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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Response:

The Stalls I hear most often:

Stall:

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Stall:

19Lesson 10

Response:

The Objections I hear most often:

Objection:

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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

.