tailieunhanh - Component Specification Retail Sales Techniques Level 4 - 4N1183

We know that sales results are activity driven. In an inside sales or prospecting initiative the focus is often on the number of dials, number of connects, number of proposals, etc. Although this strategy allows us to keep salespeople busy, it does not always put qualified prospects into the pipeline. Genuine prospecting requires that salespeople do more than just talk to a decision-maker. They have to make some headway into the relationship. They need to do some telling and some listening. They need to advance the sales process or determine that no advancement is reasonable right now. In order to do this, they must have. | FETAC Comhaứte na oDÁirihachtơíní B triứidÉđííìũií ữguí ŨJiiứíw Further Education and Trợinrng Awflfds CcHJrtctf Component Specification Retail Sales Techniques Level 4 4N1183 1. Introduction The Further Education and Training Awards Council is the single national awarding body in further education and training in Ireland. It is responsible for determining the standards for named awards at levels 1 to 6 on the National Framework of Qualifications. All named awards are devised in line with the National Qualifications Authority of Ireland s determinations and guidelines. 2. The National Framework of Qualifications The National Framework of Qualifications comprises 10 levels ranging from initial learning level 1 to the most advanced levels of learning level 10 . At each level there are one or more award types. An award type is a grouping of awards that share similar features. The National Qualifications Authority of Ireland has determined Award Type Descriptors for each award type. See . The Award Type Descriptor identifies the key strands and sub-strands of knowledge skill and competence for that award type. 3. Guide to Level Independence is the hallmark of this level. Learning outcomes at this level correspond to a growing sense of responsibility for participating in public life and shaping ones own life. The outcomes at this level would be associated with first-time entry to many occupational sectors. Strand Sub-strand Nature of learning Knowledge Breadth Broad range of knowledge Kind Some theoretical concepts and abstract thinking with significant depth in some areas Know How Skill Range Demonstrate a moderate range of practical and cognitive skills and tools Selectivity Select from a range of procedures and apply known solutions to a variety of predictable problems Competence Context Act in familiar and unfamiliar contexts Role Act with considerable amount of responsibility and autonomy Learning to Learn Learn to take responsibility for own learning .