The lesson plan provides training on sales skills and handling clients. It outlines six steps for the sales process: meeting and greeting the client, gathering information, establishing needs, asking for a deal, closing the sale, and following up. The plan uses lectures, demonstrations, case studies, role plays and discussions to teach the skills. Learners will practice the skills and be assessed on correctly explaining the sales process and handling clients in their workplace. Motivational messages and humor are incorporated to engage learners.
This document provides tips for Skype interviews, phone interviews, resumes, cover letters, and in-person interviews. For Skype interviews, it recommends dressing professionally, having an appropriate background, and being prepared to clarify questions. For phone interviews, it suggests writing down names and being careful of verbal fillers. Resume tips include tailoring to the job, using quantitative data and power words, and keeping the length to one or two pages. Popular interview questions focus on explaining technical concepts simply, strengths, weaknesses, experiences, and problem-solving approaches.
1) It is important to always be presenting your MLM business opportunity through your appearance, demeanor, and communication with others. People will judge you and be more receptive based on first impressions.
2) To learn how to effectively present the opportunity, you must attend trainings to gain knowledge about the company, watch presentations multiple times to understand techniques, and practice presenting to gain experience handling objections.
3) Through dedicated practice and believing in the opportunity yourself, you can become comfortable presenting and sharing the business with others. Maintain an open mindset to keep improving your skills at presentations.
1) It is important to always be presenting your MLM business opportunity through your appearance, demeanor, and communication with others. People will judge you and be more receptive based on first impressions.
2) To learn how to effectively present the opportunity, you must attend trainings to gain knowledge about the company, watch presentations multiple times to understand techniques, and practice presenting to gain experience handling objections.
3) Through dedicated practice and believing in the opportunity yourself, you can become comfortable presenting and sharing the business with others. Maintain an open mindset to keep improving your skills at presentations.
The document provides advice for job candidates on preparing for and participating in a mock interview. It discusses preparing resumes and research, developing examples using the STAR method, proper attire, communication skills, asking questions, and following up after an interview with thank you letters and contacting references. The overall agenda covers preparing for interviews, tips before, during and after an interview.
The document provides guidelines for effective interviewing. It discusses preparing for an interview by determining the aim and researching main points. During the interview, questions should be asked directly in a logical sequence without giving opinions or multiple questions. Common mistakes include interrupting answers, deadwood questions, and not listening attentively. The goal is to get facts and opinions to help the listener form their own conclusions.
1. The document provides an overview of the interview process, including types of interviews, preparation steps, common questions, and best practices for making a good impression.
2. Key parts of preparation include learning about the position, company, and industry, assessing your strengths and weaknesses, and having required materials organized.
3. During the interview, important behaviors include arriving on time, dressing appropriately, maintaining eye contact, having a firm handshake, and sending positive body language signals.
4. Follow up after the interview is also important, such as sending a thank you note within 24 hours. Overall preparation, practice, and confidence are emphasized for interview success.
The document outlines an agenda for a sales training module on closing skills and techniques, including sessions on identifying buying signals, getting the buying decision, guidelines for closing, and pragmatic closing techniques with role plays and exercises. It provides the time, duration, facilitator, and objectives for each session in the module aimed at teaching salespeople how to turn objections into sales and successfully close deals.
The document provides guidance for conducting panel interviews for a career development program. It includes sections on preparation, conducting the interview, evaluating candidates, and following up. The interviewers should ask candidates the same questions to ensure fair evaluations. They should evaluate candidates on their communication skills, motivation, and fit for the program. The document provides sample interview questions in four competency areas: teamwork and collaboration, constantly seeking solutions, believing in others' potential, and being infectiously positive. It provides guidance on scoring candidates and providing feedback based on their average scores.
This document provides tips for Skype interviews, phone interviews, resumes, cover letters, and in-person interviews. For Skype interviews, it recommends dressing professionally, having an appropriate background, and being prepared to clarify questions. For phone interviews, it suggests writing down names and being careful of verbal fillers. Resume tips include tailoring to the job, using quantitative data and power words, and keeping the length to one or two pages. Popular interview questions focus on explaining technical concepts simply, strengths, weaknesses, experiences, and problem-solving approaches.
1) It is important to always be presenting your MLM business opportunity through your appearance, demeanor, and communication with others. People will judge you and be more receptive based on first impressions.
2) To learn how to effectively present the opportunity, you must attend trainings to gain knowledge about the company, watch presentations multiple times to understand techniques, and practice presenting to gain experience handling objections.
3) Through dedicated practice and believing in the opportunity yourself, you can become comfortable presenting and sharing the business with others. Maintain an open mindset to keep improving your skills at presentations.
1) It is important to always be presenting your MLM business opportunity through your appearance, demeanor, and communication with others. People will judge you and be more receptive based on first impressions.
2) To learn how to effectively present the opportunity, you must attend trainings to gain knowledge about the company, watch presentations multiple times to understand techniques, and practice presenting to gain experience handling objections.
3) Through dedicated practice and believing in the opportunity yourself, you can become comfortable presenting and sharing the business with others. Maintain an open mindset to keep improving your skills at presentations.
The document provides advice for job candidates on preparing for and participating in a mock interview. It discusses preparing resumes and research, developing examples using the STAR method, proper attire, communication skills, asking questions, and following up after an interview with thank you letters and contacting references. The overall agenda covers preparing for interviews, tips before, during and after an interview.
The document provides guidelines for effective interviewing. It discusses preparing for an interview by determining the aim and researching main points. During the interview, questions should be asked directly in a logical sequence without giving opinions or multiple questions. Common mistakes include interrupting answers, deadwood questions, and not listening attentively. The goal is to get facts and opinions to help the listener form their own conclusions.
1. The document provides an overview of the interview process, including types of interviews, preparation steps, common questions, and best practices for making a good impression.
2. Key parts of preparation include learning about the position, company, and industry, assessing your strengths and weaknesses, and having required materials organized.
3. During the interview, important behaviors include arriving on time, dressing appropriately, maintaining eye contact, having a firm handshake, and sending positive body language signals.
4. Follow up after the interview is also important, such as sending a thank you note within 24 hours. Overall preparation, practice, and confidence are emphasized for interview success.
The document outlines an agenda for a sales training module on closing skills and techniques, including sessions on identifying buying signals, getting the buying decision, guidelines for closing, and pragmatic closing techniques with role plays and exercises. It provides the time, duration, facilitator, and objectives for each session in the module aimed at teaching salespeople how to turn objections into sales and successfully close deals.
The document provides guidance for conducting panel interviews for a career development program. It includes sections on preparation, conducting the interview, evaluating candidates, and following up. The interviewers should ask candidates the same questions to ensure fair evaluations. They should evaluate candidates on their communication skills, motivation, and fit for the program. The document provides sample interview questions in four competency areas: teamwork and collaboration, constantly seeking solutions, believing in others' potential, and being infectiously positive. It provides guidance on scoring candidates and providing feedback based on their average scores.
This document provides guidance on handling difficult customers for trainees. It begins with objectives of identifying different types of difficult customers and demonstrating techniques for managing them. It then defines types of difficult customers like complainers and angry customers and how to deal with each. The document outlines a three stage process for structuring phone calls, with key reminders for dealing with complaints. It discusses active listening, assumptions, and assertiveness, providing tests and scenarios to help trainees improve their skills for managing difficult interactions with customers.
How to handle worst case scenarios in presentationsTrainers Advice
This document provides advice for handling worst case scenarios that may arise during presentations:
1. If you have less time than planned, select key messages and limit information while maintaining logical flow.
2. If asked an unexpected question, briefly answer but explain you will discuss more later to avoid losing credibility.
3. If you lose your train of thought, smile, excuse yourself, and start again as audiences will empathize with an easygoing attitude.
4. Consider when to provide training manuals to avoid participants not paying attention or going ahead without instruction.
This document provides tips and guidelines for interviewing for a job. It outlines important things to know like researching the company and position, being prepared with examples of your skills and accomplishments, dressing appropriately, arriving early, maintaining eye contact and good posture during the interview. Key points covered include common interview questions, how to discuss weaknesses in a positive light, following up after the interview with a thank you note, and most importantly being yourself during the process.
The document provides guidance for interviewers on how to conduct effective interviews. It emphasizes that interviewing is an art that requires preparation from the interviewer. It outlines best practices for various stages of the interview including preparing for the interview, using behavioral and situational questions, conducting technical assessments, and closing the interview professionally. The goal is to evaluate candidates comprehensively while representing the company in a positive light.
The document provides steps and tips for conducting successful job interviews. It outlines preparing for the interview by learning about the position and company, anticipating questions, developing your own questions, and preparing references. It also discusses common interview questions, how to answer questions about salary, and why you want the specific job and company. The document then describes how to conduct the interview, including preparing the setting, explaining the format, and types of interview questions to ask about behaviors, opinions, feelings, knowledge, and background. It concludes with tips for wording questions clearly and remaining neutral during the interview.
Mentors are responsible for: 1) providing technical guidance, 2) reviewing code contributions, 3) ensuring delivery of tasks, and 4) meeting regularly with mentees. Effective mentoring includes: orienting new hires, providing initial minor tasks, reviewing work, testing deployments, explaining processes, and assessing understanding and motivation over time. Regular check-ins help mentors address challenges, provide support respectfully, and ensure mentees feel connected to the work.
The document provides tips for job interview preparation and etiquette. It emphasizes dressing professionally and appropriately for the position and company culture. Common interview questions are discussed along with suggestions for positive responses. The tips stress researching the company, having a list of questions to ask the interviewer, following up with a thank you note, and negotiating a job offer if one is received.
Ten tough interview questions and ten great answersHa Nguyen
This document provides examples of answers to 10 tough interview questions:
1. It summarizes the key points to address in response to "Tell me about yourself" - focus on why you are the best candidate and back it up with examples.
2. For "Why should I hire you?" it recommends stating that you are the best person and differentiating yourself with a passionate commitment to excellence, backed by examples.
3. When asked about long-range objectives, focus on achievable goals and what you are doing to reach them, giving examples.
4. For education, emphasize practical application learned and give behavioral examples aligned with required competencies.
5. To show you are a team player
This document provides tips and guidance for a COMM 202 interview tutorial. It discusses answering common interview questions like "tell me about yourself" in 2 minutes or less by relating all experiences back to the job. Sample rubrics are given for evaluating answers to questions about strengths, weaknesses, and creative questions. The document emphasizes practicing answers, arriving early, smiling, relaxing, and following up after interviews. Students are reminded of upcoming deadlines and encouraged to gain job experience through clubs and internships.
This document discusses different types of interviews and rules for conducting interviews. It describes one-on-one interviews, panel interviews, screening interviews, telephone interviews, and other types. Some tips for interviews include doing research, being prepared, dressing professionally, making eye contact, answering questions fully but concisely, and following up after the interview. The goal is to make a positive impression through preparedness, enthusiasm, and showing how you would fit the job requirements.
The document provides information about interview skills. It discusses the different types of interviews, including telephonic, one-on-one, panel, meal, and on-site interviews. It also discusses preparing for an interview, arriving on time, greeting the interviewer, types of interview questions, dos and don'ts during an interview, following up after an interview, and getting rejected. The overall information is aimed to help candidates successfully prepare for and participate in a job interview.
5. When A Customer Demands To Speak With Your SupervisorVansight
The document provides guidance on how to handle customers who demand to speak to a supervisor. It suggests probing questions to understand the customer's concern without taking the bait if they criticize. If the supervisor is available, the employee should briefly explain the situation and then allow the supervisor to take over the interaction, introducing themselves and addressing the issue. Managing these situations properly avoids escalating customer frustration while ensuring their concerns are still heard.
This document provides an overview of selection interview skills for recruitment. It discusses thorough preparation, maintaining control of the interview, gathering evidence, and wrapping up the interview smoothly. The key points are:
1) Thorough preparation is essential, including familiarizing yourself with candidates' details in advance.
2) Maintaining control through active listening and structured questioning allows you to direct the interview effectively.
3) Gathering evidence in a systematic way using a person specification ensures all requirements are assessed.
4) Wrapping up interviews pleasantly without indicating decisions keeps the process business-like.
The document provides guidance on preparing for and participating in a job interview. It discusses the typical structure of an interview including the introduction, body and closing. It offers tips for researching the company and role, anticipating questions, practicing responses, and presenting one's qualifications and fit for the position. Body language, different types of interviews, and closing the interview successfully are also addressed.
The document outlines an agenda and best practices for media training and interviews. It covers preparing messages and anticipating questions, conducting interviews, controlling the narrative, and critiquing interview performance. The goal is to establish authority, remain positive and in control of the discussion, and effectively communicate key messages through stories and simple language.
10 important things to do during a job interview – for candidatesAnamikaJain65
A job interview allows the candidate to show a potential employer how they can make themselves shine in this role and the company. You tend to think of the interview as an audition for a job and also as a “sample” of your work because employers often see it that way.
The document discusses various types of job interviews, including structured interviews, behavioral interviews, and situational interviews. It also discusses potential biases and errors that can occur during interviews, such as first impressions bias, misunderstanding the job, and candidate order errors. The document provides tips for both interviewers and interviewees, such as asking job-related questions, preparing for the interview, making a good first impression, and following up after the interview.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Asking Questions".
This document provides an overview of the curriculum for the WorkReadyNH soft skills training program. The program consists of 15 modules that cover topics such as job searching, interviewing, communication, problem solving, teamwork, customer service, and workplace behavior. It also includes online skills assessments in reading, math and locating information to help participants prepare for workplace certifications, as well as weekly performance evaluations. The goal is to provide participants with in-demand soft skills and certifications to succeed in the modern job market.
This lesson plan introduces students to the present continuous tense through listening, writing, and reading exercises. Students will learn the affirmative, negative, and interrogative forms of the present continuous and practice spelling rules. They will describe what they are doing at specific moments in time and learn related vocabulary. Activities include writing -ing verb forms, creating sentences in the present continuous, and building questions to practice this tense. The goal is for students to identify and use the structure of the present continuous.
The document discusses the present continuous tense in English. It provides the forms for positive sentences, negative sentences, yes-no questions, and Wh-questions in the present continuous tense. It then discusses four main uses of the present continuous tense:
1. To describe actions happening now.
2. To describe longer actions that are in progress now, even if not happening at the moment of speaking.
3. To describe changing situations over time.
4. To describe plans or arrangements for the near future.
The summary concludes by contrasting the present continuous tense with the present simple tense.
This document provides guidance on handling difficult customers for trainees. It begins with objectives of identifying different types of difficult customers and demonstrating techniques for managing them. It then defines types of difficult customers like complainers and angry customers and how to deal with each. The document outlines a three stage process for structuring phone calls, with key reminders for dealing with complaints. It discusses active listening, assumptions, and assertiveness, providing tests and scenarios to help trainees improve their skills for managing difficult interactions with customers.
How to handle worst case scenarios in presentationsTrainers Advice
This document provides advice for handling worst case scenarios that may arise during presentations:
1. If you have less time than planned, select key messages and limit information while maintaining logical flow.
2. If asked an unexpected question, briefly answer but explain you will discuss more later to avoid losing credibility.
3. If you lose your train of thought, smile, excuse yourself, and start again as audiences will empathize with an easygoing attitude.
4. Consider when to provide training manuals to avoid participants not paying attention or going ahead without instruction.
This document provides tips and guidelines for interviewing for a job. It outlines important things to know like researching the company and position, being prepared with examples of your skills and accomplishments, dressing appropriately, arriving early, maintaining eye contact and good posture during the interview. Key points covered include common interview questions, how to discuss weaknesses in a positive light, following up after the interview with a thank you note, and most importantly being yourself during the process.
The document provides guidance for interviewers on how to conduct effective interviews. It emphasizes that interviewing is an art that requires preparation from the interviewer. It outlines best practices for various stages of the interview including preparing for the interview, using behavioral and situational questions, conducting technical assessments, and closing the interview professionally. The goal is to evaluate candidates comprehensively while representing the company in a positive light.
The document provides steps and tips for conducting successful job interviews. It outlines preparing for the interview by learning about the position and company, anticipating questions, developing your own questions, and preparing references. It also discusses common interview questions, how to answer questions about salary, and why you want the specific job and company. The document then describes how to conduct the interview, including preparing the setting, explaining the format, and types of interview questions to ask about behaviors, opinions, feelings, knowledge, and background. It concludes with tips for wording questions clearly and remaining neutral during the interview.
Mentors are responsible for: 1) providing technical guidance, 2) reviewing code contributions, 3) ensuring delivery of tasks, and 4) meeting regularly with mentees. Effective mentoring includes: orienting new hires, providing initial minor tasks, reviewing work, testing deployments, explaining processes, and assessing understanding and motivation over time. Regular check-ins help mentors address challenges, provide support respectfully, and ensure mentees feel connected to the work.
The document provides tips for job interview preparation and etiquette. It emphasizes dressing professionally and appropriately for the position and company culture. Common interview questions are discussed along with suggestions for positive responses. The tips stress researching the company, having a list of questions to ask the interviewer, following up with a thank you note, and negotiating a job offer if one is received.
Ten tough interview questions and ten great answersHa Nguyen
This document provides examples of answers to 10 tough interview questions:
1. It summarizes the key points to address in response to "Tell me about yourself" - focus on why you are the best candidate and back it up with examples.
2. For "Why should I hire you?" it recommends stating that you are the best person and differentiating yourself with a passionate commitment to excellence, backed by examples.
3. When asked about long-range objectives, focus on achievable goals and what you are doing to reach them, giving examples.
4. For education, emphasize practical application learned and give behavioral examples aligned with required competencies.
5. To show you are a team player
This document provides tips and guidance for a COMM 202 interview tutorial. It discusses answering common interview questions like "tell me about yourself" in 2 minutes or less by relating all experiences back to the job. Sample rubrics are given for evaluating answers to questions about strengths, weaknesses, and creative questions. The document emphasizes practicing answers, arriving early, smiling, relaxing, and following up after interviews. Students are reminded of upcoming deadlines and encouraged to gain job experience through clubs and internships.
This document discusses different types of interviews and rules for conducting interviews. It describes one-on-one interviews, panel interviews, screening interviews, telephone interviews, and other types. Some tips for interviews include doing research, being prepared, dressing professionally, making eye contact, answering questions fully but concisely, and following up after the interview. The goal is to make a positive impression through preparedness, enthusiasm, and showing how you would fit the job requirements.
The document provides information about interview skills. It discusses the different types of interviews, including telephonic, one-on-one, panel, meal, and on-site interviews. It also discusses preparing for an interview, arriving on time, greeting the interviewer, types of interview questions, dos and don'ts during an interview, following up after an interview, and getting rejected. The overall information is aimed to help candidates successfully prepare for and participate in a job interview.
5. When A Customer Demands To Speak With Your SupervisorVansight
The document provides guidance on how to handle customers who demand to speak to a supervisor. It suggests probing questions to understand the customer's concern without taking the bait if they criticize. If the supervisor is available, the employee should briefly explain the situation and then allow the supervisor to take over the interaction, introducing themselves and addressing the issue. Managing these situations properly avoids escalating customer frustration while ensuring their concerns are still heard.
This document provides an overview of selection interview skills for recruitment. It discusses thorough preparation, maintaining control of the interview, gathering evidence, and wrapping up the interview smoothly. The key points are:
1) Thorough preparation is essential, including familiarizing yourself with candidates' details in advance.
2) Maintaining control through active listening and structured questioning allows you to direct the interview effectively.
3) Gathering evidence in a systematic way using a person specification ensures all requirements are assessed.
4) Wrapping up interviews pleasantly without indicating decisions keeps the process business-like.
The document provides guidance on preparing for and participating in a job interview. It discusses the typical structure of an interview including the introduction, body and closing. It offers tips for researching the company and role, anticipating questions, practicing responses, and presenting one's qualifications and fit for the position. Body language, different types of interviews, and closing the interview successfully are also addressed.
The document outlines an agenda and best practices for media training and interviews. It covers preparing messages and anticipating questions, conducting interviews, controlling the narrative, and critiquing interview performance. The goal is to establish authority, remain positive and in control of the discussion, and effectively communicate key messages through stories and simple language.
10 important things to do during a job interview – for candidatesAnamikaJain65
A job interview allows the candidate to show a potential employer how they can make themselves shine in this role and the company. You tend to think of the interview as an audition for a job and also as a “sample” of your work because employers often see it that way.
The document discusses various types of job interviews, including structured interviews, behavioral interviews, and situational interviews. It also discusses potential biases and errors that can occur during interviews, such as first impressions bias, misunderstanding the job, and candidate order errors. The document provides tips for both interviewers and interviewees, such as asking job-related questions, preparing for the interview, making a good first impression, and following up after the interview.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Asking Questions".
This document provides an overview of the curriculum for the WorkReadyNH soft skills training program. The program consists of 15 modules that cover topics such as job searching, interviewing, communication, problem solving, teamwork, customer service, and workplace behavior. It also includes online skills assessments in reading, math and locating information to help participants prepare for workplace certifications, as well as weekly performance evaluations. The goal is to provide participants with in-demand soft skills and certifications to succeed in the modern job market.
This lesson plan introduces students to the present continuous tense through listening, writing, and reading exercises. Students will learn the affirmative, negative, and interrogative forms of the present continuous and practice spelling rules. They will describe what they are doing at specific moments in time and learn related vocabulary. Activities include writing -ing verb forms, creating sentences in the present continuous, and building questions to practice this tense. The goal is for students to identify and use the structure of the present continuous.
The document discusses the present continuous tense in English. It provides the forms for positive sentences, negative sentences, yes-no questions, and Wh-questions in the present continuous tense. It then discusses four main uses of the present continuous tense:
1. To describe actions happening now.
2. To describe longer actions that are in progress now, even if not happening at the moment of speaking.
3. To describe changing situations over time.
4. To describe plans or arrangements for the near future.
The summary concludes by contrasting the present continuous tense with the present simple tense.
Innovative Lesson Plan on Present Continuous Tense stephythomas4
The document summarizes an English lesson plan about the present continuous tense. The teacher engages students with an entry activity involving actions and verbs. Students are then divided into groups to identify verbs in pictures and say sentences in the present continuous tense. The teacher presents the concept of the present continuous tense and has students complete sentence cards to practice. For a follow up activity, students make new sentences using a substitution table.
D.G. - Present Simple VS. Present Continuous Lesson PlanDanielle Gonzalez
This document provides a lesson plan for teaching the differences between the present simple and present continuous tenses to pre-intermediate English language learners. The plan outlines objectives, anticipated challenges, solutions, timing and procedures for the lesson. Key activities include a flashcard game contrasting routine actions, fill-in-the-blank and sentence writing exercises, and a role-play interview activity to practice forming questions and answers using both tenses.
The lesson plan aims to develop students' reading comprehension, listening, and speaking skills through activities related to the song "We Are The Champions" by Queen. Students will watch a video of the song, brainstorm ideas, and complete a listening activity where they fill in the missing present perfect tense phrases from the song lyrics. They will then sing the full song karaoke-style. The goal is for students to extract information from a song and practice the present perfect tense.
The document outlines a micro teaching lesson plan that aims to develop oral skills in English. The lesson will focus on experiencing setbacks and involve dialogues, a video clip, and modal verbs. It is designed for an intermediate English class and estimates 30 minutes. The plan includes comprehension, language focus, and communicative tasks - students will watch a video, practice dialogues, complete a script using modal verbs, present phrases, and do a roleplay using different modal verbs for language functions.
The document discusses stimulus variation, which refers to changing teaching methods and styles to maintain student attention and engagement. It defines stimulus variation as deliberately changing a teacher's attention-getting behaviors. This helps stimulate students and keep them actively participating. The document then outlines various component skills of stimulus variation, including changing movement, gestures, voice, questioning techniques, and incorporating different sensory modes. It emphasizes varying teaching methods like lectures, group work and experiments. The goal of stimulus variation is to avoid boredom through continual changes in instructional approaches.
The present tense simple in English is used to describe regular or repeated actions, facts, habits, and generally true things. It is formed using the base form of verbs except for third person singular, which adds 's'. Negative sentences use "don't" or "doesn't" and questions use "do" or "does". Examples are provided for conjugating regular and irregular verbs in the present tense simple.
This lesson plan focuses on teaching the present indefinite tense to 4th grade students aged 8-10 years old who have a previous knowledge of sentence structure. The 45 minute lesson will begin with brainstorming daily routines, followed by a 20 minute presentation by the teacher on the rules and use of the present indefinite tense. Students will then complete controlled and semi-controlled writing exercises to practice using the tense correctly.
Simple past tense: regular and irregular verbsmonica_llovet
The document discusses regular and irregular verbs in English and how their past tense forms are classified. Regular verbs form the past tense by adding "-ed" to the base verb, such as "danced" and "played". Irregular verbs do not follow this pattern and instead have unique past tense forms, like "went", "read", and "wrote". Several examples of regular and irregular verbs are provided, along with charts illustrating their inflection patterns. Exercises are included for the reader to practice identifying and forming the past tenses of different verbs.
This document provides information and examples about using the present simple tense in English. It covers:
- The affirmative form of regular and irregular verbs in the present simple.
- Using the present simple to talk about habits, routines, facts, emotions, and general truths.
- Forming negative sentences using do/does not or short forms don't/doesn't.
- Forming questions using do/does and short affirmative/negative answers.
- Examples of forming sentences in the affirmative, negative, and interrogative forms.
This document outlines the slides for a "Train the Trainer" presentation on time management. It introduces the presenter and their background, discusses the learner audience which includes different generations, and explains how the presentation will address different learning styles through activities, videos, and handouts. Metrics for assessing the training's impact are described, such as case studies and daily scheduling exercises. The presentation will prepare learners through pre-work and reinforce learning through follow-up questions and scorecards.
ProductTank #20 Kraków- Customer development, how to validate your product ideaBeata Kupiec
This document provides an overview of customer development and how to validate a product idea through early customer interviews. It discusses finding potential customers, how to approach them, preparing for and conducting interviews, and following up after interviews. The key aspects covered include developing an interview scenario and questions, asking open-ended questions to understand customer needs and problems rather than confirming your own assumptions, and getting honest feedback to decrease risk and prioritize features for the right customer segment. The overall goal is to validate customer and problem hypotheses through qualitative research and find early customers interested in solving their problem.
Getting to Product Market Fit - An Overview of Customer Discovery & ValidationJason Evanish
An overview of the first two stages of Steve Blank's Four Steps to the Epiphany: Customer Discovery and Customer Validation. Includes in depth advice on the customer development interview as well.
I'm writing a book on How to Build Customer Driven Products based on tactics like the ones in this presentation. You can sign up to learn more here: http://eepurl.com/RZoO9
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
The document provides guidance on conducting customer discovery interviews to identify problems and gain insights. It recommends identifying potential customers by returning to where the problem was initially observed and interviewing people. Proper preparation is key, including having an elevator pitch and written interview questions. The interviews should focus on understanding customer behaviors, pain points, and needs rather than selling a solution. Analyzing feedback by mapping customer journeys and identifying common themes and patterns can provide valuable insights to help refine hypotheses.
1) Front end evaluation is conducted at the beginning of the exhibit design process to understand the audience. It identifies what the audience knows, any misconceptions, and how they want to learn through methods like surveys, interviews, and focus groups.
2) There are three main types of evaluation: front end, formative, and summative. Front end evaluation identifies the audience needs. Formative evaluation occurs during design to test prototypes. Summative evaluation measures the exhibit's effectiveness after completion.
3) Front end evaluation guides the interpretation and content design by understanding what the audience already knows, attitudes, interests, preferred learning styles, and vocabulary to ensure the exhibit effectively reaches the audience.
Selling Smart Workshop - March 6, 2014 - Educating with Questions: The Socrat...AnnArborSPARK
This document provides information about a workshop on communicating value through questions. The workshop will be led by Rich Austin of Sandler Training Ann Arbor, John Mills of SimuQuest, and Joe Marr Jr. of Sandler Training Ann Arbor. It will cover how asking good questions can make sales cycles shorter and build deeper client relationships. There will be an interactive training session, followed by a panel Q&A where attendees can ask the panelists questions about applying the tactics in their own businesses.
The document provides information on sales training objectives, the sales process, buying motives, selling skills, questioning techniques, handling objections, closing skills, and keys to sales success. The objective is to optimize salesforce skills to achieve commercial goals. The sales process involves preparation, identifying needs, handling objections, presenting, and closing. Both emotional and logical factors influence buying motives. Effective selling requires skills like active listening, differentiating product benefits, questioning, and closing deals.
Pekka Marjamäki & Jani Grönman you don’t know what you know until you find ou...FiSTB
The document describes a structured process for gaining knowledge about a client's QA problems through research and workshops. It involves conducting interviews to explore issues, defining themes, holding workshops for idea generation, then documenting findings and proposed solutions. The goal is to "know enough" about the client's context to understand what is important and think of effective solutions, rather than just copying previous practices. It emphasizes remaining humble, gathering information, and acknowledging what is not known.
This document provides an overview of sales management and the selling process. It discusses essential sales knowledge, developing sales skills like communication and understanding the selling process. The selling process involves 8 steps: 1) prospecting, 2) pre-approach, 3) approach, 4) presentation, 5) trial close, 6) handling objections, 7) close, and 8) follow-up. Each step is explained in detail, covering techniques for qualifying prospects, gathering information, making initial contact, delivering effective presentations, addressing concerns, and following up with customers. The goal is to prove the need for the product or service and that the customer should purchase from the salesperson and company.
This document provides tips and guidance for effectively giving and receiving feedback. It discusses that feedback is important to help people improve, check that desired results are achieved, and get others' opinions. It then outlines five tips for providing feedback, including doing so at an appropriate moment, using objective language, stating the impact of behavior, making a suggestion for improvement, and checking for understanding. The "sandwich method" of putting negative feedback between two positive comments is also described. The document stresses the importance of receiving feedback well by not being defensive and being open to feedback even if you don't agree. It proposes doing an activity where participants practice giving feedback to each other using the tips learned.
Selling Smart Workshop - Questioning Technique - Asking the Right QuestionsAnnArborSPARK
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1. Lesson Plan 1 - Performance Objective E1 Sameh A. Washah
Opening: Hello, Good Morning, and here I will start with a story including some funny issues to get their attention, motivate them and
use it as a tool to do (icebreaker)
Objective:
I would like to tell you something interesting. Which is at the end of this session (YOU WBAT)
correctly defining the six steps process in 15 minutes while maintaining the order.
Goal: Apply Sales Skills
Date: July 11, 2010
Pre-Assessment:
Question the learners if they have any idea about the sales process; if not; a group will be set up on each table to try to write down and
explain in their own opinion what should the sales process be like?
Learning Tasks Instructor Activities Student Activities Media Time
A-lecture about
Sales Method.
B-lecture about
definition for the
professional
representative and
the law of 3 knows.
C- Six steps for
sales process:
1-Define step one:
meet and greet
2-Define step two:
gathering
information
3-Define step three:
establish the need
Give handouts for each step before starting to talk
about it to prevent learners from writing too much and
concentrate with me more, then while I am using the
power point I will make sure to put some funny
pictures between each step (slide) and one more slide
with the phrase (I CAN DO IT) to motivate the learners
plus to make them feel that they can really do it.
1-Identify meet and greet (icebreaker): this is the time
to introduce your self in a very positive manner.
Remember the old adage: “You only have one time to
make a first impression.” Be positive, energetic and
interesting. (use white board and marker)
2-Indentify gathering information: Start asking some
indirect questions and listen carefully; do not interrupt
the client.
3-Identify establishing the need: This is truly where the
“rubber meets the road” as this is when you really
begin to ask the high-gain, probing type of questions to
A and B-listen and respond, then if
they have question we can discuss it
and if they have any story from their
previous experiences so she/he can
share it with them.
C- Six steps for sales process:
1-Demonstrate (I will be the
customer and learners will show me
how to meet the client).
2-case study (I will discuss with
learner some situations)
3-Role Play (I will provide some
cases and each two learners should
deal with each other in positive
Lecture
Demonstr
ation
Case
study
Practice
Group and
peer led
discussion
White
board
Markers
Power
Point
5
Mints
10
Mints
10
Mints
10
Mints
2. 4-Define step four:
ask for deal
5-Define step five:
close the deal
6-Define step six:
follow-up
draw out your customer and make it easy for them to
tell you about their needs. Remember, every sale is
made because of one or two reasons—the customer had
a legitimate need before you arrived or he/she has a
perceived need when you leave.
4-Identify how your product or service can satisfy the
need: If a picture is worth a thousand words, then a
well placed demonstration must be worth a million
words. This is your time to shine. Use the demos that
you have to show why your product is superior to the
competition. If you fail in this step, it is time to fold
the tent and go home.
5-Identify how to close the sale: Some representatives
believe there were only two ways of sale: the open and
the close. We all know that it is not quite that simple.
Why do we refer to it as a selling process? Because if
you have implemented the first four steps correctly, it
is a natural process for the buyer to be ready to buy.
When the customer is ready to buy, you are merely
moving the process along by giving them logical “trial
closes” along the way.
6-Identify the follow up: a very important step of the
sale, especially if you intend to gain some repeat sales
from this customer. Make sure the customer receives
the products on time and that they are happy with the
product and service you have provided. Now is the
time to ask for a referral and move on to the next sale.
way).
4-practice (the learners should
discuss with the client 3 points about
the product (quality, price and after
sales).
5-Group discussion (how to do that).
6-Filed trip if applicable or they can
demonstrate it (I will take the
learners to the delivery Dept. and try
to get from the client potentials
client).
slides
Pictures
Handout
Role play
10
Mints
10
Mints
5
Mints
Poet Assessment:
I will use observation techniques by asking if they have any questions if not; I will then ask them to compare the points they wrote at the
beginning of the lesson about the sales processes as (Pre-Assessment) with the new processes. When they are done, I will ask them to try to
sell something to their colleagues.
Closure: A-To make sure that the learners know the six steps I will draw a picture of a man who want to take the stairs to reach the success
of sales process and they have to help me step by step till the end, and then thank them and wish the information was useful and valuable
for them.
3. B- We will use most of the concepts in the next lesson so be prepared. What do we say……….. (I CAN DO IT)
Total time 1 hour
Lesson Plan 2 - Performance Objective E3 Assignment 4 Sameh A. Washah
Opening: Hello, Good Morning, and here I will start with a story including some funny issues to get their attention, motivate them and
use it as a tool to do (icebreaker) (if I have new students) and try to refresh their memory them about the first lesson and where and how we
are going to use the old concepts.
Objective:
I would like to tell you something interesting. which is at the end of this session (YOU WBAT)
effectively without mistakes explain how to handle client in your workplace.
Goal: Apply Sales Skills
Date: July 11, 2010
Pre-Assessment:
Question the learners if they have any idea on how to handle clients if not I will group them up in tables try to write and explain what do
they think the circle should be from the start to find the client and then how to deal with him and what do they have to do if he/she has a
problem.
Learning Tasks Instructor Activities Student Activities Media Time
4. 1-Explain finding
your clients
2-Explain
prospecting for
potential clients
3-Explain
connecting with
your clients
4-Explain finding
Give handouts for each step before starting to talk
about it to prevent learners from writing too much and
concentrate with me more then while I am using the
power point I will make sure to add some funny
pictures between each point (slide) and one more slide
with a phrase (I CAN DO IT) to motivate the learners
plus to let them feel that they can really do it.
1- Lecture start going step by step how they can find
clients, for example in: (use white board and marker to
write down the below points)
• Showroom
• Phone
• Use your network
• Follow-up with their X clients
2-Case study happened to me how some sales
representative got me from keeping contact one of my
friends he was his X client and keeping asking him if
he has a potential client from your friend at the end my
friend give him my contact.
3-Discussion: Now after you know what your tools are
to find the client and how to use those tools to attract
the client to become a potential client. Now you have
to know how to keep contact with him/her by using
notes forms.
4-Presentaion about how you can find a solution to
close the deal and satisfy your client but with keeping
the standard for of your workplace by rising the feature
If they have question we can discuss
it and if they have any story related
to our subject from their previous
experience so we can share it with
them.
1- Group discussion or peer led if
they are small group (which one is
the most important in their opinion
and why).
2-Practice (the previous four point
with your group if it is applicable to
your workplace and if yes how you
going to use each one )
3-Role Play (I will provide some
handout including cases and each
two learners should deal with each
other in positive way to fill out the
most important notes if he/she has to
keep in touch with this client if yes;
how).
4-practice (the learners should
discuss with his/her partner the three
Lecture
Demonstr
ation
Case
study
Practice
Group and
peer led
discussion
White
board
Markers
Power
Point
slides
Pictures
Handout
Role play
Presentati
on
10
Mints
10
Mints
10
Mints
10
Mints
10
Mints
5. solutions
5-Explain the
problem-solving
process
of your product comparing to the price by using the
three points discussed before (quality, price and after
sales).
5-Discussion: how can you can measure the problem
and to know directly what kind of solving level you
have to use to solve it, for example can you solve the
problem by yourself or you have to use some one else
like your co-worker or even your manager.
points about the product (quality,
price and after sales).
5- Demonstrate (how to do that).
10
Mints
Poet Assessment:
I will use observation techniques by asking if they have any questions if not; I will then ask them to compare the points they wrote at the
beginning of the lesson how to handle the client (Pre-Assessment) with the new skills. When they are done, I will ask them to try to cover
the skills with their colleagues.
Closure: A-To summarize and to make sure that the learners know the five points I will ask them to tell me about them and I will write
them on the white board , and then thank them and wish the information was useful and valuable for them.
B- We will use most of the concepts in the next lesson so be prepared. What do we say ……….. (I CAN DO IT)
Total time 1 hour
6. solutions
5-Explain the
problem-solving
process
of your product comparing to the price by using the
three points discussed before (quality, price and after
sales).
5-Discussion: how can you can measure the problem
and to know directly what kind of solving level you
have to use to solve it, for example can you solve the
problem by yourself or you have to use some one else
like your co-worker or even your manager.
points about the product (quality,
price and after sales).
5- Demonstrate (how to do that).
10
Mints
Poet Assessment:
I will use observation techniques by asking if they have any questions if not; I will then ask them to compare the points they wrote at the
beginning of the lesson how to handle the client (Pre-Assessment) with the new skills. When they are done, I will ask them to try to cover
the skills with their colleagues.
Closure: A-To summarize and to make sure that the learners know the five points I will ask them to tell me about them and I will write
them on the white board , and then thank them and wish the information was useful and valuable for them.
B- We will use most of the concepts in the next lesson so be prepared. What do we say ……….. (I CAN DO IT)
Total time 1 hour