Date post: | 28-Dec-2015 |
Category: |
Documents |
Upload: | angel-stevens |
View: | 214 times |
Download: | 1 times |
1
How to Sell to District Administrators
2
Welcome!
Selling to District Administrators…Why is getting better at this so important now to you and to Premier Agenda?
3
A convergence• Rapid changes in school market
– Administrators are seeking fewer, more meaningful relationships and value-added partnerships
– Pressure for fundamental reform
• Premier’s expanding product portfolio– McREL offering is less “transactional” with appeal to district leaders– Wellness product hits at a burning issue of strategic importance
• Demanding, highly competitive sales environment– Products and product features blurred– Information overload: decision makers swamped with sales calls
4
Workshop Agenda
• Part 1: Understanding Selling at the “C” level: School-building level vs. district level
• Part 2: Unpacking the District Buying and Decision Making Process
20 min. break and Room Change (~xx:00AM)
• Part 3: Preparing for Success
• Part 4: Wrap-Up and Next Step
5
Module One: Where you’ve been, and where you are (going)• The sales environment: school vs. district
office
• Leadership: School principal vs. district superintendent
• The buying process: what’s the same? what’s different?
• Decision drivers for district buyers
6
The School Answering Machine
7
School Building District Office
Leadership Principal Superintendent
Focus Implementation Strategy
Audience Students+Parents Administrators
Reporting Superintendent School Board
Funding Sources District+Parents State, County, Federal
School Building vs. District Office
8
Job Description: School Principal
• Manage of the operations of the school
• Facilitate interaction with parents & community
• Ensure safe environment
• Build teaching and learning capacity
• Raise money
• Support, coach and engage teachers
9
Job Description: District Superintendent
• Educational leadership & vision: CEO
• Evaluate and refine subject-area strategies
• Work with school board for long-range planning, to set priorities and to formulate operating budget
• Talent management/HR/personnel
• Facilities planning
• Communications/PR/Politics
10
School Building Sales vs. District Office Sales
• What’s the same?
• What’s different?
Group Discussion
11
Decision Drivers: School District
External
Internal
Operations
Budget
Regulations
Job Market
Operations
Suppliers
Government
Partners
12
Module 1: Recap
13
Module Two: The Buying Process for District Administrators
• Anticipated process for:– “Planning that Works”
– “Personal Wellness Planner”
14
Buying Process Context: Textbook Adoption Process
15
Sales process for “research based” products and programs
• Long sales cycle to reach full potential
• Really, it is not a product buying decision… it is a commitment to implement a new behavior.
• Multi-year, multi-step process to fully develop the account
16
Definitions• Research-based programs: Organized, multi-
faceted interventions based on a clearly articulated theory of change; designed to address complex problems.
• Implementation: A set of activities designed to put into practice a program of known dimensions. Implementation is purposeful and the program being implemented is used in such a way that independent observers can see and understand its value.
Source: The National Implementation Research Center, University of North Carolina, Chapel Hill
17
Exploring: Investigating the alignment of the tools and approach with the prospective customer’s philosophy of teaching and learning.
Developing: Learning how to use the tools and developing the skills to benefit from the new approach.
Applying: Using the new tools and approach in classes with support (e.g., participating in additional learning opportunities and networking with the user community)
Integrating: Adopting the new approach into the philosophy of teaching and learning
Sustaining & Advancing: Impacting the learning environments through use new processes and tools
Implementation Process for Research-Based Programs in School Districts
Any individual or group of individuals may be at different stages of the process!
18
EvaluateDiscover Analyze Verify Decide Implement
District Buying Process(for research-based practices and programs)
Barriers may stall or block each step of the buying process
19
District Selling ProcessPreparation, Tools, and Resources are Key to “Nailing It”
PresentQualify Prove Refer Close Develop
Prepare the right tools to remove barriers along the wayX
20
Overcoming Obstacles
21
Decision Roles for District Sales
User Owner
Gatekeeper Ratifier
Influencers Decision Makers
HighInvolvement
LowInvolvement
Interested in “looking good” and may have strong biases or opinion
Interested in “big picture” and usually has veto power
Interested in cost / benefit details and compliance – can’t say yes but can say no
Interested in how the decision will affect his work– often subjective
22
What is a Relationship Sale?”
Group Discussion
23
People Buy – Not Organizations!
It’s all about the relationships you build
24
Levels of Relationship Selling
Partner
Contributor
Consultant
Preferred Supplier
Vendor
Establish and elevate your relationships by understanding your customers, as people and the workings of the district they manage
TACTICAL
RELATIONAL
25
Your Skills and Abilities
Partner
Contributor
Consultant
Preferred Supplier
Vendor
Know how to act as a trusted “joint venture” partner, with deep understanding of the needs and conflicts, issues and opportunities of the school district.
Understand the education market, trends and patterns. Able to discuss futures and be seen as a participant in long term planning for the district.
Use technical knowledge to help people see problems a new way; your questions show understanding of the district’s situation & needs.
Able to differentiate product from competitive offerings; listens and responds based on customer needs
Present and demonstrate products, explain pricing and delivery options, provide product literature.
26
Module Two: Recap
27
Module Three: Preparing for Success
• Prioritizing your prep time
• Your homework assignment
• How to decide who to call on first
• What questions to ask
28
Preparing for Success
Strategy
Analysis
Research
Sell
Return on Investment
Your time invested at the top of the sales planning pyramid will have the greatest impact on sales
29
District Sales Preparation
Decision Maker
District
U.S. Public Education
Importance of your research
Knowing about the potential customer, especially the people involved in the decision, is critical to your success.
30
Do your homework.You can’t bluff your way through!
• Research state’s education agenda and initiatives, political context, and issues
• Research district’s status, history, initiatives, news, organizational structure, leadership
• Research the people: so you know who to approach first. Identify “movers and shakers”
• Formulate your strategy; plan your meeting
31
District Selling Research
Group Exercise
32
Whoya gonna call?Begin the sales process with an administrator who…
• Is involved in the buying decision
• Has a personal interest in its outcome
• Has adequate rank to affect the decision
• Has sufficient influence to affect the informal decision-making process
33
Whoya gonna call?Clues to look for during research phase:
• Track record: Was instrumental in the success of strategic initiatives and programs implemented in the district during the past several years.
• Current value: Their name is linked to a new initiative or important program for the district now.
• Network: Their name is linked to multiple initiatives and programs now, and has been.
• Inner circle: Regardless of their title, they enjoy high respect and connection to the formal decision makers
34
The Questioning FrameworkUse questions to establish your credibility and trust
• The questions you ask during a district sales call are formulated based on the research you’ve done – they give you “credit” for having done your homework.
• “Question layering” results from careful listening and developing your ability to unpack issues and dig deep into the challenges that the district leader faces.
• Conduct an interview with questions that allow the administrator to reveal problems that you may be able to help solve
35
Building Trust
• Integrity: follow through on commitments
• Share information
• Seek first to understand, then be understood.
• Listen carefully
• Act consistently
• Prioritize mutual needs