the impact selling coaching guide - the … coaching...each step of the impact selling process,...

COACHING GUIDETHE IMPACT SELLING®

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TABLE OF CONTENTSHow to Use this Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

IMPACT Selling Fundamentals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Step-by-Step Coaching Playbook

Investigate (Positioning and Prospecting) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Investigate (Pre-Call Plan) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Meet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Probe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Apply . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Convince . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Tie-It-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Coaching the IMPACT Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

HOW TO USE THIS GUIDEAs a leader, you play an important role in ensuring your recruiting team applies the IMPACT Selling System on the job through continued practice and reinforcement . This Coaching Guide is a tool to support you in this effort . On the following pages you will find:

• Recommended best practices for coaching the IMPACT process, offering guidelines forstructuring one-on-one IMPACT coaching conversations with your Recruiters

• A playbook for coaching each step of the IMPACT process . The Essential Activities,Coaching Questions, and Key Concepts will provide you with performance expectations relative toeach step of the IMPACT Selling process, while the Selling Skills Levels offer a consistent criteria forevaluating the Recruiter in their use of IMPACT .


“The secret to selling is to be in front of qualified prospects when they are ready buy, not when you need to make a sale .” Bill Brooks, Sales Techniques

THE 5 CHARACTERISTICS OF QUALIFIED OPPORTUNITIES:

1 . Have a need and are aware of it

2 . Have the legitimate ability and authority to commit

3 . Have a sense of urgency about the decision

4 . Trust you and AFRC

5 . Will listen to what you have to say

The more characteristics of the five an opportunity has, the more strongly qualified it is . Most Recruiters fail because they settle for #5 alone .

I M P A C TI M P A C T

IMPACT Selling FundamentalsYour Roadmap to Successful Recruiting

1 . Never skip a step

2 . Never leave a step before completing it

3 . Make sure you and your Prospect are in the same step at the same time

3 Rules of IMPACT:


INVESTIGATE (POSITIONING AND PROSPECTING)Preparing for Your Recruiting Conversation

Gather sufficient information about your market and individual Prospects within it to enable you to make the best possible recruiting presentation .

KEY ACTIVITIES IN INVESTIGATE• Gather in-depth data about the Prospect, the

marketplace, and the competition

• Position yourself as a strategic resource

SELLING SKILL LEVELS

DEVELOPING EFFECTIVE MASTERY

Prospect views Recruiter as a product pusher based on observable evidence

Little to no engagement in activities to enhance positioning

Limited use of available research tools for prospecting

Prospecting time is limited and inconsistent

Prospect views Recruiter as a industry expert based on observable evidence

Moderate engagement in positioning activities; participates when opportunities are presented but may not proactively initiate new positioning activities

Uses available research tools for prospecting

Invests time in prospecting, although not always a regularly scheduled recruiting activity

Prospect views Recruiter as a strategic resource based on observable evidence

Proactively initiates and engages in activities to elevate positioning with Prospects

Leverages knowledge of the Prospect to provide insight and raise awareness toward the benefits of your offerings

Consistently allocates time to prospect for new Prospects and opportunities

COACHING THE INVESTIGATE STEP SKILLS

COACHING QUESTIONS COACHING TIPS

POSITIONING

• How are you positioned with thisProspect?

• What evidence have you seen, heard,or experienced from them to supportthis positioning?

• What steps are you taking to elevateyour personal positioning?

PROSPECTING

• How much time are you allocatingeach week to prospecting?

• What activities are you engaging in toidentify new prospects?

• How did you uncover this prospect/opportunity?

• Who can you identify as a referralsource?

There are three ways to be positioned with Prospects .

1 . FAST TALKING RECRUITER: Prospects view the Recruiter as a pushy, fast talking recruiter and perceive the conversation to be an interruption . They believe the Recruiter will provide basic AFRC information . The Recruiter will be relegated to a lower level .

2 . INDUSTRY EXPERT: Prospects view the Recruiter as a potential resource, and perceive the conversation to be a recruiting presentation . They believe the Recruiter will explore creative ideas . The Recruiter will be considered .

3 . STRATEGIC RESOURCE: Prospects view the Recruiter as a trusted advisor, and perceive the conversation to be a consultative meeting . They believe the Recruiter will bring compelling value . The Recruiter will have continued access to key decision makers .

The Recruiter can improve positioning through activities that help educate Prospects – for instance, reading industry journals, trade publications, etc .; sending their top Prospects a monthly tip or relevant article; joining industry/trade organizations with their Prospects, etc .


INVESTIGATE (PRE-CALL PLANNING)Preparing for Your Recruiting Conversation

Gather sufficient information about your market and individual Prospects within it to enable you to make the best possible recruiting presentation .

KEY ACTIVITIES IN INVESTIGATE• Identify key players in the decision• Complete a pre-call plan• Set meeting agenda• Confirm your appointment



Limited identification of the step of IMPACT relative to the Prospect, limited or inaccurate application of qualifying characteristics in pre-call planning

Conversation objectives are vague or not measurable, or not set at all

Does not prepare Statement of Intention or starter questions prior to the conversation

Desired next steps are undefined and cannot be articulated

Unsure of decision process with the Prospect

Identifies which step of IMPACT they are in with the Prospect; reviews appropriate qualifying characteristics in pre-call planning

Identifies key decision makers and influencers, and understands their role in the decision process

Always reviews prospect information prior to the recruiting conversation

Anticipates/prepares for Prospect questions, concerns, or objections

Defines and can articulate the desired next steps prior to each conversation

Sends written agendas prior to most scheduled conversations

Consistently tracks progress of IMPACT steps, accurately evaluates qualifying characteristics in pre-call planning

Maintains multiple relationships across the Prospects decision makers

Sets clear, measurable, and specific call objectives prior to every conversation

Demonstrates effective pre-call planning prior to every conversation, to include a Statement of Intention and starter questions

Plans for alternative actions based on direction of the conversation

Sends written agendas prior to every scheduled recruiting conversation, invites feedback from the Prospect

COACHING THE INVESTIGATE STEP SKILLS


• What is the purpose/objective for the conversation?

• What is your Statement of Intention?

• With whom are you meeting? What are their behavior styles, role, etc .?

• What is your agenda for the conversation? How does it align with your objective?

• What questions do you want to ask in the meeting?

• Who are your advocates? What do you think makes this person our advocate?

• Who are the gatekeepers [decision makers, buffers, advocates] for this prospect? What behavior style are they? How will you improve these relationships?

• What are your desired next steps?

KEY DECISION ROLES: Buffer, Advocate, Decision Maker, Applicant

An ADVOCATE is only an advocate if he/she has high influence in the decision process AND wants you to win against competitors .

BEFORE EACH CALL:1 . Confirm the appointment2 . Set objectives/pre-call plan 3 . Deliver an agenda to the Prospect


MEETEstablishing Rapport and Trust

Engage your Prospect and turn potential resisters into avid listeners .

Develop rapport and trust while displaying your sincere interest in the Prospect .

KEY ACTIVITIES IN MEET• Approach in neutral• Adapt to your Prospect’s behavior style• Issue a Statement of Intention (SOI)• Agree mutually to engage in a recruiting conversation



Prospect is unclear on the reason and/or value for the meeting

Statement of Intention to open the call is vague, or not offered

Initiates unsolicited small talk and/or spends too long in social conversation before transitioning to recruiting

Does not recognize or adapt to the Prospect’s behavior style

Purpose and value of the meeting is clear to the Prospect

Approaches in neutral, and effectively adapts to the Prospect’s style in most cases

Avoids unsolicited small talk, transitions appropriately away from social conversation when initiated by the Prospect

Demonstrates knowledge of key recruiting messages

Consistently offers a Statement of Intention with a well-defined agenda

Identifies/adapts to the Prospect’s style early in the conversation

Executes a clear Statement of Intention for all conversations and references an agreed-upon agenda

Establishes positioning by demonstrating knowledge of the Prospect’s business and/or industry within the Statement of Intention

Uses appropriate communication based on length and type of Prospect relationship, without straying from business at hand

COACHING THE MEET STEP SKILLS


• What does the Prospect want to accomplish with this meeting?

• What is your Statement of Intention?

• Is your Statement of Intention Prospect focused? Does it align with the objectives of your conversation?

• Have you shared the agenda with your Prospect prior to the conversation?

• Based on what you already know about this Prospect and your own behavior style, what do you need to watch out for when interacting with this Prospect?

Use a STATEMENT OF INTENTION (SOI) to open conversations in a professional and focused manner . The SOI should be about the Prospect and what they wish to accomplish . It should directly reflect what is most important to your Prospect .

INTERACTING WITH THE “D” (DOMINANCE | DOER)A “D” is assertive and initiates action . Be clear, specific, and concise . Stick to business, maintain a brisk pace, and give direct answers . Avoid appearing disorganized, making small talk, or discussing things not relevant to the issue at hand .

INTERACTING WITH THE “I” (INFLUENCE | TALKER) An “I” is outgoing and initiates relationships . Provide a warm, friendly environment . Ask for ideas and opinions . Avoid details unless they want them . Avoid controlling the conversation, not sharing information, or focusing on facts and figures .

INTERACTING WITH THE “S” (STEADINESS | PACER) An “S” is a steady, calm, team player . Slow down and listen patiently with a friendly attitude . Present information in a logical order and take time to fully explain . Avoid overselling or stressing “new” concepts, or coming across as domineering or demanding .

INTERACTING WITH THE “C” (COMPLIANCE | CONTROLLER) A “C” is meticulous with details and data driven . Lower voice tone, slow down, and listen . Explain details and answer questions precisely . Be conservative in assertions and back them up with facts . Avoid small talk and disorganization, and focus on minimizing risk .


PROBEIdentifying the Prospect’s Needs and Wants

Have your Prospects identify, feel, and verbalize their needs and identify problems they need to fix or issues they need to resolve .

KEY ACTIVITIES IN PROBE• Prepare starter questions• Ask questions to identify the Prospect’s needs, wants, and

challenges• Gain deeper insight using the three-deep strategy• Issue a Summary Statement



The Recruiter does the majority of the talking; more “telling” than “asking”

Jumps too quickly into a solution “pitch” upon hearing a need that your offering can satisfy

Dialogue feels more like an interview than a conversation; Prospect is reluctant to engage

Rarely uses three-deep strategy, limited use of follow up questions

Questions have unclear purpose or direction, not tied to objectives

Inconsistent use of the Summary Statement

Does not establish clear, agreed-upon next steps

Dialogue feels conversational; Prospect engages and shares information

Builds on information uncovered in previous conversations; focuses on closing knowledge gaps relative to the Prospect

Effectively uses three-deep strategy, consistent use of follow up questions to uncover needs

Questions have clear purpose or direction, are tied to objectives

Often uses the Summary Statement; distinguishes when to move forward or stay in the Probe

Establishes clear, agreed-upon next steps

Seamlessly adapts questions to the role and behavior style of the Prospect

Demonstrates positioning by incorporating knowledge of the Prospect and their industry within the context of questions

Employs questions to gain strategic understanding of the Prospect, beyond the immediate need

Always incorporates the three-deep strategy; skilled at fully uncovering both needs and wants

Always uses the Summary Statement to acknowledge needs, wants, and challenges

COACHING THE PROBE STEP SKILLS


• What questions will you ask to open conversation?

• What is your desired outcome from this call?

• Which competitors are currently working with this Prospect? What does the Prospect like about their offerings?

• What STARS (key needs, wants, issues, etc .) have you identified?

• Are you ready to offer a Summary Statement?

• What was your recommended next step with the Prospect?

3-DEEP QUESTIONS are used to uncover deeper information in probing; to get to the “why” and the emotion . After asking an initial question, the Recruiter should ask at least two follow-up questions to better understand what the Prospect is trying to accomplish, fix, or resolve .

STARS represent the Prospect’s needs, wants, challenges, or issues identified in the Probe . Each time the Recruiter uncovers a specific challenge or issue that your offering can solve, he or she should draw a “star” next to it in their notes . In the Apply Step, the Recruiter will connect the benefits of their recommended solution back to each of the Prospect’s stars .

In debriefing after a conversation, did the Recruiter resist the temptation to prematurely “pitch” a solution?

Did they spend sufficient time gaining deep understanding of the Prospect before recommending? The Recruiter should uncover at least 3-5 stars before moving on to the Apply Step .


APPLYBuilding Value for Your Solution

Show your Prospects how your recommendation meets their needs, solves their problem, or resolves their issue .

KEY ACTIVITIES IN APPLY• Present effective solutions that connect to what the Prospect sees as valuable

• Create sufficient value to offset the perception of cost/commitment

• Ask feedback questions

• Identify, address, and overcome any objections



Presents an off-target solution, or one that does not clearly address the Prospect’s needs

May not connect the beneifts of the solution back to the Prospect’s STARS

Recruiting presentation is heavily focused on features, rather than benefits

Hesitant in presenting investment; uses modifiers when discussing cost/commitment

Unprepared to address questions, concerns, or objections

Perceived benefits of the recommendation do not outweigh the perceived or emotional costs

Does not maintain alignment with the Prospect; may jump ahead to the Convince Step too quickly, or neglect to go back to the Probe to course correct an off-target solution

Consistently presents a solution that addresses the Prospect’s needs

Connects some of the benefits of the solution back to the Prospect’s STARS

Typically asks some feedback questions during the conversation

Perceived benefits of the recommendation typically outweigh the perceived or emotional costs/commitment

Confident that he/she has built sufficient value for the investment; addresses commitment with no hesitation

Manages Prospect questions, concerns, and objections, but may not anticipate them in advance

Consistently presents a targeted solution that addresses the Prospect’s needs and wants

Clearly connects the benefits of the solution back to the Prospect’s STARS

Always asks feedback questions throughout the conversation

Perceived benefits of the recommendation far outweigh the perceived or emotional costs/commitment

Proactively anticipates Prospect concerns, questions, and objections, and is prepared to address them

Smoothly transitions between Probe, Apply, and Convince to stay aligned with the Prospect

Confidently handles prospect negotiation tactics; never gives concessions without getting something in return

COACHING THE APPLY STEP SKILLS


• How does your solution align with the STARS (needs, wants, challenges, etc .) uncovered in the Probe? How will you connect the dots in the Apply Step?

• What are the perceived benefits for your solution from the Prospect perspective?

• What are the Prospect’s perceived emotional costs, and how does your recommendation create value to offset them?

• What questions, concerns, or objections do you expect? How do you plan to address them?

PRESENTING AN ON-TARGET SOLUTION:

1 . Use the word “recommend”

2 . Don’t overwhelm your Prospect

3 . Tailor your recommendation

4 . Review your recommendation with the Prospect

5 . Use feedback questions

6 . If you’re off target, ask a question to clarify

VALUE IS WHATEVER THE PROSPECT PERCEIVES IT TO BE .

Therefore, a benefit or differentiator is only important if the Prospect sees it as such .


CONVINCEProving Your Claims and Recommendations

Reinforce your Prospect’s trust and confidence in the value you are offering .

Before a Prospect will commit to the AFRC, they must believe what they hear and feel about it .

KEY ACTIVITIES IN CONVINCE• Provide evidence to prove claims or resolve objections

• Offer testimonials/references at the appropriate time

• Establish next steps based on successful evidence



Solution information or testimonials/references provided too early in the recruiting process

Unfamiliar with range of available resources for proving claims and recommendations

Inconsistent in offering proof of claims or recommendations; often the request is initiated by the Prospect

Provides testimonials/references without establishing expectations for outcomes

Solution information or testimonials/references offered at the appropriate point in the recruiting process

Knowledgeable of the range of available resources for proving claims and recommendations

Consistently applies the appropriate proof sources based on the Prospect

In offering testimonials/references, often gains agreement on expected outcomes

Plans for Convince Step in advance; proactively provides proof at the appropriate point

Develops and uses relevant resources – e .g ., testimonials, references, etc .

Tailors proof to each Prospect, considering the Prospect’s behavior style, concerns, and specific needs/wants

Always gains agreement on expected outcomes in offering testimonials/references

COACHING THE CONVINCE STEP SKILLS


• What does the Prospect need to see in order to be comfortable moving forward?

• Historically, what types of proof have been offered to this Prospect?

• Are there individuals on the Prospect side who have influence in the decision that may need additional proof to convince?

While pre-call planning with the Recruiter, ask what proof they will offer, and why these things will be meaningful to the Prospect .

Consider the Prospect’s behavior style when determining what types of proof to offer, and how to present them . For example:

D = DOMINANCE | DOERStructure proof with bullet points, focus on results

I = INFLUENCE | TALKER Provide testimonials, references

S = STEADINESS | PACER Use proof that emphasizes proven reliability, offer testimonials

C = COMPLIANCE | CONTROLLER Offer detailed studies, facts and figures, graphs and charts


TIE-IT-UPAsking for the Sale or Commitment

Ask your Prospect for a commitment, negotiate the agreement, then finalize and reinforce their decision .

KEY ACTIVITIES IN TIE-IT-UP• Ask for the commitment• Clarify the conditions of the agreement• Identify and clear last-minute stalls/objections• Reinforce the decision• Develop a follow-up plan



Does not ask for the commitment; waits for Prospect to initiate next steps

Asks for commitment at the wrong time

Asks for commitment, but does not allow time for Prospect response; keeps talking

Asks for commitment, and surprised when objections arise

Unprepared for resistance or objections, which halts the momentum of the commitment

Follow-up steps not discussed or unclear

Confidently Initiates asking for the commitment at the appropriate time

Prepares for last-minute resistance or objections, and responds using the IMPACT model; may slow the momentum of the commitment

Consistently sets appropriate next steps and gains agreement from Prospect regarding follow-up plan

Prospect often initiates commitment based on excellent rapport and performance in previous steps

Anticipates last-minute resistance or objections, and addresses them effectively without slowing the momentum of the commitment

Collaborates with the Prospect to determine next steps and follow-up plan

COACHING THE TIE-IT-UP STEP SKILLS


• How will you ask for the commitment?

• What objections or resistance might you get, and how will you handle it?

• What follow-up steps have you established with the Prospect?

Closing and asking for commitment can take the form of a QUESTION or a STATEMENT .

For example:

• [Question] When do you want to get started?

• [Statement] My recommendation is that we go ahead and get started .

In REINFORCING THE COMMITMENT, set clear next steps by explaining what will happen, when it will happen, and why it is significant


COACHING THE IMPACT PROCESS

A critical factor in your team’s success with the IMPACT Selling System is ongoing coaching . To be most effective, IMPACT should become a permanent part of your team’s language and culture — and coaching from you, the sales leader, will reinforce this point . When engaging your Recruiters in coaching conversations, use the following best practices to help sustain IMPACT .

COACHING CADENCE

Establish a regular cadence for one-on-one coaching conversations with your Recruiters . Schedule them with Recruiters in advance, and stick to that schedule .

BEFORE THE COACHING CONVERSATION o Consider the Recruiter’s progress with IMPACT to determine the challenges or needs for coaching .

Where is he/she experiencing success, and which key concepts need more review?

o Create an outline for the coaching conversation .

DURING THE COACHING CONVERSATION

o Ask the Recruiter to share a success or lesson learned from applying the IMPACT process .

o When discussing a specific prospect with the Recruiter, consistently ask the following questions to reinforce the basics of IMPACT .

• What is/was the objective of this conversation?

• How qualified is this prospect based on the 5 qualifying characteristics?

• Where is the prospect in their decision process and what evidence do you have?

• What is the prospect’s next step?

• What is your next step?

o Remember, the key to coaching is not to tell, but to ask questions and listen . Here are some good questions to stimulate discussion and self-discovery on the part of the Recruiter:

• How would you have done it differently before going through IMPACT?

• Why do you think I asked you this question?

• Why is that situation occurring?

• If that happens, what next?

• What’s the alternative?

• Walk me through your thought process on that…

• What led you to that point?

• What generalizations or assumptions have you made? What other assumptions could be valid?

• What evidence do you have that supports _____?

AFTER THE COACHING CONVERSATION

o Recap any action items from the conversation with the Recruiter, and confirm your next scheduled coaching conversation .

the impact selling coaching guide - the … coaching...each step of the impact selling process,...

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