Improving Your Telephone Technique and Presentation

Basic Concepts of the Information Call

Understanding how to answer information calls and manage, or maneuver, the conversation to your benefit is vital to the success of your school. There are a few basic concepts you must learn first, before you study and practice the specifics of answering information calls.

1. Remember, as soon as you answer the phone, you are creating the first impression the prospect has of your school. Your phone presentation should be very upbeat, energetic and professional. Your preparation and manner will have a direct effect on whether the prospect has a good or bad impression.

2. People buy from people they like. Many times, during the first few moments of the information call, the prospect decides whether or not she feels comfortable talking with you (if she likes you), and consequently, if she wants to do business with you. The information call must be conducted properly to secure the introductory appointment.

3. You must be willing to memorize and practice your telephone answering technique, so you are always improving your skills. This is necessary for two reasons: First, any presentation that is filled with words like “uhm”, “well” and “you know” will not be successful. If you memorize your presentation, then you can avoid these hesitations during the conversation. Second, once you’ve mastered your presentation, you will be able to relax with the caller and your conversation will flow, as if you were chatting with a friend.

4. Be prepared and attentive when receiving the information call. Start with good posture and “wear” a smile on your face. People can hear and feel your smile through the phone! Place a pen, your information call control sheet and the schedule book in front of you. Finally, if possible, shut the door of your office. Now, you’re ready to take the call.

5. It’s not uncommon to be in the middle of another task, such as teaching a class, when the phone rings. When this occurs, don’t panic. You simply answer the call with a very polite greeting as you normally would. As soon as you realize you’re on an information call, you wait until she has asked her initial question and then you say,

“That’s great. I would be happy to help you with that. By the way, my name is ____________. Would it be OK if I put you on hold for just one moment?”

Prospects should only be on hold for a very short period of time. Prepare yourself for the call as detailed in #4 above, take a deep breath and return to the caller. Start the call with an apology for putting her on hold, reintroduce yourself and start the information call.

Goals of the Information Call

Before proceeding to an explanation of information call techniques and sample responses, let’s review the goals of the information call.

When a prospect calls for information, you want your conversation to accomplish several goals. First, and most importantly, is to schedule the appointment; second is to gather as much useful information as you can about the potential student.

You want to know why he is interested in attending classes.

• Is it to develop self-confidence?
• Is it to improve his school grades?
• Is it to be involved in a fun activity with one of his friends or neighbors?

Whatever her reasons may be, the more information you have the better. If you know the prospect’s goals, then you can focus your information call and introductory lesson on those goals.

A third goal is to begin to build some rapport with the prospect (become her friend). If possible, the person who answered the information call and confirmed the appointment should also teach the introductory lesson. As stated previously, people buy from people they like. If you can build some rapport during the information call, and when you confirm the appointment, then the prospect is more likely to honor her appointment. You will also find that she will be more at ease when she meets you during the introductory lesson. Establishing a good relationship helps to reduce or even eliminate the prospect’s wariness about buying from you.

You want to be as helpful as possible during the information call, but you shouldn’t offer too much information, either. The caller will have no reason to visit your school.

Another important goal of the information goal is to maintain control of the conversation, to maneuver it in a direction that will provide the caller with the information she seeks, but also to maximize the likelihood that the caller will become a student—that’s the benefit for you!

Techniques, Examples and Troubleshooting

The Presentation

Every time you answer the phone, you want your greeting to exude confidence, energy and friendliness. Start with,

“Good afternoon! We’re having a fantastic day at Kicks Karate. May I help you?”

The greeting sets the tone for your conversation. Once you have asked this question, the caller will ask you one or a series of questions. A very brief list of some of the possible questions include:

“How much do your classes cost?”

 “What style do you teach?”

 “With what organization is your school affiliated?”

 “Do you teach weapon skills?”

 “How much time is required to achieve a Black Belt?”

 “What are the youngest students you accept?”

The Pivot

If you follow the script, then it really doesn’t matter what question the prospect asks. Once she has asked her initial question, you respond with:

“I would be happy to help you with that. By the way, my name is _________? May I have your name, please?”

I can’t emphasize enough the importance of this phrase. It’s called a “pivot,” because it allows you to take control of the call and specifically directs the conversation to your advantage.

For example, you receive a call and answer with a polite greeting. The caller then asks, “What style of karate do you teach?”

You respond, “Taekwondo.”

Too often, the caller then asks another question, such as, “Did that style originate in India?”

You answer, “No, Korea.”

Suddenly, the caller has directed the call into a tangent conversation that has very little to do with your goals, which is to provide information that leads to an appointment. Use this pivot technique to take control of the call. It will help you use your time more efficiently and effectively.

 The Pivot technique is particularly useful when you’re asked the price question, which is often the most common first question.

An Example of “Pivoting” from the Price Question

You answer the phone with your standard greeting:

“Good morning. We’re having a great day at Kicks Karate. May I help you?”

The caller asks: “I’m interested in martial arts for my son. How much does it cost?”

Responding to the price question properly is very important. The real dilemma is that you never really know if the prospect is asking about the price because she truly wants to know the cost of lesson, or if she is just asking about the price because she doesn’t know what to ask.

When you are asked the price question for the first time, you want to semi-ignore the question and proceed with your scripted phone presentation.

You: “I would be happy to help you. By the way, my name is __________. What’s your name?”

Caller: “Joanne Smith.”

You: “Mrs. Smith, how old is your son?”

Caller: “He’s six.”

You: “What is his name?”

Caller: “Billy.”

You: “Has Billy ever attended karate classes?”

Caller: “No, but he has been asking me to enroll him for some time.”

Alternative Conversation

If the caller answers, “Yes, Billy has attended karate classes before,” then use this variation of responses:

You: “That’s great, Mrs. Smith. When did Billy participate in karate? Did he achieve a specific belt color?”

Caller: “Billy attended classes for six months where we previously lived. He has his Green Belt.”

You: “Since Billy has been a student before, I’m sure you have some idea what kind of school you want for Billy to continue his training. I also recommend that Billy and you visit our school, so he can receive that complimentary, 30-minute introductory lesson with one of our instructors. He’ll evaluate Billy’s skill level, so we can decide what class he should join.”

You: “Mrs. Smith, we have a wonderful children’s program. All of our classes are specifically designed for the age and skill level of the students. I think Billy would really enjoy our classes. I recommend that you bring Billy to the school for a complimentary 30-minute private lesson. I suggest that for several reasons. First, since Billy has never participated in karate classes, we want to give him the opportunity to try it, first, to determine if he is really interested. Next, we want to give you, as a parent, the opportunity to watch us work with Billy to make sure we are providing the type of environment you want for him. Finally, if Billy likes the class and you decide to enroll him, then we can easily make the transition to our beginner classes. May I schedule a time for Billy and you to visit our school and participate in a private lesson?”

If price was not of primary importance to the caller, then she will usually schedule the introductory appointment. If price was of primary importance, then the caller will ask about price a second time.

She may say, “That sounds good, but if Billy likes it, how much will it cost to enroll?”

If she asks a second time, then respond with: “Mrs. Smith, none of our programs is very expensive. After Billy experiences the private lesson and you visit our facility, I’ll spend some time with you and explain all of our programs in detail. Right now, I think it is more important to determine if Billy will enjoy martial arts and our school. We also want to make sure that this is the right learning and fun environment for Billy. Are afternoons or evenings better for your appointment?”

Once again, she may schedule the appointment. If not, she will ask about price a third time. If she does, then price, not quality, is probably her most important criterion to choose a school.

At this point, remain upbeat and respond with: “Mrs. Smith, it really depends on the program in which Billy enrolls, but it will probably be $XX to $XX per week. Are you interested in scheduling an appointment for Billy’s first lesson? There is no charge for the private lesson and absolutely no obligation.”

Remember, your primary goal is to schedule an appointment and motivate the prospect to honor the appointment. You want Billy and his mother at your school! There are two reasons why you never answer the price question, immediately. First, as we discussed above, price is not always of primary importance to the caller. She may be much more interested in finding a quality school. Second, once you have quoted a price, the caller has obtained the information she wanted and will now, most likely, finish the call, so she can call other schools for a price comparison.

Your attitude must be: We are not nor will we ever be the cheapest school in town. We are, however, the best! Once prospects visit our school, the quality of our instruction and environment sells the program.

If you realize that price is of primary importance to the prospect, then you may want to try this approach:

“Mrs. Smith, I understand what you’re doing. I do it all the time. You’re shopping for the best price or best deal. We really do have the best program in town. If you are looking for the least expensive school in town, then we’re probably not it; but, if you are looking for the finest school with the nicest facilities and best instructors, then we are your best choice. Right now, we have a very special offer that includes a free month of classes and a free uniform for each new student. If you give our school a try, then I am confident you will be very happy with your choice. Can we schedule the introductory class for Billy?”

One final note on responding to the price question after you’ve been asked a third time. Remember, her primary concern may be price, but that doesn’t mean she won’t make an introductory appointment; however, you must address her concern before she will be willing to schedule the appointment.

The Finish

If you’ve satisfied Mrs. Smith’s concerns, explained why it’s a good idea to visit your school and asked her to schedule an appointment, then she will probably schedule an appointment.

It’s not usually that easy. The caller may have a few other concerns that need to be addressed before she will schedule the appointment. If she has other concerns or objections, this is the point in the conversation when she will present them. The biggest concern is usually the price of lessons; however, the caller may also ask about class schedule, the number of classes per week, curriculum, etc. Once you have adequately addressed any questions or concerns, then she will be more willing to schedule an appointment.

Remember, this is the “pivot response” to use to keep the prospect focused on the outcome you want:

“First, Mrs. Smith, we must determine if our school is the right environment for Billy. As soon as we finish Billy’s complimentary lesson, and if he really enjoys it, then we’ll sit together for a few minutes and review the entire program. I’ll any questions you have at that time. Would you prefer afternoon or evening for your appointment?”

Study and practice your phone script, and, remember, objections are like stop signs. When you leave your house in the morning and drive toward a stop sign, you don’t make a U-turn and return home. You look both ways and move ahead.