# migrations

dir: embeddings_queue
filename: 00001-embeddings.sqlite.sql
hash: d3755dfd232be8e8301f4d7fcfb3a486
sql:
CREATE TABLE embeddings_queue (
    seq_id INTEGER PRIMARY KEY,
    created_at TIMESTAMP NOT NULL DEFAULT CURRENT_TIMESTAMP,
    operation INTEGER NOT NULL,
    topic TEXT NOT NULL,
    id TEXT NOT NULL,
    vector BLOB,
    encoding TEXT,
    metadata TEXT
);


dir: sysdb
filename: 00001-collections.sqlite.sql
hash: 38352d725ad1c16074fac420b22b4633
sql:
CREATE TABLE collections (
    id TEXT PRIMARY KEY,
    name TEXT NOT NULL,
    topic TEXT NOT NULL,
    UNIQUE (name)
);

CREATE TABLE collection_metadata (
    collection_id TEXT REFERENCES collections(id) ON DELETE CASCADE,
    key TEXT NOT NULL,
    str_value TEXT,
    int_value INTEGER,
    float_value REAL,
    PRIMARY KEY (collection_id, key)
);


dir: sysdb
filename: 00002-segments.sqlite.sql
hash: 2913cb6a503055a95f625448037e8912
sql:
CREATE TABLE segments (
    id TEXT PRIMARY KEY,
    type TEXT NOT NULL,
    scope TEXT NOT NULL,
    topic TEXT,
    collection TEXT REFERENCES collection(id)
);

CREATE TABLE segment_metadata (
    segment_id TEXT  REFERENCES segments(id) ON DELETE CASCADE,
    key TEXT NOT NULL,
    str_value TEXT,
    int_value INTEGER,
    float_value REAL,
    PRIMARY KEY (segment_id, key)
);


dir: sysdb
filename: 00004-tenants-databases.sqlite.sql
hash: 048867ce8fcdefe4023c7110e4433591
sql:
CREATE TABLE IF NOT EXISTS tenants (
    id TEXT PRIMARY KEY,
    UNIQUE (id)
);

CREATE TABLE IF NOT EXISTS databases (
    id TEXT PRIMARY KEY, -- unique globally
    name TEXT NOT NULL, -- unique per tenant
    tenant_id TEXT NOT NULL REFERENCES tenants(id) ON DELETE CASCADE,
    UNIQUE (tenant_id, name) -- Ensure that a tenant has only one database with a given name
);

CREATE TABLE IF NOT EXISTS collections_tmp (
    id TEXT PRIMARY KEY, -- unique globally
    name TEXT NOT NULL, -- unique per database
    topic TEXT NOT NULL,
    dimension INTEGER,
    database_id TEXT NOT NULL REFERENCES databases(id) ON DELETE CASCADE,
    UNIQUE (name, database_id)
);

-- Create default tenant and database
INSERT OR REPLACE INTO tenants (id) VALUES ('default_tenant'); -- The default tenant id is 'default_tenant' others are UUIDs
INSERT OR REPLACE INTO databases (id, name, tenant_id) VALUES ('00000000-0000-0000-0000-000000000000', 'default_database', 'default_tenant');

INSERT OR REPLACE INTO collections_tmp (id, name, topic, dimension, database_id)
    SELECT id, name, topic, dimension, '00000000-0000-0000-0000-000000000000' FROM collections;
DROP TABLE collections;
ALTER TABLE collections_tmp RENAME TO collections;


dir: sysdb
filename: 00005-remove-topic.sqlite.sql
hash: b1367c826b8fba5f96f27befdc1d42d2
sql:
-- Remove the topic column from the Collections and Segments tables

ALTER TABLE collections DROP COLUMN topic;
ALTER TABLE segments DROP COLUMN topic;


dir: sysdb
filename: 00006-collection-segment-metadata.sqlite.sql
hash: 4eea7468935bf25d4604a0fed2366116
sql:
-- SQLite does not support adding check with alter table, as a result, adding a check
-- involve creating a new table and copying the data over. It is over kill with adding
-- a boolean type column. The application write to the table needs to ensure the data
-- integrity.
ALTER TABLE collection_metadata ADD COLUMN bool_value INTEGER;
ALTER TABLE segment_metadata ADD COLUMN bool_value INTEGER;


dir: sysdb
filename: 00007-collection-config.sqlite.sql
hash: 1c7e63bba346a42a18b6ab7f1c989bed
sql:
-- Stores collection configuration dictionaries.
ALTER TABLE collections ADD COLUMN config_json_str TEXT;


dir: sysdb
filename: 00008-maintenance-log.sqlite.sql
hash: 0a0e7e93111a01789addf64961c6127c
sql:
-- Records when database maintenance operations are performed.
-- At time of creation, this table is only used to record vacuum operations.
CREATE TABLE maintenance_log (
  id INT PRIMARY KEY,
  timestamp INT NOT NULL,
  operation TEXT NOT NULL
);


dir: sysdb
filename: 00009-segment-collection-not-null.sqlite.sql
hash: 054355aef9e63702bf54ea29e61563f1
sql:
-- This makes segments.collection non-nullable.
CREATE TABLE segments_temp (
    id TEXT PRIMARY KEY,
    type TEXT NOT NULL,
    scope TEXT NOT NULL,
    collection TEXT REFERENCES collection(id) NOT NULL
);

INSERT INTO segments_temp SELECT * FROM segments;
DROP TABLE segments;
ALTER TABLE segments_temp RENAME TO segments;


dir: metadb
filename: 00001-embedding-metadata.sqlite.sql
hash: 2b4cf52c4bb2676e21d6860a4409f856
sql:
CREATE TABLE embeddings (
    id INTEGER PRIMARY KEY,
    segment_id TEXT NOT NULL,
    embedding_id TEXT NOT NULL,
    seq_id BLOB NOT NULL,
    created_at TIMESTAMP NOT NULL DEFAULT CURRENT_TIMESTAMP,
    UNIQUE (segment_id, embedding_id)
);

CREATE TABLE embedding_metadata (
    id INTEGER REFERENCES embeddings(id),
    key TEXT NOT NULL,
    string_value TEXT,
    int_value INTEGER,
    float_value REAL,
    PRIMARY KEY (id, key)
);

CREATE TABLE max_seq_id (
    segment_id TEXT PRIMARY KEY,
    seq_id BLOB NOT NULL
);

CREATE VIRTUAL TABLE embedding_fulltext USING fts5(id, string_value);


dir: metadb
filename: 00002-embedding-metadata.sqlite.sql
hash: 12a570f7121b3a8ce750a2a7c36da20f
sql:
-- SQLite does not support adding check with alter table, as a result, adding a check
-- involve creating a new table and copying the data over. It is over kill with adding
-- a boolean type column. The application write to the table needs to ensure the data
-- integrity.
ALTER TABLE embedding_metadata ADD COLUMN bool_value INTEGER


dir: metadb
filename: 00003-full-text-tokenize.sqlite.sql
hash: f97ad6334aeaa8f419f01110b648b97a
sql:
CREATE VIRTUAL TABLE embedding_fulltext_search USING fts5(string_value, tokenize='trigram');
INSERT INTO embedding_fulltext_search (rowid, string_value) SELECT rowid, string_value FROM embedding_metadata;
DROP TABLE embedding_fulltext;


dir: metadb
filename: 00004-metadata-indices.sqlite.sql
hash: fb36603a45ee2cd0254cef3ef86585e8
sql:
CREATE INDEX IF NOT EXISTS embedding_metadata_int_value ON embedding_metadata (key, int_value) WHERE int_value IS NOT NULL;
CREATE INDEX IF NOT EXISTS embedding_metadata_float_value ON embedding_metadata (key, float_value) WHERE float_value IS NOT NULL;
CREATE INDEX IF NOT EXISTS embedding_metadata_string_value ON embedding_metadata (key, string_value) WHERE string_value IS NOT NULL;


# embeddings_queue

created_at: 2025-05-23 07:42:37
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p17-c0-i
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 17, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n      <th>3</th>\n      <th>4</th>\n      <th>5</th>\n      <th>6</th>\n      <th>7</th>\n      <th>8</th>\n      <th>9</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td>Research</td>\n      <td></td>\n      <td>Rational \\n I mpact</td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td></td>\n      <td>PROVOKE</td>\n      <td>Current \\n S ituation\\n&amp;  P ain\\nWinning by Design\u2122</td>\n      <td></td>\n      <td>New \\n S ituation\\nPositive\\n I mpact</td>\n      <td></td>\n      <td></td>\n      <td>Emotional\\n I mpact</td>\n      <td>C ritical \\n E vent</td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td></td>\n      <td></td>\n      <td>QCards</td>\n      <td>Prioritize \\nwith \\nstakeholder</td>\n      <td></td>\n      <td>Relevance \\nto the client\\n Rank</td>\n      <td></td>\n      <td>Emotional, \\nRational and \\nQuanti\ufb01able</td>\n      <td>Customer \\nas the Hero</td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>3</th>\n      <td></td>\n      <td>DECISION\\nPROCESS</td>\n      <td>Decision \\nCriteria \\nNAME: _________________________________</td>\n      <td></td>\n      <td>Options\\nasks out</td>\n      <td></td>\n      <td>Expiration Date \\n&amp; Consequence \\n\u201cSound fair?\u201d</td>\n      <td>Determine \\n I mpact</td>\n      <td>Use of\\n I / CE</td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>4</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td>Maker</td>\n      <td></td>\n      <td>Repeat what \\nheard \\nunemotionally</td>\n      <td></td>\n      <td></td>\n      <td>\u201cThat Changes \\nthe Deal\u201d</td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>5</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 0, "chroma:document": "The table presents a structured framework that is crucial in the context of high-impact coaching as outlined in the \"Winning by Design\u2122\" principles. It categorizes various elements essential for effective coaching sessions, emphasizing the need for clarity in communication and decision-making processes. The rows and columns are organized to guide coaches and their teams through critical stages of professional development, promoting not just skill enhancement but also meaningful interactions with clients.\n\nAt the top of the table, the initial columns set the stage with concepts such as \"Research\" and \"Rational Impact,\" indicating the necessity of a solid foundation grounded in data and evidence before embarking on coaching conversations. The second row introduces the notion of \"PROVOKE,\" which directs attention to understanding the current situation and associated pain points, transitioning towards crafting a new situation that fosters a positive impact. This row underscores the importance of recognizing not only what challenges clients face, but how to effectively address these challenges emotionally as well.\n\nAs the table progresses downward, various strategies and tools are highlighted, such as \u201cQCards\u201d and \"Decision Process,\" which emphasize prioritization and clear decision criteria. The table encourages users to engage stakeholders meaningfully, determine the emotional and rational relevance of the issues at hand, and establish critical events that affect client engagements. By incorporating elements like the \u201cCustomer as the Hero,\u201d the coaching framework actively involves clients in the narrative, transforming them into active participants rather than passive recipients of solutions. This structured yet flexible approach to coaching aligns with the overarching message in the context\u2014that mastery takes time, effort, and an iterative process of learning and improvement."}


created_at: 2025-05-23 07:42:38
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p16-c1-i
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 16, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n      <th>3</th>\n      <th>4</th>\n      <th>5</th>\n      <th>6</th>\n      <th>7</th>\n      <th>8</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td>C heck end \\ntime</td>\n      <td></td>\n      <td>Agenda</td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td></td>\n      <td>OPEN \\nMEETING</td>\n      <td>A ppreciate\\nWinning by Design\u2122</td>\n      <td></td>\n      <td>E nd goal\\nPrioritize \\ntheir pain</td>\n      <td></td>\n      <td>Ask \\n\u201cwhat else\u201d\\nIdentify\\n I mpact</td>\n      <td>Summarize \\nprevious call or \\nresearch</td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td></td>\n      <td></td>\n      <td>QCards</td>\n      <td>Client says \\n\u201cthat\u2019s exactly \\nright\u201d</td>\n      <td></td>\n      <td>Share \\nuse-case \\nstory\\nSchedule \\nFollow Up</td>\n      <td></td>\n      <td>Uncover\\n C  ritical \\n E  vent</td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>3</th>\n      <td></td>\n      <td>WAGONS</td>\n      <td>Summarize\\nDid I get that \\nright?</td>\n      <td></td>\n      <td>Ready for next \\nstep?</td>\n      <td></td>\n      <td>What do you \\nwant out of \\nnext step?</td>\n      <td>Ask if others \\nwould bene\ufb01t \\nto join next?</td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>4</th>\n      <td></td>\n      <td></td>\n      <td>NAME: _________________________________\\nof voice</td>\n      <td>questions</td>\n      <td></td>\n      <td>notes</td>\n      <td>E mpathize</td>\n      <td>R epeat</td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>5</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>6</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 1, "chroma:document": "The provided table appears to serve as a structured guide for conducting meetings within the context of strategic selling, particularly as utilized in the Winning by Design SaaS Sales Method. It is organized into a grid format, with rows and columns designating various stages and actions involved in the sales process. Each cell in the table contains key phrases and actions aimed at guiding participants on how to effectively engage in a meeting with potential clients, emphasizing critical elements of communication and information gathering.\n\nThe first row contains headers that include numerical identifiers from 0 to 8, which likely correspond to sequential steps or aspects of the meeting process, although the first column is reserved for a specific element corresponding to the index of the action. The subsequent rows lay out clear directives, categorized by meeting phases such as opening the meeting, discussing the client's current situation and pain points, and summarizing previous communications. Phrases indicate important techniques, such as asking open-ended questions, expressing appreciation towards the client, and underscoring areas of impact that matter most to the client. \n\nMoreover, specific strategies are highlighted, such as leveraging storytelling to make the conversation personal and relatable, and utilizing the QCards to facilitate engagement by prompting the client to affirm their alignment with the proposed solutions. The inclusion of elements like empathizing with the client's situation, identifying critical events, and reiterating points made during the conversation reflect a focus on building rapport and understanding the client\u2019s needs. The table appears to be a practical tool for sales professionals to enhance their decision-making processes, ensure a thorough understanding of client dynamics, and ultimately lead towards a meaningful closing dialogue. Overall, it emphasizes a systematic approach to sales that prioritizes relationship building and effective communication with the client as the hero of the narrative."}


created_at: 2025-05-23 07:42:38
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p52-c2-i
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 52, "type": "table", "html": "<table border=\"1\" class=\"dataframe\">\n  <thead>\n    <tr style=\"text-align: right;\">\n      <th></th>\n      <th>0</th>\n      <th>1</th>\n      <th>2</th>\n      <th>3</th>\n      <th>4</th>\n      <th>5</th>\n      <th>6</th>\n      <th>7</th>\n      <th>8</th>\n      <th>9</th>\n    </tr>\n  </thead>\n  <tbody>\n    <tr>\n      <th>0</th>\n      <td>Is the circumstance unusual or \\n1\\ndid it come about due to factors \\noutside of the person\u2019s control? \\nNO\\nYES\\nNO\\nYES\\nKNOWLEDGE ISSUE\\nTeach them. \\n2\\nThis is simply a \\nknowledge gap\\n4\\nSet an expectation for when \\n5\\ncorrective action should be taken</td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>1</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>2</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>3</th>\n      <td></td>\n      <td>Ask them to verify what \\nprocess is expected for this \\nsituation. Are they aware of \\nwhat good looks like?</td>\n      <td></td>\n      <td></td>\n      <td>Give a pass</td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>4</th>\n      <td></td>\n      <td></td>\n      <td>Potentially a SKILLS ISSUE.\\nExplain your perspective. \\n3\\nDiscuss 1 or more of the \\nfollowing to correct the issue:</td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>5</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>6</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>7</th>\n      <td></td>\n      <td>Identify what correction \\ncan they make to \\nimplement the right \\nprocess</td>\n      <td></td>\n      <td></td>\n      <td>Create a performance \\nimprovement plan \\ntogether to clearly de\ufb01ne \\nexpectations</td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td>Clarify what will happen \\nthe next time this \\nsituation arises if no \\nchange is made</td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>8</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>9</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n    <tr>\n      <th>10</th>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n      <td></td>\n    </tr>\n  </tbody>\n</table>", "chunk_number": 2, "chroma:document": "The table serves as a structured guide for identifying and addressing performance issues in a coaching context. It is organized in a matrix format with a header that includes numerical indicators ranging from 0 to 9, which likely correspond to various levels or categories of performance incidents. The first column is labeled with the same numerical indicators, providing a systematic approach to evaluating and responding to potential scenarios involving team members' performance.\n\nWithin the cells, the table outlines specific considerations and actionable responses based on the assessment of the situation. For example, the first row poses a critical question regarding whether the circumstance was unusual or outside the individual's control, allowing the coach to classify the issue as either a knowledge gap or other performance concerns. The guidance includes instructive prompts such as teaching the individual if there is a knowledge issue, setting definite expectations for corrective action, and addressing skill issues by initiating discussions that explore the necessary corrections.\n\nAdditional insights are presented in later rows, highlighting the importance of validating processes with the individual, creating a collaborative performance improvement plan, and clarifying the repercussions of failing to adjust behaviors in response to feedback. This systematic approach not only reinforces accountability but also emphasizes the importance of constructive and candid conversations, consistent with the overall coaching philosophy described in the surrounding context. The structured nature of the table aims to facilitate objective feedback, which is vital for achieving high performance and mitigating the Dunning-Kruger Effect by ensuring that individuals comprehend their capabilities accurately."}


created_at: 2025-05-23 07:42:39
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p2-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 2, "chunk_number": 0, "type": "text", "chroma:document": "3Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nPillar 3: Learning Science\nIn contrast to what most of us have \nbeen led to believe, science shows that \nonly 10% of learning happens in a \nformal setting like classrooms, videos, \nand books, while 20% is through \nobserving peers, and 70% comes from \nactually doing the work.\nAdult learning science has shown us the \nimportance of on-the-job learning. \nWithout structure, this crucial learning \nopportunity is lost, which is why \ncreating a coaching cadence is \nessential.\n70%\nON THE JOB\n20%\nCLASSROOM\n10%\nCOACHING\nFigure 2: The 10-20-70 Learning Model\nPillar 4: Coaching Cadence for Deliberate Practice\nThere are two main elements of coaching: \n(1) Performance, or traditional management and 1:1 coaching situations that arise to \nhelp drive short-term results\n(2) Development sessions, in which the manager acts as the coach to empower the \nteam to contribute to a sales professional-driven, continuous coaching culture.\n Performance Development"}


created_at: 2025-05-23 07:42:39
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p5-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 5, "chunk_number": 0, "type": "text", "chroma:document": "6Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nPillar 6: Consistent Commitment and Accountability\nThe biggest barrier to having an impactful conversation is creating a safe \nenvironment where sales professionals and managers can provide the \nfeedback required to improve performance. \nFeedback should be honest, transparent, and delivered in a professional \nmanner that doesn\u2019t feel like an attack. This builds trust and requires a \nthoughtful approach where both parties feel respected and invested.\nTrust is something that is earned over time by consistently completing \nyour commitments (for example, by arriving on time and prepared for 1:1s \nand coaching sessions). Leveraging blueprints to enable feedback that\u2019s \nfocused on process and execution, rather than subjective experience, can \nrapidly accelerate the adoption of a coaching culture.\nNow that you\u2019ve been introduced to the pillars of coaching, the remaining \nmanager blueprints are going to give you the tools and skills to"}


created_at: 2025-05-23 07:42:39
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p0-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 0, "chunk_number": 0, "type": "text", "chroma:document": "1Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nPillars of a Coaching Culture\n B L U E P R I N T .\nPillars of a coaching culture\n10:20:70 Directions Cadence\nREKS\nGOALS\nFor years, sales management has been \ndriven by a desire to achieve better \nresults. We\u2019ve been implementing the \nsame management tactics, motivating \npeople with money and fear, trying to \nmanage outcomes with deal reviews, and \nforecasting \u2014 and then wondering why \nwe struggle to deliver consistent results.\nWhen we look at high performers in \nother \ufb01elds like sports, the military, arts, \nand academia, what becomes clear is \nthat success does not come from talent \non its own.\nSuccess comes from deliberate practice. With a de\ufb01ned process and \naccountability, combined with caring about the individual and building trust \nthrough the candid conversations, we can achieve amazing results for sales \nprofessionals, on both an individual and a team level."}


created_at: 2025-05-23 07:42:39
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p1-c0-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 1, "chunk_number": 0, "type": "text", "chroma:document": "2Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nPillar 1: Establishing Goals - \nStarting With Why\nAsking \u201cwhy\u201d will help people understand \nthe long term by aligning their \nmotivations with business motivations. \nThe traditional learning framework is \nbroken. Adults don\u2019t learn best from \nlectures, and one-time onboarding \ncourses don\u2019t stick (more on the 70/20/10 \nlearning framework in Pillar 3 later).\nSales can be a challenging pursuit, with \nmany obstacles and objections along the \nway. As a manager, you may need to help \nyour sales professionals articulate their \npersonal motivations, so they have a clear \nunderstanding of what they\u2019re working \ntowards.\nPillar 2: Coaching \nFramework - REKS\nWith clear goals, we need to create a \nclear path to success \u2014 one that isn\u2019t just \nlooking at the end goal but all the \nelements required to achieve these goals. \nUse the REKS framework shown here at \nright, to create that path.\nResults: The speci\ufb01c and measurable"}


created_at: 2025-05-23 07:42:39
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p4-c0-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 4, "chunk_number": 0, "type": "text", "chroma:document": "5Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nFigure 4: Amateurs typically overestimate their ability above expert level\nThe Dunning-Kruger Effect\nCoaching is critical to improvement. The Dunning-Kruger Effect, \ufb01rst \npublished in 1999, suggests that poor performers are not able to recognize \ntheir shortcomings in their performance because of their inability to \nrecognize nuance like a true expert.\nIn fact, amateurs are often more con\ufb01dent than experts in their ability to \nperform a given task. For example, over 80% of drivers self-categorize as \n\u201cabove average\u201d when statistically this is impossible.\nAll professionals are susceptible to the Dunning-Kruger effect. As one \nbecomes more experienced and competent at a given task, their wisdom \nusually leads to the realization that there is more to learn \u2014 even things they \ndon\u2019t know that they don\u2019t know.\nThe best way to avoid overestimating your ability is by having an expert"}


created_at: 2025-05-23 07:42:39
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p7-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 7, "chunk_number": 0, "type": "text", "chroma:document": "1Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nTeam Coached Peer-to-Peer\nRoleplay situations where the coach \nis also included so the team can \n\u201c\ufb01gure it out together.\u201d\nLetting the team coach each other. \nEnsure they \ufb01rst focus on mastering \nthe process, then discuss execution \nand intent.\nSet up your team to practice with \neach other on speci\ufb01c exercises; \nperform several sessions until the \nskill is mastered.\nHow to set up a RingRing \nRole Play (SSSS)\n B L U E P R I N T .\nThree Types of RingRing \nMost knowledge is measured with a test, but since sales is a \nperformance-based function, roleplays are a great tool to perfect \nskills and check for any skill or knowledge gaps.\n\u201cWe don't rise to the level of our \nexpectations, we fall to the level \nof our training.\u201d\nARCHILOCHUS"}


created_at: 2025-05-23 07:42:39
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p6-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 6, "chunk_number": 0, "type": "text", "chroma:document": "7Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nAdditional open source \ntemplates can be accessed at \nwww.thescienceofrevenue.com\nVideos available on\nthe WbD YouTube Channel\nADDITIONAL RESOURCES FROM"}


created_at: 2025-05-23 07:42:40
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p0-c1-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 0, "chunk_number": 1, "type": "text", "chroma:document": "through the candid conversations, we can achieve amazing results for sales \nprofessionals, on both an individual and a team level.\nStart coaching by building a culture of learning and development. Provide sales \nprofessionals with the tools, process, and environment to make the dif\ufb01cult \nbehavioral changes required to succeed in the ever-evolving world of sales.\nThe fastest way to improve is by eliminating your weaknesses rather than \noptimizing your strengths.\nBecoming a coach with a sel\ufb02ess style of management will give you the skills to \nenable your team and empower them to succeed. As a coach, you will lead your \nteam through why each goal is set, how to build those skills to reach their goals, \nand what skills it will take to achieve those goals."}


created_at: 2025-05-23 07:42:40
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p2-c1-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 2, "chunk_number": 1, "type": "text", "chroma:document": "(2) Development sessions, in which the manager acts as the coach to empower the \nteam to contribute to a sales professional-driven, continuous coaching culture.\n Performance Development\nTraditional 1:1 relationships are manager-focused, \ndrilling into the forecast and past results, while \nlooking to help on speci\ufb01c deals that \u201cmove the \nneedle.\u201d This is all focused on the goals of the \nmanager, not the goals of the sales professional.\nInstead, a coaching cadence provides opportunities \nto identify the sales professional\u2019s \u201cwhy,\u201d understand \ngaps in their knowledge and skills, and help them to \nconduct the actions to achieve results. Manager-led \ncadences incorporate 1:1s, team stand-ups, territory \nplanning, personal goal setting, and career \ndevelopment.\nMany managers see themselves and their L&D team \nas the bastions of knowledge for their sales \nprofessionals. This creates a bottleneck in their \nsales professionals\u2019 development, and causes them"}


created_at: 2025-05-23 07:42:40
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p3-c0-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 3, "chunk_number": 0, "type": "text", "chroma:document": "4Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nPillar 5: Provide Turn-by-Turn Directions\nAs we master new skills, it\u2019s important to understand the foundation \nthose skills are based upon. Having sales professionals memorize \nscripts for complex conversations is not a good long-term strategy. \nBy providing turn-by-turn directions, you\u2019re arming your team with \nframeworks that apply to many different situations. They can use \nthese to continue to guide them each time, instead of being stuck \nwith what worked one time, only to fall behind when the world \nchanges or something unusual happens during an interaction. \nA blueprint is an example of the fundamental skills that go into a \nframework, along with some clarity on why the framework exists and \nwhat you can do to improve upon it.\nAlthough every customer conversation is different, there are \ncommon characteristics that are clear indicators of a successful \ninteraction through any style of communication (e.g. email, phone"}


created_at: 2025-05-23 07:42:40
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p9-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 9, "chunk_number": 0, "type": "text", "chroma:document": "3Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nThe SSSS Framework in Roleplays\nBefore you go into a roleplay, make sure you mention why you\u2019re \npracticing the skill \ufb01rst. If you\u2019re teaching someone the power of a \nstructured call opening, it\u2019s important to make this relevant by \ndescribing how many meetings fail because customers don\u2019t know what \nto expect, or because the goal of the call is unclear.\nSkill\nStart with a brief re-introduction to the skill, and be speci\ufb01c and clear \non what you\u2019re practicing. For example, if you\u2019re roleplaying the \nopening of a scheduled call using the ACE framework, you or a \npro\ufb01cient student would \ufb01rst demonstrate what a good approach looks \nlike (\u201cI appreciate you joining the call today. We have 30 minutes \nscheduled. Does that work? The end goal of this call is to align your \nrequirements with a potential solution; does that sound right?\u201d)\n\u25cf Clarify the correct process before asking someone to practice it. It\u2019s"}


created_at: 2025-05-23 07:42:40
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p1-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 1, "chunk_number": 1, "type": "text", "chroma:document": "looking at the end goal but all the \nelements required to achieve these goals. \nUse the REKS framework shown here at \nright, to create that path.\nResults: The speci\ufb01c and measurable \noutcome of efforts. Depending on the role, \nthese can include discovery calls, \nmeetings, opportunities created, \ndeals/revenue closed, QBR/Impact Review \ncalls, or renewal conversations.\nEffort: The de\ufb01ned speci\ufb01c and \nmeasurable activities that lead to the \nresults required. This can include calls \nmade, emails sent, social messages sent, \nevents attended, leads converted, and any \nother input activities that are leading \nindicators to results.\nKnowledge: The formal knowledge such \nas the sales process, product knowledge, \npersona pro\ufb01les, industry context, and \nrecognition of compelling events that are a \ncatalyst for your product or service.\nSkills: The core skills necessary to \nexecute on the knowledge. This can \ninclude the ability to run a discovery call, \nrun an effective demo, handle objections,"}


created_at: 2025-05-23 07:42:40
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p4-c1-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 4, "chunk_number": 1, "type": "text", "chroma:document": "usually leads to the realization that there is more to learn \u2014 even things they \ndon\u2019t know that they don\u2019t know.\nThe best way to avoid overestimating your ability is by having an expert \nreview your work in real time or through video recording, and getting \nstructural feedback based on a repeatable process.  CONFIDENCE.\n.AMATEUR.\n.WISDOM. .EXPERT.\nWithout a blueprint, many coaching \nconversations are guided by the \ncoach\u2019s previous experience, making \nthe feedback subjective and \nunactionable. By working from a \nblueprint, both sales professionals \nand managers can provide objective \nfeedback, free from prejudice and \nego. This turns a previously \u201cartful\u201d \nprocess into something scienti\ufb01c and \ndata-driven."}


created_at: 2025-05-23 07:42:40
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p2-c2-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 2, "chunk_number": 2, "type": "text", "chroma:document": "Many managers see themselves and their L&D team \nas the bastions of knowledge for their sales \nprofessionals. This creates a bottleneck in their \nsales professionals\u2019 development, and causes them \nto miss out on peer-led learning opportunities. \nTo harness the 10:20:70 principle of learning \nscience, you need to create a structured, safe \nenvironment for sales professionals to share \nfeedback and learnings from using their skills."}


created_at: 2025-05-23 07:42:40
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p3-c1-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 3, "chunk_number": 1, "type": "text", "chroma:document": "Although every customer conversation is different, there are \ncommon characteristics that are clear indicators of a successful \ninteraction through any style of communication (e.g. email, phone \ncall, or in-person).\nPREPARE\n  CUSTOMER ENGAGEMENT .\n.TIME.\nNEXT STEPS\nPRESCRIBE\nEMPATHIZE\nAGENDA\nACE\nSUMMARIZE\nWAGON\nS\nS\nP\nI\nCE\nD\nFigure 3. Example of a Diagnose Blueprint\nSituation - Any facts or circumstances relevant to the customer\nPain - The issue(s) that brought the customer your way\nImpact - How you can improve your customer\u2019s business\nCritical Event - Any particular deadline to achieve the impact by\nDecision Criteria - Any special considerations for purchase\nS P I CE D"}


created_at: 2025-05-23 07:42:40
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p10-c0-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 10, "chunk_number": 0, "type": "text", "chroma:document": "4Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nSetup Example - The coach will say: \nSetup\nThere are three roles involved. Roles will rotate after each RingRing. \nFor this example, we\u2019ll use names:\n\u25cf Casey, the coach: This is the person helping set up the roleplay and \ngiving feedback at the end.\n\u25cf Sam, the sales professional: This is the person demonstrating \nthe skill.\n\u25cf Alexandra, the customer: This person is acting as a real customer.\nTiming: The RingRing exercise should be less than 90 seconds long to \nmaintain momentum and give everyone a chance to practice.\nThe coach should make it crystal clear what the process will be once \nthe RingRing starts.\n1. Alexandra, you will be the customer, and when we start, you\u2019ll pick up \nthe phone and say, \u201cRingRing...this is Jill, VP of Sales\u201d.\n2. Sam, you will be the sales professional. As soon as Jill picks up the phone, please start with \u201cI \nappreciate\u2026.\u201d then go through the rest of the framework."}


created_at: 2025-05-23 07:42:40
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p11-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 11, "chunk_number": 0, "type": "text", "chroma:document": "5Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nStart the RingRing\nIt\u2019s important to keep the momentum moving. If things derail, or \nsomething funny happens, it\u2019s perfectly \ufb01ne to have a quick laugh, \nbut then get everyone back on track. As a coach, take notes on \nspeci\ufb01c word choice and key moments so that your feedback is \nspeci\ufb01c and actionable. Don\u2019t rely solely on your memory.\nAlexandra \u201cRingRing... this is Jill, VP of sales\u2026\u201d\nSam \u201cHi Jill, this is Sam. Thank you so much for taking the time, really really \nawesome of you. We have 30 minutes scheduled; does that still work?\u201d\nAlexandra \u201cYes, that\u2019s great\u201d\nSam \u201cMy goal of this meeting is to show you our amazing \nplatform and set up a demo, does that sound good?\u201d\nAlexandra \u201cOk\u2026\u201d"}


created_at: 2025-05-23 07:42:40
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p9-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 9, "chunk_number": 1, "type": "text", "chroma:document": "requirements with a potential solution; does that sound right?\u201d)\n\u25cf Clarify the correct process before asking someone to practice it. It\u2019s \nmuch easier to teach someone the correct process from the start, \nrather than asking them to unlearn bad habits.\n\u25cf A common mistake is taking on a complex process and testing all \nfacets of it at once. For example, roleplaying an entire unscheduled \ncall is often counterproductive if the fundamentals have not been \nmastered. There are too many potential scenarios.\nScene\nTo help your team thrive in roleplays, have them visualize the situation \nin which they would use the skill. For example, ask \u201cWhen was the last \nscheduled call you had? What was the customer's name and title?\u201d \nBasing the roleplay on a real person, rather than a hypothetical \nscenario, increases effectiveness.\n\u25cf Ask three to six people on your team to stand up in a circle. If you\u2019re \npracticing via video, have everyone turn on their camera."}


created_at: 2025-05-23 07:42:40
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p13-c0-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 13, "chunk_number": 0, "type": "text", "chroma:document": "7Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nCoach the Coach\nOnce the \ufb01rst round is complete, pass your coaching duties on. In this \ncase, reward the sales professional for going \ufb01rst by asking them to be \nthe coach. Then Alexandra will switch from the customer to the sales \nprofessional, and another member of the team can be the customer:\n1) The peer acting as coach sets up the next RingRing and gives \nfeedback \ufb01rst. \n2) When they are done giving feedback, help them take the emotional \nor qualitative feedback out of it by focusing on the process \ufb01rst. \n3) Guide them to \ufb01rst focus on whether the process was followed, \nthen choose one thing they would improve on. \n4) Ask if anyone else noticed anything.\nOnce the second round is complete, rotate roles and keep practicing \nthe skill until everyone has proven they have mastered the process.\nEmpower your team to give each other feedback by using all three \nroleplay coaching models: team, coached, and peer-to-peer.\n1\n2\n3\n4"}


created_at: 2025-05-23 07:42:40
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p12-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 12, "chunk_number": 0, "type": "text", "chroma:document": "6Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nFeedback\nHow you give feedback is the most important skill you will teach \nyour team. Lead them by example.\nThere were two major \ufb02aws in Sam\u2019s RingRing. The \ufb01rst issue was \nthat Sam said \u201cthank you\u201d instead of  \u201cappreciate.\u201d The second was \nthe \u201cend goal\u201d \u2014 it was about Sam, and not customer-centric.\n1. Process: Focus on the process \ufb01rst before offering any opinion \non how it went.\nCasey: \u201cSam, great job implementing the ACE. You started off \nthanking Jill for her time, then checking the end time, then going \ninto the end goal. The process was there.\u201d\n2. Execution: Then give feedback on execution.\nCasey: \u201cSam, your intent was correct in starting off with \u2018thank \nyou\u2019 but to help form a pattern so it becomes something you don\u2019t \neven think about, it will be better to use the word \u2018appreciate.\u2019 \nAfter you\u2019ve done it 20-30 times, then you can go back to \u2018thank \nyou\u2019 since your brain will have already mastered the pattern. Does"}


created_at: 2025-05-23 07:42:41
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p14-c0-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 14, "chunk_number": 0, "type": "text", "chroma:document": "8Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nAdditional open source \ntemplates can be accessed at \nwww.thescienceofrevenue.com\nVideos available on\nthe WbD YouTube Channel\nADDITIONAL RESOURCES FROM"}


created_at: 2025-05-23 07:42:41
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p12-c1-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 12, "chunk_number": 1, "type": "text", "chroma:document": "After you\u2019ve done it 20-30 times, then you can go back to \u2018thank \nyou\u2019 since your brain will have already mastered the pattern. Does \nthat sound fair?\u201d\n1\n2\nIntent matters more than execution \nSam\u2019s intent was to do the right thing, so don\u2019t go on and on about how he messed up. Once he nails the \nprocess, then you can focus on the other issue of \u201cmy\u201d end goal vs. the \u201ccustomer\u2019s\u201d end goal. You will \nhave another coaching moment to focus on the end goal with the next student."}


created_at: 2025-05-23 07:42:41
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p15-c0-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 15, "chunk_number": 0, "type": "text", "chroma:document": "NAME: _________________________________ \nQCards\nWinning by Design\u2122 \n \nThe SaaS Sales Method\u2122 Proprietary & Con\ufb01dential - Do not distribute - Winning By Design\u2122\n BINGO CARD   Consultative Selling\nOPEN \nMEETING\n A ppreciate\n C heck end \ntime\n E nd goal\nAgenda\nAsk \n\u201cwhat else\u201d\nSummarize \nprevious call or \nresearch\nSPICED Establish\n S ituation\nIdentify\n P ain\nPrioritize \ntheir pain\nShare \nuse-case \nstory\nIdentify\n I mpact\nUncover\n C  ritical \n E  vent\nWAGONS\nSummarize\nDid I get that \nright?\nClient says \n\u201cthat\u2019s exactly \nright\u201d\nReady for next \nstep?\nSchedule \nFollow Up \nWhat do you \nwant out of \nnext step?\nAsk if others \nwould bene\ufb01t \nto join next?\nTALKER  T one \nof voice\n A sk \nquestions  L isten & mirror  K eep \nnotes  E mpathize  R epeat"}


created_at: 2025-05-23 07:42:41
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 18, "chunk_number": 0, "type": "text", "chroma:document": "2Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nCall Reviews with Peers\nReviewing calls in front of the group taps into several positive coaching \ntechniques. Reps should take pride when you show off how they\u2019ve been \nsuccessful in implementing the process in a real call. If you need to coach \nsomeone up, call recordings are an objective way for them to see the gaps \nin how they\u2019re executing, without being confrontational.\nThe key is making it fair, transparent, \nand actionable. \nPrivate 1:1 call reviews between the coach and rep should be reserved for \negregious errors that are not appropriate for the rest of the team to hear \n(e.g., vulgar language, lying, or other inappropriate behavior). Everyone \nshould have a turn and know when their call will be reviewed ahead of time.\nHigh impact coaching works so well because it taps into every element of \nthe 10-20-70 learning model. At the beginning of the session, you refresh on"}


created_at: 2025-05-23 07:42:41
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p16-c0-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 16, "chunk_number": 0, "type": "text", "chroma:document": "NAME: _________________________________ \nQCards\nWinning by Design\u2122 \n \nThe SaaS Sales Method\u2122 Proprietary & Con\ufb01dential - Do not distribute - Winning By Design\u2122\n BINGO CARD    Strategic Selling \nPROVOKE \nCurrent \n S ituation\n&  P ain\nResearch New \n S ituation\nRational \n I mpact\nEmotional\n I mpact\n C ritical \n E vent\nSTORY \nTELLING\n S ituation - \nMake it \nPersonal\nNegative \n  P ain\nPositive\n I mpact\nRelevance \nto the client\nEmotional, \nRational and \nQuanti\ufb01able\nCustomer \nas the Hero\nDECISION\nPROCESS\nDecision \nCriteria \nPrioritize \nwith \nstakeholder\nOptions  Rank Determine \n I mpact\nUse of\n I / CE \nTRADE Trade List\nQualify \nDecision \nMaker\nGet all \nasks out\nRepeat what \nyou\u2019ve \nheard \nunemotionally\nExpiration Date \n& Consequence \n\u201cSound fair?\u201d\n\u201cThat Changes \nthe Deal\u201d"}


created_at: 2025-05-23 07:42:41
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p19-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 19, "chunk_number": 0, "type": "text", "chroma:document": "3Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nHigh Impact Coaching Steps\n STEP 1.\nListen to the calls prior to the coaching session\nIdentify coaching points you can use to engage the group in a \ndiscussion and target particular skill sets. Note: Timestamp the call \nahead of time to save time \ufb01nding the teaching moment. Best \npractice is to have your team submit their recordings with their own \ntimestamps.\n STEP 1.\nEngage the group\nThe session will include discussion, comments, feedback, and \nlearnings from the team. Use the coaching points you identi\ufb01ed \nearlier to direct the conversation toward the session\u2019s learning \nobjective. When you\u2019re listening to the call, ask everyone to take \nnotes as if they are the rep on the call. Let them know you will call \non someone after the call to summarize.\n STEP 1.\nUse coaching techniques to highlight learning objectives\nProcess, \nthen Execution\nAsk the team which principles were used on the call. For example, which"}


created_at: 2025-05-23 07:42:42
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p20-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 20, "chunk_number": 0, "type": "text", "chroma:document": "4Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nDO Keep it positive. This is constructive \ncoaching \u2014 heavy focus on \u201cconstructive.\u201d\nDO Limit feedback per person to one or two \nitems; any more and the receiver will feel \noverloaded.\nDO Recognize that it isn\u2019t easy being \nvulnerable in front of your team.\nDO Offer valuable insights into the call.\nDO Ensure that everyone is taking notes.\nDO NOT Provide broad, non-actionable \nfeedback like \u201cYou didn\u2019t \nsound con\ufb01dent.\u201d\nDO NOT Refer to how well you\u2019ve done it. \nProvide examples and use \nstorytelling to show how others \nhave been successful.\nDO NOT Take advantage of people\u2019s \nvulnerability.\n STEP 1.\nShare the focus among the group\u2019s calls\nEveryone needs to be able to diagnose where there\u2019s an issue and \nprescribe a solution in a group environment. In a one-hour small \ngroup session, there should be two or three calls that are reviewed \nalong the same theme.\n STEP 1.\nEngage the group"}


created_at: 2025-05-23 07:42:42
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p17-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 17, "chunk_number": 0, "type": "text", "chroma:document": "1Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nHow to Conduct \nHigh Impact Coaching\n B L U E P R I N T .\nMastery Takes Time, Effort, and Multiple Failures\nManagers often wish they had more time to dedicate to coaching. \n\u201cHigh Impact Coaching'' is a way to maximize your time together as a \nteam in order to focus on skills development in a shorter time frame. \nThe following are key to successfully implementing high impact \ncoaching at your organization:\n\u25cf Transition early learnings by reps into consistent behavior \nwith customers\n\u25cf Create a culture of coaching for continual improvement \nand accountability\n\u25cf Build the coaching muscle so that what seems hard now \nwill become easier and more repeatable later\nAn amatuer practices until they get \nit right. A professional practices \nuntil they can\u2019t get it wrong.\u201d\nUNKNOWN"}


created_at: 2025-05-23 07:42:42
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p18-c1-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 18, "chunk_number": 1, "type": "text", "chroma:document": "High impact coaching works so well because it taps into every element of \nthe 10-20-70 learning model. At the beginning of the session, you refresh on \nthe process (10% formal learning), then you observe your peers \nimplementing the process (20%), and the \ufb01nal 70% is spent performing the \nprocess on a real customer call or in a roleplaying exercise.\nRecap/Review of the \nprevious week\u2019s learnings\nReview call #1\nRoleplay to reinforce learnings\nReview call #2\nRoleplay to \nreinforce learnings\nWrap up & discuss next steps\n* Coaching sessions should \ntypically last 60 minutes\nTimeline of a Single Coaching Session*"}


created_at: 2025-05-23 07:42:42
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p19-c1-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 19, "chunk_number": 1, "type": "text", "chroma:document": "STEP 1.\nUse coaching techniques to highlight learning objectives\nProcess, \nthen Execution\nAsk the team which principles were used on the call. For example, which \nquestions were open-ended and which were close-ended? What unique words \ncan we mirror? Was there anything unusual about the customer\u2019s tone?\nPause After the coaching opportunity, pause to ask the team coaching questions like \n\u201cWhat do you expect the rep to do next?\u201d\nPractice Use  a RingRing exercise in front of the group or perform mini-breakouts where \neveryone splits into groups of two or three.\n1\n2\n3"}


created_at: 2025-05-23 07:42:42
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p5-c1-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 5, "chunk_number": 1, "type": "text", "chroma:document": "rapidly accelerate the adoption of a coaching culture.\nNow that you\u2019ve been introduced to the pillars of coaching, the remaining \nmanager blueprints are going to give you the tools and skills to \nimplement your own coaching culture."}


created_at: 2025-05-23 07:42:42
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p21-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 21, "chunk_number": 0, "type": "text", "chroma:document": "5Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nAdditional open source \ntemplates can be accessed at \nwww.thescienceofrevenue.com\nVideos available on\nthe WbD YouTube Channel\nADDITIONAL RESOURCES FROM"}


created_at: 2025-05-23 07:42:42
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p22-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 22, "chunk_number": 0, "type": "text", "chroma:document": "1Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nStructuring a Coaching Cadence\n B L U E P R I N T .\nLeaders set the tone for a positive culture. The best leaders create a \ndynamic where their direct reports grow through self-re\ufb02ection. \nCoaching is a type of leadership that involves asking questions to help \nothers achieve their potential. \nAsking the right coaching questions creates a learning session. It gives \nsomeone who is busy yet skillful the space to examine themselves and \nsee their actions from a different perspective. They are often able to \nenvision a new solution to an old problem.\nBegin by planning out what you\u2019ll focus on during the coaching \nsession. Showing you have prepared and have speci\ufb01c objectives in \nmind will show your team that they should also come prepared to \nmaximize time and learning opportunities.\nThe goal of coaching is to identify:\n1) Motivation\n2) Skill level\n3) Current developmental level and goals\n4) Process to help achieve those goals"}


created_at: 2025-05-23 07:42:42
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p8-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 8, "chunk_number": 0, "type": "text", "chroma:document": "2Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nMindset\n\u201cBut everyone hates roleplays!\u201d Making roleplay a positive and \nexciting coaching model, instead of something your team dreads, is a \ncommon challenge. As a coach, the goal of roleplays is to help your \nteam implement skills and enable them to succeed.\nIf you practice a skill within a realistic scenario, you\u2019re more likely to \nbe able to implement that skill when the time arrives in real life. This \nis where the idea of the \u201cRingRing\u201d exercise comes in; you\u2019re \nchanging your mindset to that of the customer who would pick up \nyour phone call.\nHere are the principles behind a successful RingRing:\n\u25cf Coach on something speci\ufb01c \u2014 focus on one skill at a time. Keep \nit simple at \ufb01rst, then build complexity as the team improves.\n\u25cf First, give feedback on the process. Once that is mastered, move \non to critiquing execution.\n\u25cf Once they begin to see progress, the team will love using this \nmethod."}


created_at: 2025-05-23 07:42:42
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p20-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 20, "chunk_number": 1, "type": "text", "chroma:document": "prescribe a solution in a group environment. In a one-hour small \ngroup session, there should be two or three calls that are reviewed \nalong the same theme.\n STEP 1.\nEngage the group\nAt the end of the session, provide clear action items for everyone. \nWe are our own harshest critics \u2014 leverage that with a follow-up \nexercise. Have everyone submit a self-reviewed call with timestamps \nthat highlight improvement or mastery of the key learnings of the \nday, and set up the topic for the next call review session.\nConclusion\nHigh Impact Coaching often feels daunting for the person sharing \ntheir call, but with the right prep and organization up front, your \nteam will be asking you to review their calls in front of the group.\n4\n5\nBest Practices"}


created_at: 2025-05-23 07:42:42
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p23-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 23, "chunk_number": 0, "type": "text", "chroma:document": "2Proprietary And Con\ufb01dential  |  Winning By Design\u2122\n STEP 1.      \nAdopt a modern coaching mindset\n1\nHistoric Style of Leadership\nOpinion-Based\nModern Style of Leadership\nLead by Example\nEmotional Qualitative Speci\ufb01c Intent over Execution \nThat sounded awful.\nJudgmental feedback is \noften rejected. Your \ufb01rst \nreaction may not be the \nmost helpful thing to share.\nYou have low con\ufb01dence.\nHigh-level descriptors are \nhard to interpret.\nYour speed of talking was \nfaster than your client.\nFocus on the process \ufb01rst. \nPick just one thing they can \nimprove that will have the \nmost impact.\nThe goal of your opening \nwas correct, but wordy.\nHumans are extremely \nperceptive to intent; focus \non developing positive \nintent even if execution is \nslightly off.\n STEP 1.      \nUse different coaching models to increase \nengagement\nThe historic coaching model was based on the \nteacher/coach/leader having all the knowledge and information."}


created_at: 2025-05-23 07:42:42
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p10-c1-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 10, "chunk_number": 1, "type": "text", "chroma:document": "2. Sam, you will be the sales professional. As soon as Jill picks up the phone, please start with \u201cI \nappreciate\u2026.\u201d then go through the rest of the framework.\n3. I\u2019ll be the coach and give any relevant feedback at the end. Any questions before we start?\n4. Okay, Alexandra, take it away with a \u201cRingRing...\u201d\nA common mistake is making the roleplay too open-ended. If you set it \nup by saying, \u201dOkay, roleplay an ACE, \u201d the sales professional may ask \nquestions about what kind of call it should be, who it\u2019s with, etc. This is \na waste of time. It\u2019s much better for you to be prescriptive and speci\ufb01c.\n1\n2\n3\n4"}


created_at: 2025-05-23 07:42:42
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p22-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 22, "chunk_number": 1, "type": "text", "chroma:document": "maximize time and learning opportunities.\nThe goal of coaching is to identify:\n1) Motivation\n2) Skill level\n3) Current developmental level and goals\n4) Process to help achieve those goals\nThis blueprint will teach you the four key steps to structuring a \ncoaching cadence.\n\u201cGive me six hours to chop down \na tree, and I will spend the \ufb01rst \nfour sharpening the axe.\u201d\nABRAHAM LINCOLN"}


created_at: 2025-05-23 07:42:42
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p25-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 25, "chunk_number": 0, "type": "text", "chroma:document": "4Proprietary And Con\ufb01dential  |  Winning By Design\u2122\n STEP 1.      \nBuild a coaching schedule and apply the \ncoaching models\nRepurpose some of your existing team meetings to try out new \ncoaching meetings. Below is an example of how to leverage different \ntypes of meetings throughout the week.\n3\n \nMONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY\n \n \nTeam Coaching \n30 mins\nTeam/Peer Coaching \n15-20 mins\nLunch\n1:1\u2019s\nHomework\n30 mins\nClient Call\n30 mins\nHigh Impact \nCoaching\n60 mins"}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p26-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 26, "chunk_number": 0, "type": "text", "chroma:document": "5Proprietary And Con\ufb01dential  |  Winning By Design\u2122\n STEP 1.      \nMap out your Quarterly/Monthly/Weekly plan\nWith a strong understanding of your ideal time to sell, schedule your \nweekly meetings on a calendar for review and allocate sales rep tasks \nfor peer-led coaching exercises.\nUCLA Coach John Wooden won 10 out of 12 years of NCAA basketball \nchampionships by implementing a philosophy of being extraordinary \nat executing the basics. Every season, he would start out with how to \nwear your socks and tie your shoes. \nHis reasoning was based on his principles of success \u2014 if you get a \nblister on your foot, it\u2019s not just that you\u2019re taken out of the game, \nbut you let the team down.\nBut he also knew that practicing the basics in the same way over \nand over would lead to a plateau. According to the science of \nlearning, the key to engaging learners is through novelty. John \nWooden \u201ctricked\u201d his team into practicing the basics by spacing out"}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p27-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 27, "chunk_number": 0, "type": "text", "chroma:document": "6Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nWith a higher velocity team, consider a plan with shorter but more \nfrequent meetings. An SDR making 20 calls a day will have lots of \npractice with customers to implement new skills. But a strategic AE \nwith only one discovery call every two weeks may bene\ufb01t from \nmore infrequent but deeper case-study review sessions to help \nstrategize. \nConclusion\nCommunication with your team is key to ensuring the success of \nany coaching/meeting cadence. Clearly identify the objectives, \nagenda, responsibilities, and expectations for each meeting. \nThe effort of planning ahead and maximizing your training time will \nresult in a more engaged team of salespeople that are able to help \neach other stay on target and grow together.\nWEEK 1\nPipeline update\nBusiness plan review\nExecutive roll up\nWEEK 2\nSkills development\nCall Review\nPipeline update\nWEEK 3\nCareer growth\nSales Coaching\nCall Review\nPipeline update\nWEEK 4\nPipeline Review\nSkills development"}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p23-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 23, "chunk_number": 1, "type": "text", "chroma:document": "slightly off.\n STEP 1.      \nUse different coaching models to increase \nengagement\nThe historic coaching model was based on the \nteacher/coach/leader having all the knowledge and information. \nToday, the information is on the internet, and the primary role of the \ncoach is to guide the process. \nThe 8 different coaching models:\n2\nCoaching 1\nTraining\nCoaching 2\nTeam Roleplay\nCoaching 3\nCoached Roleplay\nCoaching 4\nPeer-to-Peer Roleplay\n \nExplaining key concepts \nbehind the exercise and \nwhat needs to be achieved.\nRoleplay situations where \nthe coach is also included \nso the team can \u201c\ufb01gure it \nout together.\u201d\nLet the team coach each \nother and ensure they focus \non mastering the process.\nSet up your team to \npractice with each other \nusing speci\ufb01c exercises; \nperform several sessions \nuntil the skill is mastered."}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p8-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 8, "chunk_number": 1, "type": "text", "chroma:document": "\u25cf First, give feedback on the process. Once that is mastered, move \non to critiquing execution.\n\u25cf Once they begin to see progress, the team will love using this \nmethod.\nRingRings should be recognized as more challenging than a \ncustomer conversation, because you\u2019re performing them in front of \nyour peers. Celebrate the person\u2019s efforts when they do an amazing \njob in a RingRing!"}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p24-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 24, "chunk_number": 0, "type": "text", "chroma:document": "3Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nCoaching 5\nStudy\nCoaching 6\nSimulate\nCoaching 7\n1:1 Roleplay\nCoaching 8\nReal-Time Coaching\n \nProvide a write-up on the \nmaterials to be tested, like \nWbD blueprints, but also \nTED videos. Study and test.\nLet the team listen to \nrecordings of calls, critique, \nuse a questionnaire, or have \ntop-of-class reviews.\nRoleplay out a 1:1 situation; \nmake small adjustments \nand improve one skill at a \ntime.\nCoach during the call; \ncontrol pace, do not \noverwhelm, and use a WbD \nreal-time coaching card.\nCoaching models 1-4 above are all focused on group coaching, \nwhereas coaching models 5-8 are one-on-one work.\nBy implementing several coaching scenarios, your team will be able \nto optimize their mastery of skills by learning from mentors, peers, \nand deliberate practice.\nNot all learning needs to be manager-led. Make sure the team is set \nup for success to practice on their own and with peers. By teaching"}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p28-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 28, "chunk_number": 0, "type": "text", "chroma:document": "7Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nAdditional open source \ntemplates can be accessed at \nwww.thescienceofrevenue.com\nVideos available on\nthe WbD YouTube Channel\nADDITIONAL RESOURCES FROM"}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p29-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 29, "chunk_number": 0, "type": "text", "chroma:document": "1Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nGreat Questions Coaches Ask\n B L U E P R I N T .\nWord Choice Matters\nA coach is someone who can give \ncorrection without causing \nresentment.\u201d\n\u2014John Wooden\n\u201c\nAs coaches, the questions we ask and the way we ask them can \nchange the dynamic of a conversation.\nTelling someone what to do is not coaching. This only helps with one \nscenario at a time. Instead of a one-way interrogation, transform \nyour conversations into dynamic learning sessions. \nThe ability to ask questions that lead to behavior change is an \nessential management technique that de\ufb01nes coaching. But \nquestions only work if you genuinely care about the response of the \nperson you\u2019re speaking with. You must \ufb01gure out the thought \npatterns behind your students\u2019 actions to help them learn the skills \nand lessons you\u2019re coaching."}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p27-c1-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 27, "chunk_number": 1, "type": "text", "chroma:document": "Business plan review\nExecutive roll up\nWEEK 2\nSkills development\nCall Review\nPipeline update\nWEEK 3\nCareer growth\nSales Coaching\nCall Review\nPipeline update\nWEEK 4\nPipeline Review\nSkills development\nCall review\nPipeline update\nWEEK 5\nPipeline review\nBusiness plan review\nWEEK 6\nSkill development\nCall review\nPipeline update\nWEEK 7\nCareer growth\nSales Coaching\nCall Review\nPipeline update\nWEEK 8\nPipeline Review\nSkills development\nCall review\nPipeline update\nWEEK 9\nPipeline update\nBusiness plan review\nWEEK 10\nSales coaching\nHigh Impact Coaching\nPipeline update\nWEEK 11\nCareer growth\nSales Coaching\nCall Review\nPipeline update\nWEEK 12\nPipeline Review\nSkills development\nCall review\nPipeline update\nWEEK 13\nPipeline update\nPipeline Review"}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p24-c1-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 24, "chunk_number": 1, "type": "text", "chroma:document": "and deliberate practice.\nNot all learning needs to be manager-led. Make sure the team is set \nup for success to practice on their own and with peers. By teaching \nyour team how to give feedback and leading by example, you will \ncreate a positive coaching culture that will exist even when you\u2019re \nnot in the room."}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p26-c1-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 26, "chunk_number": 1, "type": "text", "chroma:document": "and over would lead to a plateau. According to the science of \nlearning, the key to engaging learners is through novelty. John \nWooden \u201ctricked\u201d his team into practicing the basics by spacing out \ncoaching drills that would build on different skills, and practicing \nthem in various scenarios.\nThe best coaches plan their skill development training over time \nwith a path that everyone is aware of.\n4"}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p31-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 31, "chunk_number": 0, "type": "text", "chroma:document": "3Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nAsking Great Coaching Questions\nThe Opener\nIn a meeting or conversation, \ufb01rst impressions make all the difference. If \nyou\u2019re not in the right mindset to deliver or receive feedback, your \nmeeting might be a waste of time.\nWhen starting a coaching meeting, one of the best \nquestions you can ask is \u201cWhat\u2019s on your mind?\u201d \nThis question is powerful because it gives just enough context as to where \nyou want the listener to focus \u2014 personal or business \u2014 as they open up. \nThe biggest bene\ufb01t of this open-ended question is that it\u2019s less likely to \ncause them to fall into a passive response like the all-too-common \ncommon \u201cHow are you?\u201d or \u201cWhat\u2019s going on?\u201d \nPeople ask these generic types of questions all the time, so you typically \nget a default answer such as \u201c\ufb01ne.\u201d The listener answers an open-ended \nquestion in a close-ended way. This is called a conversational cul-de-sac:"}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p33-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 33, "chunk_number": 0, "type": "text", "chroma:document": "5Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nAdding the words \u201cfor you\u201d is a compelling addition \nthat gets the person to be more self-re\ufb02ective, and it \ndeters them from blaming others. Asking this question \nalso encourages a more detailed and personal \nresponse.\nAsk, \u201cWhat are your biggest challenges?\u201d and you might hear \u201cI\u2019m \nworried that I don\u2019t have enough time to prepare for this \npresentation because John still hasn\u2019t sent me last week\u2019s report.\u201d This \nblames someone else and doesn\u2019t help your student get to a solution.\nFollowing that up with \u201cWhat are the real challenges for you?\u201d might \nreveal an answer like \u201cWithout that report, I\u2019m not able to \ufb01nalize the \nagenda for the board meeting.\u201d Now the real challenge of \ufb01nalizing \nthe board meeting agenda becomes the issue to help resolve, not \nJohn not sending the report.\nThis is a valuable follow-up question that helps identify the cause, \neffect, and next steps in a challenge."}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p30-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 30, "chunk_number": 0, "type": "text", "chroma:document": "2Proprietary And Con\ufb01dential  |  Winning By Design\u2122\n\u201cWhy?\u201d\nSemantics make a huge difference in how your coaching questions \nare perceived. Be especially sensitive to the question \u201cwhy?\u201d \nWhy-based questions tend to make people defensive. They can often \nfeel confrontational or judgemental. Consider questions like \u201cWhy \ndid you offer that discount?\u201d or \u201cWhy did you say that to the \ncustomer?\u201d\nIt\u2019s less risky to start with \u201cwhat\u201d or \u201chow\u201d to explore \na person\u2019s thought process behind certain behaviors. \nYour tone also makes a huge difference when asking questions that \nstart with \u201cwhy\u201d \u2014 and it can be a great question in some contexts. \nFor example, when you\u2019re helping a customer uncover a critical \nevent, if they say they need a solution \u201cby January 15th, \u201d then asking \n\u201cWhy is that date important to you?\u201d is perfectly acceptable. \nHowever, if a customer says, \u201cI need a solution by January 15th or I\u2019m \ngoing to get \ufb01red, \u201d then asking \u201cWhy will you be \ufb01red?\u201d may be"}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p34-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 34, "chunk_number": 0, "type": "text", "chroma:document": "6Proprietary And Con\ufb01dential  |  Winning By Design\u2122\n\u201cWhat Else?\u201d\nMost coaches at this stage want to jump in with advice (\u201cWell, this is what you \nneed to do...\u201d). Instead, you should ask, \u201cWhat else...?\u201d Get everything out on the \ntable, just like you would in an effective trade. \n\u201cWhat else is going on?\u201d \nBefore you answer with the advice you want to give, \ufb01nd out what other things are \ncausing your student\u2019s con\ufb02ict. For example, you might learn there are other \nchallenges at play. For example, they might answer, \u201cWe just got new terms, and \nthere are new partners to align with, and there\u2019s a lot of other things on my plate.\u201d \nThe context of these other issues might create a bigger challenge, or you might \n\ufb01nd through talking it out that some items aren\u2019t relevant. Either way, it helps you \nbetter understand your student\u2019s challenges and determine where you want the \nconversation to go.\nStrategize: If You Say \u201cYes\u201d to This, \nWhat are You Saying \u201cNo\u201d To?"}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p35-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 35, "chunk_number": 0, "type": "text", "chroma:document": "7Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nSimple Questions with Complex Answers\nOne of the hardest parts of asking great questions is coming up with them \non the spot. By adding too much context, you risk a lengthier and more \nconvoluted question. A simpler approach is often the most effective.\n\u25cf\u201cWhat do you want?\u201d is one of the hardest simple questions to answer. \nThis question is very challenging for most people, since we spend most \nof our time thinking about what\u2019s not working instead of what we want \nto do about it. This simple question helps you avoid the trap of solving \nthe wrong thing for members of your team.\n\u25cf\u201cWhat would it take?\u201d Sometimes issues feel insurmountable, so they \nneed a fresh take on what an acceptable response or solution looks like. \nAs the coach, you don\u2019t need all the answers. Sometimes the best \nsolution is to help your team come up with many potential solutions."}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p36-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 36, "chunk_number": 0, "type": "text", "chroma:document": "8Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nQuestions to Avoid\nUnlike what we learned in school, there is such a thing as a bad \nquestion. Often, how you ask questions is more important than the \nactual words you use. Be aware that some interpretations of your \nquestions could have the wrong implications.\n\u201cDoes That Make Sense?\u201d \nThe issue with this question is that 99% of the time, you get an \nanswer of \u201cyes\u201d for two reasons. First, answering \u201cno\u201d might imply \nthat the person asking the question is dumb (and you don\u2019t want to \ntell them they\u2019re not as \ufb02uent in the subject as they think). Or second, \nyou say yes because you don\u2019t want to admit that you don\u2019t \nunderstand something, and you\u2019ll just try to \ufb01gure it out later. \n\u201cDoes that make sense?\u201d has the right intent, which is something akin \nto \u201cAre you following?\u201d However, because we get so many false \npositives, it\u2019s a lousy coaching question.\nWe have to ask it differently. \"How will you use what"}


created_at: 2025-05-23 07:42:43
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p31-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 31, "chunk_number": 1, "type": "text", "chroma:document": "get a default answer such as \u201c\ufb01ne.\u201d The listener answers an open-ended \nquestion in a close-ended way. This is called a conversational cul-de-sac: \ninstead of continuing in the same direction, you end up right back where \nyou started. Most people do it out of habit. \n\u201cWhat\u2019s on your mind\u201d is the right balance of context and concern. It\u2019s \nabout your student and what they\u2019re thinking about, and they can choose \nto answer from a personal or business perspective. It helps focus the \nconversation on what\u2019s going on instead of having you as the coach come \nin with a prede\ufb01ned agenda (\u201cHey, I wanted to talk to you about XYZ\u201d)."}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p32-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 32, "chunk_number": 0, "type": "text", "chroma:document": "4Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nWhat Are the Blockers and Challenges \u201cFor You?\u201d\nYou want to ask questions that get your students to reveal any \nchallenges they\u2019re up against. Typical questions might include \u201cWhat \nchallenges do you have?\u201d or \u201cWhat are you struggling with?\u201d or \n\u201cWhat dif\ufb01culties are you facing?\u201d \nThese all have a negative context \u2014 that doesn\u2019t make them bad \nquestions, but they can\u2019t be the only questions you have in your \ncoaching toolkit. \nOften when we\u2019re struggling with something, we blame others, \nusually outsiders. \n\u201cWhat is the real challenge for you?\u201d is a more \ncompelling question that you can follow up with.\nExperience is what enables us \nto recognize mistakes when we \nmake them again.\u201d\n\u2014Franklin P . Jones\n\u201c"}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p33-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 33, "chunk_number": 1, "type": "text", "chroma:document": "John not sending the report.\nThis is a valuable follow-up question that helps identify the cause, \neffect, and next steps in a challenge.\nThis question works because when you rephrase the question to \n\u201cWhat is the real challenge for you?\u201d it cuts out the blame game and \ncauses the person you\u2019re speaking with to look inward. They might \nthink, \u201cOh yeah, I\u2019m trying to do too many things at once, and I\u2019m \nletting the ball drop. Even though it\u2019s easy to blame somebody else, I \nneed to \ufb01gure out how to re-prioritize things for myself.\u201d \nWhat Are the Real Challenges For You?"}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p37-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 37, "chunk_number": 0, "type": "text", "chroma:document": "9Proprietary And Con\ufb01dential  |  Winning By Design\u2122\n\u201cHow Can I Help?\u201d\nThe intent of this question is positive. You want to help your \nstudents, but it also implies that you think they need help. You\u2019re \nputting someone on the spot and asking them to say, \u201cI\u2019m weak. \nYou\u2019re strong. Can you help me out here?\u201d Most people, especially the \nones who need the help the most, will respond negatively to this \nquestion, even though they might not always verbalize it. \nWhen you ask this question, make sure you do it with the right \ncontext, and more importantly, with the right intent. If you realize \nwhat you're saying could be misinterpreted, don't ask the question. \nInstead, rephrase it in a way that suggests you could guide them to a \npath and offer help with a speci\ufb01c solution.\nAdvice Hidden Inside the Question\n\u25cf\u201cDo you think it would be better to show up to the meeting \nprepared next time?\u201d \n\u25cf\u201cDo you think you should\u2019ve asked me \ufb01rst?\u201d"}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p30-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 30, "chunk_number": 1, "type": "text", "chroma:document": "\u201cWhy is that date important to you?\u201d is perfectly acceptable. \nHowever, if a customer says, \u201cI need a solution by January 15th or I\u2019m \ngoing to get \ufb01red, \u201d then asking \u201cWhy will you be \ufb01red?\u201d may be \ninappropriate without more context.\nAsking great questions in coaching is just like asking great questions \nin sales. Word choice matters tremendously. In The Coaching Habit \nby Michael Bungay Stanier, to get into the coaching mindset, always \nmake sure the context is clear. \nTry to guide the conversation with questions, but don\u2019t make it feel \nas if the meeting is all about what you as the leader want to \naccomplish. If you call a meeting and you already know and state \nwhat you want to talk about, it won\u2019t have the same impact as if you \nlet the conversation naturally evolve. By strategically asking \nquestions, you encourage people to stumble over the truth and \nrealize things for themselves."}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p34-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 34, "chunk_number": 1, "type": "text", "chroma:document": "better understand your student\u2019s challenges and determine where you want the \nconversation to go.\nStrategize: If You Say \u201cYes\u201d to This, \nWhat are You Saying \u201cNo\u201d To?\nWhen you do not do what you say you will do, you lose trust. This often happens \ndespite our best intentions to accomplish a task. \nTrying to align projects with different people by asking \u201cWho can take on this \nproject?\u201d often leads to compromising behavior. Your teammates that take on too \nmuch may be overworked, or worse, start dropping the ball. This leads to a bad \ncustomer experience and feelings of burnout. \nSolve this by asking the question, \u201cIf you say \u2018yes\u2019 to this, what \nare you saying \u2018no\u2019 to?\u201d \nThat\u2019s a powerful question because it forces people to realize that just because you \nwant to do everything, doesn\u2019t mean you should do everything. \nSaying no is a potent tool. Empower your team to say things like \u201cThis is what I\u2019m \nsaying \u2018no\u2019 to\u201d or \u201cHelp me prioritize.\u201d Reward the \ufb01rst person on your team who"}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p36-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 36, "chunk_number": 1, "type": "text", "chroma:document": "to \u201cAre you following?\u201d However, because we get so many false \npositives, it\u2019s a lousy coaching question.\nWe have to ask it differently. \"How will you use what \nyou just learned in your new habits / techniques / \nbehavior changes going forward?\u201d\nWhen students have to verbalize back to you, \u201cThese are the steps \nI\u2019m going to take..., \u201d it shows whether what you said made sense \u2014 or \nwhether they're not yet understanding how to apply the idea that you \nhave been discussing."}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p39-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 39, "chunk_number": 0, "type": "text", "chroma:document": "11Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nWith that in mind, you might expect the overly positive \u201cWhat was \nthe best thing you learned today?\u201d to be a good question. But when \nyou say it like that, it\u2019s very clear that you\u2019re guiding your students to \nthe answer you want. You\u2019re implying they should say something \npositive\u2026 but this will back\ufb01re if they\u2019re not feeling positive about \nyou or the conversation. Instead, try the following:\n\u201cWhat was the most useful thing you\u2019re taking away \nfrom our meeting?\u201d\nThe key word in this question is \u201cuseful\u201d because it strikes the right \nbalance between neutral and a soft implication that they should keep \nthings positive. \u201cUseful\u201d implies that you learned something that will \nbene\ufb01t you. It guides the person you\u2019re speaking with without making \nthem feel forced into saying something nice. This type of \nself-re\ufb02ection is an excellent segway into an agreement on next steps \nthat will lead to accountability."}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p40-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 40, "chunk_number": 0, "type": "text", "chroma:document": "12Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nAdditional open source \ntemplates can be accessed at \nwww.thescienceofrevenue.com\nVideos available on\nthe WbD YouTube Channel\nADDITIONAL RESOURCES FROM"}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p37-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 37, "chunk_number": 1, "type": "text", "chroma:document": "Advice Hidden Inside the Question\n\u25cf\u201cDo you think it would be better to show up to the meeting \nprepared next time?\u201d \n\u25cf\u201cDo you think you should\u2019ve asked me \ufb01rst?\u201d \nCoaching through questions requires that you be genuinely \ninterested in discussing the circumstances and thought processes of \nyour students. But when you ask a question that\u2019s really advice or \ndirection, it comes across as patronizing and insincere."}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p34-c2-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 34, "chunk_number": 2, "type": "text", "chroma:document": "Saying no is a potent tool. Empower your team to say things like \u201cThis is what I\u2019m \nsaying \u2018no\u2019 to\u201d or \u201cHelp me prioritize.\u201d Reward the \ufb01rst person on your team who \nsays, \u201cIf you\u2019re asking me to do this, what should I de-prioritize to get it done?\u201d"}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p42-c0-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 42, "chunk_number": 0, "type": "text", "chroma:document": "2Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nREKS De\ufb01nitions\n R esults\nThe speci\ufb01c and measurable outcome of their efforts. Depending on the \nrole (e.g., inbound, outbound) these can include discovery calls, \nmeetings held, opportunities created, deals closed, revenue closed, etc.\n E ffort\nThe de\ufb01ned, speci\ufb01c, and measurable activities that lead to the results \nrequired. This can include calls made, emails sent, social messages sent, \nevents attended, leads converted, and other input activities that are \nleading indicators of results.\n K nowledge\nFormal knowledge encompasses things such as the sales process, \nproduct knowledge, persona pro\ufb01les, industry context, and recognition \nof compelling events that are catalysts for purchasing your solution.\n S kills\nThe core skills necessary to execute on the knowledge. This can include \nthe ability to run a discovery call, effectively demo a solution, handle \nobjections, write a compelling email, or trade during the close phase."}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p41-c0-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 41, "chunk_number": 0, "type": "text", "chroma:document": "1Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nHow to Structure your 1:1 Meeting \n(REKS)\n B L U E P R I N T .\nREKS Coaching Framework\n REKS  is a coaching framework you can use to help your direct reports \nsucceed in their roles. It enables you to coach the key metrics that \nultimately lead to their success. REKS stands for the following:\n R esults    |     E ffort    |     K nowledge    |     S kills\nEach rep\u2019s REKS goals should be established and communicated \nregularly. If changes are made to these goals, they should be \nclearly articulated. \n1:1 Individualized Coaching\nAs a coach, your direct reports will look to you for guidance on how to \nlevel up their careers as well as their current job performance. The most \nloved managers are able to \ufb01nd the right balance of focusing on \nperformance and development.\nThe secret to great 1:1 meetings is being prepared, insightful, and \nef\ufb01cient. One of the best ways to gain ef\ufb01ciency is to discuss certain"}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p43-c0-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 43, "chunk_number": 0, "type": "text", "chroma:document": "3Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nReview\nCollate and review the data for the agreed-upon previous time \nperiod, and compare performance over time.\nAnalysis\nAnalyze the data to hypothesize any potential challenges or \nopportunities. Leverage the REKS decision tree (see page 4) to \ndiagnose the rep\u2019s current performance and understand their issues: \nHow does this compare to their historical performance?\nIf they continue on the current trajectory, will they achieve \ntheir goals?\nAgenda\nSet a clear agenda for your 1:1 meeting:\nOpen the meeting with clear goals and time objectives\nReview the actions from last week\nDiscuss REKS analysis\nHave growth conversation\nCreate an action plan\nSet actions with completion dates\nHow to prepare: \n\u25cf Obtain the required \ndata from relevant \ndata sources\nHow to prepare: \n\u25cf Send the agenda \nahead of the meeting\n\u25cf Prior to the meeting, \nrequest any \nnecessary \ninformation\n1\n2\n1\n2\n3\n4\n5\n6\nHow to prepare: \n\u25cf Leveraging the rep\u2019s"}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p38-c0-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 38, "chunk_number": 0, "type": "text", "chroma:document": "10Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nEnding On a Positive \u2014 Even When it Doesn\u2019t \nAlways Feel That Way\nCoaching is about changing behavior to get different results or \noutcomes. Being self-re\ufb02ective helps you form a stronger memory \nwhen you recall information. \nPeaks, Valleys, and the End\nPeople re\ufb02ect on a memory at three moments: the peak (the highest \npoint), the valley (the lowest point), and how it ends. \nImagine you put your hand in ice water for two minutes and then \nre\ufb02ect on the experience. Then imagine you submerge your hand for \nthree minutes in ice water and move it to lukewarm water at the end \nand then re\ufb02ect on the experience. You would have different \nmemories based on those two experiences. \nThe ending of the experience with the lukewarm water will feel much \nmore favorable because you had that relief at the end \u2014 even though \nyour hand was in ice water for longer.\nEnding on a positive note is especially important when you\u2019re having a"}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p46-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 46, "chunk_number": 0, "type": "text", "chroma:document": "6Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nAction Plan\nOnce a plan has been decided for REKS and growth conversations, \nask your reps to identify the actions they\u2019re going to take and set \nrealistic dates:\nHow to prepare: \n\u25cf Review previous goals \u2014 \nwhat is their track \nrecord of completion?\nHow to prepare: \n\u25cf For the next meeting, \nask reps to come \nprepared to report on \ntheir progress\nCommit\nOnce you\u2019ve agreed upon and committed to goals, track them in a \nshared space.\n\u25cf Check: \u201cAre these targets achievable?\u201d\n\u25cf Ask: \u201cHow can I help you to achieve these goals?\u201d\n\u25cf Agree: What happens if you don\u2019t achieve these goals \nin the agreed-upon time?\u201d"}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p47-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 47, "chunk_number": 0, "type": "text", "chroma:document": "7Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nAdditional open source \ntemplates can be accessed at \nwww.thescienceofrevenue.com\nVideos available on\nthe WbD YouTube Channel\nADDITIONAL RESOURCES FROM"}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p45-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 45, "chunk_number": 0, "type": "text", "chroma:document": "5Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nHow to prepare: \n\u25cf Form a hypothesis of \nwhat the rep needs \nto do more or less of \n\u2014 and what they\u2019ll do \ndifferently\nREKS Conclusion\nOnce you diagnose their performance, ask two questions:\nWhat are you going to do more or less of?\nHow are you going to do that differently?\nUse the REKS decision tree as a coaching opportunity; this is not the \ntime to tell people WHAT to do. \nFollow the Socratic method and ask them HOW their actions are \ngoing to help them achieve their goals.\nGrowth Conversation\n1:1s can be repetitive, so you can\u2019t focus solely on the rep\u2019s \nperformance against REKS. You need to support their career growth \nto build trust and enable them to succeed. Each week should have a \ndifferent growth focus. For example:\nWeek 1 Business plan \nreview\nThe rep is accountable for reviewing their previous month\u2019s \nperformance, outlining goals for the following month, and creating a"}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p44-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 44, "chunk_number": 0, "type": "text", "chroma:document": "4Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nREKS Decision Tree\nLeverage the REKS decision \ntree to diagnose the rep\u2019s \ncurrent performance and \nunderstand their issues.\nResults at Target?\nWas their activity \nat target?\nGreat! Are they the \nhighest in the team?\nEFFORT ISSUE\n1:1 Conversation is \non increasing effort\nAre they certi\ufb01ed on \nknowledge modules?\nKNOWLEDGE ISSUE\n1:1 Conversation is \non certi\ufb01cation for \nmodules\nReview CRs and \nwork - email, call, \ndemo - of the rep\nSKILLS ISSUE\n1:1 Conversation is \non skills to practice\nNO YES\nNO YES\nNO YES"}


created_at: 2025-05-23 07:42:44
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p41-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 41, "chunk_number": 1, "type": "text", "chroma:document": "performance and development.\nThe secret to great 1:1 meetings is being prepared, insightful, and \nef\ufb01cient. One of the best ways to gain ef\ufb01ciency is to discuss certain \ntopics with the appropriate frequency. Routine and structure build trust, \nbut discussing career development opportunities every week may not \nleave enough time to tackle week-to-week performance issues.\nVary the topics you need to cover in 30- to 60-minute meetings \nthroughout the month. Use your 1:1s to build a customized plan to which \nboth you and your team feel accountable."}


created_at: 2025-05-23 07:42:45
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p43-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 43, "chunk_number": 1, "type": "text", "chroma:document": "data sources\nHow to prepare: \n\u25cf Send the agenda \nahead of the meeting\n\u25cf Prior to the meeting, \nrequest any \nnecessary \ninformation\n1\n2\n1\n2\n3\n4\n5\n6\nHow to prepare: \n\u25cf Leveraging the rep\u2019s \ndata, understand the \npath that your \nconversation \nshould follow"}


created_at: 2025-05-23 07:42:45
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p49-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 49, "chunk_number": 0, "type": "text", "chroma:document": "2Proprietary And Con\ufb01dential  |  Winning By Design\u2122\n Scenario 1   Person is open to feedback and values your advice.\n\u25cfIn this scenario, help set the context. Ask questions that will help \nthem understand and incorporate the feedback you\u2019re giving them to \nimprove.\n Scenario 2   Person is typically open to feedback, but other parts of \ntheir work/life are causing distractions.\n\u25cfBefore you deliver your feedback, ask or assess whether they are in \nthe right mindset to receive it. Your best intentions will back\ufb01re if \nyou deliver the right message at the wrong time. \n\u25cfIf they are not able to digest your feedback, \ufb01nd a better time \ninstead of forcing it when it\u2019s not convenient.\n Scenario 3   Person is not open to feedback because they do not value \nyour advice or they believe they are more of an expert than you.\n\u25cfWord choice and semantics are critical. If you attempt to deliver \nfeedback through questions, the person will interpret this as \npatronizing as they \u201cknow what you\u2019re doing.\u201d"}


created_at: 2025-05-23 07:42:45
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p48-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 48, "chunk_number": 0, "type": "text", "chroma:document": "1Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nHow to Handle Candid Conversations\n B L U E P R I N T .\n\u201cI\u2019ve been noticing some pushback. \nWhat would you like to change?\u201d\nCoaching with positive reinforcement is powerful in group settings \nand during 1:1s, but there will be times when you need to have direct \nconversations about negative circumstances.\nConfrontation has an emotional component; it\u2019s never easy giving \nsomeone bad news or constructive feedback about something that \nmay not be taken well. Your job as a leader is to help your team to be \nsuccessful. If someone is interfering with personal targets or their \nbehavior is affecting others, it\u2019s best to confront the situation quickly \nto minimize collateral damage.\nIntent Matters More Than Execution\nGiving feedback is about helping the other person and achieving \ncoaching moments that will develop them professionally. Before you \nstart the conversation, determine your desired outcome and work"}


created_at: 2025-05-23 07:42:45
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p50-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 50, "chunk_number": 0, "type": "text", "chroma:document": "3Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nHow to Structure a Confrontational Conversation\nAsk if the circumstances on which you\u2019re delivering feedback are \nunusual or came about due to factors outside of the person\u2019s \ncontrol. Their answer could change your recommendation. \nA.If circumstances were unusual but their intent was correct, give \nthem a pass. \nB.If circumstances were not unusual and they deliberately behaved \nin a way that you know is likely to be repeated if not corrected, \nproceed to Step 2.\nAsk them to verify what process is expected for this situation.\nA.Are they aware of what good looks like? If not, teach them. This is \nsimply a knowledge gap \u2014 no need to escalate to confrontation.\nB.If they know what was expected but intentionally chose to behave \na different way, this is likely a skill gap. Proceed to Step 3:\nExplain your perspective. \u201cThis is how I interpret the situation\u2026 Can \nyou see it from my perspective?\u201d At this stage, they will realize you\u2019re"}


created_at: 2025-05-23 07:42:45
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p38-c1-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 38, "chunk_number": 1, "type": "text", "chroma:document": "more favorable because you had that relief at the end \u2014 even though \nyour hand was in ice water for longer.\nEnding on a positive note is especially important when you\u2019re having a \nchallenging conversation or coaching session, but remember not to \nforce your agenda on your students. \nHIGHEST \nPOINT\nFigure 1. The three key moments that people re\ufb02ect on when recalling memories\nLOWEST \nPOINT\nENDING"}


created_at: 2025-05-23 07:42:45
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p45-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 45, "chunk_number": 1, "type": "text", "chroma:document": "different growth focus. For example:\nWeek 1 Business plan \nreview\nThe rep is accountable for reviewing their previous month\u2019s \nperformance, outlining goals for the following month, and creating a \nplan to execute. You should challenge the rep, clear any obstacles, and \ncoach them toward a positive result.\nWeek 2 Pipeline review The rep presents their pipeline, with the manager reviewing and \nchallenging opportunities as required.\nWeek 3 Skills development Identify any gaps in the rep\u2019s skills. Dedicate time to educating them on \nthose gaps and building a plan to bridge them.\nWeek 4 Career growth Work with the rep to de\ufb01ne personal and career goals. Then collaborate \nto map their current skills and abilities against the required skill sets. \nPrioritize those skills and goals to create an action plan.\nPRO TIP: Align the velocity \nof these conversations with \nthe velocity of the role. For \nexample, if you\u2019re in a \nhigh-velocity environment, \nthese conversations should"}


created_at: 2025-05-23 07:42:45
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p51-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 51, "chunk_number": 0, "type": "text", "chroma:document": "4Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nIs the circumstance unusual or \ndid it come about due to factors \noutside of the person\u2019s control? \nAsk them to verify what \nprocess is expected for this \nsituation. Are they aware of \nwhat good looks like?\nGive a pass\nKNOWLEDGE ISSUE\nTeach them. \nThis is simply a \nknowledge gap\nPotentially a SKILLS ISSUE.\nExplain your perspective. \nDiscuss 1 or more of the \nfollowing to correct the issue:\nNO YES\nNO YES\nSet an expectation for when \ncorrective action should be taken\nFigure 1. Structure of a confrontational conversation\nIdentify what correction \ncan they make to \nimplement the right \nprocess\nCreate a performance \nimprovement plan \ntogether to clearly de\ufb01ne \nexpectations\nClarify what will happen \nthe next time this \nsituation arises if no \nchange is made\n1\n2 3\n4\n5"}


created_at: 2025-05-23 07:42:45
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p52-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 52, "chunk_number": 0, "type": "text", "chroma:document": "5Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nCreate accountability:\nA.Set a date by which you expect them to take corrective \naction. Be clear on how you will hold them accountable to \ntheir word. This may be immediate, or it may be ad hoc if the \nsituation happens in an unpredictable time frame.\nB.Be fair but not threatening.\nIndividuals are rarely able to see the opportunities to improve their \nown performance, which makes the role of the coach so important. \nWhen possible, have video recordings of their behavior to review \ntogether as you coach. This is the most powerful way to avoid the \nDunning-Kruger Effect (when people with low ability to do a task \noverestimate their own ability).\nAs an independent observer and coach who knows the goals your \nteam is trying to achieve and how they\u2019re trying to get there, you are \nin the best position to identify the behavior changes required to \nachieve high performance.\nCandid Conversations Are...\n5\nFocused on achieving"}


created_at: 2025-05-23 07:42:45
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p53-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 53, "chunk_number": 0, "type": "text", "chroma:document": "6Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nHelp Your Team Receive Feedback\nA strong professional relationship is based on consistency \nand accountability.\nTo help your team receive constructive feedback, you need to \nbuild a strong professional relationship based on consistency \nand accountability:\n\u25cf  Consistency  starts by making regular meetings with your team a \npriority \u2014 don\u2019t reschedule your 1:1s and team meetings. You \nneed to ensure consistent intent and stay continually focused on \nthe collective as well as each individual rep\u2019s \u2018why\u2019.\n\u25cf  Accountability  isn't just about ensuring your team is hitting \ntheir REKS goals. It begins with leading by example and \ncompleting any actions from your 1:1s and team meetings in a \ntimely manner. Be the champion of the group\u2019s agreed-upon \ncoaching principles.\nWhen consistency and accountability are implemented \nhand-in-hand, they build trust within your team and create an \nenvironment of positive reinforcement."}


created_at: 2025-05-23 07:42:45
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p50-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 50, "chunk_number": 1, "type": "text", "chroma:document": "Explain your perspective. \u201cThis is how I interpret the situation\u2026 Can \nyou see it from my perspective?\u201d At this stage, they will realize you\u2019re \nholding them accountable to behave in a certain way and that your \nexpectations were not met. \nOffer the options you see. Give them the power to take the right \nsteps to \ufb01x or alter their behavior. Do not attack them or their \ncharacter, and do not force them to do this exactly the way you want \nthem to. For example:\nOption 1: What correction can they make to implement the right \nprocess?\nOption 2: Create a performance improvement plan together to \nclearly de\ufb01ne expectations.\nOption 3: What will happen the next time this situation arises if no \nchange is made?\n1\n2\n3\n4"}


created_at: 2025-05-23 07:42:45
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p48-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 48, "chunk_number": 1, "type": "text", "chroma:document": "Giving feedback is about helping the other person and achieving \ncoaching moments that will develop them professionally. Before you \nstart the conversation, determine your desired outcome and work \nout the best strategy to achieve that.\nBehavior psychologists have found that any time you call someone \nout directly for doing something wrong, it is human behavior to \nbecome defensive. When this happens, learning or improvement is \nnearly impossible. Therefore, if you\u2019re giving feedback in hopes of \nseeing behavior change, adjust your strategy based on a few \ncommon scenarios."}


created_at: 2025-05-23 07:42:45
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p45-c2-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 45, "chunk_number": 2, "type": "text", "chroma:document": "PRO TIP: Align the velocity \nof these conversations with \nthe velocity of the role. For \nexample, if you\u2019re in a \nhigh-velocity environment, \nthese conversations should \nhappen regularly. With \nmature \ufb01eld sales reps, they \nshould be spread out over the \nquarter.\n1\n2"}


created_at: 2025-05-23 07:42:45
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p54-c0-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 54, "chunk_number": 0, "type": "text", "chroma:document": "7Proprietary And Con\ufb01dential  |  Winning By Design\u2122\n Tool 2   Ensure the feedback is targeted. \nConstructive feedback should be:\n\u25cf Objective \u2014 Based on the application of a skill to the agreed-upon framework \nor based on the results/effort applied to the agreed-upon goals\n\u25cf Actionable \u2014 Limit the amount of feedback you provide so that it\u2019s actionable\n\u25cf Timely \u2014 Don\u2019t let time distort everyone\u2019s memory; provide feedback at the \n\ufb01rst available moment\n\u25cf Speci\ufb01c \u2014 Don\u2019t be vague; use speci\ufb01c customer calls, emails, and employee \nengagements\n Tool 3   Consider delivering your feedback through questions. \nBy asking questions instead of leading with statements, you stimulate critical \nthinking and provide context to the candid conversation. For example:\nObservation Question\nSomeone is pitching instead of diagnosing.\nWhat is the impact of solving the customer's \npain points? How did the customer respond \nwhen you said...\nThe rep is doing all of the talking during a \ncustomer meeting."}


created_at: 2025-05-23 07:42:45
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p56-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 56, "chunk_number": 0, "type": "text", "chroma:document": "1Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nRun Team Meetings for \nSkill Development\n B L U E P R I N T .\nBoring openers to avoid\n\u201cThank you for coming today. It\u2019s an honor \nto speak with you.\u201d \nBleh! This common opening line is not the way to capture attention. It \nsounds canned, cliche, and misses the best opportunity to grab your \naudience's attention.\n\u201cThe method we were taught in school is \nbased on a lie.\u201d  \nThis opener offers intrigue. Your audience may not be sure if they agree \nyet, but it evokes curiosity.\nLike the opening to a keynote speech, the opening of your team meeting \nis a critical opportunity to engage your audience! The most seasoned speakers \nare focused on captivating listeners with a message that resonates.\nIn order for you to prepare for your next large team meeting, here are \nsome steps that will help you get started. This blueprint will teach you how \nto execute two types of team meetings, those focused on skill development"}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p52-c1-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 52, "chunk_number": 1, "type": "text", "chroma:document": "in the best position to identify the behavior changes required to \nachieve high performance.\nCandid Conversations Are...\n5\nFocused on achieving \nthe rep\u2019s \u201cWHY.\u201d \nNot an opportunity\n to attack. \nNot urgent, \nbut important.\nIf your intention is truly to \nhelp your reps achieve their \npersonal and professional \ngoals, then all feedback is \nconstructive and should not \nbe dif\ufb01cult.\nBy using the blueprints as \nan agreed-upon way to \nperform, you enable reps \nand their peers to provide \nobjective feedback without \napplying personal \njudgment, whether that be \nin 1:1, 1:few, or 1:many \ncoaching scenarios.\nCandid conversations are \noften overlooked because \nmore urgent issues come \nup \u2014 or because \nconfrontation may have \nnegative consequences. \nHave them anyway."}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p49-c1-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 49, "chunk_number": 1, "type": "text", "chroma:document": "\u25cfWord choice and semantics are critical. If you attempt to deliver \nfeedback through questions, the person will interpret this as \npatronizing as they \u201cknow what you\u2019re doing.\u201d\n\u25cfHave a casual conversation, instead of coaching through questions. \n\u25cfMinimize any aggressive or confrontational word choices:\n\u25cb\u201cHow can I help?\u201d can imply that you\u2019re able to help them in a way \nthey can\u2019t help themselves. This signals that you have more \npower/skills/expertise, which can lead to a negative reaction.\n\u25cb\u201cI\u2019m proud of you\u201d has a parental connotation, potentially making \nthe person you\u2019re speaking with feel lesser or lower than you. \nInstead try \u201cI\u2019m impressed by you.\u201d\nYou have the ability to create an operating environment in which your \nteam members can be honest and constructive with one another. Give \nthem the tools to have candid conversations about opportunities to \nimprove their performance."}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p57-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 57, "chunk_number": 0, "type": "text", "chroma:document": "2Proprietary And Con\ufb01dential  |  Winning By Design\u2122\n MEETING 1.\nSkill Development & The Key Learning Objective\nEvery session you lead should have a clear purpose (or what we call a \nlearning objective). The learning objective is the reason you\u2019re \nspeaking. To clarify how you\u2019ll explore this topic, break it down into \nthree sections. Explain what the audience will 1) know, 2) be able to \ndo, and 3) think about by the end of the session.\nFor example, here\u2019s the learning objective if you were teaching \nquestion-based selling using the SPI framework:\n1\nAt the end of this session, you \nwill KNOW how to categorize \ndiagnostic questions into S, P , \nand I with context vs. no context\nYou will BE ABLE TO ask \nclosed-ended questions with \ncontext before asking \nopen-ended questions\nYou will THINK ABOUT \nhow to prepare effective \nquestions based on \ndesired answers\nCreating learning objectives will help you re\ufb01ne the message for the"}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p55-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 55, "chunk_number": 0, "type": "text", "chroma:document": "8Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nAdditional open source \ntemplates can be accessed at \nwww.thescienceofrevenue.com\nVideos available on\nthe WbD YouTube Channel\nADDITIONAL RESOURCES FROM"}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p56-c1-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 56, "chunk_number": 1, "type": "text", "chroma:document": "some steps that will help you get started. This blueprint will teach you how \nto execute two types of team meetings, those focused on skill development \nfor a big group and weekly meetings that combine performance and \ndevelopment reviews."}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p58-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 58, "chunk_number": 0, "type": "text", "chroma:document": "3Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nThe solution? Create a plan that outlines your opening lines, \ntransitions, and any exercises or activities that are relevant to \nreinforce your session. \nBelow is a sample plan for a one-hour session on SPI questions:\nTime (hh:mm) Speaker Notes / Whiteboard Image Transitions and Questions to Ask \n0:00-0:08 Agenda: Review previous material; example of ACE \nand Agenda\nDid the customer open up to you by \nadding an item to the agenda?\n0:08-0:20 Topic 1: Close-ended Situational questions\n\u25cf Context vs. no context (How many employees? \nvs. I noticed you have 100 employees; is that \nright?) Use this to build trust, show you care\n\u25cf Situational = answer with yes/no or fact\nDon\u2019t tell someone to \u201ctrust you\u201d or say \n\u201cI\u2019m an expert.\u201d Prove it by demonstrating \nresearch. Don\u2019t just say, \u201cI did a bunch of \nresearch on you, but may I ask, what do \nyou do?\u201d\n0:20-0:30 Topic 2: Pain (open-ended)\n\u25cf Typically start with \u201cHow\u2026\u201d or \u201cWhat\u2026\u201d"}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p54-c1-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 54, "chunk_number": 1, "type": "text", "chroma:document": "What is the impact of solving the customer's \npain points? How did the customer respond \nwhen you said...\nThe rep is doing all of the talking during a \ncustomer meeting.\nWhat do you think the customer was thinking \nat this point of the conversation? What other \nways could you deliver that message?\n Tool 4   Help them take action. \nThis is particularly pertinent for manager-led coaching conversations. \nAsk the person receiving the feedback:\n\u25cf What are you willing to commit to doing?\n\u25cf What support do you need from me and the team?\nWhen building a high-performance coaching culture, you and your team must continually \nstrive to improve your performance and ultimately your results, so candid conversations \nare inevitable. This framework and these tools will give you the con\ufb01dence to have the \ncandid conversations required to build a strong coaching culture."}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p57-c1-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 57, "chunk_number": 1, "type": "text", "chroma:document": "context before asking \nopen-ended questions\nYou will THINK ABOUT \nhow to prepare effective \nquestions based on \ndesired answers\nCreating learning objectives will help you re\ufb01ne the message for the \ngroup you\u2019re speaking with. Be speci\ufb01c: it\u2019s common for experts to \nbe able to take their insights in many different directions. Focus on \nthe key learning objective to avoid distraction from what you\u2019re \ntrying to cover.\nFocus question\nPrepare a question for your audience to ask themselves (that your \nsession will answer). For example, \u201cHow do we encourage customers \nto trust us and open up when we ask questions?\u201d\nCreate a plan\nIt\u2019s surprisingly hard to keep track of time when you\u2019re speaking in \nfront of a group. Professionals start and end on time, delivering the \ndesired outcome within the agreed upon constraints.\nBut no one likes listening to a robot. We have trouble connecting \nwith speakers who come across as too rehearsed. On the \ufb02ip side,"}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p60-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 60, "chunk_number": 0, "type": "text", "chroma:document": "5Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nBelow is an example of a weekly meeting outline with allocated times \nthat could form part of your agenda:\nStep Description Prepare Duration \nReview Collate and review data for the agreed-upon previous time \nperiod and compare performance over time.\nObtain the required \ndata from the \nrelevant data \nsources\n5 mins\nUpdate Provide an update on how the team is performing against \ntheir REKS objectives for the business period. Leverage your \nleaderboards for \u201cresults\u201d and \u201ceffort\u201d to create a competitive \nspirit. When done correctly, this can be a great motivator for \nthe team and help build a stronger culture.\nConduct gap \nanalysis to identify \nareas of focus\n5 mins\nWins Ask reps to share their wins and accomplishments. This \ndoesn\u2019t need to be a won deal; it could be securing a large \nmeeting, negotiating terms, etc.\nCome prepared with wins and accomplishments from the \npast week to prompt reps to share speci\ufb01c events\nReview your reps\u2019"}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p53-c1-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 53, "chunk_number": 1, "type": "text", "chroma:document": "coaching principles.\nWhen consistency and accountability are implemented \nhand-in-hand, they build trust within your team and create an \nenvironment of positive reinforcement.\nTools For Providing Feedback\nGiving feedback doesn\u2019t come easy for many people, but it\u2019s the most \nimportant conversational tool for creating the change required to \nachieve your performance goals. Here are a few ways to make sure \nyour feedback is impactful:\n Tool 1   Align your feedback with their motivations.\nWhen providing candid feedback, it\u2019s important to ensure you have \nthe right motives for providing the feedback.\n1. Is your aim to improve the situation and enable them to succeed?\n2. Is the behavior you\u2019re asking them to re\ufb02ect on improving or \nimpeding their goals?"}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p61-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 61, "chunk_number": 0, "type": "text", "chroma:document": "6Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nAlign the velocity of these meetings with the selling velocity of your \nsales team. For instance, BDRs and AEs in a high-velocity \nenvironment should meet weekly. Field sales reps in an enterprise \nsale could achieve success with meetings every two weeks instead.\nWhen meetings are held regularly and focused on helping reps \nsucceed (rather than beating them with a stick to improve or solely \nto collect information from them), they can band the team together \ntowards a common goal and build trust between individual reps as \nwell as collectively across the team.\nAnnex: Activities to reinforce and engage\nRoleplay - RingRing \nThroughout your lesson, perform mini-breakout RingRing sessions. \nHave each rep turn to their partner or have everyone stand up and \n\ufb01nd an area to huddle in groups of two to four, and practice a key \nlesson. \nRemind everyone how to set up a RingRing:\n\u25cf Skill: Start with \u201cwhy\u201d"}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p58-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 58, "chunk_number": 1, "type": "text", "chroma:document": "research. Don\u2019t just say, \u201cI did a bunch of \nresearch on you, but may I ask, what do \nyou do?\u201d\n0:20-0:30 Topic 2: Pain (open-ended)\n\u25cf Typically start with \u201cHow\u2026\u201d or \u201cWhat\u2026\u201d\n\u25cf Not just negative (What challenges are you \nunhappy with\u2026?)\n\u25cf Answers to pain questions usually point inward: \ntakes too much time, it\u2019s frustrating, no visibility, \netc.\nAsking closed- before open-ended \nquestions helps build context; the \ncustomer knows how to respond.\n0:30-0:40 Topic 3: Impact\n\u25cf Your goal is to get them to point to increased \nrevenue, reduced cost (rational), better \ncustomer/user experience (emotional)\n\u25cf Don\u2019t ask too early in the convo; it sounds \nsalesy\n\u25cf Answers to impact questions connect two \nparts of the business (if we \ufb01x this for Sales, \nthen the Product team can...) or align to \nexecutive priorities\nOpeners: Has that led to..., how does that \naffect..., the last time this happened, did \nthat cause\u2026?\n0:40-0:50 Workshop: Practice putting it all together: \n\u25cf ACE only\n\u25cf Agenda only"}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p62-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 62, "chunk_number": 0, "type": "text", "chroma:document": "7Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nPolls / Pop Quiz / Kahoot\nCreate a surprise moment where there\u2019s a little competition. \nKahoot is an online app that everyone can download on their \nsmartphone. It allows for real-time polls with scores dependent \non time and correct answers \u2014 it becomes the leaderboard for all \nindividuals in the room.\nIf performing polls or pop quizzes without technology, follow \nthese steps:\n\u25cf Choose one student to answer the \ufb01rst poll question; \ndiscuss the answer\n\u25cf Ask that student to choose the next student\n\u25cf The next student reads the second poll question and answers; \ndiscuss the answer\n\u25cf Continue until all questions are complete\nBreakout Rooms\n\u25cf These are best done in groups of three so that everyone has a \nchance to practice and watch others engage. When there are just \ntwo people per group, sometimes one person is away from the \nscreen (taking a break, going to the bathroom, etc.) so the other \nperson is stuck solo."}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p57-c2-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 57, "chunk_number": 2, "type": "text", "chroma:document": "desired outcome within the agreed upon constraints.\nBut no one likes listening to a robot. We have trouble connecting \nwith speakers who come across as too rehearsed. On the \ufb02ip side, \nsomeone who wings it or struggles with organizing their thoughts \ncan also detract from the power of their message."}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p60-c1-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 60, "chunk_number": 1, "type": "text", "chroma:document": "meeting, negotiating terms, etc.\nCome prepared with wins and accomplishments from the \npast week to prompt reps to share speci\ufb01c events\nReview your reps\u2019 \nweeks to help them \nshare positive \nevents\n10 mins\nCustomer \nStories\nSharing customer stories is key to learning. Identify two reps \nto share a positive or negative customer engagement \nleveraging the SPICED framework.\nIdentify relevant \ncustomer stories \namong the team\n10 mins\nRe\ufb02ection \nExercise\nGo around the team and ask them to identify the effort, \nknowledge, or skills they are going to:\n\u25cf STOP doing, because it wasn\u2019t working\n\u25cf START doing, to identify and test another activity/skill to \nachieve their goal\n\u25cf KEEP doing, because of previous success\nSee more exercises in the Annex below\nReview notes from \nthe previous \nmeeting\n10 mins\nAction Ensure everyone is clear on what tasks they are committing to \nin the coming week to move them closer to their REKS goals.\nCreate a shared \nplace to keep \nactions from these"}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p59-c0-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 59, "chunk_number": 0, "type": "text", "chroma:document": "4Proprietary And Con\ufb01dential  |  Winning By Design\u2122\n MEETING 1.\nWeekly Team Meetings\n2\n PROGRESSION OF THE CONVERSATION.\nReview\nProgress Check\nExercise\nUpdate\nAction\nAgenda\nPrep\nWins/Accomplishments\nCustomer Stories\nIn a collaborative coaching culture, you must continuously connect \nyour team to their \u201cwhy.\u201d Point them towards a common goal and \nprovide them with an opportunity to learn from each other\u2019s wins \nand losses. A well-run weekly meeting is the perfect opportunity to \ndo all of this while motivating your reps for the week ahead.\nAs your team grows and scales, repurpose your meetings to ensure \nyou\u2019re still delivering value. If a meeting is perceived as something \nthat could\u2019ve been handled over an email, you\u2019ll lose engagement.\nDelegate responsibility for different parts of the meeting \u2014 this will \nallow for leadership development and create a more interesting \nmeeting, since it allows many voices to be heard.\nFigure 1. The key topics in an effective weekly team meeting."}


created_at: 2025-05-23 07:42:46
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p63-c0-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 63, "chunk_number": 0, "type": "text", "chroma:document": "8Proprietary And Con\ufb01dential  |  Winning By Design\u2122\nAdditional open source \ntemplates can be accessed at \nwww.thescienceofrevenue.com\nVideos available on\nthe WbD YouTube Channel\nADDITIONAL RESOURCES FROM"}


created_at: 2025-05-23 07:42:47
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p61-c1-t
encoding: FLOAT32
metadata:
{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 61, "chunk_number": 1, "type": "text", "chroma:document": "\ufb01nd an area to huddle in groups of two to four, and practice a key \nlesson. \nRemind everyone how to set up a RingRing:\n\u25cf Skill: Start with \u201cwhy\u201d\n\u25cf Scene: When would you use this skill in real life?\n\u25cf Set-up: Who will be playing the salesperson? Customer? Coach?\n\u25cf Start: Do you have any questions?\n\u25cf Feedback: Evaluate process, then execution"}


created_at: 2025-05-23 07:42:47
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p58-c2-t
encoding: FLOAT32
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 58, "chunk_number": 2, "type": "text", "chroma:document": "Openers: Has that led to..., how does that \naffect..., the last time this happened, did \nthat cause\u2026?\n0:40-0:50 Workshop: Practice putting it all together: \n\u25cf ACE only\n\u25cf Agenda only\n\u25cf ACE + Agenda\n\u25cf Wagons only\n\u25cf ACE + Agenda + Wagons\nHave one student demonstrate with you. \nThen orchestrate roleplay between \nstudents. Finally, do breakouts, having \neveryone partner up.\n0:50 - 1:00 Wrap Up: What did you learn that you didn\u2019t know \nbefore?\nWhat will you apply this week?"}


created_at: 2025-05-23 07:42:47
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p62-c1-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 62, "chunk_number": 1, "type": "text", "chroma:document": "two people per group, sometimes one person is away from the \nscreen (taking a break, going to the bathroom, etc.) so the other \nperson is stuck solo.\n\u25cf If on-site, use different parts of the room or even the hallways.\nIt\u2019s really valuable to get people up and moving!\nIndex Cards\n\u25cf Hand out four index cards at the start of your team meeting.\n\u25cf Periodically ask students to write a number on one side and an \nanswer or re\ufb02ection on the back. \n\u25cf Example: \u201cOn the back of your card, write the #2. On the front, \nwrite a Pain question. When done, pass your card to the person \non your right. Now read their card. If you agree it\u2019s a pain \nquestion, write an answer that a customer would give for that \nquestion. If you disagree, rewrite the question to make it an \nopen-ended Pain question.\u201d"}


created_at: 2025-05-23 07:42:47
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p60-c2-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 60, "chunk_number": 2, "type": "text", "chroma:document": "meeting\n10 mins\nAction Ensure everyone is clear on what tasks they are committing to \nin the coming week to move them closer to their REKS goals.\nCreate a shared \nplace to keep \nactions from these \nmeetings to review\n5 mins\nEnsure meetings are scheduled with enough advance warning that \nyour team plans other meetings around them. When team meetings \nhappen consistently and provide value, your team will prioritize them."}


created_at: 2025-05-23 07:42:47
topic: persistent://default/default/194e6d07-4895-4c55-a4c9-bca19fdc5be0
id: 57c71123-667c-4e70-a2f0-cd16f7cc4f95-p1-c2-t
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{"document_uuid": "57c71123-667c-4e70-a2f0-cd16f7cc4f95", "page_number": 1, "chunk_number": 2, "type": "text", "chroma:document": "Skills: The core skills necessary to \nexecute on the knowledge. This can \ninclude the ability to run a discovery call, \nrun an effective demo, handle objections, \nwrite a compelling email, or trade during \nthe close phase.\nUnderstanding the REKS framework helps visualize a clear path to success for sales \nprofessionals, and also provides a framework for collaborating with your team. Everyone \nagrees to clear coaching principles, like how you should communicate with each other if \ngoals are being missed or achieved, and whether skills are present or not being \nimplemented.\nREKS"}


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      <th>3</th>
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      <th>6</th>
      <th>7</th>
      <th>8</th>
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  <tbody>
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      <td></td>
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      <td>Research</td>
      <td></td>
      <td>Rational \n I mpact</td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
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    <tr>
      <th>1</th>
      <td></td>
      <td>PROVOKE</td>
      <td>Current \n S ituation\n&amp;  P ain\nWinning by Design™</td>
      <td></td>
      <td>New \n S ituation\nPositive\n I mpact</td>
      <td></td>
      <td></td>
      <td>Emotional\n I mpact</td>
      <td>C ritical \n E vent</td>
      <td></td>
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    <tr>
      <th>2</th>
      <td></td>
      <td></td>
      <td>QCards</td>
      <td>Prioritize \nwith \nstakeholder</td>
      <td></td>
      <td>Relevance \nto the client\n Rank</td>
      <td></td>
      <td>Emotional, \nRational and \nQuantiﬁable</td>
      <td>Customer \nas the Hero</td>
      <td></td>
    </tr>
    <tr>
      <th>3</th>
      <td></td>
      <td>DECISION\nPROCESS</td>
      <td>Decision \nCriteria \nNAME: _________________________________</td>
      <td></td>
      <td>Options\nasks out</td>
      <td></td>
      <td>Expiration Date \n&amp; Consequence \n“Sound fair?”</td>
      <td>Determine \n I mpact</td>
      <td>Use of\n I / CE</td>
      <td></td>
    </tr>
    <tr>
      <th>4</th>
      <td></td>
      <td></td>
      <td></td>
      <td>Maker</td>
      <td></td>
      <td>Repeat what \nheard \nunemotionally</td>
      <td></td>
      <td></td>
      <td>“That Changes \nthe Deal”</td>
      <td></td>
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    <tr>
      <th>5</th>
      <td></td>
      <td></td>
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key: chroma:document
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The table presents a structured framework that is crucial in the context of high-impact coaching as outlined in the "Winning by Design™" principles. It categorizes various elements essential for effective coaching sessions, emphasizing the need for clarity in communication and decision-making processes. The rows and columns are organized to guide coaches and their teams through critical stages of professional development, promoting not just skill enhancement but also meaningful interactions with clients.

At the top of the table, the initial columns set the stage with concepts such as "Research" and "Rational Impact," indicating the necessity of a solid foundation grounded in data and evidence before embarking on coaching conversations. The second row introduces the notion of "PROVOKE," which directs attention to understanding the current situation and associated pain points, transitioning towards crafting a new situation that fosters a positive impact. This row underscores the importance of recognizing not only what challenges clients face, but how to effectively address these challenges emotionally as well.

As the table progresses downward, various strategies and tools are highlighted, such as “QCards” and "Decision Process," which emphasize prioritization and clear decision criteria. The table encourages users to engage stakeholders meaningfully, determine the emotional and rational relevance of the issues at hand, and establish critical events that affect client engagements. By incorporating elements like the “Customer as the Hero,” the coaching framework actively involves clients in the narrative, transforming them into active participants rather than passive recipients of solutions. This structured yet flexible approach to coaching aligns with the overarching message in the context—that mastery takes time, effort, and an iterative process of learning and improvement.


key: html
string_value:
<table border="1" class="dataframe">
  <thead>
    <tr style="text-align: right;">
      <th></th>
      <th>0</th>
      <th>1</th>
      <th>2</th>
      <th>3</th>
      <th>4</th>
      <th>5</th>
      <th>6</th>
      <th>7</th>
      <th>8</th>
    </tr>
  </thead>
  <tbody>
    <tr>
      <th>0</th>
      <td></td>
      <td></td>
      <td></td>
      <td>C heck end \ntime</td>
      <td></td>
      <td>Agenda</td>
      <td></td>
      <td></td>
      <td></td>
    </tr>
    <tr>
      <th>1</th>
      <td></td>
      <td>OPEN \nMEETING</td>
      <td>A ppreciate\nWinning by Design™</td>
      <td></td>
      <td>E nd goal\nPrioritize \ntheir pain</td>
      <td></td>
      <td>Ask \n“what else”\nIdentify\n I mpact</td>
      <td>Summarize \nprevious call or \nresearch</td>
      <td></td>
    </tr>
    <tr>
      <th>2</th>
      <td></td>
      <td></td>
      <td>QCards</td>
      <td>Client says \n“that’s exactly \nright”</td>
      <td></td>
      <td>Share \nuse-case \nstory\nSchedule \nFollow Up</td>
      <td></td>
      <td>Uncover\n C  ritical \n E  vent</td>
      <td></td>
    </tr>
    <tr>
      <th>3</th>
      <td></td>
      <td>WAGONS</td>
      <td>Summarize\nDid I get that \nright?</td>
      <td></td>
      <td>Ready for next \nstep?</td>
      <td></td>
      <td>What do you \nwant out of \nnext step?</td>
      <td>Ask if others \nwould beneﬁt \nto join next?</td>
      <td></td>
    </tr>
    <tr>
      <th>4</th>
      <td></td>
      <td></td>
      <td>NAME: _________________________________\nof voice</td>
      <td>questions</td>
      <td></td>
      <td>notes</td>
      <td>E mpathize</td>
      <td>R epeat</td>
      <td></td>
    </tr>
    <tr>
      <th>5</th>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
    </tr>
    <tr>
      <th>6</th>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
    </tr>
  </tbody>
</table>


key: chroma:document
string_value:
The provided table appears to serve as a structured guide for conducting meetings within the context of strategic selling, particularly as utilized in the Winning by Design SaaS Sales Method. It is organized into a grid format, with rows and columns designating various stages and actions involved in the sales process. Each cell in the table contains key phrases and actions aimed at guiding participants on how to effectively engage in a meeting with potential clients, emphasizing critical elements of communication and information gathering.

The first row contains headers that include numerical identifiers from 0 to 8, which likely correspond to sequential steps or aspects of the meeting process, although the first column is reserved for a specific element corresponding to the index of the action. The subsequent rows lay out clear directives, categorized by meeting phases such as opening the meeting, discussing the client's current situation and pain points, and summarizing previous communications. Phrases indicate important techniques, such as asking open-ended questions, expressing appreciation towards the client, and underscoring areas of impact that matter most to the client. 

Moreover, specific strategies are highlighted, such as leveraging storytelling to make the conversation personal and relatable, and utilizing the QCards to facilitate engagement by prompting the client to affirm their alignment with the proposed solutions. The inclusion of elements like empathizing with the client's situation, identifying critical events, and reiterating points made during the conversation reflect a focus on building rapport and understanding the client’s needs. The table appears to be a practical tool for sales professionals to enhance their decision-making processes, ensure a thorough understanding of client dynamics, and ultimately lead towards a meaningful closing dialogue. Overall, it emphasizes a systematic approach to sales that prioritizes relationship building and effective communication with the client as the hero of the narrative.


key: html
string_value:
<table border="1" class="dataframe">
  <thead>
    <tr style="text-align: right;">
      <th></th>
      <th>0</th>
      <th>1</th>
      <th>2</th>
      <th>3</th>
      <th>4</th>
      <th>5</th>
      <th>6</th>
      <th>7</th>
      <th>8</th>
      <th>9</th>
    </tr>
  </thead>
  <tbody>
    <tr>
      <th>0</th>
      <td>Is the circumstance unusual or \n1\ndid it come about due to factors \noutside of the person’s control? \nNO\nYES\nNO\nYES\nKNOWLEDGE ISSUE\nTeach them. \n2\nThis is simply a \nknowledge gap\n4\nSet an expectation for when \n5\ncorrective action should be taken</td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
    </tr>
    <tr>
      <th>1</th>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
    </tr>
    <tr>
      <th>2</th>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
    </tr>
    <tr>
      <th>3</th>
      <td></td>
      <td>Ask them to verify what \nprocess is expected for this \nsituation. Are they aware of \nwhat good looks like?</td>
      <td></td>
      <td></td>
      <td>Give a pass</td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
    </tr>
    <tr>
      <th>4</th>
      <td></td>
      <td></td>
      <td>Potentially a SKILLS ISSUE.\nExplain your perspective. \n3\nDiscuss 1 or more of the \nfollowing to correct the issue:</td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
    </tr>
    <tr>
      <th>5</th>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
    </tr>
    <tr>
      <th>6</th>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
    </tr>
    <tr>
      <th>7</th>
      <td></td>
      <td>Identify what correction \ncan they make to \nimplement the right \nprocess</td>
      <td></td>
      <td></td>
      <td>Create a performance \nimprovement plan \ntogether to clearly deﬁne \nexpectations</td>
      <td></td>
      <td></td>
      <td></td>
      <td>Clarify what will happen \nthe next time this \nsituation arises if no \nchange is made</td>
      <td></td>
    </tr>
    <tr>
      <th>8</th>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
    </tr>
    <tr>
      <th>9</th>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
    </tr>
    <tr>
      <th>10</th>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
      <td></td>
    </tr>
  </tbody>
</table>


key: chroma:document
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The table serves as a structured guide for identifying and addressing performance issues in a coaching context. It is organized in a matrix format with a header that includes numerical indicators ranging from 0 to 9, which likely correspond to various levels or categories of performance incidents. The first column is labeled with the same numerical indicators, providing a systematic approach to evaluating and responding to potential scenarios involving team members' performance.

Within the cells, the table outlines specific considerations and actionable responses based on the assessment of the situation. For example, the first row poses a critical question regarding whether the circumstance was unusual or outside the individual's control, allowing the coach to classify the issue as either a knowledge gap or other performance concerns. The guidance includes instructive prompts such as teaching the individual if there is a knowledge issue, setting definite expectations for corrective action, and addressing skill issues by initiating discussions that explore the necessary corrections.

Additional insights are presented in later rows, highlighting the importance of validating processes with the individual, creating a collaborative performance improvement plan, and clarifying the repercussions of failing to adjust behaviors in response to feedback. This systematic approach not only reinforces accountability but also emphasizes the importance of constructive and candid conversations, consistent with the overall coaching philosophy described in the surrounding context. The structured nature of the table aims to facilitate objective feedback, which is vital for achieving high performance and mitigating the Dunning-Kruger Effect by ensuring that individuals comprehend their capabilities accurately.


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3Proprietary And Conﬁdential  |  Winning By Design™
Pillar 3: Learning Science
In contrast to what most of us have 
been led to believe, science shows that 
only 10% of learning happens in a 
formal setting like classrooms, videos, 
and books, while 20% is through 
observing peers, and 70% comes from 
actually doing the work.
Adult learning science has shown us the 
importance of on-the-job learning. 
Without structure, this crucial learning 
opportunity is lost, which is why 
creating a coaching cadence is 
essential.
70%
ON THE JOB
20%
CLASSROOM
10%
COACHING
Figure 2: The 10-20-70 Learning Model
Pillar 4: Coaching Cadence for Deliberate Practice
There are two main elements of coaching: 
(1) Performance, or traditional management and 1:1 coaching situations that arise to 
help drive short-term results
(2) Development sessions, in which the manager acts as the coach to empower the 
team to contribute to a sales professional-driven, continuous coaching culture.
 Performance Development


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6Proprietary And Conﬁdential  |  Winning By Design™
Pillar 6: Consistent Commitment and Accountability
The biggest barrier to having an impactful conversation is creating a safe 
environment where sales professionals and managers can provide the 
feedback required to improve performance. 
Feedback should be honest, transparent, and delivered in a professional 
manner that doesn’t feel like an attack. This builds trust and requires a 
thoughtful approach where both parties feel respected and invested.
Trust is something that is earned over time by consistently completing 
your commitments (for example, by arriving on time and prepared for 1:1s 
and coaching sessions). Leveraging blueprints to enable feedback that’s 
focused on process and execution, rather than subjective experience, can 
rapidly accelerate the adoption of a coaching culture.
Now that you’ve been introduced to the pillars of coaching, the remaining 
manager blueprints are going to give you the tools and skills to


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1Proprietary And Conﬁdential  |  Winning By Design™
Pillars of a Coaching Culture
 B L U E P R I N T .
Pillars of a coaching culture
10:20:70 Directions Cadence
REKS
GOALS
For years, sales management has been 
driven by a desire to achieve better 
results. We’ve been implementing the 
same management tactics, motivating 
people with money and fear, trying to 
manage outcomes with deal reviews, and 
forecasting — and then wondering why 
we struggle to deliver consistent results.
When we look at high performers in 
other ﬁelds like sports, the military, arts, 
and academia, what becomes clear is 
that success does not come from talent 
on its own.
Success comes from deliberate practice. With a deﬁned process and 
accountability, combined with caring about the individual and building trust 
through the candid conversations, we can achieve amazing results for sales 
professionals, on both an individual and a team level.


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2Proprietary And Conﬁdential  |  Winning By Design™
Pillar 1: Establishing Goals - 
Starting With Why
Asking “why” will help people understand 
the long term by aligning their 
motivations with business motivations. 
The traditional learning framework is 
broken. Adults don’t learn best from 
lectures, and one-time onboarding 
courses don’t stick (more on the 70/20/10 
learning framework in Pillar 3 later).
Sales can be a challenging pursuit, with 
many obstacles and objections along the 
way. As a manager, you may need to help 
your sales professionals articulate their 
personal motivations, so they have a clear 
understanding of what they’re working 
towards.
Pillar 2: Coaching 
Framework - REKS
With clear goals, we need to create a 
clear path to success — one that isn’t just 
looking at the end goal but all the 
elements required to achieve these goals. 
Use the REKS framework shown here at 
right, to create that path.
Results: The speciﬁc and measurable


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5Proprietary And Conﬁdential  |  Winning By Design™
Figure 4: Amateurs typically overestimate their ability above expert level
The Dunning-Kruger Effect
Coaching is critical to improvement. The Dunning-Kruger Effect, ﬁrst 
published in 1999, suggests that poor performers are not able to recognize 
their shortcomings in their performance because of their inability to 
recognize nuance like a true expert.
In fact, amateurs are often more conﬁdent than experts in their ability to 
perform a given task. For example, over 80% of drivers self-categorize as 
“above average” when statistically this is impossible.
All professionals are susceptible to the Dunning-Kruger effect. As one 
becomes more experienced and competent at a given task, their wisdom 
usually leads to the realization that there is more to learn — even things they 
don’t know that they don’t know.
The best way to avoid overestimating your ability is by having an expert


key: chroma:document
string_value:
1Proprietary And Conﬁdential  |  Winning By Design™
Team Coached Peer-to-Peer
Roleplay situations where the coach 
is also included so the team can 
“ﬁgure it out together.”
Letting the team coach each other. 
Ensure they ﬁrst focus on mastering 
the process, then discuss execution 
and intent.
Set up your team to practice with 
each other on speciﬁc exercises; 
perform several sessions until the 
skill is mastered.
How to set up a RingRing 
Role Play (SSSS)
 B L U E P R I N T .
Three Types of RingRing 
Most knowledge is measured with a test, but since sales is a 
performance-based function, roleplays are a great tool to perfect 
skills and check for any skill or knowledge gaps.
“We don't rise to the level of our 
expectations, we fall to the level 
of our training.”
ARCHILOCHUS


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7Proprietary And Conﬁdential  |  Winning By Design™
Additional open source 
templates can be accessed at 
www.thescienceofrevenue.com
Videos available on
the WbD YouTube Channel
ADDITIONAL RESOURCES FROM


key: chroma:document
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through the candid conversations, we can achieve amazing results for sales 
professionals, on both an individual and a team level.
Start coaching by building a culture of learning and development. Provide sales 
professionals with the tools, process, and environment to make the difﬁcult 
behavioral changes required to succeed in the ever-evolving world of sales.
The fastest way to improve is by eliminating your weaknesses rather than 
optimizing your strengths.
Becoming a coach with a selﬂess style of management will give you the skills to 
enable your team and empower them to succeed. As a coach, you will lead your 
team through why each goal is set, how to build those skills to reach their goals, 
and what skills it will take to achieve those goals.


key: chroma:document
string_value:
(2) Development sessions, in which the manager acts as the coach to empower the 
team to contribute to a sales professional-driven, continuous coaching culture.
 Performance Development
Traditional 1:1 relationships are manager-focused, 
drilling into the forecast and past results, while 
looking to help on speciﬁc deals that “move the 
needle.” This is all focused on the goals of the 
manager, not the goals of the sales professional.
Instead, a coaching cadence provides opportunities 
to identify the sales professional’s “why,” understand 
gaps in their knowledge and skills, and help them to 
conduct the actions to achieve results. Manager-led 
cadences incorporate 1:1s, team stand-ups, territory 
planning, personal goal setting, and career 
development.
Many managers see themselves and their L&D team 
as the bastions of knowledge for their sales 
professionals. This creates a bottleneck in their 
sales professionals’ development, and causes them


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4Proprietary And Conﬁdential  |  Winning By Design™
Pillar 5: Provide Turn-by-Turn Directions
As we master new skills, it’s important to understand the foundation 
those skills are based upon. Having sales professionals memorize 
scripts for complex conversations is not a good long-term strategy. 
By providing turn-by-turn directions, you’re arming your team with 
frameworks that apply to many different situations. They can use 
these to continue to guide them each time, instead of being stuck 
with what worked one time, only to fall behind when the world 
changes or something unusual happens during an interaction. 
A blueprint is an example of the fundamental skills that go into a 
framework, along with some clarity on why the framework exists and 
what you can do to improve upon it.
Although every customer conversation is different, there are 
common characteristics that are clear indicators of a successful 
interaction through any style of communication (e.g. email, phone


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3Proprietary And Conﬁdential  |  Winning By Design™
The SSSS Framework in Roleplays
Before you go into a roleplay, make sure you mention why you’re 
practicing the skill ﬁrst. If you’re teaching someone the power of a 
structured call opening, it’s important to make this relevant by 
describing how many meetings fail because customers don’t know what 
to expect, or because the goal of the call is unclear.
Skill
Start with a brief re-introduction to the skill, and be speciﬁc and clear 
on what you’re practicing. For example, if you’re roleplaying the 
opening of a scheduled call using the ACE framework, you or a 
proﬁcient student would ﬁrst demonstrate what a good approach looks 
like (“I appreciate you joining the call today. We have 30 minutes 
scheduled. Does that work? The end goal of this call is to align your 
requirements with a potential solution; does that sound right?”)
● Clarify the correct process before asking someone to practice it. It’s


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looking at the end goal but all the 
elements required to achieve these goals. 
Use the REKS framework shown here at 
right, to create that path.
Results: The speciﬁc and measurable 
outcome of efforts. Depending on the role, 
these can include discovery calls, 
meetings, opportunities created, 
deals/revenue closed, QBR/Impact Review 
calls, or renewal conversations.
Effort: The deﬁned speciﬁc and 
measurable activities that lead to the 
results required. This can include calls 
made, emails sent, social messages sent, 
events attended, leads converted, and any 
other input activities that are leading 
indicators to results.
Knowledge: The formal knowledge such 
as the sales process, product knowledge, 
persona proﬁles, industry context, and 
recognition of compelling events that are a 
catalyst for your product or service.
Skills: The core skills necessary to 
execute on the knowledge. This can 
include the ability to run a discovery call, 
run an effective demo, handle objections,


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usually leads to the realization that there is more to learn — even things they 
don’t know that they don’t know.
The best way to avoid overestimating your ability is by having an expert 
review your work in real time or through video recording, and getting 
structural feedback based on a repeatable process.  CONFIDENCE.
.AMATEUR.
.WISDOM. .EXPERT.
Without a blueprint, many coaching 
conversations are guided by the 
coach’s previous experience, making 
the feedback subjective and 
unactionable. By working from a 
blueprint, both sales professionals 
and managers can provide objective 
feedback, free from prejudice and 
ego. This turns a previously “artful” 
process into something scientiﬁc and 
data-driven.


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Many managers see themselves and their L&D team 
as the bastions of knowledge for their sales 
professionals. This creates a bottleneck in their 
sales professionals’ development, and causes them 
to miss out on peer-led learning opportunities. 
To harness the 10:20:70 principle of learning 
science, you need to create a structured, safe 
environment for sales professionals to share 
feedback and learnings from using their skills.


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Although every customer conversation is different, there are 
common characteristics that are clear indicators of a successful 
interaction through any style of communication (e.g. email, phone 
call, or in-person).
PREPARE
  CUSTOMER ENGAGEMENT .
.TIME.
NEXT STEPS
PRESCRIBE
EMPATHIZE
AGENDA
ACE
SUMMARIZE
WAGON
S
S
P
I
CE
D
Figure 3. Example of a Diagnose Blueprint
Situation - Any facts or circumstances relevant to the customer
Pain - The issue(s) that brought the customer your way
Impact - How you can improve your customer’s business
Critical Event - Any particular deadline to achieve the impact by
Decision Criteria - Any special considerations for purchase
S P I CE D


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4Proprietary And Conﬁdential  |  Winning By Design™
Setup Example - The coach will say: 
Setup
There are three roles involved. Roles will rotate after each RingRing. 
For this example, we’ll use names:
● Casey, the coach: This is the person helping set up the roleplay and 
giving feedback at the end.
● Sam, the sales professional: This is the person demonstrating 
the skill.
● Alexandra, the customer: This person is acting as a real customer.
Timing: The RingRing exercise should be less than 90 seconds long to 
maintain momentum and give everyone a chance to practice.
The coach should make it crystal clear what the process will be once 
the RingRing starts.
1. Alexandra, you will be the customer, and when we start, you’ll pick up 
the phone and say, “RingRing...this is Jill, VP of Sales”.
2. Sam, you will be the sales professional. As soon as Jill picks up the phone, please start with “I 
appreciate….” then go through the rest of the framework.


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5Proprietary And Conﬁdential  |  Winning By Design™
Start the RingRing
It’s important to keep the momentum moving. If things derail, or 
something funny happens, it’s perfectly ﬁne to have a quick laugh, 
but then get everyone back on track. As a coach, take notes on 
speciﬁc word choice and key moments so that your feedback is 
speciﬁc and actionable. Don’t rely solely on your memory.
Alexandra “RingRing... this is Jill, VP of sales…”
Sam “Hi Jill, this is Sam. Thank you so much for taking the time, really really 
awesome of you. We have 30 minutes scheduled; does that still work?”
Alexandra “Yes, that’s great”
Sam “My goal of this meeting is to show you our amazing 
platform and set up a demo, does that sound good?”
Alexandra “Ok…”


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requirements with a potential solution; does that sound right?”)
● Clarify the correct process before asking someone to practice it. It’s 
much easier to teach someone the correct process from the start, 
rather than asking them to unlearn bad habits.
● A common mistake is taking on a complex process and testing all 
facets of it at once. For example, roleplaying an entire unscheduled 
call is often counterproductive if the fundamentals have not been 
mastered. There are too many potential scenarios.
Scene
To help your team thrive in roleplays, have them visualize the situation 
in which they would use the skill. For example, ask “When was the last 
scheduled call you had? What was the customer's name and title?” 
Basing the roleplay on a real person, rather than a hypothetical 
scenario, increases effectiveness.
● Ask three to six people on your team to stand up in a circle. If you’re 
practicing via video, have everyone turn on their camera.


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7Proprietary And Conﬁdential  |  Winning By Design™
Coach the Coach
Once the ﬁrst round is complete, pass your coaching duties on. In this 
case, reward the sales professional for going ﬁrst by asking them to be 
the coach. Then Alexandra will switch from the customer to the sales 
professional, and another member of the team can be the customer:
1) The peer acting as coach sets up the next RingRing and gives 
feedback ﬁrst. 
2) When they are done giving feedback, help them take the emotional 
or qualitative feedback out of it by focusing on the process ﬁrst. 
3) Guide them to ﬁrst focus on whether the process was followed, 
then choose one thing they would improve on. 
4) Ask if anyone else noticed anything.
Once the second round is complete, rotate roles and keep practicing 
the skill until everyone has proven they have mastered the process.
Empower your team to give each other feedback by using all three 
roleplay coaching models: team, coached, and peer-to-peer.
1
2
3
4


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6Proprietary And Conﬁdential  |  Winning By Design™
Feedback
How you give feedback is the most important skill you will teach 
your team. Lead them by example.
There were two major ﬂaws in Sam’s RingRing. The ﬁrst issue was 
that Sam said “thank you” instead of  “appreciate.” The second was 
the “end goal” — it was about Sam, and not customer-centric.
1. Process: Focus on the process ﬁrst before offering any opinion 
on how it went.
Casey: “Sam, great job implementing the ACE. You started off 
thanking Jill for her time, then checking the end time, then going 
into the end goal. The process was there.”
2. Execution: Then give feedback on execution.
Casey: “Sam, your intent was correct in starting off with ‘thank 
you’ but to help form a pattern so it becomes something you don’t 
even think about, it will be better to use the word ‘appreciate.’ 
After you’ve done it 20-30 times, then you can go back to ‘thank 
you’ since your brain will have already mastered the pattern. Does


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8Proprietary And Conﬁdential  |  Winning By Design™
Additional open source 
templates can be accessed at 
www.thescienceofrevenue.com
Videos available on
the WbD YouTube Channel
ADDITIONAL RESOURCES FROM


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After you’ve done it 20-30 times, then you can go back to ‘thank 
you’ since your brain will have already mastered the pattern. Does 
that sound fair?”
1
2
Intent matters more than execution 
Sam’s intent was to do the right thing, so don’t go on and on about how he messed up. Once he nails the 
process, then you can focus on the other issue of “my” end goal vs. the “customer’s” end goal. You will 
have another coaching moment to focus on the end goal with the next student.


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NAME: _________________________________ 
QCards
Winning by Design™ 
 
The SaaS Sales Method™ Proprietary & Conﬁdential - Do not distribute - Winning By Design™
 BINGO CARD   Consultative Selling
OPEN 
MEETING
 A ppreciate
 C heck end 
time
 E nd goal
Agenda
Ask 
“what else”
Summarize 
previous call or 
research
SPICED Establish
 S ituation
Identify
 P ain
Prioritize 
their pain
Share 
use-case 
story
Identify
 I mpact
Uncover
 C  ritical 
 E  vent
WAGONS
Summarize
Did I get that 
right?
Client says 
“that’s exactly 
right”
Ready for next 
step?
Schedule 
Follow Up 
What do you 
want out of 
next step?
Ask if others 
would beneﬁt 
to join next?
TALKER  T one 
of voice
 A sk 
questions  L isten & mirror  K eep 
notes  E mpathize  R epeat


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2Proprietary And Conﬁdential  |  Winning By Design™
Call Reviews with Peers
Reviewing calls in front of the group taps into several positive coaching 
techniques. Reps should take pride when you show off how they’ve been 
successful in implementing the process in a real call. If you need to coach 
someone up, call recordings are an objective way for them to see the gaps 
in how they’re executing, without being confrontational.
The key is making it fair, transparent, 
and actionable. 
Private 1:1 call reviews between the coach and rep should be reserved for 
egregious errors that are not appropriate for the rest of the team to hear 
(e.g., vulgar language, lying, or other inappropriate behavior). Everyone 
should have a turn and know when their call will be reviewed ahead of time.
High impact coaching works so well because it taps into every element of 
the 10-20-70 learning model. At the beginning of the session, you refresh on


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NAME: _________________________________ 
QCards
Winning by Design™ 
 
The SaaS Sales Method™ Proprietary & Conﬁdential - Do not distribute - Winning By Design™
 BINGO CARD    Strategic Selling 
PROVOKE 
Current 
 S ituation
&  P ain
Research New 
 S ituation
Rational 
 I mpact
Emotional
 I mpact
 C ritical 
 E vent
STORY 
TELLING
 S ituation - 
Make it 
Personal
Negative 
  P ain
Positive
 I mpact
Relevance 
to the client
Emotional, 
Rational and 
Quantiﬁable
Customer 
as the Hero
DECISION
PROCESS
Decision 
Criteria 
Prioritize 
with 
stakeholder
Options  Rank Determine 
 I mpact
Use of
 I / CE 
TRADE Trade List
Qualify 
Decision 
Maker
Get all 
asks out
Repeat what 
you’ve 
heard 
unemotionally
Expiration Date 
& Consequence 
“Sound fair?”
“That Changes 
the Deal”


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3Proprietary And Conﬁdential  |  Winning By Design™
High Impact Coaching Steps
 STEP 1.
Listen to the calls prior to the coaching session
Identify coaching points you can use to engage the group in a 
discussion and target particular skill sets. Note: Timestamp the call 
ahead of time to save time ﬁnding the teaching moment. Best 
practice is to have your team submit their recordings with their own 
timestamps.
 STEP 1.
Engage the group
The session will include discussion, comments, feedback, and 
learnings from the team. Use the coaching points you identiﬁed 
earlier to direct the conversation toward the session’s learning 
objective. When you’re listening to the call, ask everyone to take 
notes as if they are the rep on the call. Let them know you will call 
on someone after the call to summarize.
 STEP 1.
Use coaching techniques to highlight learning objectives
Process, 
then Execution
Ask the team which principles were used on the call. For example, which


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4Proprietary And Conﬁdential  |  Winning By Design™
DO Keep it positive. This is constructive 
coaching — heavy focus on “constructive.”
DO Limit feedback per person to one or two 
items; any more and the receiver will feel 
overloaded.
DO Recognize that it isn’t easy being 
vulnerable in front of your team.
DO Offer valuable insights into the call.
DO Ensure that everyone is taking notes.
DO NOT Provide broad, non-actionable 
feedback like “You didn’t 
sound conﬁdent.”
DO NOT Refer to how well you’ve done it. 
Provide examples and use 
storytelling to show how others 
have been successful.
DO NOT Take advantage of people’s 
vulnerability.
 STEP 1.
Share the focus among the group’s calls
Everyone needs to be able to diagnose where there’s an issue and 
prescribe a solution in a group environment. In a one-hour small 
group session, there should be two or three calls that are reviewed 
along the same theme.
 STEP 1.
Engage the group


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1Proprietary And Conﬁdential  |  Winning By Design™
How to Conduct 
High Impact Coaching
 B L U E P R I N T .
Mastery Takes Time, Effort, and Multiple Failures
Managers often wish they had more time to dedicate to coaching. 
“High Impact Coaching'' is a way to maximize your time together as a 
team in order to focus on skills development in a shorter time frame. 
The following are key to successfully implementing high impact 
coaching at your organization:
● Transition early learnings by reps into consistent behavior 
with customers
● Create a culture of coaching for continual improvement 
and accountability
● Build the coaching muscle so that what seems hard now 
will become easier and more repeatable later
An amatuer practices until they get 
it right. A professional practices 
until they can’t get it wrong.”
UNKNOWN


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High impact coaching works so well because it taps into every element of 
the 10-20-70 learning model. At the beginning of the session, you refresh on 
the process (10% formal learning), then you observe your peers 
implementing the process (20%), and the ﬁnal 70% is spent performing the 
process on a real customer call or in a roleplaying exercise.
Recap/Review of the 
previous week’s learnings
Review call #1
Roleplay to reinforce learnings
Review call #2
Roleplay to 
reinforce learnings
Wrap up & discuss next steps
* Coaching sessions should 
typically last 60 minutes
Timeline of a Single Coaching Session*


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STEP 1.
Use coaching techniques to highlight learning objectives
Process, 
then Execution
Ask the team which principles were used on the call. For example, which 
questions were open-ended and which were close-ended? What unique words 
can we mirror? Was there anything unusual about the customer’s tone?
Pause After the coaching opportunity, pause to ask the team coaching questions like 
“What do you expect the rep to do next?”
Practice Use  a RingRing exercise in front of the group or perform mini-breakouts where 
everyone splits into groups of two or three.
1
2
3


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rapidly accelerate the adoption of a coaching culture.
Now that you’ve been introduced to the pillars of coaching, the remaining 
manager blueprints are going to give you the tools and skills to 
implement your own coaching culture.


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5Proprietary And Conﬁdential  |  Winning By Design™
Additional open source 
templates can be accessed at 
www.thescienceofrevenue.com
Videos available on
the WbD YouTube Channel
ADDITIONAL RESOURCES FROM


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1Proprietary And Conﬁdential  |  Winning By Design™
Structuring a Coaching Cadence
 B L U E P R I N T .
Leaders set the tone for a positive culture. The best leaders create a 
dynamic where their direct reports grow through self-reﬂection. 
Coaching is a type of leadership that involves asking questions to help 
others achieve their potential. 
Asking the right coaching questions creates a learning session. It gives 
someone who is busy yet skillful the space to examine themselves and 
see their actions from a different perspective. They are often able to 
envision a new solution to an old problem.
Begin by planning out what you’ll focus on during the coaching 
session. Showing you have prepared and have speciﬁc objectives in 
mind will show your team that they should also come prepared to 
maximize time and learning opportunities.
The goal of coaching is to identify:
1) Motivation
2) Skill level
3) Current developmental level and goals
4) Process to help achieve those goals


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2Proprietary And Conﬁdential  |  Winning By Design™
Mindset
“But everyone hates roleplays!” Making roleplay a positive and 
exciting coaching model, instead of something your team dreads, is a 
common challenge. As a coach, the goal of roleplays is to help your 
team implement skills and enable them to succeed.
If you practice a skill within a realistic scenario, you’re more likely to 
be able to implement that skill when the time arrives in real life. This 
is where the idea of the “RingRing” exercise comes in; you’re 
changing your mindset to that of the customer who would pick up 
your phone call.
Here are the principles behind a successful RingRing:
● Coach on something speciﬁc — focus on one skill at a time. Keep 
it simple at ﬁrst, then build complexity as the team improves.
● First, give feedback on the process. Once that is mastered, move 
on to critiquing execution.
● Once they begin to see progress, the team will love using this 
method.


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prescribe a solution in a group environment. In a one-hour small 
group session, there should be two or three calls that are reviewed 
along the same theme.
 STEP 1.
Engage the group
At the end of the session, provide clear action items for everyone. 
We are our own harshest critics — leverage that with a follow-up 
exercise. Have everyone submit a self-reviewed call with timestamps 
that highlight improvement or mastery of the key learnings of the 
day, and set up the topic for the next call review session.
Conclusion
High Impact Coaching often feels daunting for the person sharing 
their call, but with the right prep and organization up front, your 
team will be asking you to review their calls in front of the group.
4
5
Best Practices


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2Proprietary And Conﬁdential  |  Winning By Design™
 STEP 1.      
Adopt a modern coaching mindset
1
Historic Style of Leadership
Opinion-Based
Modern Style of Leadership
Lead by Example
Emotional Qualitative Speciﬁc Intent over Execution 
That sounded awful.
Judgmental feedback is 
often rejected. Your ﬁrst 
reaction may not be the 
most helpful thing to share.
You have low conﬁdence.
High-level descriptors are 
hard to interpret.
Your speed of talking was 
faster than your client.
Focus on the process ﬁrst. 
Pick just one thing they can 
improve that will have the 
most impact.
The goal of your opening 
was correct, but wordy.
Humans are extremely 
perceptive to intent; focus 
on developing positive 
intent even if execution is 
slightly off.
 STEP 1.      
Use different coaching models to increase 
engagement
The historic coaching model was based on the 
teacher/coach/leader having all the knowledge and information.


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2. Sam, you will be the sales professional. As soon as Jill picks up the phone, please start with “I 
appreciate….” then go through the rest of the framework.
3. I’ll be the coach and give any relevant feedback at the end. Any questions before we start?
4. Okay, Alexandra, take it away with a “RingRing...”
A common mistake is making the roleplay too open-ended. If you set it 
up by saying, ”Okay, roleplay an ACE, ” the sales professional may ask 
questions about what kind of call it should be, who it’s with, etc. This is 
a waste of time. It’s much better for you to be prescriptive and speciﬁc.
1
2
3
4


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maximize time and learning opportunities.
The goal of coaching is to identify:
1) Motivation
2) Skill level
3) Current developmental level and goals
4) Process to help achieve those goals
This blueprint will teach you the four key steps to structuring a 
coaching cadence.
“Give me six hours to chop down 
a tree, and I will spend the ﬁrst 
four sharpening the axe.”
ABRAHAM LINCOLN


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4Proprietary And Conﬁdential  |  Winning By Design™
 STEP 1.      
Build a coaching schedule and apply the 
coaching models
Repurpose some of your existing team meetings to try out new 
coaching meetings. Below is an example of how to leverage different 
types of meetings throughout the week.
3
 
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
 
 
Team Coaching 
30 mins
Team/Peer Coaching 
15-20 mins
Lunch
1:1’s
Homework
30 mins
Client Call
30 mins
High Impact 
Coaching
60 mins


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5Proprietary And Conﬁdential  |  Winning By Design™
 STEP 1.      
Map out your Quarterly/Monthly/Weekly plan
With a strong understanding of your ideal time to sell, schedule your 
weekly meetings on a calendar for review and allocate sales rep tasks 
for peer-led coaching exercises.
UCLA Coach John Wooden won 10 out of 12 years of NCAA basketball 
championships by implementing a philosophy of being extraordinary 
at executing the basics. Every season, he would start out with how to 
wear your socks and tie your shoes. 
His reasoning was based on his principles of success — if you get a 
blister on your foot, it’s not just that you’re taken out of the game, 
but you let the team down.
But he also knew that practicing the basics in the same way over 
and over would lead to a plateau. According to the science of 
learning, the key to engaging learners is through novelty. John 
Wooden “tricked” his team into practicing the basics by spacing out


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6Proprietary And Conﬁdential  |  Winning By Design™
With a higher velocity team, consider a plan with shorter but more 
frequent meetings. An SDR making 20 calls a day will have lots of 
practice with customers to implement new skills. But a strategic AE 
with only one discovery call every two weeks may beneﬁt from 
more infrequent but deeper case-study review sessions to help 
strategize. 
Conclusion
Communication with your team is key to ensuring the success of 
any coaching/meeting cadence. Clearly identify the objectives, 
agenda, responsibilities, and expectations for each meeting. 
The effort of planning ahead and maximizing your training time will 
result in a more engaged team of salespeople that are able to help 
each other stay on target and grow together.
WEEK 1
Pipeline update
Business plan review
Executive roll up
WEEK 2
Skills development
Call Review
Pipeline update
WEEK 3
Career growth
Sales Coaching
Call Review
Pipeline update
WEEK 4
Pipeline Review
Skills development


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slightly off.
 STEP 1.      
Use different coaching models to increase 
engagement
The historic coaching model was based on the 
teacher/coach/leader having all the knowledge and information. 
Today, the information is on the internet, and the primary role of the 
coach is to guide the process. 
The 8 different coaching models:
2
Coaching 1
Training
Coaching 2
Team Roleplay
Coaching 3
Coached Roleplay
Coaching 4
Peer-to-Peer Roleplay
 
Explaining key concepts 
behind the exercise and 
what needs to be achieved.
Roleplay situations where 
the coach is also included 
so the team can “ﬁgure it 
out together.”
Let the team coach each 
other and ensure they focus 
on mastering the process.
Set up your team to 
practice with each other 
using speciﬁc exercises; 
perform several sessions 
until the skill is mastered.


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● First, give feedback on the process. Once that is mastered, move 
on to critiquing execution.
● Once they begin to see progress, the team will love using this 
method.
RingRings should be recognized as more challenging than a 
customer conversation, because you’re performing them in front of 
your peers. Celebrate the person’s efforts when they do an amazing 
job in a RingRing!


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3Proprietary And Conﬁdential  |  Winning By Design™
Coaching 5
Study
Coaching 6
Simulate
Coaching 7
1:1 Roleplay
Coaching 8
Real-Time Coaching
 
Provide a write-up on the 
materials to be tested, like 
WbD blueprints, but also 
TED videos. Study and test.
Let the team listen to 
recordings of calls, critique, 
use a questionnaire, or have 
top-of-class reviews.
Roleplay out a 1:1 situation; 
make small adjustments 
and improve one skill at a 
time.
Coach during the call; 
control pace, do not 
overwhelm, and use a WbD 
real-time coaching card.
Coaching models 1-4 above are all focused on group coaching, 
whereas coaching models 5-8 are one-on-one work.
By implementing several coaching scenarios, your team will be able 
to optimize their mastery of skills by learning from mentors, peers, 
and deliberate practice.
Not all learning needs to be manager-led. Make sure the team is set 
up for success to practice on their own and with peers. By teaching


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1Proprietary And Conﬁdential  |  Winning By Design™
Great Questions Coaches Ask
 B L U E P R I N T .
Word Choice Matters
A coach is someone who can give 
correction without causing 
resentment.”
—John Wooden
“
As coaches, the questions we ask and the way we ask them can 
change the dynamic of a conversation.
Telling someone what to do is not coaching. This only helps with one 
scenario at a time. Instead of a one-way interrogation, transform 
your conversations into dynamic learning sessions. 
The ability to ask questions that lead to behavior change is an 
essential management technique that deﬁnes coaching. But 
questions only work if you genuinely care about the response of the 
person you’re speaking with. You must ﬁgure out the thought 
patterns behind your students’ actions to help them learn the skills 
and lessons you’re coaching.


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Business plan review
Executive roll up
WEEK 2
Skills development
Call Review
Pipeline update
WEEK 3
Career growth
Sales Coaching
Call Review
Pipeline update
WEEK 4
Pipeline Review
Skills development
Call review
Pipeline update
WEEK 5
Pipeline review
Business plan review
WEEK 6
Skill development
Call review
Pipeline update
WEEK 7
Career growth
Sales Coaching
Call Review
Pipeline update
WEEK 8
Pipeline Review
Skills development
Call review
Pipeline update
WEEK 9
Pipeline update
Business plan review
WEEK 10
Sales coaching
High Impact Coaching
Pipeline update
WEEK 11
Career growth
Sales Coaching
Call Review
Pipeline update
WEEK 12
Pipeline Review
Skills development
Call review
Pipeline update
WEEK 13
Pipeline update
Pipeline Review


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and deliberate practice.
Not all learning needs to be manager-led. Make sure the team is set 
up for success to practice on their own and with peers. By teaching 
your team how to give feedback and leading by example, you will 
create a positive coaching culture that will exist even when you’re 
not in the room.


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and over would lead to a plateau. According to the science of 
learning, the key to engaging learners is through novelty. John 
Wooden “tricked” his team into practicing the basics by spacing out 
coaching drills that would build on different skills, and practicing 
them in various scenarios.
The best coaches plan their skill development training over time 
with a path that everyone is aware of.
4


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3Proprietary And Conﬁdential  |  Winning By Design™
Asking Great Coaching Questions
The Opener
In a meeting or conversation, ﬁrst impressions make all the difference. If 
you’re not in the right mindset to deliver or receive feedback, your 
meeting might be a waste of time.
When starting a coaching meeting, one of the best 
questions you can ask is “What’s on your mind?” 
This question is powerful because it gives just enough context as to where 
you want the listener to focus — personal or business — as they open up. 
The biggest beneﬁt of this open-ended question is that it’s less likely to 
cause them to fall into a passive response like the all-too-common 
common “How are you?” or “What’s going on?” 
People ask these generic types of questions all the time, so you typically 
get a default answer such as “ﬁne.” The listener answers an open-ended 
question in a close-ended way. This is called a conversational cul-de-sac:


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Adding the words “for you” is a compelling addition 
that gets the person to be more self-reﬂective, and it 
deters them from blaming others. Asking this question 
also encourages a more detailed and personal 
response.
Ask, “What are your biggest challenges?” and you might hear “I’m 
worried that I don’t have enough time to prepare for this 
presentation because John still hasn’t sent me last week’s report.” This 
blames someone else and doesn’t help your student get to a solution.
Following that up with “What are the real challenges for you?” might 
reveal an answer like “Without that report, I’m not able to ﬁnalize the 
agenda for the board meeting.” Now the real challenge of ﬁnalizing 
the board meeting agenda becomes the issue to help resolve, not 
John not sending the report.
This is a valuable follow-up question that helps identify the cause, 
effect, and next steps in a challenge.


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“Why?”
Semantics make a huge difference in how your coaching questions 
are perceived. Be especially sensitive to the question “why?” 
Why-based questions tend to make people defensive. They can often 
feel confrontational or judgemental. Consider questions like “Why 
did you offer that discount?” or “Why did you say that to the 
customer?”
It’s less risky to start with “what” or “how” to explore 
a person’s thought process behind certain behaviors. 
Your tone also makes a huge difference when asking questions that 
start with “why” — and it can be a great question in some contexts. 
For example, when you’re helping a customer uncover a critical 
event, if they say they need a solution “by January 15th, ” then asking 
“Why is that date important to you?” is perfectly acceptable. 
However, if a customer says, “I need a solution by January 15th or I’m 
going to get ﬁred, ” then asking “Why will you be ﬁred?” may be


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“What Else?”
Most coaches at this stage want to jump in with advice (“Well, this is what you 
need to do...”). Instead, you should ask, “What else...?” Get everything out on the 
table, just like you would in an effective trade. 
“What else is going on?” 
Before you answer with the advice you want to give, ﬁnd out what other things are 
causing your student’s conﬂict. For example, you might learn there are other 
challenges at play. For example, they might answer, “We just got new terms, and 
there are new partners to align with, and there’s a lot of other things on my plate.” 
The context of these other issues might create a bigger challenge, or you might 
ﬁnd through talking it out that some items aren’t relevant. Either way, it helps you 
better understand your student’s challenges and determine where you want the 
conversation to go.
Strategize: If You Say “Yes” to This, 
What are You Saying “No” To?


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Simple Questions with Complex Answers
One of the hardest parts of asking great questions is coming up with them 
on the spot. By adding too much context, you risk a lengthier and more 
convoluted question. A simpler approach is often the most effective.
●“What do you want?” is one of the hardest simple questions to answer. 
This question is very challenging for most people, since we spend most 
of our time thinking about what’s not working instead of what we want 
to do about it. This simple question helps you avoid the trap of solving 
the wrong thing for members of your team.
●“What would it take?” Sometimes issues feel insurmountable, so they 
need a fresh take on what an acceptable response or solution looks like. 
As the coach, you don’t need all the answers. Sometimes the best 
solution is to help your team come up with many potential solutions.


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Questions to Avoid
Unlike what we learned in school, there is such a thing as a bad 
question. Often, how you ask questions is more important than the 
actual words you use. Be aware that some interpretations of your 
questions could have the wrong implications.
“Does That Make Sense?” 
The issue with this question is that 99% of the time, you get an 
answer of “yes” for two reasons. First, answering “no” might imply 
that the person asking the question is dumb (and you don’t want to 
tell them they’re not as ﬂuent in the subject as they think). Or second, 
you say yes because you don’t want to admit that you don’t 
understand something, and you’ll just try to ﬁgure it out later. 
“Does that make sense?” has the right intent, which is something akin 
to “Are you following?” However, because we get so many false 
positives, it’s a lousy coaching question.
We have to ask it differently. "How will you use what


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get a default answer such as “ﬁne.” The listener answers an open-ended 
question in a close-ended way. This is called a conversational cul-de-sac: 
instead of continuing in the same direction, you end up right back where 
you started. Most people do it out of habit. 
“What’s on your mind” is the right balance of context and concern. It’s 
about your student and what they’re thinking about, and they can choose 
to answer from a personal or business perspective. It helps focus the 
conversation on what’s going on instead of having you as the coach come 
in with a predeﬁned agenda (“Hey, I wanted to talk to you about XYZ”).


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What Are the Blockers and Challenges “For You?”
You want to ask questions that get your students to reveal any 
challenges they’re up against. Typical questions might include “What 
challenges do you have?” or “What are you struggling with?” or 
“What difﬁculties are you facing?” 
These all have a negative context — that doesn’t make them bad 
questions, but they can’t be the only questions you have in your 
coaching toolkit. 
Often when we’re struggling with something, we blame others, 
usually outsiders. 
“What is the real challenge for you?” is a more 
compelling question that you can follow up with.
Experience is what enables us 
to recognize mistakes when we 
make them again.”
—Franklin P . Jones
“


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John not sending the report.
This is a valuable follow-up question that helps identify the cause, 
effect, and next steps in a challenge.
This question works because when you rephrase the question to 
“What is the real challenge for you?” it cuts out the blame game and 
causes the person you’re speaking with to look inward. They might 
think, “Oh yeah, I’m trying to do too many things at once, and I’m 
letting the ball drop. Even though it’s easy to blame somebody else, I 
need to ﬁgure out how to re-prioritize things for myself.” 
What Are the Real Challenges For You?


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“How Can I Help?”
The intent of this question is positive. You want to help your 
students, but it also implies that you think they need help. You’re 
putting someone on the spot and asking them to say, “I’m weak. 
You’re strong. Can you help me out here?” Most people, especially the 
ones who need the help the most, will respond negatively to this 
question, even though they might not always verbalize it. 
When you ask this question, make sure you do it with the right 
context, and more importantly, with the right intent. If you realize 
what you're saying could be misinterpreted, don't ask the question. 
Instead, rephrase it in a way that suggests you could guide them to a 
path and offer help with a speciﬁc solution.
Advice Hidden Inside the Question
●“Do you think it would be better to show up to the meeting 
prepared next time?” 
●“Do you think you should’ve asked me ﬁrst?”


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“Why is that date important to you?” is perfectly acceptable. 
However, if a customer says, “I need a solution by January 15th or I’m 
going to get ﬁred, ” then asking “Why will you be ﬁred?” may be 
inappropriate without more context.
Asking great questions in coaching is just like asking great questions 
in sales. Word choice matters tremendously. In The Coaching Habit 
by Michael Bungay Stanier, to get into the coaching mindset, always 
make sure the context is clear. 
Try to guide the conversation with questions, but don’t make it feel 
as if the meeting is all about what you as the leader want to 
accomplish. If you call a meeting and you already know and state 
what you want to talk about, it won’t have the same impact as if you 
let the conversation naturally evolve. By strategically asking 
questions, you encourage people to stumble over the truth and 
realize things for themselves.


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better understand your student’s challenges and determine where you want the 
conversation to go.
Strategize: If You Say “Yes” to This, 
What are You Saying “No” To?
When you do not do what you say you will do, you lose trust. This often happens 
despite our best intentions to accomplish a task. 
Trying to align projects with different people by asking “Who can take on this 
project?” often leads to compromising behavior. Your teammates that take on too 
much may be overworked, or worse, start dropping the ball. This leads to a bad 
customer experience and feelings of burnout. 
Solve this by asking the question, “If you say ‘yes’ to this, what 
are you saying ‘no’ to?” 
That’s a powerful question because it forces people to realize that just because you 
want to do everything, doesn’t mean you should do everything. 
Saying no is a potent tool. Empower your team to say things like “This is what I’m 
saying ‘no’ to” or “Help me prioritize.” Reward the ﬁrst person on your team who


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to “Are you following?” However, because we get so many false 
positives, it’s a lousy coaching question.
We have to ask it differently. "How will you use what 
you just learned in your new habits / techniques / 
behavior changes going forward?”
When students have to verbalize back to you, “These are the steps 
I’m going to take..., ” it shows whether what you said made sense — or 
whether they're not yet understanding how to apply the idea that you 
have been discussing.


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With that in mind, you might expect the overly positive “What was 
the best thing you learned today?” to be a good question. But when 
you say it like that, it’s very clear that you’re guiding your students to 
the answer you want. You’re implying they should say something 
positive… but this will backﬁre if they’re not feeling positive about 
you or the conversation. Instead, try the following:
“What was the most useful thing you’re taking away 
from our meeting?”
The key word in this question is “useful” because it strikes the right 
balance between neutral and a soft implication that they should keep 
things positive. “Useful” implies that you learned something that will 
beneﬁt you. It guides the person you’re speaking with without making 
them feel forced into saying something nice. This type of 
self-reﬂection is an excellent segway into an agreement on next steps 
that will lead to accountability.


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Additional open source 
templates can be accessed at 
www.thescienceofrevenue.com
Videos available on
the WbD YouTube Channel
ADDITIONAL RESOURCES FROM


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Advice Hidden Inside the Question
●“Do you think it would be better to show up to the meeting 
prepared next time?” 
●“Do you think you should’ve asked me ﬁrst?” 
Coaching through questions requires that you be genuinely 
interested in discussing the circumstances and thought processes of 
your students. But when you ask a question that’s really advice or 
direction, it comes across as patronizing and insincere.


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Saying no is a potent tool. Empower your team to say things like “This is what I’m 
saying ‘no’ to” or “Help me prioritize.” Reward the ﬁrst person on your team who 
says, “If you’re asking me to do this, what should I de-prioritize to get it done?”


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REKS Deﬁnitions
 R esults
The speciﬁc and measurable outcome of their efforts. Depending on the 
role (e.g., inbound, outbound) these can include discovery calls, 
meetings held, opportunities created, deals closed, revenue closed, etc.
 E ffort
The deﬁned, speciﬁc, and measurable activities that lead to the results 
required. This can include calls made, emails sent, social messages sent, 
events attended, leads converted, and other input activities that are 
leading indicators of results.
 K nowledge
Formal knowledge encompasses things such as the sales process, 
product knowledge, persona proﬁles, industry context, and recognition 
of compelling events that are catalysts for purchasing your solution.
 S kills
The core skills necessary to execute on the knowledge. This can include 
the ability to run a discovery call, effectively demo a solution, handle 
objections, write a compelling email, or trade during the close phase.


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How to Structure your 1:1 Meeting 
(REKS)
 B L U E P R I N T .
REKS Coaching Framework
 REKS  is a coaching framework you can use to help your direct reports 
succeed in their roles. It enables you to coach the key metrics that 
ultimately lead to their success. REKS stands for the following:
 R esults    |     E ffort    |     K nowledge    |     S kills
Each rep’s REKS goals should be established and communicated 
regularly. If changes are made to these goals, they should be 
clearly articulated. 
1:1 Individualized Coaching
As a coach, your direct reports will look to you for guidance on how to 
level up their careers as well as their current job performance. The most 
loved managers are able to ﬁnd the right balance of focusing on 
performance and development.
The secret to great 1:1 meetings is being prepared, insightful, and 
efﬁcient. One of the best ways to gain efﬁciency is to discuss certain


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Review
Collate and review the data for the agreed-upon previous time 
period, and compare performance over time.
Analysis
Analyze the data to hypothesize any potential challenges or 
opportunities. Leverage the REKS decision tree (see page 4) to 
diagnose the rep’s current performance and understand their issues: 
How does this compare to their historical performance?
If they continue on the current trajectory, will they achieve 
their goals?
Agenda
Set a clear agenda for your 1:1 meeting:
Open the meeting with clear goals and time objectives
Review the actions from last week
Discuss REKS analysis
Have growth conversation
Create an action plan
Set actions with completion dates
How to prepare: 
● Obtain the required 
data from relevant 
data sources
How to prepare: 
● Send the agenda 
ahead of the meeting
● Prior to the meeting, 
request any 
necessary 
information
1
2
1
2
3
4
5
6
How to prepare: 
● Leveraging the rep’s


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Ending On a Positive — Even When it Doesn’t 
Always Feel That Way
Coaching is about changing behavior to get different results or 
outcomes. Being self-reﬂective helps you form a stronger memory 
when you recall information. 
Peaks, Valleys, and the End
People reﬂect on a memory at three moments: the peak (the highest 
point), the valley (the lowest point), and how it ends. 
Imagine you put your hand in ice water for two minutes and then 
reﬂect on the experience. Then imagine you submerge your hand for 
three minutes in ice water and move it to lukewarm water at the end 
and then reﬂect on the experience. You would have different 
memories based on those two experiences. 
The ending of the experience with the lukewarm water will feel much 
more favorable because you had that relief at the end — even though 
your hand was in ice water for longer.
Ending on a positive note is especially important when you’re having a


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Action Plan
Once a plan has been decided for REKS and growth conversations, 
ask your reps to identify the actions they’re going to take and set 
realistic dates:
How to prepare: 
● Review previous goals — 
what is their track 
record of completion?
How to prepare: 
● For the next meeting, 
ask reps to come 
prepared to report on 
their progress
Commit
Once you’ve agreed upon and committed to goals, track them in a 
shared space.
● Check: “Are these targets achievable?”
● Ask: “How can I help you to achieve these goals?”
● Agree: What happens if you don’t achieve these goals 
in the agreed-upon time?”


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How to prepare: 
● Form a hypothesis of 
what the rep needs 
to do more or less of 
— and what they’ll do 
differently
REKS Conclusion
Once you diagnose their performance, ask two questions:
What are you going to do more or less of?
How are you going to do that differently?
Use the REKS decision tree as a coaching opportunity; this is not the 
time to tell people WHAT to do. 
Follow the Socratic method and ask them HOW their actions are 
going to help them achieve their goals.
Growth Conversation
1:1s can be repetitive, so you can’t focus solely on the rep’s 
performance against REKS. You need to support their career growth 
to build trust and enable them to succeed. Each week should have a 
different growth focus. For example:
Week 1 Business plan 
review
The rep is accountable for reviewing their previous month’s 
performance, outlining goals for the following month, and creating a


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REKS Decision Tree
Leverage the REKS decision 
tree to diagnose the rep’s 
current performance and 
understand their issues.
Results at Target?
Was their activity 
at target?
Great! Are they the 
highest in the team?
EFFORT ISSUE
1:1 Conversation is 
on increasing effort
Are they certiﬁed on 
knowledge modules?
KNOWLEDGE ISSUE
1:1 Conversation is 
on certiﬁcation for 
modules
Review CRs and 
work - email, call, 
demo - of the rep
SKILLS ISSUE
1:1 Conversation is 
on skills to practice
NO YES
NO YES
NO YES


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performance and development.
The secret to great 1:1 meetings is being prepared, insightful, and 
efﬁcient. One of the best ways to gain efﬁciency is to discuss certain 
topics with the appropriate frequency. Routine and structure build trust, 
but discussing career development opportunities every week may not 
leave enough time to tackle week-to-week performance issues.
Vary the topics you need to cover in 30- to 60-minute meetings 
throughout the month. Use your 1:1s to build a customized plan to which 
both you and your team feel accountable.


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data sources
How to prepare: 
● Send the agenda 
ahead of the meeting
● Prior to the meeting, 
request any 
necessary 
information
1
2
1
2
3
4
5
6
How to prepare: 
● Leveraging the rep’s 
data, understand the 
path that your 
conversation 
should follow


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 Scenario 1   Person is open to feedback and values your advice.
●In this scenario, help set the context. Ask questions that will help 
them understand and incorporate the feedback you’re giving them to 
improve.
 Scenario 2   Person is typically open to feedback, but other parts of 
their work/life are causing distractions.
●Before you deliver your feedback, ask or assess whether they are in 
the right mindset to receive it. Your best intentions will backﬁre if 
you deliver the right message at the wrong time. 
●If they are not able to digest your feedback, ﬁnd a better time 
instead of forcing it when it’s not convenient.
 Scenario 3   Person is not open to feedback because they do not value 
your advice or they believe they are more of an expert than you.
●Word choice and semantics are critical. If you attempt to deliver 
feedback through questions, the person will interpret this as 
patronizing as they “know what you’re doing.”


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How to Handle Candid Conversations
 B L U E P R I N T .
“I’ve been noticing some pushback. 
What would you like to change?”
Coaching with positive reinforcement is powerful in group settings 
and during 1:1s, but there will be times when you need to have direct 
conversations about negative circumstances.
Confrontation has an emotional component; it’s never easy giving 
someone bad news or constructive feedback about something that 
may not be taken well. Your job as a leader is to help your team to be 
successful. If someone is interfering with personal targets or their 
behavior is affecting others, it’s best to confront the situation quickly 
to minimize collateral damage.
Intent Matters More Than Execution
Giving feedback is about helping the other person and achieving 
coaching moments that will develop them professionally. Before you 
start the conversation, determine your desired outcome and work


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How to Structure a Confrontational Conversation
Ask if the circumstances on which you’re delivering feedback are 
unusual or came about due to factors outside of the person’s 
control. Their answer could change your recommendation. 
A.If circumstances were unusual but their intent was correct, give 
them a pass. 
B.If circumstances were not unusual and they deliberately behaved 
in a way that you know is likely to be repeated if not corrected, 
proceed to Step 2.
Ask them to verify what process is expected for this situation.
A.Are they aware of what good looks like? If not, teach them. This is 
simply a knowledge gap — no need to escalate to confrontation.
B.If they know what was expected but intentionally chose to behave 
a different way, this is likely a skill gap. Proceed to Step 3:
Explain your perspective. “This is how I interpret the situation… Can 
you see it from my perspective?” At this stage, they will realize you’re


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more favorable because you had that relief at the end — even though 
your hand was in ice water for longer.
Ending on a positive note is especially important when you’re having a 
challenging conversation or coaching session, but remember not to 
force your agenda on your students. 
HIGHEST 
POINT
Figure 1. The three key moments that people reﬂect on when recalling memories
LOWEST 
POINT
ENDING


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different growth focus. For example:
Week 1 Business plan 
review
The rep is accountable for reviewing their previous month’s 
performance, outlining goals for the following month, and creating a 
plan to execute. You should challenge the rep, clear any obstacles, and 
coach them toward a positive result.
Week 2 Pipeline review The rep presents their pipeline, with the manager reviewing and 
challenging opportunities as required.
Week 3 Skills development Identify any gaps in the rep’s skills. Dedicate time to educating them on 
those gaps and building a plan to bridge them.
Week 4 Career growth Work with the rep to deﬁne personal and career goals. Then collaborate 
to map their current skills and abilities against the required skill sets. 
Prioritize those skills and goals to create an action plan.
PRO TIP: Align the velocity 
of these conversations with 
the velocity of the role. For 
example, if you’re in a 
high-velocity environment, 
these conversations should


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Is the circumstance unusual or 
did it come about due to factors 
outside of the person’s control? 
Ask them to verify what 
process is expected for this 
situation. Are they aware of 
what good looks like?
Give a pass
KNOWLEDGE ISSUE
Teach them. 
This is simply a 
knowledge gap
Potentially a SKILLS ISSUE.
Explain your perspective. 
Discuss 1 or more of the 
following to correct the issue:
NO YES
NO YES
Set an expectation for when 
corrective action should be taken
Figure 1. Structure of a confrontational conversation
Identify what correction 
can they make to 
implement the right 
process
Create a performance 
improvement plan 
together to clearly deﬁne 
expectations
Clarify what will happen 
the next time this 
situation arises if no 
change is made
1
2 3
4
5


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Create accountability:
A.Set a date by which you expect them to take corrective 
action. Be clear on how you will hold them accountable to 
their word. This may be immediate, or it may be ad hoc if the 
situation happens in an unpredictable time frame.
B.Be fair but not threatening.
Individuals are rarely able to see the opportunities to improve their 
own performance, which makes the role of the coach so important. 
When possible, have video recordings of their behavior to review 
together as you coach. This is the most powerful way to avoid the 
Dunning-Kruger Effect (when people with low ability to do a task 
overestimate their own ability).
As an independent observer and coach who knows the goals your 
team is trying to achieve and how they’re trying to get there, you are 
in the best position to identify the behavior changes required to 
achieve high performance.
Candid Conversations Are...
5
Focused on achieving


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Help Your Team Receive Feedback
A strong professional relationship is based on consistency 
and accountability.
To help your team receive constructive feedback, you need to 
build a strong professional relationship based on consistency 
and accountability:
●  Consistency  starts by making regular meetings with your team a 
priority — don’t reschedule your 1:1s and team meetings. You 
need to ensure consistent intent and stay continually focused on 
the collective as well as each individual rep’s ‘why’.
●  Accountability  isn't just about ensuring your team is hitting 
their REKS goals. It begins with leading by example and 
completing any actions from your 1:1s and team meetings in a 
timely manner. Be the champion of the group’s agreed-upon 
coaching principles.
When consistency and accountability are implemented 
hand-in-hand, they build trust within your team and create an 
environment of positive reinforcement.


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Explain your perspective. “This is how I interpret the situation… Can 
you see it from my perspective?” At this stage, they will realize you’re 
holding them accountable to behave in a certain way and that your 
expectations were not met. 
Offer the options you see. Give them the power to take the right 
steps to ﬁx or alter their behavior. Do not attack them or their 
character, and do not force them to do this exactly the way you want 
them to. For example:
Option 1: What correction can they make to implement the right 
process?
Option 2: Create a performance improvement plan together to 
clearly deﬁne expectations.
Option 3: What will happen the next time this situation arises if no 
change is made?
1
2
3
4


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Giving feedback is about helping the other person and achieving 
coaching moments that will develop them professionally. Before you 
start the conversation, determine your desired outcome and work 
out the best strategy to achieve that.
Behavior psychologists have found that any time you call someone 
out directly for doing something wrong, it is human behavior to 
become defensive. When this happens, learning or improvement is 
nearly impossible. Therefore, if you’re giving feedback in hopes of 
seeing behavior change, adjust your strategy based on a few 
common scenarios.


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PRO TIP: Align the velocity 
of these conversations with 
the velocity of the role. For 
example, if you’re in a 
high-velocity environment, 
these conversations should 
happen regularly. With 
mature ﬁeld sales reps, they 
should be spread out over the 
quarter.
1
2


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 Tool 2   Ensure the feedback is targeted. 
Constructive feedback should be:
● Objective — Based on the application of a skill to the agreed-upon framework 
or based on the results/effort applied to the agreed-upon goals
● Actionable — Limit the amount of feedback you provide so that it’s actionable
● Timely — Don’t let time distort everyone’s memory; provide feedback at the 
ﬁrst available moment
● Speciﬁc — Don’t be vague; use speciﬁc customer calls, emails, and employee 
engagements
 Tool 3   Consider delivering your feedback through questions. 
By asking questions instead of leading with statements, you stimulate critical 
thinking and provide context to the candid conversation. For example:
Observation Question
Someone is pitching instead of diagnosing.
What is the impact of solving the customer's 
pain points? How did the customer respond 
when you said...
The rep is doing all of the talking during a 
customer meeting.


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1Proprietary And Conﬁdential  |  Winning By Design™
Run Team Meetings for 
Skill Development
 B L U E P R I N T .
Boring openers to avoid
“Thank you for coming today. It’s an honor 
to speak with you.” 
Bleh! This common opening line is not the way to capture attention. It 
sounds canned, cliche, and misses the best opportunity to grab your 
audience's attention.
“The method we were taught in school is 
based on a lie.”  
This opener offers intrigue. Your audience may not be sure if they agree 
yet, but it evokes curiosity.
Like the opening to a keynote speech, the opening of your team meeting 
is a critical opportunity to engage your audience! The most seasoned speakers 
are focused on captivating listeners with a message that resonates.
In order for you to prepare for your next large team meeting, here are 
some steps that will help you get started. This blueprint will teach you how 
to execute two types of team meetings, those focused on skill development


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in the best position to identify the behavior changes required to 
achieve high performance.
Candid Conversations Are...
5
Focused on achieving 
the rep’s “WHY.” 
Not an opportunity
 to attack. 
Not urgent, 
but important.
If your intention is truly to 
help your reps achieve their 
personal and professional 
goals, then all feedback is 
constructive and should not 
be difﬁcult.
By using the blueprints as 
an agreed-upon way to 
perform, you enable reps 
and their peers to provide 
objective feedback without 
applying personal 
judgment, whether that be 
in 1:1, 1:few, or 1:many 
coaching scenarios.
Candid conversations are 
often overlooked because 
more urgent issues come 
up — or because 
confrontation may have 
negative consequences. 
Have them anyway.


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●Word choice and semantics are critical. If you attempt to deliver 
feedback through questions, the person will interpret this as 
patronizing as they “know what you’re doing.”
●Have a casual conversation, instead of coaching through questions. 
●Minimize any aggressive or confrontational word choices:
○“How can I help?” can imply that you’re able to help them in a way 
they can’t help themselves. This signals that you have more 
power/skills/expertise, which can lead to a negative reaction.
○“I’m proud of you” has a parental connotation, potentially making 
the person you’re speaking with feel lesser or lower than you. 
Instead try “I’m impressed by you.”
You have the ability to create an operating environment in which your 
team members can be honest and constructive with one another. Give 
them the tools to have candid conversations about opportunities to 
improve their performance.


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2Proprietary And Conﬁdential  |  Winning By Design™
 MEETING 1.
Skill Development & The Key Learning Objective
Every session you lead should have a clear purpose (or what we call a 
learning objective). The learning objective is the reason you’re 
speaking. To clarify how you’ll explore this topic, break it down into 
three sections. Explain what the audience will 1) know, 2) be able to 
do, and 3) think about by the end of the session.
For example, here’s the learning objective if you were teaching 
question-based selling using the SPI framework:
1
At the end of this session, you 
will KNOW how to categorize 
diagnostic questions into S, P , 
and I with context vs. no context
You will BE ABLE TO ask 
closed-ended questions with 
context before asking 
open-ended questions
You will THINK ABOUT 
how to prepare effective 
questions based on 
desired answers
Creating learning objectives will help you reﬁne the message for the


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some steps that will help you get started. This blueprint will teach you how 
to execute two types of team meetings, those focused on skill development 
for a big group and weekly meetings that combine performance and 
development reviews.


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3Proprietary And Conﬁdential  |  Winning By Design™
The solution? Create a plan that outlines your opening lines, 
transitions, and any exercises or activities that are relevant to 
reinforce your session. 
Below is a sample plan for a one-hour session on SPI questions:
Time (hh:mm) Speaker Notes / Whiteboard Image Transitions and Questions to Ask 
0:00-0:08 Agenda: Review previous material; example of ACE 
and Agenda
Did the customer open up to you by 
adding an item to the agenda?
0:08-0:20 Topic 1: Close-ended Situational questions
● Context vs. no context (How many employees? 
vs. I noticed you have 100 employees; is that 
right?) Use this to build trust, show you care
● Situational = answer with yes/no or fact
Don’t tell someone to “trust you” or say 
“I’m an expert.” Prove it by demonstrating 
research. Don’t just say, “I did a bunch of 
research on you, but may I ask, what do 
you do?”
0:20-0:30 Topic 2: Pain (open-ended)
● Typically start with “How…” or “What…”


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What is the impact of solving the customer's 
pain points? How did the customer respond 
when you said...
The rep is doing all of the talking during a 
customer meeting.
What do you think the customer was thinking 
at this point of the conversation? What other 
ways could you deliver that message?
 Tool 4   Help them take action. 
This is particularly pertinent for manager-led coaching conversations. 
Ask the person receiving the feedback:
● What are you willing to commit to doing?
● What support do you need from me and the team?
When building a high-performance coaching culture, you and your team must continually 
strive to improve your performance and ultimately your results, so candid conversations 
are inevitable. This framework and these tools will give you the conﬁdence to have the 
candid conversations required to build a strong coaching culture.


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context before asking 
open-ended questions
You will THINK ABOUT 
how to prepare effective 
questions based on 
desired answers
Creating learning objectives will help you reﬁne the message for the 
group you’re speaking with. Be speciﬁc: it’s common for experts to 
be able to take their insights in many different directions. Focus on 
the key learning objective to avoid distraction from what you’re 
trying to cover.
Focus question
Prepare a question for your audience to ask themselves (that your 
session will answer). For example, “How do we encourage customers 
to trust us and open up when we ask questions?”
Create a plan
It’s surprisingly hard to keep track of time when you’re speaking in 
front of a group. Professionals start and end on time, delivering the 
desired outcome within the agreed upon constraints.
But no one likes listening to a robot. We have trouble connecting 
with speakers who come across as too rehearsed. On the ﬂip side,


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5Proprietary And Conﬁdential  |  Winning By Design™
Below is an example of a weekly meeting outline with allocated times 
that could form part of your agenda:
Step Description Prepare Duration 
Review Collate and review data for the agreed-upon previous time 
period and compare performance over time.
Obtain the required 
data from the 
relevant data 
sources
5 mins
Update Provide an update on how the team is performing against 
their REKS objectives for the business period. Leverage your 
leaderboards for “results” and “effort” to create a competitive 
spirit. When done correctly, this can be a great motivator for 
the team and help build a stronger culture.
Conduct gap 
analysis to identify 
areas of focus
5 mins
Wins Ask reps to share their wins and accomplishments. This 
doesn’t need to be a won deal; it could be securing a large 
meeting, negotiating terms, etc.
Come prepared with wins and accomplishments from the 
past week to prompt reps to share speciﬁc events
Review your reps’


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coaching principles.
When consistency and accountability are implemented 
hand-in-hand, they build trust within your team and create an 
environment of positive reinforcement.
Tools For Providing Feedback
Giving feedback doesn’t come easy for many people, but it’s the most 
important conversational tool for creating the change required to 
achieve your performance goals. Here are a few ways to make sure 
your feedback is impactful:
 Tool 1   Align your feedback with their motivations.
When providing candid feedback, it’s important to ensure you have 
the right motives for providing the feedback.
1. Is your aim to improve the situation and enable them to succeed?
2. Is the behavior you’re asking them to reﬂect on improving or 
impeding their goals?


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6Proprietary And Conﬁdential  |  Winning By Design™
Align the velocity of these meetings with the selling velocity of your 
sales team. For instance, BDRs and AEs in a high-velocity 
environment should meet weekly. Field sales reps in an enterprise 
sale could achieve success with meetings every two weeks instead.
When meetings are held regularly and focused on helping reps 
succeed (rather than beating them with a stick to improve or solely 
to collect information from them), they can band the team together 
towards a common goal and build trust between individual reps as 
well as collectively across the team.
Annex: Activities to reinforce and engage
Roleplay - RingRing 
Throughout your lesson, perform mini-breakout RingRing sessions. 
Have each rep turn to their partner or have everyone stand up and 
ﬁnd an area to huddle in groups of two to four, and practice a key 
lesson. 
Remind everyone how to set up a RingRing:
● Skill: Start with “why”


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research. Don’t just say, “I did a bunch of 
research on you, but may I ask, what do 
you do?”
0:20-0:30 Topic 2: Pain (open-ended)
● Typically start with “How…” or “What…”
● Not just negative (What challenges are you 
unhappy with…?)
● Answers to pain questions usually point inward: 
takes too much time, it’s frustrating, no visibility, 
etc.
Asking closed- before open-ended 
questions helps build context; the 
customer knows how to respond.
0:30-0:40 Topic 3: Impact
● Your goal is to get them to point to increased 
revenue, reduced cost (rational), better 
customer/user experience (emotional)
● Don’t ask too early in the convo; it sounds 
salesy
● Answers to impact questions connect two 
parts of the business (if we ﬁx this for Sales, 
then the Product team can...) or align to 
executive priorities
Openers: Has that led to..., how does that 
affect..., the last time this happened, did 
that cause…?
0:40-0:50 Workshop: Practice putting it all together: 
● ACE only
● Agenda only


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7Proprietary And Conﬁdential  |  Winning By Design™
Polls / Pop Quiz / Kahoot
Create a surprise moment where there’s a little competition. 
Kahoot is an online app that everyone can download on their 
smartphone. It allows for real-time polls with scores dependent 
on time and correct answers — it becomes the leaderboard for all 
individuals in the room.
If performing polls or pop quizzes without technology, follow 
these steps:
● Choose one student to answer the ﬁrst poll question; 
discuss the answer
● Ask that student to choose the next student
● The next student reads the second poll question and answers; 
discuss the answer
● Continue until all questions are complete
Breakout Rooms
● These are best done in groups of three so that everyone has a 
chance to practice and watch others engage. When there are just 
two people per group, sometimes one person is away from the 
screen (taking a break, going to the bathroom, etc.) so the other 
person is stuck solo.


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desired outcome within the agreed upon constraints.
But no one likes listening to a robot. We have trouble connecting 
with speakers who come across as too rehearsed. On the ﬂip side, 
someone who wings it or struggles with organizing their thoughts 
can also detract from the power of their message.


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meeting, negotiating terms, etc.
Come prepared with wins and accomplishments from the 
past week to prompt reps to share speciﬁc events
Review your reps’ 
weeks to help them 
share positive 
events
10 mins
Customer 
Stories
Sharing customer stories is key to learning. Identify two reps 
to share a positive or negative customer engagement 
leveraging the SPICED framework.
Identify relevant 
customer stories 
among the team
10 mins
Reﬂection 
Exercise
Go around the team and ask them to identify the effort, 
knowledge, or skills they are going to:
● STOP doing, because it wasn’t working
● START doing, to identify and test another activity/skill to 
achieve their goal
● KEEP doing, because of previous success
See more exercises in the Annex below
Review notes from 
the previous 
meeting
10 mins
Action Ensure everyone is clear on what tasks they are committing to 
in the coming week to move them closer to their REKS goals.
Create a shared 
place to keep 
actions from these


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4Proprietary And Conﬁdential  |  Winning By Design™
 MEETING 1.
Weekly Team Meetings
2
 PROGRESSION OF THE CONVERSATION.
Review
Progress Check
Exercise
Update
Action
Agenda
Prep
Wins/Accomplishments
Customer Stories
In a collaborative coaching culture, you must continuously connect 
your team to their “why.” Point them towards a common goal and 
provide them with an opportunity to learn from each other’s wins 
and losses. A well-run weekly meeting is the perfect opportunity to 
do all of this while motivating your reps for the week ahead.
As your team grows and scales, repurpose your meetings to ensure 
you’re still delivering value. If a meeting is perceived as something 
that could’ve been handled over an email, you’ll lose engagement.
Delegate responsibility for different parts of the meeting — this will 
allow for leadership development and create a more interesting 
meeting, since it allows many voices to be heard.
Figure 1. The key topics in an effective weekly team meeting.


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ﬁnd an area to huddle in groups of two to four, and practice a key 
lesson. 
Remind everyone how to set up a RingRing:
● Skill: Start with “why”
● Scene: When would you use this skill in real life?
● Set-up: Who will be playing the salesperson? Customer? Coach?
● Start: Do you have any questions?
● Feedback: Evaluate process, then execution


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Openers: Has that led to..., how does that 
affect..., the last time this happened, did 
that cause…?
0:40-0:50 Workshop: Practice putting it all together: 
● ACE only
● Agenda only
● ACE + Agenda
● Wagons only
● ACE + Agenda + Wagons
Have one student demonstrate with you. 
Then orchestrate roleplay between 
students. Finally, do breakouts, having 
everyone partner up.
0:50 - 1:00 Wrap Up: What did you learn that you didn’t know 
before?
What will you apply this week?


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two people per group, sometimes one person is away from the 
screen (taking a break, going to the bathroom, etc.) so the other 
person is stuck solo.
● If on-site, use different parts of the room or even the hallways.
It’s really valuable to get people up and moving!
Index Cards
● Hand out four index cards at the start of your team meeting.
● Periodically ask students to write a number on one side and an 
answer or reﬂection on the back. 
● Example: “On the back of your card, write the #2. On the front, 
write a Pain question. When done, pass your card to the person 
on your right. Now read their card. If you agree it’s a pain 
question, write an answer that a customer would give for that 
question. If you disagree, rewrite the question to make it an 
open-ended Pain question.”


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meeting
10 mins
Action Ensure everyone is clear on what tasks they are committing to 
in the coming week to move them closer to their REKS goals.
Create a shared 
place to keep 
actions from these 
meetings to review
5 mins
Ensure meetings are scheduled with enough advance warning that 
your team plans other meetings around them. When team meetings 
happen consistently and provide value, your team will prioritize them.


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Skills: The core skills necessary to 
execute on the knowledge. This can 
include the ability to run a discovery call, 
run an effective demo, handle objections, 
write a compelling email, or trade during 
the close phase.
Understanding the REKS framework helps visualize a clear path to success for sales 
professionals, and also provides a framework for collaborating with your team. Everyone 
agrees to clear coaching principles, like how you should communicate with each other if 
goals are being missed or achieved, and whether skills are present or not being 
implemented.
REKS


