中国经济管理大学MBA课堂笔记

Training and Developing the Sales Force

中国经济管理大学 MBA课堂笔记《销售管理：塑造未来的领导者》

中国经济管理大学/中國經濟管理大學

Training and Developing the Sales Force

Learning Objectives:

After completing this chapter, your students should be able to:

• Identify factors that help determine      what types of training are needed by sales personnel.

• Summarize the inputs needed to design      and deliver an effective sales training program.

• Explain why it’s important to assess      the effectiveness of a firm’s sales training and what’s involved in the      assessment.

•  Distinguish the elements which contribute      to effective and ineffective training programs.

Introducing the Chapter:

Regardless of the size of the company a sales manager might work for, one of their most important responsibilities is to be a good sales trainer.   Selling Power considers training to be important enough to be one of three components in their “Best Companies to Sell For” annual ratings.  Whether done by a corporate training department or a single sales manager, the principles behind good training as the same.  The sales training cycle include identifying who needs what type of training, planning the training, delivering the training and lastly evaluating the effectiveness of the training.

One interesting way to begin a class discussion on training is to solicit students’ opinions what they consider outstanding examples (both good and bad) of learning.  These experiences should come from the classroom and jobs.  Be sure to try to identify examples where learning was expected, but no training was provided and what the consequences (to the individual and the organization) were. 

Another area to discuss is their preferred delivery method format.  How many are more traditionalists and prefer the interactivity of the classroom and how many are more open to more technologically sophisticated formats.  What do they think of training technologies?  Try to identify the causes that resulted in some examples being successful and other to fail.

Finally, you might consider ask what KSA’s are needed to be a good trainer and if they believe they could a good trainer.  The material at the end of the chapter discusses best practices, characteristics and skills of successful trainers.

Chapter Outline:

I.                    How Important is Training?

A.                Well trained sales reps are more motivated and serve customers better than those who aren’t.

B.                 Compared with other areas of industry training, sales receives the most funding.

C.                Sales executives ranked sales training as the most important area to improve.

D.                Selling Power’s list of “Best Companies to Sell For” includes the amount of training a sales person receives as one of three factors in determining their annual ratings.

II.                 The Training Process – A major responsibility of sales managers is to help train their sales force.  Research shows that for a rep’s sales training to be effective, managers need to provide follow-up training and reinforce what was learned.  Regardless of the size of a company, the sales process should follow a four step process.  Larger organizations may likely be positioned to expend more effort and resources in training. 

A.                Identify the Firms Sales Training Needs – Training is not always warranted.  Personnel problems (e.g., low compensation and motivation, interpersonal conflict) present problems that training cannot overcome.  Additionally, the cost/benefit equation also needs to be considered before starting a program.

1.                  Determine Sales Training Objectives - Managers should consider information from three levels to help them determine what the objectives of sales training should be.

a)                  Organization Analysis – Review the firm’s mission, strategic initiative and upper management mandates to guide training to fit with firm’s current strategic goals.

b)                  Task Analysis – Focus on identifying the KSAs needed to perform the job successfully.  Input should be solicited from job incumbents, upper management, sales managers, customers, performance measures as well as observations. 

2.                  Determine Who Needs Sales Training

a)                  Individual Analysis – The third level of analysis determines which sales people (individuals and/or groups) needs what types of training.  New sales force members will have unique training needs as compared with more established members.  Other groups may be identified from an analysis of performance measures that indicate an area they are below a standard.  After identifying an individual’s training and development needs a plan should be developed to ensure they receive the experiences they need.

B.                 Designing and Developing the Sales Training Program

1.                  Determining What Content is Required – The results of the assessments should provide good insights into what content is needed in the sales training courses. 

a)                  Sales training programs typically cover the following topics (in order from most frequent to less frequent).

(1)               Product Knowledge

(2)               Sales Skills

(3)               Computer Skills

(4)               Communication Skills

(5)               Organizational Skills

(6)               Management Skills

b)                  Other training content areas

(1)               On-the-job training (OJT) or job shadowing – allows the trainee to observe a role model and gradually move into the role of sales person.

(2)               Technology training – Providing technology without the training to make it work has been shown to be a sure route to failure.  Integrating technology into the sales process is a critical step.

(3)               Professional development – More experienced sales personnel need higher level training.  This can range from advance presentation skills to summer institutes or graduate course work.

(4)               Sales manager training – Often pushed to a lower priority, training for new sales managers is a critical training area.

2.                  Developing the Objectives of Sales Training:  Changing Ideas into Action.  – After content has been identified trainers need to outline the objectives of sales training.  Bloom’s Taxonomy helps trainers develop objectives that reflect different levels of learning.  The behaviors can be categorized as cognitive, affective or psychomotor.

a)                  Cognitive/Knowledge Categories – (moving from lower level skill to higher level) remembering, understanding, applying, analyzing, evaluating, creating.

b)                  Affective/Attitude Categories – (moving from lower to higher level) receiving inputs, responding to inputs, valuing, organizing, and internalizing values.

3.                  Staffing the Training Programs – Once the program content has been determined, a number of staffing decisions must be made.

a)                  Internal versus External Staffing Resources

(1)               Factors to consider include: presenter credibility, expertise (company, market, sales processes, technology) availability, cost/price considerations.

b)                  Time Pressures – Logistical issues need to be addressed.

(1)               How frequently will the program be offered (rarely vs. regularly)?

(2)               Must it be done gradually or all at once?

(3)               Can internal presenters dedicate time needed to the course?

c)                  Costs

(1)               How much development time is needed?

(2)               How many trainees will need the course?

(3)               Travel costs (transportation, lodging, meals)

(4)               Missed opportunity costs?

(5)               Outsider provider costs?

4.                  Selecting the Training Delivery Method

a)                  Instructor-Led

(1)               Classroom

(2)               Online – synchronous (at the same time)

(3)               Remote – video/audio (teleconference, video conference), webinar

b)                  On-Demand

(1)               Online-networked (web-based courses, wikis)

(2)               CD, DVD

(3)               Audio/video (podcasting)

(4)               Other (Computer simulations, games, etc.)

C.                Delivering the Training

1.                  Scheduling the Training – After all the planning is complete the actual scheduling of classes needs to occur.  Factors to consider include:

a)                 Centralized vs. Decentralized (Home office vs. Regional office vs. Local office)

b)                 Timing (Busy selling season vs. slow selling season)

c)                  Logistics (Open calendars, lodging, transportation, presenters availability)

2.                  Facilitate the Transfer of Learning – Trainees need to take what they learned in class and apply it in the field.  To help facilitate this, do the following:

a)                  Make sure the training and field conditions are as similar as possible

b)                  Provide as many opportunities to practice the new skill

c)                  Provide a variety of situations to apply the new material to

d)                  Make sure the trainee has the opportunity to practice the new skills in the field

D.                Assessing the Firm’s Sales Training Efforts – Only 28% of sales trainers indicate that they assess the effectiveness of their sales training programs.  How can a firm know how good a job they are doing if they don’t measure the effectiveness of their programs?  They can’t.  While many measures many have some flaws, they shouldn’t be entirely disregarded because of them.  Kirkpatrick identified four different measurement levels.

1.                  Determine the Value of Sales Training to the Individual – There are several measures that have an intuitive appeal – primarily at the individual level.

a)                 Reaction (Level 1) – Looks at the trainee’s reaction to training.  “Happy sheets”.  Easy to collect.   Don’t measure learning.  Reflects the trainees immediate reaction to the training.  Generally reflects trainers’ personalities and location of training.

b)                 Learning (Level 2) – Considers pre- vs. post-training skill or knowledge levels.  Easy to collect.  Doesn’t reflect if training behaviors/skills can be applied in the field.

c)                  Behavior (Level 3) – Observation of trainee in the field.  Requires observing trainee engage in new behaviors in the field – which will likely require time with sales managers/trainers.

2.                  Determine the Value of Sales Training to the Organization

a)                  Results (Level 4) – Were the overall training objectives achieved?  If training was focused on fewer complaints –did that occur?  Maybe flawed because of the influence of other factors (e.g., better product, better distribution, etc.)

b)                  Utility Analysis – An examination of costs/benefits.  How useful was the training? What was economic impact of training?

E.                 Completing the Sales Training Cycle – At the conclusion of this process the findings need to be compared with the initial training objectives.  Were they achieved? Why or why not?  How could the sales training program(s) be improved? 

III.              Summary

A.                Sales training is an on-going process and typically commands large investments of resources into the sales force.

B.                 The sales cycle revolves around four stages:  Identifying Needs; Designing; Delivering and Evaluating the Programs.  Few companies do a good job assessing needs or measuring the effectiveness of their training efforts.

C.                New training technologies have greatly improved sales training opportunities for a more geographically dispersed sales force. 

Questions and Problems:

1.      What are the limitations of a survey such as the one used by Selling Power?

While the annual survey of “Best Companies to Work For” (which typically appears in the Nov./Dec. issue of Selling Power) is a good attempt at identifying some industry leaders, it is not specifically designed to evaluate sales training programs.  The overall ratings are based on 3 factors:  sales force compensation, career mobility and training.  It focuses on companies with sales forces of 500 or more salespeople – leaving many smaller-sized companies with high caliber training programs not eligible.  It is based on self-reported data which is not verified by an outside party.  It examines the amount of time that companies spend on initial selling skills and product knowledge training programs.  Some very efficient and effective programs may not fare as well with a ‘more is better’ approach.  Lastly, it depends on companies volunteering their input.  Some companies no doubt, may opt not to draw attention to themselves and thus may not participate.

2.      In what situations does it not make sense to conduct sales training?

Sales training is not the cure for certain management issues or when the cost of training outweighs the benefits.  Management issues such as low morale caused by low levels of rewards, inferior products/services, or conflicts with upper managements will not be improved with sales training.  Quality training programs may require substantial personnel and economic resources.  The benefits of conducting training need to be compared to the cost of training.  New training technologies (e.g., web-based learning systems, webinars) may substantially cut training delivery costs and help to improve the cost/benefit ratio.

3.      What is the difference between the organizational, task and individual assessment?  What are the benefits of using them?

Organizational-level training assessments are the broadest indicators of where and what sales training is needed.  Informal comments from upper-level management, sales managers or customers may provide insight where the sales force needs improvement.  These can be combined with more formal methods of collecting data may come from internal performance measures, turnover rates, or customer surveys.  Task-level assessments focus on identifying what level of KSAs are needed to successfully perform at in firm’s sales positions.  Job descriptions, performance ratings, comments for the sales force and customer input will provide insights at this level.  Individual assessments are conducted to determine which sales person needs to receive different training programs.  Some members of the sales force may have the required KSAs to perform successfully, while others may not.

       Conducting assessments at three levels allows the training to be strategic (organizational), job-related or job-critical (task) and tailored for each individual in the sales force (individual).

4.      Describe the concept of a KSA and how it can be used in sales training. 

Knowledge, skills and abilities, or KSAs typically can be found in a job description.  Lacking a detailed job description the KSAs of a sales position can be identified by a sales manager.  Once a listing of KSAs are available they can serve as a list to help guide the content needed in determined types and levels of sales training.

5.      One of your friends who just graduated from college has accepted a sales position with a large firm. What topics do you believe should be included in a sales training course for her?  Consider another friend who has accepted a position with a smaller firm that has four sales people.  How will their two experiences differ?

The experiences these two new hires will have will differ greatly.  The recent graduate going to the larger firm will likely receive informal training opportunities, but will have more opportunities for formal training programs.  These formal programs range from being trained in a ‘class’ of new hires with input from general information ranging from company history and policies to training on corporate ethics.  Changes are good that larger firms will be requiring higher use of – and training on different sales technologies.  Sales training is more likely to be more high tech and done in a sequence depending upon their length of tenure with their firm.

The recent hire employed by the smaller firm may still receive quality training opportunities.  They are likely to be receiving a higher percentage of training from more informal sources.  An example of this includes on-the-job (OJT) training experiences such as riding along with more experienced members of the sales force.  Smaller firms may also be more likely to send their new hires to a commercially available (i.e., public) training program.

6.      What are some of the reasons a company would consider using someone outside of their firm to train members of their sales force?

Outside trainers are typically used when they are more knowledgeable about the topic than an insider.  This may be the case when some new technology or software program is being introduced.  It might also be the case when new sales and marketing concepts are being introduced (e.g., negotiations, category management).  It also may be more cost effective and quicker to seek an outside training firm if only a small number of people need training.  Lastly, if all inside trainers are unavailable, due to time or travel conflicts and costs, using an outside trainer may be a good choice. 

7.      Online courses are growing in use.  What are some of the reservations individuals have for taking sales training courses online? 

When online training was in its infancy, some trainers believed that training could not be tailored to a distant learner.  Others were concerned it lacked the rigor.  Lack of interactivity was also cited as a reason for not considering on-line training.  Technology has quickly adapted to these challenges.  Self-testing/assessments allow for weaknesses in an individual’s understanding to be easily identified.  Base on these findings prescriptive areas for additional studying can then be offered. Today’s online courses are rigorous; incorporating written as well as audio and video materials and allowing for secure self-testing.  Interactivity can be included using improved video/audio capturing techniques including the use of avatars as coaches.

8.      When does in-person sales training make more sense than on-demand sales training? When does on-demand sales training make more sense than in-person sales training?

In-person training is an excellent format for role playing the different roles involved in making a sale.  Some forms of interpersonal communication require an individual to observe what is not just what is being said, but how it is being said (e.g., posture, amount of eye-contact, voice inflections and other forms of non-verbal communication).  An in-person forma also allows for person interactions with classmates and on-site management.  Opportunities for these ‘out-of-classroom’ socializing are difficult to quantify but have value at the individual level.

On-demand training may make good sense when those needing training need it at different dates, not allowing for a common start dates; as is often the case of new hires.  For example, instead of waiting  several months for enough new hires to warrant the offering of a class, on line training can immediately allow for some forms (i.e., product knowledge)  of training on an individual level.  Another compelling reason for using a form of on-demand training is the increasing costs associated with travel.  Not just costs for flights, lodging but lost selling time need to be factored in the in-person vs. on-demand comparison.

9.      What sales training format do you believe holds the most promise for the future? Why?

There are actually a variety of training formats with great promise for the sales force.  Some of these are on-line courses, webinars, wikis.  These delivery formats may allow for great flexibility to work with different skilled students (on-line courses), quick response to areas that need immediate attention (wikis) and the flexibility of having a live instructor in part or all of the course (webinars).  Another area with great promise is the use of avatars in computer scenarios that allow the student to repeatedly practice their skills.  vLeader is an program receiving increasing attention in its ability to help delivery constantly changing role play situations for individuals to practice and hone their leadership skills.  For more information on this program and its applications go to http://www.simulearn.net/leadership_training/leadership_training.html.  To observe the program go to: http://www.simulearn.net/leadership_training/vLeader_look.html.

10.  Individuals should never be assigned a position as a permanent sales trainer.  Develop some rationale to support and repute this statement.

Many larger companies will rotate individuals through their sales training positions.  An individual may be selected to become a trainer because of the skills they have demonstrated in the field and because they have an interest in sales management and see this as a stepping stone to future career opportunities.  Training assignments may range from 18 months to 3 years.  Staying out of the field longer than that may contribute to them loosing touch with issues occurring in the market.

The rationale for a using a permanent sales trainer would focus on that person’s increased ability to develop higher-level training programs with their increased attention to the principles and technologies used in training.

Answers for Chapter Caselets:

Caselet 9.1 Justifying the Cost of a Firm’s Sales Training

Chippewa Mowers is a family-run business that has manufactured reel mowers used to cut golf courses and recreational fields.  It is experiencing growth because of their ability to customize their product and their ‘green’ environmental friendly push mowers.

The sales force has recently begun using laptops for use in selling and ordering their mowers.  The company owner thinks of them as ‘time suckers’ and thinks sales people should be in front of potential buyers and not computer screens.  The new sales manager, Joe Hannah believes the sales force needed the pcs for several reasons; including: keeping up with their competitors, producing better presentations and proposals, and to better utilize their CRM system.   At their last sales meeting one day was devoted to working on this program.

The owner, who admits he doesn’t know much about training (and probably less about computers) has called Joe and requested an evaluation of this sales training investment.  Joe has one week to prepared information that will answer the owner’s request to, “

1. What      approaches should Joe consider when evaluating the effectiveness of his      training programs?  Discuss the      merits of each.

Reaction (Level 1) – self appraisals from participants and mangers on how much they liked the training.  Advantages – could be quickly (and retroactively) done.   Disadvantages – easily influenced by training site and entertainment value of presenters. 

Learning (Level 2) – tests given after the training to compare with pre-training measures.  Advantages – easy to gather.  Disadvantages – only shows how well you did on the test, reflects no generalization of learning to the field.

Behaviors (Level 3) – demonstrations of or observations of the trainees performing the new training behaviors.  Advantages – most accurate measure of training success.  Disadvantages – may take weeks/months before trainees can master new skills and mangers observe them doing so.

Results (Level 4) – demonstrations that the organization is benefiting (financially) from the training.  Advantages – makes for an easy case of justifying training. Disadvantages – difficult to show that training and not other factors (e.g., economic conditions, competitors’ actions) were causing the changes.

2. What      ethical considerations are involved with this decision?

His boss admits he really doesn’t know that much about evaluating training effectiveness.  His comment that he wants proof of the effectiveness of the training next week reflects this lack of understanding, as the most effective demonstrations of the value of sales training (i.e., behaviors) may take weeks or months before they can be collected.  Consequently Joe can’t show him the most valid measures of training effectiveness – but may be positioned to show him the less valid measures of Level 1 and 2.

Caselet 9.2 Good, Good Enough or Not Good Enough?

Bob Sullivan is unhappy and disappointed with the sales training provider by his multi-national employer.  The current training program appears very broad based in terms of content.  However, the formats used in delivering the training reflect a great deal of one-way communication (i.e., lectures, meetings, seminars) with little evidence of one-on-one development.  His past requests have largely been ignored and his most recent one to the corporate office doesn’t offer much in the way of improvements. 

1. What potential areas of weakness in TCI’s approach to sales training can you identify?

TCI appears to offer training on a number of topics relevant to the sales force.  However their choice of training formats (i.e., lectures, meeting and seminars) reflect training that can be economically delivered to large numbers of sales people and may offer little assistant in terms of addressing the needs of the individual.

2. Do you believe that TCI’s sales training is appropriate for their type of business and the number of sales people they have?

TCI has 1,500 sales people and should benefit from economies of scale by developing their own training to their sales force.  Their lectures, meetings and seminars may be very economical methods of delivering basic training.  They appear unwilling or incapable of developing and delivering individual training or more advanced training.

3. Did Bob Sullivan do the right thing in resigning?  What other steps could he have taken to improve his current situation?

It’s difficult to say if he did the correct thing in resigning.  The average tenure with the company is four years and we know Bob has been there for at least three.  It may be approaching a decision point to stay or leave, that many of his predecessors did have.  He might have sought out his immediate manager to assist in observing his areas of difficulty and providing him additional feedback in this area.

4. In this case, who should take responsibility for a sales person who needs help in performing at a higher level?  What do you think of Claire Boston’s advice to Bob?  What would you have said?

Bob’s sales manager is responsible for ensuring that Bob has the skills needed to be successful in the marketplace.  The corporate sales training supervisor’s comments weren’t very helpful.  Reading a book might be adequate for someone with little sales experience.  The comment on working with Bob’s sales manager was appropriate.  In this case we don’t know if that person has limited interest or capabilities to offer Bob.  It may also be that his manager and the corporate trainer see additional training for Bob to be more trouble than its worth – either due to Bob’s personal characteristics, performance and/or length of time he has been with the company.  A more appropriate comment would have focused on getting Bob the individual training he was requesting.

5.      What other problems do you see with the way TCI structures their sales training, sales management and assessment process?

Based on what we know the level of involvement from the sales mangers seems to be lacking.  Additionally, it doesn’t appear that there is any assessment of training.  Consequently, it may be that all the training that TCI does conduct, may be on material/process that is not actually needed by its sales force.

Role Play:

 Home Fire Lights  

This role play can be modified by adding a person to play the role of the president of Home Fire Lights.  The president can then challenge the findings of the sales trainer and the sales manager.

Home Fire Lights has benefited from a high caliber sales training program which has historically been delivered at their home office. This approach is steeped in tradition as it offers all sales personnel an opportunity to make an appearance at the “Home Office”.   Three events have brought HFL to a point where they need to rethink how and where they deliver sales training.  These three events are: the retirement of the individual responsible for sales training, the increasing cost of transporting sales personnel to the home office and the increased viability of online training methods. 

Discussion needs to focus on the advantages of continuing use of the on site location (established site with creative sales training lab not easily duplicated elsewhere), the high cost of travel (rising costs of oil and pressure on the airline industry which are likely to continue to increase as well as the long periods of non-selling time), and the fact that online training formats my well be as effective as in-person training.  Additional discussion should focus on having training at regional sites.

Self-Assessments:

In your copy of Sales Management, you will find an Access Code Card. By using this code at www.pearsonhighered.com/tanner, you will gain access to the SAL program. Students will find an Access Code Card in their copy of the book as well.

The first SAL instrument is described in the text, the second one is included if you want an additional exercise.

 IIA1 – What’s My Face-to-Face Communication Style?

This self-assessment instrument considers the student’s responses to how they would interact with others in different situations and maps them on nine different dimensions of communication style.  Is the respondent dramatic and dominant in their responses or more likely to be friendly and open?  How would their communication style impact their ability to function as a good trainer and coach?

 IE3 – How Good Am I at Personal Planning?

This survey examines how well people are able to achieve goals and achieve them.  In sales a person may start out thinking one day I want to be the VP of Marketing or even CEO.  This exercise is designed to get students think about long-range planning and the training and goal setting it will take to help achieve their goals.

Using Videos:

To access these videos, go to www.pearsonhighered.com/tanner.  Listed below are potential ways to introduce each video and questions that can be asked to spur discussion after you show the videos.

Video 1:  Sales Training that Pays – David Stein, ES Research

Over $4 billion are spent each year on sales training using outside venders.  With that kind of money spent on this activity one might expect that companies are using objective criteria in selecting their trainers and the effectiveness of their training investments.  Most use subjective criteria such as the charisma of the training company’s presenters, the look of their website, or their advertising.  Stein advocates that companies move away from using instructive methods of selecting and evaluating their training to using more strategic methods.

1. What criteria do you think companies are using in selecting companies they hire to delivery their sales training?

2. What percent of companies do you think are following the objective training steps described in your text to evaluate their effectiveness of their sales training effectiveness?   (Answer: Stein reports it is near 20 %.)

3.  What does Stein suggest companies do to get a better return and become more satisfied with their training investment?  (Answer: 1. Conduct an objective assessment of your current situation. 2. Put your sales training requirements in writing. 3. Search for the best provider.) 

Video 2:  The Future of Sales Training – David DiStefano, Richardson

Di Stefano is CEO at Richardson (http://www.richardson.com/) a sales training vendor. With sales forces being more global and geographically dispersed it is imperative to harness technology to help in sales training.  Richardson has gradually moved from traditional classroom training in the 1990’s with its first move to e-learning in 2001.  They initially experimented with DVDs, and cameras mounted on computers and have ended up using web-based training technologies.  They believe that training in the years to come needs to be available on-demand and at any location.  Technology will be evolving and they will need to follow it.

Here are some questions you could ask the class to look for and consider:

1. Why does Richardson think e-learning platforms are so important?

2.  What is their current breakdown between in-person training and on-line training?  (Answer: 2/3’s in-person, 1/3 on-line).

3. What technologies have they experimented with?  Why do you think they failed?

4. What technologies lend themselves to where Richardson thinks the future of sales training is headed?

Full Case Recommendations:

Wellco Distributors has a problem recruiting, hiring and training minority members sales force members.  A comment from a customer and a review of the demographics of Wellco’s sales force confirms the sales manager’s suspicions that the company has done little to diversify the sales force.  Questions about the recruiting and hiring process lead to concerns about the effectiveness of the company’s sales training program.  Concerns exist about the use of both formal and informal methods of sales training as well as mentoring new members of the sales force.  Discussions can include what happens as a result of having a homogenous (i.e., white male) sales force and the hiring and training challenges it creates for a sales manager who want to rectify the situation. 

Other In-Class Exercises

Websites of Interest

Current sales and sale management advice and tips are available at Selling Power’s website - http://www.sellingpower.com/homepage/index.asp -

Review the best training practices at the Professional Society for Sales & Marketing Training website:  http://www.smt.org/i4a/pages/index.cfm?pageid=1

Pod casts of sales training tips from Sales and Marketing Training are available at: http://smt.marcommstore.com/

Web-Ex is one provider of web-conferencing tools.  Review examples of their training delivery formats at:

http://www.webex.com/solutions/e-learning-svc.html

Best Companies to Sell For Exercise.

Examine Exhibit 9.1 and 9.2.  Some of the companies listed as having the highest training scores are familiar to most of us.  Some are not so familiar. 

1. Pick five companies you are not familiar with and using their websites determine what products they sell.

2. Do the same for Exhibit 2 to determine what services they sell.

3.  What industries are represented in these Exhibits?  What, if any, implications can you draw regarding employment in select industries?

Writing Training Objectives

Imagine an insurance company that designs a sales training program that will help their sales force design health-care coverage for companies.  Using the cognitive categories write an objective for each level of Bloom’s taxonomy.

 Bloom’s Taxonomy of Learning Behaviors

Adapted from Bloom, B. S. (1956), Taxonomy of Educational Objectives, Handbook I:  the Cognitive Domain. And Anderson, L. W. and Drathwohl, D. R. (eds.) (2001).  A Taxonomy for Learning, Teaching and Assessing:  A Revision of Blooms Taxonomy of Educational Objectives.

Evaluating Training Exercises

1. For each of the four levels of Kirkpatrick’s training evaluation framework, write a sample question to evaluate a sales training program designed to reduce the time to make presentations to potential customers.  For each level how would collect the information?

2. Using Kirkpatrick’s framework how would you evaluate the value of your college education?

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