat
eria
l.•
Giv
eas
sura
nces
and
test
imon
ials
.•
To c
lose
,be
polit
ean
dre
assu
ring.
•B
efa
ctua
l.w
ithm
ore
fact
sth
anyo
ulik
e.•
Don
’ttr
yto
impr
ess
them
onyo
urim
port
ance
.•
Don
’tbl
uff
answ
ers.
•D
on’t
touc
h th
em,k
eep
dist
ance
.•
To c
lose
,be
dire
ctan
dco
nfid
ent
afte
ral
lque
stio
nsar
ean
swer
ed.
AM
IAB
LE
S
AL
ES
PE
RS
ON
S
EL
LIN
GT
O
•B
eyo
urse
lf,bu
tco
nfid
ent.
•R
ecog
nize
and
acce
ptth
eir
aggr
essi
vest
yle.
•D
on’t
bein
timid
ated
byth
em.
•B
eco
nfid
ent
and
clos
eso
oner
and
hard
erth
anyo
ufe
elco
mfo
rtab
lew
ith.
•A
ccep
tth
eop
enne
ss
and
frie
ndlin
ess
ofan
Exp
ress
ive.
•B
efr
iend
lybu
tdo
n’t
let
them
was
te a
lot
ofyo
urtim
e.•
Don
’tbo
gth
emdo
wn
with
deta
ils.
•C
lose
onth
eir
pers
onal
ego
-do
itm
ore
quic
kly
than
you
like
to.
•W
illre
late
wel
lw
ithot
her
Am
iabl
es.
•B
eas
surin
gw
ithth
em,
but
also
conf
iden
tan
dag
gres
sive
.•
tota
llyco
mfo
rtab
leto
clos
e-ju
stpr
ovid
eas
sura
nces
that
itis
the
right
deci
sion
.
•A
nsw
erth
eir
ques
tions
conf
iden
tly.
•G
ive
them
the
fact
sth
eyw
ant.
•D
on’t
bedi
scou
rage
dby
thei
r
AN
ALY
TIC
AL
S
AL
ES
PE
RS
ON
S
EL
LIN
GT
O
•D
on’t
try
tobe
impr
essi
vew
ithex
cess
ive
fact
san
dfig
ures
,gi
vebo
ttom
line
answ
ers.
•C
once
ntra
teon
high
poin
ts.
•G
etex
cite
dab
out
new
prod
ucts
.•
Clo
seto
the
indi
vidu
al’s
ego,
not
onth
epr
oduc
t’sm
erits
-di
fficu
ltfo
rA
naly
tical
s.
•T
ryto
bem
ore
frie
ndly
and
fun.
•B
eex
cite
dab
out
new
prod
ucts
.
•S
ellt
oth
epe
rson
,no
tth
epr
oduc
tfe
atur
es.
•D
on’t
bog
them
dow
nw
ithde
tails
.
•C
lose
befo
reyo
ufe
elal
lthe
nece
ssar
yfa
cts
are
disc
lose
d.
•B
efr
iend
ly,
earn
thei
rtr
ust.
•S
low
dow
non
the
fact
s,al
low
them
todi
gest
.•
Be
care
fuln
otto
get
too
deta
iled.
•C
lose
with
assu
ranc
es.
•K
eep
cont
rol.
•B
efr
iend
ly.
•P
rese
ntbo
thsi
des.
•C
lose
earli
erth
anyo
uex
pect
.
CL
OS
ING
ST
RA
TE
GIE
S
Don
’tw
ait
for
them
tobe
perp
etua
lske
ptic
ism
.