1. Objectives/Content
1.1. Teach new GMIB feature
1.1.1. Activity/Individual: Have learners' fill out column #2 using marketing materials and the prospectus.
1.1.2. Identify key components of GMIB that sales representatives must know. Use PowerPoint presentation. Subsequent to that, develop and distribute 2-column worksheet with column #1 filled in with current key feature components. Leave column #2 wblank. Provide prospectus and marketing materials for the new feature.
1.2. Teach new Death Benefit feature
1.2.1. Activity/Individual: Have learners' complete columns #2 and #3. Have various participants identify at least one multiple choice answer from column #2 and one answer from column #3.
1.2.2. Develop and provide a 3-column document. Column #1 is filled in with common/standard death benefit features throughout the industry. Column #2 provides multiple choice options of current death feeatures of the learners' company. Column #3 is blank. Provide marketing materials.
1.3. Teach new GMDB feature
1.3.1. Activity/Individual: Have learners fill in current GMDB feature in column #1 and the new feature in column #2.
1.3.2. Identify key components of GMDB using PowerPoint presentation. Develop and distribute a 2-column document. Provide marketing materials and prospectus.
1.4. Teach Marketplace Advantages compared to the competition
1.4.1. ActivityGroup: Break learners' up into groups. Have each team create and present PowerPoint Chart comparing competitors to learners' new product and how the new product is better. Identify potential areas where the competition might have an advantage and discuss how they would over come that.
1.4.2. Provide the marketing materials and the prospectus for each of the top four competitors name.
1.5. Teach how to present new features to clients and how to overcome expected client objections
1.5.1. Activity/Group: Provide each group with a hypothitical sales situation. Allowing for some preparation, ask each group to role play how they would attempt to make the sale, overcoming any objections that may come up. End each role play with feedback from peers.
1.5.2. Request and document from the learners what top three objections they have had or anticipate receiving from clients.
2. Prerequisites
2.1. Review: Review the goals. Cover the objectives, the expected outcomes of the training, and the advantages the training will give them. Reinforce the desire and need for learners' participation throughout the training program..
2.2. Goals: Company goal: More sales.
2.3. Goals for Learners': Understand new features and how to successfully sell them.
2.4. Method of Evaluation: Peer evaluations during training session and sales success at three-month and six-month mark.
3. Resources
3.1. People: Feature designers, Subject Matter Experts
3.2. Materials: Marketing materials for each new feature and the new product prospectus. Marketing materials and prospectuses for top four competitors. Laptops for group activities.
3.3. Class setting: Conference room, web-casting, Projection equipment for group presentations.
4. Theoretical perspective of elearning which forms foundation for this lesson
4.1. Blended
4.1.1. *Attributes: Flexibility in program design based on context of objective, more options available for curriculum and methods of instruction/learning.
4.1.1.1. Benefit to Program: Was key in supporting the multiple aspects of the training. Enabled use and support of construtivist and behaviorist instruction.
4.1.1.1.1. E-Learning needs met/not me will be based on testing results held during and post program delivery.
4.1.1.2. Potential Challenges to Program: Opportunity lends itself to the possiblity of too much movement from one theoretical perspective to another, perhaps causing confusion or frustration if a comfortable level of consistency is not provided. The instructional design and progressive process provided should balance and minimize this.
4.2. Constructivist
4.2.1. Attributes: Interactive, problem-solving, critical thinking, collaborative learning, self-regulated, experential, holistic view
4.2.1.1. Benefit to Program: Supports the majority of what has been identified as the most effective training components for adult learners. Especially conducive to e-learning given nature of exercises and a nationwide audience. Supports several key needs of the overall program.
4.2.1.1.1. E-Learning needs met/not met: With the exception of ensuring the monitoring of understanding and engagement, it appears the E-Learning needs have been met. A post-program feedback/assessment process may be an appropriate inclusion of e-learning effectiveness.for this program.
4.2.1.2. Potential Challenges to Program: Assessment of learner understanding and engagement may be hard to measure due to distance versus face-to face (spot-checks using questions and situational assessments should aid in this assessment), activity support will need development to be usable onlline as well as hard copy, concerns related to "group think" (peer assessment of presentations should overcome this.)
4.3. Behaviorist
4.3.1. Attributes: Lecture, pre- identified curriculum, behaviorial observation, success or failure relatively easy to measure
4.3.1.1. Benefit to Program: Lecture format was needed to disseminate new information prior to applying practical application. The balance of the program plan could be flexible if determined by learners and facilitator
4.3.1.2. Potential Challenges to Program: Must ensure distance learners can request additional detaills or clarification real-time, proper support is in place for, presentations, questions, and group presentation discussions must occur.
4.3.1.2.1. E-Learning needs likely met - exerecise results and post program testing should confirm this assertion.