COURSE DESCRIPTION

  • Access to content/material is determined by the CPD cycles as per FSCA.
  • Once courses have been purchased access to material and course will be granted until the CPD cycle ends.
  • (Cycle ends 13 May 2019 and starts back up on the 1 June 2019.)
  • Self-paced, will need to be completed before the CPD cycle ends
  • Online assessment (2 multiple choice exam attempts included.)

FIA Subscription (for FIA Members) – R 900.00

Normal Subscription (for Non-FIA Members) –  R 1 400.00

NQF Level 3 courses

NQF levels are intended to award registered learners with national accreditation based on their skills and knowledge. NQF 3 is equivalent to Grade 11 or Standard 9, and is often a stepping stone to NQF 4 and beyond.

NQF Level 4 courses

NQF levels are intended to award registered learners with national accreditation based on their skills and knowledge. NQF 4 is equivalent to Grade 12 or Standard 10 (Matric), and is a FET – Further Education and Training – category qualification.

NQF Level 5 courses

NQF levels are intended to award registered learners with national accreditation based on their skills and knowledge. NQF 5 is a National Certificate or National Diploma and is a HET – Higher Education and Training – category qualification

NQF Level 6 courses

NQF levels are intended to award registered learners with national accreditation based on their skills and knowledge. NQF 6 is a Bachelors Degree or Higher Diplomaand is a HET – Higher Education and Training – category qualification.

COURSE CONTENT

Unit 1 – The concept of prospecting

  • Discuss the importance of prospecting
  • Define your understanding of prospecting terms
  • Discuss how you would select suitable names
  • Explain why continuous prospecting is important
  • Discuss the information that you will need
  • Explain the concept data prospecting
  • Discuss the concept centres of influence
  • Explain your understanding of the concept, referrals
  • Discuss prospecting in the middle market
  • Design a prospecting tract that you can use during your interaction with clients

Unit 2 – Building professional relations

  • Discuss the process of relationship building
  • Discuss the process of building rapport
  • Discuss the elements necessary to establish a trust relationship
  • Explain why the professional image is important and how you can achieve it
  • Explain why it is important to clearly spell out your intent

Unit 3 – Obtain information in order to determine and ascertain the needs of an entity

  • Study questioning techniques and design questions that you can ask to obtain background information, and to ascertain the needs, wants and current financial position of an entity
  • Study questioning techniques and design probing questions you can ask to identify and clarify priorities and problems in order to ascertain the financial wellbeing of the entity
  • Design questions to test possible solutions
  • Questions are asked to obtain background information, and to ascertain the needs, wants and current financial position of an entity
  • Probing questions are asked to identify and clarify priorities and problems and ascertain the financial wellbeing of the entity
  • Questions are asked to test possible solutions

Unit 4 – The needs and wants of an individual at different stages in his/ her life cycle

  • Discuss theories relating to needs and the life cycle of an individual to create a model that illustrates the wants and the basic needs
  • Discuss the effect of attitudes and values on an individual’s perception of wants and basic needs
  • The attitudes and values of at least three individuals are surveyed and applied to the model and deviations from the model are explained for each individual
  • Analyse the influence of an individual’s occupation and avocations and lifestyle on basic needs

Unit 5 – The dynamic nature of income and expenditure typical at different stages of an individual’s life

  • Discuss the change in attitudes and values of an individual over time with reference to the impact of change on income and expenditure
  • Investigate the expenditure for people at different stages in life, but with the same income in terms of acquisition of assets, savings/ investments, preservation of capital and provision for life risk-related events

Unit 6 – The interrelationship between an individual’s wants and basic needs and the implications for a financial plan

  • Discuss stages of the financial life cycle with examples and correlated with the want and basic needs
  • Potential financial solutions are suggested for events that can be planned for, to ensure the least possible financial disruption
  • Discuss possible lifestyle choices and the potential impact of each choice on the individual’s financial situation. Discuss the change in attitudes and values of an individual over time with reference to the impact of change on income and expenditure
  • Investigate the expenditure for people at different stages in life, but with the same income in terms of acquisition of assets, savings/ investments, preservation of capital and provision for life risk-related events
  • Explain the implications of changing wants and needs on a financial plan with examples

Course Curriculum

No curriculum found !

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