Latest / Hey Docs! / Unlocking Patient Trust with Danny Bobrow’s Persuasion Blueprint

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Unlocking Patient Trust with Danny Bobrow’s Persuasion Blueprint · Hey Docs!

• 0:05
  Speaker 1: Welcome to the Haydocks Podcast with your host Jill Allen.
• 0:09
  Speaker 1: Today I am joined by Daniel bob Row, CEO of
• 0:13
  Speaker 1: AIM Dental Marketing. Danny has spent decades studying and teaching
• 0:18
  Speaker 1: persuasive communication, helping healthcare professionals improve case acceptance, patient trust,
• 0:24
  Speaker 1: and team confidence without feeling salesy or scripted. In this episode,
• 0:29
  Speaker 1: where unpacking why persuasive communication is often misunderstood in healthcare,
• 0:34
  Speaker 1: why so many practices struggle to embrace it, and what
• 0:37
  Speaker 1: it really takes for doctors and teams to master these
• 0:40
  Speaker 1: skills in a way that feels natural and ethical. So
• 0:44
  Speaker 1: let's get started, and now a word from the sponsors
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  Speaker 1: us at go dot Solventum dot com forward slash Clarity again.
• 2:32
  Speaker 1: That is go dot so l v e n t
• 2:37
  Speaker 1: Um dot com forward slash Clarity to learn more. Danny,
• 2:46
  Speaker 1: I am so excited to have you on Haydocks. Thanks
• 2:48
  Speaker 1: for being here today.
• 2:50
  Speaker 2: It's my pleasure, Jill, Thanks for the opportunity.
• 2:53
  Speaker 1: Yes, so the way I love to start off Haydocks.
• 2:56
  Speaker 1: Anytime I've got a new guest on is, I love
• 2:59
  Speaker 1: to have them share a little bit about themselves and
• 3:02
  Speaker 1: their background, Especially for you, what led you into work
• 3:07
  Speaker 1: with the healthcare profession and persuasive skills mastery.
• 3:12
  Speaker 2: Absolutely my pleasure. It's sort of an accident of birth.
• 3:17
  Speaker 2: You might say. I was born in the family of dentists.
• 3:21
  Speaker 2: Were it not for my vision condition, which is not good,
• 3:25
  Speaker 2: I might well have pursued a clinical career in dentistry,
• 3:29
  Speaker 2: but instead I wound up pursuing the practice management, specifically
• 3:33
  Speaker 2: the marketing side of the profession. My brother was and
• 3:37
  Speaker 2: continues to be a practicing dentist in Glencoe, which is
• 3:40
  Speaker 2: a suburb just north of Chicago. In nineteen eighty nine,
• 3:44
  Speaker 2: while I was sort of a generalist marketing consultant, I
• 3:48
  Speaker 2: was still focusing in healthcare. I did have chiropractors, pedietrists,
• 3:54
  Speaker 2: a lot of fitness centers as my clients. My brother
• 3:58
  Speaker 2: said that there was a real opportunity in industry. He'd
• 4:00
  Speaker 2: only been practicing three years at that time himself, and
• 4:04
  Speaker 2: he said that docts, we're going to need help with
• 4:05
  Speaker 2: marketing and would I be interested in focusing on that
• 4:08
  Speaker 2: vertical and without a whole lot of resistance, I agreed
• 4:12
  Speaker 2: because I thought it made a lot of sense and
• 4:14
  Speaker 2: he could be my laboratory and my guinea pig at
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  Speaker 2: the same time. So we began in nineteen eighty nine,
• 4:20
  Speaker 2: and we went through a number of branding reincarnations at
• 4:24
  Speaker 2: that time. You know, right now, I positioned myself as
• 4:27
  Speaker 2: a full service the most experienced full service dental marketing
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  Speaker 2: agency in the country, but we weren't doing digital marketing
• 4:35
  Speaker 2: at that time. There was no commercially available internet in
• 4:38
  Speaker 2: nineteen eighty nine. As nineteen ninety nine two thousand rolled around,
• 4:43
  Speaker 2: we did indeed jump in with both feet, so that
• 4:45
  Speaker 2: that's what we were basically charged with doing by our
• 4:49
  Speaker 2: health partners, which is how we refer to our clients,
• 4:52
  Speaker 2: getting their phone during and then getting people to their website.
• 4:56
  Speaker 2: In the process of generating those leads, we learned rather
• 4:59
  Speaker 2: quickly that getting the phone to ring or getting someone
• 5:01
  Speaker 2: to fill out a form on a website was necessary,
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  Speaker 2: but not sufficient to success. Prospective patients still needed to
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  Speaker 2: be communicated with in an effective manner to convert them
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  Speaker 2: into a solid and kept appointment and from that sprang
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  Speaker 2: another dimension of our offering, which I called the art
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  Speaker 2: of first Impressions, and that was concerned solely and exclusively
• 5:24
  Speaker 2: with first time telephone callers to a dental practice. Before long,
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  Speaker 2: we realized that these skills of connecting with people, recognizing
• 5:32
  Speaker 2: the essential nature of connecting with somebody emotionally before getting
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  Speaker 2: into rational discussion transcended just a phone call from a
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  Speaker 2: first patient first time caller. The conversion was important, but
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  Speaker 2: so is a case acceptance and treatment compliance. So that's
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  Speaker 2: what led to the development of the current program, which
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  Speaker 2: is called the Persuasion Blueprint.
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  Speaker 1: I love that and I'm so excited to kind of
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  Speaker 1: unpack all of this with you because you have worked
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  Speaker 1: with so many practices across the country, and not only
• 6:05
  Speaker 1: on the dental side, but also in the orthodonic as
• 6:08
  Speaker 1: well as other professions also. But I really want to
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  Speaker 1: dive into why do you think so many doctors really
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  Speaker 1: struggle to embrace the concepts that you have been teaching
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  Speaker 1: about in your Persuasion Blueprint.
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  Speaker 2: Well, that's a great question, because, first of all, it's
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  Speaker 2: a golden opportunity for me to practice what I preach,
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  Speaker 2: which is to persuade them that This is something they
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  Speaker 2: ought to embrace, and the reason that I think many
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  Speaker 2: of them don't is, first of all, no fault of
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  Speaker 2: their own. There's still, to this day, very little teaching
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  Speaker 2: of practice management or marketing in dental school Last I checked,
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  Speaker 2: the board licensing exams don't have any practice management questions
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  Speaker 2: on them, So the dental schools are concerned with producing
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  Speaker 2: people who can pass the state board licensing exams, and
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  Speaker 2: doctors are really left on their own to acquire the skills.
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  Speaker 2: There's no shortage of quality consulting firms, especially now, that
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  Speaker 2: can help dentists to acquire the full array of skills
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  Speaker 2: they need, But doctors, being doctors, tend to be rather
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  Speaker 2: clinical skills proficiency heavy, and I liken success in healthcare
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  Speaker 2: practice to a three legged milk stool, with one of
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  Speaker 2: the legs, to be sure, being clinical proficiency, but another
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  Speaker 2: one being business acumen, and a third one being interpersonal
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  Speaker 2: communications skill the unknown unknown, as Don Rumsfeld called, that,
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  Speaker 2: people don't know what they don't know. But I also
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  Speaker 2: think that when they do realize that there's a lack
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  Speaker 2: of that ability in their wheelhouse, I think the reason
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  Speaker 2: that they're embrace it less readily is they fail to
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  Speaker 2: view it as they view their clinical training and their protocols,
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  Speaker 2: which is a protocol. And I think that when.
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  Speaker 3: You view the acquisition of these so called soft skills
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  Speaker 3: with just as much rigor and commitment as you do
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  Speaker 3: your protocols, your clinical protocols, that success ensues.
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  Speaker 1: Yeah. Yeah, for sure. In our profession, I think it's
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  Speaker 1: often a lot of resistance to anything that sounds like
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  Speaker 1: selling because we're providing a service. We're not selling a service.
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  Speaker 1: But I think that we have to and I want
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  Speaker 1: you to kind of unpack this for us really help
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  Speaker 1: practices and doctors and team members refrain what it looks
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  Speaker 1: like to persuade somebody so it feels aligned with patient
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  Speaker 1: care rather than feeling at odds with it. And where
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  Speaker 1: this used car salesman that's trying to sell them into
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  Speaker 1: why they should move forward with some type of orthodonic
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  Speaker 1: treatment or in the dental, you know, move forward with
• 8:48
  Speaker 1: a new crown or a new bridge or a new
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  Speaker 1: whatever it may be. So I'm wondering if you can
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  Speaker 1: talk us through that a little bit and unpack that
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  Speaker 1: for us.
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  Speaker 2: Absolutely well, that's certainly the next essential layer to address
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  Speaker 2: and overcome, which is this perception of persuasion or sales
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  Speaker 2: as some form of coercion or manipulation. You're too young
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  Speaker 2: to remember the movie Shane. I'm sure there's a notable
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  Speaker 2: line that Allan Led states in it, which is that
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  Speaker 2: a gun is like a hammer. It's a tool, and
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  Speaker 2: it's no more or less ethical than its user. And
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  Speaker 2: that's really the case. I do define persuasion as a
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  Speaker 2: set of skills and mindsets that are employed to influence
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  Speaker 2: someone towards a desirable course of action. It's pretty akin
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  Speaker 2: to sales too, which is empowering people to make a
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  Speaker 2: decision that's in their own best interest. And so it's
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  Speaker 2: only manipulative if you're a manipulative person. And I like
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  Speaker 2: to believe the people with whom I work, and this
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  Speaker 2: is table stakes for success with the persuasion blueprint anyway,
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  Speaker 2: is that you're a carrying and a competent individual, that
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  Speaker 2: you have the good and that you really want to
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  Speaker 2: deliver them to people for whom you're offering represents a
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  Speaker 2: fit with their needs. That's table stakes. Now, where the
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  Speaker 2: value of the blueprint comes in is that being caring
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  Speaker 2: is necessary but not sufficient. Being competent is necessary but
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  Speaker 2: not sufficient. There exists in this world of communication what
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  Speaker 2: I call a care gap, which is the gulf between
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  Speaker 2: one's intentions and how they're being perceived by their counterpart.
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  Speaker 2: And this is in turn because of a phenomenon called
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  Speaker 2: the illusion of transparency. In other words, we feel, we
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  Speaker 2: believe often that our caring is self evidence and that
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  Speaker 2: all we need to do is be caring individuals or
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  Speaker 2: be competent individuals, and people will flock to our door.
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  Speaker 2: It's because it's self evident, and that's not true. These
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  Speaker 2: are skills and protocols that need to be mastered and
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  Speaker 2: consistently applied in order to be successful. So we go
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  Speaker 2: through a number of different exercises with our coaching subjects
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  Speaker 2: to train them on signaling caring and to abide by
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  Speaker 2: what I call the thirty second caring rule, which is
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  Speaker 2: within the first thirty seconds of your communication with your counterpart,
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  Speaker 2: be they a prospective patient, a current patient, a non
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  Speaker 2: compliant patient, that you first and foremost let them know
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  Speaker 2: that you remind them oftentimes that you are a caring person.
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  Speaker 2: The sequence to persuasion is a threefold sequential process which
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  Speaker 2: you go through caring, then you go to connection, and
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  Speaker 2: then follow and conclude with collaboration, and you can't achieve
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  Speaker 2: one until the preceding one has been accomplished. So we
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  Speaker 2: work with our students on transmitting caring. And that can
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  Speaker 2: be simply using and pronouncing your patients your parts name correctly.
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  Speaker 2: It can be the tone of voice. It can be
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  Speaker 2: the choice of words that you use so that you
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  Speaker 2: avoid negatively charged words and embrace positively charged words like proud, concerned,
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  Speaker 2: and conservative. Not politically but in terms of treatment. Yep,
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  Speaker 2: that you employ a conservative approach. This is what resonates
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  Speaker 2: with people because what we really want to do is
• 12:23
  Speaker 2: uncover the underlying emotion. People will say one thing and
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  Speaker 2: they're really looking for something else. Yes, when people are
• 12:31
  Speaker 2: searching for a service that they're unfamiliar with, the most
• 12:34
  Speaker 2: commonly asked question is how much does it cost? And
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  Speaker 2: that often triggers us into thinking this person is looking
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  Speaker 2: for a bargain or they're not valuing treatment. In other words,
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  Speaker 2: our mind conjures all these different assumptions that are probably
• 12:50
  Speaker 2: not correct, or we take it personally. And I draw
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  Speaker 2: upon the work of Ruiz, who wrote the Four Agreements,
• 12:58
  Speaker 2: and a number of other authors who really drilled down
• 13:00
  Speaker 2: to what people say, isn't what they mean, And what
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  Speaker 2: we really need to do is get at what the
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  Speaker 2: meaning is, what is the underlying emotion that's driving their
• 13:09
  Speaker 2: desires and fears. And that's premised on the fact that
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  Speaker 2: we make our decisions emotionally and then we justify them
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  Speaker 2: logically because we're not so much rational as we are
• 13:20
  Speaker 2: rationalizing beings. So we really work a lot on helping
• 13:24
  Speaker 2: people realize that because we're sort of victims of our
• 13:26
  Speaker 2: brain architecture and chemistry, our brains have not evolved to
• 13:30
  Speaker 2: keep up with civilization. Our default mode is to respond
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  Speaker 2: emotionally because our limbic system is geared to help us survive.
• 13:41
  Speaker 2: And before there were civilization, the human being on the
• 13:45
  Speaker 2: savannah who scrutinized the number of stripes on a tiger
• 13:50
  Speaker 2: wasn't going to remain in the gene pool very long.
• 13:53
  Speaker 2: So we were trained to view any change anything is
• 13:59
  Speaker 2: a threat response and that's carried over into modern civilization.
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  Speaker 2: So what we work on is to regulate our olympic
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  Speaker 2: system to first of all, regulate ourselves so that we're
• 14:10
  Speaker 2: not feeling emotionally threatened, so that we can then regulate
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  Speaker 2: the emotions of our counterpart so that we can both
• 14:18
  Speaker 2: move out of our olympic system into our prefrontal cortex,
• 14:21
  Speaker 2: which is the center of a cognitive and executive function,
• 14:25
  Speaker 2: and that's where rational decisions are made.
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  Speaker 1: Yeah. I love you really breaking that down, and I
• 14:31
  Speaker 1: like what you said about how we so many times
• 14:34
  Speaker 1: we react or act from an emotional state and then
• 14:39
  Speaker 1: move into that logical decision on this. And I think
• 14:43
  Speaker 1: your point about cost, and I see this so much
• 14:46
  Speaker 1: with my doctors, where immediately a doctor takes that if
• 14:50
  Speaker 1: a patient asks how much does it cost to being
• 14:54
  Speaker 1: such a personal affront? It's almost like this whole guard
• 14:58
  Speaker 1: goes up. And I love that you're really working with
• 15:01
  Speaker 1: doctors to understand maybe there is something different behind to
• 15:06
  Speaker 1: your point, what that question? You know, don't just take
• 15:08
  Speaker 1: it for what it is right on the face there, right.
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  Speaker 2: And the key is that if you're going to persuade others,
• 15:13
  Speaker 2: you need to persuade yourself, and that means really taking
• 15:17
  Speaker 2: a look at how you're processing information and responding emotionally.
• 15:21
  Speaker 2: The four agreements the book I mentioned earlier talks about
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  Speaker 2: four agreements that you make with yourself, and the premise
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  Speaker 2: is that we've all been sort of domesticated into being
• 15:31
  Speaker 2: either a judge or a victim, and these are defense
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  Speaker 2: mechanisms which don't serve us well in civilization or in communication.
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  Speaker 2: And one of the agreements is to not make assumptions yes,
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  Speaker 2: and that's really a lot easier said than done. Another
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  Speaker 2: one is to not take anything personally, which is either
• 15:52
  Speaker 2: even more difficult. For sure, when you look at taking
• 15:55
  Speaker 2: things personally, it's almost a sort of an arrogance, because
• 15:59
  Speaker 2: who are you to feel that you have control over
• 16:02
  Speaker 2: what the other person is feeling or saying that's their issue,
• 16:06
  Speaker 2: not yours. And so when we can distance ourselves or
• 16:09
  Speaker 2: detach ourselves from that dynamic, it really helps us stay
• 16:13
  Speaker 2: in the game and be present in a positive as
• 16:16
  Speaker 2: opposed to a negative an emotional vortex that we meet
• 16:20
  Speaker 2: resistance with resistance, and then that doesn't go where we
• 16:23
  Speaker 2: want it to go. So basically a lot of those
• 16:26
  Speaker 2: skills pervade all three of the s's that I talked about,
• 16:29
  Speaker 2: but we've really only largely talked about the caring component
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  Speaker 2: and the importance of signaling caring. It's essential. And then
• 16:36
  Speaker 2: the next thing that we need to do is to
• 16:38
  Speaker 2: connect with our counterpart, our patient and a big mistake
• 16:43
  Speaker 2: that a lot of doctors, especially professionals, make is that
• 16:47
  Speaker 2: they assume that people are looking to hear about your expertise,
• 16:52
  Speaker 2: that they're going to be more impressed and responsive to
• 16:55
  Speaker 2: learning about how good you are at what you do.
• 16:58
  Speaker 2: And again, evidence is not self evident, and you do
• 17:02
  Speaker 2: need to communicate it, but not yet. The important thing
• 17:06
  Speaker 2: is to understand what's important, what's driving your counterpart, what
• 17:10
  Speaker 2: your patient's needs and fears are, and when you can
• 17:13
  Speaker 2: articulate that, perhaps even better than they can themselves, that's
• 17:18
  Speaker 2: when trust forms. That's when you close the trust gap
• 17:22
  Speaker 2: because study after study has shown that people value far
• 17:25
  Speaker 2: more highly your ability to clearly communicate your understanding of
• 17:32
  Speaker 2: what drives them. Then they are impressed by your credentials
• 17:36
  Speaker 2: and your expertise. Wise person one said, if we're going
• 17:39
  Speaker 2: to do business together, the details can wait. If we're
• 17:43
  Speaker 2: not going to do business together, the details don't matter.
• 17:47
  Speaker 2: And this is on telephone skills too. That's what we
• 17:49
  Speaker 2: teach when receiving a call from a perspective patient. So
• 17:53
  Speaker 2: many people are i think, following the intake form and
• 17:55
  Speaker 2: their practice management system. So somebody calls us, hi, I'd
• 17:59
  Speaker 2: like to know how much a crime. The first thing
• 18:01
  Speaker 2: you'll hear is your name, Yeah, insurance, and that is
• 18:05
  Speaker 2: not exactly making a connection. That is a clearly transactional
• 18:08
  Speaker 2: as opposed to relational exchange. So the important thing is
• 18:12
  Speaker 2: to say I can help you with that. My name
• 18:14
  Speaker 2: is Danny. May I ask who I'm speaking with, and
• 18:17
  Speaker 2: then you get the caller's name, and you didn't say
• 18:22
  Speaker 2: your name. You gave them your name, so it was
• 18:24
  Speaker 2: a quid pro quo. I'm engaging in what Robert Chaldini
• 18:28
  Speaker 2: refers to as one of the principles of influence called reciprocity.
• 18:33
  Speaker 2: So before I ask you for anything, I give you something,
• 18:37
  Speaker 2: and I also said I can help you with that.
• 18:39
  Speaker 2: So I'm sort of setting the tone for the relationship,
• 18:42
  Speaker 2: which will, by the way, that'll help your treatment coordinator
• 18:44
  Speaker 2: and the dentist to also communicate with the patient because
• 18:48
  Speaker 2: you're setting the tone for a relationship based on mutual
• 18:52
  Speaker 2: trust and respect. And then the next thing I ask,
• 18:55
  Speaker 2: and if it's an orthodontist, this may or may not
• 18:58
  Speaker 2: be true, but you'll see in a MI in a
• 18:59
  Speaker 2: why ask it anyway, The next question I always ask
• 19:02
  Speaker 2: is are you in any discomfort presently? Jill, I use
• 19:06
  Speaker 2: your name, and I ask people why do you think
• 19:09
  Speaker 2: I'm asking that question? And people say, well, you want
• 19:11
  Speaker 2: to know if it's an emergency and you need to
• 19:13
  Speaker 2: get him in right away. I say, well, that might
• 19:15
  Speaker 2: be the information that I'm going to receive. But what
• 19:18
  Speaker 2: I'm actually doing is I'm imparting an emotional state. I'm
• 19:21
  Speaker 2: imparting that I care about this person. And this is
• 19:25
  Speaker 2: all in the first thirty seconds, So at the other
• 19:27
  Speaker 2: end of the call you may not realize that, but
• 19:29
  Speaker 2: this person is being bowled over by the fact that
• 19:32
  Speaker 2: they've never talked to a healthcare professional who has established
• 19:35
  Speaker 2: caring within thirty seconds before yes, yeah, And then I
• 19:39
  Speaker 2: continue and we'll say, well, who may we think for
• 19:41
  Speaker 2: referring you to us today? And again, that's not to
• 19:45
  Speaker 2: track how effective my marketing is. That's to exude confidence
• 19:50
  Speaker 2: and pride and an assumption that you must have been
• 19:52
  Speaker 2: referred by one of our happy patients or referring doctors,
• 19:57
  Speaker 2: because everybody's happy with the work that we do here.
• 20:00
  Speaker 2: And then the last question is you mind if I
• 20:02
  Speaker 2: place you on hold for just a moment so that
• 20:04
  Speaker 2: I can get to a quiet area and give you
• 20:06
  Speaker 2: my undivided attention. Again, this is to help give you
• 20:10
  Speaker 2: an opportunity to clear your mind and prioritize, because this
• 20:13
  Speaker 2: caller should be the most important person in the world
• 20:16
  Speaker 2: to you at this moment. But it also conveys caring
• 20:19
  Speaker 2: to them. I don't say it's a madhouse here, please hold. Yeah,
• 20:25
  Speaker 2: but a lot sadly. Yeah, but have you seen me, Jill?
• 20:29
  Speaker 2: Do you mind if I place you on hold for
• 20:31
  Speaker 2: just a moment so that I can get to a
• 20:32
  Speaker 2: quiet area and give you my undivided attention. That shows
• 20:36
  Speaker 2: real caring and professionalism. And again, you've just teed it
• 20:40
  Speaker 2: up for the rest of the team to have a
• 20:42
  Speaker 2: positive experience with this patient.
• 20:44
  Speaker 1: Yeah, yeah, that's that's great. And now a word from
• 20:48
  Speaker 1: the sponsors who make this podcast possible. Hey, docs, if
• 20:54
  Speaker 1: your new patient follow up depends on someone remembering it's
• 20:58
  Speaker 1: leaking revenue, Grayfinch automates new patient follow up, texts and
• 21:03
  Speaker 1: emails go out automatically, and your treatment coordinator just checks
• 21:07
  Speaker 1: their tasks list to see what needs a quick call
• 21:11
  Speaker 1: or a more personalized message. That is one of the
• 21:14
  Speaker 1: many reasons I recommend everyone take a look at Grayfinch.
• 21:17
  Speaker 1: It isn't just a follow up tool. It's a complete
• 21:21
  Speaker 1: practice management software built to help you grow and scale,
• 21:25
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• 21:28
  Speaker 1: startup fee with the Jill allenspecial at Grayfinch dot com
• 21:33
  Speaker 1: forward slash Jill Allen. One question that comes to mind
• 21:41
  Speaker 1: as I'm thinking through this, and I know that you're
• 21:44
  Speaker 1: going to finish us up and not leave us hanging
• 21:46
  Speaker 1: on collaboration because you've done so well at talking to
• 21:49
  Speaker 1: us about caring and connection. But I'm just curious on
• 21:53
  Speaker 1: your thoughts on how difficult I think this can be
• 21:58
  Speaker 1: for orthodona and dental professionals, and I think even their
• 22:02
  Speaker 1: team members to really master these skills. And what are
• 22:07
  Speaker 1: you seeing that maybe helps them change the direction of
• 22:11
  Speaker 1: this learning curve to make it easier, and or why
• 22:14
  Speaker 1: sometimes it's harder for certain doctors or certain team members
• 22:18
  Speaker 1: to really kind of get this.
• 22:20
  Speaker 2: That's a very important question because we want to set
• 22:22
  Speaker 2: our offices for success and this isn't earth chattering. You
• 22:26
  Speaker 2: probably could guess what I'm going to say, but there
• 22:29
  Speaker 2: has to be a commitment on the part of the
• 22:30
  Speaker 2: doctor because the team will respond to the cues they
• 22:35
  Speaker 2: receive from the practice owner or the practice administrator if
• 22:38
  Speaker 2: it's been delegated to him or her, but there's no
• 22:41
  Speaker 2: substitute for that, and then there's no substitute for practice.
• 22:45
  Speaker 2: We call it triad learning scenarios, otherwise known as role play,
• 22:49
  Speaker 2: which people fear at first.
• 22:51
  Speaker 1: And hate usually.
• 22:54
  Speaker 2: They do. I learned to sell in the fitness industry.
• 22:59
  Speaker 2: I remember I was working at a health club that
• 23:01
  Speaker 2: was the flagship of the chain. It was the country's
• 23:03
  Speaker 2: largest chain, and it was being built and we were
• 23:07
  Speaker 2: basically in a dry walled room while they were constructing
• 23:11
  Speaker 2: the facility, and my coach would would use the dry wall,
• 23:16
  Speaker 2: which was going to be torn down anyway, as a
• 23:18
  Speaker 2: chalkboard as a whiteboard for us, and he would write
• 23:21
  Speaker 2: finesse and he would say, all right, Danny, I am
• 23:26
  Speaker 2: just walked in and I would like a tour of
• 23:27
  Speaker 2: the club. Go. And at first it's like, well, I
• 23:31
  Speaker 2: would say, no, no, not what you would say. We're
• 23:33
  Speaker 2: in role let's do it. And it would be fun
• 23:38
  Speaker 2: actually pretty quickly because it's a form of performance. And
• 23:43
  Speaker 2: then the structure is that you have an observer, a
• 23:47
  Speaker 2: team member and a prospective patient for instance, and we
• 23:51
  Speaker 2: give you a scenario. We say go and someone says, hi,
• 23:54
  Speaker 2: thank you for calling Barbara Family Dental, where we're creating
• 23:58
  Speaker 2: a happy community, one smile at a time. This is Danny,
• 24:01
  Speaker 2: how may I help you? And they go through it
• 24:04
  Speaker 2: and they say, I'd like the nomach of Crown Costs.
• 24:07
  Speaker 2: And you know, we give them the script and they
• 24:09
  Speaker 2: can read it at first if they want so. We
• 24:11
  Speaker 2: want it to be simple and fun. They go through
• 24:14
  Speaker 2: the scenario and at the end we say, all right, Danny,
• 24:16
  Speaker 2: how do you think you did? We always have the
• 24:19
  Speaker 2: subject the team member self evaluate first. You know why
• 24:25
  Speaker 2: we do that because the team member is always hardest
• 24:28
  Speaker 2: on themselves and they get it off their chest. And
• 24:32
  Speaker 2: then the observer or the prospective patient get to say, well, actually,
• 24:37
  Speaker 2: I liked when you did this, and I liked when
• 24:39
  Speaker 2: you did that. And then the big question I ask
• 24:42
  Speaker 2: is not what did you like? But how did she
• 24:46
  Speaker 2: make you feel? Did you feel cared for? And then
• 24:50
  Speaker 2: the person gets the feedback which will be self reinforcing
• 24:54
  Speaker 2: over time. So to answer your question, the success requires
• 24:58
  Speaker 2: commitment on the part of the the owner requires commitment
• 25:02
  Speaker 2: on the part of the team and consistency. You know,
• 25:05
  Speaker 2: the treatment coordinator front desk and dentists should all be
• 25:09
  Speaker 2: involved in the coaching because they all need it. These
• 25:13
  Speaker 2: are essential skills that transcend any human interaction. I'll just
• 25:18
  Speaker 2: elaborate a little further and warn you against what you
• 25:22
  Speaker 2: may already know happens. But a lot of team members
• 25:25
  Speaker 2: have been trained by their owner to just patiently ride
• 25:30
  Speaker 2: out the latest wave of enthusiasm they get after being
• 25:33
  Speaker 2: exposed to some new protocol or some new seminar that
• 25:36
  Speaker 2: they just attended, because again, the human mind, we like
• 25:41
  Speaker 2: familiarity and pattern recognition. That's how our minds operate. We
• 25:46
  Speaker 2: don't like change, even though it's been proven that our
• 25:50
  Speaker 2: minds are capable of it through the you know, study
• 25:52
  Speaker 2: of neuroplasticity, and that we can rewire our neurons. People
• 25:57
  Speaker 2: resist it at first. Even a positive chain can freak
• 26:00
  Speaker 2: somebody out. You know, if you're a parent and there's
• 26:03
  Speaker 2: a new school that just opened down the street that's
• 26:05
  Speaker 2: got wonderful credentials and great, you could say, oh, that's wonderful,
• 26:09
  Speaker 2: I can't wait to enroll my child. Or you'll think, well,
• 26:12
  Speaker 2: I wonder how hard it is to get there. I
• 26:13
  Speaker 2: wonder what security is like. I mean, this is the
• 26:16
  Speaker 2: way our mind works. We think, we think in terms
• 26:18
  Speaker 2: of the negative because that served us in the jungle
• 26:22
  Speaker 2: forty years ago. Yeah, but it doesn't anymore. So those
• 26:25
  Speaker 2: are the things that are quite simply need to have happened.
• 26:29
  Speaker 2: There's got to be commitment, There's got to be consistency
• 26:31
  Speaker 2: and clarity from the team owner from.
• 26:33
  Speaker 1: The presence you're so right on, And it's kind of
• 26:36
  Speaker 1: that leading from the top down, whether it is the
• 26:38
  Speaker 1: doctor or the office manager, they have to be on
• 26:41
  Speaker 1: board with it. Team members have to be on board
• 26:43
  Speaker 1: with it. And back to your point of it is
• 26:47
  Speaker 1: role playing. At least on my side, when our teams
• 26:50
  Speaker 1: work with teams in role playing, it is always met
• 26:54
  Speaker 1: with such resistance. But to your point, I think once
• 26:58
  Speaker 1: people understand it and get why we do it, it
• 27:01
  Speaker 1: is so beneficial. I always take it back to that
• 27:05
  Speaker 1: muscle memory. If we are going through the scenarios or
• 27:09
  Speaker 1: thinking about what's the worst that can happen, or just
• 27:11
  Speaker 1: getting all the wiggles out, getting all the anxiety out,
• 27:15
  Speaker 1: and then get to the meat and potatoes of what
• 27:18
  Speaker 1: you're really doing and why you know, understanding that, why gosh,
• 27:22
  Speaker 1: it makes it makes such a difference. I see on
• 27:24
  Speaker 1: our side when we're able to work through those things.
• 27:27
  Speaker 2: But there is inertia and we recognize it. We take
• 27:30
  Speaker 2: responsibility too, you know, we recognize the reality and we
• 27:33
  Speaker 2: don't blame the victim, so to speak. And so what
• 27:37
  Speaker 2: I start off is some really simple scenarios that people
• 27:41
  Speaker 2: can practice and will demonstrate. So the first role play,
• 27:45
  Speaker 2: I'm going to be the subject of this scenario so
• 27:48
  Speaker 2: I can demonstrate it, and then I can ask people
• 27:51
  Speaker 2: for feedback, and I show that I can take feedback too,
• 27:53
  Speaker 2: because I'm not perfect either, but them. Yeah, and I
• 27:56
  Speaker 2: learn all the time. One really important skill that people
• 28:00
  Speaker 2: definitely benefit from learning is the art of listening, because
• 28:04
  Speaker 2: people people mistake patiently being silent, waiting to what you
• 28:10
  Speaker 2: till your turn to talk is listening, and it's not. So,
• 28:14
  Speaker 2: you know, we'll often start with a scenario like, okay, Mary,
• 28:18
  Speaker 2: tell me about a recent trip that you went on.
• 28:21
  Speaker 2: And she'll start and she'll say, well, we just got
• 28:24
  Speaker 2: back from Hawaii. I was there with my husband. I said, oh,
• 28:27
  Speaker 2: I was in Hawaii a few years ago. I love
• 28:29
  Speaker 2: that state. It's the most beautiful thing. And then I say,
• 28:32
  Speaker 2: all right, so how did you feel in that exchange Mary,
• 28:35
  Speaker 2: and she usually says, well, words like wasn't listened to
• 28:39
  Speaker 2: or invalidated or demotivated and why was that? Well, because
• 28:45
  Speaker 2: you didn't even let me finish. And you know, people
• 28:47
  Speaker 2: do this all the time. I call it comparative reality.
• 28:50
  Speaker 2: A colleague of mind calls it pouncing. When we think
• 28:56
  Speaker 2: that we're relating and we're supporting our counterpart because we're
• 29:00
  Speaker 2: sharing a similar experience that we had, and what we're
• 29:03
  Speaker 2: not doing is giving them a chance to and we're
• 29:06
  Speaker 2: making it about us. So we commit a number of
• 29:09
  Speaker 2: cardinal sins. We interrupt, we want up, and we make
• 29:12
  Speaker 2: it about us. We shine the spotlight on us. And
• 29:15
  Speaker 2: then we do it again. And she says, we went
• 29:18
  Speaker 2: to Hawaii, and you know, my husband and I were
• 29:21
  Speaker 2: there for ten days and we visited the Big Island
• 29:23
  Speaker 2: and we hiked the volcano and we snorkeled and we
• 29:27
  Speaker 2: had great seafood. And I'll go, that's fantastic, tell me more. Yes,
• 29:32
  Speaker 2: And it's a simple shift. Well, yeah, I went to
• 29:35
  Speaker 2: Hawaii too, but and I may bring that up at
• 29:38
  Speaker 2: some point, but not now. So it's a really simple
• 29:43
  Speaker 2: primer to try to grease the skids a little bit.
• 29:47
  Speaker 2: So we can get into role play and I say,
• 29:49
  Speaker 2: all right, now it's my turn. Now I'm going to
• 29:51
  Speaker 2: talk to you. So we take it really slow, and
• 29:54
  Speaker 2: I gauge the audience because you know, the key to
• 29:56
  Speaker 2: persuasion is a tuning to your audience, and that means
• 29:59
  Speaker 2: it tuning to them in terms of what Toba Hellerstein
• 30:03
  Speaker 2: calls the emotional ecosystem they inhabit. Somebody may be very
• 30:07
  Speaker 2: emotionally charged about the subject matter, and in that case,
• 30:11
  Speaker 2: we need to go very slowly, or they may not process.
• 30:15
  Speaker 2: They may be younger, and it's been demonstrated that the
• 30:18
  Speaker 2: prefrontal cortex doesn't even fully develop in a typical human
• 30:21
  Speaker 2: being until they're twenty four years old. And so we
• 30:24
  Speaker 2: have to recognize the limitations of our audience. And that's
• 30:29
  Speaker 2: not to be condescending, it's to be recognized the reality
• 30:33
  Speaker 2: so that we then can communicate with them in a
• 30:35
  Speaker 2: way that resonates with them. We also want to look
• 30:37
  Speaker 2: at their age in terms of their attention span or
• 30:40
  Speaker 2: the types of the form of communication they're accustomed to.
• 30:43
  Speaker 2: I mean, most people these days, you know, I'm a boomer,
• 30:46
  Speaker 2: and so I like when I talk to people to
• 30:49
  Speaker 2: make eye contact and to pace me and to you know,
• 30:53
  Speaker 2: basically support me. A lot of people these days, younger
• 30:57
  Speaker 2: people are their eyes are buried in their power because
• 31:00
  Speaker 2: they're looking at their phone all the time. And so
• 31:04
  Speaker 2: when I say Hi, Hi, Billy, how are you doing?
• 31:06
  Speaker 2: He says good? And that used to put me off,
• 31:09
  Speaker 2: but I realized that this is how they communicate, and
• 31:12
  Speaker 2: so we need to attune to them. So that's what
• 31:16
  Speaker 2: we go through in a lot of it's not all
• 31:18
  Speaker 2: role play by any means. I mean, we have a
• 31:21
  Speaker 2: and we can talk about it later, but I have
• 31:22
  Speaker 2: a seven roughly average length of twelve minute video modules
• 31:28
  Speaker 2: that are the initial part of our coaching, and we
• 31:30
  Speaker 2: ask people to view the modules and then we have
• 31:32
  Speaker 2: some exercises associated with them so that they can get
• 31:35
  Speaker 2: comfortable with the three seeds of persuasive communication, caring, connection,
• 31:40
  Speaker 2: and collaboration, which we have yet to discuss in full,
• 31:44
  Speaker 2: but get them understanding sort of the technology. But then
• 31:48
  Speaker 2: that's great. That's the skeleton, and now we have to
• 31:50
  Speaker 2: put the meat on the bones, and that's where we
• 31:52
  Speaker 2: get into the one on one coaching and we make
• 31:55
  Speaker 2: it real for them at that point.
• 31:57
  Speaker 1: Yeah, so what do you see as you start to
• 31:59
  Speaker 1: see the teams that you're working with really start to
• 32:02
  Speaker 1: embrace this and commit to improving their persuasive communication. I
• 32:08
  Speaker 1: just love the way that sounds persuasive communication. What changes
• 32:13
  Speaker 1: are you typically seeing in patient relationships, maybe team confidence,
• 32:19
  Speaker 1: overall practice performance? What are you seeing there?
• 32:23
  Speaker 2: That's right, and I can quantify it for you. But
• 32:25
  Speaker 2: the quality of the communication improves. People feel empowered. They
• 32:30
  Speaker 2: went into thinking this is another assignment, it's going to
• 32:32
  Speaker 2: be more work, I'm going to have to learn to
• 32:35
  Speaker 2: do stuff, or maybe it's going to embarrass me, or
• 32:38
  Speaker 2: I'm going to again. It depends on where they're at
• 32:41
  Speaker 2: because there's different kinds of resistance. And if some people
• 32:44
  Speaker 2: exhibit identity resistance, which means that their identity is bound
• 32:49
  Speaker 2: up with their behavior, and if you suggest that we're
• 32:52
  Speaker 2: going to coach you on enhancing your communication skills, people
• 32:56
  Speaker 2: are threatened by that. So we address that at the
• 32:59
  Speaker 2: beginning that this is not what that's about. This is
• 33:01
  Speaker 2: about empowering you to make your job more enjoyable and
• 33:06
  Speaker 2: to make you even more valuable to your employer. But
• 33:09
  Speaker 2: the benefits are you increase your batting average. Number one.
• 33:13
  Speaker 2: When we're talking about prospective patient calls. The percentage of
• 33:17
  Speaker 2: calls that you convert into solid and kept appointments will
• 33:20
  Speaker 2: increase markedly and quickly. Because just that Taffy introduction I
• 33:26
  Speaker 2: shared with you, Taffy is TAFI. It's a holdover from
• 33:30
  Speaker 2: the art of first impressions. I'll use it interchangeably. I'll
• 33:33
  Speaker 2: call it the TPB for the Persuasion Blueprint introduction now also,
• 33:37
  Speaker 2: but just that five statement script that I share with
• 33:40
  Speaker 2: people when they receive a call from a perspective patient,
• 33:43
  Speaker 2: when they master that protocol, they can increase their appointment
• 33:48
  Speaker 2: conversion rate by twenty five percent in one or two months.
• 33:53
  Speaker 2: It's remarkable. The value behind that I didn't really explain
• 33:57
  Speaker 2: it is that while I'm doing the script ike pablishing rapport,
• 34:01
  Speaker 2: I'm conveying empathy and I'm exuding enthusiasm, and at the
• 34:07
  Speaker 2: same time I am guiding the caller. I'm really controlling
• 34:11
  Speaker 2: the call. But people sometimes view control as a form
• 34:14
  Speaker 2: of manipulation. But in this sense, if somebody calls the office,
• 34:18
  Speaker 2: they may not realize it, but they really want you
• 34:20
  Speaker 2: to be in control of the call because you're the
• 34:23
  Speaker 2: expert and the reason that we're actually guiding the call
• 34:27
  Speaker 2: is because we're asking the questions. So that's sort of
• 34:30
  Speaker 2: the hidden they want to flatter myself. But the hidden
• 34:32
  Speaker 2: genius behind the taffy introduction is that every one of
• 34:36
  Speaker 2: those statements is a question. Yes, you know, it's thank
• 34:39
  Speaker 2: you for calling? How may I help you? They give
• 34:42
  Speaker 2: you the name, I say, I can help you with that.
• 34:43
  Speaker 2: My name is Danny with whom am I speaking? And
• 34:47
  Speaker 2: then they answer and I say, thank you for calling?
• 34:50
  Speaker 2: Are you in any discomfort presently? So while I'm conveying
• 34:54
  Speaker 2: empathy and showing caring, I'm also the one asking the questions. Ye.
• 35:00
  Speaker 2: So many callers immediately lose control of the call because
• 35:03
  Speaker 2: someone says, I'd like to know how much in visiline costs. Well,
• 35:07
  Speaker 2: that depends, well, what's it depends on? Well, it depends
• 35:09
  Speaker 2: on the age and the time frame and the condition
• 35:11
  Speaker 2: of the teeth. Well, my son is fourteen years old,
• 35:14
  Speaker 2: and so you can see I'm sort of on the ropes.
• 35:17
  Speaker 1: Yeah, reactive yond.
• 35:20
  Speaker 2: And when you're on the defense, you ultimately inevitably lose
• 35:23
  Speaker 2: the battle. Yeah. So that's what we're trying to do,
• 35:27
  Speaker 2: is to in a very professional and empathetic manner, gain
• 35:32
  Speaker 2: and maintain control of the communication to the patient's benefit.
• 35:37
  Speaker 1: Yeah, yeah, that's great. As we bring this full circle,
• 35:41
  Speaker 1: i'd love for you to kind of and turn how
• 35:44
  Speaker 1: this all works into that collaboration piece of it. So
• 35:48
  Speaker 1: we've went through caring and you've just laid this out
• 35:50
  Speaker 1: so nicely into the connection piece of it. Let's talk
• 35:54
  Speaker 1: about that final see.
• 35:56
  Speaker 2: Sure, well, collaboration is all about partnership, and it empowers
• 35:59
  Speaker 2: your counterpart, the patient, to feel that they are a
• 36:03
  Speaker 2: part in the crafting of the plan because when they
• 36:06
  Speaker 2: do that, they feel a sense of ownership. And people
• 36:09
  Speaker 2: are less likely when they feel a sense of ownership
• 36:12
  Speaker 2: and partnership in the crafting of the plan going forward,
• 36:15
  Speaker 2: they're less likely to bail, they're less likely to be
• 36:18
  Speaker 2: non compliant. But the important thing is that this is
• 36:22
  Speaker 2: a sequential process. If you try to employ the skills
• 36:26
  Speaker 2: that we teach in the collaboration component before you've effectively
• 36:30
  Speaker 2: and successfully established caring, signaled caring, and made the connection,
• 36:36
  Speaker 2: collaboration will not work. It's also not to say that
• 36:39
  Speaker 2: you won't have to recalibrate from time to time, because
• 36:43
  Speaker 2: people will need to be reminded of your caring or
• 36:45
  Speaker 2: they'll need to reconnect. But collaboration is all about asking
• 36:49
  Speaker 2: questions and revealing what is important to your counterpart by
• 36:56
  Speaker 2: avoiding jargon, not talking about a clue, usion and torque
• 37:01
  Speaker 2: biomechanics and instead of getting into confidence fear, desire for success,
• 37:08
  Speaker 2: to be ready for a specific event, be it a
• 37:10
  Speaker 2: wedding or a graduation, or just being comfortable having their
• 37:13
  Speaker 2: photograph taken. So and you do this through a number
• 37:17
  Speaker 2: of techniques. One I like to offer is called the
• 37:20
  Speaker 2: emotion labeling ladder. We also like to show you how
• 37:24
  Speaker 2: to convert attributes into benefits. But emotional labeling is about
• 37:31
  Speaker 2: having a conversation where you start very neutral. You make
• 37:34
  Speaker 2: a neutral statement, and then the person responds with an
• 37:37
  Speaker 2: affirmative response, and then you offer a soft emotional label,
• 37:42
  Speaker 2: which is just a surface acknowledgment what they're feeling. And
• 37:46
  Speaker 2: then once they acknowledge that, you go a little deeper.
• 37:50
  Speaker 2: And so maybe the fifteen year old you're talking to
• 37:54
  Speaker 2: hasn't been using their retainer, So you say I noticed
• 37:57
  Speaker 2: a little shifting lately, saying yeah, yeah, it's just been
• 38:01
  Speaker 2: a hassle for me. I understand, is it because it's
• 38:06
  Speaker 2: sort of annoying having to remember to use the retainer. Yeah,
• 38:09
  Speaker 2: I just forget Well, I understand sounds like that might
• 38:13
  Speaker 2: be frustrating for you. And then your fifteen year old
• 38:16
  Speaker 2: patient will say, yeah, I just don't get around to
• 38:19
  Speaker 2: it as much as I as I should. Say, well,
• 38:21
  Speaker 2: that's fine, I understand, And then you want to get
• 38:24
  Speaker 2: to the meeting label, which is translating the emotion into
• 38:28
  Speaker 2: what their need is. And then you remind them that
• 38:30
  Speaker 2: we did this and we've worked hard, You've worked hard
• 38:33
  Speaker 2: to get your teeth to a position the position that
• 38:36
  Speaker 2: you want them, and they say yeah, yeah, I do
• 38:39
  Speaker 2: want to be able to do that. And now you're
• 38:41
  Speaker 2: in the collaboration phase where you translate that into the
• 38:45
  Speaker 2: work together, say well, would it help if we work
• 38:48
  Speaker 2: together to perhaps work the use of your retainer into
• 38:52
  Speaker 2: your regular routine. Maybe put it next to your phone charger,
• 38:55
  Speaker 2: which you know they have right next to the day
• 38:59
  Speaker 2: your toothbrush. And so now you're collaborating, you say yeah,
• 39:02
  Speaker 2: that might work. Okay, great, well let's work on that.
• 39:05
  Speaker 2: So now you've opened the door and you went from
• 39:07
  Speaker 2: really just you're not using the retainer and you could
• 39:11
  Speaker 2: say that and you can say, well, I see some
• 39:13
  Speaker 2: shifting you're not using the retainer. Well, that's blaming, and
• 39:17
  Speaker 2: that will raise resistance. By doing this ladder of sequential
• 39:21
  Speaker 2: steps getting deeper and deeper beneath the surface, the person willingly,
• 39:26
  Speaker 2: of their own volition, opens up and chooses to be
• 39:29
  Speaker 2: a partner in the solution that you're proposing. That's what
• 39:33
  Speaker 2: collaboration looks like.
• 39:34
  Speaker 1: Yeah, I love that, and it's such a beautiful sequence
• 39:37
  Speaker 1: in how that comes. And I can see exactly in
• 39:41
  Speaker 1: an orthopractice and a dental practice, like if we can
• 39:45
  Speaker 1: move our patients through these sequences, you know, I'm thinking
• 39:48
  Speaker 1: about it so much in the treatment coordinating room when
• 39:51
  Speaker 1: we're past that new patient phone call in our industry
• 39:55
  Speaker 1: where we are presenting the treatment and a doctor comes in,
• 39:58
  Speaker 1: and I think so many times our doctors come in
• 40:01
  Speaker 1: at I'm the expert, and here's what needs to happen,
• 40:04
  Speaker 1: and here's you know, I see all these problems, and
• 40:07
  Speaker 1: whether there's some blame involved or it's just the facts, ma'am,
• 40:10
  Speaker 1: here's the facts. Now make a decision on the facts,
• 40:13
  Speaker 1: and we really work on and I think it's so
• 40:16
  Speaker 1: important to your point. Let's start a little bit with
• 40:20
  Speaker 1: that emotional piece of so many times a doctor will
• 40:24
  Speaker 1: come in. I'm just going to use this as an example.
• 40:26
  Speaker 1: Patient's got a big diastema younger child between the front teeth,
• 40:30
  Speaker 1: and the doctor just wants to fix the diastema, or
• 40:33
  Speaker 1: maybe the doctor says, hey, we don't need to fix
• 40:35
  Speaker 1: that diastema right now because their teeth an in. Mom's
• 40:38
  Speaker 1: emotional reason for being there is the fact that their
• 40:40
  Speaker 1: child's being picked on, and they're here because they want
• 40:44
  Speaker 1: somebody to validate and hear their concerns and give them
• 40:49
  Speaker 1: a reason to say it's okay, mom. That is a
• 40:51
  Speaker 1: valid as a point as us waiting if you're standing
• 40:55
  Speaker 1: in for your child or whatnot. Anyways, I just I
• 40:58
  Speaker 1: think that.
• 41:00
  Speaker 2: Expert override I call one of the big collaboration killers,
• 41:03
  Speaker 2: is what I call expert override. And that's when we've
• 41:06
  Speaker 2: done it a thousand times before. We know what the
• 41:09
  Speaker 2: person's going to say before they say it, but you
• 41:11
  Speaker 2: want to let them say it anyway. People need to
• 41:15
  Speaker 2: feel that they're being heard and understood. And you know
• 41:19
  Speaker 2: you mentioned the parent and I don't know how much
• 41:21
  Speaker 2: this is done, but like that scenario I gave with
• 41:24
  Speaker 2: the fifteen year old, that might be a conversation best
• 41:26
  Speaker 2: head between the doctor and the patient without the parent. Yes,
• 41:31
  Speaker 2: you don't know what the dynamic is and that only
• 41:33
  Speaker 2: complicates that. Or she might say, yeah, yeah, he really
• 41:35
  Speaker 2: doesn't he doesn't really listen to what I tell him,
• 41:39
  Speaker 2: or you know something, So that's another judgment call. But
• 41:43
  Speaker 2: I think it makes sense sometimes to have those conversations
• 41:45
  Speaker 2: one on one with your patient.
• 41:47
  Speaker 1: Yeah, totally agree, Totally agree. Well, Danny, this has been
• 41:51
  Speaker 1: such a wonderful conversation, and I think your points are
• 41:55
  Speaker 1: just so important to what is happening in our dental industry,
• 42:00
  Speaker 1: in our orthodonic industry, and just that really keying into
• 42:04
  Speaker 1: the importance of communication. And I think sometimes we unfortunately
• 42:09
  Speaker 1: make what we do so transactional. We want it to
• 42:12
  Speaker 1: be personable, but it becomes so transactional because we got
• 42:17
  Speaker 1: a job to do, and we've got to get through
• 42:18
  Speaker 1: the steps, and we got to you know, our job
• 42:20
  Speaker 1: is to get the patient, to get them off the phone,
• 42:22
  Speaker 1: to get them scheduled, to get them in, to get
• 42:24
  Speaker 1: them to say yes, and we lose. I think the
• 42:27
  Speaker 1: importance of good communication will really make or break all
• 42:31
  Speaker 1: of those steps coming to fruition.
• 42:33
  Speaker 2: I call it being minute wise and dollar foolish. Yeah,
• 42:37
  Speaker 2: we all need to slow down, myself included, I'm getting
• 42:41
  Speaker 2: involved in meditation. In fact, in a couple of months,
• 42:44
  Speaker 2: I'm going to do a ten day silent meditation retreat
• 42:48
  Speaker 2: because I just think it's in I've climbed mountains before,
• 42:52
  Speaker 2: and I've been on multi week expeditions. I think this
• 42:56
  Speaker 2: is going to be as daunting a challenge for me
• 42:58
  Speaker 2: as anything I've taken on. But I've learned that quieting
• 43:03
  Speaker 2: the mind and being mindful is one of the best
• 43:06
  Speaker 2: things we can do for ourselves, and it's gaining traction
• 43:09
  Speaker 2: in the professional world that used to be viewed as
• 43:12
  Speaker 2: fringe cult kind of stuff. But through my work in
• 43:17
  Speaker 2: yoga and the meditation that I've gotten involved with, I
• 43:21
  Speaker 2: have a long way to go, has really helped me
• 43:24
  Speaker 2: to realize that you just have to chill. We justify
• 43:27
  Speaker 2: it because we say, well, we got another patient waiting,
• 43:29
  Speaker 2: they don't want to be kept waiting, or we don't
• 43:31
  Speaker 2: want to take up this patient's time. But trust me,
• 43:35
  Speaker 2: everybody appreciates the time that you take. And if you
• 43:37
  Speaker 2: spend a few extra minutes with this patient right now,
• 43:41
  Speaker 2: if you remain present, that alone is going to pay
• 43:45
  Speaker 2: big dividends in terms of success and results.
• 43:48
  Speaker 1: Yeah, yeah, for sure, for sure. So somebody wants to
• 43:52
  Speaker 1: learn more about the work that you're doing or AIM
• 43:56
  Speaker 1: Dental Marketing, what is going to be the best way
• 43:59
  Speaker 1: that they can connect with you.
• 44:01
  Speaker 2: I appreciate the question. There's two answers there. If you're
• 44:04
  Speaker 2: looking for help growing your practice through generating leads, you
• 44:08
  Speaker 2: want to go to Aimdentalmarketing dot com. That's the practice
• 44:12
  Speaker 2: management practice marketing side of the business. If you're interested
• 44:15
  Speaker 2: in learning more about what we discussed today, and you're
• 44:18
  Speaker 2: welcome to go to both places. Of course, the website
• 44:23
  Speaker 2: to go to is just my name, dannybobro dot com.
• 44:26
  Speaker 2: You'll have an opportunity to complete a persuasion scorecard for yourself.
• 44:31
  Speaker 2: That's complementary and what it will do is give you
• 44:34
  Speaker 2: a baseline of how well you're scoring currently on the caring,
• 44:38
  Speaker 2: connection and collaboration scales. And then you can also book
• 44:42
  Speaker 2: a strategy call with me and I'll be happy to
• 44:44
  Speaker 2: explain the different tracks that we offer in terms of
• 44:48
  Speaker 2: coaching you or your team to become more persuasive communicators.
• 44:53
  Speaker 1: Ah, I love that. And now a word from the
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  Speaker 1: sponsors who make this podcast possible, Haydocks, Let's talk about
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  Speaker 1: Smile Sweet because it's not just another scheduling system. It's
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  Speaker 1: a game changer in the world of new patient management.
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  Speaker 1: incredible impact it has on practices of all sizes. Smile
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  Speaker 1: way I love to finish up, Haydocks, I know you
• 45:55
  Speaker 1: know this is I like to finish us up with
• 45:57
  Speaker 1: a little speed round. So I'm going to gleam a
• 45:59
  Speaker 1: little bit more knowledge from you, you know, an insight
• 46:03
  Speaker 1: from you here. So are you ready for a speed
• 46:05
  Speaker 1: round challenge?
• 46:06
  Speaker 4: I believe so yeah, well we will find out, all right,
• 46:12
  Speaker 4: what is one daily habit or ritual that you feel
• 46:16
  Speaker 4: like really helps you stay productive and balanced?
• 46:20
  Speaker 2: Okay, well I'll be fast because I know we have
• 46:22
  Speaker 2: to be fast because there's two. One, as I work out,
• 46:24
  Speaker 2: I get up at four thirty every morning and I
• 46:26
  Speaker 2: work out for one to two hours wow. And then
• 46:28
  Speaker 2: the other thing I do is usually around the afternoon,
• 46:32
  Speaker 2: I will go to the bedroom and put on an
• 46:34
  Speaker 2: eye shade, not necessarily sleep, not necessarily meditate, sometimes just
• 46:40
  Speaker 2: cogitate on some project or challenge that I'm working on.
• 46:44
  Speaker 2: Doing that pretty consistently twenty minutes, strongly recommend it. I
• 46:48
  Speaker 2: get more work done sometimes in those twenty minutes than
• 46:51
  Speaker 2: It's probably the culmination of prior work. But it's a
• 46:54
  Speaker 2: great way to tie that bout together.
• 46:56
  Speaker 1: Yeah, oh, I love that. It's interesting how your brain
• 46:59
  Speaker 1: can unlock sometimes when you give it time to unlock.
• 47:03
  Speaker 1: So that's us great. Love that all right. If you
• 47:06
  Speaker 1: could add one unconventional perk to a workplace, what would
• 47:11
  Speaker 1: you add.
• 47:13
  Speaker 2: A quiet area like I just described a meditation room
• 47:16
  Speaker 2: or a contemplation room, but instead of expecting people that
• 47:21
  Speaker 2: be awake and working hard all the time recognize that
• 47:24
  Speaker 2: downtime and giving them a chance to recharge their batteries
• 47:28
  Speaker 2: and to synthesize what they've been working on in some
• 47:31
  Speaker 2: quiet manner like that. I think is in your own
• 47:33
  Speaker 2: best interest. I think it's a great thing to consider.
• 47:37
  Speaker 1: I love that, all right. And the final one, what
• 47:39
  Speaker 1: is one piece of advice you wish you had followed
• 47:41
  Speaker 1: earlier in your career?
• 47:43
  Speaker 2: Well, I didn't necessarily get the Well I did get
• 47:46
  Speaker 2: the advice because I was always been a voracious reader.
• 47:49
  Speaker 2: But to practice the skills that I'm coaching right now,
• 47:52
  Speaker 2: which is mindfulness recognizing the emotional way in which we respond.
• 47:58
  Speaker 2: I wish I had respond added less emotionally and gotten
• 48:02
  Speaker 2: out of my lizard brain a lot quicker in interactions
• 48:06
  Speaker 2: with people.
• 48:07
  Speaker 1: Yeah, that's great. Well, Danny, thank you so much for
• 48:11
  Speaker 1: being a part of Haydocks and for being here today
• 48:14
  Speaker 1: with us. This is a really great episode. Thank you,
• 48:17
  Speaker 1: my pleasure.
• 48:18
  Speaker 2: Jill, thank you.
• 48:21
  Speaker 1: Are you ready to start a practice of your own,
• 48:24
  Speaker 1: need a new fresh set of eyes or some advice
• 48:26
  Speaker 1: on your existing practice. If so, reach out to me
• 48:30
  Speaker 1: Jill Allen at www dot practice results dot com. If
• 48:35
  Speaker 1: you like what we're doing here on Haydocks and want
• 48:37
  Speaker 1: to hear more of this awesome content, be sure and
• 48:40
  Speaker 1: give us a five star rating on your preferred listening
• 48:43
  Speaker 1: platform and subscribe to our show so you never miss
• 48:47
  Speaker 1: an episode. Remember, new episodes drop every Thursday. See you
• 48:51
  Speaker 1: next week.