1. a Recruiting Workshop for Nutrition Educators Developed by Howard Armstrong and Linda Melcher Revised by Linda Melcher, MS, RD Creating Meaningful Conversations

2. Survey Results: Nutrition Educator’s # 1 Challenge when Recruiting Locating customers Ensuring eligibility Getting a true commitment Recruiting for afternoon classes Client’s emotion Length of lesson series Explaining the program Transportation Finding agencies Getting customers to show up Forms are too long

3. Survey Results: What works best when recruiting Work with agencies, organization and preformed groups Referrals Word of mouth Face to face Free, Incentives, New recipes Use marketing materials and impacts

4. Survey Results: What works best when recruiting Tell why you want to work with them Personal phone contact and mailings Take classes with a friend Offering a variety of times and locations Make class time meet participants need Location same as other classes

5. Goal of Workshop enhance and build skills used by nutrition educators to recruit participants for nutrition classes

6. Nutrition Educators will learn:  amateur vs. professional approaches to selling and how it relates to recruiting  the art of asking questions  listening techniques that demonstrate concern for prospective customers  program features vs. benefits

7. Nutrition Educators will learn:  forms of resistance and techniques to use for each  clues to that determine customer interest  techniques that get a customer commitment

8. Nutrition Educators will:  ask questions to uncover needs  use listening techniques to understand needs  describe program benefits to motivate customers to enroll  neutralize objections  make enrollment a natural conclusion to the conversation

9. Segment 1: Recruiting vs. Selling Professional selling is a natural process between two people –One has a problem or need –One has a solution Sales people must uncover the need before a sale happens Recruiting is an informal professional selling endeavor

10. Exercise 1A: Pro vs. Con Participant Outline pg. 1 Discuss experiences with sales people. Negative Pushy Positive Friendly Conversation is Consider why they were negative or positive.

11. Recruiting vs. Selling How do the negatives and positives relate to what we do? What are we doing that might turn customers off?

12. Exercise 1B: Locating Customers List places to find your target audience

13. Segment 2: Creating Need- Satisfying Conversations Going from amateur to professional requires you to stop making sales presentations and start conducting need-satisfying conversations!

14. Definition Conversation is a method of communication

15. Communication is getting and giving information Definitions

16. Uncovering Customers Needs What’s wrong with these questions? Do you find it hard to feed your family well? Would you like to join nutrition classes? Will your agency provide referrals to our program?

17. Closed Probes Can be answered with one word Do not stimulate conversation Leave you no where to go Sometimes used to direct conversation (ex. lawyers in a court room)

18. Open Probes Stimulate conversation Usually begin with the letter W –Who, what, where, when –Why (use caution) –How –Tell me more Build rapport Uncover needs

19. Compare the difference Do you find it hard to feed your family well? Would you like to join nutrition classes? Will your agency provide referrals to our program? When it comes to feeding your family, what is important to you? Where do you go to find information about nutrition? What kind of nutritional help do you see your clients needing?

20. Build Rapport Create a safe environment –Introduce yourself –Welcome, smile, laugh –Tell the person that you’re happy to meet her. –Give a sincere compliment. Share something about yourself Use open body language –Listen Show an interest in her –Remove barriers –Talk to or about her children Talk about current topics –Weather –Local events or news items Make a new friend!

21. Working with Agencies Be prepared Know their mission Google them Read articles and brochures Know how their mission connects with yours Know how you can help them meet their mission Respect their time

22. Working with Agencies Identify an authenticator Person who has influence with person making decisions Example: a volunteer for a food bank who has taken your classes

23. Building Rapport with Agencies Compliment their office Mention pictures of children In schools, talk about the pleasant environment Talk about one of their recent activities or events

24. Exercise 2A (Participant Outline p. 2) Develop three rapport-building questions to stimulate conversation. –Ex: What kind of activities do you enjoy doing with your family? –Ex: I saw the article in the paper about your Fun Run this past weekend. Tell me more about it.

25. Uncovering Customers Needs Before you will get a commitment, you must uncover the customer’s perceived needs. Be careful not to start teaching at this point. Use open probes targeting what you are “selling.”

26. Exercise 2B Develop three open probes to use to uncover your customer’s needs. Individual Ex: When it comes to feeding your family, what are some things that are important to you? Agency Ex: What kind of nutritional help do you see your clients needing?

27. Survey Results: Reasons People Join Nutrition Classes To improve health of kids, family, self To save money To learn to cook To get help with picky eaters To lose weight To get help with meal management –menus, reading labels, food safety

28. Survey Results: Reasons People Join Nutrition Classes To get help with shopping To get incentives To get help from other services To get credit for something To meet people and make friends To gain job skills and build resume

29. Participant Outline SEGMENT 2: Creating Need-Satisfying Conversations Going from amateur to professional requires that you stop making sales presentations and start conducting need-satisfying conversations. A conversation is a method of communication. Communication is getting and giving information.

30. Participant Outline Getting Information : To conduct need-satisfying conversations, it is important to set the stage with good questions. The problem with closed probes is that they can only be answered with the words yes or no. Open probes are questions that stimulate conversation and usually begin with the letter W (who, what, where, when, why, & sometimes how).

31. Segment 3: Listening Skills “There is no greater respect we can give a person than listening to him.” The Road Less Traveled M. Scott Peck

32. Exercise 3 Individually complete the Listening Skills Exercise. In groups of 3, discuss each question and come to agreement on the answer. –Note: You must come to agreement on all questions!

33. Questions to Consider How many questions did you disagree on? How many were resolved? What process did you use to come to agreement on the answers? Was there more information giving than information getting? Were you forming your rebuttal while the other person was talking?

34. Segment 4: Active Listening Requires action! Demonstrates you heard and understand what was said Allows clarification Demonstrates genuine interest in what the other person said

35. Segment 4: Active Listening Techniques Supportive response (affirmation): demonstrates support –“I see”, “uh, huh”, “sure’, “tell me more”

36. Active Listening Techniques Interpretive response (clarify): –paraphrase back what you think was meant in your own words

37. Active Listening Techniques Reflective response: repeats the last few words with a question mark tone in your voice. Encourages them to expand. –Ex: A mom shares that she is worried because her child has not been eating lately… “Not eating lately?”

38. Active Listening Techniques Summary Response: recaps what was said, does not repeat everything –“let me see if I understand”, “let me see if I have it”, or “is that it?”

39. Exercise 4: In groups of 3, appoint a speaker, a listener, and an observer. Speaker and listener identify one question on the listening skills exercise where they disagreed. Speaker explains reason for her original answer. Listener must demonstrate she heard what was said using active listening. Listener may not rebut! Observer notes listening skills and reminds listener that he/she may not speak until speaker has finished. Rotate roles: Speaker Listener Observer Speaker

40. Participant Outline SEGMENT 3: Listening Skills The second part of “Getting Information” is listening. SEGMENT 4: Active Listening 1.A supportive technique indicates empathy. I see…, I understand… 2.An interpretive response is one that clarifies. Paraphrases back what you think was meant. 3.A reflective response repeats the last few words with a question mark at the end. 4.A summary response summarizes what has been said. “Let me see if I have it…”

41. Part I Summary Recruiting is a form of selling Professional selling requires you to stop making presentations and start conduct need-satisfying conversations First step is to build rapport Getting information requires use of open probes and active listening

42. Segment 5: The Other Side of the Coin: Giving Information Features describe your service Benefits result from using your service

43. Features of Nutrition Education Classes in nutrition, meal planning, food preparation, food resource management, and food safety. Newsletters Recipes Reinforcements

44. Benefits of Nutrition Education Improved health Money saved on food bill Reduced health care costs Moms gain confidence, learn skills Healthy weights achieved Time saved

45. “Data Dumping”

46. Benefits give customers a reason to enroll. People do not buy products, they buy solutions to problems.

47. Exercise 5: Individually or in small groups, create a list of features of nutrition education. Create benefit statements for three features. Example Feature - Menu planning Benefits – By spending a little time planning menus before you shop, you will save time at the store and during the rest of the week by not having to go to the store for forgotten items and by knowing what you are going to have for meals. You will also save money, enjoy the benefits of improved nutrition, and feel more in control.

48. Participant Outline SEGMENT 5: Features and Benefits Amateurs will almost always make use of features while professionals talk about benefits. A feature describes the service or product. A benefit tells how the service helps customers. It is benefits that give your customers a reason to enroll.

49. Segment 6: Getting Benefits into the Conversation Introductory benefit statements help you get benefits into the conversation. –Start with an identified or assumed need –Match a benefit with the need

50. Introductory phrases that begin describing a need include: “One of the biggest challenges (problems, issues, concerns, hassles, etc.) facing moms (agencies) today is....” “A big point that we make about our program is....” “You may have seen our most recent promotion on....”

51. Individual Example: A young mom revealed to you that she has trouble making her food resources last all month. “You’re not alone. Making food resources last all month is one of the biggest challeges facing moms today (need). You’ll be interested to know that, on average, my participants save $50 a month of their food bill. We have many cost saving tips that get shared during our classes, and we have so much fun at the same time” (benefit).

52. Agency Example: An office manager for a local SNAP office revealed to you that the case load at their office often overwhelmed the benefit specialists. People have to wait for appointments and both were often frustrated. She did not feel she could ask workers to do one more thing.

53. Agency Example: Large caseloads for workers is a concern expressed by other agencies that help low-income families (need). Our program has provided workers with a “gift” that they can give applicants at the end of the interview. This gift, which also promotes our program, helps the interviews end on a positive note and relieves some of the stress your workers experience (benefit).

54. Exercise 6 Locate the list of “Identified Needs” on the topic outline Complete a benefit statement that matches the need. –Restate the need to demonstrate you heard and understand the problem –Match a benefit of the program to the need Example: A mom has stated her kids are picky eaters. Having a picky eater is one of the most frequent concerns expressed by moms (need). Nutrition Education has many great ideas and tips that have helped moms solve the picky eating dilemma. Many came from moms like you! (benefit)

55. Using NEERS to Create Benefit Statements: Adult Summary Report Food Behavior Checklist Diet Summary

56. Adult Summary Report Pages 3-4 91 % of adults complete the program in 3 months or less Only 6% who enter the program drop out for various reason, but none dropped out due to lack of interest 98% met in groups with friends

57. Behavior checklist summary report page 6 82% of participants showed improvement in one or more food resource management practices 88% of participants showed improvement in one or more nutrition practices 54% participants showed improvement in one or more of the food safety practices

58. Diet Summary Report Pages 5-6 Nutrient Improvement

59. Participant Outline SEGMENT 6: Getting Benefits into the Conversation We get benefits into the discussion by way of an Introductory Benefit Statement. An introductory benefit statement has two parts: 1. An identified need. 2. Evidence of the need being met.

60. Segment 7: Momentum Statements Use customer compliments to add momentum to your conversation. –Acknowledge you heard what she said –Add additional emphasis Ex. “My neighbor said your classes really helped her.” “That’s great to hear. We work hard to meet each individual’s needs, and I’ll work hard to meet yours as well.”

61. Momentum in the Wrong Direction Empathizing with negative comments sends momentum in the wrong direction. –Acknowledge you heard what was said and nothing more Ex: “I heard the classes take too long.” “Sounds like time is important to you.”

62. Exercise 7 Locate the customer comments in Exercise 7 Provide momentum statements in response to each customer comment

63. Segment 8: Neutralizing Resistance Objections: drawbacks to keep you from moving ahead Skepticism: ideas sound too good to be true

64. Good News! Both forms of resistance are actually statements of interest telling you They are interested but need help Where or how they need help

65. Neutralizing Resistance Restate the objection demonstrating you heard what they said Ask them to tell you more (if needed) Offer help or Offer proof

66. Individual Example: “I don’t know, I’m so busy, I don’t think I have time for classes.” “Too busy for classes? Tell me more about your situation.” (Demostrates you heard the need) “I go to school on Monday, Wednesday, and Friday. Then on Tuesday and Thursday I work from 9 to 4. In the evening I have to study and on the weekends I have to shop and clean house. I don’t ever feel like I have time for fun with my kids.” (Clarifies the situation)

67. Individual Example: “Wow, you do have a full load (need). Our Busy Moms class may be just the thing you need. We share many time saving ideas for shopping and meal preparation. One mom told me that she not only saves two to three hours a week now in grocery shopping and meal preparation, but she feels more in control of her situation and even has a few minutes each day for herself (proof). Our classes are so much fun that most moms don’t want them to end” (benefit).

68. Agency Example: “WIC already provides nutrition education for our clients.” “WIC does a great job of providing nutrition education (restated objection). Our program actually builds on the information you provide and helps your clients put your information into action in their daily lives. Our classes provide “hands-on” experiences with many of the foods in your food package (offers help). One WIC mom told us she had learned a lot from WIC about what she should be doing, and we had actually helped her do it. ”(proof)

69. Survey Results: Objections to Joining Classes Lack of time (30 responses) Lack of transportation (12 responses) Lack of child care (7 responses) Classes lasting too long (8 classes) (3 responses) Already know about nutrition Schedule of classes doesn’t fit with personal schedule

70. Survey Results: Objections to Joining Classes Fear of personal information being shared with other agencies Not familiar with program No interest Moving Sick kids Kids poor behavior

71. Objections of Agencies Workers case loads are already to full Too much to cover, would be overload for clients Confidentiality requirements Concern about reliability of information Credentials of educators

72. Exercise 8 Locate resistance statements in outline Develop statements to neutralize the resistance statements. –Remember to use active listening to restate the objection or skepticism –Match a benefit of the program that will neutralize the objection –Offer proof if you have it

73. Participant Outline SEGMENT 8: Dealing With Resistance There are two forms of resistance: 1. Objections 2. Skepticism Believe it or not, objections and skepticism are actually statements of interest. Techniques for Dealing with Objections: 1. Repeat the objection in a question form to get clarification or demonstrate that you heard the concern. 2. Neutralize their objection. Techniques for Dealing with Skepticism: 1. Demonstrate you heard their concern and restate the benefits. 2. Offer proof.

74. Segment 9: Closing the Deal (Getting a Commitment) When do you try to get a commitment? When you get a “buying signal” –Asking questions –Becoming more talkative –Picking up a prop

75. Buying Signals Indicate the customer likes what she sees, but needs help or needs more information. Provide additional information Repeat benefits in different words

76. Using Your Prop Have information about your program benefits for customer to review Add customer’s name to your brochure and circle it Add and circle your contact information

77. Closing the Deal (Getting a Commitment) When you get a “buying signal” –Summarize the benefits you have talked about –Ask for a commitment –Provide the customer with information and a number where she can call if she has further questions

78. Exercise 9: Putting It All Together Work in groups of three. Conduct a role plays. Customer: familiarize yourself with the background information provided. Participate in a conversation with the recruiter answering her questions and inserting the background information provided. Recruiter: Using the steps in the selling process, conduct a conversation with the customer and try to get a commitment for a behavior change. Observer: Keep the conversation on track. Offer suggestions as needed. Be sure the recruiter uses the steps learned. Review the process of what went well and what could be improved. Customer Educator ObserverCustomer

79. Putting It All Together 1. Build rapport 2. Use open probes to uncover needs 3. Use supportive, reflective, interpretive, or summary responses to demonstrate listening 4. Match benefits of program with identified needs of customer 5. Identify objections and skepticism, and neutralize them 6. Get a commitment!

80. Closing the Deal (Getting a Commitment) What is the one nugget you experienced in this exercise that you would like to share with everyone else? Based on today’s workshop, what thing(s) will you begin doing differently when counseling?

81. Segment 10: Wrapping Up “If you think you can or if you think you can’t... In either case, you’re probably right.” »Henry Ford

82. Remember Your customer doesn’t care how much you know until they know how much you care. They will never be more excited about your product than you are… So get excited!!!

83. Thank you for being a great audience. Good luck in your selling edeavors!

84. Please Note I want to hear about your successes. Please E-mail me at lindamelcher1211@gmail.com