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Page Title: Based on Individual Needs
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zone before the formal board. There is nothing secret about an RQS board. Make sure the candidates know what  to  expect.  Their  performance  is  a  direct  reflection on your leadership ability. ON-THE-JOB  TRAINING OJT is as varied as the skills and personalities of the personnel concerned. People learn best in different ways. Your job as a supervisor is to match the training method with  the  individual  to  accomplish  your  goal  of  fully trained recruiters. A proverb explains the purpose of OJT well: “Give a man a fish, feed him for a day. Teach a man to fish and you feed him for life.” BASED ON INDIVIDUAL NEEDS You  must  observe  your  recruiters  and  RINCs  closely to determine training requirements. Daily production reviews  and  analysis  systems  may  identify  areas  of concern,  but  only  personal  observation  will  confirm training needs. Just as you would not want to handle objections that do not exist in the sales interview, you don’t want to train recruiters on discrepancies that do not exist. Consider the recruiter who had an extremely low interview-to-contract  conversion  rate.  Without  actually watching  the  recruiter  conduct  an  interview,  the  RINC decided, based on analysis, that the recruiter needed training  on  closing  the  sale.  For  weeks  the  RINC repeated  the  closing  training  without  improvement. Finally,  the  RINC  watched  the  recruiter  conduct  an interview.  The  real  problem  was  obvious.  The  recruiter was  not  tailoring  the  sales  presentation  to  the  prospect’s wants, needs, and dominant buying motives (DBMs). The  RINC  conducted  OJT  on  want,  need,  and  DBM identification and saw the recruiter rise to one of the district’s top recruiters. Make sure your training stories have a successful ending – look before you leap (train). SHOW-AND-TELL  METHOD The  show-and-tell  method  of  OJT  is  easier  for personnel to understand. It also builds their confidence in the training when they can actually see it being done. Your  training  and  your  reputation  will  hold  more veracity when you demonstrate the skills being taught. Hit the street, have some fun, and watch your recruiters improve  their  skills.  “Getting out amongst them” will also help you keep your perspective and notice any new trends  that  may  affect  the  market. COMPLETE THE COMMUNICATION CYCLE After  a  training  session,  have  the  trainees  tell  you what they have learned. Not only does it complete the communication  cycle,    it  will  help  you  gauge  the effectiveness of your training. This feedback also will help  prevent  misconceptions. PLANNING TIME FOR OJT As soon as you identify OJT requirements, plan time on  your  ZSs’  planner/itinerary  or  station  planner  to conduct it. You can preplan times that will be devoted to individual OJT and later plan the topics that will best benefit  the  recruiter.  Of  course,  unplanned  OJT  can  be conducted any time the need arises. DOCUMENTATION Be sure to document all training in the member’s training  record.  Be  specific  with  your  entry.  Most  OJT sessions  will  require  more  than  a  one-line  training syllabus entry. Refer back to figure 2-2 for an example of  a  properly  documented  OJT  entry. LESSON PLAN PREPARATION Your Area or district may provide you with lesson plans for formal and GMT training. Regardless, you should  know  how  to  develop  a  lesson  plan.  Developing your own lesson plans is a training exercise in itself and delivering them is often easier when you have provided the personal touch. PURPOSE OF A LESSON PLAN The lesson plan gives the instructor a sense of which steps  will  require  the  most  preparation  and  which activities of the lesson will be most difficult to conduct. The lesson plan gives the instructor an overview of the time needed to deliver the lesson as a whole and the time for each of the learning points within the lesson. It gives   the   instructor   a   step-by-step   procedure   for delivering the lesson and a sense of which steps are most critical to the success of the lesson. Yes, the lesson plan is for you, the instructor. STEPS IN LESSON PLANNING An effective lesson plan takes time and organization. The  following  steps  will  help  you  to  develop  lesson plans that are both easily instructed and well received. 2-10

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