THREE MORE QUICK SALES TIPS

REFERRALS:

If the sale is made and the order signed, salespeople (as against order takers) should then ask, ”Fred who do you know that might also benefit from this product/service/widget”. All to-do lists and of course sales reports should include a referrals section and if they don’t come back with at least one from each satisfied customer find a sharp object and insert it where it will inflict the most pain.

PROSPECTING TIP:

Ask if they look in the phone book, you think I’m joking, bet most of your sales staff have never even thought of it. Those who have are often intimidated…. it’s a lot of names and it looks like a lot of work, “hmm best not tie up the phone, a customer might be trying to call me”… Slip outside and grab a couple of your sales “experts” and ask them how they prospect, (take your blood pressure pills with you).

ANOTHER SIMPLE PROSPECTING TIP:

Where to prospect… existing customers, suppliers, colleagues, investors, advisors, associates, family, friends, acquaintances, researched leads, past customers, public presentations, civic activities, networking, trade shows, competitors internet sites, next door

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SALES - 2 MORE QUICK TIPS

THE NUMBERS GAME:

Rule of thumb, ten cold leads will get one prospect, ten prospects will get one customer. How many calls a week is that against the number of customers you expect from each salesperson. More importantly how many contacts are your salespeople really making a week? Selling is a numbers game, the more we talk to, the more we get. Make sure they are networking.

TESTIMONIAL TRICK:

Third party testimonials are very powerful but hard to get. The best way to do it is to ring up the customer (when you know things have gone well) and ask questions that you know will get positive responses. Then ask permission to write the customers experience down, ask permission to send it to him/her and then ask that he/she put it on the company letterhead and send it to you. If you ask customers to write testimonials they will always be too busy, this way you take the thinking out of the process and most will accede to your request.

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Sell yourself into a new organization...

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SALES - 3 QUICK TIPS

TURN ONE CALL INTO THREE:

Go next door, both sides, or at least visit two more potential or current customers in the same area. When I used to train bank managers to sell they would want to travel thirty miles for one call then return to the branch. Have fun tell your sales staff to (as I did with the bank managers) go to the building next door and visit every office, you might get a pleasant surprise!

CROSS-SELL:

Train sales staff to sell aligned products or a range rather than having only “one product expertise”. ‘But boss I sell left handed widgets I don’t know about right handed widgets… take a deep breath and say… well find out…! Hotels are good at this they have travel experts, meetings experts, corporate experts, incentive experts… come to think of it when I was a financier (before I grew up), we had dealer experts, mortgage experts, leasing experts, personal loan experts and of course bullshit experts. Sure specialist knowledge is great but no sales person should walk out without at least trying to sell a visit by their other product ‘experts’ and they should at least have a broad enough product knowledge to recognise a prospect for anything your organization sells.

THANK YOU NOTES:

Everyone likes to be thanked, a quick note saying thanks for seeing me, or thanks for the order, or thanks for the payment, or thanks for whatever can be a powerful relationship builder.

NOTHING HAPPENS UNTIL SOMEBODY SELLS SOMETHING

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MORE STEPS FOR SETTING UP A LEARNING ORGANIZATION - TWO

The only way to improve is to learn and as continuos learning is an imperative, what other steps do we need (according ‘mostly’ to Mitch McCrimmon) to create organizations that learn?

To continue…

5. Form learning partnerships with suppliers, distributors, and customers - set up feedback mechanisms such as focus groups, R&D joint ventures and customer survey mechanisms.

6. Have all positions applied for and include outsiders in our recruitment drive – only appoint the best in their field and avoid the all to familiar ‘best of a bad bunch’ in times of competence shortages.

7. Benchmark our culture against other entrepreneurial firms – seek ways to understand key success factors for the market leaders in our field and study the oppositions’ successes.

8. Set up a readily accessible knowledge bank and ‘experience’ network of mentors, gurus and experts in their field.

9. Celebrate and recognize attempts to learn by employees who take a market risk and publicise within our organization by initiating fast real world feedback mechanisms.

FROM A VERY GOOD BOOK – ALMOST A MUST BUY 

NB Adapted from - ‘Unleash the Entrepreneur Within’

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STEPS FOR SETTING UP A LEARNING ORGANIZATION - ONE

Remembering that the only way to improve is to learn and the only proof of learning is a change in behaviour, how can we create organizations that learn and more importantly change?

1. Budget, time, money and manpower to achieve both individual and organizational learning – ensure management and ALL employees see learning as a ‘real target’ and set up mechanisms to ensure accountability and to measure results.

2. Identify strategic learning areas for your business and where new products or product innovations are likely to yield the quickest and greatest payoff – invest most of you’re resources in these areas.

3. Empower your work force to take risks in the market by decentralising decision making – particularly encourage those in areas of key knowledge. 

Note: Many empowerment programmes in Asian operations of international organizations run in to problems because of cultural attitudes (and beliefs) related to power and responsibility, be careful in implementing this option!

4. Set up a system of on job training, job rotation, provide incentives and support for personal development – initiate a PD (personal development) discussion process.

THESE ARE EASY, THE HARD ONES NEXT ISSUE

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REINFORCEMENT THEORY – ‘THE CARROT & THE STICK’

Theorists who support this ‘motivation’ approach believe that we need not be concerned about follower’s internal mental states, prior knowledge, learning styles or current levels of an individual’s understanding (internal cognitive events). Rather they argue that ‘reinforces’, (consequences that immediately follow behavior) will, if they are ‘good’ lead to a repetition of the behavior and if they are ‘bad’ will lead to an avoidance of the behavior.

Although this theory is accepted in many circles, (because its easy and we don’t need to think too hard to apply it) experience shows that this philosophy ignores much that is known about human behavior. In addition it is likely (particularly if applied in isolation) to stimulate behavior designed to do as little as possible to avoid the ‘stick’ and as little as possible to gain acceptable levels of reward or the ‘carrot’.

If the object of creating motivated staff is to strive to create excellence and superior performance the danger of using this technique is that the leader/manager will only create a comfortable state of trouble free mediocrity.

Do you ever say to yourself... god this is a mediocre bunch...or that department is a poor performer... perhaps you should look at they're boss and ask him/her to stew his/her carrots over someone else's fiery sticks... 

YOU CAN LEAD A MULE TO WATER BUT YOU CAN’T MAKE IT REPRODUCE

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MOTIVATION - EQUITY THEORY THREE

To prove to followers that “equity” exists leader/managers must openly share the reward decision-making process. If it is not an acceptable option, then at least an open sharing on how decisions where made must be offered. The process must also be seen as being consistent and in line with unbiased practices. The object of this approach is to prove:

Procedural Justice, i.e. a decision process that is perceived as fair and…

Distributive Justice, i.e. there is a fair allocation of available rewards.

Experience shows that employees will devise any manner of measurements to test the justice of relative staff situations. For example I once had a colleague who was displeased with a $4,600.00 salary increase because staff in more junior positions where given a $ 2,100.00 increase which represented 12% over their previous pay levels. The cause of the discomfort was that the colleague had only received an 8% increase hence the gap between the two positions had narrowed causing a perception of an inequitable margin between the two jobs or a perceived diminution in his relative importance, which he saw as unjust.

The validity of this theory really becomes obvious and proven when we are engaged in something as mundane as allocating new company car parks or redesigning office layouts. The tension, bickering and office politics that grows from this type of activity can be truly amazing.

INEQUITY CAN TURN ADULTS INTO CHILDREN OR EVEN WORSE, POWERFUL ADULTS CAN TURN INTO DEMANDING PARENTS.

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"Elearning" is a Misnomer - Eteaching it Maybe!

'Nothing is taught, everything is learnt'

To my way of thinking 'elearning' is not a correct term, nor perhaps is it much more than an inadequate substitute for "real training and learning as conducted by learning facilitators with line management backup".

I am not alone in this view...

"Elearning is a classic example of the readiness with which people are ready to disregard received wisdom. We know that the more contact we have with our teachers the better we learn. Just look at the concern surrounding growing classroom sizes. Equally important is the amount of contact students have with their peers. Learning in groups is not just socially more enjoyable, it is a proven source of motivation. Working towards a common goal, sharing tips on revision and simply offering encouragement: none of these factors should be overlooked." - Rob Chapman

Read the rest...

The elearning diet: Not recommended for long term results

Learning is linked to emotion - how do you inject emotion into so called 'elearning programs'?

Ric

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MOTIVATION - EQUITY THEORY TWO

If our staff perceive themselves as being unjustly or inequitably treated in relation to others and they experience equity tension there are a number of possible courses of action they are likely to choose from:

Change their level of input - reduce their level of effort

Change their outcomes, where reward is linked to output - reduce quality to improve quantity 

Change their self-perception (of worth) - maybe I really am a workaholic 

Distort their perception of others - that guys got a hard job 

Change their referent - I’m doing better than my sister is 

or last but not least… Quit the job

Factors that may be used by individuals judging their input levels include, effort, experience, education, time, perceived competence, skills and knowledge. Factors that may be seen as outcomes include, salary, prospects of increasing financial rewards, promotion prospects, levels of praise and levels of public recognition. 

BEST PLAN WELL ON HOW TO JUSTIFY DIFFERENT REWARD LEVELS WITHIN THE ORGANIZATION OR ITS… “I’M THE CHEAPEST LABOUR HERE” & ITS OUT THE DOOR THEY GO

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MOTIVATION - EQUITY THEORY

This theory states that individuals compare their level of job inputs and outcomes with those of others and then actively seek to eliminate any inequities. In other words if we believe that we are being correctly rewarded for our efforts in relation to others a state of justice exists, however if we perceive ourselves as being unjustly treated in relation to others we experience ‘equity tension’.

The benchmark that is chosen by each individual is important for the leader/manger if he or she is to uncover an individual’s motivation. These benchmarks or ‘referent comparisons’ are:

            Self-inside, experiences in other positions inside the organization

            Self-outside, experiences in other positions outside the organization

            Other-inside, other employees within the organization

            Other-outside, other employees outside the organization

Another interesting aspect of this theory is that comparisons can be made on the employees past treatment in relation to another’s current treatment. This particularly comes into play when you are hiring new staff. If the entry-level wage for an existing employee hired two years ago was $1,000.00 per month and today you offer the same position at  $1,200.00 per month it is likely that existing employees will see this as inequitable. This situation will occur, even if the existing employees are paid in excess of the $1,200.00 you are now offering. 

IT IS HUMAN TO COMPARE OURSELVES WITH OTHERS SO BEWARE OF PERCEIVED INEQUITIES

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