TRAIN THE TRAINER

Part 1 - Design
Workbook
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 1 2 3 4 5

2. Getting all the facts ready 1 2 3 4 5

3. Preparing a ‘storyline’ 1 2 3 4 5

4. Being concise 1 2 3 4 5

5. Making sure my objectives are clear 1 2 3 4 5

 Tool 1 - The Trainer’s Skills – Inventory (2)

6. Understanding my own interests 1 2 3 4 5

7. Appreciating the impact my approach may have

1 2 3 4 5
on others

8. Accurately assessing the time-frame 1 2 3 4 5

9. Dealing with things of no interest to me 1 2 3 4 5

10. Realising what the participant or group need 1 2 3 4 5

11. Having a sound knowledge base 1 2 3 4 5

12. Admitting when I don’t know 1 2 3 4 5

13. Attending to every last detail 1 2 3 4 5

14. Setting the material at the right level – both

1 2 3 4 5
intellectually and culturally
15. Rehearsing in real time, both alone and in
1 2 3 4 5
front of others

16. Deciding what attitude to project 1 2 3 4 5

Part 2 : Projecting myself as an effective Trainer

17. Feeling confident in front of a participant 1 2 3 4 5

18. Getting the group ‘on my side’ 1 2 3 4 5

 Tool 1 - The Trainer’s Skills – Inventory (3)

19. Watching and giving feedback on another’s

1 2 3 4 5
practice session, for example, in a group exercise
20. Accepting feedback from people I see as
1 2 3 4 5
beneath me

21. Working with people I don’t like 1 2 3 4 5

22. Accepting the need to sell myself 1 2 3 4 5

23. Presenting to authority figures 1 2 3 4 5

24. Publicly admitting ignorance in an acceptable

1 2 3 4 5
way without guilt

25. Saying what I mean, meaning what I say 1 2 3 4 5

26. Assuring the participants of my authority in

1 2 3 4 5
the content of the session
27. Willing to have my information questioned in
1 2 3 4 5
detail

28. Dressing the part – from their point of view 1 2 3 4 5

29. Changing the tone and volume of delivery 1 2 3 4 5

30. Minimising hand gestures 1 2 3 4 5

31. Not looking down on the participants 1 2 3 4 5

32. Maintaining sympathetic understanding 1 2 3 4 5

 Tool 1 - The Trainer’s Skills – Inventory (4)

33. Inspiring the participants’ confidence in my

1 2 3 4 5
ability

34. Moving naturally around the room 1 2 3 4 5

35. Using visual aids while speaking 1 2 3 4 5

36. Maintaining eye contact with the whole

1 2 3 4 5
participant group

37. Controlling my need to show off 1 2 3 4 5

Part 3: Handling the Material

38. Keeping focus without being long-winded 1 2 3 4 5

39. Being clear and concise 1 2 3 4 5

40. Starting with the known, the simple, the

1 2 3 4 5
general

41. Avoiding abstract ideas at the beginning 1 2 3 4 5

42. Keeping my opinions to myself 1 2 3 4 5

43. Leaving the participants to draw conclusions 1 2 3 4 5

44. ‘Acting the part’ 1 2 3 4 5

45. Using visual aids naturally and skilfully 1 2 3 4 5

 Tool 1 - The Trainer’s Skills – Inventory (5)

46. Not hurrying 1 2 3 4 5

47. Not over-reacting to a participant’s disruptive

1 2 3 4 5
behaviour
48. Not telling the participants what they ‘should’
1 2 3 4 5
do
49. Judging accurately the mood of the
1 2 3 4 5
participants

50. Using pauses between words for emphasis 1 2 3 4 5

51. Using appeals to emotions 1 2 3 4 5

52. Starting at the end – with the objectives of the

1 2 3 4 5
session

53. Showing confidence without over-confidence 1 2 3 4 5

Part 4: Training with another Trainer

54. Linking my input with others 1 2 3 4 5

55. Willing to let others have the limelight 1 2 3 4 5

56. Nodding agreement with another’s

1 2 3 4 5
presentation
57. Avoiding eye contact with my colleagues
1 2 3 4 5
when they are session leader

58. Managing the turnaround between Trainers 1 2 3 4 5

 Tool 1 - The Trainer’s Skills – Inventory (6)

59. Building on the previous Trainer’s material 1 2 3 4 5

60. Linking to the subsequent Trainer’s material 1 2 3 4 5

61. Coaching other team members 1 2 3 4 5

62. Providing last-minute encouragement 1 2 3 4 5

63. Taking feedback from co-Trainers 1 2 3 4 5

64. Giving feedback to co-Trainers 1 2 3 4 5

Part 5: Handling participant participation

65. Answering questions concisely 1 2 3 4 5

66. Giving the required answer – not what I want

1 2 3 4 5
to tell

67. Turning aside the aggressive questioner 1 2 3 4 5

68. Breaking up complex questions 1 2 3 4 5

69. Being honest 1 2 3 4 5

70. Maintaining my own self-esteem in the face of

1 2 3 4 5
difficulties
71. Controlling the process in a non-threatening
1 2 3 4 5
way
 Tool 1 - The Trainer’s Skills – Inventory (7)

72. Bringing in a colleague effectively 1 2 3 4 5

73. Responding to a colleague’s request for input 1 2 3 4 5

74. Not giving blame to other parts of the

1 2 3 4 5
organisation
75. Thanking the difficult questioner for their
1 2 3 4 5
input
76. Accepting negative feedback from the
1 2 3 4 5
participants without defensiveness

77. Acknowledging that I don’t have the answer 1 2 3 4 5

78. Intervening without threatening another’s

1 2 3 4 5
position
79. Ensuring people’s lasting impression of me is
1 2 3 4 5
good

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:

Part 2:

Part 3:

Part 4:

Part 5:
 Tool 3 - The Trainer’s Skills – Inventory - Areas To Be
Improved

Area I wish to improve Ideas on how to improve.

Who/what will help me?
1.

Target date:
2.

Target date:
3.

Target date:
4.

Target date:
5.

Target date:
6.

Target date:
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. I have strong beliefs about what is right and wrong, good and
bad.

2. I often act without considering the possible consequences.

3. I tend to solve problems using a step-by-step approach.

4. I believe that formal procedures and policies restrict people.

5. I have a reputation for saying what I think, simply and directly.

6. I often find that actions based on feelings are as sound as those

based on careful thought and analysis.

7. I like the sort of work where I have time for thorough preparation
and implementation.

8. I regularly question people about their basic assumptions.

9. What matters most is whether something works in practice.

10. I actively seek out new experiences.

11. When I hear about a new idea or approach I immediately start

working out how to apply it in practice.

12. I am keen on self-discipline such as watching my diet, taking

regular exercise, sticking to a fixed routine, etc.

13. I take pride in doing a thorough job.

14. I get on best with logical, analytical people and less with
spontaneous, ‘irrational’ people.

15. I take care over the interpretation of data available to me and

avoid jumping to conclusions.

16. I like to reach a decision carefully after weighing up many

alternatives.

17. I’m attracted more to novel, unusual ideas than to practical one
ones.

18. I don’t like disorganised things and prefer to fit things into a
coherent pattern.

19. 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.

20. I like to relate my actions to a general principle.

21. In discussions I like to get straight to the point.

22. I tend to have distant, rather formal relationships with people at

work.

23. I thrive on the challenge of tackling something new and.

different.

24. I enjoy fun-loving, spontaneous people.

25. I pay meticulous attention to detail before coming to a

conclusion.

26. I find it difficult to produce ideas on impulse.

27. I believe in coming to the point immediately.

28. I am careful not to jump to conclusions too quickly.

29. I prefer to have as many sources of information as possible - the

more data to think over the better.

30. Flippant people who don’t take things seriously enough usually
irritate me.

31. I listen to other people’s points of view before putting my own

forward.
32. I tend to be open about how I am feeling.

33. In discussions I enjoy watching the manoeuvrings of the other

participants.

34. I prefer to respond to events on a spontaneous, flexible basis

rather than plan things out in advance.

35. I tend to be attracted to techniques such as network analysis,

flow charts, branching programmes, contingency planning etc.

36. It worries me if I have to rush out a piece of work to meet a tight

deadline.

37. I tend to judge people’s ideas on their practical merits.

38. Quiet, thoughtful people tend to make me feel uneasy.

39. I often get irritated by people who want to rush things.

40. It is more important to enjoy the present moment than to think

about the past or future.

41. I think that decisions based on a thorough analysis of all the

information are sounder than those based on intuition.

42. I tend to be a perfectionist.

43. In discussions I usually produce lots of spontaneous ideas.

44. In meetings I put forward practical realistic ideas.

45. More often than not, rules are there to be broken.

46. I prefer to stand back from a situation and consider all the
perspectives.

47. I can often see inconsistencies and weaknesses in other

people’s arguments.

48. On balance I talk more than I listen.

49. I can often see better, more practical ways to get things done.

50. I think written reports should be short.

51. I believe that rational, logical thinking should win the day.
52. I tend to discuss specific things with people rather than
engaging in social discussion.

53. I like people who approach things realistically rather than

theoretically.

54. In discussion I get impatient with irrelevancies and digressions.

55. If I have a report to write I tend to produce lots of drafts before

settling on the final version.

56. I am keen to try things out to see if they work in practice.

57. I am keen to reach answers via a logical approach.

58. I enjoy being the one who talks a lot.

59. In discussions I often find I am realistic, keeping people to the

point and avoiding wild speculations.

60. I like to ponder many alternatives before making up my mind.

61. In discussions with people I often find I am the most

dispassionate and objective.

62. In discussions I’m more likely to adopt a ‘low profile’ than to take
the lead and do most of the talking.

63. I like to be able to relate to current actions to a longer term,

bigger picture.

64. When things go wrong I am happy to shrug it off and ‘put it

down to experience’.

65. I tend to reject wild, spontaneous ideas as being impractical.

66. It’s best to think carefully before taking action.

67. On balance I do the listening rather than the talking.

68. I tend to be tough on people who find it difficult to adopt a logical

approach.

69. Most times I believe the end justifies the means.

70. I don’t mind hurting people’s feelings so long as the job gets
done.
71. I find the formality of having specific objectives and plans
stifling.

72. I’m usually one of the people who puts life into a party.

73. I do whatever is expedient to get the job done.

74. I quickly get bored with methodical detailed work.

75. I am keen on exploring the basic assumptions, principles and

theories underpinning any events.

76. I’m always interested to find out what people think.

77. I like meetings to be run on methodical lines, sticking to laid

down agenda etc.

78. I steer clear of subjective or ambiguous topics.

79. I enjoy the drama and excitement of a crisis situation.

80. 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 7 1 5
4 13 3 9
6 15 8 11
10 16 12 19
17 25 14 21
23 28 18 27
24 29 20 35
32 31 22 37
34 33 26 44
38 36 30 49
40 39 42 50
43 41 47 53
45 46 51 54
48 52 57 56
58 55 61 59
64 60 63 65
71 62 68 69
72 66 75 70
74 67 77 73
79 76 78 80
Totals

Activist Reflector Theorist Pragmatist

General Norms

Very Strong Preference 13-20 18-20 16-20 17-20

Strong Preference 11-12 15-17 14-15 15-16
Moderate Preference 7-10 12-14 11-13 12-14
Low Preference 4-6 9-11 8-10 9-11
Very Low Preference 0-3 0-8 0-7 0-8
 Power Of Words

0 10 20 30 40 50 60 70 80 90 100

Never Always

A. Often

B. Sometimes
Memory Exercise

Car Deck Table Tree Snow Bottle

Money Dog Pole Sand Sky Dog

Plant Book Soap Spoon Music Plant

Rug David Beckham Plant Cellar Gate

Pillow Dog Sales Skills Trunk Paper

Road Knife Stool Hay Smile String

Plant Wheel Air Expert Rain 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:

Continued….
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:

Continued….
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

Continued…..
 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

Continued…..
 Knowledge / Age / Sex /
Key Listeners Interest Attitude Learning Style
Capability Level etc.

1.

2.
Customer Focussed Sales Skills

3.

Composite
Audience
Tool X – Audience Analysis Summary

Indicated
Approach
 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 Activity Length in Rationale

minutes
9.00 Introduction to course and 20 To build right
participants atmosphere
ideas in film
9.20 How my time is used now: 30 Recognise own
individual exercise problems

9.50 How to use time-planning 45 Main skill and

sheet or system: lecture knowledge of course
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)

10.35 Coffee 15 Break

10.50 Objectives and priorities of 20 Recognise needs of

my job: individual exercise own job
Link between system
shown in lecture and
further problems and
Tool X - Time Allocation Exercise – Suggested Answer (2)

Time Activity Length in Rationale

minutes
11.10 Problems caused by poor 45 Visual
time management, and reinforcement
methods to manage time of problems
better: film discussed earlier
- introduction: 5 minutes and
- film: 30 minutes ideas given in
- discussion: 10 minutes lecture

11.55 Diary planning - urgent 30 How time

versus important, planning management fits
priorities: lecture broken into work
up with discussion and planning
questions
12.25 Recap of morning 5 Consolidation

12.30 Lunch 60

1.30 Diary-planning: group 30 Application of

exercise diary
planning skills

2.00 Handling interruptions, 30 Bring out ideas

running meetings and so of
on: discussion other areas to
cover

2.30 `Time robbers' (things 40 Share needs and

which steal time): solutions
brainstorm and discussion

3.10 Tea 15 Break

3.25 Planning the day of a 60 Application of all

manager: group exercise of
course

4.25 Individual action plans 15 Consolidation

4.40 Final review 10 Draw everything

together
4.50 End of course
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

Day one
9.00 Welcome and introductions: fire Input
procedure, accident and so on
9.20 Objectives: personal objectives for Plenary
course, on flipchart
10.00 `Who are you?': ice-breaker exercise Exercise
10.30 Key features of a good presentation: list Exercise
on flipchart
11.00 Tea/Coffee
 Tool X - Balance Exercise (2)

Time Activity Training

Technique

11.15 Verbal skills: opening, closing, voice Input

projection, mannerisms, non-verbals

12.15 Getting the audience relaxed: use of Input

ice-breakers, getting the atmosphere
right

12.45 Lunch

1.45 Notes: preparing notes to work from Input

2.15 Preparing your own notes: writing Individual
notes in your own style exercise

2.45 Visual aids: how to use, how to prepare Input

3.15 Tea/Coffee
3.30 Preparing visual aids Individual
exercise
4.00 Visual aids practice: each participant Group
practises in front of all

5.00 End of day

Day two
9.00 Review of day one Group
9.30 Handling questions Input
10.00 Handling questions exercise Syndicates
10.30 Tea/Coffee
 Tool X - Balance Exercise (3)

Time Activity Training

Technique

10.45 Verbal skills exercise Syndicates

11.15 Preparation for own presentations Individual

1.00 Lunch
2.00 Individual presentations: presentations, Group
with structured feedback from tutor and
other participants
4.45 Review Group

5.00 End of course

 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

INCOME EXPENDITURE

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
Other illness

Early Retirement
demise

Critical
illness

2. Please identify the area over which you have the least control.

Long term illness Retirement

Critical illness Early demise
Other

3. Which area could affect you today?

Long term illness Retirement

Critical illness Early demise
Other

4. Which area would you like to address first today?

Long term illness Retirement

Critical illness Early demise
Other
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 30 360 PAY DAYS TO RETIREMENT

AT AG E 40 240 PAY DAYS TO RETIREMENT

AT AG E 45 180 PAY DAYS TO RETIREMENT

AT AG E 50 120 PAY DAYS TO RETIREMENT

AT AG E 55 60 PAY DAYS TO RETIREMENT

Paying for Leisure

The work
Q - When will clients do the most hours
spending? Working
day leisure
A - At leisure
hours
sleep
hours

Twice the leisure means twice leisure

the spending time. More income Retirement hours
will be required 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:

¾ Long term illness

¾ Critical illnesses

¾ 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