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© 2016 by Dalmia Bharat Foundation

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Table Of Content

S. No. Modules and Units Page No.

i. Note to Trainer 1

ii. Activities to be Conducted during the Course 2

iii. Tips for Effective Training 8

1. Introduction 9

2. Customer Mobilization 13

3. Soft Skills 16

4. Selling Skills 21

5. Organization 43

6. Career Development 74

7. Human Development 82

Auto Sales Consultant

Note to Trainer

The audience that you will be dealing with are from a background have do not have an opportunity towards changing their lives. It is important to understand that their outlook towards life is not any different than any of us; it is only the opportunity that is missing along with personal life situations.

The students only lack the confidence and communication skills but after you build a relationship you

will understand that they are very keen to learn and majority of them are open to feedback.

These students will resist building a connect with the trainer and this is the phase that the trainer needs to keep immense patience and make the sessions as interactive as possible along with frequent

Energizers.

Once connect is established the trainer needs to become assertive and enforce discipline but at the same time ensure not to come across as aggressive and strict. Keep punishments for late coming and not completing homework on an entertaining side like singing and dancing which will come across as fun also pass the message of learning.

Do not neglect the student’s questions at any point of time as this will negatively impact their confidence.

During activities it is important to change teams on a daily basis as this will teach them how to get used to

change and adjust with different people as this will be the key for them to stick on to their jobs.

Overall the students have the same aspirations and outlook in life like all of us, we need to guide them,

make them aware of their strengths and utilising them to their advantage. Building confidence is a key

factor in their development and this can be done only with appreciation for this segment of students.

Copyright: Dalmia Bharat Foundation 1

Facilitator Manual

Activities to be Conducted during the Course

1. Have You Ever?

The group forms a large circle. Have each group member mark their place with a small object. (Cup, hat, keys). While everyone is marking their spots the leader is standing in the center of the circle. Consequently there is one less spot than there are people. If you are indoors with a small group have people pull chairs in a circle.

Explain that this is a game like musical chairs. Instead of music, however, we will use questions. The person in the center will ask a question starting with “Have you ever…?” An example is, “Have you ever gone fishing?”

If you have, you must exchange places with someone from another part of the circle who has also been

kayaking. You cannot change places with someone to the immediate right or left of you. Only ask about

something you have done yourself. Don’t ask “Have you been to China?” Unless you’ve been there.

When the first question is popped, people trade places leisurely. But it quickly becomes evident that the person who moves the slowest does not have a place to go except the center of the circle. That person steps to the center of the circle and asks the next question and the fun begins as people dash to find another spot in the circle.

2. Take a Walk

Ask players to walk around the room. From time to time, call out a particular emotion or character type and have the players change their walk to show the new emotion or character. Encourage players to exaggerate, making their movements and expressions as big as possible. Tell them that anyone watching should be able to guess right away what emotion or character was called out. Help players notice how their movements change instinctively when they act out different emotions. Point out that their hands clench when they are “angry” or that they take smaller steps when they are afraid. Once players get the hand of it, speed up the game to give them practice changing emotions and characters quickly. Don’t forget to debrief at the end of the exercise!

3. What Is It?

Divide the class into small groups and have each group sit in a small circle. Hand one player in each circle an “invisible” ball. Ask the player to decide how big and how heavy the ball is, using facial expression and body language to show this as the group members pass the ball around the circle.

After the ball has rounded the circle, hand the first player an “invisible” lump of clay. Ask the player to mold the clay into an object, silently acting out how to use the object, and then passing the object to the next player in the circle. The next player takes the object, uses it for a different purpose, and them mashes up the clay. Then the player sculpts a new objects and the activity goes so forth around the circle.

Encourage players to make increasingly unusual objects after the obvious ideas have been used up.

Make sure that they are all using the objects in an effective manner.

Let your players experiment with the game to see what they come up with. This game is great for

developing the communication skills of body language and gestures. Don’t forget to debrief!

2 Copyright: Dalmia Bharat Foundation


4. Common Ground

Form equal sized teams of 3-6 players. Give each team a sheet of paper and a pencil. Tell teams their

challenge is to list everything they can think of that all team members have in common.

For example, attending the same school, prefer the same kind of music, have the same brand of

shoes. The only rule is they cannot list similar body parts, i.e. “We all have two arms, etc.”

Tell teams they have three minutes to create their lists, so they need to work quickly. To add to the

excitement, tell the teams when they have 1 minute left, thirty seconds, and so forth.

When time is up, find out which team has the longest list and ask them to read the similarities they

listed. Then ask teams whose similarities have not already been read aloud to read some of theirs.

Discussion:

• How easy was it to discover something in common with another group member? • How can similarities draw us closer together? • How can our differences draw us closer together?

5. Done It

During the class, try to complete as many of the small tasks listed on this “BINGO” card (ask the participants to write the items listed in the table below)! Place a checkmark in the box after completing a task. We will tally up your scores at the end of the day.

Thank someone for Compliment Recite a few Answer Tell a funny joke. something specific. someone else’s lines of a nice someone’s

hairstyle. poem or song. questions about

something.

Give someone a shoulder Say “I’m glad Share Laugh a joke Ask “How are rub. you are here!” something you someone makes you?” and really

have with you (even if it’s not listen to the

(gum, etc.) funny.) answer.

Compliment someone on List three good Tell someone Say “You are Share an their cooking. things about you care. loved!” encouraging

someone. thought or story

with someone.

Tell someone what he or Smile at Tell someone Applaud Compliment she adds to the group. someone. he or she is someone who someone’s taste

wonderful! does something in something nice for you! (music, art,

movies, etc.)

Ask someone about their State a positive Compliment Offer someone a Offer someone children. wish for someone. chair to sit in. something to

someone. drink


Facilitator Manual

6. Connecting Circle

This is a good activity to facilitate group cohesiveness and relationship building, active listening skills, and memory skills. The group members are asked to sit in a large circle. The group leader explains that one way to help remember someone’s name is by associating it with something about them. An example can be given: “My name is Sanju and I love to cook dosa.” The leader then introduces him or herself and states a personal hobby or special interest in the preceding format. The participants are asked to take turns doing the same, and then repeat the name and hobby of the group member who preceded them. This is continued until the entire group has been introduced and each member has stated a special interest.

If a group participant cannot remember all the names and/or special interests of the preceding group members, he or she should be encouraged to ask each participant their name and special interest. This exercise can be a lot of fun but can also create anxiety for participants with a short attention span or poor memory skills. Be sure to create a supportive atmosphere.

7. Famous People and Places

As each participant arrives, tape a 3 x 5 index card on their back with the name of a famous person or city. They must circulate in the room and ask questions that can ONLY be answered with a YES or NO to identify clues that will help them find out the name of the person or city on their index card. Examples: Lucknow, Kalam, Kabir, Mumbai, Amitabh Bachchan, USA.

8. Scavenger Hunt

Requirement: Pencil and paper

Make a list of things for teams to look for through their wallets, purses, and possibly things that are on

their person. Divide into teams by tables, pairs, individuals or whatever seems best. Here is a list of ideas of

what they can look for but modify the list to your liking. Do not list where they might find these items.

• 1990 Paisa (50 paisa) • Rs. 5 note • Rs. 100 notel • Red ribbon • Card (any) • Holograms • A bird • Pearl • Black sock • Roman numeral • Picture of a tree • Tic Tac/Chewing Gum • Paper clip • Measuring tape • Ruler 4 Copyright: Dalmia Bharat Foundation


• Toffee • Toothpick • White button • Pink nail polish • Screw driver • Body Piercing • Mirror • Tattoo • Red hair • Charge receipt over Rs. 100 (bill)

Make a list and copy off the list for each team. Have them check off which items they have: The team with the most checked off wins! At the end, ask them who had some of the extremely odd items, or what creative ways they presented some of the hard to locate items, i.e. there are holograms on credit cards, and Roman numerals on watches.

9. Animal Name, Sound, Motion

After the teams have loosened up and gained some experience working together, this activity provides a

fun way to build a group identity. Each team should discuss for a few minutes and come up with an animal

name, sound, and motion that the members will all do as a team. Each member can act like the chosen

animal or work with the other team members to form the shape of the animal. When teams have decided,

they present what they came up with to the entire group. Along with a good laugh or two, the results

provide identities that the teams can refer to throughout the rest of the training.

You’ll have teams that bark like dogs, roar like lions, or hiss like snakes. The popular eagle act is

expressed by people flapping their arms and making bird-like cries. As strange as all this may seem, the teams actually enjoy the exercise and often adopt the animal names for the rest of the training!

10. Interview

Requirement: Paper and pencil, but it can be done without.

You can use this activity to acquaint members of a newly formed group or help an intact group learn more about one another. All participants interview their partners using their own questions or ones that the facilitator assigns. After the interview process, each person is introduced to the group by his/ her partner. By learning more about one another, the group becomes familiar with each other, thus establishing trust.

• Ask people to pair up with another person in the group whom they don’t know very well. If the

group has an odd number of people, you should partner with someone in the group. • Ask each person to develop two interview questions that they’d like to ask their partners. The

questions can deal with anything about that person, but shouldn’t be too personal. Encourage them to be creative in designing their questions.

• Make sure that you tell the participants that their answers will be disclosed to the entire

group. The following are some sample questions you might want to suggest: • What do you want to be most remembered for?


Facilitator Manual

• What is your proudest accomplishment? • If you could be any animal, what would it be and why? • What person, not related to you, has had the most influence on your life? How? • Make up a book title to describe your life. Why did you choose this? • How would your best friend describe you? • What was your most embarrassing moment? • If you could go anywhere in the world without worrying about time or money, where would you

go? Why? • If you could invite anyone to dinner, who would it be? Why? • What is your earliest memory? • Who would you pick to play your life in a movie? Why? • While walking to your next activity, have the pairs conduct their interviews. At the half waypoint,

ask them to switch and ask the other person their questions.

Have the group sit in a circle. Ask for a volunteer to start, or youcould simply go around the circle. Ask them to introduce their partners by saying their partner’s name and some of the information that they found out during the interview. As a facilitator, this is a good time for you to memorize the names of the participants in your group. You may even want to unobtrusively write down their names for future reference.

11. Gossip

This is a funny game that shows how easily the truth can be twisted. The group sits around in a circle when the first person, starts the game by softly whispering to his neighbor a rather long made-up remark such as “Did you hear that Ravi and Vikas are going to their watch a movie at Chandan Cinemas?” The receiver of the news repeats the remark to his closest neighbor and the news circulates the room. When the message gets around to the last person in the circle, he or she must stand and deliver the message to the entire group. 99 % chance his message is completely different than the original message. (Have the person who delivered the original message confirm this!).

12. Highs & Lows

Another way of summing up at the end of a session is to have the participants write down:

My low point was:

.....................................................................................................................................................................

.....................................................................................................................................................................

.....................................................................................................................................................................

My high point was:

.....................................................................................................................................................................

.....................................................................................................................................................................

.....................................................................................................................................................................

Have them call out answers & discuss if necessary. This is a great reflective tool to understand and

revisit the learning of the session!



13. Take Aways

At the end of a training program, it is useful to reflect on what you learned and even more important,

what you will do with what you learned.

Go around the group and give each member a turn to speak to one or more of the following questions:

• Name one thing you will do differently when you leave here today. • What is the most important thing you are going to take away from this experience? • What will you commit to doing to make sure what you learned and achieved here is not lost?


Facilitator Manual

Tips for Effective Training

• Always greet the participants pleasantly and enthusiastically before starting the session. • Always do the revision of previous day topics before starting a new session. • First understand what is the need and objective of this training. Talk to the participants and find

out what they need to be doing differently in this course to achieve the desired objectives.

Establish if the need is based on knowledge, skill or attitude? • Write the objectives that you can realistically achieve given the number of learners you will be

training and the time you have to train them. • Use the material for demonstration to deliver proper understanding about the topic. • Impart the knowledge comprehensively to each participant. • Make the class interactive. Always promote discussions and ask/answer questions to/from the

participants. • Include activities, examples and role plays to make the training interesting and effective. • This is a vocational course; knowledge imparted should be more practical than theoretical



Unit 1

Introduction

1.1 Introduction to the Program

Unit Objectives

After completing this module, you will be able to:

• Agenda and Importance of the Program • Getting to know each other

Importance of the Program

This program will facilitate an overview of:

• Automotive Industry • Behavioural, Professional and communication skills required for performing your job effectively • How to perform an automotive sales consultant’s duties effectively • How to work effectively in sales environment • How to build customer relationship • How to sell products • How to handle and solve customer complaints • Developing a relationship with clients, colleagues, visitors and others while performing duties

effectively

Activity - Expectation Mapping

What are your expectations from this Program?

1. ........................................................................................

2. ........................................................................................

3. ........................................................................................

1.2 History

The automotive industry began in the 1890s with hundreds of manufacturers that pioneered the horseless

carriage. For many decades, the United States led the world in total automobile production. In 1929 before

the Great Depression, the world had 32,028,500 automobiles in use, and the U.S. automobile industry

produced over 90% of them. At that time the U.S. had one car per 4.87 persons. After World War II, the

U.S. produced about 75 percent of world's auto production. In 1980, the U.S. was overtaken by Japan and

became world's leader again in 1994. In 2006, Japan narrowly passed the U.S.


Facilitator Manual

in production and held this rank until 2009, when China took the top spot with 13.8 million units. With 19.3 million units manufactured in 2012, China almost doubled the U.S. production, with 10.3 million

units, while Japan was in third place with 9.9 million units.

1.3 Automotive Industry in India

The automotive industry in India is amongst the larger markets in the world. India’s passenger car and commercial vehicle manufacturing industry is the sixth largest in the world, with an annual production of more than 3.9 million units in 2011. According to recent reports, India overtook Brazil and became the sixth largest passenger vehicle producer in the world, beating such old and new auto makers as Belgium, United Kingdom, Italy, Canada, Mexico, Russia, Spain, France, Brazil, growing 16 to 18 percent to sell around three million units in the course of 2011 and 2012.

As of 2010, India is home to 40 million passenger vehicles. More than 3.7 million automotive vehicles were produced in India in 2010 (an increase of 33.9%), making the country the second (after China) fastest growing automobile market in the world in that year. According to the Society of Indian Automobile Manufacturers, annual vehicle sales are projected to increase to 4 million by 2015, no longer 5 million as previously projected.

1.4 Automotive Dealerships

Automotive dealers are the bridge between automobile manufacturers and the consumer. New car dealers are primarily engaged in retailing new cars, sport utility vehicles (SUVs), and passenger and cargo vans. New car dealers employ 9 out of 10 workers in the industry. Most new car dealers combine vehicle sales with other activities, such as providing repair services, retailing used cars, and selling replacement parts and accessories. These dealers offer one-stop shopping for customers who wish to buy, finance, and service their next vehicle. On the other hand, stand-alone used car dealers specialize in used vehicle sales and account for only 1 out of 10 jobs in the industry.

According to the National Automobile Dealers Association, new vehicle sales account for more than half of

total sales revenue at franchised new car and new truck dealers. These sales generate additional revenue

in other departments of new car dealers. By putting new vehicles on the road, dealers can count on after-

market additions, new repair and service customers, and future trade-ins of used vehicles.

The after-market sales department in a new car dealer sells additional services and merchandise after the vehicle salesperson has closed a deal. After-market sales workers sell service contracts and insurance to buyers of new and used cars and arrange financing for their purchases.

Service departments in automobile dealers provide automotive repair services and sell accessories and replacement parts. Most departments service only cars and light trucks, but some service heavy trucks, buses, and tractor-trailers. Some dealers also have body shops to do collision repair, refinishing, and painting. The work of the service department has a major influence on customer’s satisfaction and willingness to purchase future vehicles from the dealer.

Improvements in technology continue to increase the durability and longevity of new cars, raising the number of high-quality used cars. In recent years, the sale of used cars has become a major source of profits for many new car dealers in the wake of decreasing margins for new cars. In fact, some luxury vehicle manufacturers promote certified pre-owned vehicles to customers who may be unable to afford new vehicles of a particular make. In economic downturns, the relative demand for these and other used cars often increases as sales of new cars decline.

The number of workers employed by automobile dealers varies significantly depending on dealer size,

location, makes of vehicles handled, and distribution of sales among departments. The majority of



workers in this industry are in sales occupations, installation, maintenance, and repair occupations,

and office and administrative support occupations.

Sales and related occupations are among the most important occupations in automobile dealers and

account for 36 percent of industry employment. Sales workers success in selling vehicles and services

determines the success of the dealer. Automotive retail salespersons usually are the first to greet

customers and determine their interests through a series of questions. Before entering the dealer, many

customers use the Internet to research and compare vehicle prices, features, and options. Salespersons

then explain and demonstrate the vehicle’s features in the showroom and on the road. Working closely

with automotive sales worker supervisors and the customers, salespersons negotiate the final terms and

price of the sale. Automotive salespersons must be tactful, well groomed, and able to express themselves

well. Their success in sales depends on their ability to win the respect and trust of prospective customers.

1.5 Outlook

Through 2014, population growth will increase demand for passenger cars and boost employment in automobile dealers. Growth of the work force and in the number of families in which both spouses need vehicles to commute to work will contribute to increased vehicle sales and employment in this industry. As personal incomes continue to grow, more people will be able to afford the luxury of owning multiple vehicles, a factor that also should increase sales.

Any future dealer consolidation should have a minimal effect on the industry because of continued demand for vehicles and related services. Dealers will always need well-qualified people to work in

the various departments of the dealership.

Activity – Questions

1. Arrange the following countries in order of automobile production.

a) India

b) Japan

c) United States

d) China 2. What are the services provided by a typical car dealership?

a) ........................................................................................................................................................

b) ........................................................................................................................................................

c) ........................................................................................................................................................

d) ........................................................................................................................................................ 3. What percentage of employees from the auto sales sector are hired by the new car selling dealerships?

a) 70%

b) 80%

c) 90%

d) 10% 4. Name any three qualities that an automotive sales consultant should possess

a) ........................................................................................................................................................

b) ........................................................................................................................................................


Facilitator Manual

c) ........................................................................................................................................................

d) ........................................................................................................................................................

5. Give three reasons for the expected growth in the automotive industry.

a) ........................................................................................................................................................

b) ........................................................................................................................................................

c) ........................................................................................................................................................

d) ........................................................................................................................................................

Notes

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