Unit 11: The TRAINER’S TOOLBOX and CORPORATE T&D BEST PRACTICES This final unit is devoted to (a) providing additional resources and tools necessary for conducing effective training and development and (b) seeing effective training and development in practice. To that end it contains two sections: The Trainer’s Toolbox and Corporate T&D Best practices. The fist provides additional tools that will round out an effective training program. The other provides a tour of some of the best practices used in corporate training and development. The Trainer’s Toolbox To this point, we have covered how to conduct a needs analysis, how to analyze data, how to conduct a training intervention, and how to evaluate that intervention. The trainer’s toolbox contains two important documents: Training Plan Log Participant’s Guide The Training Log is a template or document that will help keep training interventions organized. See the Training Plan Log document below (double click to enlarge) to learn more. A participant’s guide is a document that helps training participants understand the process and expectations of a given training and development intervention. The Participant’s Guide All participants in a training session should receive a participant’s guide. The participants guide is a collection of handouts or a workbook that contains all the information, worksheets, activities, and instructions that will be used in the training. When developing the participant’s guide consider the following: Use the training objectives to determine what will be in the participant’s guide Include all activities and instructions in the participant’s guide The participant’s guide should parallel the order of the modules/units in the training intervention as closely as possible Determine the participant guide’s format (outline versus full text, brief overview statements versus greater detail) Number all pages Obtain copyrights and permissions as necessary for using activities, assessment tools, etc. Provide proper references for all sources used No two training guides will be the same, but they will all have similar components. Thus, it is helpful to look at some specific examples. Here are three you should examine to see how the content and format varies. Double click on the icons below to open the documents. Corporate T&D Best Practices Earlier in the course we focused on the impact of training and reviewed the successful training practices of Disney. Now we want to broaden that net and see what other companies are doing with regard to training. To get a “flavor” (pun intended) for some best practices use the link below to learn about McDonalds Hamburger University. This video shows how the company uses multiple methods (classroom, simulation, etc.) to train employees. http://money.cnn.com/video/news/2010/08/30/n_hamburger_university.cnnmoney/ Now have a look at this article that talks about the investment Best Buy made in training employ ...

1. Unit 11:
The TRAINER’S TOOLBOX and CORPORATE T&D BEST
PRACTICES
This final unit is devoted to (a) providing additional resources
and tools necessary for conducing effective training and
development and (b) seeing effective training and development
in practice. To that end it contains two sections: The Trainer’s
Toolbox and Corporate T&D Best practices. The fist provides
additional tools that will round out an effective training
program. The other provides a tour of some of the best practices
used in corporate training and development.
The Trainer’s Toolbox
To this point, we have covered how to conduct a needs analysis,
how to analyze data, how to conduct a training intervention, and
how to evaluate that intervention. The trainer’s toolbox contains
two important documents:
Training Plan Log
Participant’s Guide
The Training Log is a template or document that will help keep
training interventions organized. See the Training Plan Log
document below (double click to enlarge) to learn more. A
participant’s guide is a document that helps training participants
understand the process and expectations of a given training and
development intervention.

2. The Participant’s Guide
All participants in a training session should receive a
participant’s guide. The participants guide is a collection of
handouts or a workbook that contains all the information,
worksheets, activities, and instructions that will be used in the
training.
When developing the participant’s guide consider the following:
Use the training objectives to determine what will be in the
participant’s guide
Include all activities and instructions in the participant’s guide
The participant’s guide should parallel the order of the
modules/units in the training intervention as closely as possible
Determine the participant guide’s format (outline versus full
text, brief overview statements versus greater detail)
Number all pages
Obtain copyrights and permissions as necessary for using
activities, assessment tools, etc.
Provide proper references for all sources used
No two training guides will be the same, but they will all have
similar components. Thus, it is helpful to look at some specific
examples. Here are three you should examine to see how the
content and format varies. Double click on the icons below to
open the documents.

3. Corporate T&D Best Practices
Earlier in the course we focused on the impact of training and
reviewed the successful training practices of Disney. Now we
want to broaden that net and see what other companies are
doing with regard to training.
To get a “flavor” (pun intended) for some best practices use the
link below to learn about McDonalds Hamburger University.
This video shows how the company uses multiple methods
(classroom, simulation, etc.) to train employees.
http://money.cnn.com/video/news/2010/08/30/n_hamburger_uni
versity.cnnmoney/
Now have a look at this article that talks about the investment
Best Buy made in training employees on their sales staff. It
revisits the theme of how valuable training can be for the
bottom line.
Finally, complete the Corporate T&D Best Practices Activity.
This will entail researching a number of different organizations
in order to compile a list, description, and assessment of best
practices. Look to popular sources (i.e., magazines and
newspapers in print or online versions), scholarly sources, case

4. studies, actual organizational documents (e.g., from the official
corporate website), and trade publications to find best practices.
Provide the information requested on the activity page for each
best practice you locate.
_1234567892.pdf
Protection Products Sales Training – NEW JERSEY Participant
Guide
Section 1: Introduction Overview
Protection Products Sales Training
Section 1: Introduction
Overview
Welcome Welcome to Protection Products Sales Training!
In this workshop, you will learn:
• Important information about the protection products.
• The benefits to our renters of purchasing the products.
• The four-step sales process designed to effectively sell the
products.
Value of This

5. Training
As a result of this training, you will be able to:
• Explain the benefits of Damage Waiver (DW); Roadside
Assistance
Protection (RAP); Personal Accident Insurance (PAI); Personal
Accident Insurance/Personal Effects Coverage (PAI/PEC),
which is
sold at airport branches; and Supplemental Liability Protection
(SLP).
• Follow Enterprise’s four-step sales process to effectively sell
these
protection products.
Contents This training consists of the following sections:
• Section 1: Introduction
• Section 2: Protection Products
• Section 3: Selling the Products and Educating Renters
• Section 4: Wrap-Up
NOTICE: The materials contained in this manual are
copyrighted and are the property of Enterprise Holdings, Inc.
(“Enterprise”) for use by employees of Enterprise and its
subsidiaries (Enterprise and its subsidiaries collectively
referred to as “Company”). Any unauthorized use,
dissemination, distribution, or copying of these materials is
prohibited. If the reader of these materials is not an employee of
Company, then you are hereby notified that any

6. dissemination, distribution, copying, or use of this information
is strictly prohibited. If you have received a copy of
this document or any part thereof and you are not an employee
of Company, please immediately return the original
and all copies to us at 600 Corporate Park Drive, St. Louis, MO
63105 Attn: Legal Department.
Feb 2010 © 2010, Enterprise Rent-A-Car Overview-1
Protection Products Sales Training Participant Guide
Section 3: Selling the Products and Educating Renters The
Renter’s Perspective on the Sale of the Products
The Renter’s Perspective on the Sale of the Products
Purpose This segment looks at the sale of the protection
products from the renter’s
perspective. Understanding a renter’s point of view will
improve your
ability to provide the right benefits to meet each renter’s
individual needs.
The Renter’s
Perspective
Renters want and need to understand what products and services
they are
purchasing from Enterprise.

7. According to our Founding Values, “Personal honesty and
integrity are the
foundation of our success.” It is our responsibility to provide all
necessary
information to our renters to allow them to make informed
decisions.
What information would renters want or need to know about the
protection products?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
What is the benefit to Enterprise of having informed renters?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
What is the risk to Enterprise of not informing renters about the
products
and services they are purchasing?
_____________________________________________________
______
_____________________________________________________

8. ______
_____________________________________________________
______
Feb 2010 © 2010, Enterprise Rent-A-Car Renter’s Perspective-1
Protection Products Sales Training Participant Guide
Section 3: Selling the Products and Educating Renters Renter’s
Perspective Activity
Renter’s Perspective Activity
Purpose This activity provides an opportunity for you to
examine various sales
statements and discuss how each could be improved.
Instructions Work in groups of three or four people to complete
the following:
• Discuss each statement below and come to a consensus on
what is
wrong and how you would do it differently.
• Be ready to share your findings with the rest of the group.
Take 10 minutes to complete this activity.

9. Statement #1 “Mr. Renter, did you want to go with our full or
basic protection
package?”
What is wrong with this statement?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
How would you do it differently?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
Continued on next page
Feb 2010 © 2010, Enterprise Rent-A-Car Renter’s Perspective-2
asd2
Highlight

10. Protection Products Sales Training Participant Guide
Section 3: Selling the Products and Educating Renters Renter’s
Perspective Activity
Renter’s Perspective Activity, Continued
Statement #2 “Ms. Renter, you must have insurance to rent a
car, and since you
don’t have any, I assume you want to go with mine.”
What is wrong with this statement?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
How would you do it differently?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
Statement #3 “Mr. Renter, just sign here and you won’t have to
worry about

11. anything.”
What is wrong with this statement?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
How would you do it differently?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
Continued on next page
Feb 2010 © 2010, Enterprise Rent-A-Car Renter’s Perspective-3
Protection Products Sales Training Participant Guide
Section 3: Selling the Products and Educating Renters Renter’s
Perspective Activity
Feb 2010 © 2010, Enterprise Rent-A-Car Renter’s Perspective-4
Renter’s Perspective Activity, Continued

12. Statement #4 “Ms. Renter, your policy with Acme Insurance
Company really won’t
cover you in our car.”
What is wrong with this statement?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
How would you do it differently?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
Statement #5 “Mr. Renter, the dealership is paying for the use
of the car, so you’ll
only be responsible for gas and what happens to the car itself
while
it’s in your possession. For only $____, you’ll be fully
covered.”
What is wrong with this statement?

13. _____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
How would you do it differently?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
Protection Products Sales TrainingSection 1:
IntroductionOverviewWelcomeValue of This
TrainingContentsSection 2: Protection
ProductsOverviewPurposeWhy Enterprise Sells the Protection
ProductsIn This SectionDamage Waiver (DW)Renter
ResponsibilityFull DW DefinitionRenter BenefitsWhat Can
Void DWPricesKey Points to RememberInformed RentersState-
Specific DisclosuresDocumenting DamageRoadside Assistance
Protection (RAP)Renter ResponsibilityRAP DefinitionRenter
BenefitsWhat Can Void RAPPriceKey Points to
RememberInformed RentersDocumenting Roadside
IncidentsPersonal Accident Insurance
(PAI)DefinitionBenefitsBenefits ChartExclusionsWhat Can
Void PAIPricesKey Points to RememberInformed RentersState-
Specific DisclosuresFiling a ClaimDisclaimerPersonal Accident
Insurance/Personal Effects Coverage

14. (PAI/PEC)DefinitionRenter BenefitsExclusionsWhat Can Void
PECPricesKey Points to RememberInformed RentersState-
Specific DisclosuresFiling a ClaimDisclaimerSupplemental
Liability Protection (SLP)DefinitionMinimum Financial
Responsibility (MFR)Renter BenefitsExclusionsWhat Can Void
SLPPriceKey Points to RememberInformed RentersState-
Specific DisclosuresFiling a ClaimDisclaimerCheck Your
Understanding ActivityPurposeInstructionsCorrect
NameDefinitionsPricesBenefitsWhy It Benefits Them
ActivityPurposeInstructionsSituation #1Situation #2Situation
#3Situation #4Section 3: Selling the Products and Educating
RentersOverviewPurposeIn This SectionThe Four-Step Sales
ProcessPurposeSales ProcessIntroductionIntroduction
AppliedFact-findingHot Buttons and HeartburnsOpen-Ended
QuestionsClosed-Ended QuestionsPresentationPresentation
AppliedTrial-ClosingClosingClosing AppliedTipsThe Renter’s
Perspective on the Sale of the ProductsPurposeThe Renter’s
PerspectiveRenter’s Perspective
ActivityPurposeInstructionsStatement #1Statement #2Statement
#3Statement #4Statement #5Demonstration of the Sales
ProcessPurposeNotesSales Process
ActivityPurposeInstructionsFact-Finding QuestionsEffective
Fact-Finding QuestionsOverviewAll RentersInsurance
Replacement RenterDealership RenterCorporate RenterRetail
RenterRenters’ Frequently Asked Questions and
CommentsOverviewFrequently Asked QuestionsFrequently
Expressed CommentsAddressing Questions and
CommentsSample ResponsesHow Should I Respond?
ActivityPurposeInstructionsQuestion #1Comment #1Comment
#2Comment #3Comment #4Putting It All Together Activity Part
IPurposeInstructionsDamage Waiver (DW)Roadside Assistance
Protection (RAP)Personal Accident Insurance (PAI)Personal
Accident Insurance/ Personal Effects Coverage (PAI/PEC)
(Airport Branches Only)Supplemental Liability Protection
(SLP)Putting It All Together Activity Part
IIPurposeInstructionsPerformance ChecklistSection 4: Wrap-

15. UpOur Founding Values and Mission StatementPurposeOur
Founding ValuesOur Mission StatementFulfilling Our
GoalsResultsReference Sheet ActivityPurposeInstructions
_1234567893.pdf
Companies, People, Ideas
Teaching the Teachers
Lesley Kump, 12.12.05
Best Buy keeps its sales humming by making sure its sales force
is well trained.
You won't find hard data on what companies spend on training
their employees, or the impact such investment has on their
bottom line, broken
out on their P&L statement or in the accompanying footnotes.
That's unfortunate, since in a postindustrial age human capital is
supposed to be
just as important as capital invested in blast furnaces and
conveyor belts.
In the eighth installment in our Beyond the Balance Sheet
series, which looks at metrics of corporate performance not
usually visited by stock
analysts, we consider employee training. Our case study centers
on Best Buy, the $29 billion (sales) retailer of appliances and
consumer
electronics.
Five years ago Best Buy's managers realized that too many

16. potential customers were walking out of its stores empty-handed
because its
salespeople couldn't explain the goods in the display cases.
Would this camcorder be able to feed into that video-editing
program? Which
speakers go with that plasma screen? Hey, how do you work a
remote?
Solution
: training for new sales employees. Relative to sales, Best Buy
now spends more on employee training than any other retailer.
This year it will increase spending on employee training to 5%
of its payroll, from
4.1% last year.
On a salesperson's first day on the job at one of Best Buy's 759
stores he or she gets a four-hour classroom session that focuses
on the required
goals, how to fit into the store's sales force and the basics for
giving the customer a happy experience. Over the next month
comes a course of 12
hours of Web-based training that includes more on customer
interaction and a lot on products the employee will be selling.
The sales employees
must pass an exam on each segment of the course.

17. The book learning over, the rookie salesperson shadows an
experienced colleague until ready to be let loose on customers.
Subsequently,
employees must attend an array of product training sessions
every month to keep up to speed on the latest iPod or Xbox,
even if those products
are not specific to their department. The idea here is cross-
selling.
Customers are not always sure how a product works or which is
best suited to their needs. Employees are being trained on how
to show
customers new ways of using products. For example, a
consumer shopping for an Apple iPod might just be thinking of
it as a portable device, not
realizing it can also be used with a car stereo or for movies. The
training is aimed at showing how a technology can be used for a
host of
experiences. "An awful lot of places sell what we sell," says
Shawn Score, senior vice president of sales development. "The
differentiator for us is
going to be that we can talk to customers in their terms. The
products and solutions are complex, but figuring out how to
make them work in the

18. customers' language makes a difference."
According to the trade publication Training, Best Buy also does
an extremely good job of creating leaders from within its ranks.
The company has
a six-month program to identify leaders early on and accelerate
their development in managerial roles by having them work in
small groups to
solve real company problems. For employees looking to enter
the managerial level for the first time, the company also
provides a four-week
training program with a specialty coach in a particular focus
area as well as job-shadowing opportunities.
In a new store that opened in lower Manhattan in April, 34 of
the 160 employees have already started their climb up the
company ladder. The
store has a "promotions wall" to recognize these employees
because Best Buy believes leadership development stems from
acknowledging
employee achievements.
One of its better-known strategies comes in the form of the
company's personal-computer gurus--also known as the Geek
Squad--originally an

19. independent company that was acquired by Best Buy in 2002.
These 11,000 "agents" are supposed to be able to solve any and
all problems that
can attack a PC, and are now stationed in all Best Buy stores in
the U.S. and Canada. They are available for 24-hour in-home
customer support;
basic PC setup service costs $129. To become an agent an
employee must be certified in the programming language A+ but
is also required to
go through the same training as any other new employee.
Agents who pay house calls are called "double agents"; they
have to pass a much more
difficult course and exam than in-store sales reps. Double
agents are able to suggest other ideas and components for
getting the most out of a
home computer.
Perhaps Best Buy would be better off using the money it spends
on training to reward shareholders by increasing its paltry 0.6%
dividend yield or
by buying back stock. But it would be hard to argue with the
company's results. The company's sales have averaged 17%
growth the past five
years, and it now generates $897,000 in sales per employee
versus $235,000 for Circuit City. During the past five years

20. shares of Best Buy are
up 215% versus 122% for Circuit City and a decrease of 11%
for the S&P 500.
Page 1 of 1Forbes.com - Magazine Article
5/6/2012http://www.forbes.com/forbes/2005/1212/115_print.ht
ml
_1234567891.pdf
Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 1
Supervising for Excellence Training Participant Guide
Part One/Module One

21. 19-Jun-06 2
Table of Contents
Transition from Peer to Supervisor:……………………………..3
Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 3
Transition from Peer to Supervisor
v Perform a supervisor self assessment.
v Identify the challenges related to transitioning from peer to
supervisor.
v Develop strategies and skills for transitioning from peer to

22. supervisor, including
peer support from other supervisors.
Course Objectives
Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 4
Key Points:
crucial to lay a firm
foundation for future success.
as a supervisor.
Everyone has strengths and weaknesses. The key is to utilize

23. your strengths and
strengthen your weaknesses.
next two pages will give
you an idea of your strengths and weaknesses as a supervisor.
Notes
Transition from Peer to Supervisor
Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 5
Directions: Using the scale of 1-5, circle the number for each
statement that indicates
your current level of knowledge, skill, or ability in that area:

24. 1 = limited: very little, if any knowledge, skill or ability
2 = little: have a little bit of knowledge, skill or ability
3 = moderate: have some knowledge, skill or ability and
practice it in my work
occasionally
4 = good: have a good bit of knowledge, skill and ability and
practice it in my
work daily
5 = excellent: have superior knowledge, skill and ability and
can teach it to
someone else
1. My ability to understand what a worker needs from me and to
provide that in an ef-
ficient and effective manner is
1 2 3 4 5
Limited
Excellent

25. 2. My understanding of and ability to model a strengths-based
approach in coaching
workers is
1 2 3 4 5
Limited
Excellent
3. My ability to create a positive climate where staff feel that
their needs are being met
is
1 2 3 4 5
Limited
Excellent

26. 4. My knowledge of skills and strategies for minimizing
defensiveness and maximizing
openness to feedback in workers in my unit is
1 2 3 4 5
Limited
Excellent
Supervising for Excellence
Skills Assessment
Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 6
5. My understanding of how to promote transfer of learning for
staff from their training experi-
ences is

27. 1 2 3 4 5
Limited
Excellent
6. My ability to coach workers to improve client interaction,
assessments, case plans and pro-
ductivity is
1 2 3 4 5
Limited
Excellent
7. My knowledge of, and skills for, evaluating and addressing
the quality of my worker’s inter-
actions and relationships with clients related to the standards of
a strengths/needs based
practice model is
1 2 3 4 5

28. Limited
Excellent
8. My ability to effectively deal with resistance in those I
supervise is
1 2 3 4 5
Limited
Excellent
9. My ability to effectively initiate corrective action when
necessary is
1 2 3 4 5
Limited
Excellent
10. My knowledge of, and skills for, evaluating and addressing
the quality of my worker’s as-

29. sessments, case plans, and decisions is
1 2 3 4 5
Limited
Excellent
11. My confidence in my ability to supervise people from a
range of cultures is
1 2 3 4 5
Limited
Excellent
12. My ability to help my staff deliver culturally responsive
services to families and children is
1 2 3 4 5
Limited
Excellent

30. 13. My ability to listen to a range of opinions without
expressing judgment is
1 2 3 4 5
Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 7
Notes
Transition from Peer to Supervisor
10
Managing Caseload vs.
Managing People
v Managing a
caseload:

31. – Assess and
allocate
resource needs
of clients
– Coordinate
client
activities
– Implement
procedures
v Managing People:
¯ Assess and allocate
resource needs of
staff
¯ Coordinate staff
activities
¯ Develop/implement
procedures

32. 11
Management Skills
v Scheduling several home
visits in a week:
Time management
v Identifying new ways to
meet client needs:
Resource Planning/
Problem Solving
12
Management Skills
v Work with colleagues in
other agencies:
Networking
v Plan a case conference:

33. Organizing
v Doing all this in a day!
Multi-Tasking
PowerPoint Slides
Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 8
Mini Case Studies
Case Study #1
You’ve worked with this person for years and consider him a
good personal friend.

34. You have shared a great deal of personal information over the
years and have had
many social interactions outside work. You have now been
promoted and will be
supervising this person directly.
Case Study #2
Your supervisor left the organization and her position is vacant.
You and two other
people on your team interview for her position and you get the
job. Your co-
workers are jealous.
Case Study #3
You are supervising a former peer. She is having problems

35. getting her work done
in a timely fashion and the quality of her work is poor.
Questions for Discussion
How would you handle each of these situations?
Or, if this has happened to you, how did you handle it? Would
you handle it any differ-
ently if you had to do it again? What was the outcome?

36. Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 9
1. The part I LOVE about being a supervisor is:
2. The part I MOST DISLIKE about being a supervisor is:
3. When I first considered being a supervisor, I never thought
I’d:

37. 4. Since becoming a supervisor, the biggest way I’ve seen the
job change is:
5. My biggest strength as a supervisor is:
6. The thing I feel I need to work on most is:
What I Expected Vs. What
I’m Experiencing...
Supervising for Excellence Training Participant Guide
Part One/Module One

38. 19-Jun-06 10
Notes
Transition from Peer to Supervisor
13
Performance Expectations
v Clear
v Concise
v Measurable
v Related to larger
organizational goals
14
Consider History of Performance
v Have deficiencies been
documented?

39. v Employee should have written
notice of ongoing concerns.
v Include positive notes as well as
problems.
v What are the circumstances
around the performance issues?
15
Top Ten Reasons New
Supervisors Fail
1. Ineffective communication
skills/practices
2. Poor work relationships and
interpersonal skills
3. Person job mismatch
4. Fail to clarify direction/
performance expectations

40. 5. Delegation and empowerment
breakdowns
PowerPoint Slides
16
Top Ten Reasons New
Supervisors Fail
6. Failing to adapt and break old
habits
7. Unable to develop teamwork/
cooperation
8. Lack of personal integrity and
trust
9. Unable to lead/motivate others
10. Poor planning practices/
reactionary behavior
Page #1Page #2Page #3Page #4Page #5Page #6Page #7Page
#8Page #9Page #10

41. _1234567890.pdf
Training Plan Log
Training Objective: Describe the training objective in precise,
but brief terms.
To develop better customer service
skills for dealing with angry customers.
Time Content Methods Resources
Lay out the entire training
session in specific time
intervals, denoting the
beginning time and expected
duration.
9:00 am (30 minutes)

42. 9:30 am (20 minutes)
Describe what the content of
each training unit will entail.
Dispelling an misconceptions
people might have about the

43. training.
Information about the cost of
poor customer service.
List the specific methods used
in each portion of the
intervention.
Excess Baggage Ice Breaker
Lecture
List the resources needed for
each portion of the training.

44. 3" x 5" index cards
a small, empty suitcase
Visual Aids: Charts/Graphs
illustrated the statistical data.
Training Plan Log
Training Objective: Describe the training objective in precise,
but brief terms.
To develop better customer service
skills for dealing with angry customers.

45. Time Content Methods Resources
Lay out the entire training
session in specific time
intervals, denoting the
beginning time and expected
duration.
9:00 am (30 minutes)
9:30 am (20 minutes)

46. Describe what the content of
each training unit will entail.
Dispelling an misconceptions
people might have about the
training.
Information about the cost of
poor customer service.
List the specific methods used
in each portion of the
intervention.

47. Excess Baggage Ice Breaker
Lecture
List the resources needed for
each portion of the training.
3" x 5" index cards
a small, empty suitcase
Visual Aids: Charts/Graphs
illustrated the statistical data.

48. Training for the New Georgia Performance Standards
Day 2: Unpacking Standards for Unit Development
Participant’s Guide
GPS Day 2 Training Participant’s Guide
Page 2

49. Acknowledgements
This training program was developed by the Georgia
Department of Education as part of a
series of professional development opportunities to help
teachers increase student achievement
through the use of the Georgia Performance Standards.
For more information on this or other GPS training modules,
please contact Robin Gower at
(404) 463-1933 or [email protected]
Use of This Guide
The module materials, including a Leader’s Guide, Participant’s
Guide, PowerPoint Presentation,
and supplementary materials, are available to designated
trainers throughout the state of
Georgia who have successfully completed a Train-the-Trainer
course offered through the
Georgia Department of Education.

50. GPS Day 2 Training Participant’s Guide
Page 3
Agenda
This is a one-day course, with approximately six hours of
instructional time.
Introduction
! Overview of the Module
! Review of Day 1 Content and of Redelivery, if applicable
Discussion of Day 1 Assignment
! Small Group
! Large Group
Unpacking Standards
! Identifying Big Ideas and Enduring Understandings
! Developing Essential Questions

51. ! Identifying Skills and Knowledge
Summary and Follow-Up Work
! Follow-Up Assignment
! Summary
! Evaluations
GPS Day 2 Training Participant’s Guide
Page 4
Module Goal
GPS content training is designed to provide classroom teachers
with the knowledge and skills
they need to use the Standards Based Education model to
implement the new Georgia
Performance Standards. Teachers will acquire the requisite
knowledge and skills to unpack the

52. GPS, to design balanced assessments that measure the extent to
which students have mastered
the standards, to make instructional decisions using researched-
based best practices that allow
students to achieve a deep understanding of the knowledge and
skills they need, and to map
the curriculum in order to fully implement the GPS.
Key words from the goal:
! Standards Based Education (SBE)
! Georgia Performance Standards (GPS)
! Knowledge and skills
! Research-based best practices
! Deep understanding
Note that the goal will not be reached by any single day of
training. It will take preparation,
multiple days of classroom instruction, and follow up to master
this goal. Various days of
training will deal with different components of the goal, such as
assessment, instruction, and
curriculum planning.
Module Objectives

53. By the end of Day 2 of training, participants will be able to:
1. Describe and apply the rationale for identifying big ideas,
enduring understandings,
essential questions, and skills and knowledge for a standard.
2. Develop, for a given standard, big ideas, enduring
understandings, essential questions, and
what students should know and be able to do (unpack the
standard).
GPS Day 2 Training Participant’s Guide
Page 5

54. Standards Based Education Template
Stage 1:
Stage 2:
Stage 3:
GPS Day 2 Training Participant’s Guide
Page 6
A Big Idea…

55. …Provides a “conceptual lens” for organizing content. A Big
Idea refers to core
concepts, principles, theories, and processes that should serve
as the focal point of the
curricula, instruction, and assessment. Big Ideas reflect expert
understanding and
anchor the discourse, inquiries, discoveries, and arguments in a
field of study. They
provide a basis for setting curriculum priorities to focus on the
most meaningful content.
…Serves as an organizer for connecting important facts, skills,
and actions.
Big Ideas function as the “conceptual Velcro” for a topic of
study. They connect discrete
knowledge and skills to a larger intellectual frame and provide a
bridge for linking
specific facts and skills. A focus on these larger ideas helps
students to see the purpose
and relevance on content.
…Transfers to other contexts. Discrete facts do not transfer. Big
Ideas are powerful
because they embody transferable ideas, applicable to other

56. topics, inquiries, context,
issues, and problems. Because we can never cover all the
knowledge on a given topic, a
focus on the Big Ideas helps to manage information overload.
Big Ideas provide the
conceptual through lines that anchor a coherent curriculum.
…Manifests itself in various ways within disciplines. Big Ideas
are typically
revealed through one or more of the following forums: a core
concept (e.g.,
adaptation), a focusing theme (e.g., man’s inhumanity to man),
an ongoing issue or
debate (e.g., liberal vs. conservative), a puzzling paradox (e.g.,
poverty amidst plenty),
an important process (e.g., writing process), an authentic
problem or persistent
challenge (e.g., illiteracy, voter apathy), an illuminating theory
(e.g., Manifest Destiny),
an underlying assumption (e.g., the markets are rationale), or
differing perspectives
(e.g., terrorist vs. freedom fighter).
…Requires uncoverage because it is an abstraction. A Big Idea
is inherently

57. abstract. Its meaning is not always obvious to students, and
simply covering it (i.e., the
teacher or textbook defining it) will not ensure student
understanding. “Coverage” is
unlikely to cause genuine insight; understanding must be
earned. Thus, the idea must
be uncovered—its meaning discovered, constructed or inferred
by the learners, with the
aid of the teacher and well-designed learning experiences.
How to identify big ideas: Read the standard thoroughly.
Underline the big ideas in
the standard. Make additional notes as needed. Note that this is
just a stepping stone in
the process; once you have turned your Big Ideas into enduring
understandings, you do
not need to write them down.
Reproduced with permission from Wiggins, Grant and Jay
McTighe. Understanding by Design Professional Development
Workbook. Alexandria, VA: Association for Supervision and
Curriculum Development. 2004.

58. GPS Day 2 Training Participant’s Guide
Page 7
An Enduring Understanding…
…Involves the big ideas that give meaning and importance to
facts. Enduring
understandings are made up of the concepts, principles, and
theories that weave many facts
into revealing and useful patterns. They involve the (few)
organizing priority ideas that enable
us to make sense of past lessons, conduct current inquiry, and
create new knowledge.
…Can transfer to other topics, fields, and adult life. Such
understandings endure in that
they enable us to make vital and informative connections in our
learning—as students and as
adults. For example, the idea that “might does not make right”

59. applies to both playground
disputes and international diplomacy.
…Is usually not obvious, often counter-intuitive, and easily
misunderstood. An
understanding is an inference, not a fact. It is an insight derived
from inquiry. Key
understandings in intellectual fields (e.g., in physics: Objects
remain in motion at a constant
velocity if no force acts on them) often violate common sense
and conventional wisdom. They
are thus often prone to misunderstanding by students. These
understanding therefore cannot
be covered; they must be uncovered.
…May provide a conceptual foundation for basic skills. The
skill-based teaching in
mathematics, foreign language, and physical education does not
seem to deal with
“understanding.” In most units, all skills derive their value from
the strategic principles that help
us know when and how to use the skill. The understandings also
justify the use of a skill (e.g.,
the student who can explain why you should use a bent-arm pull
in swimming free style) and

60. enable the student to extend the use of the skill to new
situations (e.g., the use of bent-arm
pull in back stroke).
…Is deliberately framed as a generalization—the “moral of the
story.” An
understanding is a generalization derived from inquiry. It is the
specific insight that should be
inferred from study of the topic (not just the stating of the
topic)—what we want the student
leaving the study to realize. Note: The enduring understanding
of a unit might be that there is
no single agreed-upon understanding, or that people disagree
about how the issues, facts, or
text should be understood.
How to identify enduring understandings: Frame them as full-
sentence generalizations
starting with “The student will understand that…” Avoid
statements that are vague or trite. It
may help to think about common misunderstandings about the
topic. Enduring understandings
may be overarching (beyond the specifics of the unit) or topical.
Reproduced with permission from Wiggins, Grant and Jay

61. McTighe. Understanding by Design Professional Development
Workbook.
Alexandria, VA: Association for Supervision and Curriculum
Development. 2004.
GPS Day 2 Training Participant’s Guide
Page 8
Essential Questions…
…Have no simple “right” answer; they are meant to be argued.
Essential questions
yield inquiry and argument—a variety of plausible responses,
not straightforward facts that end
the matter. They should uncover rather than cover the subject’s
puzzles and perspectives. They
should result in conclusions drawn by the learner, not recited
facts. Like enduring

62. understandings, they may be topical or overarching.
Examples: Does art reflect culture or help shape it? What
makes a great story?
…Are designed to provoke and sustain student inquiry, while
focusing learning and
final performances. Essential questions work best when they are
designed and edited to be
thought provoking to students, engaging them in sustained,
focused inquiries that culminate in
important performance. They involve the counterintuitive, the
visceral, the whimsical, the
controversial.
Examples: Does food that is good for you have to taste bad? Are
censorship and democracy
compatible?
…Often address the conceptual or philosophical foundations of
a discipline. They
reflect the most historically important issues, problems, and
debates in a field of study.
Examples: What is a proof? Nature or nurture? Can fiction
reveal truth?
…Raise other important questions. Essential questions lead to

63. other important questions
within, and sometimes across, subject boundaries.
Example: In nature, only the strong survive? (Leads to
questions such as, “What is strength?
Are insects strong, since they are survivors?)
…Naturally and appropriately recur. The same important
questions are asked and asked
again throughout one’s learning.
Example: What makes a book “great?”
…Stimulate vital, ongoing rethinking of big ideas, assumptions,
and prior lessons.
They force us to ask deep questions about the nature, origin,
and extent of our understanding.
Example: (In light of fractions, place value, irrationals, and
negative square roots) what is a
number?
How to develop essential questions: Two to five per unit is
reasonable. Put them in
language appropriate to students. Use them as organizers for the
unit, making the “content”
answer the questions. Sequence questions so they lead naturally
from one to another. Share

64. essential questions with other teachers to ensure curricular
coherence.
Reproduced with permission from Wiggins, Grant and Jay
McTighe. Understanding by Design Professional
Development Workbook. Alexandria, VA: Association for
Supervision and Curriculum Development. 2004.
GPS Day 2 Training Participant’s Guide
Page 9
Knowledge and Skills
Knowledge. Getting students to construct meaning, organize
information, and (selectively)
store information. This includes:
Vocabulary
Terminology

65. Definitions
Key factual information
Formulas
Critical details
Important events, people
Sequence and timelines
Rules
Laws
Principles
Concepts
Skills. Getting students to demonstrate the ability to do
something. These may be very simple,
discrete operations, or more complex creative ones. This
includes:
Actions, procedures, and processes
Basic skills—decoding, arithmetic

66. computation
Psychomotor skills—running, swimming a
back stroke, playing an instrument
Study skills
Communication skills—listening, speaking,
writing
Thinking skills—comparing, inferring,
analyzing, interpreting
Research, inquiry, investigation skills
Interpersonal/group skills
Verbs to use when stating knowledge and skills. These are
samples only:
Demonstrate
Derive
State
Describe
List

67. Design
Express
Induce
Instruct
Create
Critique
Compare/contrast
Evaluate
Illustrate
Judge
Make meaning of
Make sense of
Use
Model
Predict
Prove
Show
Synthesize
Justify
Choose
Imagine
Assess

68. Write
Draw
Translate
Adapt
Build
Determine
Perform
Solve
Test
How to develop knowledge and skill statements: Look at the
enduring understandings,
essential questions, and elements. Ask yourself, “What
knowledge and skills do students need
in order to reach this goal?” Start each knowledge/skill
statement with a verb.
Reproduced with permission from Wiggins, Grant and Jay
McTighe. Understanding by Design Professional Development
Workbook.
Alexandria, VA: Association for Supervision and Curriculum

69. Development. 2004.
GPS Day 2 Training Participant’s Guide
The Marriage of Standards and Elements
ELA10RL1 The student demonstrates comprehension by
identifying evidence (e.g., diction, imagery, point of
view, figurative language, symbolism, plot events and main
ideas) in a variety of texts representative of
different genres (e.g., poetry, prose [short story, novel, essay,
editorial, biography], and drama) and using this
evidence as the basis for interpretation. The texts are of the
quality and complexity illustrated by the Grade
Ten reading list.
The student identifies and analyzes elements of poetry and
provides evidence from the text to support understanding; the
student:
a. Identifies, responds to, and analyzes the effects of diction,
syntax, sound, form, figurative language, and

70. structure of poems as these elements relate to meaning.
i. sound: alliteration, end rhyme, internal rhyme, consonance,
assonance
ii. form: lyric poem, narrative poem, fixed form poems (e.g.,
ballad, sonnet)
iii. figurative language: personification, imagery, metaphor,
simile, synecdoche, hyperbole, symbolism
My Love is Like a Red, Red, Rose
O, my luve's like a red, red rose
That's newly sprung in June
O, my luve's like the melodie
That's sweetly play'd in tune
As fair art thou, my bonie lass

71. So deep in luve am I
And I will luve thee still, my Dear
Till a' the seas gang dry
Till a' the seas gang dry, my Dear
And the rocks melt wi' the sun!
O I will luve thee still, my Dear
While the sands o' life shall run
--Robert Burns
Working only at the element level, the student
Identifies: “my luve’s like a red, red rose” is a simile
Analyzes (separates into parts): the speaker in the poem is
comparing his love to a red, red rose

72. But to meet the standard, the student must employ this simile as
evidence and demonstrate comprehension by using the
evidence/simile as the basis for interpretation. In other words,
when the speaker defines/describes his love by comparing it to
a “red, red, rose/That’s newly sprung in June, he is saying that
his love is _____________. Here the student should
demonstrate that s/he understands how the characteristics of the
rose relate to the message the speaker is relaying about the
characteristics of his love.
Page 10
GPS Day 2 Training Participant’s Guide
Page 11

73. Unpacking a Standard

74. Standards
(underline Big Ideas)

75. Critical
Component
Elements
Enduring
Understandings
Essential
Questions

76. What Students
Should Know
And
Be Able to Do
GPS Day 2 Training Participant’s Guide
Page 12
Unpacking a Standard
Standard
(underline Big Ideas)
Critical

77. Component
Elements
Enduring
Understandings
Essential
Questions

78. What Students
Should Know
And
Be Able to Do
GPS Day 2 Training Participant’s Guide
Page 13
Follow-Up Assignment
! Select the standard that we have not previously unpacked.
! Unpack the standards to determine the big ideas, enduring
understandings, essential questions, and what students should
know and
be able to do. You may choose to use one of the templates from
this
Participant’s Guide to unpack the standard(s), or you may come
up with a

79. form of your own.
GPS Day 2 Training Participant’s Guide
Page 14
Presenter(s)
_____________________________________________________
_______
Date(s) ________________________ Location
________________________________

80. Position: ( ) Primary ( ) Elementary ( ) Middle ( )
High ( ) Administrator
Overall Evaluation: ( ) Poor ( ) Fair ( ) Good ( ) Very
Good ( ) Excellent
General Comments & Feedback:
What did you expect to learn from this
session?

81. What did you learn from this session?
What do you need now?
What worked best in this
session?
How could this session be
improved?

82. Georgia Performance Standards
Content Specific Training
Evaluation Instrument
AcknowledgementsUse of This GuideAgendaModule
GoalModule ObjectivesStandards Based Education TemplateA
Big Idea…An Enduring Understanding…Essential
Questions…Knowledge and SkillsFollow-Up
AssignmentPosition: ( ) Primary ( ) Elementary ( )
Middle ( ) High ( ) AdministratorOverall Evaluation: ( )
Poor ( ) Fair ( ) Good ( ) Very Good ( )
ExcellentWhat did you learn from this session?What do you
need now?What worked best in thissession?
Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 1

83. Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 2
Table of Contents
Transition from Peer to Supervisor:……………………………..3
Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 3
Transition from Peer to Supervisor
v Perform a supervisor self assessment.
v Identify the challenges related to transitioning from peer to

84. supervisor.
v Develop strategies and skills for transitioning from peer to
supervisor, including
peer support from other supervisors.
Course Objectives
Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 4
Key Points:
crucial to lay a firm
foundation for future success.

85. as a supervisor.
Everyone has strengths and weaknesses. The key is to utilize
your strengths and
strengthen your weaknesses.
next two pages will give
you an idea of your strengths and weaknesses as a supervisor.
Notes
Transition from Peer to Supervisor
Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 5
Directions: Using the scale of 1-5, circle the number for each
statement that indicates

86. your current level of knowledge, skill, or ability in that area:
1 = limited: very little, if any knowledge, skill or ability
2 = little: have a little bit of knowledge, skill or ability
3 = moderate: have some knowledge, skill or ability and
practice it in my work
occasionally
4 = good: have a good bit of knowledge, skill and ability and
practice it in my
work daily
5 = excellent: have superior knowledge, skill and ability and
can teach it to
someone else
1. My ability to understand what a worker needs from me and to
provide that in an ef-
ficient and effective manner is
1 2 3 4 5

87. Limited
Excellent
2. My understanding of and ability to model a strengths-based
approach in coaching
workers is
1 2 3 4 5
Limited
Excellent
3. My ability to create a positive climate where staff feel that
their needs are being met
is
1 2 3 4 5

88. Limited
Excellent
4. My knowledge of skills and strategies for minimizing
defensiveness and maximizing
openness to feedback in workers in my unit is
1 2 3 4 5
Limited
Excellent
Supervising for Excellence
Skills Assessment
Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 6

89. 5. My understanding of how to promote transfer of learning for
staff from their training experi-
ences is
1 2 3 4 5
Limited
Excellent
6. My ability to coach workers to improve client interaction,
assessments, case plans and pro-
ductivity is
1 2 3 4 5
Limited
Excellent
7. My knowledge of, and skills for, evaluating and addressing
the quality of my worker’s inter-
actions and relationships with clients related to the standards of
a strengths/needs based
practice model is

90. 1 2 3 4 5
Limited
Excellent
8. My ability to effectively deal with resistance in those I
supervise is
1 2 3 4 5
Limited
Excellent
9. My ability to effectively initiate corrective action when
necessary is
1 2 3 4 5
Limited
Excellent

91. 10. My knowledge of, and skills for, evaluating and addressing
the quality of my worker’s as-
sessments, case plans, and decisions is
1 2 3 4 5
Limited
Excellent
11. My confidence in my ability to supervise people from a
range of cultures is
1 2 3 4 5
Limited
Excellent
12. My ability to help my staff deliver culturally responsive
services to families and children is

92. 1 2 3 4 5
Limited
Excellent
13. My ability to listen to a range of opinions without
expressing judgment is
1 2 3 4 5
Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 7
Notes
Transition from Peer to Supervisor
10
Managing Caseload vs.
Managing People

93. v Managing a
caseload:
– Assess and
allocate
resource needs
of clients
– Coordinate
client
activities
– Implement
procedures
v Managing People:
¯ Assess and allocate
resource needs of
staff
¯ Coordinate staff
activities

94. ¯ Develop/implement
procedures
11
Management Skills
v Scheduling several home
visits in a week:
Time management
v Identifying new ways to
meet client needs:
Resource Planning/
Problem Solving
12
Management Skills
v Work with colleagues in
other agencies:

95. Networking
v Plan a case conference:
Organizing
v Doing all this in a day!
Multi-Tasking
PowerPoint Slides
Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 8
Mini Case Studies
Case Study #1

96. You’ve worked with this person for years and consider him a
good personal friend.
You have shared a great deal of personal information over the
years and have had
many social interactions outside work. You have now been
promoted and will be
supervising this person directly.
Case Study #2
Your supervisor left the organization and her position is vacant.
You and two other
people on your team interview for her position and you get the
job. Your co-
workers are jealous.
Case Study #3

97. You are supervising a former peer. She is having problems
getting her work done
in a timely fashion and the quality of her work is poor.
Questions for Discussion
How would you handle each of these situations?
Or, if this has happened to you, how did you handle it? Would
you handle it any differ-
ently if you had to do it again? What was the outcome?

98. Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 9
1. The part I LOVE about being a supervisor is:
2. The part I MOST DISLIKE about being a supervisor is:
3. When I first considered being a supervisor, I never thought
I’d:

99. 4. Since becoming a supervisor, the biggest way I’ve seen the
job change is:
5. My biggest strength as a supervisor is:
6. The thing I feel I need to work on most is:
What I Expected Vs. What
I’m Experiencing...

100. Supervising for Excellence Training Participant Guide
Part One/Module One
19-Jun-06 10
Notes
Transition from Peer to Supervisor
13
Performance Expectations
v Clear
v Concise
v Measurable
v Related to larger
organizational goals
14
Consider History of Performance

101. v Have deficiencies been
documented?
v Employee should have written
notice of ongoing concerns.
v Include positive notes as well as
problems.
v What are the circumstances
around the performance issues?
15
Top Ten Reasons New
Supervisors Fail
1. Ineffective communication
skills/practices
2. Poor work relationships and
interpersonal skills
3. Person job mismatch

102. 4. Fail to clarify direction/
performance expectations
5. Delegation and empowerment
breakdowns
PowerPoint Slides
16
Top Ten Reasons New
Supervisors Fail
6. Failing to adapt and break old
habits
7. Unable to develop teamwork/
cooperation
8. Lack of personal integrity and
trust
9. Unable to lead/motivate others
10. Poor planning practices/

103. reactionary behavior
Page #1Page #2Page #3Page #4Page #5Page #6Page #7Page
#8Page #9Page #10
Protection Products Sales Training – NEW JERSEY Participant
Guide
Section 1: Introduction Overview
Protection Products Sales Training
Section 1: Introduction
Overview
Welcome Welcome to Protection Products Sales Training!
In this workshop, you will learn:

104. • Important information about the protection products.
• The benefits to our renters of purchasing the products.
• The four-step sales process designed to effectively sell the
products.
Value of This
Training
As a result of this training, you will be able to:
• Explain the benefits of Damage Waiver (DW); Roadside
Assistance
Protection (RAP); Personal Accident Insurance (PAI); Personal
Accident Insurance/Personal Effects Coverage (PAI/PEC),
which is
sold at airport branches; and Supplemental Liability Protection
(SLP).
• Follow Enterprise’s four-step sales process to effectively sell
these
protection products.

105. Contents This training consists of the following sections:
• Section 1: Introduction
• Section 2: Protection Products
• Section 3: Selling the Products and Educating Renters
• Section 4: Wrap-Up
NOTICE: The materials contained in this manual are
copyrighted and are the property of Enterprise Holdings, Inc.
(“Enterprise”) for use by employees of Enterprise and its
subsidiaries (Enterprise and its subsidiaries collectively
referred to as “Company”). Any unauthorized use,
dissemination, distribution, or copying of these materials is
prohibited. If the reader of these materials is not an employee of
Company, then you are hereby notified that any
dissemination, distribution, copying, or use of this information
is strictly prohibited. If you have received a copy of
this document or any part thereof and you are not an employee
of Company, please immediately return the original
and all copies to us at 600 Corporate Park Drive, St. Louis, MO

106. 63105 Attn: Legal Department.
Feb 2010 © 2010, Enterprise Rent-A-Car Overview-1
Protection Products Sales Training Participant Guide
Section 3: Selling the Products and Educating Renters The
Renter’s Perspective on the Sale of the Products
The Renter’s Perspective on the Sale of the Products
Purpose This segment looks at the sale of the protection
products from the renter’s
perspective. Understanding a renter’s point of view will
improve your
ability to provide the right benefits to meet each renter’s
individual needs.

107. The Renter’s
Perspective
Renters want and need to understand what products and services
they are
purchasing from Enterprise.
According to our Founding Values, “Personal honesty and
integrity are the
foundation of our success.” It is our responsibility to provide all
necessary
information to our renters to allow them to make informed
decisions.
What information would renters want or need to know about the
protection products?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______

108. What is the benefit to Enterprise of having informed renters?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
What is the risk to Enterprise of not informing renters about the
products
and services they are purchasing?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
Feb 2010 © 2010, Enterprise Rent-A-Car Renter’s Perspective-1

109. Protection Products Sales Training Participant Guide
Section 3: Selling the Products and Educating Renters Renter’s
Perspective Activity
Renter’s Perspective Activity
Purpose This activity provides an opportunity for you to
examine various sales
statements and discuss how each could be improved.
Instructions Work in groups of three or four people to complete
the following:
• Discuss each statement below and come to a consensus on
what is
wrong and how you would do it differently.

110. • Be ready to share your findings with the rest of the group.
Take 10 minutes to complete this activity.
Statement #1 “Mr. Renter, did you want to go with our full or
basic protection
package?”
What is wrong with this statement?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
How would you do it differently?
_____________________________________________________
______
_____________________________________________________

111. ______
_____________________________________________________
______
Continued on next page
Feb 2010 © 2010, Enterprise Rent-A-Car Renter’s Perspective-2
asd2
Highlight
Protection Products Sales Training Participant Guide
Section 3: Selling the Products and Educating Renters Renter’s
Perspective Activity
Renter’s Perspective Activity, Continued
Statement #2 “Ms. Renter, you must have insurance to rent a
car, and since you
don’t have any, I assume you want to go with mine.”

112. What is wrong with this statement?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
How would you do it differently?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
Statement #3 “Mr. Renter, just sign here and you won’t have to
worry about

113. anything.”
What is wrong with this statement?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
How would you do it differently?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
Continued on next page
Feb 2010 © 2010, Enterprise Rent-A-Car Renter’s Perspective-3

114. Protection Products Sales Training Participant Guide
Section 3: Selling the Products and Educating Renters Renter’s
Perspective Activity
Feb 2010 © 2010, Enterprise Rent-A-Car Renter’s Perspective-4
Renter’s Perspective Activity, Continued
Statement #4 “Ms. Renter, your policy with Acme Insurance
Company really won’t
cover you in our car.”
What is wrong with this statement?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________

115. ______
How would you do it differently?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
Statement #5 “Mr. Renter, the dealership is paying for the use
of the car, so you’ll
only be responsible for gas and what happens to the car itself
while
it’s in your possession. For only $____, you’ll be fully
covered.”
What is wrong with this statement?
_____________________________________________________
______

116. _____________________________________________________
______
_____________________________________________________
______
How would you do it differently?
_____________________________________________________
______
_____________________________________________________
______
_____________________________________________________
______
Protection Products Sales TrainingSection 1:
IntroductionOverviewWelcomeValue of This
TrainingContentsSection 2: Protection
ProductsOverviewPurposeWhy Enterprise Sells the Protection
ProductsIn This SectionDamage Waiver (DW)Renter
ResponsibilityFull DW DefinitionRenter BenefitsWhat Can
Void DWPricesKey Points to RememberInformed RentersState-
Specific DisclosuresDocumenting DamageRoadside Assistance

117. Protection (RAP)Renter ResponsibilityRAP DefinitionRenter
BenefitsWhat Can Void RAPPriceKey Points to
RememberInformed RentersDocumenting Roadside
IncidentsPersonal Accident Insurance
(PAI)DefinitionBenefitsBenefits ChartExclusionsWhat Can
Void PAIPricesKey Points to RememberInformed RentersState-
Specific DisclosuresFiling a ClaimDisclaimerPersonal Accident
Insurance/Personal Effects Coverage
(PAI/PEC)DefinitionRenter BenefitsExclusionsWhat Can Void
PECPricesKey Points to RememberInformed RentersState-
Specific DisclosuresFiling a ClaimDisclaimerSupplemental
Liability Protection (SLP)DefinitionMinimum Financial
Responsibility (MFR)Renter BenefitsExclusionsWhat Can Void
SLPPriceKey Points to RememberInformed RentersState-
Specific DisclosuresFiling a ClaimDisclaimerCheck Your
Understanding ActivityPurposeInstructionsCorrect
NameDefinitionsPricesBenefitsWhy It Benefits Them
ActivityPurposeInstructionsSituation #1Situation #2Situation
#3Situation #4Section 3: Selling the Products and Educating
RentersOverviewPurposeIn This SectionThe Four-Step Sales
ProcessPurposeSales ProcessIntroductionIntroduction
AppliedFact-findingHot Buttons and HeartburnsOpen-Ended
QuestionsClosed-Ended QuestionsPresentationPresentation
AppliedTrial-ClosingClosingClosing AppliedTipsThe Renter’s
Perspective on the Sale of the ProductsPurposeThe Renter’s

118. PerspectiveRenter’s Perspective
ActivityPurposeInstructionsStatement #1Statement #2Statement
#3Statement #4Statement #5Demonstration of the Sales
ProcessPurposeNotesSales Process
ActivityPurposeInstructionsFact-Finding QuestionsEffective
Fact-Finding QuestionsOverviewAll RentersInsurance
Replacement RenterDealership RenterCorporate RenterRetail
RenterRenters’ Frequently Asked Questions and
CommentsOverviewFrequently Asked QuestionsFrequently
Expressed CommentsAddressing Questions and
CommentsSample ResponsesHow Should I Respond?
ActivityPurposeInstructionsQuestion #1Comment #1Comment
#2Comment #3Comment #4Putting It All Together Activity Part
IPurposeInstructionsDamage Waiver (DW)Roadside Assistance
Protection (RAP)Personal Accident Insurance (PAI)Personal
Accident Insurance/ Personal Effects Coverage (PAI/PEC)
(Airport Branches Only)Supplemental Liability Protection
(SLP)Putting It All Together Activity Part
IIPurposeInstructionsPerformance ChecklistSection 4: Wrap-
UpOur Founding Values and Mission StatementPurposeOur
Founding ValuesOur Mission StatementFulfilling Our
GoalsResultsReference Sheet ActivityPurposeInstructions
Corporate T&D Best Practices Activity

119. STEP 1:
Research and examine what you can find on companies
regarding
their training practices. Search widely as you may not
necessarily
find enough information just from the company’s website.
Also,
consult popular press and trade publications (i.e., newspaper
articles,
T&D trade publications).
Some possible companies to consider exploring include (an
extensive

120. but certainly not exhaustive list):
Saturn
Ford
Pepsi
Google
Apple
General Electric

121. Harley Davidson
McDonalds
General Mills
Southwest Airlines
Coca-Cola
Toyota
Four Seasons
Cheesecake Factory
Starbucks

122. Wal-Mart
Chick-Fil-A
General Motors
Procter & Gamble
Zappos
Verizon
STEP 2:
Identify three best practices that are related to training and
development specifically (not simply best practices of the

123. organization like being environmentally friendly).
One each from three different companies, not three from the
same
company.
STEP 3:
Complete the activity worksheet below, using as much space as
necessary. Be as precise and detailed as possible with your
responses.
BEST PRACTICE #1:
1. In a single paragraph specifically describe the best practice
below.

124. 2. With what type or types of training does this practice most
closely align? (e.g.,
lecture, simulation, role play, etc.)
*****************************************************
*************
BEST PRACTICE #2:
1. In a single paragraph specifically describe the best practice
below.
2. With what type or types of training does this practice most
closely align? (e.g.,
lecture, simulation, role play, etc.)
*****************************************************
*************
BEST PRACTICE #3:
1. In a single paragraph specifically describe the best practice

125. below.
2. With what type or types of training does this practice most
closely align? (e.g.,
lecture, simulation, role play, etc.)
*****************************************************
*************
Companies, People, Ideas
Teaching the Teachers
Lesley Kump, 12.12.05
Best Buy keeps its sales humming by making sure its sales force
is well trained.
You won't find hard data on what companies spend on training
their employees, or the impact such investment has on their

126. bottom line, broken
out on their P&L statement or in the accompanying footnotes.
That's unfortunate, since in a postindustrial age human capital is
supposed to be
just as important as capital invested in blast furnaces and
conveyor belts.
In the eighth installment in our Beyond the Balance Sheet
series, which looks at metrics of corporate performance not
usually visited by stock
analysts, we consider employee training. Our case study centers
on Best Buy, the $29 billion (sales) retailer of appliances and
consumer
electronics.
Five years ago Best Buy's managers realized that too many
potential customers were walking out of its stores empty-handed
because its
salespeople couldn't explain the goods in the display cases.
Would this camcorder be able to feed into that video-editing
program? Which
speakers go with that plasma screen? Hey, how do you work a
remote?