1 2
Dr.GeetikaS.Johry,Dr.HaolenlalGangte1IGNOU,NewDelhi.
2SRMUniversity,Sikkim
ABSTRACT
Todayintheworldofinsurancemarket,communicationskillshavebecomesverycrucialandtheyplayavitalroleinbrandingthelifeinsuranceproduct,buildingtrue valueanddecisionmaking,satisfactoryservice,eventuallyyieldingtohighrevenueandenhancementinmarketpenetrationDevelopmentofeffectivecommunication skills is very essential, mostly in the North East India, where multiple linguistic are diversely scattered. This paper highlights the framework for developing and sustaining curricula to enhance communication skills for the agents operating both in the rural and urban area. Also, these curricula can serve as a conduit for encouragingtheeducatedunemployedtochooseacareerpathorself-employability Ontheotherhand,througheffectivecommunication,theagentscanenhancetheir performance,effectivelydetermineconsumerbuyingbehaviorandhealthycustomerrelationshipcanbeestablishedbetweentheagentandtheconsumer Wecansay that the success of any insurance market is credited to the smart and hard work of the field agents or advisors. In other words, the agents represent the face of the organization.
ObjectivesoftheStudy:
1. Identificationofcommunicationdomainforlifeinsuranceagents.
2. Enhancingandmanagingrelationshipbetweeninsurerandpolicyholder
KEYWORDS:Communicationskills,relationshipbuildingandconsumerbuyingbehavior,Lifeinsurancebranding,TrainingandDevelopment,EmployableSkills, InsuranceAgents
1.INTRODUCTION:
The purpose of this paper is to define the importance of communication to enhancecompetenceamongstfieldagentsoperatingintheNorthEastIndia.This paperprovidesaframeworktorethinkandplancommunicationcurriculaforthe field agents to practically understand, develop skills and enhance capacities to become effective communicators. In the process of applying communication skills,capacitiestotheissuesandproblemsassociatedwithlifeinsurance,potentialagentandexistingagentmaybeattractedtochoosethisareaasafulltimeor parttimecareeraspect.TheroleandresponsibilitiesofanagentintheNorthEast Indiaisdifferentfromthatofotherstatesbecauseoflackofinsuranceawareness, crossculturaldifference,differentethnicgroupsandreligiousdifferences.Cultural awareness simply refers to the communication skills and capacities that enable agents to coordinate their marketing across each of these potential culturaldivides.Atthemostelementallevelofthiswork,communicationskillsarea tool for exchanging information accurately and efficiently.These skills are for developingrelationshipswiththeconsumer
Culturalawarenessalsodependsontheongoingdevelopmentofcommunication skills.Thelatterincludesself-awareness,integrityandcompassionetc.Catering tobothskillsandcapacitiesisveryimportant.Withoutpreparationanddevelopmentofaninnergroundofintentionsandcapacities;theuseofcommunication skillsbecomesmanipulation.
Ontheotherhand,thedevelopedcapacitiesareessentiallyuselessifthereisno communication skill to demonstrate or apply them effectively The objectives, outcomes and the particular communication skills through which they are achieved appear to have considerable relevance for communicating between socioculturesinmarketinginsurance.Thus,developingparticularcommunicationskillsandpracticingataprofessionallevelofcompetenceisveryimportant anywhere in insurance marketing (life & non-life).Also, a positive interaction between agents, consumer and potential client is considered as the first step to rightdecisionmaking.Thustheobjectivesandoutcomesstatedabovearealways apartoftheequation.
2.REVIEWOFLITERATURE:
Businesscommunicationisthesendingandreceivingofverbalandnon-verbal messages within the organizational context (Roebuck, 2001; Ober, 2001; Murphy,Hildebrandt,&Thomas,1997).HannaandWilson(1998)expandedon this definition, indicating business communication is a process of generating, transmitting,receiving,andinterpretingmessagesininterpersonal,group,publicandmasscommunicationcontextsthroughwrittenandverbalformats.Hynes (2005)statedeffectivebusinesscommunicationisthekeytoplanning,leading, organizing,andcontrollingtheresourcesoftheorganizationstoachieveobjectives,andmaybeformalorinformalinnature.Itiswidelyacceptedthatbusiness management and business educators perceive communication skills as highly
valuable to employees and organizations. In business organizations, numerous sourceshavereportedthatcommunicationskillsarecriticaltocareersuccessand a significant contributor to organizational success (Du-Babcock, 2006; Roebuck,2001;Certo,2000;Dilenschneider,1992;Rushkoff,1999).
Despitetheagreementinbusinessregardingtheimportanceofcommunication skills,evidenceexistthatlong-termemployeesandthosejustenteringthework force from college still lack these skills. Pearce, Johnson, and Barker (1995) reportedfairtopoor(thelowesttwocategoriesona5-pointscale)communication and listening skills of managers and employees. Fordham and Gabbin (1996)interviewed84businessexecutivesandconcludedthatbusinessstudents withapprehensionaboutcommunicatingarelesslikelytopracticethecommunication and, therefore, are less likely to develop communication skills BrodowskyandAnderson(2003)foundthatevenbusinessstudentsthemselves perceiveinadequaciesintheircommunicationeducation.So,despiteagreement between business and academia regarding the importance of communication skills,agappersistsregardingthedesiredversusacquiredcommunicationskills levels.Severalstudiesrevealthatbusinesseducationshouldbesensitiveto,but maynotunderstand,thecommunicationskillsneedsofbusinessemployees(Roebuck,2001:Tanyel,Mitchell,&McAlum,1999;Lanier,Tanner,Zhu&Heady, 1997).Also, interpersonal skills can be defined broadly as “those skills which oneneedsinordertocommunicateeffectivelywithanotherpersonoragroupof people”(Rungapadiachy,1999,p.193).Althoughthereissomevariationinthe literatureovertheexactskillsthatqualifyunderthisheading(Hayes,2002)tend toagreeonanumberofcoreareasinwhichcompetencyisessentialforeffective interpersonalinteractions.Theseincludethefollowing:
Ÿ Self-awareness: Self-awarenessisconsideredtobeapre-requisiteforthe typeof“other-awareness”orempathyassumedtounderlieeffectivecommunication(Hayes,2002).
Ÿ
Effectivelistening:Theabilitytolisteneffectivelyisacoreskillinarange of interpersonal situations (Bostrom, 1997). Some of the features that underpin effective listening and its role in oral communication are exploredinmoredetailbelow
Ÿ
Questioning:Theabilitytousequestionsthatmaximizetheamountofrelevant (relative to irrelevant) information that is gathered in an exchange, servestoenhancethecommunicativeefficiencyoftheinteraction(Hayes, 2002).
Ÿ
Oralcommunication:Someoftheprocessesinvolvedineffectiveoralpresentationsareexploredbelowandasnotedabove,thetopicoforalcommunicationisaddressedingreaterdepthbythecorrespondinginhigherlearningarea.
Ÿ Facilitating: Being effective at helping others is considered (e.g. Hayes, 2002;Rungapadiachy,1999)animportantaspectofinterpersonalcompetence. Ideas about helping behavior from Humanistic psychology have alsohadanimportantinfluenceintermsofgeneratingresearchanddevelopment in the area of interpersonal skills teaching, an issue which is exploredfurther
Ÿ Reflecting: Another skill that is closely related to the psychological sciences or counseling more specifically is the ability to reflect or present reflections.HargieandDickson(2004,p.148)definereflectionsas“statements in the interviewers own words that encapsulate and re-present the essence of the interviewees own words”. Presenting reflections during interactions can serve as a similar information gathering function to that seeninquestioning.
Ÿ Assertiveness:Beingassertiveisanimportantinterpersonalskillforinteractionsinalldomains.Assertingoneselfcanservemanydifferentcommunicative functions including allowing the expression of views clearly, openly and the avoidance of negative conflicts (Hargie and Dickson, 2004). A number of communicative activities also involve nonverbal behavior and an ability to detect and portray messages through this medium is also seen as a central interpersonal skill (Harrigan, Rosenthal andScherer,2005).Messagescanbecommunicatedthroughthefollowing non-verbalchannels.
Ÿ Facial expressions: Ekmans work in the area of facial expressions (e.g. Ekman,1992)providesconcreteevidencethatinformationaboutanindividual'semotionalstatecanbetransmittedviatheirfacialexpressions.In addition,facialexpressionscanbeusedtoregulateinteractions,forexamplethesynchronizationofconversations(Hayes,2002).
Ÿ Gaze:Emotionalinformationcanalsobecommunicatedthroughgaze.For example, long stares are often seen as signals of hostility or aggression. Lookingcanalsobeusedtoinitiateandregulateinterpersonalinteractions andcanbeusedtoassessthereactionsofothersduringoralpresentations andconversations(Hayes,2002).
Ÿ Gestures: Gestures can be used to replace words, in addition to words to placeemphasisonanelementofaverbalmessage,ortoregulateorsignal thebeginningorendofaninteraction(EkmanandFriesen,1969,citedin Hayes,2002).
Ÿ Posture:Anindividual'sposturecanrevealhowtheyfeelandtheirattitude towards others involved in the interaction (Argyle, 1994). Posture also tendstovaryasafunctionofhowformalaninterpersonalsituationiswith morerelaxedposturesindicatinglessformalsituations(Hayes,2002).
Ÿ Paralinguistic cues: Non-verbal vocal cues such as the pitch, tone and speedofspeechcanalsorevealinformationaboutemotionalstatesandcan beusedtoregulateinteractions.Forexample,peopleexperiencinganxiety tend to speak very quickly and in a high pitch (Scherer, 1981) Paralinguisticcuescanalsoregulateturn-takingininteractionsandpitch changesalsoindicatewhenquestionshavebeenasked.
Non-verbal forms of communication are also seen as crucial components of effective presentation. They can influence the message conveyed by both academics in formal lectures situations (Brown and Manigue, 2001).The interdependentnatureofthevariousinterpersonalskillsbecomesfurtherapparentwhen the competencies that underpin individual interpersonal processes are considered.Forexample,manyoftheskillsthatresearchershaveidentifiedascentralto effectivelisteningextendfarbeyondthesimplereceptionofauditoryinput.Rost (2002) argued that intentional listening (as opposed to “hearing”) begins only after auditory inputs have been processed by the ear and have reached cortical areas of the brain. Similarly, Anderson and Lynch (1988) suggested that processesofactiveinterpretationareinvolvedineffectivelistening.
Asuccessfullistenermustextractmeaningfromthemessagehehasreceivedin order to produce a coherent interpretation of what has been said. In order to achievethislevelofunderstanding,itisassumed(White,1998;Bostrom,1997) that listeners must possess a willingness and ability to empathize with the speaker Inordertofullyunderstandthemessagetheymustseethingsfromthe perspectiveofthesenderwhichrequiresthemtohaveacertainlevelofrespect for,andinterestinothers.Thisnotionofempathicunderstandingisalsoacentral principleoftheHumanisticpsychologymovementthatemergedinthe1970sand had a profound influence within the field of interpersonal communications. Whendiscussingthecomponentsthatunderlieeffectivelistening,itisdifficultto separateouttheinfluenceofanindividual'sabilitytodetectandunderstandadditional,non-languageelementsofthemessageorbehavioralmessagessentbythe senderintheformofnon-verbalcommunications.
Infacetofacecommunicativesituations,itisimpossibletodisentangletheverbalfromthenon-verbalinfluencesonanindividual'scomprehensionofamessageandforthisreason;someauthorshavesuggestedthatdefinitionsoflistening bebroadenedtoencompassthereceiptofbehavioralmessagesinadditiontoaudi-
tory messages (Feyten, 1991; Bostrom, 1997. Given the clear relationships betweenthesedifferentinterpersonalskills,itisnotsurprisingtonotethatanindividual'slevelofcompetenceinaspecificskillareacanexertaninfluenceonhow effectivelytheyperformotherinterpersonaltasks.Forexample,thetopicsoforal communication and effective listening,Anderson and Lynch (1988) described researchconductedbytheirteam,inwhichtheyfoundthattheabilityoflearners toconveyanoralmessagetootherswasdependentonhowmuchpreviousexperiencetheyhadhadoflisteningtoasimilartypeofmessage.Thisperformance overlap further cements the idea that core interpersonal skills operate together anddevelopinaninteractivefashion.
Listening and interpersonal skills also have an important role in customer focusedbusinessenvironments.AsurveybyMcEwan(1997citedbyRautalinko andLisper,2004)showedthatemployeesspentupto25%oftheirtotaltraining time on communication skills including listening and reflecting skills training. The study carried out by Rautalinko and Lisper (2004) assessed the effects of reflectivelisteningtraininginacorporatesettingwithresultsdemonstratingthat trainingincreasedreflectivelisteningandthataftertrainingtheseskillsweresubsequentlytransferredtoanauthenticworkplacesetting.Clearlytheimplication here is that skills' training has a positive effect on performance within genuine businessenvironments.
3.OBJECTIVESOFTHESTUDY:
Thestudyisproposedtoachievethefollowingobjectives:
i. Identificationofcommunicationdomainandcurriculumforagents.
ii. Analyzingtheimportanceofcommunicationskillsinlifeinsurancemarketing.
3.1Identificationofcommunicationdomainandcurriculumforagents: Alongwiththeobjectivesandoutcomes,identificationofrelevantcommunicationdomainisveryessential,asthesedomainswillpavewaytoorganizecommunication curricula and suggest ways to integrate it with other parts of the insurancecurriculum.Consideringhowwellthedomainsrelatetotheinterestsof lifeinsuranceagents,mostcommunicationprogramsbeginbyfocusingprimarily on the communication skills and capacities needed. This focus is logical, becauseitisthemostobviousplacetostartintermsofperceivedrelevanceand agent readiness or interest. Communication programs and other insurance oriented courses, specialist training will be necessary to deepen some of these domains. For example, those who are making a career as an agent will need to learn more about effective public speaking, i.e. learning to deliver complex informationsuccinctlytotheclientormanagement,speakingthroughphoneetc. The following are the domains which represent the area of communication for the agent.The agent must be train himself to adopt the way of communicating lucidly
(a) Agents and client interaction: Communication with clients (accuracy, efficiency,relationalcompetence;processandcontentskillsoninsurance) andSpecialclients(elderly,young,challenged,lowliteracy)
(b) Communication issues: Culture, ethics, gender, dealing with feelings, confrontation/conflict, breaking bad news and risk/benefits communication,malpractice
(c) Individual Communication: Reasoning and problem solving, attitudes (awareness,expression),feelings(awareness,use/expression),reflection and self-evaluation skills, capacities (flexibility, compassion, integrity, respect,mindfulness),dealingwithstressandtension,handlingmistakes andfailuresanddealingwithbiasesandassumptions
(d) Communicating with professionals, teams (relational competence and coordination):AgentVs agent (peers communication), team members (formal and informal teams – agency development etc.), leadership communication, administrators, written communication (email, report etc)andoralpresentations,explanationanddiscussion
(e) Distance communication: Telephonic, social media networks and internetemail,databasesandwebsites
(f) Insuranceawareness(communicatingwiththepublic):Internet,pamphlets,poster,radio,TV,newspapercampaignsandnewspaperadvertising andtalkingtothepress
Thestudyalsosuggeststhatcommunicationandculturalcompetenciesarenecessary to collaborate across all sorts of cultural and geographical boundaries (NorthEast).Thoughthisstudydoesnotcovertheculturalawarenesssensitivity, howeveritbrieflylinksuptheimportanceandnecessity Generallyeffectivecommunicationisoneconnectingforcethatcanbeusedtomoveacrossbarriersthat haveexistedbetweenthefieldagentsandconsumers.Wearenotsuggestingthat anentirelynewsetofcommunicationskillsisrequired.
Foragentsintheinsurancesector,evidencebasedapproachinthelaterpartofthe study highlights and assesses foundational communication skills which place
greater emphasis on knowledge application, capacities and communication skillstotackletheproblemsandissuesofinsurancemarketing.
Further, for effective communication, cultural awareness is very essential. In most cases we develop our cultural sensitivity and the communication skills neededtodemonstratethesensitivityoveraverylongtimethroughlearninglanguagesandimmersion,oratleastinquiryintodifferentcultures.
Therequisiteawarenessandskillsaredevelopedthroughrelationshipsandconversationswithclientsoreachofwhomrepresenttheirownpersonaladaptations oftheirculturalgroups.Thislongtermendeavorrightlybeginsbylayingdown strongfoundationsthroughtrainingthatbuildsonasweextendcommunication andculturalawarenessintocontinuinginsuranceeducation.
3.2Analyzingtheimportanceofcommunicationskillsinthelifeinsurance marketing:
Regardless of the domain, communication always involves overlapping and interdependent types of skills that communication training needs to consider whichdirectlyimpacttheconsumerbuyingbehavior
(a) Contentskills:Contentskillsrelatedtothesubstanceofwhatinsurance agent ask and talk about, the words they use to reveal their thinking and technicalknowledgebase.
(b) Processskills:Howdoinsuranceagentscommunicate?
Ÿ
Structure,organizewhattheysayandorientotherstoheartheirmessages
Processskill-Crossculturalcommunication: Ÿ Relationshipbuilding(skillsfordevelopingandmaintainingrelationship) Ÿ
Developing,sustainingmutualtrustandunderstanding.
Accurate information exchange, eliciting and acknowledging the otherperson'sperspectives,especiallywhentheydifferfromourown
Demonstratingempathy
Attentivelistening(deeplistening)andengaginginshareddecisionmaking Ÿ
Identificationofownintentionsandassumptions Ÿ
Non-verbalcommunication(appropriatetotheculture)andrelational coordination(skillsforcoordinatingeffortswithothers) Ÿ
Dealingwithconflictanddefensiveness Ÿ
Respondingtomistakes,admittingownerrors Ÿ
Developed well concise messages, demonstration of capacities and perceptualskills
4.SIGNIFICANCEOFCOMMUNICATIONSKILLS:
Ÿ
Askingquestions(openended,closed),developandsustainrelationships
Ÿ
Listen, engage and acknowledge others and make space for them to speak
Ÿ
Use non-verbal skills and explain or plan or set up shared decisionmaking
With to the huge social and cultural, religious and economic diversity in the NorthEast,thewholeprocessofsellinglifeinsuranceischallengingduetolow awarenessaboutbenefitsofinsuranceproducts.Lifeinsurancepolicyisoneproduct which is sold by the agent rather than the consumer buying it voluntarily Communicating effectively is very essential to make the consumer understand thebenefitofinsurance.StudyingtheprevailingmarketconditionintheNorth East, we consider conceptualization of the role of communication in the life insurancesegment,becausewhatwethinkhassomuchinfluenceonwhatwedo. Thereforeitisveryimportanttoorganizehowtoconceptualizetheimportanceof communication.
Ÿ
Ÿ
Expressordemonstratecompassion,caringorunderstanding.
(c) Perceptualskills:Howtheycounterandconsidered?
Perceptual skills refer to the thoughts, feelings, and capacities that lie behindwhatandhowagentiscommunicating,itinclude.
Ÿ
Reasoningskills,financialplanning,solvingskillsandinternaldecisionmakingskills,assumptions,biasesandprejudices
Ÿ Attitudes,values,intentions,andbeliefs,emotionalintelligence,feelings about the others or subject matter and any other emotions that enhanceordisabletheircommunication
(d) Capacities:Howagentemphasizeoncrossculturalcommunication?
Ÿ
Ÿ Humility,flexibility,openness,integrity,adaptability,curiosity
Intelligence,self-awareness,maturity,abilitytobenon-judgmental
Domainofcommunicationrelevanttolifeinsurance.
Ÿ Communicationskillsrequiredforinteraction.
Ÿ
Evidencebasedobjectivesandtheoutcomeofcommunicationimpact.
Conceptualframeworkbecomesamapfordevelopingcoherentandfocusedcommunicationcurriculaandithelpstodefinehowcommunicationandculturalsensitivity will move life insurance agent forward. The needed communication skillsinthearenaoflifeinsurancesellingiscriticaltorecognizethatmostinsuranceupsellingissuesinvolveinteractionsbetweenseveraldifferentpeople,communitiesand cultures.Thisrequiresthattheagentshouldbeacutelysensitiveto differencesinhowindividualscommunicatewithintheirowncultureandcommunities. The usage of specific communication skills positively influences a numberofsignificantobjectivesanditdirectlyimpactstheagent'sperformance:
Ÿ
Increasedaccuracy,efficiencyandsupportiveness.
Ÿ
Ÿ
Ÿ
Recognitionthatvaluesdifferbetweencultures
Ÿ Recognitionthatacceptedwaysofusingandinterpretingnon-verbal behaviorandunderstandingthemeaningofspecificwordsorphrases differbetweencultures
Recognitionthatinsuranceeducationandthewayitispracticeddiffer fromculturetoculture
Contentskillsarefocuseduponthroughouttheinsurancecurriculumteaching.
Communicationprogramworksatdevelopingcommunicationskillsandcapacitiesnecessaryforapplyingthatknowledgebaseorcontentinthecontextofinteractionswiththeclients,whileattemptingtosellthepolicy.Theculturalnaturein insurance segment particularly emphasizes on the development of perceptual skills related to assumptions and biases, flexibility and respect, attitudes and beliefs.Andequallyimportantaretheprocessskillsrequiredfordevelopingand sustaining relationships and for achieving the mutually understood common groundthatisatthefoundationoftrustandrelationship.
(e) Expansionofframework:Communicationskills: Initiatingthesession: Ÿ Establishinginitialrapportandidentifyingcommunicationgap.
Relationshipbuilding: Ÿ Usingappropriatenonverbalbehavior,developingrapportandclient involvement.
Ÿ
Ÿ
Improvedrelationshipscharacterizedbytrust.
Betterunderstandingofproductfeaturesanddemonstration.
Ÿ
Ÿ
Increasedadherenceincompliance,policyamendmentandotherfinancial updates.
Bettercoordination(physiologicalandpsychological).
Increasedawarenessofriskmanagement.
Ÿ
Ÿ
Costreduction,conflicts,complaints,andmalpracticesuits.
Achievegreatersatisfactionbetweenagentandconsumer.
5.CONSUMERRELATIONSHIPBUILDING:
Asrelationshipsmatter,itmakesacrucialdifferenceincommunicationforboth agentandtheconsumerwhoareinvolved,andtotheoutcomesachievedinboth individual practices and at organizational contexts. The ability to develop, deepen,andmaintainrelationshipsisacriticalfactorinhowtheagentspractice andalsohowtheyconductthemselvesasanagent.Inrespecttolifeinsurance, relationshipsandthetrustonwhichtheyaregroundedarethebedrockofsuccess.
Relationshipbuildingisanewparadigmforconceptualizinglifeinsuranceservice.Itrecognizesfourvitalsetsofrelationships.
1.
Agentfortheclient/consumer
Agentfortheteam,organization
3. Agentforthecommunity
4. Agent for personal (thought processes; emotional capacity; intentions, biases,beliefs,andvalues;attitudes;self-concept).
Inallthesecontexts,relationshipmeansreciprocalinfluence,whichmeanpartnership.The underlying principles have to be adapted to apply to any relationshipbuilding.Theseadaptedprinciplesinclude:
Ÿ Beingpersonallypresentandinvitingotherstodolikewise
Ÿ Speakingthetruthandlisteningtounderstand
Ÿ Valuingdifferenceanddiversityasaresource
Ÿ Controlling through attention and trust (process of interaction with other individuals)
Relationshipbuildingprocesscanapplytoourdailypersonal,professionalconversations, including how we organize meetings.Thestudy proposes that relationship,withitsemphasisontheformation,maintenanceandongoingdevelopmentofrelationships,isahighlyappropriateparadigmforlifeinsuranceagent, whetheritisdevelopingcommunicationcurriculaordeliveringinsuranceawareness.Thecommunicationskillsandcapacitiesinherenttotherelationshipbuildingprocessmustbeapartofhowtheagentsaretrained.
6.SUSTAININGCOMMUNICATIONCURRICULUM:
Inadditiontoidentifyingcontentsandmethodsforthecommunicationandcultural skills curriculum, a number of preconditions must be considered for this typeofcurriculumtobesuccessful.
Therearetwoplacestoteachcommunicationskillsandculturalsensitivities:
(1) Dedicatedcommunicationcourseand
(2) Agentcurriculum(Insurance)
Success begins with administrative support, including leadership that ensures creation of sufficient space in the curriculum. Without dedicated time to teach communication,facultywillbelefttoeitheraddcommunicationtrainingpiecemealornotincludeitatalltoexistingcourses.Thefactthatmostfacultiesdidnot getcommunicationtrainingintheirowneducationmakestheprocessmoredifficult.Ontheotherhand,designingpartsofthecommunicationcurriculumtobe integrated with the rest of the curriculum is also important. Such integration mightimpactagent'sandfaculty'sperceptionabouttheimportanceofthisprogram.Toimpactonagent'sabilityinmasteringhisskillsnecessaryforworkingin lifeinsurancemarketingcontexts,tangiblecommunicationcurriculaarenotyet widespreadininsurancetrainingprogram.
Perhapsthemostimportantpreconditionistodevelopandimplementevidence based communication curricula to build better training cross culturally It requirescommitmentandhardworktoexpandinthecommunicationcurriculum and to take on cultural educational challenges that will prepare agents to work interculturally
Another considerable contributor to a successful communication and cultural skillscurriculumisthesupportforongoingtrainingdevelopmenttoenhanceabilitytoteachandmodelcommunicationeffectivelytohelptheagentimprovetheir marketing. Encouragement and support for life insurance agent to engage in fieldworkisneeded,iftraininghastobeeffectiveinmeetingtheirresponsibilitiesregardinglifeinsurancemarketing.Weshouldalsoconsiderthenoncognitiveattributesofagentswhocomeintotheprogram.Suchattributeswillhelpprepareagentsforsuccesswiththetypeofskillbasedandcapacityorientedcurriculumoutlinedinthispaper Whilerecruitinganagent,interviewshouldfocuson featuressuchasknowledgeofinsurance,moralandethicalreasoning,teamwork andinterpersonalskills,empathy,careeradaptability,proceduralskills,andthe valuethatapotentialagentplacesonlifeinsurance.
Wealsoneedtoaddressthehomogenousnatureoftheagentandthinkmorecriticallyabouttheroleandimportanceof'selectingagent'fromavarietyofcultural andethnicbackgroundsorwithbroadcrossculturalexperience.
Successdependsonaconceptualframeworkandacurriculumthatsustainsexperientiallearningofcommunication,culturalskillsforavastarrayofinteractions in the North East India. To facilitate the cultural aspect of this paradigm we require organizational affiliations. This can include visiting trainer and guests whocanassistinpreparingagentfortheculturesinwhichtheywillbecollaborating. Encouraging the agents and faculty's participation in work related to insurancemarketing.Forcommunicationskillsandculturalawarenesscurricula to retain credibility and accountability, the faculty and agents should be supportedtoengageinresearchthatlooksatnationaloutcomesaswellasquestions related to insurance education. Outcome based curricula and superior learning willputpressuretoreviewandpossiblyrevisetheeducationalmodelsandmethods that dominate insurance curricula. It is important to plan and coordinate
assessment strategy that is heavily based on formative assessment as a mechanism for providing concrete, detailed feedback rather than relying on assessmentsthataresimplyanexerciseinpsychometrics.Dueconsiderationofthese nontraditionalmodelswillalsorequirethatwecarefullyexaminethetypeofprocessskills,principles,domainofcommunication,relationshipbuildingandevidence base strategies and approach to ensure that resources are available to design,deliverandsustaincommunicationcurriculum.
7.CONCLUSION:
Communicationskillsandeffectivecrossculturalcommunicationareimportant andrequiredinlifeinsurancesellingasanywhereelse.Thecommunicationcurriculadesignedwillassisttheagentinlearning,developingandapplyingskillsat variouscapacitiesinmarketingpromotinglifeinsurance.Westandbytheunderlying premise that no matter what area of insurance service, the agent should understand the baseline of communication competence.The agent should continuetodevelopskillsthroughouthiscareerandtoaprofessionallevelofcompetence.Theevidenceofliteraturereviewedsuggeststhatsoundeffortsarebeing madetointegrateboththetrainingandassessmentofcommunicationskillsusing a variety of different techniques and across a variety of disciplines. Although someevidenceexistsintheliteraturerelatingtotheeffectivenessofvariousmethods,acallforamorethoroughexaminationisneededforthisissue.Itisrecommendedtoconductevaluationandsurveyoftheeffectivenessofvariouscommunicationskillstrainingmethodsandtoidentifyparticularelementsofthetraining currently available is most useful in terms of improving communication skills andwhatnewmodelcouldbeattachedtoit.Researchworkisinprogress,random data would be collected through questionnaire and interview, for further investigationandanalyzing.
REFERENCES:
I. Anderson,A.andLynch,T (1988).Listening.Oxford:OxfordUniversityPress.
II. ArgyleM(1969).Socialskillstrainingineducation.PaedagogicaEuropaea,5,7279.
III. Bostrom,R.N.(1997).Theprocessoflistening.InO.Hargie(Ed.).Thehandbook ofcommunicationskills.London:Routledge
IV Ekman, P (1992). Facial expressions of emotions: new findings, new questions. PsychologicalScience,3,34-38.
V Feyten,C.M.(1991).Thepoweroflisteningability:Anoverlookeddimensionin languageacquisition.TheModernLanguageJournal,75,173-180.
VI. Hargie, O and Dickson, D (2004) Skilled interpersonal communication: Research,theoryandpractice(4thEdition).Hove:Routledge.
VII. Harrigan,J.A.,Rosenthal,R.,andScherer,K.R.(Eds.)(2005).Thenewhandbook ofmethodsinnonverbalbehaviourresearch.Oxford:OxfordUniversityPress.
VIII. Hayes,J.(2002).Interpersonalskillsatwork(2ndEdition).Hove:Routledge
IX. Rautalinko,E.andLisper,H.(2004)EffectsofTrainingReflectiveListeningina CorporateSetting.JournalofBusinessandPsychology,18,281-299.
X. Rost,M.(2002).Teachingandresearchinglistening.Harlow:PearsonEducation
XI. Rungapadiachy, D.M. (1999). Interpersonal communication and psychology for health care professionals: Theory and practice Edinburgh: ButterworthHeinemann.
XII. Scherer,K.R.(1981).Speechandemotionalstates.InJ.K.Darby(Ed.)Speechevaluationinpsychiatry NewYork:GruneandStratton.
XIII. White,G.(1998).Listening.Oxford:OxfordUniversityPress.
XIV Roebuck, D. (2001). Improving business communication skills. Upper Saddle River,NJ:Prentice-Hall.
XV Ober,S.(2001).Contemporarybusinesscommunication.Boston,MA:Houghton Mifflin.
XVI. Young,M.&Murphy,W (2003).Integratingcommunicationsskillsintothemarketingcurriculum:Acasestudy JournalofMarketingEducation,25(1),57-70.
XVII. Murphy,H.,Hildebrandt,H.,&Thomas,J.(1997).Effectivebusinesscommunications.NewYork,NY:McGraw-Hill/Irwin.
XVIII. Hanna,M.&Wilson,G.(1998).Communicatinginbusinessandprofessionalsettings.NewYork,NY:TheMcGraw-HillCompanies
XIX. Hynes,G.(2005).Managerialcommunications:Strategiesandapplications.New York,NY:McGraw-Hill/Irwin.
XX. Du-Babcock, B. (2006). Teaching business communication: Past, present, and future.JournalofBusinessCommunication,43(3),253-264.
XXI. Roebuck, D. (2001). Improving business communication skills. Upper Saddle River,NJ:Prentice-Hall.
XXII. Certo, S. (2000). Modern management: Diversity, quality, ethics and the global environment.UpperSaddleRiver,NJ:Prentice-Hall.
XXIII. Dilenschneider,R.L.1992.Abriefingforleaders:Communicationastheultimate exerciseofpower NewYork,NY:HarperCollins.
XXIV Rushkoff, D. (1999). Coercion: Why we listen to what they say NewYork, NY: Riverhead.
XXV Pearce,C.,Johnson,I.,&Barker,R.(1995).Enhancingthestudentlisteningskills andenvironment.BusinessCommunicationQuarterly,58(4),28-33.
XXVI. Fordham,D.&Gabbin,A.(1996).Skillsversusapprehension:Empiricalevidence onoral19communication.BusinessCommunicationQuarterly,59(3)88-97.
XXVII. Brodowsky, G. & Anderson, B. (2003) Student perceptions of communication
skills:Writing,presentations,andpublicspeaking.JournaloftheAcademyofBusinessEducation,4,13-22.
XXVIII.Tanyel, F., Mitchell, M., & McAlum, H. (1999).The skill set for success of new businessschoolgraduates:Doprospectiveemployersanduniversityfacultyagree? JournalofEducationforBusiness,75(1),33-37.
XXIX. Lanier,P.,Tanner,J.,Zhu,Z.,&Heady,R.(1997).Evaluatinginstructors'perceptionsofstudents'preparationformanagementcurricula.JournalofEducationfor Business,73(2),77-84.