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CHAPTER 4 Communication Styles: A Key to Adaptive Selling Today
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Learning Objectives Discuss how communication style influences the relationship process in sales Identify the two major dimensions of the communication-style model Explain the four communication styles in the communication-style model Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Learning Objectives Learn how to identify your preferred communication style and that of your customer Learn to achieve interpersonal versatility and build strong selling relationships with style flexing Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Communication Styles: An Introduction to Adaptive Selling
“The patterns of behavior that others observe can be called communication style.” “Adaptive selling can be defined as altering sales behaviors in order to improve communication with the customer.” Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Communication-Style Bias
Most frequently occurring form of bias Not commonly understood A state of mind that is difficult to explain Develops when we have contact with another whose communication style is different from our own Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Adaptive Selling Describes training programs that encourage salespeople to adjust their communication style to accommodate styles of their customers More than 7 million have completed Wilson Learning’s adaptive selling program titled The Versatile Salesperson Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Communication-Style Principles
1. Individual Differences Individual differences exist and are important Each person displays individual array of verbal and nonverbal characteristics 2. Communication Style as a Way of Thinking and Behaving A preferred way of using one’s abilities Ability is how well you can do something Style is how you like to do it Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Communication-Style Principles
4. There Is a Finite Number of Styles Most people display one of several behavioral clusters We can often “label” a person’s preferred communication style 3. Individual Styles Tend to Be Stable over Time Based on hereditary and environmental factors Our “style” tends to remain rather constant through life The ability to “flex” can be enhanced
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Communication-Style Principles
5. Get in Sync with Styles of Others Communication style differences can be source of friction Develop an ability to adapt to another person’s style Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 4-9
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Improving Relationship Skills
First goal: understand your own preferred communication style Second goal: develop greater understanding and appreciation for different styles Third goal: manage selling relationships by adapting style (style-flexing) Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Communication-Style Model
FIGURE 4.9 Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Dominance Continuum Low dominance High dominance Cooperative
Let others control Low in assertiveness High dominance Like to control Initiate demands More aggressive FIGURE 4.1 Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Sociability Continuum
Low Control feelings Prefer solitude More reserved More formal High Express feelings Prefer interaction More outgoing More informal Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall FIGURE 4.2 Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Framework for Communication Style Classification
FIGURE 4.3 Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Emotive Style FIGURE 4.4 Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Emotive Style Traits Appears quite active Takes social initiative
Encourages informality Expresses emotional opinions Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Directive Style FIGURE 4.5
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Directive Style Traits
Appears quite busy May give the impression of not listening Displays rather serious attitude Likes to maintain control Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Reflective Style FIGURE 4.6
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Reflective Style Traits
Controls emotional expression Displays preference for order Tends to express measured opinions Seems difficult to get to know Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Supportive Style FIGURE 4.7
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Supportive Style Traits
Appears to be quiet and reserved Listens attentively Tends to avoid use of power Makes thoughtful decisions in deliberate manner Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Popularity of Four-Style Model
Many training and development companies offer training programs that present the Four-Style Model Figure 4.8 on the next slide features the approximate equivalents of the four styles presented in this chapter Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Comparison of Styles FIGURE 4.8
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Minimizing Communication-Style Bias
Salespeople often focus too much on the content and not enough on the delivery of their sales presentation It can be a barrier to sales success One must work with people from all four quadrants Become highly adaptable Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Adaptive Selling Requires Versatility
Versatility describes one’s ability to minimize communication-style bias Adapting to the customer’s preferred style can enhance sales performance Move toward a more mature style Strength-weakness paradox Intensity zones Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Training the Adaptive and Versatile Salesperson
See the Website Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Intensity Zones FIGURE 4.9
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Versatility Through Style Flexing
Style-flexing: the deliberate attempt to adjust one’s communication style to accommodate others’ needs Learn about each customer’s style during pre-approach stage Do not become preoccupied with identifying style during sales calls Analyze call afterward for style clues Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Selling to Emotives and Directives
Be enthusiastic Don’t be too stiff or formal Take time to establish goodwill/relationships Maintain eye contact Be good listener Selling to Directives Keep as businesslike as possible Be efficient, time disciplined, organized Identify their goals Ask questions and note responses Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Selling to Reflectives and Supportives
Use thoughtful, well-organized approach Present information in deliberate manner Provide documentation Never pressure for quick decisions Selling to Supportives Take time to build the relationship Listen carefully to their opinions and feelings Provide assurances for their views Have patience, give them time to comprehend
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The Heart of Style-Flexing: The Platinum Rule
See the Website Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Words of Caution Do not let labels rule behavior
Labels make people feel boxed in or judged Acquire additional information Do not classify people per se, classify their strengths and preferences Do not let labels justify your inflexibility Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Key Concept Discussion Questions
Discuss how communication style influences the relationship process in sales Identify the two major dimensions of the communication-style model Explain the four communications styles in the communication-style model Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Key Concept Discussion Questions
Describe how you can learn to identify your preferred communication style and that of your customer Describe how you can learn to achieve interpersonal versatility and build strong selling relationships with style flexing Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
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