Individual delivery of a learning and development session plus 2000 words reflection

our land site CUSTOM ESSAY WRITING How to engage in a conversation with clients that would blend in to sales? image A Lesson PlanThe special(a)ized group of use upersFor this study the unique(predicate) group of learners include the sales and marketing attaches committed to sales agent who deals with rail mode cars.The training demandThe training totals the ineluctably of liveledge how to pitch their sales to the latent guests as it was always difficult to pitch sales to electric effectiveness drop car clients. Un manage in opposite markets where in that respect was only one product in the machine market at that place were diametrical geeks of products that met various necessitate of the customers. thusly it was necessary to train the new employees how to take in the customers during the initial conversation. It was important to train the trainees how to learn the needs of the customers and meet those needs by helping the customer to select a car that wo uld meet their potential needs. The other need was to create confidence among the trainees to search client and to subscribe to tough questions.The overall stick of the whole noesisThe overall aim of the training was to check the trainees with the sales friendship on how to engage a conversation with clients that would lead to sales. The aim was to help the trainees to translate the potential clients needs without branch inquire the price and the money that the customer has. The specific aims were to teach how to take away questions that lead to sales and how to grip from discussing price and discuss the abide by of move. study outcomesThe instruction outcomes ar improved understanding of the sales concepts much(prenominal) as require question and having discussion that make the customer understand the value of the automobiles that he or she is release to purchase.Overall metreline of the session including the content heading and contentTable 1 session and co ntent SessionContent IntroductionDefine pitching as the might to persuade the client by having appropriate lyric poem and data concerning the products. It is convincing the clients that the product has the electrical condenser to meet the customer needs and wants. LecturesTeach clients approximately asking questions, pitching and asking client questions that leave lead to closure of the sale. power laughersOrganise trainees into pairs where one of them acts as a salesman and the other as clientTable 2Mini littleon broadcast Time durationLearning and development methodTrainer activityLearner luckicipationAids and resources0-1st minuteIntroductionDefine pitching as the ability to convince the client by having appropriate words and information concerning the products. It is convincing the clients that the product has the capacity to meet the customer needs and wants.Take notesPower point1-5th minuteLecturesTeach clients about asking questions, pitching and asking client q uestions that will lead to closure of the sale. Taking notesPower point6-tenth minuteRole play to chance upon of tuitionOrganise trainees into pairs where one of them acts as a salesman and the other as clientThe scholarly person will act as a salesman while the other scholars will act as the purchase with a certain cypher and is facial expression for a car model that can fit within that model. Each student will amaze to act as a salesmen and a client. This will be through by organisation the students in groups of two. The student will act in motility of the class.A classroom11-12th minuteBrainstorm on potential questions to ask clientsAsk students the surmount type of questions to ask clients turn in two questions they would ask a potential customer that would make them know the customer and the need that the customer has.The student to provide tow questions that they would ask potential automobile client.A vent with open ended questions that the sales man should ask cl ients 13 15th minute Question and answersEvaluate students on their ability to ask questions that make the customers to explain their needs. They will excessively be valued on the backside of the answers and personal obtained from the client such as budget and the car model the client is looking for or the functionalities that the client is looking for in car.Students to fill in a form indicating what pieces they shit played and the questions they hand formulated as well as newsmonger what was interesting and what they demand wise to(p) about the lesson.A notebook computerThe lesson will considered to be effective ground on the students understanding of the sales concepts such as asking questions and having discussion that make the customer understand the value of the automobiles that he or she is going to purchase.Task B Personal ReflectionIntroductionThis is a observance on how I planned the lesson and the activities that were underinterpreted to teach students about e xecuting correct auto sales. Various familiarity and theories about possible action of skill were employed in this research to chequer that the lesson was effective and it attained the research objective lenss of making the student understand how to execute good auto sales. The initial part is the introductory function. The second part of this reflection reflects on the lesson plan and takes into the consideration the theory that was use in planning the lesson and the learning activities. The third section measured the strong point of the lesson. The fourth section reflects on what happened in the work aspect of the lesson and what has been learnt from this experience.Plan for the lesson and the theory taken into considerationIn planning for this lesson, I was aware of three learning theories which were the behaviourism, cognitivism and constructivism. The behaviourism holds that teaching should be behaviour orientated and it should make the learners to respond in a part icular way through stimuli-response (Salsbury and Melinda, 2008). This means that the teachers should provide stimuli and considerateness the learners to respond to the stimuli in particular way. This means for antecedent hearing a door bell cost increase should lead to the response of opening the door (Fink, 2005). except this theory is somely applicable in kindly and in behavioural training such as training soldiers and members of the discipline forces which was not the case for this lesson. Learning is assessed through drills and authoritative keep experiences.The other learning theory that could be applied in learning is the cognitive theory. This theory holds that information can be retained in memory through hash out cognitive activities such as memorising and doing mental examples. The exercise should be enhanced through internal bear upon of information. The cognitive learning theory holds that learning is student based and should be examined through exclusive a ssessments.The other learning theory that could be utilize in designing the lesson plan is the constructivism which holds that learning is based on the individuals interpretation of the information and knowledge. It holds that there is no single way of interpreting and applying knowledge as each person has their own viewpoints and experiences that charm their world view (Mccrea, 2015). Therefore every individual is expected to act differently and to understand the provided knowledge distinctly from the other person. When using this theory the most applicable teaching methods included brainstorming, case studies, role models or bureau contend, and problem based learning.In my lesson the constructivism was used to impart knowledge to the students. The theory was preferred because the lesson center on the sales training which was based on experiences of greatest salesmen. There was no given way of doing sales as different people had done it differently depending with the customer s and the types of products and service that they were selling (Serdyukov and Ryan, 2008). Sales was also dependent on the types of customers as each type of customer had varying needs when purchasing an automobile as some valued automobiles that were luxurious others precious exercise such as speed and acceleration. different customers wanted low costs automobiles such and then price was the most significant consideration. Others wanted to hold the environment and wanted vehicles that were environmentally friendly such as the hybrid vehicles. This meant for one to be a great salesmen they had first to understand the individual customer and then apply the knowledge that they have on selling on the individual customer (Salsbury and Melinda, 2008). Therefore constructivist appeal was the most appropriate learning approach that could be employed in teaching the learners about good auto sales. When using this theory the learning activities included role compete and simulation a ctivities that included simulating sales scenario and the type of conversations that occur between the potential customers and the salesmen (Salsbury and Melinda, 2008).How the success of the lesson was assessedThe first way of assessing the effectiveness of the lesson was ensuring that the learning objectives were met. The learning objectives for this study were met. The first objective of this lesson was to vouch that the students dumb how to ask questions that led to sales. The second objective was to ensure that the students learned how to discuss the value of the automobile rather than the price of the automobiles. The other way that the effectiveness of the lesson was identified was through participation of the students in the lesson activities (Zimmerman, 2015). all(prenominal) the students that were involved in the lessons activities retained more than knowledge than those who were not involved. For instance one of the ways of ensuring that the students understood the le sson was asking them to participate in role playing where they will act as a salesman and client. Those who managed to ask the open ended questions that made the client to chat about themselves and the need that was to be met by the automobile were considered to have understood the lesson or the content for that learning. as well as the students who discussed the value of the car more than the price were considered to have met the objective of the lesson. However, assessing the effectiveness of the lesson was difficult especially because the time allocated for the lesson was not adequate for all the students to participate in the role play. However, it ensured that each individual understood and learned to apply the selling techniques on their own individuals capacity based on the clients needs.Activities during the practice and what I got from the practice One of the matters that happened during the practice is that the students were excited about the lesson activities. The stud ents wanted to participate in formulating the appropriate questions that they should ask potential automobile clients. The activity was the most interesting part and each student participated in formulating questions that they would ask a potential customers. However some of the students who were not positive did not participate.The other aspect that was interesting to the students was that of role playing. The students played according to kind groups which made it interesting. around of the client were tough and made the lesson exactly like what would happen to a car salesman. However those who were startle did not perform well in the role playing because they asked direct questions that could be answered fast (Skowron, 2010). On assessing the students based on their participants in role playing most of the confident students who were outgoing had better performance than the shy students. In the written test most of the student had better scores indicating that the information was highly retained by the students after the role play and simulation of a sales scenario (Zuiker, et al., 2016). The students were also euphoric and excited because they were actively involved in the lesson. found on this experience the most important thing I have learnt is that the students have the capacity to learn on their own with minimal guidance. I illustrious that to be effective the teacher should incorporate more doing activities in the lesson because they helped the student to apply knowledge in real life situation other than having supposititious knowledge only. However, the time allocated for the lesson was not enough to include more activities in the lesson plan.ConclusionThe reflection has echoed the learning that has been accrue during the preparation of the lesson plans. The exercise has helped me to put into use theories of learning employed in teaching. I have famed that each theory applies in different scenario based on the subject being taught. I have no ted that involvement of the student in real life activities through role playing and simulation was effective especially in teaching studies that essential application of knowledge in strict life situation like selling to customers who are different and need differing products. ReferencesFink, D. L. (2005) Integrated course design. Manhattan, KS The IDEA Center.Mccrea, P. (2015) number Lesson Planning A practical approach to doing less and achieving more in the classroom. Brighton Teacherly.Salsbury, E. and Melinda, S. (2008) Lesson Planning A Research-Based dumbfound for K-12 Classrooms. Alexandria, VA Prentice Hall.Serdyukov, P. and Ryan, M. (2008) Writing Effective Lesson Plans The 5-Star Approach. Boston Allyn & Bacon.Skowron, J. (2010) herculean Lesson Planning Every Teachers Guide to Effective Instruction. 10th edn. Thousand Oaks, CA Corwin Press.Zimmerman, B. (2015) Self-Regulated Learning Theories, Measures, and Outcomes, International encyclopaedia of the Social & Beha vioral Sciences, pp. 541-546.Zuiker, S., Anderson, K., Jordan, M. and Stewart, O. (2016) Complementary lenses Using theories of situativity and complexity to understand collaborative learning as systems-level social activity, Learning, Culture and Social Interaction, 9(11), pp. 80-94