| Some feel as though the intro is not absolutely | | | | show the prospect additional benefits that they |
| necessary and still others depend on the intro | | | | might not have been aware of or even expected. |
| lesson to facilitate their enrollment process. I have | | | | Quick example, many parents comment at the |
| done it both ways in the past, and I am a big fan | | | | end of the intro about how they did not even |
| of doing the intro lesson before the family enrolls | | | | realize that my program was going to make their |
| as a way to stack the odds in my favor. | | | | child more respectful to teachers, parents, and |
| The only time I would not do an intro prior to an | | | | other children. The easiest way to showcase |
| enrollment is when I personally felt it was not | | | | benefits is to talk specifically and directly about |
| needed to produce a sale. For example, if a friend | | | | each one. Another example, let's say that a |
| of the family comes in waiving $100 bills in my | | | | parent is looking for confidence and self-defense. |
| face asking, "Where do I sign to get my grand | | | | You could teach the child how to stand up |
| daughter started?" You can rest assured I will do | | | | straight, speak clearly and assertively, look you in |
| the intro after I take their money and tell them | | | | the eye and answer an enjoyable, enthusiastic |
| where to "ok the agreement." However if | | | | "yes sir and no sir." You can explain to the parent |
| everyone came in waiving $100 bills in our faces | | | | that many of your families find that the increased |
| we probably be a lot less cranky and there would | | | | confidence actually makes the bullying situations |
| be no need for this article. So let's dig into why | | | | gradually disappear. What you just did was teach |
| we do intros prior to an enrollment. We do intros | | | | confidence and self-defense while adding respect, |
| for four reasons. | | | | and focus through eye contact and answering |
| 1) To get the student mentally prepared for their | | | | with "yes sir and no sir." The best way to |
| first group martial arts lesson.- When most of | | | | showcase your benefits is to use the benefit |
| your prospects, will say parents of children for | | | | words during the lesson, while linking them directly |
| simplicities sake, bring their kids in for your lessons | | | | to your program. If during your intro lesson and |
| they may be feeling a little anxiety. In most cases | | | | you're not using words the words: Confidence, |
| they know absolutely nothing about martial-arts | | | | respect, focus, self-discipline, commitment, black |
| except what they read or see or hear in the | | | | belt, and concentration you are truly missing the |
| media. | | | | boat! |
| The child may be excited but at the same time | | | | 3) To elicit emotional responses form your |
| nervous. The intro serves to alleviate his fears | | | | prospects. You want to raise the positive |
| while making him feel confident about what he'll be | | | | emotions of the parents and the child. Success |
| learning. The intro must give the child a sense of | | | | author and motivation trainer Lee Milteer says, |
| "ok I can do this, this is fun." The parent must | | | | "Information does not move people, emotion |
| see the same things from the intro. Getting them | | | | does." It is your job to tie in emotion with the |
| mentally prepared involves you keeping it as | | | | valuable information you are giving. You want |
| simple as possible. Remember this old gem.., "if | | | | your prospect to be moved. You want them to |
| you confuse 'em you loose 'em." | | | | take action. When it comes to emotions you will |
| When it comes to this first step of mental | | | | get them going by using benefit words like we |
| preparation, building their confidence is key. You | | | | just learned, so as you can see it all works |
| also want to show the parents how his | | | | together. You also raise emotions through |
| confidence was enhanced in this brief time you've | | | | involvement. You should ask the parents and |
| spent with him. Use the word "confidence" explain | | | | students questions during the lesson that elicit |
| to the child what it means and have the child | | | | positive responses. If you do it right you will feel |
| exude confidence by making him stand tall and | | | | the emotion in their voices. |
| proud with the words you are using and the | | | | I love when moms and dads sit on the edge of |
| simple, fun techniques that you are teaching him. | | | | their chairs and say enthusiastically, "this is great, |
| The other golden nugget in preparing a child for | | | | that's what I've been trying to tell him!" Laughter |
| the "next" group session is the word "next." | | | | is another way to get the emotions up; you don't |
| You want to explain to the parents and the child | | | | have to be a comedian to find some humor in a |
| that one of today's goals is to get him ready for | | | | first martial-arts lesson! The easiest way to work |
| his next group session, which in its rawest form is | | | | humor in is with the natural challenge that the first |
| assuming the enrollment! Your job is to paint the | | | | lessons provides. If the child messes up, laugh |
| family into the picture of how exciting and | | | | about it and point out how in a month they'll have |
| beneficial the group sessions are going to be. | | | | that kick or block perfect. When positive |
| When you finish with your intro congratulate the | | | | emotions permeate your entire intro lesson you |
| child and the family by saying, "Well he's now | | | | will be on your way to easier enrollments. |
| ready to do his first class!" | | | | 4) To enroll a new student and get the standing |
| 2) To showcase the benefits of your program- All | | | | ovation- When you do a great intro the final step |
| of your prospects come to you for different | | | | is almost so easy I wonder sometimes if it's legal. |
| reasons. Some want confidence; others want | | | | Most prospects will be eager to get going at this |
| discipline. Others want focus and fitness for their | | | | point. Because you've done such a good job and |
| child, while some want self-defense. Many are | | | | have done all of the heavy lifting up-front all you |
| happy to get the myriad of benefits that our | | | | have to do is present your program in a clear and |
| programs offer. The point is that none of them | | | | direct manner, ask them for a check or credit |
| "just want to learn martial-arts." | | | | card and fill out your paper work. Then take |
| It's the old why do you buy a drill scenario? You | | | | some time now to see to it that your prospect |
| buy a drill because you want a whole. Personally I | | | | walks away not just a new student, but an |
| drive and will continue to drive a nice SUV as the | | | | informed and educated one. Make sure they |
| family car. I'm too young for a minnie-van, and I | | | | know what to expect in up-coming visits and see |
| have two kids. I want the space and the look, not | | | | to it that they leave feeling that there's really |
| just four-wheel drive! | | | | nothing else they need to know accept when to |
| Your intro should show off benefits. It should | | | | come back. At this point you'll walk them to the |
| especially highlight the benefits that the | | | | door and they'll give you what Tom Hopkins calls |
| prospective martial arts student wants. Your intro | | | | the standing ovation.....They'll reach out to shake |
| must show an obvious connection between the | | | | your hand and they'll say "Thank you!" And you'll |
| benefits the prospects wants and your ability to | | | | have a new student in your martial arts school. |
| deliver those benefits. It is also the intro's job to | | | | |