CEO Strategist LLC.

Strategic Leadership

TABLE OF CONTENTS

Conducting Sales training Sessions .................................................................................... 3

Preparing for a Program...................................................................................................... 5

Presenting the Material ....................................................................................................... 6

Case Studies ...................................................................................................................... 10

Meeting Arrangements...................................................................................................... 12

Discussions ....................................................................................................................... 15

Controlling Discussion...................................................................................................... 17

Handling Questions........................................................................................................... 19

Handling Problem Individuals .......................................................................................... 21

Charts and Their Use ........................................................................................................ 27

Program Tempo ................................................................................................................ 30

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Conducting Sales training Sessions

The training program should be designed to achieve maximum participation on the part
of the audience. It has been proven time and again that audience participation in sales
training is one of the most effective methods of developing both an attitude for learning
and an attitude for successful salesmanship.

Next, enthusiasm must be created. Enthusiasm is one of the most important traits a sales
meeting leader must possess – because it is contagious. Remember, participants in the
training program will learn very little if they are mentally falling asleep.

Lastly, the participant must have confidence in the program; he or she must believe the
content of the program and that the program will provide personal benefits.

Assuming that your salespeople enter the program in the right frame of mind – that is,
with the proper attitude – and assuming further that this attitude is strengthened by the
content of the program itself, it’s time to review the factors that contribute to the learning
process.

It will help to consider briefly how the brain works. Essentially, it is composed of some
10 billion neurons, each with numerous feelers or extension wires. When we think,
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remember or imagine, these neurons discharge an electric current, which in turn, creates
an electrical path or groove. Once made, the electrical current tends to recur, and the
degree of recurrence depends on these three factors: frequency, recency and intensity.

All three factors contribute to the learning process.

Frequency relates to the fact that the more often any point is made, the more strongly it
is reinforced. This is important in sales training in terms of getting new ideas or
information across to your salespeople.

Recency relates to the last time the specific point is made, the more recent the
information the more it is reinforced. This is important in sales training, as repetitive
information in different formats is an effective way of increasing retention of the
information.

Intensity relates to the fact that the amount of learning a person derives from a training
session depends to a great extent on the intensity of the stimulus. A person may hear
and/or see many things that make little or no impression on his or her mind, while
another person sees, hears and actually learns from certain experiences. The difference is
often one of the degrees of attention given to things occurring within range of sight and
hearing.

Since good presentation techniques are so essential to the success of a sales training
meeting, let’s examine in some detail their essential characteristics.

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Preparing for a Program

It’s logical to assume that the starting point for successful sales training is the preparation
of the contents of the program. But strangely enough, this is the one area most often
neglected. It is not unusual to find a two-hour training program for which the
“preparation” was 15 to 20 minute session immediately before the program started.

The result of such planning – or lack of it – is, of course, a disorganized, uninteresting

session which falls far short of accomplishing the desired objectives. Thus, it can be
safely stated that adequate program planning is vital to a successful training session.

Assuming that a meeting leader’s guide has been prepared, the following six steps should
be followed beginning at least two weeks prior to the scheduled training meeting date:

1. Skim through the meeting leader’s guide quickly from cover to cover to get an
overall feel of what is to be included in the program. This will not only provide
you with data on the general content, but will also serve as a launching pad from
which you can begin making plans regarding an effective method of
presentation.

2. Carefully digest the program objectives. This will help you to pinpoint the
purpose of the program toward which all of your planning must be directed.

3. Read the guide carefully a second time. This will assist you in determining what
you will be striving to accomplish with each step you take.

4. Review all available visuals at least once and, preferably several times, before
the presentation to determine the important points covered by each.

5. Decide what points, illustrations, and/or diagrams you will put on an easel or
blackboard. As we shall see later, the more smoothly, neatly and effortlessly
such entries are made, the more effective the overall program.

6. Rehearse. As a general rule, the more elaborate the presentation, the greater the
necessity for rehearsal. But some rehearsal is required for all programs to ensure
optimum results.

In general, the meeting leader who has properly prepared the meeting, is prepared to
work with the visual and other aids, and has carefully rehearsed the presentation, is well
on the way to a successful program.

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Presenting the Material

There are two basic ways in which group training can be conducted:

1. Lecture
2. Group participation

Each method has its place in fulfilling the objectives of a specific program, and a
combination of the two usually produces the best results. This, of course, necessitates that
the meeting leader be thoroughly familiar with the capabilities and the limitations of the
persons with whom he or she is dealing.

The Lecture

The primary advantage of the lecture method of presentation lies in the fact that more
information can be presented in a shorter period of time. Its prime disadvantage,
however, is that it is often relatively ineffective when compared with group participation.

Statistics show that on average, we remember only 10% of what we hear. This is
certainly not an overwhelming percentage, so it is important to avoid the temptation to
carry on lengthy monologues even when using the lecture approach to a training
presentation.

However, there is a place for a limited amount of lecturing in most sales training
programs. For example, specific knowledge can usually be best presented by the lecture
technique, especially when this knowledge needs to be presented before discussion or
skill practices can be brought into play.

If, as we have suggested, straight lecturing is a relatively poor way to present information
during a training program, are there any means that we can employ to increase the
effectiveness of this technique when we must rely on this method?

The answer is, yes – and it involves the use of visual aids.

Visual Aids

Before examining the various types of visual aids available to the meeting leader, a
definition of terms is in order. At one time, the phrase “visual aid” was applied only to
films and slide presentations. But, as time passed and the advantages of various types of
props, charts and devises were recognized, the definition broadened considerably until
today it includes any method which can be used to visually enhance a presentation.

Basically, there are six types of visual aids:

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1. Demonstration devises
2. Photographs, illustrations and other print materials
3. Blackboard or easel pad
4. Flip charts
5. Slides with or without audio tapes
6. Videotapes or films

Each type of visual aid differs from the others as far as applicability and some are more
suited to one or another specific requirement than others. The meeting leader must
carefully consider his or her options and choose the best type of visual aid to meet his or
her objectives.

Let’s consider the salient characteristics of each:

1. Demonstration devices are the only type of visual aids that are three-
dimensional and are very useful when the objective is to get the audience
personally involved. This type of aid includes actual pieces of equipment,
working models and kits. Demonstration devices can provide the audience with
a hands-on understanding of the product or device being discussed. This type of
aid is virtually essential to product training.

2. Photographs, illustrations and print materials are relatively inexpensive and

readily available, often provided free of charge by manufacturer marketing
partners. They can be used to present product details and specifications, show
typical installations and document case histories. These can be either passed out
at the meeting or, in the case of some documents, they can be put up on a screen
by using an overhead projector or PowerPoint software program.

3. Blackboards or easel pads are a convenient and inexpensive means of

supplementing verbal presentations. Their casual, rough working notes
appearance often adds to their dramatic effectiveness. But care must be taken to
print all information clearly and large enough to be seen by everyone in the
audience, which should not exceed 15 to 20 people, otherwise visual
effectiveness becomes limited.

4. Flip charts can be easel pad pages prepared in advance, or they can be
professionally printed charts. Subject matter is usually limited to word messages
and/or simple illustrations. As with the blackboard or easel pad, the use of flip
charts is restricted to a relatively small group if the presentation is to be seen by
all.

5. Slides with or without audiotapes can provide a more flexible approach to

visualization. Almost any kind of subject including illustrations, charts, three
dimensional objects or scenes can be easily and inexpensively converted to
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slides. Their attractive, full-color format is esthetically pleasing and they can be
projected to virtually any size to accommodate either large or small audiences.
The use of an accompanying audiotape allows for the presentation to be given
as a standalone program without a meeting leader if need be.

6. Films and especially videotapes are the high end of the scale in terms of
visuals. Their use is especially effective when the subject is how to do
something, such as how to install or maintain a product. In addition, viewers are
most comfortable with this format because it is what they are used to from their
experience with TV and VCR at home. Size of the audience is limited with use
of videotape unless a special large screen hookup is available or multiple
monitors are placed at various locations in the room.

Group Participation

There are three basic ways in which group participation can be built into a training
program:

1. Skill practice
2. Case studies
3. Panel discussions

Skill Practice

A major advantage of skill practice, as a training method, is to bring out data about
human behavior and human relations not brought out by more traditional training
methods. The participant not only hears about a problem, he or she actually lives through
it by role playing or acting it out.

The person experiences the situation and then used this experience to derive solutions and
test them. With practice, individuals can develop new skills for dealing with a wide
variety of problems.

Participants can experiment, make mistakes and try out their new skills without risking
the possibility of failure inherent in actual real-life situations. In this environment, the
participant is in the presence of co-learners, not judges or adversaries.

For the meeting leader, skill practice involves more than people simply acting out roles. It
is a process composed of a series of steps, and it is the leader’s job to see that all of the
following steps are taken in the skill practice process:

1. Establish the situation, directing the persons involved in the problem to their
places in front of the audience. Then, read or state all factors that pertain to the
problem situation.
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2. Cast the characters, making sure everyone understands who will assume what
role.

3. Brief the group and let the audience know what to watch for (for example,
“presentation of the product story” or typical customer objections”). However
make no attempt, under any circumstances, to advise the participants as to what
to say in the course of their interaction.

4. Check to make sure there is adequate understanding of the problem. Before

turning the meeting over to those involved in the problem situation, question
both the participants and the audience as to their understanding of the problem.

5. Begin the actual practice session.

6. Interpose when necessary and do not let the scene go on for too long. One
should interpose when:

a. Enough behavior has been exhibited so that the group can analyze the
problem
b. The group can project what would happen if the action were to continue
c. The participants have reached an impasse
d. A natural closing point is reached

7. Analyze the action, asking the lead player, the remaining players and the
audience, in that order, to comment on the action and the lessons learned. It is
also necessary to point out that there should be no comments from observers
evaluating the personal ability of participants, especially the lead players. The
critique should focus on those skills that the practice was designed to bring out,
not on whether the sales problem they were trying to solve was actually
resolved.

8. Ask questions, especially those that refer the group to the actual skills that were
practiced. It should also be noted that occasionally it might be necessary to stop
the discussion early in the scene to analyze a particular action or point. When
you feel that it will benefit the group, do not hesitate to break into the action
where necessary. After a particular point has been explained and/or discussed,
then re-brief the group, reset the scene and let the action continue.

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Case Studies
In the case study method of group participation, the meeting leader prepares a number of
sales problems and distributes them to his audience at some time prior to the actual
training session. The individuals then study and work on the problems alone or in teams
depending upon:

• The number in the overall group

• The time available
• The type of sales problem

The case study method has six important benefits:

1. It has an element of realism since the cases can be descriptions of practical

situations within the company. In this they can have meaningfulness that few
other approaches posses.

2. It is in line with the principle that, to learn, the trainee must be actively engaged
in the process. The participants themselves must come up with a logical solution
to the problem proposed.

3. It can force the participant to look beyond his narrow specialty and take into
account the perspectives of other functions in searching for a solution.

4. It stimulates the participants to sift out the facts, to distinguish between the
important and the unnecessary, analyze data, judge their inter-relationships,
synthesize the evidence, organize their thoughts logically and present them
coherently – in short, obtain a “whole view” of the problem to be resolved.

5. Since there is no single, infallible solution, it allows for group evaluation of

individual or team answers.

6. It places the responsibility for learning exactly where it belongs, on the

shoulders of the participants. The leader merely guides the discussion; the group
must formulate appropriate solutions and discuss the relative merits of each.

Following are some suggestions when using the case study method:

• To write a good case study is taxing and time consuming. Do not try to “go it
alone” in formulating cases. Use the experience of those who are in a position to
give constructive advice.

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• Make certain that all data needed for a solution are given in the case. Incomplete
cases lead to utter frustration or opinionated guesswork.
• Since wisdom on the spur of the moment is a rare virtue, participants should be
given the cases with sufficient time for detailed study.
• Do not allow discussion of solutions to degenerate into monologues.

Panel Discussions

Panel discussions are nothing more than a group of individuals (usually three to five)
who, in an orderly manner, give their views about a particular problem or question of
interest to the audience. The panel can be composed of members of the company as well
as outside authorities.

Generally, the panel is allowed to discuss the pros and cons of a particular question
freely, either for a stated period or until a conclusion is developed, at which time
discussion is opened to the floor.

The prime advantage of a panel discussion lies in the fact that the audience is first
permitted to listen to the views of various “experts” or interested parties. Then the
participants can strengthen and build upon their knowledge through a controlled
discussion period.

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Meeting Arrangements
Assuming that we have carefully planned the content of the program and have established
the means by which we will conduct the training session, let’s now examine the meeting
itself.

First, let’s look at the planning details necessary to ensure that it runs smoothly. For
purposes of discussion, we will group these details under three main headings:

1. Physical details
2. Audience considerations
3. Material organization

Physical Details

The facilities needed for various types of training sessions can vary from bare essentials
to elaborate accommodations. Because of this fact, it is almost impossible to compile a
list of physical factors that would be applicable to each and every training program you
will conduct.

The following is a list of those physical details that must be considered for the majority of
training sessions in which you will be involved:

1. Seating. Past experience has proven that the most favorable seating arrangement
is a large round table so each member of the group can see the faces of the other
members of the group. Also, a table makes it more convenient for the audience
to write or keep papers in front of them.

a. In the event that the group will be too large to sit around one table, a series
of smaller tables should be planned and arranged in such a way so that all
members are close to the meeting leader, and, if at all possible, at such
angles so that they face each other.

2. Properties. Also included in the meeting room should be all of the facilities
needed by each individual during the training session, including:

a. Comfortable chairs
b. Paper (for notes)
c. Pencils/pens
d. Ice water and glasses

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3. Comfort factors. Lighting, temperature and ventilation must be given close

consideration so that the audience may do its best work during the training
program. If the program is to be held in the summer, make sure the meeting
room is air-conditioned. If it is to be held in the winter, assure that ample heat is
available.

4. Ensuring the Learning Environment. A total training program, in essence, is the

sum total of group thinking. Most people are unable to discuss problems
thoughtfully in the presence of distracting influences, especially noise. Thus,
make sure that the meeting room itself provides a learning environment in
which the best efforts of the audience can be obtained.

Audience Considerations

The primary consideration concerning the audience is size. It has been found that it is
often necessary to regulate the size of the training group in order to make the program
effective.

If the group is too small, the opportunities for benefiting from the breadth of experience
and having sufficient differences of viewpoint diminish. The conference may speed to a
conclusion without detailed consideration of the topic.

If the group is too large, it is difficult to gain the benefits of the discussion procedure
within a reasonable amount of time. The problem of seeing and hearing become
unwieldy.

There is much more danger in having the training session too large than too small.
Groups of up to 20 can be handled satisfactorily; but, as the number increases, the
leader’s problem of guiding and controlling the meeting becomes increasingly more
difficult. It is the leader’s function to try to get everyone to take part in the discussion and
this can only be done if proper consideration is given to its size prior to the actual
program.

Material Organization

It is almost impossible to conduct a training program successfully without paying

attention to minor details. Sooner or later every meeting leader reaches the point where
he planned to use some material, only to find (after shuffling through his notes) that he
has not brought it to the conference room. He apologizes and tries to improvise. To avoid
that embarrassment and distraction, the leader will find it essential to take time just
before the meeting to review his plans and check his material.

If these details are looked after well before the scheduled meeting time, rather than at the
last minute, the leader may look forward to the conference with assurance that there will
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be no unnecessary distractions and no embarrassment to him. In addition, he will be free

to greet and chat with the participants just before the meeting as they arrive. Such an
opportunity for casual conversation is helpful in creating an atmosphere of friendly
informality that carries over into the actual conference.

The basic rule, then, for organizing materials to be used at a training session can be
simply stated: Have everything ready.

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Discussions
One of the most important parts of any training session is the discussion period. Too
often a meeting leader takes the easy way out and conducts a mere question and answer
period. Even this often falls flat because only a few, if any, questions are asked.

When you come to that part of your program that you have set aside for discussion, the
first step is to get the discussion started. One of the best ways is to ask a question.

Getting a Response

After asking the opening question, the skilled leader is patient in waiting for someone to
reply. Inexperienced meeting leaders frequently become nervous and impatient if some
member of the group does not immediately respond to the question. The important thing
is to wait the group out. If the question is thought provoking, the members of the group
cannot be expected to have answers on the tips of their tongues. The leader, by adopting a
manner that is unperturbed and that implies that he expects an answer, will sooner or later
receive a comment. The silence that follows the leader’s opening question is seldom as
prolonged as he feels that it is.

There is one exception, however, to the policy of waiting for an initial reply. This is when
the question is so poorly phrased that it is not understood. Whether or not the question is
understood can be determined by waiting a reasonable length of time and studying the
expressions on the faces of the audience. If they appear to understand the question, then
the leader can wait with assurance. If it becomes apparent that they do not, however, then
he should rephrase the question. But it is a mistake to restate the question too quickly
because this is distracting to the group if the audience really understands it and is
thinking about and answer.

If the leader has given careful attention to the study of his conference, has objectives well
in mind and his leading questions well thought out, his conference would, in all
probability, proceed as outlined.

If Discussion is Sparse

If discussion does not develop and the meeting leader has determined that it is not
because of a poorly phrased or misunderstood question, the problem is usually caused by
one of two factors:

1. The audience as a whole has not crystallized its thinking.

2. The individual people, for some reason or another, won’t open up even though
they have thoughts and ideas to express.
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When the leader feels that the audience has not yet crystallized its thinking, he must
provide additional time for the group. But he cannot let the program stop since the longer
the period of silence; the more difficult it will be to get the discussion started. When the
meeting leader suspects that the group requires additional time, he can do one of three
things:

1. Write the question or problem on the blackboard.

2. Restate the question or problem in the same words.
3. Restate the question or problem in different words.

But, if the leader senses that individuals are not opening discussion even though they
have ideas to express, he must resort to other meeting devices available to him. Some of
the more frequently used devices are as follows:

1. Break down the question or problem. By breaking down the question or

problem into simple parts that are readily answerable in a few words, discussion
can be stimulated. Once the ice has been broken, the leader can proceed
logically to a discussion of the main question or problem.

2. Direct the question to an individual. While this method must be used at times to
initiate discussion, it should be avoided whenever possible. It should be used to
draw the shy or lazy thinkers into the discussion. If direct questions are used too
much, the group members will expect to be called up and the program will
develop into a question and answer session.

3. Use overhead questions. An overhead question is one addressed to the entire

group to stimulate discussion. As an example, let us assume that a lively
discussion has just stopped cold. The leader can then ask, “What are some of the
other items we should consider under this heading?” or “In your experience,
have you found other causes of, or remedies for, this situation?”

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Controlling Discussion
A very practical part of the leader’s job is keeping the group on the subject. Though the
responsibility seems obvious, it can be easily forgotten when, in the course of a lively
discussion, one thought leads to another; so that gradually the group gets away from the
central idea. A well-planned program has definite objectives and the leader must see that
the available time is appropriately used, rather than directed to topics that have little
relation to the primary objectives.

Inexperienced conference leaders are apt to welcome discussion regardless of the number
participating, and fall prey to talkative members who are not necessarily the best thinkers.
Experienced leaders constantly strive to get everyone to participate in accordance with
the aim of individual development. However, they are often times faced with three
important responsibilities in controlling group discussion:

1. Bringing the discussion back to the point.

2. Deciding when to permit tangent discussions.
3. Handing individual “debaters.”

Back to the Point

When it is necessary for the meeting leader to bring the discussion back to the subject at
hand, he has two well-tested methods at his disposal:

1. The Indirect Method. The most tactful method is indirect. It consists of asking a
follow-up question which calls for an answer leading back to the topic. This
device is considered by many to be the most desirable because there is no
indication that the group has gotten off the subject. Its use depends, of course,
on the character of the diversion.

2. The Direct Method. The most straightforward approach is to state frankly that
the group is getting off the subject and that the limitations of the time make it
necessary to get back to it. A more tactful variation is to restate the original
question saying, “We’ve had some very interesting thoughts here, but let’s see if
we can get an answer to our original question. . .”

a. If the sidetrack is an important subject in its own right, the leader may
provide for its complete discussion at a subsequent meeting.

Tangent Discussion

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If it is of sufficient importance and if time permits, it is usually wise to permit free

discussion of a tangent problem. For example, if it involves criticism of existing policies
or actions, he might want to make certain that both sides of the question are considered.

If, however, the leader wishes to end the tangent discussion, he can do this easily with a
statement such as, “This is an interesting question that has been raised, one which I
believe is worth careful consideration. If it is agreeable to you, I suggest that we table
discussion of this subject until a later program.”

The experienced leader will occasionally steer the group away from the main purpose. In
permitting this type of straying, the leader can often uncover some important phase of the
subject that he did not foresee. A reasonable amount of patience will reveal whether or
not a new path of discussion is profitable. If it is, the leader can improvise a new plan.

Handling Debaters

A certain amount of debating among the audience is essential to a good training program.
But the meeting leader must channel it so that it leads to one of the program objectives.

Sometimes debate will arise on a subject that can be verified only be reference material
outside of the program. When this occurs, it must be discouraged by the leader because it
leads nowhere and can waste valuable time. This can be accomplished in one of two
ways:

1. If the facts are pertinent to the program objective (assuming that the conference
leader was unable to foresee their need in planning the conference), he may ask
the group to defer the conclusion on that topic until he or certain members of the
group are able to bring in necessary data.

2. He may ask the group to assume that certain statements are true and proceed
with the discussion on that basis. Note that, if this is done, the provision is
automatically made that any conclusion reached is subject to verification. As a
result, the meeting leader either must verify the conclusion or raise the matter
again for discussion at a future meeting.

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Handling Questions
The chief tool that the meeting leader has at his disposal to guide a discussion is the
question. But, it must be recognized, too, that asking questions is not a prerogative
peculiar only to the meeting leader. Questions beget other questions; and, as a result, the
meeting leader must also be capable of satisfactorily providing answers to questions
raised by his audience.

There are four courses of action open to him when a member of his group asks a
question:

1. Refer the question to the group as a whole.

2. Request the person who asks the question to give his own answer.
3. Direct the question to another individual.
4. Answer the question himself.

Let’s look at the advantages that each method provides:

Refer Question to Audience

Questions that are likely to stimulate further discussion should normally be directed to
the group as a whole. It is significant to note that many good questions originate from
members of the audience and a skilled leader is alert to their use in furthering meaningful
discussions.

Redirect Question to Questioner

This method calls for tact because redirecting the question to the questioner may, in some
circumstances, arouse his antagonism or embarrass him.

If it is apparent from the manner in which the question is asked that the individual have
his own opinions, it is usually advisable to draw additional comment from him.

Also, it is sometimes advisable to turn back a question to a questioner when he obviously

has no answer to his own question. This is particularly applicable if the answer calls for
an expression of opinion. Since a training program has individual development as a prime
objective, good leaders utilize questions as a means of encouraging members to think for
themselves.

But be cautious about redirecting questions to the questioner too frequently. Your
audience may come to feel that it is safer to keep quiet. This situation is similar to the

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experience most individuals have had in making a suggestion and then being appointed a
committee of one to carry it out.

Direct to Another

As an example of using this device, the leader may say, “I wonder, Jack, if Bill’s point is
different from what you were saying before?”

Or, “Jack, you were discussing that phase of the problem before. Would you want to
answer it?” This device encourages further discussion and, at the same time, relates the
question to previous discussions.

Another occasion for using this method frequently arises in the early stages of a group-
training program. One group member may make a comment and another may ask the
leader for an explanation or elaboration of the original statement. The leader will then
suggest that the questioner direct his question to the member who made the statement
rather than to the leader. The leader thereby indicates to the group that the proper channel
for discussion is among the group members themselves and not through the leader.

A question may also be redirected to a member of the group who is known to have a
special knowledge of the question raised.

Leader Answers Question

This fourth possibility should be avoided whenever possible. In the group training
procedure, the primary aim is for the group, collectively and as individuals, to do its own
thinking. It is the leader’s role to guide rather than tell, but there are situations where it is
suitable for the leader to answer a question:

• If a topic has been full explored and a conclusion has already been reached, the
leader may accomplish nothing by using one of the first three methods of
answering the question.
• If the leader has some special knowledge about the question and if any one or
all of the other three methods have already been exhausted, he may choose to
handle the answer himself.
• If the question is controversial and the leader might appear to be dodging it by
not answering it himself, he may choose to do so.

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Handling Problem Individuals

As we have stated before, inexperienced meeting leaders are apt to welcome discussion
regardless of the number participating and fall prey to talkative members who are not
necessarily the best thinkers. Experienced meeting leaders constantly strive to get
everyone to participate in accordance with the aim of individual development.

Obtaining broad participation requires a running mental record of the frequency with
which individuals are making comments. That will give an indication of the individuals
who need special attention.

Normally, they constitute only a small portion of the overall audience and for discussion
purposes can be classified into three groups:

1. The person who talks too much.

2. The person who talks too little.
3. The person who says the wrong thing.

Talks Too Much

We should remember that the purpose of the training program is to draw out the ideas and
thoughts of all. If it results in a dialogue between the leader and the over talkative
member, the others will quickly lose interest. Regardless of whether or not the talkative
member has something to say, he should not be allowed to monopolize the discussion.
The leader in handling such cases must use tact so that he will not offend the member
who is out of line. Quite often the offending individual is so absorbed with his own
thoughts that he does not realize the effect he is having on the group as a whole.

Since the talkative member can have a detrimental effect on an otherwise successful
program, it is good to recognize and know how to handle the five types of over talkative
individuals.

1. Person who knows all the correct answers. You will occasionally be
confronted with a person who, through considerable experience, intelligence or
superior job position, knows most of the right answers and does not hesitate to
be the first to answer the questions. Usually this individual does not realize that
he is causing others to hold back. It is often possible to make him understand he
is talking too much by tactfully addressing the question to the other side of the
room or to other individuals.

In some cases, however, it is necessary to talk to him outside the meeting,

saying something like this, “Bill, you had some good points to offer. Show
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you’ve been thinking a lot about the subject. However, did you notice how the
others sort of sat back and let you carry the load? We want them to get into the
discussion too. Do you suppose it would help if you let someone else start the
discussion? It might force them to talk. How about trying this for a while?”

2. Person who talks to make an impression. The technique listed above may be
used to curb the person who talks to make an impression. We must remember,
however, that he usually thinks he is saying the right thing and, as a result, may
be quite persistent in arguing a point with any one individual. If possible, the
leader should by asking questions of other members, get the group to curb this
individual by disapproving much of what he has to say. This should not go so
far as to shut the individual up altogether but rather to confine his discussion to
logical thinking.

3. The person who wants to dominate the group. This person is not too different
from the person who knows all the answers. Often he is one of the more
experienced persons or one who has a slightly superior position. The conference
group will tend to sit back and give this person the floor.

The leader may encourage the group to bring the person in line by using such
statements as, “Now that’s one person’s viewpoint. How do the rest of you feel
about the point Frank just raised?”

You can use this method or you can make him think that his ideas are good but
that he ought to give another person a chance to talk.

4. Person who takes a long time to express himself. Unfortunately, a few people
ramble on and require considerable wordage to express their ideas (sometimes
they have been so discouraged in the past that they become the “quiet member”
rather than the “over talkative member” of the meeting). For this reason it is
well to use considerable tact in curbing them. Often the leader can catch the
“gist” of their idea and frame it for them.

These individuals frequently repeat themselves in their ramblings. The leaders

may often bring their thoughts into focus by such remarks such as, “Now just a
minute, Jim. I want to be sure to get all these points down. The first point you
made was ; now what’s your second point, etc?”

It is probably better for the leader to put up with a reasonable amount of this
difficulty rather than risk discouraging the individual completely.

5. The person who starts conversation with neighbor. The person who talks too
much in the meeting is also very likely to start private discussions with his
neighbor. Often he will want to get his neighbor’s viewpoint on his idea before
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bringing it up to the group. On other occasions he might want to argue a point

that has been raised or talk about some subject foreign to the meeting. In any
event, such individual conversations are disrupting to the overall group and
should be curbed by the leader.

The meeting leader might break up the conversation by speaking to those

involved somewhat as follows, “Pardon me, John, we can’t hear what you and
Mike are saying. Would you mind speaking up so we all can hear?” or “John,
what do you think of the point that was just raised?” It is impossible to expect
that audience members will not address private comments to their neighbors at a
meeting. But, if private conversations are prolonged, they distract the rest of the
group and indicate that temporarily, at least, those members are not
participating.

Talks Too Little

As was our procedure in the preceding section, in order to determine how to handle the
man who talks too little, let’s analyze the types of individuals that normally fall under this
classification:

1. The person who is timid or lacks self-confidence. If a member of your

training group is timid or lacks self-confidence, it is probably caused by any one
or combination of four factors:

1. Because he is new to the training group.

2. Because he is new to his present job.
3. Because he has difficulty in expressing himself.
4. Because he feels he has nothing to offer.

If the person is new to the group, or new to his present job, the leader must
ensure that he obtains equal footing with the other members. The following
remarks are possible ways to accomplish this:

“Tom, you’re new to the group. I would like to get your slant on this problem.”

If there are two or three new people in the group, the leader may say, “You
people who have just joined our conference group probably have some good
ideas on this. I would like to hear them from you.”

If the person has difficulty in expressing himself, the leader can offer assistance
by helping him to phrase his ideas (typical procedures are the same as those
outlined under “The person who takes a long time to express himself” in the
proceeding section).

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When an individual feels he has nothing to offer, it is important for the leader to
remember that often times this person, in reality, is one of the most experienced
and capable individuals within the group and, if persuaded to talk, can bring
many common sense ideas to the program. Whether or not he actually is such an
individual, it is good to treat him as such, bringing him into the discussion as
follows, “Bill, you have had a lot of experience on this point. How do you feel
about it?” or “Didn’t you have such an experience, Bill?”

2. The person who is offended or skeptical. Once in a while a member will fail
to participate in the meeting because he feels the leader has offended him. It
may be that the leader has failed to recognize him on one or two occasions in
the meeting or has indicated by word or action that he isn’t interested in what
the person has to say. This person will frequently feel that others who know the
answer are also holding back, and he is therefore skeptical because the leader
has not sold him on the value he can receive from the meeting. In either
instance, it is up to the leader to get the person straightened out either directly or
through his superior.

3. The person who is disinterested. If a member is disinterested in the training

program, you will usually find that it is because of one or a combination of two
factors:

1. Because he does not recognize the benefits available

2. Because of some individual problem

If a person is disinterested because he does not recognize the benefits of the

program, the leader must provide him with the opportunity to participate, if
possible, as a group or discussion leader on some aspect of the program. This
will enable him to feel as though he is contributing to the objectives of the
program. It’s the same old story, if three of us build a boat; we all think it’s a
good boat.

In training groups we will occasionally find a person who is so wrapped up in

individual problems that he does not enter into the discussion. The leader may
be able to spot this person and bring his problem out in the open for the group to
work on. For example, the leader might say, “John, I see we haven’t cleared up
your question yet. Let’s have it. I am sure some of us will be able to help you.”

This may bring the person into the discussion and at the same time show him
the value of the meetings. The solving of these individual problems should be
encouraged in training sessions because quite often they will do more to sell the
group on the value of the program than an abstract approach to the subject.

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4. The person who says the wrong thing. Unfortunately, on many occasions a
member of the group will thoughtlessly or through lack of understanding say
things which may be disturbing to the leader and/or the rest of the audience.
Such individuals may be put into the following categories:

1. The person who wants to define rules laid down

2. The person who is antagonistic
3. The person who quibbles
4. The person who brings up a touchy subject

5. The person who wants definite rules laid down. Occasionally, especially
when less-experienced persons are discussing a specific problem, you will find
an individual who will come out with some statement such as: “This is all very
fine, but what I want is something definite. Either we should do it (this way or
that way) or there is no use in sitting here and talking about it.”

The leader can generally overcome this by citing a situation in which the person
might find that the exception worked better than a rule. He can then show that it
is for this reason they are considering all sides of the question so that they may
be better able to think clearly and make sounder decisions.

6. The person who is antagonistic. Now and then the leader meets up with a
person who definitely has no use for the training program. He thinks they are
“bunk” and comes only because he does not wish to single himself out by non-
attendance. Such a person may either make or break the conference depending
upon how he is handled.

The leader usually can break down a feeling of antagonism by flattery, such as”
“John, you should be able to throw some light on the subject. You’ve had a lot
of experience along this line. Let’s have your thoughts.” If this does not work,
the leader may be forced to face this problem “head on” by explaining “the
facts” to the individual privately.

7. The person who quibbles. Quibbling between one or more members of the
audience will often become a serious problem unless the leader takes steps to
head it off. He may often do this by rephrasing or restating his question or by
reviewing the objective of the meeting.

There is a tendency for the leader to become involved in the dispute if he is not
careful. In fact, some groups will purposely try to put the leader on the spot in
this manner.

It is occasionally possible for the leader to settle the minor dispute by putting
the question to a vote. Valuable time may be lost and the interest of the group
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will soon fade unless the leader handles the members who are inclined to
quibble.

8. The person who brings up touchy subjects. During the course of the program,
delicate or touchy subjects are bound to arise. The leader must display tact in
handling such cases and has an excellent opportunity to gain the respect of the
group by the manner in which he handles them.

In handling touchy subjects, the leader can use any one or a combination of the
following suggestions:

• Try to foresee controversial points in planning the meeting.

• Ignore certain “wisecracks.”
• Inform group when a subject is outside the scope of the program.
• Face problem squarely and state reasons as he knows them.
• Defer the point to a later date, giving himself time to think it over and
discuss with other people.
• If necessary, defer until after the meeting and then discuss it with the
member who raised the question.

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Charts and Their Use

One of the main points that is often listed under the objectives of a training program is
that of stimulating the thinking and developing the reasoning power of the group
members. This thinking and reasoning is encouraged by the use of properly framed
discussion questions that tend to draw out information from the group.

Certain of these questions, however, are often of a type, which require the use of chart
pad or blackboard. When this is the case, the thinking of the group is found to be
definitely stimulated and it’s reasoning powers increased by the act of charting the
thoughts of the group.

This also tends to draw in all members of the group, thus making for a more complete
and thorough analysis of the problem. Let’s examine some of the important factors
connected with proper charting procedures:

Selecting Points

The first stage of charting is to select the essential points in a discussion and enter them
on a blackboard or chart pad. This requires that the leader:

• Be attentive to all that is being said.

• Exercise good editorial judgment in making entries.
• Be tactful in selecting pertinent and suitable material.
• Condense thoughts to as few words as possible.

By following these four rules, the leader will ensure that the charting notes are
meaningful and they serve the purpose for which they are intended.

Writing Entries

When the leader turns and writes on the board or pad, there is a tendency for discussion
to stop. This is not desirable and tends to slow down the meeting. In addition, it requires
effort and time on the part of the leader to start the discussion again. To avoid this
situation, the leader should carefully study the group and decide how best he can
maintain discussion while writing on the board. Some of the more common methods used
by conference leaders include:

1. While writing on the chart or board, the leader:

a. Reads what he is writing
b. Expands on what he is writing

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c. Asks for a case to illustrate what he is writing

d. Addresses some new questions to the group

2. The leader encourages the group to talk while he is writing by asking, “Now,
what are some of the other items which should be considered in this area?”
When a response is started, the leader can turn to the board and write the
previous item while the new thought is being stated.

The following are additional suggestions that the successful meeting leader follows
when conducting his charting activities:

3. While group is discussing a point, the leader decides how the thought being
expressed can best be condensed into a few words for transfer to the blackboard
or chart pad.

4. He is certain of exactly what is to be written before turning to the board.

5. He writes rapidly but legibly.

6. He uses words that are familiar to the group.

7. He does not block the board by standing in one spot. By moving from one side
of the board to the other, the entire group will have an opportunity to see what is
being written.

8. When writing, he stands sideways to the board because, if he turns his back
directly to the group, he gives the impression of not listening to what is being
said and discussion is apt to stop.

Wording Entries

The most important rule to remember about the wording of chart entries is to capture the
idea or thought expressed. The skillful leader does not make chart work a word-haggling
session. He uses his own judgment making changes only when necessary.

Types of Materials

Generally speaking, the meeting leader should consider charting all of the information
that can be classified in any one of the following categories:

• Information that will stimulate group discussion

• Information that will crystallize group thought
• Information that must be referred to in order to prevent duplication of thought
• Information to which must be continually referred
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• Information that will help the group analyze a problem

• Information that will help the group think logically

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Program Tempo
Controlling the rate at which a conference moves is an important element in program
leadership. When the rate is slow, a great deal of time is devoted to the discussion of
every minute phase of the topic so that conclusions are unduly delayed. When the rate is
fast, the group makes comments too tersely so that the subject matter is gone over too
quickly and results are inconclusive.

A leader will observe that groups differ in the speeds with which they will go through a
topic if left to them. The leader’s skill, however, is a controlling factor that serves to
modify the rate of speed. Many inexperienced leaders have a tendency to go through a
subject too quickly. But after they have gained experience, particularly after having been
over the same subject a number of times, they tend to spend more time on the subject.

This slowing up is a natural result of a greater familiarity with the meeting techniques,
more intimate knowledge of the subject matter or better planning.

There are three general methods at the leader’s disposal by which he can accelerate or
retard the speed of his training program:

1. Many of the training techniques we discussed earlier can either speed up or slow
down a discussion. For example, case studies can produce either effect. When
too much time has been spent running around a subject, the leader may bring the
subject to a specific issue by citing a case history.

Or when the group is glossing over the subject, the leader may slacken the pace
by using case studies involving points that have not yet been brought up.

2. The leader can also control the speed of a meeting through his physical conduct.
Although no specific instructions can be given in this area, a good example of
how it works can be seen in examining the effect the leader is sitting or standing
can have on his group.

Generally, if the leader has been standing, his sitting down retards the
discussion. If, for example, he has just presented a question, his sitting down
indicates that there is something to this point and that the group should give it
thorough consideration.

If the leader has been seated, his rising produces an accelerating effect if used at
the right time. If he gets up and walks to the blackboard to sum up a list of
ideas, the group normally withholds further comment to permit him t move
ahead. There is nothing new or unusual in either of these devices. They are
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often employed by individuals in business, social contracts or on the stage to

produce the same effect.

3. The tempo of a meeting can be affected by the leader’s manner of speech and
method of phrasing questions. A relaxed, conversational tone encourages
members to say what’s on their minds while a more precise and snappy manner
tends to make the program move more quickly.

Program Ends Early

Occasionally, a discussion group will complete its work before the allotted time has
expired. In such cases, the leader should not permit the discussion to continue aimlessly
or attempt to lengthen the meeting by bringing up new points that were not originally
planned. He should close the meeting as soon as it has reached its objective, summarize
the points that have been raised and drive home the points of special interest. He should
then announce the subject of the next meeting.

When a meeting ends ahead of schedule, the leader should analyze it and try to determine
whether the early ending was due to inadequate preparation on his part, too simple a
subject or some other cause. This will aid him in preparing his next conference and
making constructive use of valuable time allotted.

It is far better, however, to close a meeting early with a proper summation by the leader
plus any necessary announcements, than to allow it to drag on. The latter practice will
soon break down interest in the overall training program.

If the leader has adequately prepared his conference, it is more likely for the meeting to
run past the allotted time than for it to end early. Regardless, the leader should stop the
meeting within the established time limit.

Even though the subject under consideration has not been fully explored, the leader
should summarize and evaluate the points raised thus far and drive home the high point
of the discussion. He should then question the group as to what they wish to do in making
up the omitted material. Possible solutions include:

• Holding an extra session to cover the missed material

• Rearranging the subject material of the overall program to include one more
meeting and move the other subjects back
• Combining the missing material with a subject to be discussed at a later date.

When the leader finds it necessary to close a program short of a complete coverage of the
prearranged material, he should review his performance and attempt to determine the
reason. He should ask himself:

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• Did I attempt to cover too much ground?

• Did I permit the program to wander?
• Did I permit excessive time to be spent on minor points?
• Did I permit any one member of the group to monopolize the discussion and
slow down the meeting’s progress?

It is safe to say that all sales people need some training. Even the accomplished salesman
who has been selling for may years needs training on new products and a continuous
review of his selling skills. It may be your task to develop a sound program to fulfill this
need.

The preceding material has been prepared to help you accomplish this. If you will
remember what we have discussed, you will be assured of a sales program that provides
meaningful subject content, utilizes a workable method and achieves the optimum results.

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