From experience to exploration
From the outside, you can communicate with students' superiors in advance, let them supervise students' learning status, and urge them to cooperate with the training management system. And what efforts can trainers make from their own teaching content and form? I would like to share with you an experience activity that I used before the sales class-"selling pens".
1. Activity purpose
Expand students' negative behavior and stimulate their training needs. If you don't pay attention to asking customers' buying motives, paying attention to customers' reactions, and blindly displaying your own products, you will only show the characteristics of the products without showing the benefits of the products. ...
When these immature behaviors are shown, it is equivalent to showing the difficulties and challenges in their actual work, thus strengthening their motivation to learn the course. )
2. Activity design
◇ Set the situation and successfully sell the pen to the owner of the pen shop, and the sales conditions this time are obviously better than in the past.
◇ Integrate the knowledge points to be conveyed in the course of "Six Purchasing Motives of People" into the script in advance.
Design a case for each motivation, *** 12 script, which is divided into salesman script and pen shop owner script.
◇ Each script stipulates the requirements for students to play roles.
3. Operation process
◇ First, students are divided into two groups in a double-blind way, and matched according to ABCDEF cards (ABCDEF stands for six purchase motives), A-D, B-E and C-F.
-Ensure that cases with the same purchase motivation are not grouped together.
-If the number of students is odd, choose one person as an observer when grouping.
Five-minute preparation: each student gets his own script and prepares it separately (students are not allowed to communicate with each other about the content of their own script).
◇ Five-minute drill: Work in pairs and start the drill (for example, student A sells pens to student D, and student D plays the pen shop owner according to the requirements of his own script).
◇ Five-minute exchange exercise: two people exchange roles and continue the exercise (for example, student D sells pens to student A, and student A plays the pen shop owner according to the requirements of his own script).
◇ One-minute evaluation: Each student fills in the evaluation form for the other party (the evaluation form has some course content guidance).
◇ Four-minute analysis: analyze and discuss the reasons for unsuccessful and successful discussions.
◇ 30 minutes to challenge the trainer:
-Five trainees are selected by trainees and rehearsed with trainers.
-Exercise every six minutes, and make videos at the same time, during which other students observe and make records.
Ten-minute typical video playback: what is done well and what can be improved.
◇ Tutor's Questions and Guidance: Arouse students' thinking. Why is this the result? What if I do it again?
4. Operating principles
In the exercise, we should make our own response reasonably according to the information of the students, so that the exercise can continue. In the guided discussion, students should be the center and students should give priority to their speeches, and the trainer should not explain too much.
5. Operational points (KPI and trainer behavior tools)
If students don't take the initiative to ask questions, the trainer mainly listens.
When the trainees do not pay attention to/ignore the different reactions mentioned by the trainer, they can put "smoke bombs".
◇ A conversation only talks about one motive.
◇ Reactions mentioned in a conversation: a positive reaction (random appearance), a negative reaction (when it comes to decision-making), a positive and negative reaction (negative reaction is a "smoke bomb").
◇ If the trainees can't handle it well, they can throw another negative reaction (or repeat the first negative reaction).
When referring to positive and negative reactions, you can cooperate with corresponding body language (such as frowning, leaning back, leaning forward, etc.). ).
After the experience, let the students discuss it by themselves. Why can't they sell their pens? What changes have taken place in the customer? what did i say? What did the client say?
Most students blame customers, for example, customer loyalty is decreasing, demand is increasing, appetite is increasing, and so on. With the deepening of the discussion, students began to look for reasons from themselves, such as not asking enough questions, not knowing what customers want, what are the reasons behind the requirements, and how to integrate information to meet customers' needs-and the following courses can help them solve their doubts. This is also the application of EAT model (experience-cognition-theory), which is a naturally growing learning process, allowing students to experience first, then attract their attention, and finally sum up and refine it into theory.
The magic of experience
This kind of experience can greatly stimulate students' interest in learning, and they can better devote themselves to learning every time. Why can an extra study activity achieve such an effect? The secret is that it conforms to the principle of adult learning.
Arouse curiosity
"Pen" is a low-tech product, which seems to sell well, arouses students' curiosity and is the basic driving force for exploration. Driven by curiosity, students will explore the unknown and seek answers. The process of exploration is long-lasting. When a student takes the time to answer, his attention will be focused for a long time. In this way, there will be enough time to exchange information in class.
Quickly establish contact
Because of the double-blind pairing, students quickly established contact, and students from two different regions are likely to form study partners. This small-scale interaction creates a good learning atmosphere, and the power of this "field" can influence students and make them enter the learning state unconsciously.
Pairing first without video recording further reduces psychological insecurity. At the same time, students have self-control and feel that they can control the learning process.
Break stereotypes
This is actually a mock quiz to test their sales skills. By reasonably increasing the difficulty of trainers, they can't achieve sales results smoothly-there is no deal. This will break their self-righteousness and preconceptions, let them find that they still have a lot to improve, and thus have a desire to learn.