FIELD SALES MANAGEMENT OF OPERATING STAFF

1. FIELD SALES MANAGEMENT OF
DOERS
1

2. EXPECTATIONS OF THE
PARTICIPANT
WHAT DO YOU EXPECT
FROM THIS SESSION?
2

3. PURPOSE
TO PREPARE AN EXECUTIVE TO BE A
PROFESSIONAL ,EFFECTIVE AND EFFICIENT
MANAGER BECAUSE ALL COMPANIES
DESPERATELY NEED GOOD MANAGERS
FOR BUSINESS SUCCESS.
MANAGERS MAKE DECISIONS REGARDING
COMBINING AND USING ORGANIZATION’S
RESOURCES TO ACHIEVE COMPANY GOALS.
3

4. EFFECTIVENESS, EFFICIENCY
• DOING RIGHT THINGS TO ACHIEVE OBJECTIVES
EFFECTIVENESS
• DOING RIGHT THINGS IN THE RIGHT WAY TO ACHIEVE
OBJECTIVES WITH LESSS RESOURCES
EFFICIENCY (PRODUCTIVITY)
4

5. EFFECTIVENESS - EFFICIENCY GRID
5
A C
B D
RIGHT THINGS WRONG THINGS
WHAT YOU DO?
RIGHT
WAY
WRONG
WAY
HOW
YOU
DO?

6. FUNCTIONS PERFORMED BY A MANAGER
6

7. FUNCTIONS PERFORMED BY
A MANAGER
• A MANAGER “MANAGES’’ SOMETHING. THEREFORE, HE
MUST UNDERSTAND WHAT MANAGING MEANS.
• TWO TYPES OF FUNCTIONS IN A COMPANY :-
7
(A) MANAGEMENT OR MANAGERIAL FUNCTIONS
AND
(B) BUSINESS OR OPERATIONAL FUNCTIONS.

8. CLASSIFICATION OF FUNCTIONS
A) MANAGERIAL FUNCTIONS
• SITUATION ANALYSIS
• PLANNING:-
-SETTING OBJECTIVES
-ESTABLISHING STRATEGIES AND TACTICS
-DETERMINING RESOURCES
-DECIDING MONITORING MECHANISM
• ORGANIZING AND IMPLEMENTING
• LEADING, DIRECTING,
MONITORING,EVALUATING,CONTROLLING AND
MOTIVATING
• TAKING ACTIONS
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• R&D
• PRODUCTION AND QUALITY CONTROL
• MARKETING, SALES AND
DISTRIBUTION
• FINANCE / ACCOUNTS
• PURCHASING
• HUMAN RESOURCE MANAGMENT
• LEGAL AFFAIRS
B) BUSINESS FUNCTIONS
OR
OPERATIONAL FUNCTIONS

9. FUNCTIONS PERFORMED
BY A MANAGER
• MANAGING “SOMETHING” MEANS :-
A MANAGER MANAGING SOMETHING BY PERFORMING MANAGERIAL
FUNCTIONS AND NOT BY DOING THE OPERATIONAL FUNCTION OR JOB
OF A SUBORDINATE HIMSELF.
• IN PRACTICE, MANY MANAGERS,UNCONSCIOUSLY MANAGE
SOMETHING BY ROUTINELY DOING THE OPERATIONAL FUNCTION OR
JOB OF A SUBORDINATE THEMSELVES.
FOR EXAMPLE :
A REGIONAL MANAGER, MANAGING A SALES REPRESENTATIVE BY
MAKING SALES CALLS REGULARLY HIMSELF. THIS IS NOT MANAGING A
SALES PERSON. HE IS DOING THE JOB OF A SUBORDINATE.
9

10. OPERATIONAL OR BUSINESS AND MANAGEMENT
FUNCTIONS
• BOTH FUNCTIONS ARE ESSENTIAL FOR CO’S AND FOR
MANAGER`S SUCCESS. MUST BE GOOD AT BOTH E.G: A
FM MUST BE GOOD AT MANAGING VARIOUS ASPECTS OF
PERSONAL SELLING AND ALSO A FAIRLY GOOD
SALESMAN
• MOVES UP, OPERATIONAL FUNCTIONS DECREASE BUT
MANAGERIAL FUNCTIONS INCREASE
10

11. BUSINESS FUNCTIONS
VS
MANAGEMENT FUNCTIONS
11
BUSINESS
/
OPERATIONAL
FUNCTIONS
MANAGMENT
FUNCTIONS
100%
100%
0%
SALES PERSON FM RSM NSM/MM DIRECTOR
0%
30% 70%

12. OPERATIONAL OR BUSINESS AND MANAGEMENT
FUNCTIONS
• ON FIRST MANAGERIAL PROMOTION, AN EMPLOYEE KNOWS
LITTLE ABOUT MANAGEMENT FUNCTIONS. THUS, HE
CONTINUES DOING OPERATIONAL WORK AND NEGLECTS HIS
MANAGERIAL WORK, UNLESS HE IS GIVEN TRAINING ON
MANAGEMENT
• MANAGERS ARE NOT “BORN. LIKE ENGINEERS AND
ACCOUNTANTS, THEY CAN BE TRAINED.
• AT THE FIRST OR FRONT LEVEL OF MANAGEMENT, MANAGERS
OR SUPERVISORS PREFERABLY MUST HAVE SOME
OPERATIONAL WORK.
12

13. NEW MANAGERS
OR
FIRST TIME MANAGERS
THEY HAVE A NEW ROLE
THEY MUST LEAVE THE OLD JOB BEHIND
THEY MUST LEARN AND PERFORM NEW
RESPONSIBILITIES WHICH GO WITH THE NEW JOB.
THEY MUST LEARN TO USE AUTHORITY VESTED IN
THE POSITION
13

14. FIVE COMMON MISTAKES NEW
MANAGERS MAKE
1. TAKING ON TOO MUCH YOURSELF:- TAKING ON TOO MUCH WORK
WHILE FAILING TO DELEGATE, NO MATTER HOW GOOD YOU ARE,
YOU'RE NOT BETTER THAN 20 PEOPLE PUT TOGETHER
2. REFUSING TO ASK FOR HELP:- IT'S A SIGN OF MATURITY TO ASK FOR
HELP
3. FAILING TO PLAN
4. JUMPING THE GUN
5. OVERRELYING ON YOUR TITLE :- MANAGEMENT TITLE DOES NOT ELICIT
AUTOMATIC RESPECT AND OBEDIENCE IF YOU SHOW A LEVEL OF
COMPETENCE, AND DEMONSTRATE THE SKILLS THAT COME WITH YOUR
TITLE, THE RESPECT OF YOUR WORKERS WILL FOLLOW." YOU SHOULD
ALWAYS PRAISE WORKERS IN FRONT OF THEIR PEERS, BUT DISCIPLINE
THEM PRIVATELY,"
14

15. WHEN A COLLEAGUE BECOMES
THE BOSS, CAN FRIENDSHIPS LAST?
• A PROMOTION TO MANAGEMENT CAN BE A BIG BREAK -- BUT IT CAN ALSO BREAK UP YOUR
FRIENDSHIPS
• "EVERYBODY EXPECTS YOU TO STILL BE THAT FUN GUY, AND NOW YOU HAVE TO BE MR.
PROFESSIONALISM,"
• MANAGERS HAVE TO TRANSFORM FRIENDSHIPS WITH CO-WORKERS INTO CORDIAL BOSS-
EMPLOYEE RELATIONSHIPS. ADJUSTING TO THE NEW SOCIAL DYNAMIC CAN BE ONE OF THE
TOUGHEST PARTS OF THE JOB.
• "MOST PEOPLE WANT TO KEEP ALL THEIR FRIENDS AS THEY GO FORWARD, AND THE 'LONELY
AT THE TOP' IDEA IS ABSOLUTELY THE REALITY,"
• IT'S KEY TO UNDERSTAND, THOUGH, THAT ONE TRADEOFF OF A PROMOTION MAY BE THAT
CERTAIN ASPECTS OF THE FRIENDSHIPS FALL AWAY.
• NEW MANAGERS SHOULD REACH OUT TO FRIENDS AND OTHER MANAGERS OUTSIDE OF THE
COMPANY FOR SUPPORT AND ADVICE. SPENDING TOO MUCH TIME OUTSIDE OF WORK WITH
ANY ONE EMPLOYEE MIGHT BREED RESENTMENT AMONG THE REST.
15

16. WHAT IS MANAGEMENT ?
16

17. WHAT IS MANAGEMENT?
• A CONSCIOUS PROCESS OF WORKING WITH PEOPLE AND OTHER
RESOURCES, * EFFECTIVELY AND EFFICIENTLY, AS INPUTS TO PRODUCE
OUTPUTS, IN ORDER TO ACHIEVE COMPANY’S COMMERCIAL AND
FINANCIAL OBJECTIVES, THROUGH CUSTOMER SATISFACTION / DELIGHT.
• MAIN ELEMENTS OF MANAGEMENT :
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A) CONSCIOUS PROCESS
B) WORKING WITH AND THROUGH PEOPLE
C) EFFECTIVE AND EFFICIENT USE OF RESOURCES AS INPUTS TO
PRODUCE OUTPUTS
D) ACHIEVING COMPANY GOALS / OBJECTIVES THROUGH CS / CD.
MACHINES (TECNOLOGY) MONEY, MATERIALS, METHODS,PRODUCTS,
ETC. USED AS INPUTS TO PRODUCE OUTPUTS.

18. MANAGEMENT PROCESS
18
INPUTS
PROCESS
OUTPUTS

19. THE MANAGEMENT PROCESS
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1) SITUATION ANALYSIS:
GATHERING, STUDYING AND ANALYSING FACTS ABOUT
PAST & PRESENT PERIODS. MAKING CONCLUSIONS AND
PREDICTING THEIR EFFECTS ON FUTURE
2) PLANNING SETTING
OBJECTIVES, MAKING
STRATEGIES / TACTICS
DETERMING RESOURCES
DECIDING MONITORING
MECHANISM
3) ORGANIZING AND IMPLEMENTING:
ORGANIZATION STRUCTURE, STAFFING,
GIVING RESPONSIBILITIES ,
EMPOWRING,TRAINING; COACHING
COMMUNICATING AND EXECUTING THE
PLAN
5) TAKING
ACTIONS
4) LEADING, DIRECTING,
MONITORING,EVALUATING
CONTROLLING,MOTIVATING
FIVE PHASES OF MANAGEMENT

20. VERTICAL LEVELS OF
MANAGEMENT OR MANAGERS
1) FIRST-LINE OR FRONT-LINE MANAGERS: MANAGERS AT THE LOWEST LEVEL
OF MANAGEMENT HIERARCHY,WHO ARE DIRECTLY RESPONSIBLE FOR THE
WORK OF OPERATING STAFF (NON MANAGERIAL STAFF) EXTREMELY
IMPORTANT FOR COMPANY’S SUCCESS BECAUSE THEY ARE RESPONSIBLE TO
ENSURE THAT THE DAY-TO-DAY OPERATIONS, CARRIED-OUT BY THE
OPERATING STAFF, RUN EFFECTIVELY AND EFFICIENTLY TO ACHIEVE COMPANY
OBJECTIVES.
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2) MIDDLE MANAGERS : DIFFERENT TITLES. AVOID TOO MANY LAYERS
COSTS, DECISION MAKING, COMMUNICATION
3) TOP MANAGERS : THEIR DECISIONS, STRATEGIES AND POLICIES
HAVE A “WIDE” EFFECT. MD, CEO, COO, DEPARTMENTAL HEADS
ETC.

21. VERTICAL LEVELS OF MANAGEMENT
TOP MANAGERS
MIDDLE
MANAGERS
FIRST OR FRONT
LINE MANAGERS
21

22. WAGON VISUAL
22

23. 23

24. WAGON VISUAL
POSSIBLE THOUGHTS / MESSAGES
1) GOOD TEAMWORK
(a) FOOTBALL TEAM :
DIFFERENT OR SAME ROLE . ALL ARE
MOVING THE WAGON AS PUSHERS OR AS A PULLER
.
(b) NOBODY IS TEACHING OR INSTRUCTING OR
COACHING HOW TO MOVE THE WAGON ?
IS THIS A GOOD TEAMWORK ?
24

25. WAGON VISUAL
POSSIBLE THOUGHTS / MESSAGES
2) GOOD LEADERSHIP
(a) WHO IS THE LEADER ?
- ISOLATED / SEPARATED FROM TEAM , NOT WITH THE
TEAM MEMBERS
- DUPLICATING ROLE / WORK
- CANNOT HEAR,SEE, TALK OR GIVE FEEDBACK
- SUBORDINATES ARE BLIND ON THE QUALITY OF THEIR
WORK.
- CANNOT COACH,DEVELOP OR DEMONSTRATE
IS THIS A GOOD LEADERSHIP?
25

26. WAGON VISUAL
LESSONS LEARNT:
a: DO NOT PLAY THE ROLE OF A SUBORDINATE
b: PLAY YOUR OWN ROLE TRAIN , COACH,
DEVELOP ,MOTIVATE , EVALUATE WORK, GIVE
FEEDBACK ,HANDLE GRIEVANCES ETC .
26

27. WAGON VISUAL
POSSIBLE THOUGHTS / MESSAGES
3) USING WRONG WORKING METHODS / PROCESSES OR PROCEDURES (SQUARE
WHEELS) DRAWBACKS
1) SLOW SPEED OR GROWTH RATE
2) MORE INPUT , LESS OUTPUT . THUS , LESS EFFECTIVE AND EFFICIENT
3) HIGH COSTS
4) GET HABITUAL OF WORKING WITH WRONG METHODS . RESIST CHANGE (FEAR OF
UNKNOWN , HAPPY WITH PRESENT METHODS )
5) SET GOALS BASED ON WRONG EXISTING WORKING METHODS
6) NOISY WORKING
7) INCONSISTENT WORKING
8) THINK THAT THEY ARE WORKING WELL . THEY CAN DO BETTER.
9) GOOD PEOPLE WORKING UNDER A BAD SYSTEM
27

28. WAGON VISUAL
EXAMPLES OF WRONG WORKING METHODS / PROCESSES
a: WRONG AND NON-SEQUENTAL STEPS OF A SALES CALL
b: WRONG COACHING METHODS
c: WRONG RECRUITMENT AND SELECTION METHODS
d: WRONG EVALUATION METHODS
e: WRONG MOTIVATION METHODS
f: WRONG GRIEVANCES HANDLING METHOD
g: WRONG TERRITORY COVERAGE PROCESS
h: WRONG FORECASTING PROCESS
i: WRONG RESOURCE ALLOCATION METHODS
28

29. WAGON VISUAL
POSSIBLE THOUGHTS / MESSAGES
5) BETTER WORKING METHODS / PROCESSES ALREADY
EXIST , NO NEED TO RE-INVENT. OTHERS HAVE ALREADY USED
THEM SUCCESSFULLY
• TAKE TIME
a: TO DISCOVER,
b: UNDERSTAND ,
c: BELIEVE AND
d: ADOPT
RIGHT AND UPDATED WORKING METHODS / PROCESSES
29

30. WAGON VISUAL
LESSONS LEARNT
a: PERIODICALLY REVIEW YOUR
PROCESSES / WORKING METHODS
b: INTRODUCE RIGHT & UPDATED
PROCESSES / WORKING METHODS .
30

31. WAGON VISUAL
FINAL END POINT
• IF A COMPANY DOES NOT :-
a: STOP ITS MANAGERS FROM DUPLICATING THE ROLE OF
SUBORDINATES
b: CHANGE / UPDATED ITS WORKING METHODS /
PROCESSES THEN ,THE SURVIVAL OF THE COMPANY WILL
BE AT STAKE
31

32. WAGON VISUAL
OVERALL LESSON
32
WHAT MANAGEMENT
IS NOT

33. SALES MANAGEMENT
ROLE OF SALES / REGIONAL MANAGER
CARRIES-OUT THE FIVE PHASES OF SALES / FIELD MANAGEMENT PROCESS. THE PHASES ARE :
SITUATION ANALYSIS PHASE
 GATHER, STUDY AND ANALYSE FACTS ABOUT
PAST AND CURRENT PERIODS.
 MAKE CONCLUSIONS
 PREDICT THEIR EFFECTS ON FUTURE.
PLANNING PHASE
– SET OBJECTIVES
– ESTABLISH STRATEGIES & TACTICS
– DETERMINE RESOURCES
– DECIDE MONITORING MECHANISM
ORGANIZING & IMPLEMENTING PHASE
A) ORGANIZING :
• ORGANIZATION STRUCTURE
• STAFFING, ASSIGN TASKS, EMPOWER
• TRAINING, COACHING
• ENSURING PROPER SELF /
SUBORDINATE PREPARATION
• ENSURING ORDERLY USE OF
MATERIALS, TOOLS, TIME ETC.
• INCENTIVES
B) IMPLEMENTING
* COMMUNICATE THE PLAN
* EXECUTE STRATEGIES & TRACTICS
ACTIONS TAKING PHASE
– RECOGNIZE, REWARD
– HELP, REPRIMAND, WARN,
REPLACE
– TAKE CORRECTIVE
ACTIONS
1) ADJUST GOALS
2) ADJUST STRATEGIES AND
TACTICS
LEADING, DIRECTING, MONITORING,EVALUATING &
CONTROLLING PHASE
• COMPARE
• DETERMINE DEVIATION
• FIND CAUSE(S)
• LEAD
• KEEP FOCUSED
HE

34. NEED FOR DATA OR INFORMATION
FOR DECISION MAKING DURING VARIOUS STAGES OF MANAGEMENT
CHARACTERISTICS OF GOOD DATA / INFO
A. RELEVANT
B. SUFFICIENT
C. TRUE / ACCURATE
D. UPDATED
E. IN TIME
• FROM SECONDARY OR PRIMARY DATA SOURCE
• SECONDARY DATA / INFO IS DISPERSED BOTH INSIDE AND OUTSIDE THE
COMPANY.
• SOME INFO IS RELEVANT. MOST IS IRRELEVANT FOR MAKING DECISIONS
ON A PARTICULAR TASK. GATHER RELEVANT INFO ONLY FOR QUICK AND
RIGHT DECISION MAKING.
• UNLESS DATA / INFO IS USED, IT IS WORTHLESS.
34

35. SITUATION ANALYSIS
a. M–MIX
b. PERFORMANCE OWN, MAJOR COMPETITORS, MARKET
c. HUMAN RESOURCE : JOB ABILITY & JOB WILLINGNESS
d. NON-HUMAN RESOURCES
e. ME
f. MARKET
35
PREDICT IMPACT
OF SWOT ON
FUTURE BUSINESS
• THREE PERIODS
• USING SECONDARY
OR PRIMARY DATA
STUDY & ANALYSE
INFORMATION
•HARD THINKING
•DRAW CONCLUSIONS
Ss, Ws, Os, Ts
GATHER
INFORMATION

36. EXTERNAL UNCONTROLLABLE FACTORS OR
FORCES
MARKETING DECISIONS REGARDING THE 4 Ps OF
MARKETING-MIX AND THE MARKET ARE NOT MADE IN
A VACCUM. EXTERNAL UNCONTROLLABLES ARE
CONSIDERED.
1) POLITICAL AND LEGAL FORCES
MAYCHANGE ABRUPTLY OR SLOWLY.
2) ECONOMIC FORCES
3) CULTURAL AND SOCIAL FORCES
4) GEOGRAPHIC FORCES
5) DEMOGRAPHIC FORCES
6) TECHNOLOGICAL FORCES
7) COMPETITIVE FORCES
36

37. WHAT IS PLANNING?
ONE OF THE STAGES OF MANAGEMENT PROCESS DURING WHICH:-
A MANAGER AFTER HARD THINKING AND INTENSIVE CONSULTATION:-
1) SETS OBJECTIVES / GOALS
2) ESTABLISHES STRATEGY
3) DEVELOPS A DETAILED PLAN OF SPECIFIC
ACTIONS / TACTICS.
4) DETERMINES NEEDED RESOURCES
5) DECIDES A CONTROLLING OR MONITORING MECHANISM.
• PLANNING GIVES A CLEAR ROAD MAP TO FOLLOW.
• A PLAN IS THE RESULTANT DOCUMENT PRODUCED AT THE END OF THE
PLANNING STAGE
37

38. DEFINITIONS
38
CONCEPT DEFINITION AND CHARACHTERISTICS
COMPANY
MISSION
THE PURPOSE FOR WHICH A COMPANY IS ESTABLISHED, EXPRESSED IN TERMS OF CUSTOMERS’
NEED, PRODUCTS AND TARGET MARKET. WHAT BUSINESS THE COMPANY IS IN?
OBJECTIVE
WHAT A PERSON OR A COMPANY WANTS TO ACHIEVE. END RESULTS SELECTED AFTER EVALUATING
ALTERNATES. QUANTITATIVE AND QUALITATVE. MUST BE :-
1) WRITTEN 2) SMART 3) PURE 4) MUTUALLY AGREED
5) MATCH WITH COMPANY’S OBJECTIVES 6) PRIORITIZED
STRATEGY
HOW A PERSON OR A COMPANY INTENDS TO ACHIEVE THE OBJECTIVE (S) OVERALL AND NON-
SPECIFIC ACTION, METHOD OR A GAME PLAN.
• GENERATE AND EVALUATE ALTERNATE STRATEGIES BEFORE SELECTING THE FINAL STRATEGY
• INVITE PARTICIPATION
• LOOK FOR CREATIVITY
• LONG-TERM
TACTICS
DETAILED AND SPECIFIC ACTIONS WHICH WILL BE TAKEN TO IMPLEMENT THE CHOSEN STRATEGY
IN ORDER TO ACHIEVE THE OBJECTIVE (S).
• INVITE PARTICIPATION
• LOOK FOR CREATIVITY
• SHORT TERM

39. TRADITIONAL OBJECTIVE SETTING METHOD
VS
MANAGEMENT BY OBJECTIVE
39
• TOS :-
OBJECTIVES ARE SET BY THE SUPERIOR AND IMPOSED ON THE
SUBORDINATE.
- TOP DOWN APPROACH .
- TOP MANAGERS THINK THEY KNOW BEST .
• MBO :-
OBJECTIVES ARE SET JOINTLY BY THE SUPERIOR AND
THE SUBORDINATE. MUTUALLY AGREED OBJECTIVES.

40. SETTING GOALS
• WHY SET GOALS ?
1) GUIDES EFFORTS (FOOTBALL, NO GOAL
POLES)
2) USED AS A YARDSTICK TO MEASURE
SUCCESS. ARs ARE COMPARED AGAINST
PRs.
3) CHANCE FOR GIVING REINFORCEMENT OR
APPRECIATION
4) SELF-SATISFACTION WHEN ACHIEVED.
40

41. TACTICS
• TACTICS MUST COVER :
1) WHAT SPECIFIC ACTIVITY IS TO BE DONE ?
2) WHO IS TO DO IT ?
3) WHEN IT IS TO BE DONE?
4) WHERE IS IT TO BE DONE ?
5) WHEN SHOULD THE ACTIVITY BE COMPLETED ?
41

42. PLANNING PROCESS
42
WHERE ARE WE
NOW ?
WHERE DO WE
WANT TO Go TO ?
HOW WILL WE
GET THERE ?
HOW WILL WE KNOW
IF WE HAVE ARRIVED
OR NOT ?

43. WHAT IS A PLAN ?
• A PLAN IS THE RESULTANT DOCUMENT OF THE
PLANNING PHASE OF MANAGEMENT PROCESS . IT
CONTAINS, SUMMARY, SA, OBJECTIVES, TRATEGY AND
TACTICS, NEEDED RESOURCES & MONITORING
MECHANISM, FOR THE BUDGET / PLANNING YEAR, TO
GUIDE MANAGERS DURING THE REMAINING PHASES
OF MANAGEMENT .
43

44. SITUATION ANALYSIS AND
PLANNING PHASE
• SITUATION ANALYSIS AND PLANNING PHASE IS
HOMEWORK FOR A MANAGER.
• THE BETTER IS THE HOMEWORK DONE, THE MORE EASY
IT BECOMES TO CARRY-OUT THE REMAINING PHASES OF
MANAGEMENT
44

45. ORGANIZING
• IT IS THE PROCESS OF PRACTICALLY ALLOCATING AND
PROVIDING HUMAN AND NON-HUMAN RESOURCES TO
IMPLEMENT A PLAN.STRATEGIES AND TACTICS TO ACHIEVE
OBJECTIVES.
• ORGANIZING ALSO INCLUDES DECIDING THE ORGANIZATION
STRUCTURE, STAFFING, ASSIGNING TASKS, EMPOWERING,
TRAINING, COACHING, MOTIVATING ETC.
• PROVIDING ENABLERS AND MOTIVATORS / INCENTIVES.
45

46. ORGANIZATION STRUCTURE
A GRAPHIC ADMINISTRATIVE STRUCTURE WHICH SHOWS
VARIOUS POSITIONS NEEDED IN A COMPANY OR IN A
DEPARTMENT AND WHICH SHOWS A CLEAR CHAIN OF
COMMAND BETWEEN THEM, SO THAT THE COMPANY
OBJECTIVES CAN BE ACHIEVED BY IMPLEMENTING
STRATEGIES AND TACTICS EFFECTIVELY AND EFFICIENTLY.
46

47. ORGANIZATION STRUCTURE
47

48. ORAGANIZING
STAFFING
• STAFFING MEAN ATTRACTING, HIRING AND RETAINING QUALITY
STAFF.
• RECRUIT AND SELECT STAFF WITH NECESSARY:
a) EDUCATION, JOB RELATED SKILLS, EXPERIENCE
b) JOB WILLINGNESS AND
c) JOB MATCHING PERSONALITY.
• ASSIGN TASKS OR RESPONSIBILITIES.
• EMPOWER THEM.
• PROVIDE NEEDED ENABLERS AND MOTIVATORS
• ENSURE PROPER SELF / SUBORDINATE’S PREPARATION AND ORDERLY
USE OF TOOLS, TIME ETC
• MUST WORK TOGETHER AS A TEAM TO CARRY-OUT THE PLAN.
48

49. Important organizing principles
1) Unity of command
2) Balance between
responsibility & authority
3) Optimum span of control
4) Flat not fat, flexible
• To ensure clear direction of employee and to
avoid conflicts (subordinate, manager)
• To achieve effectiveness and efficiency.
• Personnel development
• Motivation
• To achieve effectiveness in coaching, directing
and control of subordinates
• Low cost
• Fast flow of information and decisions
• Me and market keep changing
49
Principle Reason(s)

50. IMPLEMENTING
- COMMUNICATE THE PLAN :
- EXECUTE THE PLAN:
EVEN THE BEST STRATEGIES AND TACTICS ARE USELESS IF
NOT EXECUTED A GOOD MANAGER CONVERTS A PLAN INTO
RESULTS THROUGH IMPLEMENTATION .
- TO DO THIS, IT IS NECESSARY THAT BOTH THE MANAGER
AND HIS SUBORDINATES.
•UNDERSTAND GOALS
•UNDERSTAND STRATEGIES AND TACTICS
•HAVE NEEDED RESOURCES
•ARE MOTIVATED
50

51. LEADING, DIRECTING, MONITORING,EVALUATING
CONTROLLING & MOTIVATING
• MOST ACTIVE PHASE OF MANAGEMENT
• THIS PHASE DEMANDS MUTUAL
A. TRUST
B. RESPECT
C. CONFIDENCE
• ALSO, FOR THIS PHASE, A MANAGER NEEDS :
INTERPERSONAL SKILLS AND KNOWLEDGE ABOUT THE
PRNICIPLES OF HANDLING PEOPLE
51

52. TRUST
• IT IS BELIEVABILITY EARNED OVER TIME, NOT THROUGH
WORDS BUT THROUGH ACTIONS OF A PERSON.
NOT GAINED BECAUSE A PERSON LOOKS TRUSTWORTHY.
• NEVER TAKE TRUST FOR GRANTED. ONCE IT IS LOST, IT IS
VERY DIFFICULT TO RECOVER.
52

53. INTERPERSONAL SKILLS
53
MANAGER / LEADER
SUBORDINATES OF
DIVERSE NATURE

54. INTERPERSONAL SKILLS
• ABILITIES TO GET ALONG WITH PEOPLE OF DIVERSE NATURE,
BOTH AS A MEMBER AND AS A LEADER
• MAJOR INTERPERSONAL SKILLS ABILITY TO :
1) CREATE POSITIVE WORKING ENVIRONMENT
2) SHARE INFORMATION
3) ENCOURAGE SUCCESS
4) REMOVE GRIEVANCES AND FAILURES
5) CREATE TEAM-SPIRIT AMONG PEOPLE OF DIVERSE
NATURE
6) MOTIVATE SUBORDINATES
7) CONVINCE OTHERS
54

55. WHAT IS ESSENTIAL FOR SUCCESS
IN ALL FUNCTIONS AND
AT ALL LEVELS ?
1) INNOVATION
2) PRODUCTIVITY ( QUANTITY, QUALITY )
3) LEADERSHIP
55

56. WHAT IS A LEADER?
• ONE WHO CAN INFLUENCE OTHERS, MENTALLY AND
EMOTIONALLY, TO MOVE IN THE DIRECTION WANTED BY
THE LEADER AND ACHIEVE MUTUALLY AGREED SMART AND
PURE GOALS. SPARK PLUG.ONE WHO ALSO HAS A
VISION.MENTAL IMAGE OF THE FUTURE POSSIBLE STATE OF
THE COMPANY OR OF EACH TEAM MEMBER
• MANY PEOPLE ARE “ADMINISTERED”, NOT LED. THUS, THEIR
SUPERIORS ARE ADMINISTRATORS BUT NOT LEADERS.
56

57. LEADING AND MANAGING
• LEADING IS NOT THE SAME AS MANAGING. LEADING IS ONE OF
THE PHASES OF MANAGEMENT.
• MANAGING IS MUCH BROADER IN SCOPE AND IT FOCUSES ON
NON-HUMAN AS WELL AS HUMAN ISSUES OF MANAGEMENT.
• LEADING EMPHASIZES MAINLY ON HUMAN ISSUES.
LEADERS ARE PEOPLE-FOCUSED.
NOT ALL LEADERS ARE GOOD MANAGERS.
• LIKEWISE, NOT ALL MANAGERS ARE GOOD LEADERS. BUT
EFFECTIVE AND EFFICIENT MANAGERS (OUTSTANDING
MANAGERS) ARE ALSO GOOD LEADERS.
57

58. MAJOR QUALITIES OF A LEADER
1) HAS VISION, PEOPLE AND GOAL ORIENTED / DRIVEN
2) ROLE MODEL, SUPERIOR PERFORMER, PROBLEM SOLVER
3) MENTALLY AND PHYSICALLY ENERGETIC
4) PLEASANT PERSONALITY, REMAINS CALM
5) GOOD COMMUNICATION, GOOD LISTENER
6) THINKS POSITIVELY, COURAGEOUS, TAKES RISK, DETERMINED.
7) HAS CONCEPTUAL SKILLS
8) HAS GOOD INTERPERSONAL SKILLS
9) CREATES +VE WORKING ENVIRONMENT.
10) HAS GOOD UNDERSTANDING OF HIS PEOPLE
11) OFTEN INVOLVES SUBORDINATES IN DECISIONS. KEEPS THEM WEL INFORM.
12) EMPOWERMENT OF EMPLOYEES
13) DELEGATES
14) HAS MUTUAL RESPECT, TRUST AND CONFIDENCE
15) FAIR IN DEALINGS. PROMOTES A FEELING OF SECURITY IN TEAM
16) GIVES RECOGNITION / REWARD
17) TAKES BOTH RESPONSIBILITIES AND CONSEQUENCES / FEELS ACCOUNTABLE
18) RESOURCEFUL, GOOD NETWORKING
58

59. SOME PEOPLE JUST NEED
A LITTLE HELP ALONG THE WAY
59
EVERYONE IS A POTENTIAL
TOP PERFORMER

60. HELP PEOPLE REACH
THEIR FULL POTENTIAL
CATCH THEM
DOING SOMETHING RIGTH
60

61. THE BEST MINUTE
I SPEND IS THE ONE
I INVEST IN PEOPLE
61

62. ACCOUNTABILTY
ENSURING THAT A SUBORDINATE, WHO IS SUPPOSED TO
PERFORM A CERTAIN TASK (RESPONSIBILITY), DOES
ACTUALLY PERFORM THE TASK CORRECTLY.
• IT CANNOT BE DELEGATED
62

63. DIRECTING
A MANAGER DIRECTING HIS SUBORDINATES IS COMPARABLE TO:-
 A PILOT KEEPING A PLANE DIRECTED TOWARDS THE DESTINATION
 IN MANAGEMENT, DIRECTING MEANS KEEPING SUBORDINATES DIRECTED OR
FOCUSED ON MUTUALLY AGREED SMART GOALS AND GIVING NECESSARY
INSTRUCTIONS, IF NEEDED, TO MOVE IN THE DIRECTION OF GOAL.
 FIRST LINE MANAGERS SPEND MORE TIME DIRECTING SUBORDINATES THAN
HIGHER LEVEL MANAGERS.
 WHENEVER AN INSTRUCTION IS GIVEN:
 SPELL-OUT EXACTLY WHAT IS TO BE DONE?
 IF NEEDED, SHOW HOW TO DO IT?
 CHECK WHETHER DONE OR NOT?
 PRAISE OR GIVE NEUTRAL COMMENTS.
63

64. MONITORING
COMPARING:
ACTUAL RESULTS VS PLANNED RESULTS
IDENTIFYING DEVIATION, +VE OR –VE, IF ANY
64

65. Monitoring
65
Identifying deviation
Negative actual
results
Positive actual
results
Actual results
Planned results
Equal or +, - 3%

66. TAKING ACTIONS
• DEFINE DEVIATION
• FIND CAUSE (S) OF DEVIATION
1) REWARD / RECOGNIZE SALARY INCREASE, PROMOTION , JOB
ENRICHMENT ETC.
2) HELP IN PROVIDING ENABLERS,REPRIMAND, WARN, REPLACE
.TAKE CORRECTIVE ACTIONS CHANGE OBJECTIVES, STRATEGY
OR TACTICS.BEFORE DOING SO, MAKE SURE THAT THE
PLANNED STRATEGY AND TACTICS HAVE BEEN PROPERLY
EXECUTED. WHY?
66

67. MANAGING OR DOING
1) A REGIONAL MANAGER MAKING A SALES CALL ON A CUSTOMER
TO SHOW THE USE OF A SELLING SKILL TO A REPRESENTATIVE.
2) A REGIONAL MANAGER MAKING A SALES CALL ON A CUSTOMER
IN ORDER TO STRENGTHEN HIS RELATIONS WITH THE CUSTOMER
AND PROMOTE BUSINESS.
3) A MANAGER EXPLAINING SUBORDINATE HOW TO SOLVE A NON-
ROUTINE PROBLEM.
4) A MANAGER EXPLAINING VERY OFTEN HOW TO SOLVE A
ROUTINE PROBLEM.
5) A MARKETING MANAGER INTERVIEWS A PROSPECTIVE
SALESPERSON AT THE INITIAL STAGE OF RECRUITMENT AND
SELECTION PROCESS.
67

68. MANAGING OR DOING
6) A REGIONAL MANAGER ASKING A REPRESENTATIVE WHAT HE THINKS
OF AN IDEA WHICH THE MANAGER HAS?
7) A REGIONAL MANAGER REVIEWING MONTHLY SALES TO MEASURE
PROGRESS TOWARDS THE MUTUALLY AGREED GOAL.
8) A REGIONAL MANAGER SUGGESTING ADDITION OF A
REPRESENTATIVE IN THE TEAM
9) A REGIONAL MANAGER ASKING A REPRESENTATIVE TO DEVELOP HIS
SALES OBJECTIVES FOR A SALES CALL.
10) A REGIONAL MANAGER TRANSFERRING SOME CUSTOMERS FROM
REPRESENTATIVE “A” TO REPRESENTATIVE “B” BECAUSE
REPRESENTATIVE “A” DOES NOT HAVE TIME TO DEVELOP THESE
CUSTOMERS.
68

69. ANSWERS
1) MANAGING, COACHING.
2) DOING, SELLING.
3) MANAGING, HELPING ON A NEW TASK.
4) DOING.
5) DOING
6) MANAGING, MOTIVATING, INVITING PARTICIPATION.
7) MANAGING, MEASURING & EVALUATING.
8) MANAGING, DEVELOPING ORGANIZATION STRUCTURE.
9) MANAGING.
10) MANAGING, CORRECTIVE ACTION.
69

70. AS A MANAGER
CONCENTRATE ON
MANAGING,
NOT ON DOING
70

71. SALES MANAGEMENT
IS THE CONTINUOUS PROCESS OF DOING SITUATION ANALYSIS,
PLANNING, ORGANIZING, IMPLEMENTING, LEADING, DIRECTING,
EVALUATING AND TAKING ACTIONS, ON VARIOUS ASPECTS OF
PERSONAL SELLING AND ON THE EFFORTS OF SALES
REPRESENTATIVES, AT THE DIFFERENT LEVELS OF MANAGEMENT,
IN ORDER TO ACHIEVE A CERTAIN LEVEL OF SALES, MS,GROWTH
RATE, RANKING, DEVELOPMENT OF NEW CUSTOMERS AND
PROFIT, EFFECTIVELY AND EFFICIENTLY.
71

72. WORKSHOP MANAGEMENT ACTIVITIES
STARTING SITUTATION : YOUR SUPERVISOR RECENTLY NAMED YOU TO
TAKE PART IN A TEAM THAT WILL TAKE ON A MAJOR PROJECT TO SET
UP A DEPARTMENT TO PROVIDE A TOTALLY NEW SERVICE.YOUR TEAM
HAS BEEN ASKED TO START BY PROPOSING A PLAN FOR HANDLING THE
PROJECT,AND THEN, AFTER THE PLAN HAS BEEN APPROVED, TO CARRY OUT THE
PROJECT.ALL THAT THE PROJECT TEAM HAS BEEN TOLD IS THAT THE PROJECT INVOLVES
ENGAGING MORE PEOPLE BY GOING THROUGH TWENTY MANAGEMENT ACTIVITIES.
ASSIGNMENT : YOU AND THE OTHER TEAM MEMBERS MUST ARRANGE 20
MANAGEMENT ACTIVITIES (1-20) LISTED ON THE ATTACHED SHEETS IN THE RIGHT
CHRONOLOGICAL ORDER, ACCORDING TO THE VARIOUS MANAGEMENT PHASES. THIS
PLAN WILL THEN BE SUBMITTED FOR APPROVAL.TO DO THIS, USE THE PAPER STRIPS
GIVEN TO YOU (1 SET PER TEAM), WITH ONE ACTIVITY SPECIFIED ON EACH STRIP. TALK
OVER THE DESIRED ORDER IN THE TEAM AND THEN LAY THE STRIPS ON THE TABLE IN
THE AGREED ORDER. GIVE THE RESULT TO THE INSTRUCTOR ON A SHEET OF PAPER.
72

73. WORKSHOP MANAGEMENT ACTIVITES
1) FIND QUALIFIED PEOPLE TO FILL POSITIONS
2) MEASURE PROGRESS TOWARDS AND / OR DEVIATION FORM THE
PROJECT’S GOALS.
3) IDENTIFY AND ANALYZE THE VARIOUS JOB TASKS NECESSARY IN THE
PROJECT.
4) DEVELOP TACTICS (PRIORITY, SEQUENCE & TIMING OF EACH MAJOR
SPECIFIC STEP).
5) DEVELOP POSSIBLE OVERALL ALTERNATIVE COURSES OF ACTION TO
ACHIEVE THE GOAL.
6) ACKNOWLEDGE AND REWARD INDIVIDUAL PERFORMANCE.
7) ASSIGN RESPONSIBILITY / AUTHORITY/ ACCOUNTABILITY
8) SET PROJECT OBJECTIVES
9) TRAIN AND DEVELOP PERSONNEL FOR NEW RESPONSIBILITIES.
10) GATHER AND ANALYZE THE FACTS OF THE CURRENT SITUATION.
73

74. WORKSHOP MANAGEMENT ACTIVITES
11) ESTABLISH QUALIFICATIONS FOR NEW POSITIONS.
12) TAKE CORRECTIVE ACTIONS IF REQUIRED ON PROJECT.
13) COORDINATE DAY-TO-DAY ACTIVITIES.
14) PROVIDE & ALLOCATE RESOURCES.
15) MEASURE INDIVIDUAL PERFORMANCE AGAINST OBJECTIVES.
16) IDENTIFY THE IMPLICATIONS OF EACH OVERALL ALTERNATE COURSE OF
ACTION.
17) DEVELOP INDIVIDUAL PERFORMANCE OBJECTIVES WHICH ARE MUTUALLY
AGREED BETWEEN THE INDIVIDUAL AND HIS MANAGER.
18) DEFINE SCOPE OF RELATIONSHIP, RESPONSIBILITIES AND AUTHORITY OF
NEW POSITIONS.
19) DECIDE ON OVERALL BASIC COURSE OF ACTION.
20) DETERMINE WHEN AND HOW OVERALL PROGRESS WILL BE MEASURED.
74

75. WHAT SHOULD A MANAGER DO
TO BE EFFECTIVE AND EFFICIENT ?
• AN EFFECTIVE AND EFFICIENT MANAGER IS GOOD AT
ALL MANAGEMENT PHASES. PAYS ATTENTION TO ALL
TASKS.
75
EXECUTE THE MANAGEMENT
PROCESS PROPERLY

76. THE AREA SALES MANAGER
76

77. THE AREA SALES MANAGER
• FIRST LEVEL OF MANAGEMENT. A BRIDGE.
• SANDWICHED . BEARS MOST BURDEN OF SALES MANAGEMENT.
• DOES NOT SELL , OBTAINS RESULTS THROUGH SALES REPS.
DOES NOT DUPLICATE THE WORK OF HIS SUBORDINATE
• BECOMES A MANAGER OF “DOERS” . ROLE CHANGES FROM SELLING TO MANAGING
PEOPLE AND THEIR WORK. BECOMES A PROFESSIONAL MANAGER.
• MUST UNDERSTAND THIS CHANGE.
• CRUCIAL FOR THE SUCCESS OF SALES MANAGEMENT. WHY? RESPONSIBLE FOR DAY TO
DAY OPERATIVE WORK OF FIELD FORCE.
• HAS ULTIMATE SALES DEVELOPMENT RESPONSIBILITY FOR A GIVEN DISTRICT.
• HELPS SUBORDINATES IN SITUATION ANALYSIS, PLANNING, ORGANIZING AND
IMPLEMENTING STRATEGIES AND TACTICS.HE TRAINS, COACHES, DEVELOPS, LEADS,
DIRECTS, CONTROLS AND MOTIVATES THE FIELD FORCE.
• NEEDS TRAINING ON PROMOTION FOR THE NEW JOB.
77

78. 78

79. A PROFESSIONAL MANAGER
IS SOME ONE WHO HAS NECESSARY
JOB ABILITY AND JOB KNOWLEDGE
TO GUIDE OTHERS CONVINCINGLY
• JOB ABILITY / TALENT IS MADE-UP OF:
APPROPRIATE EDUCATION, JOB RELATED
SKILLS,EXPERIENCE ETC.
• JOB KNOWLEDGE MEANS:
a) KNOWLEDGE OF OWN JOB
b) KNOWLEDGE OF SUBORDINATE’S JOB
79

80. AN AREA SALES MANAGER / ANY MANAGER
• TRAINS COACHES AND DEVELOPS
HIS SUBORDINATE’S
a) VARIOUS SKILLS
b) JOB UNDERSTANDING
c) JOB ENTHUSIASM (JOB MORALE)
d) JOB-RELATED PERSONALITY ATTRIBUTES
BOTH FOR :-
i. HIS CURRENT JOB
ii. HIS FUTURE JOB
80

81. FIELD FORCE MISSION
PURPOSE OF ITS CREATION
TO USE SELLING TIME IN MAKING PRODUCTIVE SALES
CALLS ON TARGET MARKET CUSTOMERS IN ORDER TO
GENERATE PRESCRIPTIONS ON CONTINUOUS BASIS,
THROUGH CS / CD RESULTING IN INCREASED SALES,MS, GR
AND PROFIT OF COMPANY’S PRODUCTS; AND CREATION
OF NEW CUSTOMERS.
81

82. The Front-Line & Middle-Line Sales Manager
focus of his activities
82
C
C
C
As sales manager, focus your activities on:
1) Colleagues 63%
2) Customers 25%
3) Competitors 13%

83. AREA SALES MANAGER’S FOCUS
DURING FIELD VISITS
1) CALLING ON RIGHT CUSTOMERS (PROSPECTING)?
2) CALLING AT THE RIGHT TIME?
3) SETTING SMART, PURE AND MUTUALLY AGREED OBJECTIVES FOR EACH
SALES CALL?
4) ESTABLISHING RIGHT STRATEGY AND TACTICS FOR EACH SALES CALL?
5) CALLING IN THE RIGHT WAY 7 STEPS OF A SALES CALL AND EST
6) VISITING WITH RIGHT FREQUENCY?
7) HAVING RIGHT OUTLOOK, PRODUCT EXPERTISE AND
TRUSTWORTHINESS?
8) DOING ADMINISTRATIVE TASKS PROPERLY AND IN TIME?
83
• IS THE REPRESENTATIVE:

84. EFFECTIVE COMMUNICATION
THE RIGHT PERSON SHOULD GIVE THE
RIGHT MESSAGE, IN THE RIGHT WAY,
TO THE RIGHT TARGET CUSTOMER, AT
THE RIGHT TIME AND IN THE RIGHT
NUMBER OF TIMES, IN THE LANGUAGE
OF THE CUSTOMER .
84

85. AREA SALES MANAGER’S FOCUS
DURING FIELD VISITS
• HAVE I PLAYED THE ROLE OF :
1) TRAINER, COACH, DEVELOPER,
2) MOTIVATOR, SUPPORT PROVIDER,
PERFORMANCE EVALUATOR ?
3) GIVING HONEST FEEDBACK ?
4) RESOLVING GRIEVANCES ?
85

86. TAKE A MINUTE
LOOK AT YOUR GOALS
86
LOOK AT
YOUR PERFORMANCE
SEE IF YOUR BEHAVIOUR
MATCHES YOUR GOALS

87. DIFFERENCE BETWEEN
A REPRESENTATIVE AND AN AREA SALES MANAGER
87
REPRESENTATIVE REGIONAL MANAGER
• OBTAINS RESULTS HIMSELF BY
DEVELOPING CUSTOMERS. DOER .
• MAKES SALES CALLS, CONVINCES,
SELLS, PROVIDES PSS AND BUILDS
RELATIONSHIP. THUS, HE IS THE PLAYER
IN THE SELLING GAME .
• NOT PART OF MANAGEMENT.
 OBTAINS RESULTS THROUGH
REPRESENTATIVES BY DEVELOPING
THEM, THE DOERS
• TRAINS, COACHES, DEVELOPS AND
MOTIVATES PLAYERS (DOERS) TO PLAY
THE GAME BETTER AND WIN. THUS, HE
IS A COACH .
• PART OF MANAGEMENT. SELLS
COMPANY’S POA TO REPRESENTATIVES.
ACTS AS A BRIDGE .

88. TYPES OF MANAGERS
88

89. ROLE OF A MANAGER
89
TO GET THINGS DONETHROUGH OTHER
PEOPLE AND TO COORDINATE THE WORK
OF HIS SUBORDINATES BY PERFORMING
MANAGERIAL FUNCTIONS

90. HANDLING PEOPLE BY A MANAGER
• DEALING WITH PEOPLE :
- SUBORDINATES
- PEERS AND
- SUPERIORS
IS PROBABLY THE BIGGEST CHALLENGE FOR A MANAGER. WHY?
PEOPLE ARE LIVING CREATURES OF EMOTIONS.
• RESEARCH HAS SHOWN THAT, IN ALL BUSINESS FUNCTIONS, 15% OF A
MANAGER’S SUCCESS IS DUE TO HIS SPECIALIZED FUNCTIONAL (TECHNICAL)
KNOWLEDGE AND 85% IS DUE TO HUMAN SKILLS AND FOLLOWING THE
PRINCIPLES OF HANDLING PEOPLE.
90
A MANAGER’S SPECIALIZED FUNCTIONAL KNOWLEDGE,
GOOD HUMAN SKILLS AND FOLLOWING THE PRINCIPLES OF
HANDLING PEOPLE, RESULTS IN BUSINESS SUCCESS .

91. PORTRAIT OF AN OUTSTANDING MANAGER
AT ANY LEVEL KEY CHARACTERISTICS
1) RESULTS ORIENTED: FOCUSED ON ACHIEVING MUTUALLY
AGREED OBJECTIVES .
2) PEOPLE ORIENTED: PEOPLE FOCUSED TRAINER, COACH,
DEVELOPER, GOOD MOTIVATOR, GIVES A CAREER PATH,
ACTIVE LEADER, SUPPORTS AND PROVIDES TOOLS, GIVES
AUTHORITY, RESOLVES GRIEVANCES, ROLE MODEL ETC.
FACILITATES AND STIMULATES PERFORMANCE.
3) COMMITTED TO DO A GREAT JOB.
4) GOOD AT ALL STAGES OF THE MANAGEMENT PROCESS.
5) HAS GOOD UNDERSTANDING OF THE TASKS HE DELEGATES TO
SUBORDINATES
91

92. TYPES OF MANAGERS
NICE
EFFECTIVE
AND
EFFICIENT
USELESS TOUGH
92
RESULT - ORIENTED
L H
L
H
PEOPLE
-
ORIENTED

93. TOUGH MANAGER
• HIGHLY RESULT-ORIENTED
(SALES, MS AND PROFIT)
LOW ON PEOPLE-ORIENTATION
• AUTOCRATIC, HIGHLY DIRECTIVE
• COMPANY WINS, SUBORDINATES LOSE
• PERCEIVED GOOD BY MANAGEMENT . WHY?
• HALF MANAGER
• COMMON
93

94. AUTOCRATIC MANAGER
• MAKES UNILATERAL DECISIONS
• DICTATES AND DECIDES:-
a) WHAT TO DO ?
b) HOW TO DO ?
(WORK METHODS)
c) WORK SCHEDULE
d) EVALUATION YARDSTICK OR STANDARD.
94

95. NICE MANAGER
• HIGH ON PEOPLE-ORIENTATION,LOW ON RESULT-
ORIENTATION .
• DEMOCRATIC OR PARTICIPATIVE
• SUBORDINATES WIN, COMPANY LOSES
• PERCEIVED GOOD BY SUBORDINATES BUT
MANAGEMENT DOUBTS HIS ABILITY. WHY?
• HALF MANAGER
• COMMON
95

96. DEMOCRACTIC MANAGER
• MAKES PARTICIPATIVE DECISIONS, INVOLVES
SUBORDINATES, PARTICIPATIVE BEHAVIOUR
• INVITES SUGGESTIONS REGARDING:-
a) WHAT TO DO ?
b) HOW TO DO ?
c) WORK SCHEDULE
d) EVALUATION YARDSTICK OR STANDARD
96

97. EFFECTIVE AND EFFICIENT MANAGER
OUTSTANDING MANAGER
• ACTIVE LEADER, MBW. ACTIVELY PARTICIPATE IN COMPANY’S ACTIVITIES AND
DECISIONS.
• CARES FOR BOTH PEOPLE AND RESULTS.
• PRODUCES RESULTS, QUANTITATIVE AND QUALITATIVE, THROUGH PEOPLE.
• BOTH COMPANY AND THE SUBORDINATES WIN.
• HELPS PEOPLE TO FEEL GOOD.
• CREATES +VE WORKING ENVIRONMENT / WEATHER.
PEOPLE HAVE AN OPPORTUNITY AND AN INCENTIVE TO ACHIEVE HIGH
PERFORMANCE.
• CATCHES PEOPLE DOING SOMETHING NEARLY RIGHT AND GIVES ONE MINUTE
PRAISING.
• HELPS SUBORDINATES TO MAKE THEIR DECISIONS OR SOLVE PROBLEMS BUT
DOES NOT MAKE DECISIONS FOR HIS SUBORDINATES .
97

98. PEOPLE WHO FEEL
GOOD ABOUT THEMSELVES
PRODUCE
GOOD RESULTS
98

99. EFFECTIVE AND EFFICIENT MANAGER
AS A MANAGER THE IMPORTANT THING
IS NOT WHAT HAPPENS WHEN YOU ARE
THERE BUT WHAT HAPPENS WHEN YOU
ARE NOT THERE.
99

100. ELEVEN FUNDAMENTAL PRINCIPLES OF
HANDLING PEOPLE
100

101. HANDLING PEOPLE BY A MANAGER
• DEALING WITH PEOPLE :
- SUBORDINATES
- PEERS AND
- SUPERIORS
IS PROBABLY THE BIGGEST CHALLENGE FOR A MANAGER. WHY?
PEOPLE ARE LIVING CREATURES OF EMOTIONS.
• RESEARCH HAS SHOWN THAT, IN ALL BUSINESS FUNCTIONS, 15% OF A
MANAGER’S SUCCESS IS DUE TO HIS SPECIALIZED FUNCTIONAL (TECHNICAL)
KNOWLEDGE AND 85% IS DUE TO HUMAN SKILLS AND FOLLOWING THE
PRINCIPLES OF HANDLING PEOPLE.
A MANAGER’S SPECIALIZED FUNCTIONAL KNOWLEDGE,
GOOD HUMAN SKILLS AND FOLLOWING THE PRINCIPLES OF
HANDLING PEOPLE, RESULTS IN BUSINESS SUCCESS .
101

102. ELEVEN FUNDAMENTAL PRINCIPLES OF
HANDLING PEOPLE
1) HAVE TRUST AND CONFIDENCE, GIVE RESPECT TO YOUR
SUBORDINATES.
2) SMILE PEOPLE WHO SMILE, THEY MANAGE, TEACH AND SELL
BETTER.
A)IT COSTS NOTHING
B) IT CREATES A POSITIVE FELLING IN OTHERS.
C) IT OCCURS IN A FLASH BUT ITS MEMORY LASTS
LONG.
3) BE A GOOD LISTENER
102

103. ELEVEN FUNDAMENTAL PRINCIPLES
OF HANDLING PEOPLE
4) GIVE HONEST AND SINCERE APPRECIATION. SINCERE
APPRECIATION COMES FROM HEART.
WHY GIVE SINCERE APPRECIATION?
A) TO MAKE A PERSON REPEAT GOOD
BEHAVIOUR OR PERFORMANCE
B) TO CREATE A FEELING OF IMPORTANCE
103

104. ELEVEN FUNDAMENTAL PRINCIPLES OF
HANDLING PEOPLE
• APPRECIATION IS HIGHLY NEGLECTED. MANY MANAGERS DO THE
OPPOSITE.
A) IF THEY DO NOT LIKE A THING / BEHAVIOUR,
THEY CRITICIZE THE SUBORDINATE.
B) IF THEY DO LIKE IT, THEY SAY NOTHING.
• HONEST AND SINCERE APPRECIATION IS NOT FLATTERY.FLATTERY
IS:
I) INSINCERE AND SELFISH. DOES NOT COME
FROM THE HEART, IT COMES FROM THE
MOUTH.
II) UNIVERSALLY CONDEMNED, NOT ADMIRED.
104

105. ELEVEN FUNDAMENTAL PRINCIPLES
OF HANDLING PEOPLE
5) DO NOT CRITICISE OR CONDEMN SUBORDINATES. WHY?
A) CRITICISM PUTS A PERSON ON DEFENSE AND HE STRIVES TO
JUSTIFY HIMSELF.
B) DEMORALIZES EMPLOYEES, KILLS AMBITION.
C) BEEHIVE IS DESTROYED
6) CORRECT SUBORDINATE’S MISTAKES THROUGH NEUTRAL
COMMENTS.
7) TALK FROM OTHER PERSON’S POINT OF VIEW.
HIS INTEREST, MOTIVE, PROBLEM ETC.
8) SHOW GENUINE INTEREST IN DEVELOPING SUBORDINATES. THEY
WILL GIVE YOU LOVE,HARDWORK AND RESULTS.
105

106. ELEVEN FUNDAMENTAL PRINCIPLES
OF HANDLING PEOPLE
9) AVOID ARGUMENTS. RESPECT OTHERS’ OPINION AND
NEVER SAY, “YOU ARE WRONG”
10) IF YOU ARE WRONG, ADMIT IT QUICKLY.
11) SET MUTUALLY AGREED SMART AND PURE GOALS.
106

107. SKILL
ABILITY TO ACHIEVE A DESIRED LEVEL OF
PERPOFMANCE
107

108. INTERPERSONAL SKILLS
108

109. INTERPERSONAL SKILLS
• ABILITIES NEEDED TO WORK WELL
AND GET ALONGWITH PEOPLE OF
DIVERSE NATURE, BOTH AS A
MEMBER AND AS A LEADER OF THE
GROUP
109

110. INTERPERSONAL SKILLS
• THE PRINCIPLE GOVERNING THE NEED FOR
INTERPERSONAL & COMMUNICATION SKILLS IS:
THE MORE TIME A MANAGER OR A PERSON SPENDS WITH
PEOPLE, THE MORE HE NEEDS INTERPERSONAL AND
COMMUNICATION SKILLS
• EXTREMELY IMPORTANT AT ALL LEVELS OF MANAGEMENT
110

111. INTERPERSONAL SKILLS
111
• MAJOR INTERPERSONAL SKILLS ABILITY TO :
1. CREATE POSITIVE WORKING OR LEARNING
ENVIRONMENT
2. SHARE INFORMATION
3. ENCOURAGE SUCCESS
4. MOTIVATE SUBORDINATES
5. REMOVE GRIEVANCES AND FAILURES
6. CREATE TEAM-SPIRIT AMONG PEOPLE OF
DIVERSE NATURE
7. GET ALONGWITH OTHERS, BOTH AS MEMBER AND
AS A LEADER
8. CONVINCE OTHERS

112. POSITIVE LEARNING / WORKING ENVIRONMENT
AN ENVIRONMENT WHICH ENCOURAGES:
a: LEARNING
b: PERFORMANCE IMPROVEMENT
c: FREE EXCHANGE OF IDEAS
d: OFFERS HELP BUT
e: NO THREATS BY A SENIOR
112

113. NEED FOR VARIOUS SKILLS AT
DIFFERENT MANAGEMENT LEVELS
113
• JOB RELATED OR
TECHNICAL SKILLS
• INTERPERSONAL &
COMMUNICATION
SKILLS
• CONCEPTUAL
SKILLS
F-L
MGRS
MIDDLE
MGRS
TOP
MGRS
WHICH SKILLS WOULD YOU SEEK MOST IN A PERSON ON PROMOTION TO
A FIRST LINE MANAGER ?

114. SUPERVISOR & TYPES OF SUBORDINATES
114

115. SUPERVISOR
• WHAT IS A SUPERVISOR :SOMEBODY WHO IS IMMEDIATELY ABOVE UBORDINATE:
a) TO DEAL WITH MAN TO MAN RELATIONSHIP
b) WHO IS RESPONSIBLE AND ACCOUNTABLE FOR THE OUTPUT OF PEOPLE HE COMMANDS.
c) WHO GIVES DAY-TO-DAY INSTRUCTIONS.
• MANAGE SUBORDINATES BY LISTENING AND OBSERVING THEIR BEHAVIOUR AT JOB
• ROLE OF A FATHER : SETS EXAMPLE. PUP . LOOKS AFTER HIS CHILDREN WELL . A GOOD FATHER
BEGETS A GOOD FATHER.
• DOES NOT DUPLICATE THE ROLE OF A SUBORDINATE
• A SUPERVISOR IS IN BEST POSITION TO EVALUATE WHAT EACH SUBORDINATE IS DOING PROGRESS /
SUCCESS OF A COMPANY GREATLY DEPENDS UPON THE COMPETENCY OF ITS FIRST LINE
SUPERVISORS.
• A SUBORDINATE’S LOYALTY AND HIS URGE TO WORK CANNOT BE PURCHASED. VERY OFTEN PEOPLE
SAY:-
“ I SHALL NOT WORK FOR THAT SUPERVISOR EVEN IF HIS COMPANY PAYS ME VERY HIGH”.
• QUALITY OF RELATIONSHIP IS IMPORTANT.
115

116. WHY PUP AND THANK ?
ACTS OR THINGS THAT GET APPRECIATED,
GET REPEATED
116

117. SUPERVISOR
A SUPERVISOR IS NEEDED WHEN:
ACTIVITIES OF A NUMBER OF PEOPLE REQUIRE:-
a) COORDINATION
b) SKILLS DEVELOPMENT
c) MOTIVATION
d) LOYALTY
e) AN URGE TO WORK AND ACHIEVE MUTUALLY
AGREED GOALS.
f) AND HIGH PRODUCTIVITY
• A SUPERVISOR IS AS GOOD OR BAD AS THE PEOPLE UNDER HIM.
117

118. MOTIVATION
• AN EXTERNAL FORCE WHICH STIMULATES A SUBORDINATE’S
MIND, EMOTIONS AND WILL TO PUT IN HIGH LEVEL OF EFFORTS
TO ACHIEVE A GOAL AND ALSO, AT THE SAME TIME, SATISFY HIS
OWN NEEDS.
a) GOOD LEADERSHIP
b) +VE WORKING ENVIRONMENT
c) WORTHWHILE INCENTIVES
d) MUTUALLY AGREED SMART AND PURE GOALS
118

119. MASLOW’S HIERARCHY OF NEEDS
119
SELF-ACTUALIZATION
ESTEEM
SOCIAL
SAFETY
PYHSIOLOGICAL

120. JOB ENTHUSIASM
AN URGE TO WORK
• INNER SPIRIT OR FORCE IN A PERSON WHICH
INCITES HIM, BOTH PHYSICALLY AND EMOTIONALLY, TO
LEARN THE JOB QUICKLY AND PUT MORE EFFORTS IN IT
TO ACHIEVE MUTUALLY AGREED SMART AND PURE
OBJECTIVES .
• ESSENTIAL FOR SUCCESS .
• IT TRANSFORMS WORK INTO PLEASURE .
120

121. SATISFIERS ACHIEVERS
HOLY COWS HUNTERS
ENTRY OF AN
EMPLOYEE
JOB ENTHUSIASM / MOTIVATION
HIGH
HIGH
LOW
RESULTS
ACHIEVEMENT
TYPE OF SUBORDINATES
121

122. JOB ENLARGEMENT
OR JOB ENRICHMENT
MEANS INCLUDING ADDITIONAL NEW
TASKS, USUALLY OF HIGHER IMPORTANCE,
IN THE JOB DESCRIPTION OF AN EMPLOYEE
122

123. 1) HUNTERS:-
- NEW GOOD COMERS.
- HAVE LOT OF JOB ENTHUSIASM.
- EAGER TO LEARN THE JOB AND THE JOB RELATED SKILLS
- LOW PRESENT RESULTS BUT TRY HARD TO PROVE THEIR
POTENTIAL QUICKLY. PROACTIVE. RUN FOR BUSINESS OPPORTUNITY.
- NEED LOT OF APPRECIATION / RECOGNITION OR REWARD.
2)ACHIEVERS:-
- HAVE LEARNT THE JOB AND THE RELATED SKILLS ARE BEST PERFORMERS IN
THE COMPANY.
- HAVE PROVED THEIR POTENTIAL AND GENERATE GOOD RESULTS POSSESS
LOT OF POTENTIAL FOR FUTURE DEVELOPMENT AND FOR HIGHER JOBS.
3) NEED:- POSITIONAL RISE, JOB ROTATION, JOB ENLARGEMENT /
ENRICHMENT,NEW TERRITORY, APPRECIATION, RECOGNITION AND REWARD.
123

124. 3) SATISFIERS:
a) IF NEEDS ARE NOT MET, ACHIEVERS BECOME SATISFIERS.
b) HAVE PROVED THEIR POTENTIAL.
c) STILL GENERATE LOT OF BUSINESS / RESULTS.
d) STILL WAITING FOR POSITIONAL RISE, JOB ROTATION OR JOB
ENLARGEMENT / ENRICHMENT.APPRECIATION / RECOGNITION
AND REWARD DOES NOT MUCH MOTIVATE THEM.
e) TENDENCY NOT TO WORK MAY DEVELOP.
f) DIFFICULT TO DEAL WITH
g) STILL WORTHY TO KEEP.
4) HOLY COWS:
a) LOW ON JOB ENTHUSIASM.
b) POOR RESULTS.
c) TERRORISTS.
d) REPLACE THEM WITH HUNTERS, IN A NICE WAY.
124

125. 125
SATISFIERS
35%
ACHIEVERS
40%
HOLY COWS
10%
HUNTERS
15%
ENTRY OF AN
EMPLOYEE
JOB ENTHUSIASM OR JOB EGO OR JOB MOTIVATION
HIGH
HIGH
LOW
RESULTS
ACHIEVE-
MENT
• A company needs a right-mix of representatives / people for its present
and future growth; and survival

126. Supervision of a subordinate
126
• Knowledge
• Skills / methods
• Output / work
• Job enthusiasm
• Job related personality
attributes
• Behavior at job
His The man himself

127. PERSONALITY ATTRIBUTES
OF A SALES REPRESENTATIVE
A. PHYSICAL
YOUNG, MATURE AND GRACEFUL OUTLOOK,ENERGETIC
GOOD AT 3 Ps OF VOICE, DRESS.
B. MENTAL
INTELLIGENT, GOOD MEMORY, ALERT, KNOWLEDGEABLE,
TAKES INITIATIVE.
C. SOCIAL
COURTEOUS, FRIENDLY, HONEST, RESPONSIVE, TRUST
WORTHY.
D. EMOTIONAL
ENTHUSIASTIC, DETERMINED,CALM, OPTIMISTIC,
AMBITIOUS.
127

128. HOW CLOSELY TO SUPERVISE?
DEPENDS UPON:
A) SUBORDINATE’S DEVELOPMENTAL LEVEL ON A
PARTICULAR SKILL.
B) LEVEL IN THE COMPANY
C) COMPONENTS OF COMPENSATION PACKAGE
D) HIS BEHAVIOUR ON JOB
E) COMPANY TO COMPANY
128

129. OVER SUPERVISION AND
UNDER SUPERVISION
A. OVER SUPERVISION : TOO MUCH SUPERVISION OF A WELL
DEVELOPED SUBORDINATE, RESULTING IN LOWERING JOB MORALE
OR ENTHUSIASM.OVER SUPERVISION RESULTS IN WASTE OF TIME OF
BOTH THE PARTIES .
B. UNDER SUPERVISION: LITTLE OR NO SUPERVISION OF A LESS
DEVELOPED SUBORDINATE, RESULTING IN LOW JOB MORALE. HIS
PROBLEMS REMAIN UNSOLVED, CONTINUES DOING A POOR JOB AND
MAY FINALLY QUIT .
• NEEDS LOT OF TIME AND COACHING FROM THE SUPERVISOR .
129

130. WHAT DOES AN EFFECTIVE SUPERVISOR
NEED TO GIVE HIS SUBORDINATE FOR SUCCESS?
1) TWO TO THREE OBJECTIVES, AT A TIME TO CONCENTRATE. THESE MUST BE :-
A) MUTUALLY AGREED
B) SMART & PURE
C) MATCH WITH COMPANY’S OBJECTIVES
D) PRIORTIZED
E) WRITTEN
2)MATCHING AUTHORITY (EMPOWERMENT) MAKE HIM ACT AS AN OWNER, NOT AS A
HIRED PERSON
3)FLEXIBILITY
4)RESOURCES (ENABLERS)
5)COACHING
6)ENCOURAGEMENT AND NEED MATCHING MOTIVATION,PROTECTION
7)PERFORMANCE EVALUATION
8)RECOGNITION AND REWARD
9)TEAM ENVIRONMENT
130

131. DEVICES TO SUPERVISE
(WORK AND JOB RELATED BEHAVIOUR)
1) OBSERVATIONS DURING FIELD VISITS
2) COMPARATIVE SALES PERFORMANCE
a) Vs TARGET
b) Vs PAST RESULTS
c) Vs OTHERS’ PERFORMANCE
3) INCENTIVES
CONSTANTLY EXERT PRESSURE TO DO BETTER.
4) SALES MEETINGS
5) CORRESPONDENCE
6) REPORTING SYSTEM
7) EXPENSE SHEET
131

132. SOME DOS’ AND DON’TS
FOR A SUPERVISOR
1) SUPERVISE BOTH THE WORK AND THE WORKER.
2) MANAGE THE SUBORDINATE BY MBO SYSTEM . SHOW FLEXIBILITY.
3) DEVELOP MUTUAL TRUST, RESPECT AND CONFIDENCE.
4) BE A GOOD FATHER ROLE MODEL, PRAISE, TRAIN, COACH, DEVELOP,
PROVIDE ENABLERS, SUPPORT ETC.
5) GIVE FREEDOM OF WORK AND AUTHORITY.
6) BAIL HIM OUT WHEN THE REP IS IN TROUBLE AND GIVES A DISTRESS
SIGNAL.
7) GIVE A PAT, RECOGNITION, APPRECIATION.
132
A. DOs

133. 8) DEVELOP TOLERANCE TOWARDS MINOR DISCREPANCIES BUT BE
FIRM IN MATTER OF COMPANY POLICY AND ESTABLISHED COMPANY
PROCEDURES.
9) GIVE HONEST FEEDBACK ON STRENGTHS AND WEAKNESSES .GIVE
BOTH TEAM AND INDIVIDUAL FEEDBACK.
10) ORGANIZE SOCIAL EVENTS TO DEVELOP TEAM SPIRIT.
11) SMILE
12) BE A GOOD LISTENER
13) CORRECT MISTAKES THROUGH NEUTRAL COMMENTS.
133
SOME DOS’ AND DON’TS
FOR A SUPERVISOR

134. EVERYONE IS A POTENTIAL
TOP PERFORMER
SOME PEOPLE JUST NEED A LITTLE HELP
ALONG THE WAY
134

135. POLICY
A PREDETERMINED GUIDELINE WHICH
PROVIDES A DIRECTION IN DECISION
MAKING.
135

136. SOME DOS AND DON’TS
FOR A SUPERVISOR
1) RESIST TO “TAKE-OVER” THE PRESENTATION. WAIT FOR A
DISTRESS SIGNAL.
2) DO NOT ANSWER QUESTIONS NOT PUT TO YOU IN A SALES
CALL.
3) DO NOT DOMINATE OR IMPRESS HIM WITH YOUR AUTHORITY
OR KNOWLEDGE. THIS WILL CREATE FEAR OR HE MAY DISLIKE
YOU .
4) DO NOT CRITICIZE OR REPRIMAND IN OPEN .
5) AVOID ARGUMENTS. IF YOU ARE WRONG, ADMIT QUICKLY .
6) DO NOT PUT SUBORDINATES UNDER MENTAL OR PHYSICAL
STRESS .
136
B. DON’TS

137. ONE MINUTE PRAISING,
ONE MINUTE REPRIMAND
137

138. ONE MINUTE PRAISING
ONE MINUTE REPRIMAND
• TELL BEFORE HAND, YOU WILL GIVE HONEST FEEDBACK.
• OBSERVE AND LISTEN WHAT HE DOES, SAYS AND HOW HE
BEHAVES, ON JOB
• SPEND A FAIR AMOUNT OF TIME WITH BEGINNERS OR
WHEN A NEW TASK OR RESPONSIBILITY IS GIVEN TO AN
EXPERIENCED SUBORDINATE.
138

139. ONE MINUTE PRAISING
ONE MINUTE REPRIMAND
• PICK-UP ANY OF THE FOLLOWING ITEMS :
–KNOWLEDGE
–SKILL OR METHOD
–PERFORMANCE
–JOB ENTHUSIASM
–JOB RELATED PERSONALITY ATTRIBUTE
–BEHAVIOUR ON JOB
139

140. ONE MINUTE PRAISING
• IF POSSIBLE, DO SO IN PUBLIC. SMILE .
• FIVE STEPS :
1) PICK-UP THE POSITIVE, NEARLY RIGHT, IMMEDIATELY .
WHILE TOUCHING HIS SHOULDER AND WITH EYE-TO-EYE CONTACT,
TELL EXACTLY WHAT RIGHT THING OR SKILL HAS BEEN DONE ; AND
HOW IT WILL HELP HIM, YOU AND THE COMPANY?
2) THANK HIM .
3) STOP FOR A MOMENT OF SILENCE .
4) ENCOURAGE HIM TO REPEAT THE GOOD PERFORMANCE / SKILL .
5) SHAKE HANDS WARMLY .
140

141. REPRIMAND
SEVERE VERBAL DISAPPROVAL OF A BIG WRONG
ACT OF AN EXPERIENCED SUBORDINATE, BY HIS
SENIOR
• DISHONESTY IS NOT INCLUDED IN REPRIMAND
141

142. ONE MINUTE REPRIMAND
• NEVER A LEARNER / BEGINNER
• EXPERIENCED PERSON DOING A BIG WRONG ACT.
IMMEDIATELY. HAVE SERIOUSNESS ON FACE.
• PRIVATE AND ALONE, NOT IN PUBLIC
142

143. ONE MINUTE REPRIMAND
• SEVEN STEPS :
1) BEGIN WITH AN EASY NOTE. NO ANGER, THREAT ETC .
2) TELL A SPECIFIC BIG WRONG THING DONE
WHILE TOUCHING HIS SHOULDER AND WITH EYE-TO-EYE
CONTACT, TELL EXACTLY WHAT BIG WRONG THING HAS
BEEN DONE; AND HOW IT MAY AFFECT HIM, YOU AND THE
COMPANY ?
143

144. ONE MINUTE REPRIMAND
3) SAY, HAVE YOU UNDERSTOOD ME ?
4) STOP FOR A MOMENT OF SILENCE
5) IF NEEDED, SHOW HIM HOW HE CAN IMPROVE
6) MAKE HIM FEEL HOW MUCH YOU STILL VALUE
HIM
7) SHAKE HANDS WARMLY (NO SMILE) AND FORGET
THE REPRIMAND.
144

145. FIELD COACHING
145

146. 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.
146

147. 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
147
GREAT COACHES IN SPORT AND IN
BUSSINESS ARE MADE, NOT BORN

148. POSITIVE LEARNING
EVIRONMENT
AN ENVIRONMENT WHICH ENCOURAGES
PERFORMANCE IMPROVEMENT, FREE EXCHANGE OF
IDEAS, OFFERS HELP AND NOT THREATS, BY THE
SENIOR .
148

149. SKILL ADOPTION PROCESS
149
AWARE
INTEREST
UNDERSTANDS, EVALUATES, LIKES, PREFERENCE
IMPLEMENTS REPEATEDLY
ADOPTS
(BECOMES A HABIT AND PART OF BEHAVIOUR)

150. 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 .
150

151. THE GREATEST PRINCIPLE
OF MANAGEMENT
151
THINGS OR ACTS THAT GET REWARDED / APPRECIATED,
GET LEARNT
DONE AND
REPEATED, AGAIN AND AGIAN

152. 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.
152

153. 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 .
153

154. 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
FORM OF A BTQ.
EXCELLENT! KEEP USING THIS METHOD.
154

155. BENEFIT-TAG QUESTION (BTQ)
155
ONE BENEFIT
STATEMENT CEQ
TAG

156. 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.
156

157. WRONG BTQ
157
B1 + B2 + B3 TAG
STATEMENT CEO
• WILL NOT KNOW TO WHICH BENEFIT THE
CUSTOMER HAS AGREED OR DISAGREED .

158. NEGATIVE FEEDBACK
158
AVOID AT ALL COST

159. 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”
159

160. WHY COACHING GUIDLEINES
ARE NEEDED?
• VERY OFTEN REGIONAL MANAGERS ARE NOT FORMALLY
TRAINED IN THE ART OF COACHING REPRESENTATIVES.
THUS, THEY NEED COACHING GUIDELINES FOR HIGHER
SALES PERFORMANCE BY THEIR FIELD FORCE.
160

161. DICUSSION QUESTION
• THINK BACK OF YOUR DAYS WHEN YOU WERE A
REPRESENTATIVE.
• RECALL A GOOD SUPERVISOR AND HOW HE COACHED
YOU VARIOUS SELLING SKILLS?
WHAT DID HE DO TO MAKE A SELLING SKILL AS PART OF
YOUR WORKING HABIT OR BEHAVIOUR?
161

162. RULES FOR
IMPLEMENTATION OF SKILLS
REMEMBER :
REPRESENTATIVES LEARN MANY NEW SELLING
SKILLS IN A COURSE. ENCOURAGE THEM TO
PRACTICE, PERFECT AND CONSOLIDATE THESE
SKILLS
162
IN FIELD
ONE AT A TIME
UNTIL THEY HAVE
A COMPLETE KIT OF SELLING SKILLS

163. 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
163

164. 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.
164

165. MANAGEMENT OF COACHING
(GROW MODEL)
1) PREPARE
2) TELL
3) SHOW
4) LET HIM TRY, YOU
OBSERVE
5) PRAISE OR REINFORCE
6) GIVE NEUTRAL
COMMENTS IF NEEDED
165
PLANNING SESSION IN A CLASSROOM
ENVIRONMENT.
SET LEARNING GOALS BASED ON THE REALITY
OF THE CURRENT SITUATION OF REP. DECIDE
TACTICS AFTER EXAMINING VARIOUS OPTIONS
WRAP-UP TACTICS
DURING WORKING
SESSION IN FIELD

166. THE GROW MODEL
166
GOAL
REALITY
OPTIONS
WRAP-UP

167. 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
167
IN ALL THE THREE SESSIONS,USE THE PRONOUN “WE” AND NOT “I”

168. 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: ................ 168

169. 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 169

170. CLOSING
170

171. QUALITY IMPROVEMENT
DEVELOPING QUALITY IN AN ORGANIZATION BY
IMPLEMENTING CERTAIN NEW JOB RELATED
SKILLS, IS HARD BECAUSE PEOPLE WANT TO STICK
TO THE STATUS QUO
171

172. SKILL ADOPTION PROCESS
172
AWARE
INTEREST
UNDERSTANDS, EVALUATES, LIKES, PREFERENCE
IMPLEMENTS REPEATEDLY
ADOPTS
(BECOMES A HABIT AND PART OF BEHAVIOUR)

173. WE REMEMBER AND RETAIN FROM WHAT
WE . . . .
173
READ 10%
HEAR 20%
SEE 30%
HEAR AND SEE 50%
SAY OURSELVES 70%
DO OURSELVES 90%

174. IMPLEMENTATION
174
START IMPLEMENTING SKILLS (ONE BY ONE)
WITHIN 72 HOURS
TO ACHIEVE PERFORMANCE EXCELLENCE
• THE DIFFERENCE BETWEEN ORDINARY AND
EXTRAORDINARY IS THAT LITTLE “EXTRA” SYLLABLE.

175. CHANGE AND IMPROVEMENT
WE CANNOT BECOME
WHAT WE WANT TO BE
BY REMAINING WHAT WE ARE
175
THUS, CHANGE AND IMPROVEMENT
IS NECESSARY