COACHING SKILLS FOR MANAGERS

1. FIELD COACHING
1

2. YOU CAN GIVE SOMEONE A FISH
• AND THEY WILL EAT
FOR A DAY

3. OR YOU CAN TEACH THEM TO FISH
• AND THEY WILL EAT FOR A LIFETIME

4. FIELD COACHING
LEARNING VARIOUS JOB-RELATED SKILLS BY
MAN TO MAN DEMONSTRATION, UNDER
FIELD CONDITIONS, FROM AN APPROPRIATE
COACH (SUPERVISOR), IN A POSITIVE
LEARNING ENVIRONMENT (NO THREATS OR
ANGER), IN ORDER TO IMPROVE
PERFORMANCE.
4

5. THE LOGIC OF FIELD COACHING
• TO IMPROVE THE EXISTING TALENTS
• TO FILL THE GAP IN PARTICULAR SKILL
AND KNOWLEDGE
• TO ENHANCE THE PERFORMANCE
• TO GENERATE SIGNIFICANT VALUE AND
PROFIT TO AN ORGANIZATION
5

6. ONE OF THE PRIME FUNCTIONS
OF PSM IS COACHING
6

7. MANAGER’S APPROACH TOWARDS
FIELD WORK
• DEVOTE THEIR EFFORTS TO MAKING SALES &
DISREGARD COACHING
• TAKE A CASUAL OR EVEN BROAD, APPROACH
TO CALLS WITH THEIR TM’S
• FAIL TO SET OBJECTIVES FOR THEMSELVES OR
THEIR SALESMEN IN SUCH CALLS.
7

8. MANAGER’S APPROACH TOWARDS
FIELD WORK
• LACK A TECHNIQUE FOR CHECKING A SALESMAN’S
EFFECTIVENESS ON A CALL.
• NEGLECT TO HOLD OR ARE UNABLE TO HOLD
MEANINGFUL POST CALL ANALYSIS CONFERENCE
• OVERLOOK END OF THE DAY SESSION TO RECAP
THE SALESMAN’S STRENGTHS AND AREAS OF
IMPROVEMENT AND GUIDANCE ON STEPS TO
IMPROVE.
8

9. PSM AS TRAINER
THE BASIC PURPOSE OF PSM IS:
‘TO CONTRIBUTE TO THE GROWTH AND
PROFITABILITY OF THE COMPANY BY ACHIEVING
SALES AND PROFIT OBJECTIVES OF HIS REGION
THROUGH EFFICIENT AND ECONOMICAL
OPERATIONS AND THE PROPER TRAINING,
DIRECTION AND MOTIVATION OF HIS PAs.’
9

10. PSM AS TRAINER
• BUT THIS PRIMARY CONDITIONING WILL NOT BE
ENOUGH TO SUSTAIN HIM IN THE DAY-TO-DAY
DEMANDS AND CHALLENGES OF FIELD WORK.
• LEARNING IS MAXIMIZED WHEN THERE IS A
FOLLOW-UP SESSION ON THE JOB OR WHAT IS
TERMED AS ON-THE-JOB TRAINING (OJT).
• THE PSM HANDLES THIS FOLLOW-UP SESSION AND
ENSURES THAT THE PA IS GUIDED AND TRAINED
TO COPE WITH THE TERRITORY AND COACHED TO
APPLY PREVIOUSLY LEARNED KNOWLEDGE AND
SKILLS ON THE JOB.
12

11. CHARACTERISTICS OF FIELD
COUNSELLING
• FIELD COUNSELING IS THE MOST IMPORTANT
SINGLE ACTIVITY AVAILABLE TO THE PSM TO
IMPROVE A PA’s PERFORMANCE. IT BECOMES
VERY EFFECTIVE WHEN THE PSM OBSERVES THE
FOLLOWING:
14

12. CHARACTERISTICS OF FIELD COUNSELLING
 FREQUENCY IT HAS TO BE CONDUCTED
REGULARLY,APPROXIMATELY EVERY
30DAYS (WHEN THE PSM HAS 6 ~ 8
PAs)
•DURATION OBJECTIVE CAN BE BEST ACHIEVED
FIELD COUNSELING‘S IF IT IS CONDUCTED FOR 1~2 DAYS.
 PLANNING ALL PREPARATION HAS TO BE DONE
TO ENSURE ITS SUCCESS.
 ABILITY THE PSM SHOULD HAVE ENOUGH
KNOWLEDGE OF TOPICS FOR
DISCUSSION INTERPERSONAL
COMMUNICATION SKILLS LIKE
COACHING AND GIVING FEEDBACK.
15

13. FACTORS THAT MAY AFFECT PERFORMANCE
• CLARITY OF JOB OBJECTIVES, STANDARD
EXPECTATIONS
• IT IS QUITE POSSIBLE THAT A TM DOES NOT
UNDERSTAND WHAT IS REALLY EXPECTED OF HIM AND
AGAINST WHAT STANDARDS HIS PERFORMANCE WILL BE
MEASURED. (THIS IS ESPECIALLY TRUE IN THE CASE OF
NEW TM).
• ORGANIZATIONAL SYSTEMS
• IT MAY ALSO BE POSSIBLE THAT CERTAIN PROCEDURES
MAY SEEM TO HINDER A TM FROM PERFORMING HIS JOB
AT THE DESIRED LEVEL.
• IN SUCH CASES, A CLOSE EXAMINATION OF WORK
SYSTEMS MUST BE MADE.
36

14. FACTORS THAT MAY AFFECT
PERFORMANCE
• MATERIAL AND EQUIPMENT
• ANOTHER POSSIBLE HINDRANCE TO PERFORMANCE
IS LACK OF MATERIALS AND/OR SUPPORT.
• INSUFFICIENT, UNTIMELY DELIVERY AND LACK OF
THE FOLLOWING MATERIALS AND SUPPORT THAT
THE TM USE IN HIS DAILY/SPECIAL ACTIVITIES CAN
HAMPER HIS PERFORMANCE:
• SAMPLES
• PROMO MATERIALS
• DETAILING BAG
37

15. FACTORS THAT MAY AFFECT PERFORMANCE
MOTIVATION :
• LACK OF MOTIVATION AS THE PRIMARY REASON FOR
BELOW STANDARD PERFORMANCE.
• WHEN THIS IS THE REAL CAUSE FOR THE
PERFORMANCE DEFICIENCY, NO AMOUNT OF
TRAINING WILL REMEDY THE SITUATION.
• THIS IS A VERY SENSITIVE ISSUE HENCE IT MUST BE
EXAMINED CLOSELY BEFORE FIELD TRAINING.
KNOWLEDGE AND SKILLS:
• AFTER HAVING CONSIDERED ALL OTHER FACTORS,
ASM MAY NOW EXAMINE THE KNOWLEDGE AND
SKILLS PROFILE OF THE TM.
38

16. PLANNING FIELD COUNSELLING
SINCE FIELD COUNSELING IS A VERY CRITICAL
ACTIVITY FOR ASM, EFFECTIVE PLANNING
BECOMES IMPERATIVES.
SCHEDULING
– SCHEDULE OF FIELD COUNSELING IS BEST
DONE AT THE START OF THE YEAR OR THE TERM
OF THE ASM.
– PROPER SPACING OF THE FIELD COUNSELING
(APPROXIMATELY 30 DAYS) HAS TO BE
OBSERVED TO ENSURE THE REGULARITY AND
CONTINUITY OF TRAINING.
39

17. PLANNING FIELD COUNSELLING
SETTING TRAINING OBJECTIVES
ONE OF THE CRITICAL STEPS IN PLANNING IS DRAWING
OUT THE OBJECTIVES. EIGHT CRITERIA OF A GOOD
OBJECTIVE AND THESE ARE:
• SPECIFIC
• MEASURING
• ATTAINABLE
• RELEVANT
• TIME-BOUND
• CONSISTENT WITH LONG TERM OBJECTIVES
• OBSERABLE
• WRITTEN
40

18. PLANNING FIELD COUNSELLING
SETTING TRAINING OBJECTIVES IS A LOT SIMPLER. THE ASM
HAS ONLY ASKED THE QUESTION:
• WHAT DO I WANT MY TM TO KNOW AT THE END OF FIELD
TRAINING? OR
• WHAT IMPROVEMENT IN SKILL AM I EXPECTING?
(OBSERVABLE BEHAVIOR)
EXAMPLE:
• TRAINING NEED : PROBING (GATHERING INFO)
• OBJECTIVE : FOR THE TM TO START ASKING
EFFECTIVE QUESTION TO HIS
DOCTORS (WHEN IT IS NECESSARY)
• TRAINING NEED : PLANNING AN AV PRESENTATION
• OBJECTIVE : FOR THE TM TO BE ABLE TO DRAW
UP A PLAN AND SCHEDULE SLIDE
PRESENTATION.
41

19. PLANNING FIELD COUNSELLING
NOTIFYING THE TM
• COMMUNICATE TO THE TM CONCERNED THE
SCHEDULE, DURATION AND GENERAL OBJECTIVES
OF YOUR FIELD WORK.
• IT IS USUALLY BEST TO GIVE THE TM ADVANCE
NOTICE OF THE FIELD COUNSELING.
• A MUTUALLY AGREED UPON DATE IS GENERALLY
MORE BENEFICIAL FOR BOTH OF YOU.
• AFTER ALL, SUCCESS OF ANY TRAINING ACTIVITY
ALSO DEPENDS ON THE COMMITMENT OF THE
TRAINEE.
42

20. PLANNING FIELD COUNSELLING
• “SURPRISE VISIT” CAN BE OR NECESSARY IN SOME CASE
• WHEN GIVING ADVANCE NOTICE, GIVEN ENOUGH LEAD
TIME SO THAT THE TM CAN DO THE PREPARATORY WORK
HE FEELS NECESSARY.
• “CATCH HIM DOING SOMETHING RIGHT”. GIVE YOUR TM
TIME TO CLEAN-UP AND BE CAUGHT DOING RIGHT.
• TIME WILL ALSO ALLOW THE TM TO MENTALLY PREPARE
HIMSELF AND LESSEN THE TENSION.
• NO MATTER HOW CLOSE OR COMFORTABLE OUR
RELATIONSHIP IS WITH THE TM, THE PRESENCE OF A ASM
OR ANY MANAGER PUTS SOME AMOUNT OF TENSION ON
HIM.
43

21. CONDUCTING FIELD COUNSELLING
• ACTUAL FIELD COUNSELING SHOULD BE CONDUCTED IN 1
(MINIMUM) TO 2 DAYS (MAXIMUM).
• THIS PROVIDE ENOUGH TIME FOR YOU TO HAVE ACCURATE
OBSERVATION, COACHING AND FEEDBACK.
• THE TM WILL HAVE ENOUGH TIME TO ABSORB YOUR
SUGGESTIONS AND APPLY IMPROVEMENTS OR NEW SKILLS.
• THE LEADERSHIP STYLE YOU WILL USE IN CONDUCTING
THESE ACTIVITIES HAVE TO FIT THE DEVELOPMENTAL LEVEL
OF THE TM.
“DIFFERENT STROKES FOR DIFFERENT FOLKS.
DIFFERENT STROKES FOR THE SAME FOLK”.
44

22. QUALITIES OF A GOOD COACH
1) HAS NECESSARY EXPERTISE, GOOD DEMONSTRATOR
2) CREATES A POSITIVE LEARNING ENVIRONMENT. GOOD
MOTIVATOR.
3) COACHES ON REGULAR BASIS
4) GOOD LISTENER AND AN OBSERVER
5) GIVES HONEST FEEDBACK ON PERFORMANCE
6) LEADS BY EXAMPLE / ROLE MODEL
7) USES THE PRONOUN “WE” AND NOT “I” DURING A
COACHING SESSION.
8) USES REINFORCEMENT OR NEUTRAL COMMENTS.
NO NEGATIVE FEEDBACK.
9) HAS SENSE OF HUMOUR
GREAT COACHES IN TMRT AND IN BUSSINESS
ARE MADE, NOT BORN
45

23. QUALITIES OF AN OUTSTANDING ASM
• BY IMPLEMENTING THE GUIDELINES, YOU AS THE
ASM CAN HELP YOUR TEAM MEMBERS TO
SUCCEED AND THEREBY YOU ALSO SUCCEED IN
YOUR JOB.
• IF YOU ORGANIZE & PERFORM AS SUGGESTED
THE TMS UNDER YOU WILL ALWAYS OWE THEIR
SUCCESS TO YOU, AND DON’T LEAVE ‘THEIR
GURU / MENTOR’ THAT EASILY
• HENCE VERY LESS TURNOVER LEVEL IN THE
TEAM LED BY SUCH AN EFFECTIVE AREA SALES
MANAGER.
46

24. QUALITIES OF AN OUTSTANDING ASM
• YOU ARE NOT A SENIOR MEDICAL
REPRESENTATIVE AND YOUR JOB
RESPONSIBILITIES ARE DIFFERENT THAN
THAT OF A TM OR A STM.
• ENSURE WORK DISCIPLINE STRICTLY WITH
ALL IN THE TEAM, DO NOT BE BIASED WITH
ANYONE.
• DON’T COMPROMISE ON PUNCTUALITY FOR
WORK WITH ALL MEMBERS IN YOUR TEAM. IF
THE TM HAS TO MEET YOU AT THE CONTACT
POINT FOR JOINT WORK AT 8.30 AM YOU
SHOULD BE THERE BY 8.25 AM.
47

25. QUALITIES OF AN OUTSTANDING ASM
• NEVER CHANGE YOUR WORK PLAN UNLESS IT IS UN-AVOIDABLE &
ABSOLUTELY NECESSARY.
• ONLY IN EXCEPTIONAL CASES YOU MAY CHANGE YOUR WORK
PLAN BY INFORMING YOUR SUPERIORS & SUBORDINATES
PREFERABLY PRIOR TO THE CHANGE IN YOUR WORK PLAN OR
IMMEDIATELY AFTER THE CHANGE.
• CHANGING YOUR WORK PLAN FREQUENTLY SENDS A WRONG
SIGNAL TO YOUR SUPERIORS & SUBORDINATES. AVOID IT AT ALL
COSTS.
• ENSURE THAT THE APPROVED QUARTERLY ACTION PLAN IS
STRICTLY ADHERED TO BY EVERYONE IN THE TEAM.
• ENSURE PROPER DETAILING FOR ALL PRODUCTS BY ALL IN THE
TEAM.
• COMMUNICATION (I.E. DETAILING) IS THE MOST IMPORTANT TOOL
TO CONVERT A DOCTOR INTO A CUSTOMER, THEREFORE IT
IS YOUR RESPONSIBILITY TO ENSURE THAT EVERYONE IN YOUR
TEAM IS 101% RIGHT ON COMMUNICATION PART.
48

26. QUALITIES OF AN OUTSTANDING ASM
• ENSURE PROMOTION OF RIGHT PRODUCTS TO
RIGHT DOCTORS AT ALL TIMES BY ALL IN THE
TEAM
• ENSURE PROPER IMPLEMENTATION OF ALL
SALES & MARKETING STRATEGIES IN THE
FIELD THAT ARE PROVIDED BY PMT.
• FILL UP VACANCIES IF ANY WITH THE RIGHT
CANDIDATES QUICKLY TO ENSURE THAT YOU
DON’T LOSE SALES ON ACCOUNT OF VACANT
POSITIONS.
49

27. QUALITIES OF AN OUTSTANDING ASM
• ENSURE PROPER AND COMPLETE INDUCTION OF NEWLY
JOINING PEOPLE IN THE TEAM.
• THE INDUCTION SHOULD BE SO COMPLETE TO GIVE A
FEELING TO THE NEWLY JOINED TM THAT IN YOUR (ASM)
ABSENCE HE CAN DO THE GOOD JOB CONFIDENTLY.
• ENSURE EVERYONE IN THE TEAM MAINTAIN THE RIGHT
FREQUENCY OF CALLS. FOR EXAMPLE IF A DOCTOR IS
TO BE MET ON 10TH AND AGAIN ON 20TH OF EVERY MONTH
ENSURE THAT IT IS DONE EXACTLY ON THOSE DATES. NO
COMPROMISE.
• ENSURE EVERYONE DOES HIS BEST, IF YOU ARE
SUPERVISING A POOL OF TMS, ENSURE THAT EVERYONE
IS ON HIS TOES, DOESN’T TAKE THINGS LIGHTLY, AND
DOESN’T SUCK ON OTHERS’ HARD WORK.
50

28. QUALITIES OF AN OUTSTANDING
ASM
• ENSURE SALE COMES FROM ALL RANGE OF PRODUCTS AND
DO NOT RELY ON ONLY A FEW PRODUCTS. IF SALES ARE
NOT GOOD FOR SOME PRODUCTS FIND OUT IF THE
CONCERNED TM HAS CHOSEN THE RIGHT CUSTOMERS, AND
ALSO IF HIS DETAILING IS CORRECT AND CREATE
NECESSARY IMPACT, FOR SUCH PRODUCTS.
• ENSURE CALL NORMS OF DOCTORS AND CHEMISTS ARE
RELIGIOUSLY MET BY EVERYONE IN THE TEAM DAY IN AND
DAY OUT WITHOUT EXCEPTIONS. EXCUSES FOR NOT
ADHERING TO CALL NORMS SHOULD NOT BE ENTERTAINED.
• MAKE CERTAIN THAT EVERYONE IN THE TEAM ENSURES
AVAILABILITY OF ALL PRODUCTS AT ALL IMPORTANT
CHEMISTS IN HIS/HER AREA OF WORK BY DOING ADEQUATE
PERSONAL ORDER BOOKING WHICH IS MONITORED
REGULARLY.
51

29. QUALITIES OF AN OUTSTANDING ASM
• ENSURE EVERYONE IN THE TEAM SENDS SMS, WORK
REPORTS, STOCK AND SALES STATEMENT OF DISTRIBUTORS,
AND OTHER REPORTS ON TIME WITHOUT ANY NEED TO
REMIND.
• YOU SHOULD CONVEY SMS SUCCESS ACHIEVED BY ANYONE
TO ALL IN THE TEAM, SPREAD POSITIVE ENERGY ALL
AROUND,AND ENCOURAGE HEALTHY COMPETITION AMONGST
ALL TEAM MEMBERS.
• CONDUCT SALES REVIEW MEETINGS IN A PROFESSIONAL
MANNER TO IDENTIFY REASONS FOR SHORTFALL IN SALES,
ACTION PLAN WITH DEADLINES TO OVERCOME THE SAME,
ENSURE THAT IT IS IMPLEMENTED AS PLANNED SO THAT
EVERYONE IN THE TEAM ACHIEVES SALES OBJECTIVES,
MONTH AFTER MONTH, THUS TASTE SUCCESS, FEEL
CONFIDENT, EARN INCENTIVES, AND ASPIRE FOR BETTER
QUALITY OF LIFE.
52

30. QUALITIES OF AN OUTSTANDING ASM
• ALWAYS ENCOURAGE TEAM TO DO SALES IN AN
ETHICAL MANNER. DON’T ENCOURAGE
UNETHICAL PRACTICES, AND NIP THEM IN THE
BUD ITSELF.
• ENSURE EVERYONE IN THE TEAM CHARGES
ONLY THE APPROVED EXPENSES AND
ALLOWANCES IN HIS EXPENSE STATEMENTS.
• PERFORM TRAINING NEED ANALYSIS (TNA) BY
USING PROGRESS ANALYSIS GUIDE (PAG) AND
COACH THE TMS ON REGULAR BASIS.
53

31. QUALITIES OF AN OUTSTANDING ASM
• SPEND A LITTLE MORE TIME WITH NEWLY JOINED
OR WEAK TMS TILL THEY IMPROVE AND COME UP
TO THE EXPECTED EFFICIENCY LEVEL.
• RECOMMEND TALENTED AND CONSISTENTLY
PERFORMING TMS IN THE TEAM FOR CAREER
GROWTH TO YOUR SUPERIORS. AND ALSO
RECOMMEND GOOD SALARY HIKE AT THE RIGHT
TIME FOR THE GOOD AND PERFORMING TMS IN
THE TEAM.
• REWARD THEIR HARD WORK AND TRY TO
APPRECIATE IT AS MUCH AS POSSIBLE.
54

32. QUALITIES OF AN OUTSTANDING ASM
• ENCOURAGE GOOD TMS WHO ARE SENIOR IN THE TEAM TO TAKE
UP MORE IMPORTANT RESPONSIBILITIES, LIKE INDUCTION OF
NEWLY JOINING TMS, WORKING IN THE VACANT TERRITORY FOR
SOME DAYS EVERY MONTH, ETC UNDER YOUR OVERALL
SUPERVISION.
• AS A ASM YOU SHOULD HAVE ON YOUR FINGER TIPS, IN WHICH
TOWN EACH OF HIS TEAM MEMBER HAS WORKED FOR THE DAY,
WHETHER IT IS AS PER PLAN OR NOT, NUMBER OF CALLS MADE,
VALUE OF ORDERS BOOKED, ETC. I.E. CLOSE MONITORING.
• SHOW THEM THE WAY, DEMONSTRATE TO THEM ALSO, BUT DON’T
DO THEIR WORK.
• IN SPITE OF REPEATED ATTEMPTS TO CORRECT, IF SOMEONE IS
NOT WILLING TO CHANGE AND DRAG DOWN THE
TEAM’S PERFORMANCE, DON’T WASTE TIME TO GET RID OF SUCH
BAD ELEMENTS QUICKLY.
55

33. WHY EQ IS MORE IMPORTANT
FOR A TM?
WHAT IS EMOTIONAL QUOTIENT?
• EMOTIONAL INTELLIGENCE, OR EI, DESCRIBES AN
ABILITY OR CAPACITY TO PERCEIVE, ASSESS, AND
MANAGE THE EMOTIONS OF ONE’S SELF, AND OF
OTHERS.
• OUR EQ, OR EMOTIONAL QUOTIENT, IS HOW ONE
MEASURES EMOTIONAL INTELLIGENCE.
• DESPITE ENOUGH KNOWLEDGE ON THE SUBJECT
EMOTIONAL QUOTIENT, IT IS OFTEN ONE OF THE
MOST NEGLECTED AREAS.
56

34. EMOTIONAL QUOTIENT
• THE REAL SHOCKER FOR THE STUDENT IS WHEN HE
GETS IN TO THE FIRST JOB, WHERE EVEN THE MOST
SUCCESSFUL STUDENT TENDS TO FAIL AS HE IS LEFT
CLUELESS ON HOW TO HANDLE THE FELLOW
EMPLOYEES.
• THE SITUATION IS EVEN MORE COMPLICATED FOR A
PHARMA TM, AS HE HAS TO MEET DIFFERENT DOCTORS
EACH DAY.
57

35. EMOTIONAL QUOTIENT
EQ SKILLS THE TM SHOULD POSSESS:
PATIENCE: THE TM HAS TO WAIT OUTSIDE THE
DOCTOR’S ROOM FOR LONG HOURS.
PRESENCE OF MIND: THE DOCTOR GIVES JUST 2
MINUTES FOR THE CALL. THE TM HAS TO PITCH THE
CORRECT MESSAGE IN THE LIMITED TIME.
EXTROVERSIVE: THE TM HAS TO MAINTAIN GOOD
RELATIONSHIP WITH DOCTORS, CHEMISTS AND
DISTRIBUTORS. WISH THEM ON THEIR BIRTHDAYS AND
ANNIVERSARIES.
TIME MANAGEMENT: IN ORDER TO ACHIEVE THE
TARGET OF MEETING 12 TO 14 DOCTORS PER DAY, THE
TM HAS TO ORGANIZE THE ACTIVITIES PROPERLY.
58

36. EMOTIONAL QUOTIENT
• SUCCESSFUL TMS POSSESSES HIGHER EQ.
• DECISIONS DOCTORS MAKE ON PRODUCT CHOICES
ARE ALSO DEPENDENT ON THE TM'S CAPABILITY TO
CONVINCE THE DOCTOR AND TO BUILD LASTING
RELATIONSHIP.
• AT THE END OF THE DAY, TM HAS TO MANAGE THE
EGOS OF DIFFERENT CUSTOMER. IQ IS MANDATORY,
NO ESCAPE FROM THAT.
• BUT IF YOU NEED TO STAND OUT, EQ IS GOING TO
DECIDE. HIGHER EQ IS NEED OF THE HOUR FOR A
PHARMA TM
59

37. POSITIVE LEARNING
EVIRONMENT
AN ENVIRONMENT WHICH ENCOURAGES
PERFORMANCE IMPROVEMENT, FREE EXCHANGE
OF IDEAS, OFFERS HELP AND NOT THREATS, BY
THE SENIOR .
60

38. SKILL ADOPTION PROCESS
AWARE
INTEREST
UNDERSTANDS, EVALUATES, LIKES, PREFERENCE
IMPLEMENTS REPEATEDLY
ADOPTS
(BECOMES A HABIT AND PART OF BEHAVIOUR)
61

39. TEACHING OR COACHING METHODS
1) TEACHING OR COACHING BY SINCERE PRAISE OR
APPRECIATION WHEN A SUBORDINATE DOES SOMETHING
NEARLY RIGHT. THIS ENCOURAGES DESIRED BEHAVIOUR.
WHY?
• PRAISE IS THE FUNDAMENTAL BASIS OF COACHING.
2) TEACHING OR COACHING BY PUNISHMENT.
GIVING THREATS OR SHOWING ANGER WHEN A
SUBORDINATE FORGETS TO DO OR DOES SOMETHING
WRONG.THREATS AND ANGER ACT AS AN ELECTRIC SHOCK .
THE SUBORDINATE DEVELOPS A NEGATIVE ATTITUDE AND
BEHAVIOUR TOWARDS LEARNING. KILLS INITIATIVE TO LEARN
SKILLS. ALL THIS METHOD CAN ACHIEVE IS THAT THE
SUBORDINATE AVOIDS THINGS OR ACTIVITIES WHICH BRING
PUNISHMENT .
62

40. THE GREATEST PRINCIPLE OF
MANAGEMENT
THINGS OR ACTS THAT GET REWARDED / APPRECIATED,
GET LEARNT
DONE AND
REPEATED, AGAIN AND AGIAN
63

41. WHY COACHING GUIDLEINES ARE
NEEDED?
• VERY OFTEN FIELD MANAGERS ARE NOT
FORMALLY TRAINED IN THE ART OF
COACHING REPRESENTATIVES. THUS,
THEY NEED COACHING GUIDELINES FOR
HIGHER SALES PERFORMANCE BY THEIR
FIELD FORCE.
64

42. RULES FOR
IMPLEMENTATION OF SKILLS
REMEMBER :
REPRESENTATIVES LEARN MANY NEW
SELLING SKILLS IN A COURSE. ENCOURAGE
THEM TO PRACTICE, PERFECT AND
CONSOLIDATE THESE SKILLS
IN FIELD
ONE AT A TIME
UNTIL THEY HAVE
A COMPLETE KIT OF SELLING SKILLS
65

43. RULES FOR
IMPLEMENTATION OF SKILLS
FOUR RULES:
1. COACH ONE SKILL AT A TIME
EFFECTIVE USE OF ALL SKILLS FROM DAY ONE IS NOT
POSSIBLE. THUS, COACH ONE SKILL AT A TIME.
2. REINFORCE WHEN DEMONSTRATED NEARLY RIGHT.
3. COACH SECOND SKILL. REINFORCE
4. KEEP DOING SO
• DONE SO AS TO AVOID CONFUSION
- HOW LONG DOES IT TAKE TO LEARN A SKILL?
DON’T KNOW. VARIES FROM REP TO REP AND FROM
SKILL TO SKILL
66

44. FIELD COACHING
10 STEP APPROACH
67

45. TYPES OF CALL
• THE TEAM CALL
 BOTH SALESMAN AND FIELD MANAGER SELL
TOGETHER.
 PURPOSE IS TO CLINCH THE SALES AND
TRAINING ASPECT TAKES A BACK SEAT.
• THE MODEL CALL
 MANAGER PROVIDES THE ‘MODEL’ HOW THE
CALL SHOULD BE MADE, THE SALESMAN
OBSERVES.
68

46. TYPES OF CALL
• THE FIELD ‘COACHING CALL
 THE SALESMAN DOES THE SELLING WHILE
THE MANAGER OBSERVES.
69

47. FOR THE “COACHING CALL” ASM
NEEDS TO HAVE
• THE OBJECTIVE OF HELPING THE TM & DEVELOP
HIM AS A PROFESSIONAL SALESMAN
• ANALYTICAL ABILITY TO PRIORITIZE THE COACHING
NEEDS
• A YARD STICK TO MEASURE THE TM CALL
PERFORMANCE
• KNOW HOW TO MAKE A COACHING CALL?
70

48. • COACHING SKILLS AND TECHNIQUES
• BUILDING ATTITUDE OF PROFESSIONALISM
• IDENTIFY TRAINING NEEDS
GOALS OF FIELD TRAINING
71

49. COACHING IN THREE SEGMENTS
• PRE - CALL
• DURING THE CALL
• POST - CALL
10
STEPS
72

50. 10 STEP APPROACH
73

51. PRE - CALL
74

52. • STEP 1 -- ANALYZE THE CALL RECORD
– WHEN WAS THE LAST CALL?
– WHICH PRODUCTS WERE COVERED?
– WHAT OBJECTIONS WERE RAISED?
– WHICH PRODUCTS WERE SOLD?
– WHICH INFORMATION WAS GAINED?
THE 10 STEP APPROACH
75

53. STEP 2 -- PLAN AND PREPARE THE CALL
WHAT ARE THE CALL OBJECTIVES?
WHAT ARE THE CUSTOMER’S NEEDS?
WHAT PRODUCTS ARE TO BE COVERED
AND IN WHAT ORDER?
HOW WILL THE CALL BE OPENED?
WHAT SALES AIDS WILL BE USED?
THE 10 STEP APPROACH
76

54. • STEP 2 -- PLAN AND PREPARE THE CALL (CONTD.)
– WHICH BENEFITS WILL BE MENTIONED AND IN WHAT
ORDER, INCLUDING PREPARATION OF OPENING?
– WHAT FACTS WILL BE USED TO SUPPORT
BENEFITS?
– WHAT QUESTIONS WILL BE ASKED TO CHECK
CUSTOMER’S AGREEMENTS?
– WHAT ARE THE LIKELY OBJECTIONS, AND HOW WILL
THEY BE HANDLED?
– HOW WILL THE CALL BE CLOSED?
THE 10 STEP APPROACH
77

55. • STEP 3 -- ENSURE THAT THE REPRESENTATIVE
UNDERSTANDS AND AGREES ON THE CALL
PLAN
– IF NECESSARY, REHEARSE ANY ASPECTS OF
THE CALL
THE 10 STEP APPROACH
78

56. THE 10 STEP APPROACH
• STEP 4 -- AGREES ON YOU ROLE
– OBSERVER ?
– HANDLING OF PARTICULAR ASPECTS ?
79

57. DURING THE CALL
80

58. THE 10 STEP APPROACH
• STEP 5 -- WATCH AND LISTEN
– LOOK AT THE TM AND THE CUSTOMER
– AVOID UNPLANNED INTERVENTION
– LOOK FOR DIVERSIONS FROM THE AGREED
PLAN?
– WHAT REASONS WERE THERE FOR THEM?
– WHAT EFFECT DID THEY HAVE ON THE
OUTCOME?
81

59. THE 10 STEP APPROACH
STEP 5 -- WATCH AND LISTEN
– WAS THE COMMERCIAL SITUATION IGNORED?
– WHAT WEAKNESSES ARE THERE IN THE
PRESENTATION?
– WHAT IMPROVEMENTS HAVE DEVELOPED
SINCE THE LAST CALL?
– WHAT IS BEING DONE WELL?
82

60. POST - CALL
83

61. THE 10 STEP APPROACH
STEP 6 -- ANALYZE THE TM’S PERFORMANCE
- FIRST PRAISE IN DETAIL ALL THE THINGS DONE WEL.
- QUESTION THE TM TO GET HIM / HER TO IDENTIFY
ANY WEAKNESSES.
84

62. THE 10 STEP APPROACH
STEP 6 -- ANALYZE THE TM’S PERFORMANCE
- IF HE / SHE DOES NOT RECOGNIZE THEM, HELP
HIM / HER TO SEE THEM BY COUNSELING.
- SHOW HIM/HER HOW TO IMPROVE BY PRACTICE
/ DEMONSTRATION.
85

63. THE 10 STEP APPROACH
STEP 7 -- ASSIST IN COMPLETING THE CALL
RECORD.
STEP 8 -- SET SPECIFIC OBJECTIVES FOR THE
NEXT CALL ON THIS CUSTOMER.
STEP 9 -- MAKE SURE THESE OBJECTIVES ARE
RECORDED THE REPRESENTATIVE LIKELY TO BE
ALONE ON THE NEXT CALL ON THIS CUSTOMER.
86

64. THE 10 STEP APPROACH
STEP 10 -- ARRANGE AND AGREE ON A
SPECIFIC AREA OF FOLLOW-UP
• WHAT ?
• HOW WELL ?
• HOW ?
• BY WHEN ?
87

65. 10 STEPS TO FIELD COACHING
THREE DAYS WORKING
• DAY – ONE : OBSERVATION
• DAY – TWO : COACHING
• DAY – THREE : FEEDBACK
88

66. ACTIVITY 1 : MEETING/DISCUSSION:
• SPEND THE FIRST HOUR OF EACH DAY WITH AN
INFORMAL MEETING OR DISCUSSION OF THE DAY’S
OBJECTIVES, PLAN AND ITINERARY.
• MAKE SURE THE FOLLOWING ARE DISCUSSED CLEARLY
TRAINING OBJECTIVES:
• MAKE SURE THAT THE TM IS CLEAR ABOUT YOUR
PURPOSE OF WORKING WITH HIM…WHICH IS TO HELP
HIM DO HIS JOB BETTER. WHILE IT IS TRUE THAT MOST
TMS WOULD ALREADY KNOW THIS, IT WOULD BE
HELPFUL IF YOU REITERATE THIS EACH TIME YOU WORK
WITH THEM. THIS WOULD SET THE MOOD OF COACHING
AND PUT THE TM AT EASE.
• ALSO, DISCUSS THE SPECIFIC TRAINING OBJECTIVE FOR
THE FIELD COUNSELING, SURE TO USE A POSITIVE TONE.
89

67. EXPECTATION OR GROUND RULES:
- INFORM THE TM OF OTHER ACTIVITIES YOU WISH TO
PERFORM LIKE:
– DRUGSTORE SURVEY
– MEET IMPORTANT DOCTORS
– AUDIT HIS PROMO MATERIALS AND SAMPLES
– CHECK ON HIS VEHICLE
- ALSO SHARE WITH THE TM YOUR EXPECTATIONS THAT
YOU FEEL SHOULD BE DISCUSSED WITH HIM, SUCH AS:
 NO NEED TO DEVIATE FROM ITINERARY
 APPLICATIONS OF PLANS IN THE DPP RECORD
90

68. TM’S PLANS:
• ALLOW THE TM TO DISCUSS THE OBJECTIVE,
ITINERARY AND PLANS FOR THE DAY.
ENCOURAGE HIM TO DISCUSS OTHER
CONCERNS THAT AFFECT HIS JOB. WITH THIS
YOU CAN VERIFY THE POSSIBLE CAUSE/S OR
ANY BELOW-STANDARD PERFORMANCE.
REMINDERS:
OTHER THINGS YOU MAY FIND HELPFUL TO
REVIEW / CHECK
 MASTERFILE
 BAG AND PROMO MATERIAL
 CONDITION OF VEHICLE
91

69. ACTIVITY 2 : JOINT SALES CALL :
– OBSERVATION
– DEMONSTRATION
– COACHING
– FEEDBACK
• PROCEED WITH THE DAY’S ACTIVITIES AS PLANNED BY
THE TM. MAKE SURE TO JOIN MOST OF THE CALLS HE
MAKES, SPECIALLY WITH VIP DOCTORS. THE FACTORS
FOR OBSERVATION DURING THE WHOLE PERIOD OF
FIELD COUNSELING ARE ENUMERATED IN THE
PROGRESS ANALYSIS GUIDE (PAG).
• DURING YOUR JOINT SALES CALL YOU WILL BE ABLE TO
TRAIN YOUR TMS IN APPLYING EFFECTIVE SELLING
SKILLS THROUGH COACHING AND FEEDBACK. BELOW
IS A SUGGESTED PROCESS OF ACTIVITY 2.
92

70. REVIEW PRE-CALL WITH THE TM.
• ENCOURAGE THE TM TO DISCUSS WITH YOU HIS
SPECIFIC OBJECTIVES AND PLANS IN CALLING ON VIP
DOCTORS. THIS IS TO TRAIN AND GUIDE HIM IN
DEVELOPING GOOD PLANNING HABITS.
• PARTICIPATE IN PRE-CALL PLANNING OF AT LEAST 20%
OF THE DAY’S CALLS. FIND OUT THE REAL DOCTOR
SITUATION AND PROFILE BY ASKING QUESTIONS
REGARDING HIS PREVIOUS CALL. ONCE SATISFIED
THAT THE SITUATION IS CLEAR, ALLOW THE TM TO
FORMULATE HIS OBJECTIVE AND PLAN (STRATEGY).
RECOMMEND OR MAKE SUGGESTIONS TO CHANGE
THE PLAN ONLY IF YOU ARE CONVINCED THAT THE
TM’S PLAN WILL NOT HELP HIM ATTAIN HIS OBJECTIVE.
93

71. SETTING THE PROPER MOOD:
 SMILE OFTEN  LISTEN TO THE TM TALK
 BE GENEROUS  POSITIVE FEEDBACK
 “OPEN-UP” YOURSELF  PUT HUMOR ONCE IN A WHILE
INFORM THE TM OF YOUR PARTICIPATION IN THE ACTUAL CALL SO
THAT HE CAN REACT AND BEHAVE ACCORDINGLY. TELL HIM IF YOU ARE
PLANNING TO JUST OBSERVE OR ACTIVELY PARTICIPATE BY ASKING
QUESTION.
• AGREE ON HOW YOU ARE TO BE INTRODUCED.
• OBSERVE AND LISTEN FOR POSITIVE POINTS AND AREAS FOR
IMPROVEMENT.
• IT IS EASY TO TAKE OVER THE CALL TO HELP THE TM ACHIEVE HIS
OBJECTIVE. BUT THE GREATEST HELP YOU CAN GIVE IS TO
OBSERVE AND LATER ON PROVIDE FEEDBACK FOR HIS
IMPROVEMENT.
• OCCASIONALLY IF THE CALL IS REALLY BAD, YOU MAY HAVE TO BUT
IN TO MINIMIZE THE DAMAGE. BUT OFTENTIMES, YOU JUST HAVE TO
ALLOW THE TM TO GO ON AND MAKE IT A LEARNING EXPERIENCE.
94

72. KEY POINTS TO OBSERVE DURING JOINT
CALL:
 PRODUCT KNOWLEDGE
 PROBING
 SUPPORTING (BENEFITS STATEMENT)
 HANDLING DOCTOR’S COMMENTS/QUESTION
 CLOSING
 IMPLEMENTATION OF PROMO PROGRAM
 USE OF VISUAL AID
 KNOWLEDGE OF COMPETITORS
 ENTHUSIASM
95

73. NOTE : TAKE NOTE OF 1 OR 2 KEY POINTS FOR
IMPROVEMENT AT A TIME.
ENCOURAGE POST-CALL ANALYSIS. LET THE TM
ANALYZE THE CALL WITH YOU. LET HIM TO ANSWER
THE QUESTION:
 DID I SELL OR CONVINCE THE DOCTOR?
 WHAT DID I LEARN?
THIS PRACTICE WILL CONDITION HIM TO DO THE SAME
THING WHEN HE IS ALONE. HE WILL GET INTO THE
HABIT OF CRITICALLY ANALYZING HIS CALLS, IN ORDER
TO IMPROVE HIS PERFORMANCE.
96

74. GIVE FEEDBACK ON YOUR OBSERVATION:
- START WITH POSITIVE POINTS. SHOW
RECOGNITION. KISS IT!
- KEEP IT SPECIFIC AND SINCERE.
- THEN FEEDBACK AREAS FOR IMPROVEMENT.
RIGHT CHOICE OF WORDS IS IMPORTANT.
- EXUDE AN ATTITUDE THAT YOU WANT TO HELP.
97

75. SITE 1 OR 2 IMPORTANT AREAS FOR IMPROVEMENT AT A
TIME. GET YOUR TM’S AGREEMENT THAT THESE ARE
IMPORTANT. HABITS ARE VERY DIFFICULT TO CHANGE,
AND IF WE TRY TO COVER TOO MUCH, WE WILL
ACCOMPLISH NOTHING. ENUMERATING TOO MANY
WEAKNESSES MAY DEMORALIZE THE TM AND DIMINISH
HIS CONFIDENCE.
TIPS FOR FEEDBACKING
- START WITH POSITIVE POINTS
- CHOOSE “POSITIVE-TONE” WORDS
 BE SINCERE & SPECIFIC (KISS)
 BE CONSISTENT
 BE PATIENT
SOLICIT FEEDBACK
98

76. • SUGGEST OR SOLICIT POSSIBLE SOLUTIONS
OF CORRECTIONS:
FOR AREA OF IMPROVEMENT. INVOLVE YOUR
TM IN SETTING CORRECTIVE MEASURES. HE
HAS TO IMPROVE IT TO MAKE IT HAPPEN.
99

77. DAY – ONE (OBSERVATION)
• LAST FIELD WORK REPORT:
– RECALL YOUR FIELD WORK OBJECTIVE
– OBTAIN FEEDBACK ON THE ASSIGNMENT(S)
– DISCUSS THE SALES
• OBTAIN FEEDBACK ON:
– PROMOTIONAL STRATEGIES/DOCUMENTS/MATERIAL
– PRODUCT SEQUENCE
– DETAILING SCHEME
100

78. DAY – ONE (OBSERVATION)
GEOGRAPHICAL AND TIME MANAGEMENT
– ITINERARY
– MORNING AND EVENING CALLS
– DETAILING BAG ORGANIZATION
– ATTIRE
101

79. DAY – ONE (OBSERVATION)
• ITINERARY
– HIS WHOLE MONTH PLANNING
– FREQUENCY OF AREA VISIT.
– IS HIS PLANNING ACCORDING TO
THE TERRITORY ALLOCATED.
102

80. DAY – ONE (OBSERVATION)
PLANNING SLIP:
– WHICH AREA IS HE GOING TO VISIT?
– WHO ARE THE DOCTORS TO WHOM HE IS
GOING TO VISIT?
– WHAT ARE THE SPECIALTIES?
– WHAT PRODUCT TO DETAIL?
– TOTAL NO. OF CALLS.
– MORNING, EVENING PLANNING WITH
REFERENCE TO TIME LIMIT
103

81. DAY – ONE (OBSERVATION)
BAG ORGANIZATION:
– DOES HIS SAMPLE AND LITERATURE
SETTING MATCHES WITH HIS DAY PLAN?
– MANAGING LITERATURES AND SAMPLES
ACCORDING TO CALLS SEQUENCE.
– CONDITION OF THE BAG.
– DEPART FOR FIELD WORK
104

82. DAY – ONE (OBSERVATION)
CHEMIST INFORMATION:
– WHICH KIND OF INFORMATION IS NEEDED AND
WHICH KIND OF QUESTION SHOULD BE ASKED
(QUESTIONING AND LISTENING SKILLS)?
– WHICH ARE THE PRODUCTS OF CIRIN THE
DOCTOR IS PRESCRIBING (AND COMPETITION)?
105

83. DAY – TWO (INPUT)
• BASED ON DAY-ONE OBSERVATION
INFORM THE TM IF YOUR FIELD WORK
OBJECTIVE REMAINS THE SAME OR HAS
TO BE CHANGED.
• APPLY 10-STEPS APPROACH TO FIELD
COACHING
– PRE - CALL
– DURING THE CALL
– POST - CALL
106

84. • DEMONSTRATE (IF NECESSARY) BY ROLE-PLAYS, HOW TO
IMPROVE OR CORRECT DEFICIENCIES. EXPLAIN THE
“WHY’S”AND GIVE CONCRETE EXAMPLES.
• DEMONSTRATING CAN ALSO BE DONE DURING ACTUAL
CALLS.
• GUIDE THE TM HOW TO DO IT BETTER BY HIMSELF THROUGH
ROLE-PLAYS, FIRST, THEN…
• LET THE TM APPLY IT DURING ACTUAL CALL
• FOR THE NEXT CALL, REPEAT THE PROCESS.
• POST CALL DEBRIEFING
• RESTATE PRE-CALL BRIEFING BY TM
• ASK FOR VIEW:
SKILLS USED EFFECTIVELY, SKILLS COULD HAVE BEEN USED MORE
EFFECTIVELY, SKILLS DID NOT USED,GIVE FEED BACK RECONSTRUCT
THE CALL,SUMMARIZE SKILLS HANDLED,WELL/ OTHERWISE ,
PERFORMANCE PROBLEMS / NEXT STEP PLAN.
107

85. STEPS OF HOW TO COACH
SIX STEPS OF COACHING:
1. PREPARE THE REPRESENTATIVE.PUT HIM AT EASE / NO
WORRIES. DISCUSS ROUTINE OF THE DAY.
2. TELL HIM THEORY OF THE SKILL.WHAT AND WHY? ASK IF HE
HAS UNDERSTOOD.
3. SHOW A HIGH STANDARD DEMONSTRATION OF THE SKILL
IN FIELD.
4. LET HIM TRY, YOU OBSERVE.DO NOT STEP-IN AND TAKE
OVER. RESCUE HIM ONLY IF THE REP IS IN SERIOUS
TROUBLE AND GIVES A DISTRESS SIGNAL.
5. REINFORCE / PRAISE HIS DEMONSTRATION OF THE SKILL
IMMEDIATELY AFTER THE CALL, APPROXIMATELY RIGHT. DO
NOT EXPECT PERFECTION.
6. GIVE NEUTRAL COMMENTS.TO CORRECT A SKILL WHEN
USED WRONGLY OR IF A SKILL HAS NOT BEEN
DEMONSTRATED.LET HIM TRY AGAIN. NO CRITICISM.
108

86. DAY – THREE (FEEDBACK)
• REPEAT ALL THE STEPS OF DAY-TWO
• PREPARE TWO MODEL CALLS FOR DAY-TWO
• PREPARE FIELD WORK REPORT IMMEDIATELY
AFTER THE LAST CALL
109

87. WHAT IS SUPERVISOR’S
FEEDBACK ?
HONEST RESPONSE OF A SUPERVISOR, ON
THE WORK
OR
THE WORK-RELATED BEHAVIOUR OF A
SUBORDINATE, GIVEN AS SOON AS
POSSIBLE.
110

88. TYPES OF FEEDBACK
1) REINFORCEMENT:
PRAISING A SUBORDINATE WHEN APPROXIMATELY
SOMETHING RIGHT IS DONE
METHOD:ONE MP. ENCOURAGES DESIRED BEHAVIOUR.
2) NEUTRAL COMMENTS:
ASKING / MAKING A POSITIVE SUGGESTION FOR
IMPROVEMENT, WHEN A SKILL IS NOT ATTEMPTED OR IS
USED WRONGLY. LET HIM TRY AGAIN.NOT TO PHRASE
COMMENTS IN A NEGATIVE WAY.
3) NEGATIVE FEEDBACK:
CRITICIZING OR CONDEMNING SOMEONE’S WORK OR
JOB-RELATED BEHAVIOUR.AVOID AT ALL COST .
111

89. REINFORCEMENT EXAMPLES
• YOU DEVELOPED RELEVANT BENEFITS FROM THE
FEATURE … … … . AND THEN TAGGED EACH BENEFIT
PERFECTLY WITH A CLOSE ENDED QUESTION.THIS
HELPED YOU TO CONVINCE THE CUSTOMER.
WELL DONE! KEEP DOING SO.
• YOU HANDLED THE PRICE OBJECTION VERY WELL BY
IGNORING IT THE FIRST TIME AND BY MENTIONING A
PRODUCT BENEFIT IN THE FOASM OF A BTQ.
EXCELLENT!
KEEP USING THIS METHOD.
112

90. BENEFIT-TAG QUESTION (BTQ)
ONE BENEFIT
STATEMENT CEQ
TAG
113

91. NEUTRAL COMMENTS EXAMPLES
A. ASKING FOR A SUGGESTION FROM A SUBORDINATE.
– YOU ASKED TWO BTQs IN THIS CALL. BOTH WERE
ANSWERED IN NEGATIVE. THEN YOU EXPLAINED ONE
OF THEM.
– WHICH INFORMATION DO WE NEED BEFORE WE
EXPLAIN AND GIVE EVIDENCE OF A PRODUCT BENEFIT?
B. GIVING A SUGGESTION TO A SUBORDINATE
– BTQs ARE DIFFICULT TO MAKE. WHENEVER YOU
PRESENT A BENEFIT, REMEMBER TO CHECK IF IT FITS
WITH A CUSTOMER`S NEED WITH THE HELP OF A CEQ
AND EXPLAIN THE BENEFIT ONLY WHEN A “YES”
ANSWER IS RECEIVED.
114

92. WRONG BTQ
B1 + B2 + B3 TAG
STATEMENT CEO
• WILL NOT KNOW TO WHICH BENEFIT THE
CUSTOMER HAS AGREED OR DISAGREED
115

93. NEGATIVE FEEDBACK
AVOID AT ALL COST
116

94. TYPES OF FEEDBACK
• HOW SUCCESSFUL A SUPERVISOR IS IN GIVING
FEEDBACK, DEPENDS ON HIS LISTENING AND
OBSERVATION.
• GIVE FEEDBACK (1) AND (2) AFTER THE CALL
WHILE STANDING OR SITTING AND NOT WHILE
WALKING
• AVOID GIVING “POSITIVE-NEGATIVE FEEDBACK”
117

95. THINGS TO AVOID
• CRITICISM OF THE INDIVIDUAL’S PERSONALITY
• TRYING TO SOLVE THE PROBLEM FOR THEM
• INTERRUPTING
• USING THE “SANDWICH TECHNIQUE”
• SENDING THE WRONG NON-VERBAL SIGNALS
118

96. THE 10 STEP APPROACH TO
IN-DEPTH COACHING
• FOCUS ON PLANNING, ORGANIZING AND
SELLING
• COVER KEY STEPS
• CREATE AN EXAMPLE
• SALES PERSON KNOWS YOU MEAN BUSINESS
• ALIGN THE COACHING WITH THE JOINT FIELD
WORK REPORT!
119

97. • OBSERVE ON THE CORE SELLING SKILLS
PARAMETERS.
• MAINTAIN A RECORD OF THE ALL TM’S OF
YOUR TEAM.
• ESTABLISH YOURSELF AS A ROLE MODEL AND
COACH.
120

98. MANAGEMENT OF COACHING
1) SITUATION ANALYSIS AND PLANNING SESSION
– SIT IN OFFICE.(CLASSROOM ENVIRONMENT)
– PREPARE THE REPRESENTATIVE
– DISCUSS ROUTINE OF THE DAY
– TELL A SKILL. WHAT AND WHY? SET GOALS AND DECIDE
TACTICS.
2) IMPLEMENTATION IN WORKING SESSION
– SHOW / DEMONSTRATE A SKILL
– LET HIM TRY
– PRAISE OR
– GIVE NEUTRAL COMMENTS / REDIRECT IF NECESSARY AND
LET HIM TRY AGAIN
3) EVALUATION SESSION (IN OFFICE).
– EVALUATE THE DAY’S WORK (STRENGTHS & WEAKNESSES)
– LET THE REPRESENTATIVE GO HOME WITH THE FEELINGS OF
SUCCESS
IN ALL THE THREE SESSIONS,USE THE PRONOUN “WE” AND NOT “I”
121

99. SELLING SKILLS MONITORING SHEET
SELLING SKILLS REMARKS SCORE FM’S
ACTION
APPROACH
- GREETINGS
- GAINS ATTENTION, CREATES INTEREST
- GETS INVOLVEMENT
- ASKS IOQ RELATED TO NEED,BENEFIT OR TOPIC
PRESENTATION
- ASKS NEEDED OEQ’s, CEQ’s IN SPIN SEQUENCE TO GET / GIVE INFO AND TO FIND
PROBLEM, NEED / MOTIVE
- PROPERLY USES VISUALS / SAMPLES
- USES BODY LANGUAGE, 3 Ps OF VOICE
- 40 % TALKING , 60 % LISTENING
RESPONSE HANDLING
- LISTENS
- PUP RESPONSE
- IGNORES FIRST TIME NEGATIVE RESPONSE
- PROPERLY HANDLES REPEATED NEGATIVE RESPONSE
BUYING SIGNALS
- OBSERVES AND LISTENS BUYING SIGNALS
CLOSING
- ASKS FOR COMMITMENT / ORDER
- USES DIFFERENT CLOSING METHODS
POST CALL REVIEW
- COMPARES ARs VS PRs
- RIGHT / WRONG THINGS DONE
TOTAL SCORE: ................
122

100. SCORING SYSTEM
FOR MONITORING SELLING SKILLS
• SCORING CAUTIONS
A) SCORE A REPRESENTATIVES’ STRENGTHS, SHOWN DURING EACH
STEP OF A SALES CALL, FROM THE CUSTOMER’S POINT OF VIEW.
B) BE REALISTIC
• SCORING SCLAE
-1= NOT USED SKILL(S) AT ALL, AMONG THE WORST
0 = SOME PROBLEMS, NOT EFFECTIVE
+1 = AVERAGE / OKAY
+2 = BETTER THAN MOST
+3 = AMONG THE BEST
• OVERALL SKILLS RATING GRADE
0 – 6 = POOR / INEFFECTIVE
7 – 10 = AVERAGE / OKAY
11 – 14 = BETTER THAN MOST
15 – 18 = AMONG THE BEST 123

101. “ GIVE A MAN A FISH AND FEED
HIM FOR A DAY ,TEACH A MAN TO
FISH AND FEED HIM FOR A
LIFETIME”
124