2. Communication Styles MANAGING THE RELATIONSHIP PROCESS C H A P T E R 4

3. 4 Copyright  2004 Pearson Education Canada Inc. 4-2 Learning Objectives Discuss communication-style bias and how it influences the relationship process Explain the benefits derived from an understanding of communication styles Examine two communication-style models

4. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-3 Learning Objectives (Continued) List and describe the four major communication styles in the communication-style model Learn how to identify your preferred communication style and that of your customer Learn to overcome communication-style bias to build strong selling relationships with style flexing

5. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-4 Communication-Style Bias Communication-style bias is a state of mind experienced when we have contact with another person whose communication style is different from our own.

6. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-5 Communication-Style Principles Communication style is a way of thinking and behaving. Individual style differences tend to be stable. There is a finite number of communication styles. We make judgments about people based on communication style.

7. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-6 Communication Style Models LowHighDominance continuum Sociability continuum LowHigh

8. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-7 Communication Style Models - Dominance Continuum The Dominance Continuum reflects the tendency to influence others in a relationship.

9. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-8 Communication Style Models - Sociability Continuum The Sociability Continuum reflects the amount of control one exerts over emotional expressiveness. People who are high in “sociability” express their feelings freely, while people who are low in sociability tend to control their feelings.

10. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-9 Communication Styles High dominanceLow dominance High sociability Low sociability

11. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-10 Emotive Style High dominanceLow dominance High sociability Low sociability Emotive

12. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-11 Emotive Style Emotive Communication Style displays characteristics such as activity, social initiative, encouragement of informality, and expression of emotional opinions. These communicators may be stimulating, excitable, persuasive, and dynamic.

13. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-12 Director Style High dominanceLow dominance High sociability Low sociability Emotive Director

14. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-13 Director Style The Director Communication Style characteristically is businesslike, serious in attitude, and strongly opinionated. Directors like to maintain control, and may be aggressive, bold, impatient, and intense, but determined.

15. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-14 Reflective Style High dominanceLow dominance High sociability Low sociability Emotive DirectorReflective

16. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-15 Reflective Communication Style Reflective Communicators typically control their emotions, display orderliness, express measured opinions, and may be aloof. They may appear preoccupied and stuffy, however they are precise, disciplined and industrious.

17. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-16 Supportive Style High dominanceLow dominance High sociability Low sociability Emotive DirectorReflective Supportive

18. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-17 The Supportive Style The Supportive Style Communicators typically appear to be quiet and reserved. They are attentive listeners and make decisions in a thoughtful and deliberate manner without the use of power. They may be passive and relaxed, yet sensitive and patient.

19. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-18 Developing Communication Style Flexibility - Selling to “Emotives” Be enthusiastic Take time to establish goodwill Back off on facts and details Support their opinions and ideas Ask questions and listen attentively

20. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-19 Developing Communication Style Flexibility - Selling to “Directors” Be businesslike Be efficient, to the point Be organized Use facts and figures Help them meet their objectives Ask specific questions related to the key issues

21. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-20 Developing Communication Style Flexibility - Selling to “Reflectives” Be prompt and organized No nonsense, businesslike approach Show proof and documentation Never pressure them to make a quick decision

22. C H A P T E R 4 Copyright  2004 Pearson Education Canada Inc. 4-21 Developing Communication Style Flexibility - Selling to “Supportives” Try to build a social relationship Listen carefully Professional, but friendly approach Offer personal assurances and support Be patient Avoid conflict if possible