LIMRA TOP PRODUCER TRAINING SERIES

The Centre for International Asessment & Development

Advanced Sales & Marketing Training

(ASMT)
Moving to Up-Market

Design your own training solution

Presented by

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LIMRAs International Top Producer Training Series

AN ADVANCED SALES KNOWLEDGE AND TACTICS FOR COMPANY TOP TIER INSURANCE AGENTS

From LIMRAs most comprehensive selling skills library in the insurance industry, this program uses contemporary and time-proven selling strategies and skills sets. This special Advanced Sales and Marketing Training (ASMT) Moving to Up-Market is designed specifically based on companys needs to further improve its top producers productivity by providing them advanced sales and marketing knowledge and skills training. The ASMT is a 21st-century, top producer development series designed to provide the knowledge, skills, and tools needed for success at every step in a top producers career development path. The ASMT IS: the delivery of advanced sales tactics in the new information edge economy building a more profitable high-net-worth AND business owners clientele building stronger client relationship for professional growth targeting and penetrating the often untapped high-net-worth clients and business owners markets improving producers effectiveness as a financial advisor

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For more information about these courses and materials, contact The Centre for International Assessment and Development at thecentre@limra.com 300 Day Hill Road, Windsor, CT 06096-4761 P.O. Box 208, Hartford, CT 06141-0280

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Advanced Sales and Marketing Training (ASMT) Moving to Up-Market Diagram and Distinctive Advantages

The ASMT program combined 4 major top producer development courses to help company Top Producers Moving to Up-Market, specifically the often-untapped high-net-worth clients and business owners markets, as illustrated below:

COURSE DESCRIPTIONS
1. Building Relationship for Professional Growth (The Enabler The Soft Skills) The seminar is an advanced course in personal relations, which allow company top producers gain insight into their own work style profile. Better understanding their personalities enables them to better relate to associates, clients, friends, and family. Team workshops concentrate in challenging areas such as influencing others, negotiating, conflict resolution, and ethics. This course is three days in length. 2. Targeting Up-Market (Market Development Skills) The course shows how to capitalize on the highly successfully business technique of targeting markets. Students are led through the process of identifying lucrative up-markets, building a plan to penetrate them, and developing effective interpersonal skills to best relate to the up-market. This course is three days in length.

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3. High Net Worth Clients Financial Planning (Advanced Selling Skills) The course teaches the fundamentals of advising clients in the world of total financial services. The course dissects the entire financial planning process and provides skills to company top producers in such key areas as finding and approaching prospects in the high net worth market. Producers learn how to accurately match products with the needs of clients and motivate them to take action. The course emphasizes good follow-up service, creating long-term trust in relationships, and doing business ethically and in compliance with Chinas government regulations. This course is five days in length. 4. Business Owners Financial Planning (Advanced Selling Skills) The course provides company top producers advanced financial advisor skills in the business owners markets. Students are introduced to a special fact find tool for use with business clients that will capture key information and provide for the best analysis of needs. Top producers develop skills in developing solutions for business owners, presenting solutions and closing, and giving good follow-up service to solidify the relationship and lead to more business. The concept of the financial seminar is introduced and students will gain practice in actually conducting effective seminars. This course is three days in length.

DISTINCTIVE ADVANTAGES
Design Your Own Top Producer Program Because different company has a different development path for its top producers, LIMRAs top producer training series allows the company to pick and choose the programs that best suit their existing producer development needs while meeting LIMRAs minimum three days top producers training program requirement. LIMRAs Advanced Sales and Marketing Training (ASMT) Moving to UpMarket has a total of more than 50 modules to choose from, consequently, this gives the company plenty topics to mix and match, and thus select the most applicable training modules that meet their top producers specific needs at various stage of their developments. For example, the company may want to further develop their top producers who are already doing well in the business owners markets in the personal relationship and influencing skill sets, in this case, the modules under the Building Relationship for Professional Growth course will be very helpful. Likewise, top producers who experienced plateau or want to expand their existing markets may want to acquire new target marketing skill to expand their existing markets, and start penetrating business owners markets or affluent markets, in this case, the company may want to choose applicable topics from the business owners and high net worth financial planning courses etc. Two Modes of Program Delivery LIMRA provides two methods of top producer training programs delivery i.e. through LIMRAs Instructor or Company In-House Trainers.

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A Minimum 3-Day Training Agenda Template

How to Use the Template The 3-day training agenda template (Please refer to Appendix 1) is designed to allow company put together the most desirable and effective top producer-training program that meets company top producers development needs. The three days training agenda will allow company to: Cover at least 18 critical top producers training modules in three days Maximize the training hours for a total of 540 minutes or 9 hours per training day, including a total of 1.5 hours break for a lunch break and two short breaks Effectively utilize at least 1,620 training minutes or 27 training hours in three days training sessions to re-charge, motivate and improve its top producers productivity and confidence level

The company has a total of more than 50 modules to choose from the four courses mentioned in this training program. Please refer to Appendix 2 for a complete list of the Topic/Module Narratives included in this document.

Modules Selection Process 1. Company training head decides the objectives of its top producer training program 2. Company training head examines all the training topics under each course listed in Appendix 2 3. Company training head selects the most appropriate topics by putting a check mark in the appropriate rows correspondence to the chosen topics in Appendix 2 4. Company staff records the Module Code Numbers and the Topics in the three-day training agenda template (the mins indicated under each module will become handy when the company is putting together a 9-training hour per day training program) 5. Company may want to drill certain topics/skill sets further by incorporating more role plays or discussion sessions into the agenda 6. If needed, the company can build more than a three-day training program This so-called modular approach provides company a total flexibility in building its own training curriculums that best suit their top producers development needs.

Optimal Class Size Since the top producer-training program is designed to be a skill-based training, and to provide enough time for each student to practice and acquire the new skill sets, the training class size is limited to between 15 to 20 students per class.

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Appendix 1 3-Day Training Agenda Template

DAY 1 TIME 8:30 a.m. 9:00 a.m. 10:30 a.m. 10:45 a.m. 12:00 a.m. 1:00 p.m. 2:00 p.m. 3:00 p.m. 3:15 p.m. 4:15 p.m. 5:30 p.m. Total MINS 30 90 15 75 60 60 60 15 60 75 0 540 CODE TOPIC Welcome and Introductions Module 1: Break Module 2: Lunch Break Module 3: Module 4: Break Module 5: Module 6: Summary

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DAY 2 TIME 8:30 a.m. 9:00 a.m. 10:30 a.m. 10:45 a.m. 12:00 a.m. 1:00 p.m. 2:00 p.m. 3:00 p.m. 3:15 p.m. 4:15 p.m. 5:30 p.m. Total DAY 3 TIME 8:30 a.m. 9:00 a.m. 10:30 a.m. 10:45 a.m. 12:00 a.m. 1:00 p.m. 2:00 p.m. 3:00 p.m. 3:15 p.m. 4:15 p.m. 5:30 p.m. Total MINS 30 90 15 75 60 60 60 15 60 75 0 540 CODE TOPIC Welcome and Review Module 13: Break Module 14: Lunch Break Module 15: Module 16: Break Module 17: Module 18: Course Conclusion MINS 30 90 15 75 60 60 60 15 60 75 0 540 CODE TOPIC Welcome and Review Module 7: Break Module 8: Lunch Break Module 9: Module 10: Break Module 11: Module 12: Summary

Appendix 2 Topic Narratives 1. BUILDING RELATIONSHIP FOR BUSINESS GROWTH CHECK CODE BR 01 MINS 45 MODULE NARRATIVES

BR 02 BR 03 BR 04 BR 05 BR 06 BR 07 BR 08 BR 09 BR 10 BR 11

45 45 90 90 90 90 90 90 70 75

Relationships and Commitment This session will review, individually and in small discussion groups, the students own business relationships and the meaning of commitment within those relationships. Guidelines for forming strong business relationships will be given as the foundation of the program. Stakeholders Who Cares? In groups, students will identify the stakeholders for their businesses and what stakes each has in the Advisors success and effective business management. Success Patterns A research-based list of success and career danger patterns is presented. Students will be given a basis for considering interpersonal relationships in the context of long-term career development. Your Personal Work Style Profile Through use of a short questionnaire, students will gain insight into their own working style and the work style possibilities of this tool will be used as a basis for discussing differences in behavior, communication, and decision-making. Relationship Skills I Processes will be given for the interpersonal skill sets for asking for and giving support, and influencing others. Asking for and Giving Support Students practice the process and skills involved in asking for support in a professional work setting. Both case study and real student situations will be used for the role-plays. Influence Skills Students practice the process and skills involved in influencing others in a professional work setting. Both case study and real student situations are used for the role-plays. Relationship Skills II Processes will be given for the interpersonal skill sets for negotiations and conflict resolution. Negotiation Skills Students practice the process and skills involved in negotiation in a professional work setting. Both case study and real student situations will be used for the role-plays. Conflict Resolution Students practice the process and skills involved in conflict resolution in a professional work setting. Difficult Relationships Students use the processes from the program to plan a way to work more effectively with an individual they have found difficult to work with. Role-play and small team discussion is used to prepare for the actual process as part of the post course project.

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BR 12 BR 13 BR 14

60 60 90

Doing the Right Thing In a case study situation, students practice using the processes from the course to respond to a situation in which ethical decisionmaking is required. Relationship-Building Forum To develop a full list of relationship-building tactics, the students will have an opportunity to exchange best practices in a small-group and large-group setting. Best practices can be compiled and distributed to all participants as a part of the course follow-up. Developing Relationships to Create New Markets Using examples from the case study, students will develop plans for creating relationships with people who can help us penetrate new markets. A process is explored that will enable them to build relationships for career and market development.

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2. TARGETING UP-MARKET CHECK CODE TH 01 MINS 75 MODULE NARRATIVES

TH 02

75

TH 03

60

TH 04

90

TH 05

60

TH 06

60

What Is Target Marketing? Target marketing is the key to success for thousands of agents around the world. Students will learn what target marketing is and the advantages of focusing on specific groups of people. The traits of a market will be discussed, and students will learn the five major categories of markets. Students then will discover what the five characteristics of an ideal market are to avoid wasting time with poorperformance markets. Learning how major world corporations market their products will be included as a team project. How to Analyze Marketing Areas Students will be introduced to the hypothetical city of Athena, a major urban area in the country of Fairland. This city will serve as the backdrop for learning how to analyze a marketing area to determine the best potential markets available for penetration. It is through this case study that students will discover almost 50 possible opportunities hidden among a wealth of data that are similar to what can be collected for analysis for any metropolitan area in the world. Analyzing My Marketing Area As part of their precourse assignment, students will be asked to bring data on their own business marketing area. Having developed analytical skills with the Athena case study in session 3, students now will analyze their own marketing areas for possible markets. This will be done as a team with as many as six people and is the first step in an eight-step process to designing a complete market penetration plan. Marketing Self-Analysis Using a market identification guide called the Project 100, students will analyze various characteristics of people they know and sell to. This proven marketing tool is one important step in identifying possible natural markets to penetrate. Students then will be introduced to the Marketing Self-Analysis form, which will help them explore 13 facets of their own personal characteristics that will point toward additional possible lucrative markets. Selecting Markets Through analyzing their marketing area and doing a marketing self-analysis, students will have identified a host of possible markets that can be targeted and penetrated. In this session, students will narrow their search for markets and choose three markets to target, ranking them first, second, and third, according to their success potential. Students will learn from studying a sample approach and will work in teams to practice the skill. Market Information Once markets are prioritized and targeted, students will learn that it is important to know everything possible about the target market. They will learn a variety of sources they can use to obtain information about a market. Several examples will be included in the student notebook, including a proven effective survey for a simple method of gathering data. One of the evening assignments for the first day will ask students to gather as much information about their top market as possible.

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TH 07

60

TH 08

60

TH 09

80

TH 10

180

TH 11

60

TH 12

100

TH 13

80

Refining Market Information This session will open an exciting second day for the students. They will begin by discussing the part of their evening assignment that challenged them to find information about their markets. This information will be shared in the students teams. The teams project during this session will be to help each other refine their information add to it, correct it, and update it based on the personal knowledge of the students and the instructor. The Market Narrative The Market Narrative is an important step in building a complete market penetration plan. Students will take the refined information developed for their chosen markets and organize it in a unique way that makes it pertinent and usable. They will learn that the narrative is very much like a story written about the people in their markets. In an individual exercise, students will write their story expanding upon their own market information in 16 specific categories or chapters. Products/Services Assessment Students will analyze the products and services available to them to determine which ones will likely be used to meet the needs of the clients within their target markets. An assessment form will be used, and work will be done within teams. Nineteen categories of products will be listed on the assessment tool, along with 23 services that are rendered by most companies. A different assessment tool, one without generic categories, also will be available for use if the instructor chooses to do so. Planning the Sales Process This session will be the highlight of building a complete market penetration plan. Students will review the steps of the sales process and learn that target marketing is most meaningful when the sales process steps are tailored precisely for the targeted market. By tailoring the steps, a marketing strategy will be created. Students will review a sample marketing strategy first and then develop a marketing strategy for their own chosen markets. Market Aspirations Now that students have learned how to develop their plan for market penetration, the course now will focus on developing students skills in crucial areas to actually implement the plan. This session will look at understanding the motivations and desires of the people we serve in markets. Based on recent LIMRA research on the middle markets, clients are divided into four key aspirational segments. Students will learn what marketing techniques are best for each segment and what products will most likely solve each segments needs. Interacting With the Market In this session, students will divide into teams of three for role-play. They will be given four situations where an agent is dealing with a prospect at a particular step in the sales process. The prospect in each of the four situations will assume the personality of one of the four aspirational segments learned in session 12. The teams will rotate, with each member playing agent, prospect, and observer. The role-play will teach the students to adapt their style of interaction to the personality of the prospect. Setting Goals to Increase Sales This session will begin a third exciting day of learning for the students. It is expected that the students will accomplish higher goals after developing skills in targeting and penetrating markets. As part of the precourse preparation, students will be asked to collect and bring information on their current sales achievements. In this session, students will set new goals in activities such as prospecting, fact-finding interviews, presentations, and closes. They will set goals to upgrade their success ratios, such as prospects to interviews and interviews to closes. Students also will set new objectives for increasing the numbers of prospects from various sources.

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TH 14

60

TH 15

75

TH 16

60

TH 17

60

Marketplace of the Future Students will explore how their markets are expected to change and evolve in the coming years. Students will learn that consumers have independent characteristics and that they must be treated as a market of one. They will learn the eight key factors that will shape the future environment of our customers. This session also will investigate the connection between the propensity to save and the purchase of our products. Students will explore five major factors that affect saving. Relationship Selling Relationship selling is the buzzword in the industry today to describe the establishment of a unique connection or bond between agent and client. Students will learn how to establish this connection, which will lead to more sales and greater success. In this session, students will learn how to earn the trust of their clients and how to make clients respect them. A personal assessment will be taken in class, allowing students to discover what must be done to improve in both areas. In their teams, students will address the subject of how they can build added value into the insurance sale transaction. Beating the Competition This session will allow the students to explore who their competition is and how they can overcome the competition. It will be a new and unique approach that will give students the knowledge they need to better understand todays challenges. Students will learn the four basic levels of competition and they are not just other insurance companies! A teamwork project will ask the students to identify major competitors and discover ways to beat them. It is not a Job It is a Profession Students will come to understand the uniqueness of this career that they have chosen. These students have chosen a profession that is answerable to the client. Students will explore the real meaning of their profession and how to enhance it by adhering to a code of ethics. A sample code of ethics will be reviewed. Students also take a post course test and will be assigned a post course project that will allow them to continue building skills after the course.

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3. HIGH NET WORTH FINANCIAL PLANNING CHECK CODE HF 01 MINS 65 MODULE NARRATIVES

HF 02

75

HF 03

75

HF 04

75

HF 05

75

The Need for Financial Planning Students will discuss the benefits of financial planning to the general public and the advantages of a career in financial services. Statistics on death, disability, as well as financial independence and their implications, will be examined. Finally, students will analyze what their competition really is competition for the disposable dollar of the client and why purchasing other things can be more appealing to the prospect or client. The Evolution of the Profession After reviewing the three stages of growth of an industry, students will look at industry trends that are in evidence around the world. In teams, they will analyze how these trends would affect their business and how they can prepare themselves to survive and thrive in times of change. Students will learn how the industry is evolving into more of a total needs financial services business, and they will discuss the difference between a traditional agent and a financial advisor. The concept of product push and pull will be discussed and students will learn the advantages of pulling clients to them by solving their needs. The knowledge and skill components of a financial advisor will be reviewed including linking skills where an advisor links solution to good fact finding and a concentration on client needs and objectives. Finally, students will look at the traditional financial planning process and how it evolved from the practical planning process, DOME. Ethics and the Financial Advisor An important subject for the times, students will understand the necessity of a code of behavior in dealing with the client of today. They will explore the merits of having high integrity, maintaining objectivity, increasing competence, being fair, maintaining confidentiality, practicing diligence, and always being the ultimate professional. Scenarios will be presented to the students where, depending on decisions made by a hypothetical advisor, ethics could be compromised. The situations are realistic and will force the students to analyze the situation and decide what they would do if they were the case advisor. Students will come to realize that, almost every day, their integrity may be challenged and it is important to make the right decisions about their actions. Psychology of the Financial Planning Process Being effective with a prospect or client involves good communication and understanding the prospect or client. Students will look at the importance of the first impression they make on a prospect and discover that how they look, how they sound, and what they say is crucial. Looking successful, body space, eye contact, and body language of both the advisor and the client will be explored. The session also includes a discussion of the concept of transactional analysis, a social psychology that helps us effectively communicate with prospects and clients in interviews. Steps in the Financial Planning Process This session sets the scene for the rest of the course. The nine steps of the financial planning process, from finding a market to giving good client service, will be explored in detail in this session. The concept of consultative selling will be reviewed including the five skills of consultative selling connecting, encouraging, questioning, confirming, and providing. The concept of time value of money will be discussed along with the practical Rule of 72, giving students appropriate tables to work with and practical problems on which to try the concepts.

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HF 06

170

HF 07

70

HF 08

60

HF 09

435

HF 10

60

Prospecting for Quality Clientele Expanding on the first step of the financial planning process, students will explore markets and how to find quality prospects who, hopefully, will later become long-lasting clients. The session concentrates on the high-net-worth market, that group of people most closely identified with full financial planning and who will benefit greatly from advisors services. Using extensive recent LIMRA research on the affluent market, students will learn the characteristics of this lucrative group and how to further dissect the market based on aspirations. Finally, students will be introduced to the Upscale 100 tool, which will help them identify their own-targeted group of people among high-net-worth individuals. The Approach to the Prospect Discussing two crucial steps in the financial planning process, students will be introduced to the fine art of turning a quality name into a prospect. They will discover the importance of the preapproach, the initial contact with the prospect, and the approach, arranging a meeting with the prospect. Students will learn how to compose preapproach letters and how to make successful telephone calls to prospects to secure appointments. Given a telephone approach script, students will role-play realistic situations, making calls to secure appointments and answering objections. Students will be introduced to the importance of story telling and shown how the right story, especially one about their own personal experiences, can motivate a prospect to agree to complete a fact find. The Initial Interview Fact Finding The initial interview is the first meeting between the prospect and the financial advisor and is important in many respects. The student will be taught how to answer four key questions that the prospect usually has about the advisor before entering into the interview Who are you?; Do you know what you are doing?; What are you going to do to me?; and, What is in this for me? Students will create and master a credibility statement and an opening statement all with the intent to convince the prospect to begin the fact-finding process. Completing the Fact Find This session will help students master the fact find, perhaps the single element of the financial planning process that distinguishes the professional financial advisor from the typical push salesperson. Students will be introduced to two fact finds, a detailed fact find that will provide an in-depth view of the client and an abbreviated fact find that can be used when time is a factor. The detailed fact find is methodically explained, sample calculations are presented, and then students will get hands-on practice through actually using the form themselves. Role-play is an important part of the skill development of this session. By the end of this session, students will have learned how to develop crucial information about clients, including their goals and objectives, their current situation, their attitude toward risks, and an idea of what is needed to accomplish their goals and objectives. Having this information paves the way for the next step, the preparation of solutions. Preparation of Solutions After the fact find, the important task of reviewing all the information and designing a plan for the client is the next step of the financial planning process. A step-by-step process will be learned and students will explore matching products with what the goals and objectives are of the client. Students will learn how to prepare illustrations, brochures, and forms and how to write an effective report for the client. A complete sample financial report will be provided for students. Students will also learn how to review clients budgets to discover possible funding sources for purchasing products to meet their needs.

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HF 11

75

HF 12

90

HF 13

60

HF 14

60

HF 15

30

HF 16

65

The Presentation (Closing) Interview This session provides the knowledge and skills to conduct an effective recommendation interview where client needs and objectives are reviewed, solutions are presented, and the client is motivated to take action. Students will be provided with sample scripts to know what to say and when. They will explore the various buying signs that clients can give during the interview, but often go undetected by the advisor. In a teamwork exercise, students will actually role-play reacting to buying signs and attempting trial closes to build skills in this important step. Negotiating Client Resistance At the conclusion of the recommendation interview, when the advisor will encourage the client to take action, resistance to moving ahead may be encountered. Students will be taught to recognize various objections and how to handle them. The five-step process of handling objections qualifies, understand, accept, solve, and close will be learned and followed by role-play in teams for practice and skill building. Asking for Referrals Students will be taught the advantages of getting referrals, the keys to getting good referrals, and the steps in asking for referred leads. After a demonstration of how to effectively implement the steps, students will be given the opportunity to role-play in teams for practice and skill building. Servicing Your Clients Giving good service to clients completes the financial planning process and students will understand the importance of making a commitment to service. They will explore the five Rs of service and will complete a worksheet in class which illustrates how profitable good service can be. The idea of segmenting the client base will be discussed where students will determine how, although all clients are valued, certain client groups require and deserve higher levels of service than others. For each segment of the client base, the student will establish a service pledge acknowledging the service levels. Finally, students will discuss the client review service, usually conducted on an annual basis, and its importance to the client (for example, countering the effects of inflation on the clients plan). Service will be discussed as it relates to compliance issues in todays highly regulated industry. Managing Time and Goals In this session, students will take a look at two important factors they must manage in order to be successful businesspeople managing time and goals. They will learn the difference between capital inv30estment activities and current cost activities and how to shift their activities and time expenditure from one to the other. Students will analyze how they currently spend their time and learn ways to improve. A teamwork exercise will enable students to list their most common time problems and determine what must be done to counter them. Alan Lakeins principles of time management will also be discussed. Creating Your Own Future This is the last session of the course and will focus on preparing the students to go back to their practice with renewed clarity, determination, and energy. A post course project will be assigned to help students implement what they have learned in the course to what they do in the field.

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4. BUSINESS OWNERS FINANCIAL PLANNING CHECK CODE BF 01 MINS 60 MODULE NARRATIVES Making the Transition to Business Financial Planning This session will establish the tremendous opportunities for the financial advisor in the small business owner markets. The financial advisor will learn the basics of the business owner market and be able to list reasons why they should explore this lucrative area. Students will be reintroduced to the financial planning process and how it applies to business owners. Needs and Plans for Business Owners Students will explore the world of the small business owner to understand what their world is actually like. They will come to understand the risks that business owners face and also the opportunities that are sometimes never taken advantage of. Students will be able to list a number of plans that business owners can use that will help them avoid risks and take advantage of opportunities. Business Finance and Accounting In this session, students will learn the basics of business finance. They will have hands-on examples and cases to help the students understand how their business owner clients rely on these tools to run their businesses and also how they can also use these same tools in running their own practice. Approaching Business Prospects Successful preapproach and approach methods will be learned in this session. The intent of both is to secure an interview with a business owner, to get the financial advisor in front of a prospect. Students will learn and practice a proven telephone script which can lead to several interviews in the business market. The Business Interview and Fact Find Students will learn what to do on the initial interview with a business owner. They will develop their own credibility and opening statement which should lead them directly into conducting a fact find with a business owner. A business fact find will be introduced to the students and they will actually practice using the tool in role-play. Designing the Solution for the Business Owner Once the fact find interview has been conducted, the financial advisor must match the business owners needs to products and services available from the advisor. This session will teach the students how to do that and a team work session at the end will give them actual practice in matching needs to products. The Presentation (Close) Interview This session will illustrate to students how they take their solutions (recommendations) back to the business owner and present them in a compelling way to get them to take immediate action. Students will learn how to review the data from the fact find, get the prospect to agree on needs, show solutions, and close. In teams, students will practice watching for buying signs and answering common objections. The Personal Side of the Business Owner Students will learn how they can cross sell by transitioning to handling the business owners personal needs, as well. Specifically, they are encouraged to perform a personal fact find, help the business owner with retirement distribution planning, and assist with estate planning. Estate planning tools, such as Wills, Trusts, and Gifts will be explored.

BF 02

125

BF 03

90

BF 04

60

BF 05

130

BF 06

65

BF 07

60

BF 08

60

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BF 09

60

BF 10

180

BF 11

60

BF 12

60

Ethics in the Business Market This session will explore the important subject of ethics and compliance. Students will learn how laws, ethics, and morality affect their decisions in ethical situations. They will be introduced to an ethical decision-making model and work through several cases where they will be taught to apply the model. Conducting Financial Seminars Students will learn how to plan, conduct, and follow up on one of the most popular marketing techniques in the financial services industry the financial seminar. Although seminars can be aimed at various audiences, this session will concentrate on seminars for business owners. The mechanics of arranging seminars will be explored along with a procedure for writing and delivering a dynamic and effective presentation. The session will include an actual seminar conducted by the students themselves. Improving the Performance of Your Staff As the business of the financial advisor grows with personal and business owner clients, it becomes necessary to add staff to the practice. The financial advisor simply cannot do the entire job. However, staff members who perform poorly actually cost the advisors business money. This session will introduce a checklist and procedures for dealing with poor performance and will show students how to reverse the situation resulting in successfully performing staff members. Succession Planning Although financial advisors assist business owner clients with their succession planning, few actually apply the same diligence to their own practice. This session will teach students how to plan for their own succession. Students will actually begin developing their own plan in this session and will receive feedback.

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About LIMRA
LIMRAs expertise is demonstrated through more than 80 years of experience concentrated on recruiting, assessment, and the development of both field agents and field leadership. LIMRAs presence in the global marketplace is focused on helping companies improve one of the key factors that drive increased productivity, retention, and success recruiting, hiring and developing the right people. In 2009 alone, LIMRA assessed over 2.5 million candidates worldwide, and continues to be on target to exceed this number in 2010. Our training and development area impacts more than 3,000 field managers and over 300,000 field sales advisors annually, helping them gain the contemporary skills and abilities they need to be leaders of the future. Our global perspective allows us to offer solutions and experiences that are unmatched in the industry, and focused specifically on the industry something no other company can claim.