The fear of a workday

Today was the first workday after the break. The night before, I struggled with the thought of going back. I dislike feeling controlled by a KPI, even when my own standards are high and I usually finish early. I hesitated this morning, and rejection made every approach feel harder. I adjusted my attitude and finished the day’s target by noon. Looking back, I am grateful each time I found the courage to speak to someone.

Reviewing the day, I found two problems. First, teachers and students sometimes asked for a brochure or business card, and I had neither. Second, my introduction is too vague. I tend to ask what tests their group runs, say we can do those tests better, mention a discount, and ask to add them on WeChat. If a student cannot name a test, I stall. With teachers it is harder: some avoid salespeople, some do not need testing, and some ask precisely what we offer. “We can do everything” sounds unconvincing because it is.

I asked AI to help me draft a better approach around three rules: do not invent a price, pretend to be the technical expert, or claim we can do everything. When I do not know, I can say: “Let me check that project,” “I do not want to give you incorrect information,” or “I can connect you directly with a technical specialist.”

Students

“Hello, I work with a research testing service. Does your group use materials characterization, composition analysis, or performance testing?”

If a student says they use XRD, I can say that we may be able to support XRD and offer to connect them with the relevant specialist and any available student rate. If they do not know their group’s needs, I can acknowledge that a senior student or teacher may handle testing and offer a contact for later. If they have no need now, I can leave my details without pressing.

Doctoral students and teachers

For a doctoral student, I can briefly explain that I help research groups with testing and ask whether their thesis or current project needs it. For a teacher, I should introduce myself without making the visit sound like a demand: “I wanted to introduce another option for your group if a testing need comes up.”

If asked what we do, I can describe research testing across materials, biology, and chemistry, then ask which area the group works in. If a teacher says they do not add sales contacts, I should accept it and end the conversation politely.

Prices and technical questions

If asked for a price, I should explain that samples, parameters, and depth of testing change the quote, and offer to confirm the details with a technical specialist. I must not make up even a rough figure when I cannot support it. If a question exceeds my knowledge, I should say so and connect the person with someone qualified.

If asked whether we are cheaper than a university testing center, I can answer honestly: not always. Lead time, service, or some project prices may be useful, and I can compare a specific request. If asked about our strengths, I can mention coordination across testing resources and possible student or teacher offers, without claiming every case is the same.

When rejected, I do not need to argue or linger: “Understood. If you need anything later, please contact me. I hope your experiment goes well.” Then I leave.