Liberty National Laptop On Demand

Online Supplemental Needs-Based Instructor Manual

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Online Supplemental Needs-Based Training Instructor ManualTable of Contents

INTRODUCTION ..................................................................................................................................................... 3

LNL LAPTOP ON DEMAND ................................................................................................................................... 5

VIDEO OUTLINE ..................................................................................................................................................... 6

PREREQUISITES - INSTRUCTORS AND STUDENTS ............................................................................................ 8

INTRODUCTION & ESTABLISHING RAPPORT VIDEO ......................................................................................... 9

LEAD TYPE PRESENTATIONS VIDEOS ............................................................................................................... 10

$3,000 ADP VIDEO ..................................................................................................................................................................... 10CHILD SAFE KIT VIDEO ............................................................................................................................................................. 11MEDFACTS KIT VIDEO .............................................................................................................................................................. 11MEMORIAL GUIDE VIDEO ....................................................................................................................................................... 11INQUIRIES VIDEOS ..................................................................................................................................................................... 12

NEEDS VIDEOS ..................................................................................................................................................... 14

ABOUT LIFE VIDEO .................................................................................................................................................................... 15NEEDS ANALYSIS SURVEY VIDEO ........................................................................................................................................ 15FINAL EXPENSE VIDEO............................................................................................................................................................. 16INCOME PROTECTION VIDEO ............................................................................................................................................... 17EDUCATION VIDEO .................................................................................................................................................................... 17

SUGGESTED CLOSE/SALE VIDEOS..................................................................................................................... 19

FINAL REVIEW VIDEO ............................................................................................................................................................... 19OBJECTIONS & DOWNCLOSING VIDEO ............................................................................................................................ 20TIPS FOR HANDLING OBJECTIONS VIDEO ....................................................................................................................... 21SOLIDIFICATION PROCESS VIDEO ....................................................................................................................................... 21

ADDITIONAL TRAINING VIDEOS ....................................................................................................................... 21

QUALITY OF BUSINESS VIDEOS ......................................................................................................................... 22

LNL LAPTOP COMPLETE VIDEO ......................................................................................................................... 22

MAIN CHALLENGES IN SELLING LIFE INSURANCE .......................................................................................... 23

HELP DOCUMENTS .............................................................................................................................................. 25

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Online Supplemental Needs-Based Training Instructor ManualIntroductionWe are excited to release a suite of Needs-Based learning videos as a supplemental training tool for field Instructors to provide a standard, organized, and consistent training environment for the Needs-Based Presentation.

These videos DO NOT — and are not intended to — replace in-office training; they are intended to supplement activity-based knowledge (office role play and in-field training).

Additional in-office Instructor activities are included and necessary to provide the level of training required for success in the field.

The online video training is intended to supplement and complement the in-office Instructor training that includes, but is not limited to:

• Discussion

• Q&A

• Examples from field experience(s)

• Role playing - A LOT

Note: Instructor facilitation action is required where you see this GREEN checkmark Our goal is to help prepare students for activity-based training by:

• Providing an improved comprehension model. Helping students better engage and retain information – video, Q&A (discussion) and role play in a supportive learning environment are the keys for learning, retention, and application of new skills.

PROVEN IMPROVED COMPREHENSION MODELS:

“We Learn...

10 percent of what we read – documents, scripts, articles, ppt, etc. 20 percent of what we hear – talking instructors, audio tapes, etc. 30 percent of what we see – pictures, images, ppt, etc. 50 percent of what we see and hear – videos, Q&A and role playing. 70 percent of what we discuss – in-office training, Q&A and role playing. 80 percent of what we experience – field activity-based knowledge and skills. 95 percent of what we teach others.”

-William Glasser

• Providing standard, consistent, and compliant training resources.

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• Providing a learning model that allows students to have access to the learning materials when and where they need them (online, 24/7, available on multiple devices, etc.).

Access LNLonDemand.LibertyNational.com from your mobile devices

• Helping students understand WHY they are learning WHAT they are learning so they are prepared to transfer learned skills and behavior to new situations.

You are their Coach. You must connect with each student and prove you care about their success. They can tell if you care! These materials provide a basis for doing just that without having to answer the same questions over and over, worrying about forgetting something, or answering the same questions with different answers and stopping to retrain.

Use this supplemental training tool to:

• Save time; reuse standard, complete, compliant, and packaged supplemental training materials.

• Increase comprehension AND retention of materials through short, targeted videos that leverage the attention span and time available for most students.

• Incorporate Instructor real-world experiences to the learning materials and Instructor-led training exercises.

• Role play to reinforce correct behavior.

• Facilitate Q&A sessions to evaluate comprehension and retention.

• Access these materials for in-office training and as a self-paced refresher training vehicle. If students are struggling in a particular area, assign the online reference materials for additional study, then meet to audit understanding and comprehension. This gives you, the Instructor, reference materials to assign.

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LNL Laptop on DemandThe website is divided into four sections:

1. Needs-Based Videos

2. Help Documents

3. eApp

4. Instructor Support

Agents are able to access the Needs-Based Videos, Help Documents, and eApp sections; only Instructors have access to the Instructor Support section.

INSTRUCTOR: To prepare for questions regarding use of the website, please explore the website and become familiar with accessing the videos and the locations of the training documents.

Supplementary Training Materials can be accessed online at:

LNLonDemand.LibertyNational.com

INSTRUCTOR: Please provide the site-user login and password to the Agents. The Instructor login is for Instructor use only and provides access to the Instructor Support section containing Instructor resources and should not be distributed.

Agent Username: LNLagent Password: lnlondemand

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Video Outline

The format for all online videos includes:

• An audio introduction explains what is going to happen and why.

• A video excerpt, with clients, shows how it is to be done in the field. This does not include the complete video. You play the full video from the application.

• An audio summary of why the presentation was done in a specific, proven-successful way.

PLEASE NOTE: To avoid the risk of outdated material, the videos cannot be downloaded. Video content on the website is updated frequently, which is why we make sure it is available anytime, anywhere via browser-based devices.

Introduction & Establishing Rapport

Presentation $3,000 ADP

Child Safe Kit

MedFacts Kit

Memorial Guide

Inquiries

NeedsAbout Life

Needs Analysis Survey

Final Expense

Income Protection

Mortgage Protection

Education

Suggested Close/SaleFinal Review

Objections & Downclosing

Tips for Handling Objections

Solidification Process

Read Off Letter

Birthday List

Existing Customer

Globe Inquiry

Globe Lapse

Mortgage Lead

Referral

Premium Notice

Vendor Lead

The videos follow the Needs-Based training outline. The videos include the following areas of focus, with individually viewable segments listed below:

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This Needs-Based Presentation & eApp Video Map show the connection between the supplemental training videos and the eApp videos.

New Agents often miss the fact that a large percentage of the videos are the same for all lead types. Hopefully, this helps them understand the relationship between videos and lead types.

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Prerequisites - Instructors and StudentsInstructors

1. MUST have demonstrated field success using the Needs-Based training materials and selling model.

2. MUST be committed to using the Laptop PPT training presentation for in-office and field training.

3. MUST ensure students complete all the prerequisites listed below in 'Students' section.

4. MUST distribute a COMPLETE prospect folder to each student before video training.

5. MUST initiate interaction with students BEFORE and AFTER each video. This is supplemental training and requires Instructors to ask a lot of questions to ensure understanding on how to apply the in-office training in the field.

6. MUST enjoy training and coaching.

Students

1. Should have at least viewed a FULL Needs-Based presentation. It is critical for them to put this supplemental training in perspective by having previously seen a full presentation, including all videos.

2. Laptop must be loaded with most recent Needs-Based Training PPT presentation. Students should go through the PPT at least once before actual video training to put the process in perspective and understand the Needs-Based concept and selling process.

3. Laptop must be loaded with most recent Laptop Presentation Handbook. HOMEWORK ASSIGNMENT - Read the Laptop Presentation Handbook. Familiarity with the handbook saves hours answering questions, correcting applications, and re-work.

4. Laptop must be loaded with the Needs-Based Training Script(s).

5. eApp must be loaded and fully functional on their laptops.

6. Must know how to find the eApp Help document (Click on the Help section of the eApp screen and then click on the help box with the blue question mark to the left of it). This is a great reference for completing practice eApps.

7. Must be coachable and want to learn.

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Introduction & Establishing Rapport Video

INSTRUCTOR: Each instructor should view the Introduction video before they use any of the needs-based videos.

The Introduction & Establishing Rapport video is the first video before the three major focus areas:

1. Lead Type Presentations

2. Needs

3. Suggested Close/Sale

This introduction puts all the videos in context:

1. Needs-Based presentation from knocking on the door to the close

2. Appointment has been confirmed

3. Lead Type

4. Four key areas in sales process:

� Establishing Rapport

� Presentation

� Needs

� Suggested Close/Sale

5. Focus on HOW it is said and not just WHAT is said

INSTRUCTOR: Introduce the video subject only. DO NOT define the Establishing Rapport part of the process; the video is the training vehicle.

INSTRUCTOR: At the end of the Establishing Rapport video clip, ask questions:

• Why is establishing rapport so critical?

• What is the predictable outcome if you don’t make the time to build rapport?

• What is the acronym for establishing rapport?

• Why is each item of the rapport acronym so critical?

• How do you know when you have established rapport? What are the criteria?

• What do you do if the prospect won’t let you establish rapport?

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Lead Type Presentations Videos

INSTRUCTOR: Demonstrate generic referral collection and identify critical information that helps Agents get an appointment with the referral and then role play with new Agents.

$3,000 ADP Video

INSTRUCTOR: Introduce the video subject only. DO NOT define the Presentation part of the process; the video is the training vehicle. NOTE: The individual segments may pertain to other lead types and are included as individual segments within each applicable lead type.

INSTRUCTOR: At the end of the $3,000 ADP video clip, ask questions:

• What is the coverage amount for the $3,000 ADP certificate?

• Why do they receive the $3,000 ADP coverage with no premium due until the end of the first policy year?

• How many sponsorships are Agents expected to get from each home?

• Why is getting prospects to look in their cell phone so valuable to getting additional sponsorships?

• Demonstrate providing the $3,000 ADP certificate and then role play with new Agents.

• Why is it important to ask if the friend who referred them called and explained the program?

• Why is it important to explain the program in detail, even if they got a general overview from whoever sponsored them?

• What is the amount of the $3,000 ADP certificate for EACH adult? For EACH child?

• Who can they sponsor?

• Demonstrate providing $3,000 ADP certificates and then role play with new Agents.

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Child Safe Kit Video

INSTRUCTOR: Introduce the video subject only. DO NOT define the Presentation part of the process; the video is the training vehicle.

INSTRUCTOR: At the end of the Child Safe Kit video clip, ask questions, demonstrate, and role play:

• Why do you show the client how to use the Child Safe Kit, instead of just handing it to them after the video?

• If you got sponsorships from the $3,000 ADP activity, what additional sponsorships can you get now?

• How old can you be and still get a Child Safe Kit?

• Demonstrate providing the Child Safe Kit and then role play with new Agents.

MedFacts Kit Video

INSTRUCTOR: At the end of the MedFacts Kit video clip, ask questions, demonstrate, and role play:

• Why is it important to use the MedFacts kit when you explain it to the client?

• Why is this kit valuable for everyone?

• When should the client fill in the MedFacts kit?

• What information does the client record in the MedFacts kit?

• Demonstrate the process of providing the MedFacts kit and then role play with new Agents.

Memorial Guide Video

INSTRUCTOR: At the end of the Memorial Guide video clip, ask questions, demonstrate, and role play:

• Why should you use the Memorial Guide when you explain it to the client, instead of just handing it to them?

• Why is the kit valuable to clients?

• What information does the client record in the Memorial Guide?

• Demonstrate the process of providing the Memorial Guide and then role play with new Agents.

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Inquiries Videos

Read Off Letter Video

INSTRUCTOR: At the end of the Read Off Letter video clip, ask questions:

• Why is the Read Off Letter so valuable to the client/prospect AND you?

• How long do you think it takes to read the letter in the presentation? Most think it takes a long time and skip over this valuable selling tool. FYI- it takes about 60 seconds to read the Read Off Letter.

Birthday List Video

INSTRUCTOR: At the end of the Birthday List video clip, ask questions:

• Why are birthdays a good time to see customers about their insurance needs?

Existing Customer Video

INSTRUCTOR: At the end of the Existing Customer video clip, ask questions:

• What are the three purposes of visiting an existing customer?

Globe Lapse Video

INSTRUCTOR: At the end of the Globe Lapse video clip, ask questions:

• Why do we visit customers whose policies have lapsed?

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Mortgage Lead Video

INSTRUCTOR: At the end of the Mortgage Lead video clip, ask questions:

• Why is Mortgage Protection important?

Referral Video

INSTRUCTOR: Introduce the video subject only. DO NOT define the Presentation part of the process; the video is the training vehicle.

INSTRUCTOR: This applies to all referrals types. At the end of the Referral Intro (introduces the Sponsorship Program) video clip, ask questions:

• Why is it important to ask if the friend who referred them called and explained the sponsorship program?

• Why is it important to explain how the sponsorship program allows them to receive valuable benefits?

• Why do we play the LNL Introduction video before offering any Introductory Offer?

Premium Notice Video

INSTRUCTOR: At the end of the Premium Notice video clip, ask questions:

• What information do you need before you visit an existing policy holder?

• Where do you get that information?

• What information do you take with you when you visit?

• Why do you show them the videos if they are already a policy holder?

• Demonstrate a Premium Notice appointment using client information and documents and then role play with new Agents.

Vendor Lead Video

INSTRUCTOR: At the end of the Vendor Lead video clip ask questions:

• Why do we play the LNL Introduction video before offering any Introductory offer?

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Needs VideosThe Needs process, and the Needs Analysis Survey in particular, is often the place where new Agents get confused. They are often afraid the prospects will ask a question they don’t know how to answer, or they don’t understand the health questions. This often causes a level of anxiety evident to the prospect.

This is where it is critical to be sure the prospects understand their needs and agree they need what is being proposed to meet their needs.

The supplemental training video for Needs is intended to be used for the Needs-Based introduction learning tool for this knowledge area.

INSTRUCTOR: Introduce the video subject only. DO NOT define the Needs part of the process; the video is the training vehicle.

ASK STUDENTS TO PAY PARTICULAR ATTENTION TO HOW WE TRANSITION FROM THE $3,000 ADP OR NO-COST OFFERS TO THE NEEDS ANALYSIS SURVEY.

New Agents can get intimidated at this stage of the selling process unless they master this transition.

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About Life Video

INSTRUCTOR: The About Life video is a critical video for students to fully understand. You need to play the video from the eApp. At the end of the Intro to Life Insurance video, discuss the needs curve shown in the video and have students describe it to the class. If they don’t understand this video, the Needs-Based model won’t make sense to them.

Needs Analysis Survey Video

INSTRUCTOR: At the end of the Needs Analysis Survey video clip, add two additional questions:

1. Do you or anyone in your family have a medical condition for which you/they:

a. take daily medication or

b. have been hospitalized in the last 2 years?

2. Have you, or anyone in your family, been arrested for DUI or any other offense in the last 2 years?

Explain why this is so important. Use the Agents Instruction Guide to show them where to find the required information so they know if the application will be declined.

INSTRUCTOR: To prepare students properly for field activity-based knowledge, allocate adequate time for local office training, using examples that will likely occur in the field:

• If the prospect doesn’t want to disclose take home pay, ask for a generalization, e.g., “Is your take home between $2,000 and $3,000, $3,000 and $4000, etc? Use the same model for the spouse if employed. Get a best-effort range of their combined net income. Take their general input and use it in the Needs Analysis Survey.

• If they have insurance at work and swear it is whole life, enter the amount in 'term'. They may have group term and it is portable, but it is not whole life!

• If they don’t know how much term insurance they have at work, enter $5,000 for the primary and $5,000 for the working spouse.

• If they don’t know their interest rate on their home, enter 6 percent.

• When asking the Needs Analysis Survey questions, read them exactly as they appear and make sure they understand

the questions apply to everyone listed on the survey.

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Final Expense VideoThe four steps to be followed for each of the basic needs videos are:

1. INTRODUCE – Make a statement regarding the need

2. VIDEO – Play the video explaining the coverage

3. RECAP – Review any existing coverage and show proposed coverage (NO dollar amounts are shown at this time)

4. TIE DOWN – get the prospect/client to agree they NEED the protection

USE THE IRT ACRONYM FOR EACH PRESENTED BASIC NEED TO SUPPLEMENT THE ACTUAL VIDEO. E.g., Final Expense, Income Protection, Mortgage Protection, and Education.

IRT means:

Introduce

The training PPT and associated script provide a great introduction.

Recap

The Training PPT and associated script give language to 'Recap' what this provides for them, i.e., why do they need the protection and what does it provide for them? This is NOT about what the product is; this is about what the coverage does for them.

Tie Down

The PPT training presentation and associated scripts provide strong 'tie downs.' Tie downs get the prospects to agree they need what has just been introduced (I) and recapped (R)! Collecting “Yes” answers in the Tie Down (T) eliminates 'need' as a possible objection because they have just agreed they need it.

Using IRT for all the needs identified they can afford, based on their combined net monthly income, cements their agreement regarding the NEED. Now potential remaining objections are most likely: Affordability or Procrastination (“I want to think about it”).

INSTRUCTOR: At the end of the Final Expense video clip, ask these questions:

• Why do we only show the coverage amount and not the premium during this video?

• What emotion-generating words were used during the presentation?

• What statement was made to make sure the prospect agreed they saw the value in the protection?

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Income Protection Video

INSTRUCTOR: At the end of the Income Protection video clip, ask these questions:

• Why do we only show the coverage amount and not the premium during this video?

• What emotion-generating words were used during the presentation?

• What statement was made to make sure the prospect agreed they saw the value in the protection?

Education Video

INSTRUCTOR: At the end of the Education video clip, ask these questions:

• Why do we only show the coverage amount and not the premium during this video?

• What emotion-generating words were used during the presentation?

• What statement was made to make sure the prospect agreed they saw the value in the protection?

INSTRUCTOR: It is critical to develop different scenarios for training on the Needs Analysis Survey. Use multiple scenarios based on what is often encountered in the local Branch. Some examples of potential scenarios (add local examples):

1. This is the profile used in ONLINE videos and the existing PPT Training.

Client Name BirthdayMonthly Income Term @ Work W/L Personal Term Personal

Husband John Smith 1/14/1980 $3,800 $15,000 $0 $100,000Spouse Mary Smith 2/16/1982 $2,800 $0 $0 $100,000

Son Sean 1/19/2005Daughter Jane 7/14/2008

Mortgage 207,000 6% interestEducation $0NO Mortgage Pay Off Vehicle

Checking & Savings

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2. Married with $4,000 combined monthly net income Increase and decrease the income so they see what happens to the:

� Coverage amounts

� Mix of Whole Life and Term

� Mix of Whole Life and ADB

� Alternate Close results

� Objection Scenarios “I can’t afford it.” “I want to think about it.”

3. Married but the Primary has a condition that makes them uninsurable

4. Not enough earnings to pay for any of the four basic needs (program shows no needs because of low earnings)

5. Married Couple: Primary is adamant that his $50,000 of work-provided insurance is whole life Primary has $150,000 of variable life coverage Primary believes life insurance is a rip-off

6. Senior over age 60 with AND without health conditions

7. Grandparents with Head Start program

8. ADD OTHERS TO REFLECT LOCAL BRANCH EXPERIENCE AND PREFERENCE

INSTRUCTOR: You can’t role play too many scenarios; the more role play, the more comfortable and confident the student becomes.

INSTRUCTOR: Some training scenarios and questions that make students more comfortable when they encounter a field situation that is challenging include, but are not limited to:

• What is IRT?

• Why is each part of IRT important?

• Do you always use IRT? Why?

• What do you do if they do not need additional coverage for any of the four basic needs? They are fully protected!

• What should you do if they can’t afford any of the four basic needs?

• How do you add whole life insurance beyond the $30,000 offered?

• How do you provide $200,000 of whole life if requested?

• What do you do if the prospect(s) indicate they believe they do not need one of the four basic protections when you attempt IRT? You can’t get the tie down!

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Suggested Close/Sale videos

INSTRUCTOR: Introduce the video subject only. DO NOT define the Close part of the process; the video is the training vehicle.

Final Review Video

INSTRUCTOR: At the end of the Final Review video clip, ask questions:

• Why didn’t we state the coverage premium in $’s?

• How did we review the protection provided without mentioning the $ amount?

• How did we do a 'trial close'?

• What was said when the prospects indicated they were comfortable with the coverage and the monthly premium? What did we ask for?

INSTRUCTOR: Use the following methodology to properly prepare a student for what they will encounter in the field when they move to the Close process:

1. In-office training for multiple closing situations with discussion, Q&A and verification they understand what the eApp logic is doing and why, and how to respond to different situations. This can only be done by example!

2. Assign different scenarios for student homework and tell them two or three will be selected to present their proposal and alternate close to the class.

3. Role play several close scenarios to validate students are comfortable in their understanding AND applying what they have learned.

INSTRUCTOR: The only way to get comfortable with closing is to practice in the classroom, then add activity-based field experience to all training.

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Objections & Downclosing Video

INSTRUCTOR: The videos explain how to handle objections. BUT the only way to make students comfortable so they do not start eliminating coverage areas is to role play in the office training environment. Then put the skill to the test in the field. Students get more comfortable when they practice in a safe environment and learn from others as they adopt the correct language and behavior for working through objections.

INSTRUCTOR: Introduce the video subject only. DO NOT define the Objections part of the process; the video is the training vehicle.

INSTRUCTOR: At the end of the Objections video clip, review what objections really mean:

• Objections are to be expected, not feared.

• Objections are stalls.

• The prospect is NOT saying NO!

• The prospects either don’t understand something or they don’t want to tell you the REAL reason they aren’t willing to take action to protect those they love.

Objections typically fall into two main categories IF IRT was correctly used. Using IRT eliminates potential objections regarding need. The ONLY two remaining objection categories are:

1. Affordability

2. Procrastination

(typically 99 percent is affordability but they aren’t comfortable telling you)

INSTRUCTOR: At the end of the Objections video clip, review and ask questions:

• Why do we leave ALL the proposed basic needs coverage intact and only reduce the premium amounts UNTIL it is obvious they can only afford the ONE most important protection area?

INSTRUCTOR: Role play several different scenarios so students see how to maintain full coverage for the four basic needs unless, and until, it is determined the prospect cannot afford minimum coverage in all four basic-need areas. Then, and only then, ask which one (1) basic need is most important to them. Then, and only then, address and propose coverage for the one (1) basic need they identify as the most important to them.

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Tips for Handling Objections Video

INSTRUCTOR: At the end of the Tips for Handling Objections video clip, ask questions:

• Why is it critical to remain calm?

• Are objections an indication they are not interested?

• What is the FIRST thing you should do when you encounter an objection (concern)?

• How do you make sure the prospect understands that you acknowledge their concerns?

• Demonstrate handling an objection and stress listening, empathy, asking questions, and working to a compromise that provides the prospect some level of coverage.

Solidification Process Video

INSTRUCTOR: At the end of the Solidification Process video clip, ask questions:

• You have completed the eApp and have their signatures. Why aren’t you finished?

• Why must you emphasize the first ACH withdrawal will be immediately?

• Why is it important to show the SAMPLE policies? What can happen if you don’t show the SAMPLE policies?

• Why so much review of the Underwriting process and potential outcomes?

• What is the upside of doing the Solidification process correctly?

• What is the downside of rushing or shortcutting the Solidification process?

• What is the amount of the $3,000 ADP certificate for EACH adult? For EACH child?

• Who can they sponsor?

• Demonstrate a proper Solidification, using role play, and stress why each step increases the client understanding, the probability of the client retaining the coverage, and becoming a customer for life.

Additional Training VideosIn Home Recruiting video should be shown to all Agents and also anyone in your Branch who is responsible for setting appointments.

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Quality of Business Videos

INSTRUCTOR: At the end of the Quality of Business video clips, ask questions:

• Why should you NOT use the Drivers License for height and weight information?

• How do you politely ask for the correct height and weight?

• What is the impact to getting the gender wrong because you assumed instead of verifying?

• What is the impact if you find they take medications, but answered NO to the medical questionnaire, and you don’t go back and correct the medical questionnaire?

• Why get a VOIDED CHECK instead of just asking for their bank information?

• What is the financial impact to you if you don’t complete the eApp correctly?

• Review and distribute the Flash Sheet.

• Review and distribute the AIG and show examples of decline, conditions, ratings, etc.

• Show a sample VOIDED CHECK and where to find the correct information for the eApp bank information.

LNL Laptop Complete VideoThe LNL Laptop Complete Video contains all videos from the Liberty National Laptop on Demand website.

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Main Challenges in Selling Life Insurance

INSTRUCTOR: The LIMRA chart shown below can be used to proactively address what a recent LIMRA survey identified as the 'main challenges with selling life insurance.' Use this as evidence why Liberty National is uniquely positioned for success. A TABLE is included below with 'food for thought' responses to the top challenges.

When new students can address each of the 'main challenges,' they feel more comfortable regarding objections and have more confidence. Please make sure your Branch addresses these challenges as part of your in-office training.

Source: Life Insurance Agent Survey - LIMRA

What are the main challenges with selling life insurance?

56%

42%

40%

36%

24%

14%

10%

5%

3%

5%

Clients procrastinate

Prospecting / finding new clients

Clients do not recognize the need

for life insurance

Clients perceive it as too expensive

Clients don’t understand the

products

Underwriting problems

Premiums are too high

My own lack of product training/

knowledge

Compliance Issues

Other

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Challenge

Life Insurance Agent

Respondent % Response

Clients Procrastinate 56%

The client has an unspoken issue or fear. Establishing rapport should eliminate a lot of this but some people are not comfortable sharing the real issue. Managers must teach students how to uncover the reason and address conditions so the process can move forward and help the client meet their needs. A condition, versus a reason, is something that you cannot overcome (no money, uninsurable, etc.)

Prospecting/finding new clients 42%The Needs-Based presentation Sponsorship section provides quantity and quality of leads if used consistently and correctly.

Clients do not recognize the need for insurance 40%

The Needs-Based presentation builds knowledge and awareness of the prospect’s needs based on their specific situation. If the client doesn’t want to view any videos, just ask “How would the lives of those you care about change if you died today/tonight? One thing is certain – everyone will die. We just don’t know when!“

Clients perceive it as too expensive 36%

Clients don’t understand insurance. The key word is 'perceive.' Once you establish their needs, they perceive the premiums in a different way. They know they need this protection.

Underwriting problems 24%The Needs Analysis Survey and eApp logic help eliminate these issues if the Agent provides complete and accurate information.

Clients don’t understand the products 14%

We use our product videos to ensure the client understands not only what they need but what the coverage provides in relationship to their needs.

Premiums are too high 10%

The Needs-Based presentation and eApp present what they need and then allows for tailoring the coverage to adjust for what they can afford. When a prospect understands their needs, they think about the premiums in a different way. They now understand what they need, what the coverage provides, and the risk if they are not protected.

My own lack of product knowledge/training 5%

The Needs-Based presentation, coupled with the eApp, in-office training, in-field training, ongoing office training, and each Agent becoming a student of the industry address this challenge. Becoming a 'student of the Industry' means subscribing to industry publications, researching and leveraging the knowledge based in the Branch. The LNL Agent has a family of seasoned veterans in each Branch to help in this lifelong, career-learning experience.

Compliance issues 3%The Needs-Based training materials are reviewed for compliance. Always use approved, compliant materials.

This table contains 'food for thought' responses to each of the challenges:

Source: LIMRA Agent Survey

INSTRUCTOR: Make sure students are comfortable addressing the aforementioned challenges in the office before they encounter them in the field. Use the 'food for thought' responses or use what your Branch deems most appropriate.

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Help Documents

INSTRUCTOR: Review each section of the Help Documents page to make sure new Agents are aware what resources are available to them and where to access and download the necessary training documents.

To download the files on the Help Documents page:

• in Firefox: click on the link, on the dialog box, select 'Save File' and click 'OK'.

• in Chrome: click the link, the file automatically begins to download.

• in Internet Explorer: click the link, select 'Save', choose your location, and click 'Save'.

• in Safari: right click the link, select 'Download Linked File'.

INSTRUCTOR: Needs-Based Scripts and Instructions provide everything the new Agent needs from scripts, a training handbook, information on eApp, and the Sales Playbook.

INSTRUCTOR: Field Underwriting contains all the essential documents to help the new Agent excel in their role as a field Underwriter.

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INSTRUCTOR: Laptop Operations Tips and Tricks is a valuable resource for the new Agent setting up their laptop for use in the field.

INSTRUCTOR: Time Management contains excellent resources for setting goals and managing time, something many new Agents struggle with.

INSTRUCTOR: Motivation is another area of use to the new Agent. It contains encouraging articles and links to inspirational content.

INSTRUCTOR: Sales 101 is for the new Agent who wants to learn more about the tips and best practices of the sales profession.

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INSTRUCTOR: Sales Resources contains additional information for Agents seeking to hone their sales skills.

INSTRUCTOR: Online Resources is where new Agents can find useful dictionaries defining insurance and sales terms.

INSTRUCTOR: Online Magazines Worth Reading has links to two sales journals that many Agents find useful.