a Recruiting Workshop for Nutrition Educators

Developed by Howard Armstrong and Linda MelcherRevised by Linda Melcher, MS, RD

Creating Meaningful Conversations

Survey Results: Nutrition Educator’s # 1 Challenge when Recruiting

Locating customersEnsuring eligibilityGetting a true commitmentRecruiting for afternoon classesClient’s emotionLength of lesson series

Explaining the programTransportationFinding agenciesGetting customers to show upForms are too long

Survey Results: What works best when recruiting

Work with agencies, organization and preformed groupsReferralsWord of mouthFace to faceFree, Incentives, New recipesUse marketing materials and impacts

Survey Results: What works best when recruiting

Tell why you want to work with themPersonal phone contact and mailingsTake classes with a friendOffering a variety of times and locationsMake class time meet participants needLocation same as other classes

Goal of Workshop

enhance and build skills used by nutrition educators to recruit participants for nutrition classes

Nutrition Educators will learn:

amateur vs. professional approaches to selling and how it relates to recruiting

the art of asking questionslistening techniques that demonstrate

concern for prospective customers

program features vs. benefits

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

Nutrition Educators will: ask questions to uncover needs use listening techniques to understand

needsdescribe program benefits to motivate

customers to enrollneutralize objections make enrollment a natural

conclusion to the conversationHAVE FUN!!!

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

Exercise 1A: Pro vs. ConParticipant Outline pg. 1

Discuss experiences with sales people.

Negative

Pushy

Positive

Friendly

Conversation is

Consider why they were negative or positive.

Recruiting vs. Selling

How do the negatives and positives relate to what we do?What are we doing that might turn customers off?

Exercise 1B: Locating Customers

Participant Outline pg. 1 List places to find your target audience

What three new places will you try?

Segment 2: Creating Need- Satisfying Conversations

Going from amateur to professional requires you to stop making sales presentations and start conducting need-satisfying conversations!

Definition

Conversation is a method of communication

Communication is getting and giving information

Definitions

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?

Closed Probes

Can be answered with one wordDo not stimulate conversationLeave you no where to goSometimes used to direct conversation (ex. lawyers in a court room)

Open Probes

Stimulate conversationUsually begin with the letter W– Who, what , where, when– Why (use caution)– How– Tell me moreBuild rapportUncover needs

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?

Build Rapport

Create a safe environment– Welcome, smile, laugh– Tell the person that you’re happy to meet her. – Give a sincere compliment.

Share something about yourselfUse open body language– Listen to her.

Create a comfortable setting– Remove barriers, – Talk to her children. provide toys for children

Show an interest in her– Talk about her children

Make a new friend!

Building Rapport with Agencies

Know their mission Google them Read articles and brochures

Know how their mission connects with yours Know how you can help them meet their missionRespect their timeBe prepared

Building Rapport 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

Exercise 2A(Participant Outline p. 2)

Describe how you set the stage to build rapport with customers. – Ex: Introduce yourself, compliment

children…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.

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?

Individual Ex: Where do you go to find information about nutrition?

Agency Ex: What kind of nutritional help do you see your clients needing?

Survey Results: Reasons People Join Nutrition ClassesTo improve health of kids, family, selfTo save moneyTo learn to cookTo get help with picky eatersTo lose weightTo get help with meal management– menus, reading labels, food safety

Survey Results: Reasons People Join Nutrition ClassesTo get help with shoppingTo get incentivesTo get help from other servicesTo get credit for somethingTo meet people and make friendsTo gain job skills and build resume

Participant OutlineSEGMENT 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.

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).

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

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!

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?

Segment 4:Active Listening

Requires action!Demonstrates you heard and understand what was saidAllows clarificationDemonstrates genuine interest in what the other person said

Segment 4:Active Listening Techniques

Supportive response (affirmation): demonstrates support– “I see”, “uh, huh”, “sure’, “tell me

more”

Active Listening Techniques

Interpretive response (clarify): – paraphrase back what you think was

meant in your own words

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?”

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?”

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. She may not rebut!Observer notes listening skills and reminds listener that she may not speak until speaker has finished.

Rotate roles: Speaker Listener Observer

Speaker

Participant OutlineSEGMENT 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…”

Part I Summary

Recruiting is a form of sellingProfessional selling requires you to stop making presentations and start conduct need-satisfying conversationsFirst step is to build rapportGetting information requires use of open probes and active listening

Segment 5: The Other Side of the Coin: Giving Information

Features describe your service

Benefits result from using your service

Features of Nutrition Education

Classes in nutrition, meal planning, food preparation, food resource management, and food safety.NewslettersRecipesReinforcements

Benefits of Nutrition Education

Improved healthMoney saved on food billReduced health care costsMoms gain confidence, learn skillsHealthy weights achieved

“Data Dumping”

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

Exercise 5:

Individually or in small groups, create a list of features of nutrition education.

Create benefit statements for three features.

ExampleFeature - Menu planningBenefits – 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 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.

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.

Segment 6: Getting Benefits into the Conversation

Introductory benefit statements help you get benefits into the conversation.Start with an identified needMatch a benefit with the need

Introductory phrases that begin describing a need include:

“Studies have shown....”“A big point that we make with our participants is....”“You may have seen our most recent promotion on....”“One of the biggest challenges (problems, issues, concerns, hassles, downers, etc.) facing moms today is....”

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).

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.

Agency Example:

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

Exercise 6A

Locate the list of “Identified Needs” on the topic outline (p. 5)Complete a benefit statement that matches the need.– Restate the need to demonstrate you heard and

understand the problem– Match a benefit to the need

Example: Having a picky eater is one of the most frequent concerns expressed by moms. Nutrition Education has many great ideas and tips that have helped moms solve the picky eating dilemma. Many came from moms like you!

Exercise 6B

List the common concerns or needs you hear while recruiting. (p. 6)

Create benefit statements using benefits of nutrition education to match the needs.

Using NEERS to Create Benefit Statements:

Adult Summary ReportFood Behavior ChecklistDiet Summary

Adult Summary ReportPages 3-4

91 % of adults complete the program in 3 months or lessOnly 6% who enter the program drop out for various reason, but none dropped out due to lack of interest98% met in groups with friends

Behavior checklist summary report page 6

82% of participants showed improvement in one or more food resource management practices88% of participants showed improvement in one or more nutrition practices54% participants showed improvement in one or more of the food safety practices

Diet Summary ReportPages 5-6

Nutrient Improvement

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.

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.”

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.”

Exercise 7

Locate the customer comments in Exercise 7 (p. 7)

Provide momentum statements in response to each customer comment

Segment 8:Neutralizing Resistance

Objections: drawbacks to keep you from moving ahead

Skepticism: ideas sound too good to be true

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

Neutralizing Resistance

Restate the objection using reflective response (? tone)Ask them to tell you more (if needed)Offer help orOffer proof

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)

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. Our classes are so much fun that most moms don’t want them to end” (benefits).

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 Cooking with WIC Foods class gives them “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)

Exercise 8

Locate resistance statements in outline (p. 8)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

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 nutritionSchedule of classes doesn’t fit with personal schedule

Survey Results: Objections to Joining Classes

Fear of personal information being shared with other agenciesNot familiar with programNo interestMovingSick kidsKids poor behavior

Objections of Agencies

Workers case loads are already to fullToo much to cover, would be overload for clientsConfidentiality requirementsConcern about reliability of information

Participant OutlineSEGMENT 8: Dealing With Resistance

There are two forms of resistance:1. Objections2. SkepticismBelieve it or not, objections and skepticism are actually

statements of interest.

Techniques for Dealing with Objections:3. Repeat the objection in a question form to get

clarification or demonstrate that you heard the concern.

4. Neutralize their objection.

Techniques for Dealing with Skepticism:5. Demonstrate you heard their concern and restate the

benefits.6. Offer proof.

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

Buying Signals

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

Using Your Prop

Have information about your program benefits for customer to reviewAdd customer’s name to your brochure and circle itAdd and circle your contact information

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

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 by inserting the background information provided .

Recruiter: Familiarize yourself with the background information provided. 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 Observer Customer

Putting It All Together

1. Build rapport2. Use open probes to uncover needs3. 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!

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?

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

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!!!

Thank you for being a great audience.

Good luck in your selling edeavors!

Please Note

I want to hear about your successes. Please E-mail me at

lindamelcher1211@gmail.com