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The conference agreed that the instructional materials needed in this program were—

1. For the use of the conference group leaders:

a. General information on the fundamentals of conference leading; b. Specific suggestions on putting over the points outlined for each conference; and

c. An outline of points for each conference session with a fairly complete discussion of some of these points.

2. For the use of the members of the conference groups:

a. A summary of conference conclusions for distribution at the end of each conference session;

b. Certain printed material to be used when giving patrons information about laundry processing; and

c. Suggestions as to the phraseology to be used under some circumstances when talking to customers.

The conference worked out a procedure whereby the handbook of information for route men would be the basis for part of the training program. Thus, when a conference topic dealing with an objection to using power laundry service was reached in the program, then the reprint believed to be needed by the route men when answering that objection would be distributed and the conference discussion directed toward increasing the ability of the men to use this reprint effectively. At the same time courteously worded and carefully phrased answers and explanations would be given to the men, so that they would have effective ways of explaining the reprint and for meeting the objection. These reprints and prepared answers would be placed in a special loose-leaf notebook, which the route men could carry with them as a handbook of information.

The conference also decided that a summary of each conference would be prepared, so that these could be placed in this handbook also. These summaries would be brief statements of conference conclusions on the points to which the men should give attention while selling. In effect they would constitute a code of good practice for laundry salesmen. It was suggested that some of the conference conclusions could be checked and even signed by the route men at the end of a meeting in order to show they had accepted the points stated and were seriously interested in conforming to them.

As most laundries require written reports of various kinds, the handbook on the loose-leaf plan could be used to carry the forms and records needed. It is probable that the national association will outline some standard forms for the reports of route men, and design these so they will fit into the handbook. Laundries having a satisfactory reporting system will probably reprint their forms so they, too, will fit into this handbook.

Conference Topics Outlined.

The conference finally agreed that all the route man's duties could be summed up under these heads

1. Getting new business;

2. Getting more business from present customers;

3. Dealing with past customers; and

4. Relations with plant management."

On the basis of this analysis, a program of conference topics was built up.

Procedure for Obtaining Conference Points Demonstrated.

The conference having in this way listed the major heads for the route man's program, proceeded to determine just how the points to be included in each conference were to be obtained. As experienced route men were the most authoritative source of information on customer situations and effective practices, it was agreed that the specific practices and points for the conference topics would have to be obtained from competent laundry salesmen. In order to demonstrate just how this could be done, a demonstration conference of laundry route men was held one evening in the offices of the Federal board. This conference was attended by 14 of the best route men from 6 Washington laundries. It was managed in every way just as the first meeting in any conference program would be conducted. After the results of this conference had been discussed, it was agreed that all the working points and practices needed in the development of the program could be obtained through similar conferences held by the director of sales promotion of the national association at the Laundryowners Institute plant or elsewhere.

Specific Suggestions for Conference Leaders Outlined.

The preparation of the specific suggestions for the use of conference leaders in putting over the points outlined for each conference was next undertaken. As a model to be used in the preparation of this kind of material, the suggestions for conducting the first conference were outlined in detail. This sample was accepted as a model which could be used by the director of the department of sales promotion of the association in preparing the specific suggestions for the conference leaders.

Summary of Material Prepared.

On the last day of this conference a summary of the material available for the educational program of the association showed that the Federal board had assisted in the preparation of all of the following kinds:

1. For use in conferences of laundry managers

a. Suggestions for conference leaders (see Pt. II, pp. 16-46).

b. Conference topics for laundry managers (see Pt. III, pp. 47-183).

2. For use in conferences of laundry salesmen

a. Suggestions for conference leaders (see Pt. II, pp. 16-46);

b. Model outline for use in preparing specific suggestions for putting over points outlined for each conference;

c. An outline of a program for conference topics for laundry route men on improving laundry salesmanship; and

d. Procedure by which to obtain points needed in outlining the conference topics demonstrated.

The representatives of the Federal board agreed to give the director of the department of sales promotion of the association further assistance from time to time in the way of conferences and in reading any written material prepared for use in the program being promoted. This offer was accepted and the first draft of the conference material for route men as issued has been reviewed by the commercial education service of the Federal board.

PART II

A MANUAL FOR CONFERENCE LEADERS FOR USE IN AN EDUCATIONAL PROGRAM FOR LAUNDRY SALESMEN

INTRODUCTION

The conference as an educational procedure is a very recent development in the field of vocational education. So little is known of the educational theories which underlie this procedure, and of the essentials for the successful management of a conference, that it has been found necessary to prepare some general suggestions for the use of those who undertake the responsibility of leading a conference. This manual makes no attempt to tell a conference leader exactly what to do. In the first place, there is no fixed procedure to be followed; in the second place, the problems arising in a conference are not such that they can be solved by specific directions; and, in the third place, no specific directions have ever been prepared to cover the needs of those who face the problems arising in handling men engaged in discussing a business problem.

However, as most men without experience in a new kind of undertaking gain confidence from having a slight insight into the principles involved and the problems to be faced, it is hoped that the general statements and suggestions in this manual will be of service to those business men who undertake to lead a conference.

SECTION I

DIFFERENT KINDS OF EDUCATIONAL PROCEDURES

When asked to take charge of a conference, the average business man is likely to think he is being asked to teach. When he thinks of teaching, he probably recalls the days when he sat in a schoolroom and tried to answer the questions the teacher asked him about the things she herself had told the class or had asked them to study in a textbook. A man who remembers these features of his own school days is likely to think that all educational procedures are based upon telling pupils, or assigning lessons in textbooks, then asking questions and, at some time, giving an examination. While these are the common steps used in school for giving information to those who know nothing about a subject, they are not used in a conference where men meet to discuss their own business experiences.

In order to give a clear idea of just what is expected of a conference leader, it seems worth while at the beginning of this manual to describe three different kinds of educational procedures so that the peculiar characteristics of a conference and the responsibilities of a conference leader can be clearly understood. The three educational procedures in vocational education are informing, instructing, and conferring. Each of these calls for an entirely different kind of teaching procedure and places an entirely different kind of responsibility upon the person in charge.

Characteristics of the Informing or Telling Procedure.

Informing is the educational procedure by which one person tells or conveys some new idea to another. The method used for transmitting the idea is immaterial, as this procedure includes the use of speech, written or printed material, pictures, drawings, signs, or any other means for conveying thought. The ideas conveyed may include scientifically proved facts, personal opinions, beliefs, or explanations, and even those resulting from seeing some physical object or process. The usual way for testing whether or not the person to whom the idea was presented has possession of the new knowledge is to ask him to repeat what he has learned or to ask him questions about it. If the new information is correctly reproduced or the questions are answered correctly, the educational process involving this knowledge, so far as these and similar items are concerned, is considered to be complete.

Informing is the least efficient of all educational procedures. Experiments have shown that only 25 per cent of the items learned under favorable circumstances can ordinarily be recalled at the end of the second day, and that much of the remainder will be practically forgotten by the end of a month. Everyone knows that within a very short time after reading an article or hearing a talk he has forgotten much of what he has read or heard. The general recollection of what was read or heard is not only small but usually inaccurate as to details. This means that most of the learning in the informing process is small in quantity and inaccurate in quality.

The inefficiency of the informing procedure lies not only in the loss from forgetting and in the inaccuracy of most recalling but also in the absence of any necessary connection between the information gained and the subsequent activities of the learner. In the informing procedure no attention necessarily need be given to using the new idea, to developing judgment in using it, or to showing the relation of the new idea to other ideas which the learner may have had previously. The informing procedure is not concerned with activities on the part of the pupil other than the talking or writing or drawing necessary for gaining or proving possession of the new

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