Always a positive message to improve performance and increase production!
Welcome to Tuesday Training Podcast…a conversation and collaboration between Army National Guard Recruiters where we can create a culture of excellence, collaborate creativity, and celebrate success.
This week, because of your efforts, lives will be changed, legacies will be started and generations will be impacted. What you do matters…..you make a difference.
HOW MANY PEOPLE DID YOU ASK TO JOIN THE NATIONAL GUARD LAST WEEK?
3 Segments this week:
- Mission Moment
- 79T Tune Up
- Leadership Lesson
MISSION MOMENT with CSM (r) Dave Eustice of Military Recruiting Experts
- Focus on what we are doing
- Do something today
Chapter 2 Recruiting Activities
Section I Product Knowledge
Section II Time Management
Section III Public Speaking
Section IV Market Analysis
Section V Pre-Qualification
Section VI Telephone Prospecting
Section VII Sales Psychology
The ARNG recruiting doctrine relies mainly on accepted sales techniques for recruiting the force. The major tasks and functions of ARNG RRNCOs are similar to those of many civilian sales personnel. This section discusses the psychology of the sale. Psychology is the attitudes and behavior typical of a person or group. When it comes to selling –persuading people to enlist in the ARNG, memorizing a particular sales method or simply flying by the seat of your pants will result in lost enlistments. Understanding why an applicant responds differently to varying stimuli, and using a style and technique appropriate to the situation, will result in a higher enlistment-to-interview ratio.
Having a specific system, this can be continuously modified in response to certain recognized attitudes and behaviors (in the middle of the interview) will enable the RRNCO to control the direction and outcome of the interview. With no two prospects being exactly alike, it is essential that the RRNCO be able to utilize the following techniques in a manner appropriate to the applicant.
e. Active listening. Listening is one of the sales skills that are often over looked by RRNCOs. You will never know what the prospect’s needs, wants and desires are if you don’t listen, listen, listen. In order to accomplish this, you simply ask open-ended questions and wait for the prospect to respond. You then listen very carefully and let the prospect know you are actually hearing and understanding what he/she is saying by periodically paraphrasing them. Do not cut off the prospect in mid sentence to tell him/her about you or to move on to another subject. After they have finished and you have uncovered a need, then you can resume guiding them wherever you need to in the interview. If you aren’t an active listener, you will not be able to find out what the prospect is looking for.
f. Usage of key words. Certain words used by the RRNCO can create emotional response. Attaching words like leader, upper-crust, brightest, role model, etc., to the prospect during an interview helps to elevate the prospect’s self image and worth while he/she is considering the ARNG. The better you can make him/her see themselves improving and associating with the best of the best (ARNG members), the closer you will be to gaining a commitment for enlistment. Also using action words can get the prospect moving forward in his/her mind, rather than just thinking about what you are saying. Using words such as can, will & must create a sense of action, while might be able, should & if are words that create doubt in your prospect’s mind. Compare the following: “You might be able to get that job if you can get a day off from work this week and make it to MEPS.” “You will secure that job for yourself this week and you must take a day off from work to make this happen now.” The second statement uses verbiage that commands action that will result in the desired outcome. It is positive and forceful. The first statement puts questions in your prospect’s mind. If the prospect wants to take a day off, he may get the job, but then again, he may not. Let’s just wait and see. Uses positive action words when talking with your prospects and let your preplanned phrases assist you in sending that prospect down to MEPS.
Leadership Lesson ADRP 6-22
PART ONE: THE BASIS OF LEADERSHIP
CHAPTER 1: FUNDAMENTALS OF LEADERSHIP
CHAPTER 2: ROLES AND LEVELS OF LEADERSHIP
PART TWO: THE ARMY LEADER: PERSON OF CHARACTER, PRESENCE, AND INTELLECT
CHAPTER 3: CHARACTER
CHAPTER 4: Presence
CHAPTER 5: INTELLECT
PART THREE: COMPETENCY-BASED LEADERSHIP FOR DIRECT THROUGH STRATEGIC LEVELS
CHAPTER 6: LEADS Others
EXTEND INFLUENCE BEYOND THE CHAIN OF COMMAND
LEADS BY EXAMPLE
CHAPTER 7: DEVELOPS
CREATES A POSITIVE ENVIRONMENT/FOSTERS ESPRIT DE CORPS
SETTING THE CONDITIONS FOR POSITIVE CLIMATE
Fairness and Inclusiveness
Dealing with Ethics and Climate
BUILDING COHESION AND TRUST
7-26. Teamwork and cohesion are measures of climate. Selfless service is a requirement for effective teamwork. Effective teams and organizations work together for mission objectives. Leaders encourage others to work together while promoting group pride in accomplishments. Teamwork, based on commitment to the group, is built on trust. Trust means that others will act for the team and keep its interests ahead of their own. Leaders should integrate new team members with this commitment in mind.
7-27. Leaders shape cohesive teams by setting and maintaining high standards. Positive climates exist where good, consistent performance is the norm. This differs from a climate where perfectionism is the expectation. The team should appreciate a concentrated, honest effort even when the results are incomplete. They should feel that their leader recognizes value in every opportunity as a means to learn and improve. Effective leaders recognize that reasonable setbacks and failures occur whether the team does everything right or not. Leaders should express the importance of being competent and motivated, but understand weaknesses exist. Mistakes create opportunities to learn.
7-28. Soldiers and Army Civilians expect to be held to high but realistic standards. They gain confidence in leaders who help them achieve standards and lose confidence in leaders who do not know the standards or who fail to demand quality performance.
CHAPTER 8: ACHIEVES
CHAPTER 9: LEADERSHIP IN PRACTICE
PART FOUR: LEADING AT ORGANIZATIONAL AND STRATEGIC LEVELS
CHAPTER 10: ORGANIZATIONAL LEADERSHIP
CHAPTER 11: STRATEGIC LEADERSHIP