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The knowledge, attitudes, skills and habits required to be a high quality trainer
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Section One Major Considerations Before Any Design Or Delivery
1. The 10 STAR Qualities Of A High Quality Bancassurance Trainer 2. The Trainer’s Skills – Inventory 3. The Need For A Systematic Approach To Design 4. Exploring The Training Cycle And Process 5. Benefits and Features 6. How People Learn 7. Blockages To Learning 8. Learning Styles 9. Training Styles And Approaches 10. Recall
Tool 1 -The Trainer’s Skills – Inventory (1)
Your training needs to be geared to your participants and to the objectives you wish to achieve. To do this requires a whole range of knowledge, attitudes, skills and habits; it also requires an ability to act! This personal self-assessment will help you to focus on those areas in which you have natural strengths as well as those which need further development. Like any assessment, it only works if you are genuinely honest about yourself – and why not be? Nobody else need see it but you’ll find it useful in revealing where your strengths and weaknesses lie. Read through each section completely before starting to answer any of the questions in that section. This is to help you see the wider impact that each question may have on the others. When you’ve done that, think carefully about each question and mark yourself on the scale between 1 and 5 (where 1 equals Weakness and 5 equals Strength) according to how well you think you perform in that area. Section 1 Assessment Part 1: Preparing a session Weakness Strength 1. Spending large amounts of time in preparation 2. Getting all the facts ready 3. Preparing a ‘storyline’ 4. Being concise 5. Making sure my objectives are clear 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5
Tool 1 - The Trainer’s Skills – Inventory (2)
6. Understanding my own interests 7. Appreciating the impact my approach may have on others 8. Accurately assessing the time-frame 9. Dealing with things of no interest to me 10. Realising what the participant or group need 11. Having a sound knowledge base 12. Admitting when I don’t know 13. Attending to every last detail 14. Setting the material at the right level – both intellectually and culturally 15. Rehearsing in real time, both alone and in front of others 16. Deciding what attitude to project Part 2 : Projecting myself as an effective Trainer 17. Feeling confident in front of a participant 18. Getting the group ‘on my side’
1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5 5
Tool 1 - The Trainer’s Skills – Inventory (3)
19. Watching and giving feedback on another’s practice session, for example, in a group exercise 20. Accepting feedback from people I see as beneath me 21. Working with people I don’t like 22. Accepting the need to sell myself 23. Presenting to authority figures 24. Publicly admitting ignorance in an acceptable way without guilt 25. Saying what I mean, meaning what I say 26. Assuring the participants of my authority in the content of the session 27. Willing to have my information questioned in detail 28. Dressing the part – from their point of view 29. Changing the tone and volume of delivery 30. Minimising hand gestures 31. Not looking down on the participants 32. Maintaining sympathetic understanding
1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5 5 5 5 5
Tool 1 - The Trainer’s Skills – Inventory (4)
33. Inspiring the participants’ confidence in my ability 34. Moving naturally around the room 35. Using visual aids while speaking 36. Maintaining eye contact with the whole participant group 37. Controlling my need to show off Part 3: Handling the Material 38. Keeping focus without being long-winded 39. Being clear and concise 40. Starting with the known, the simple, the general 41. Avoiding abstract ideas at the beginning 42. Keeping my opinions to myself 43. Leaving the participants to draw conclusions 44. ‘Acting the part’ 45. Using visual aids naturally and skilfully 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
Tool 1 - The Trainer’s Skills – Inventory (5)
46. Not hurrying 47. Not over-reacting to a participant’s disruptive behaviour 48. Not telling the participants what they ‘should’ do 49. Judging accurately the mood of the participants 50. Using pauses between words for emphasis 51. Using appeals to emotions 52. Starting at the end – with the objectives of the session 53. Showing confidence without over-confidence Part 4: Training with another Trainer 54. Linking my input with others 55. Willing to let others have the limelight 56. Nodding agreement with another’s presentation 57. Avoiding eye contact with my colleagues when they are session leader 58. Managing the turnaround between Trainers
1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
Tool 1 - The Trainer’s Skills – Inventory (6)
59. Building on the previous Trainer’s material 60. Linking to the subsequent Trainer’s material 61. Coaching other team members 62. Providing last-minute encouragement 63. Taking feedback from co-Trainers 64. Giving feedback to co-Trainers Part 5: Handling participant participation 65. Answering questions concisely 66. Giving the required answer – not what I want to tell 67. Turning aside the aggressive questioner 68. Breaking up complex questions 69. Being honest 70. Maintaining my own self-esteem in the face of difficulties 71. Controlling the process in a non-threatening way
1 1 1 1 1 1
2 2 2 2 2 2
3 3 3 3 3 3
4 4 4 4 4 4
5 5 5 5 5 5
1 1 1 1 1 1 1
2 2 2 2 2 2 2
3 3 3 3 3 3 3
4 4 4 4 4 4 4
5 5 5 5 5 5 5
Tool 1 - The Trainer’s Skills – Inventory (7)
72. Bringing in a colleague effectively 73. Responding to a colleague’s request for input 74. Not giving blame to other parts of the organisation 75. Thanking the difficult questioner for their input 76. Accepting negative feedback from the participants without defensiveness 77. Acknowledging that I don’t have the answer 78. Intervening without threatening another’s position 79. Ensuring people’s lasting impression of me is good
1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5
Now look at the assessments you have made in each part. Identify which are your strong and which are your weak areas, and start planning for your development using Tools 2 and 3.
Tool 2 - The Trainer’s Skills – Inventory – Action Plan
Section 2 Action Planning My strong areas are: My weak areas are: Part 1:
Tool 3 - The Trainer’s Skills – Inventory - Areas To Be Improved
Area I wish to improve 1. Ideas on how to improve. Who/what will help me?
Target date: 2.
Target date: 3.
Target date: 4.
Target date: 6.
What Benefits Will Come From The Customer Focussed Sales Skills Course: For Customers • • • For Bank Staff • • • For The Bank • • • For You? • • •
Identifying Your Learning Preferences Learning Styles Questionnaire This questionnaire is designed to find out your preferred learning style(s). Over the years you have probably developed learning ‘habits’ that help you benefit more from some experiences than from others. Since you are probably unaware of this, this questionnaire will help you pinpoint your learning preferences so that you are in a better position to select learning experiences that suit your style. There is no time limit to his questionnaire, it will probably take you 10-15 minutes. The accuracy of the results depends on how honest you can be. There are no right or wrong answers. If you agree more than you disagree with a statement put a tick by it (√). If you disagree more than you agree, put a cross by it (x). Be sure to mark each item with either a tick or a cross. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. I have strong beliefs about what is right and wrong, good and bad. I often act without considering the possible consequences. I tend to solve problems using a step-by-step approach. I believe that formal procedures and policies restrict people. I have a reputation for saying what I think, simply and directly. I often find that actions based on feelings are as sound as those based on careful thought and analysis. I like the sort of work where I have time for thorough preparation and implementation. I regularly question people about their basic assumptions. What matters most is whether something works in practice. I actively seek out new experiences. When I hear about a new idea or approach I immediately start working out how to apply it in practice. I am keen on self-discipline such as watching my diet, taking regular exercise, sticking to a fixed routine, etc. I take pride in doing a thorough job.
I get on best with logical, analytical people and less with spontaneous, ‘irrational’ people. I take care over the interpretation of data available to me and avoid jumping to conclusions. I like to reach a decision carefully after weighing up many alternatives. I’m attracted more to novel, unusual ideas than to practical one ones. I don’t like disorganised things and prefer to fit things into a coherent pattern. I accept and stick to laid down procedures and policies as long as I regard them as an efficient way of getting the job done. I like to relate my actions to a general principle. In discussions I like to get straight to the point. I tend to have distant, rather formal relationships with people at work. I thrive on the challenge of tackling something new and. different. I enjoy fun-loving, spontaneous people. I pay meticulous attention to detail before coming to a conclusion. I find it difficult to produce ideas on impulse. I believe in coming to the point immediately. I am careful not to jump to conclusions too quickly. I prefer to have as many sources of information as possible - the more data to think over the better. Flippant people who don’t take things seriously enough usually irritate me. I listen to other people’s points of view before putting my own forward.
16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31.
32. 33. 34. 35.
I tend to be open about how I am feeling. In discussions I enjoy watching the manoeuvrings of the other participants. I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance. I tend to be attracted to techniques such as network analysis, flow charts, branching programmes, contingency planning etc. It worries me if I have to rush out a piece of work to meet a tight deadline. I tend to judge people’s ideas on their practical merits. Quiet, thoughtful people tend to make me feel uneasy. I often get irritated by people who want to rush things. It is more important to enjoy the present moment than to think about the past or future. I think that decisions based on a thorough analysis of all the information are sounder than those based on intuition. I tend to be a perfectionist. In discussions I usually produce lots of spontaneous ideas. In meetings I put forward practical realistic ideas. More often than not, rules are there to be broken. I prefer to stand back from a situation and consider all the perspectives. I can often see inconsistencies and weaknesses in other people’s arguments. On balance I talk more than I listen. I can often see better, more practical ways to get things done. I think written reports should be short. I believe that rational, logical thinking should win the day.
36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51.
52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70.
I tend to discuss specific things with people rather than engaging in social discussion. I like people who approach things realistically rather than theoretically. In discussion I get impatient with irrelevancies and digressions. If I have a report to write I tend to produce lots of drafts before settling on the final version. I am keen to try things out to see if they work in practice. I am keen to reach answers via a logical approach. I enjoy being the one who talks a lot. In discussions I often find I am realistic, keeping people to the point and avoiding wild speculations. I like to ponder many alternatives before making up my mind. In discussions with people I often find I am the most dispassionate and objective. In discussions I’m more likely to adopt a ‘low profile’ than to take the lead and do most of the talking. I like to be able to relate to current actions to a longer term, bigger picture. When things go wrong I am happy to shrug it off and ‘put it down to experience’. I tend to reject wild, spontaneous ideas as being impractical. It’s best to think carefully before taking action. On balance I do the listening rather than the talking. I tend to be tough on people who find it difficult to adopt a logical approach. Most times I believe the end justifies the means. I don’t mind hurting people’s feelings so long as the job gets done.
71. 72. 73. 74. 75. 76. 77. 78. 79. 80.
I find the formality of having specific objectives and plans stifling. I’m usually one of the people who puts life into a party. I do whatever is expedient to get the job done. I quickly get bored with methodical detailed work. I am keen on exploring the basic assumptions, principles and theories underpinning any events. I’m always interested to find out what people think. I like meetings to be run on methodical lines, sticking to laid down agenda etc. I steer clear of subjective or ambiguous topics. I enjoy the drama and excitement of a crisis situation. People often find me insensitive to their feelings.
Learning styles questionnaire - scoring You score one point for each item you ticked (√). There are no points for items you crossed (x). Indicate on the lists below which items were ticked. 2 4 6 10 17 23 24 32 34 38 40 43 45 48 58 64 71 72 74 79 Totals 7 13 15 16 25 28 29 31 33 36 39 41 46 52 55 60 62 66 67 76 1 3 8 12 14 18 20 22 26 30 42 47 51 57 61 63 68 75 77 78 5 9 11 19 21 27 35 37 44 49 50 53 54 56 59 65 69 70 73 80
General Norms Very Strong Preference Strong Preference Moderate Preference Low Preference Very Low Preference 13-20 11-12 7-10 4-6 0-3 18-20 15-17 12-14 9-11 0-8 16-20 14-15 11-13 8-10 0-7 17-20 15-16 12-14 9-11 0-8
Power Of Words
A. Often B. Sometimes
Car Money Plant Rug Pillow Road Plant
Deck Dog Book David Dog Knife Wheel
Table Pole Soap Beckham Sales Stool Air
Tree Sand Spoon Plant Skills Hay Expert
Snow Sky Music Cellar Trunk Smile Rain
Bottle Dog Plant Gate Paper String Bird
Section Two Pre – Design Of The Training Session
1. Training Needs Identification And Analysis 2. Analysing Gaps In Performance 3. Transferring Learning Into The Workplace 4. Building Trusting Relationships With Learners And Line Managers
Customer Focussed Sales Skills Course – Training Needs Identification And Analysis
How Will You Carry This Out?
• • • • • •
Customer Focussed Sales Skills Course – Transferring Learning Into The Workplace
How Can You Ensure This Takes Place?
• • • • • •
Customer Focussed Sales Skills Course – Building Trusting Relationships With Learners And Line Managers How Will You Do This? Learners • • • • • • Line Managers • • • • • •
Section Three Design Of The Training Session
1. Background 2. Your Goal 3. Your Objectives To achieve Your Goal 4. Your Audience – The Learners 5. Range Of Delivery Mechanisms And Training Methods
Tool X - Behavioural Objectives Planning Sheet – Course Objectives (1)
CFSS Course objective 1 Performance: Conditions: Standards:
CFSS Course objective 2 Performance: Conditions: Standards:
CFSS Course objective 3 Performance: Conditions: Standards:
Tool X - Behavioural Objectives Planning Sheet – Course Objectives (2)
CFSS Course objective 4 Performance: Conditions: Standards:
CFSS Course objective 5 Performance: Conditions: Standards:
CFSS Course objective 6 Performance: Conditions: Standards:
Tool X - Behavioural Objectives Planning Sheet – Session Objectives (1)
CFSS Session objective 1 Performance: Conditions: Standards:
CFSS Session objective 2 Performance: Conditions: Standards:
CFSS Session objective 3 Performance: Conditions: Standards:
Tool X - Behavioural Objectives Planning Sheet – Session Objectives (2)
CFSS Session objective 4 Performance: Conditions: Standards:
CFSS Session objective 5 Performance: Conditions: Standards:
CFSS Session objective 6 Performance: Conditions: Standards:
Tool X - Learning Points Planning Sheet (1)
CFSS Session objective 1 Learning Points 1 2 3 4 5 6 7 CFSS Session objective 2 Learning Point 1 2 3 4 5 6 7 CFSS Session objective 3 Learning Points 1 2 3 4 5 6 7
Tool X - Learning Points Planning Sheet (2)
CFSS Session objective 4 Learning Points 1 2 3 4 5 6 7 CFSS Session objective 5 Learning Point 1 2 3 4 5 6 7 CFSS Session objective 6 Learning Points 1 2 3 4 5 6 7
Knowledge / Capability Interest Attitude Learning Style
Age / Sex / Level etc.
Customer Focussed Sales Skills
Tool X – Audience Analysis Summary
Section Four Building The Content
1. Creative Development Of Your Ideas 2. Timing Your Session 3. Getting The Balance Right 4. Gathering All Information 5. Sorting Information Into Related Groups 6. Prioritising And Organising 7. The Training Session Formula 8. The Introduction To The Training Session 9. The Main Body Of The Training Session 10. The Summary Of The Training Session 11. Visual Aids And Sales Aids 12. Trainer Notes
Tool X - Time Allocation Exercise
This exercise gives you practice in planning the time needed for parts of a session of course.
Assume you are designing a short course on time management for
middle managers in the Bank. You have already decided on the activities and techniques you want to include, which are:
• • • • • • • • •
problems caused by poor time management, and methods to manage time better: film (30 minutes), plus introduction and discussion afterwards how to use time-planning sheet or system: lecture/explanation diary planning - urgent versus important, planning priorities: lecture/explanation, with exercise to practise how my time is used now: individual exercise objectives and priorities of my job: individual exercise poor use of time: case study how to handle interruptions, run meetings and so on: discussion `Time robbers' and how to handle them: brainstorm introduction to course and participants planning the day of a (fictitious) manager: group/syndicate exercise.
Please decide how much time to allocate to each activity, put them into what you feel is the correct order, and explain why. Make any reasonable assumptions you wish, such as the kind of work these managers do and the organisation culture, and add any activities you feel are essential. You can delete certain activities if you wish, but please explain why. A suggested answer and rationale (reason for including each element) are given on the next pages.
Tool X - Time Allocation Exercise – Suggested Answer (1)
N.B. This suggested answer is one solution only; it is not definitive. You or your colleagues may have a different but equally good answer, especially if it reflects the culture or needs of your part of the company. Time management One-day course, assuming a 7½ to 8-hour day, including lunch. Time
9.00 9.20 9.50
Introduction to course and participants How my time is used now: individual exercise How to use time-planning sheet or system: lecture broken up with discussion and questions (Use whichever system your organisation does, maybe a single sheet of paper or one of the very good Filofax style systems)
Length in Rationale minutes
20 30 45 To build right atmosphere ideas in film Recognise own problems Main skill and knowledge of course
Coffee Objectives and priorities of my job: individual exercise
Break Recognise needs of own job Link between system shown in lecture and further problems and
Tool X - Time Allocation Exercise – Suggested Answer (2)
Problems caused by poor time management, and methods to manage time better: film - introduction: 5 minutes - film: 30 minutes - discussion: 10 minutes Diary planning - urgent versus important, planning priorities: lecture broken up with discussion and questions Recap of morning Lunch Diary-planning: group exercise Handling interruptions, running meetings and so on: discussion `Time robbers' (things which steal time): brainstorm and discussion Tea Planning the day of a manager: group exercise Individual action plans Final review End of course
Length in Rationale minutes
45 Visual reinforcement of problems discussed earlier and ideas given in lecture How time management fits into work planning Consolidation
12.25 12.30 1.30
5 60 30
Application of diary planning skills Bring out ideas of other areas to cover Share needs and solutions Break Application of all of course Consolidation Draw everything together
4.25 4.40 4.50
Balance Exercise Now that you are fully aware of how to get the balance right in your training sessions, let’s try out your skill with a balance exercise. On the following pages you will see details of a Presentation Skills Course which is partly designed. This is in Tool X – Balance Exercise. Your task is to rearrange the order of activities to give a good balance and meet the objectives/outcomes. You will probably also need to adjust the timings. Once you have completed the exercise, we can then compare it with the comments and advice in Tool X – Balance Exercise Comment And Advice. This is good practice. Remember that the essence of good balance is to have variety in your training sessions. In this way, you will maintain the learners’ interest and appeal to the various learning styles within the group of learners.
Tool X - Balance Exercise (1)
Assume that the course shown here is partly designed Please rearrange the order of activities, to give a good balance and meet the objectives/outcomes. You will probably also need to adjust the timings. Presentation skills This course is aimed at staff who are likely to make presentations within the organisation, and to outside clients. There will be eight to ten participants. Objectives By the end of the two-day course, the participants will be able to: • present ideas, proposals and recommendations clearly within the company and to clients, on company or client's premises • illustrate their presentations with relevant visual aids • answer questions from the audience clearly, briefly and accurately • `sell' themselves effectively, and leave a lasting impression on others. Time Activity Training Technique
Input Plenary Exercise Exercise
Day one Welcome and introductions: fire 9.00 9.20 10.00 10.30 11.00
procedure, accident and so on Objectives: personal objectives for course, on flipchart `Who are you?': ice-breaker exercise Key features of a good presentation: list on flipchart Tea/Coffee
Tool X - Balance Exercise (2)
Time 11.15 12.15
Verbal skills: opening, closing, voice projection, mannerisms, non-verbals Getting the audience relaxed: use of ice-breakers, getting the atmosphere right Lunch Notes: preparing notes to work from Preparing your own notes: writing notes in your own style Visual aids: how to use, how to prepare Tea/Coffee Preparing visual aids Visual aids practice: each participant practises in front of all End of day Review of day one Handling questions Handling questions exercise Tea/Coffee
12.45 1.45 2.15 2.45 3.15 3.30 4.00 5.00 Day two 9.00 9.30 10.00 10.30
Input Individual exercise Input Individual exercise Group
Group Input Syndicates
Tool X - Balance Exercise (3)
Time 10.45 11.15 1.00 2.00 4.45 5.00 Activity Verbal skills exercise Preparation for own presentations Lunch Individual presentations: presentations, with structured feedback from tutor and other participants
Review End of course
Training Technique Syndicates Individual
Tool X - Balance Exercise – Comment And Advice
No definitive answer is given. Here is comment and advice that can apply to other designs. The situation shown here is very common. The trainer has worked hard to think about what to include in the course to give participants plenty of information and skills, but has not yet thought about the need for variety and balance in the design. 1. Welcomes and introductions are important, but should not take too long, as participants may get restless. 2. Break up exercises and inputs, so that one is not followed by another of the same type. Try breaking up the long inputs with short exercises to practise the skills - for example, verbal skills with the verbal skills exercise from Day two. 3. Asking participants to apply a skill just after it has been covered is helpful, as in the sections on notes and visual aids. 4. Try to do something lively in the `graveyard shift' (session immediately after lunch when participants may be slightly sleepy), not an input or film. 5. The visual aids practice of one hour is short for eight to ten people. Either give more time, or break the whole group into smaller groups. They will still be able to give feedback. 6. Two and three-quarter hours for eight to ten participants to give a presentation, each with feedback, is quite short. You could divide them into two groups, but that may deprive them of the chance to present to a reasonably sized group. 7. The preparation for their own presentations is not too long. Preparation can take an awfully long time! 8. You can use the same technique twice in succession, if you have a break (coffee, lunch) between them.
Customer Focussed Sales Skill Course – How To Swiftly Grab Attention
How Will You Do This? • • • • • •
How Will Your Wife Afford the Expenditure Without Your Income? From carrying out a factfind, you establish that the customer has a substantial life cover shortfall and you recommend a protection policy for x KRW at a premium of x KRW per month. You get the classic objection – “I can’t afford it” – but the financial summary shows that surplus income is available. How do you get the message across? Take a blank piece of paper and write ‘Monthly premium for life cover is x KRW’. Then list two columns, with relevant figures as below:
Leisure Travel Phone Electricity Food
Remind the customer that he says he cannot afford x KRW per month at present for life cover. Stroke out his income, and then ask: ‘How will your wife afford the expenditure without an income?'
Which Would Have the Greatest Impact?
1. Please select from the list below what would have the biggest impact on your life.
Long ter m illness
Early demise Critical illness
2. Please identify the area over which you have the least control. Long term illness Critical illness Other 3. Which area could affect you today? Long term illness Critical illness Other 4. Which area would you like to address first today? Long term illness Critical illness Other Retirement Early demise Retirement Early demise Retirement Early demise
How Many Pay Days To Retirement? Many people put off retirement planning in the belief that they have plenty of time before retirement. They will probably get round to it one of these days! Provisions for your retirement though have to be made from income during your working life. How many opportunities do you have left to provide for your retirement? If you are paid monthly and hope to retire at age 60, then you only have:
AT AG E 30 AT AG E 40 AT AG E 45 AT AG E 50 AT AG E 55 360 PAY DAYS TO RETIREMENT 240 PAY DAYS TO RETIREMENT 180 PAY DAYS TO RETIREMENT 120 PAY DAYS TO RETIREMENT 60 PAY DAYS TO RETIREMENT
Paying for Leisure
Q - When will clients do the most spending? A - At leisure
The Working day
work hours leisure hours sleep hours
Twice the leisure means twice the spending time. More income will be required
leisure hours sleep hours
This simple diagram illustrates that when we retire we have twice as much leisure time – and it is during our leisure time that we tend to spend money. So if we do not have sufficient retirement income, we may be very unhappy.
How Will Your Wife Afford The Expenditure Without Your Income?
This sales aid sets out to remind the male customer that expenditure will continue for his wife after his death. In some ways, it may even increase as the widow may need to pay for help to look after the children. A monthly premium for life cover on the life of the husband will remove the uncertainty of how the wife is going to be able to pay for the continuing expenditure. The monthly premium for life cover will give peace of mind.
A monthly premium is a small price to pay for peace of mind, knowing that his widow will be able to pay the continuing bills for herself and the children.
Which Would Have The Greatest Impact? The intention of this sales aid is to get the customer to focus on areas which are outwith his/her control. There are some events which we may be able to control – for example, we may be able to pay more money into our retirement plan. But there are some events over which we have little or no control: Long term illness Critical illnesses Early demise We need to consider these and what impact such events would have on our life and the lives of our spouse and family. It is not intended to frighten the customer – the intention is to get the customer to focus on these lifestyle changing events, and the effects they would have financially. The emphasis is on doing something about it – today. The customer may not be able to address all the events at one time but at least addressing some of them will bring some peace of mind to the customer, their spouse and their family.
We cannot prevent most health and life threatening events but we can at least do something to bring financial peace of mind to ourselves, our spouse and our family in the event of any of these happening.
How Many Pay Days To Retirement? When we are younger, we do not notice the time passing by. We have so many things to think about – our jobs, our relationships, our families. But time does pass by quickly and we cannot do anything about it. Sometimes, before we realise it, retirement is not too far ahead. But to enjoy your retirement, you have to fund the retirement period when you are still working. The majority of people will not be able to work during their retirement period, so they have to rely on the fund they have built up during their working life. This sales aid helps customers to focus on the urgent need to plan ahead for retirement. If the customer is paid monthly, then we relate the number of potential payments he/she can make to their retirement fund to the number of paydays left. For some people, it will not be many.
Time passes quickly. The comfort and leisure we will have in retirement is related to how much we put into our retirement fund while we are still working. Any delay could have unfortunate effects.
Paying For Leisure It is quite possible that some customers will spend as long a time in retirement as they did when they were working. When customers are working, most will have an income that enables them to enjoy some kind of leisure, whatever that may be. During our working life, the leisure period is reduced, of course, by the number of hours we work. When we retire, however, we will have lots more leisure time – at least twice the amount we had when we were working. How can we enjoy this extra leisure time if we don’t have enough income to pay for it? And it is during leisure times that we spend most money. So, this sales aid can be used to reinforce this message. If the customer enjoys leisure time, then surely he/she will want to ensure that their leisure time in retirement is equally enjoyable.
Twice the leisure time in retirement means twice the spending time. More income will be required if we want to enjoy our leisure time.
Section Five Pre – Delivery
1. Refining And Practising 2. Pre-Delivery Tasks And Arrangements
Section Six Validation And Evaluation
1. Validation and Evaluation Part 1
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