L&D Frameworks Flashcards
Andragogy
What learning theory focuses on how adults learn best?
Main focus of this theory?
Andragogy focuses on how adults learn best.
Malcolm Knowles
Unlike pedagogy, andragogy recognizes adults as self-directed learners.
Andragogy
What should trainers explain at the start of a training module for adults?
What’s the key question to answer for adult learners?
Trainers should clearly explain the “what’s in it for me”.
Malcolm Knowles
Avoid simply presenting information without context or benefit for the learner.
Andragogy
What kind of content should adult learning be tied to?
How should content relate to their work?
Content must be practical and tied to real sales scenarios.
Malcolm Knowles
Abstract theory alone won’t engage adult learners.
Andragogy
What can be included in onboarding programs to align with adult learning?
Instead of abstract theory?
Onboarding can include authentic case studies and real call recordings.
Malcolm Knowles
Relying solely on theoretical knowledge is less effective for adult learners.
Andragogy
What can giving learners control in training foster?
What’s the benefit of learner autonomy?
Giving learners some control fosters a sense of ownership.
Malcolm Knowles
Directive, one-size-fits-all training can reduce learner motivation.
Andragogy
What delivery methods are suggested for adult learners?
Instead of lengthy lectures?
Use interactive, problem-centered methods like workshops.
Malcolm Knowles
Passive learning is less effective than active participation for adults.
Andragogy
How should sales managers coach sales reps according to andragogy?
What kind of feedback is recommended?
Sales managers should coach in a collaborative way.
Malcolm Knowles
Purely directive feedback doesn’t respect the self-directed nature of adult learners.
Andragogy
What kind of learning approach aligns with adult learners’ readiness to learn?
How should training be structured for busy adults?
A blended approach with bite-sized e-learning and on-demand videos is suitable.
Malcolm Knowles
Rigid schedules and lengthy sessions can hinder engagement for adult learners with busy schedules.
Andragogy
What should reinforcement in adult learning be built around?
How should learning be applied?
Reinforcement should be built around real job application.
Malcolm Knowles
Learning that isn’t applied quickly may be forgotten by adult learners.
Andragogy
Treating salespeople as what creates a respectful learning environment?
How should sales reps be viewed?
Treating salespeople as capable, self-motivated adults creates respect.
Malcolm Knowles
Treating adult learners like children can be demotivating and ineffective.
Bloom’s Taxonomy
What is the base level of Bloom’s Taxonomy?
First level of cognitive skills?
The base level is Remembering.
Benjamin Bloom
Effective learning builds upon foundational knowledge recall.
Bloom’s Taxonomy
What does the “Understanding” level in Bloom’s Taxonomy involve?
Showing comprehension?
“Understanding” involves explaining concepts in their own words.
Benjamin Bloom
Mere memorization without understanding is a lower level of cognitive skill.
Bloom’s Taxonomy
What kind of practice aligns with the “Applying” level?
Putting knowledge to use?
Practice sessions like role-play exercises or guided demos align.
Benjamin Bloom
Understanding without the ability to apply is insufficient for practical skills.
Bloom’s Taxonomy
What does the “Analyzing” level in Bloom’s Taxonomy involve?
Examining and dissecting?
“Analyzing” involves reviewing data to identify what went wrong.
Benjamin Bloom
Simply applying knowledge without analysis hinders problem-solving skills.
Bloom’s Taxonomy
What skill is demonstrated by critiquing different sales approaches?
Which level involves judging value?
Critiquing sales approaches demonstrates Evaluating.
Benjamin Bloom
Accepting all approaches without critical assessment limits strategic thinking.
Bloom’s Taxonomy
What is the peak of Bloom’s Taxonomy?
Highest level of cognitive skills?
The peak is Creating.
Benjamin Bloom
Learning that doesn’t lead to new output or synthesis is at a lower cognitive level.
Bloom’s Taxonomy
How can Bloom’s guide assessment at lower cognitive levels?
Testing basic recall?
Lower levels might use a quiz on product facts.
Benjamin Bloom
Assessments should match the cognitive level being taught.
Bloom’s Taxonomy
What kind of training methods align with “Application/Analysis”?
Beyond lectures for these levels?
Interactive case studies align with “Application/Analysis”.
Benjamin Bloom
Passive methods are less effective for developing application and analytical skills.
Bloom’s Taxonomy
How does Bloom’s suggest we reinforce topics?
Revisiting at increasing difficulty?
Revisit topics at increasing levels of difficulty.
Benjamin Bloom
One-time exposure to content is often insufficient for long-term retention and skill development.
Bloom’s Taxonomy
What does Bloom’s Taxonomy ensure for new sales hires?
Structured onboarding?
It ensures a scalable, structured ramp-up.
Benjamin Bloom
Unstructured onboarding can lead to knowledge gaps and a slower path to competency.
Kirkpatrick’s Four Levels
What does Level 1 of Kirkpatrick’s model measure?
Immediate feedback?
Level 1 measures reaction and satisfaction with the training.
Donald Kirkpatrick
Ignoring learner reaction might miss early indicators of training effectiveness.
Kirkpatrick’s Four Levels
What does Level 2 of Kirkpatrick’s model assess?
Knowledge and skills gained?
Level 2 assesses the learning that took place.
Donald Kirkpatrick
Positive reaction without actual learning indicates a superficial impact.
Kirkpatrick’s Four Levels
What does Level 3 of Kirkpatrick’s model evaluate?
Application on the job?
Level 3 evaluates behavior change on the job.
Donald Kirkpatrick
Learning without behavioral change has limited impact on performance.
Kirkpatrick’s Four Levels
What is the focus of Level 4 of Kirkpatrick’s model?
Business results?
Level 4 focuses on the results or business impact of the training.
Donald Kirkpatrick
Behavioral changes that don’t lead to improved business outcomes may not justify the training investment.
Kirkpatrick’s Four Levels
What is a common method to measure Level 1?
Post-training feedback?
Surveys or “smile sheets” are common for Level 1.
Donald Kirkpatrick
Informal feedback alone might not provide a comprehensive view of learner satisfaction.
Kirkpatrick’s Four Levels
What assessment type aligns with measuring Level 2?
Testing knowledge?
Knowledge checks like quizzes align with Level 2.
Donald Kirkpatrick
Not assessing learning leaves uncertainty about what participants have gained.
Kirkpatrick’s Four Levels
Observing real sales calls helps measure which level?
On-the-job application?
Observing sales calls helps measure Level 3: Behavior.
Donald Kirkpatrick
Relying solely on self-reports may not accurately reflect actual behavior change.
Kirkpatrick’s Four Levels
What kind of data is analyzed to measure Level 4 results?
Impact on business metrics?
Sales KPIs like average deal size are analyzed for Level 4.
Donald Kirkpatrick
Focusing only on learning and behavior without measuring business impact can undervalue training.
Kirkpatrick’s Four Levels
What is needed from sales managers to measure Level 3 effectively?
On-the-job observation?
Coordination with sales managers for observation is needed for Level 3.
Donald Kirkpatrick
Without manager involvement, tracking behavior change can be difficult.
Kirkpatrick’s Four Levels
What is calculated by comparing financial benefits to training cost?
Showing the value of training investment?
Return on Investment (ROI) is calculated.
Donald Kirkpatrick
Training without a measured ROI may be seen as a cost rather than an investment.
70:20:10 Model
According to the 70:20:10 model, where does the majority of learning happen?
Primary source of skill development?
The majority of learning (70%) happens on the job.
Charles Jennings, Morgan McCall, Robert Eichinger
Over-reliance on formal training alone limits real-world skill application.
70:20:10 Model
What percentage of learning comes from social interactions?
Learning from others?
20% of learning comes from social interactions.
Charles Jennings, Morgan McCall, Robert Eichinger
Neglecting peer learning opportunities misses a valuable source of development.
70:20:10 Model
What proportion of learning is attributed to formal training?
Classroom-based learning?
10% of learning is attributed to formal training.
Charles Jennings, Morgan McCall, Robert Eichinger
Solely focusing on formal training can be inefficient for practical skill development.
70:20:10 Model
What can structured on-the-job experiences include for new reps?
Examples of learning by doing?
These can include shadowing, small territories, or role-play.
Charles Jennings, Morgan McCall, Robert Eichinger
Unstructured “sink or swim” approaches can be ineffective and demotivating for new hires.
70:20:10 Model
How can social learning be facilitated for new hires?
Guidance from experienced colleagues?
By assigning a mentor or coach.
Charles Jennings, Morgan McCall, Robert Eichinger
Isolating new hires limits their access to practical guidance and support.
70:20:10 Model
What should enablement drive after formal training according to 70:20:10?
Beyond the workshop?
Enablement should actively drive the other 90% (on-the-job and social) learning.
Charles Jennings, Morgan McCall, Robert Eichinger
Viewing formal training as the end of learning misses crucial reinforcement opportunities.
70:20:10 Model
What is the role of the trainer in a 70:20:10 approach?
Supporting on-the-job learning?
The trainer’s role shifts to seeding and supporting on-the-job learning.
Charles Jennings, Morgan McCall, Robert Eichinger
Trainers shouldn’t just deliver content but also facilitate its application.
70:20:10 Model
What does 70:20:10 ensure about real-world experiences?
When do practical applications start?
It ensures those real experiences happen early and are guided.
Charles Jennings, Morgan McCall, Robert Eichinger
Delaying real-world application can hinder the learning process.
70:20:10 Model
What is a risk of misunderstanding the 70:20:10 ratio?
Potential negative impact on formal training?
Organizations might cut formal training too much.
Charles Jennings, Morgan McCall, Robert Eichinger
Completely dismissing formal training can lead to gaps in foundational knowledge.
70:20:10 Model
What can be created to reinforce formal training on the job?
Linking classroom learning to practical tasks?
On-the-job exercises can be explicitly assigned.
Charles Jennings, Morgan McCall, Robert Eichinger
Without explicit application, formal training’s impact can be limited.
Kolb’s Experiential Learning Cycle
What is the first stage of Kolb’s learning cycle?
Initial engagement with the material?
The first stage is Concrete Experience.
David Kolb
Learning solely from theory without any practical engagement can be ineffective.
Kolb’s Experiential Learning Cycle
What happens in the “Reflective Observation” stage?
Thinking about the experience?
Learners reflect on their experiences.
David Kolb
Rushing past reflection can prevent the extraction of valuable lessons.
Kolb’s Experiential Learning Cycle
What does the “Abstract Conceptualization” stage involve?
Making sense of the reflections?
Learners formulate abstract concepts and generalizations.
David Kolb
Experiences without conceptual understanding may not lead to transferable knowledge.
Kolb’s Experiential Learning Cycle
What is the final stage of Kolb’s learning cycle?
Trying out new ideas?
The final stage is Active Experimentation.
David Kolb
Conceptual understanding without application to new situations limits learning.
Kolb’s Experiential Learning Cycle
What can be used in workshops to simulate parts of the sales process?
Hands-on learning activities?
Mini sales cycle simulations can be used.
David Kolb
Abstract discussions alone may not provide the practical experience needed.
Kolb’s Experiential Learning Cycle
What practice encourages reflection outside of formal training?
Reviewing past performance?
Weekly team “win/loss” reviews encourage reflection.
David Kolb
Ignoring the lessons from both successes and failures hinders improvement.
Kolb’s Experiential Learning Cycle
How can technology help scale experiential learning?
Providing simulated experiences?
Virtual sales simulations or gamified scenarios can help.
David Kolb
Relying solely on in-person experiences limits scalability.
Kolb’s Experiential Learning Cycle
What can reps go through on their own for a self-paced cycle?
Interactive learning exercises?
A library of scenario exercises can be utilized.
David Kolb
Only instructor-led activities limit learner autonomy.
Kolb’s Experiential Learning Cycle
What should reps jot down after each significant call?
A template for self-reflection?
What went well, what didn’t, and one thing to improve.
David Kolb
Without a structured approach, reflection might be inconsistent or shallow.
Kolb’s Experiential Learning Cycle
What is a trade-off of implementing Kolb’s cycle extensively?
Depth versus breadth of topics?
A trade-off is depth vs. breadth.
David Kolb
Overemphasis on covering many topics superficially can reduce the impact of learning.
Bandura’s Social Learning Theory
According to Bandura, how do people learn a great deal?
Observing others?
People learn a great deal by observing others.
Albert Bandura
Solely relying on individual study neglects the power of observation.
Bandura’s Social Learning Theory
What enhances the desire to imitate a modeled behavior?
Positive outcomes for the model?
Motivation to imitate is boosted when the model is rewarded.
Albert Bandura
Modeling without perceived benefit may not inspire imitation.
Bandura’s Social Learning Theory
What is a classic approach to facilitate observational learning?
Learning from expert performance?
Shadowing top salespeople is a classic approach.
Albert Bandura
Limiting exposure to successful peers hinders learning opportunities.
Bandura’s Social Learning Theory
What system pairs reps with more experienced colleagues?
Structured peer support?
A “buddy” or mentoring system does this.
Albert Bandura
Lack of guidance from experienced peers can slow down development.
Bandura’s Social Learning Theory
What kind of recordings can serve as models of best practices?
Examples of successful interactions?
Recordings of sales calls or demo videos from star reps.
Albert Bandura
Not leveraging successful examples misses a powerful teaching tool.
Bandura’s Social Learning Theory
How can motivation to imitate be increased through successes?
Highlighting positive results?
By celebrating and sharing success stories.
Albert Bandura
Keeping successes private limits their potential to inspire others.
Bandura’s Social Learning Theory
What can trainers do during delivery to model effective behaviors?
Demonstrating ideal performance?
Incorporate live demonstrations or recordings of excellent calls.
Albert Bandura
Relying solely on verbal explanations may not provide a clear picture of desired behaviors.
Bandura’s Social Learning Theory
How can new hires benefit from working with experienced reps?
Learning through collaboration?
Through team selling on early deals.
Albert Bandura
Isolating new hires on challenging deals can hinder their learning and confidence.
Bandura’s Social Learning Theory
What can help reinforce learning socially after formal training?
Collaborative practice?
Forming peer study groups or partner drills.
Albert Bandura
Ending learning at formal training misses opportunities for social reinforcement.
Bandura’s Social Learning Theory
What is a potential negative aspect of too much social learning?
Risk of uniform thinking?
Potential for groupthink and resistance to new methods.
Albert Bandura
Over-reliance on internal norms can stifle innovation and adaptation.
Situated Learning & Communities of Practice
According to Situated Learning, when is learning most effective?
Authentic work context?
When it takes place within the authentic context of a community of practice.
Lave & Wenger
Decontextualized learning may not transfer effectively to real-world situations.
Situated Learning & Communities of Practice
What is a Community of Practice (CoP)?
Group sharing a profession and learning together?
A group sharing a profession who learn through interaction and mutual help.
Lave & Wenger
Isolating individuals prevents the benefits of shared experience and knowledge.
Situated Learning & Communities of Practice
How should onboarding be viewed within Situated Learning?
Entry into a professional group?
As an apprenticeship into the sales community.
Lave & Wenger
Keeping new hires separate from the team for extended periods limits their integration and learning.
Situated Learning & Communities of Practice
What kind of tasks might new hires initially perform in a CoP?
Low-stakes contributions?
Legitimate peripheral tasks.
Lave & Wenger
Expecting full participation immediately can be overwhelming for newcomers.
Situated Learning & Communities of Practice
What is a key element of learning when joining a CoP?
Becoming part of the group?
Identity as a member of the team is a huge element.
Lave & Wenger
Focusing solely on skill acquisition without fostering a sense of belonging can hinder learning.
Situated Learning & Communities of Practice
What role can a trainer take to enable a CoP?
Facilitating peer learning?
Act as a community facilitator.
Lave & Wenger
Solely delivering content limits the potential for organic peer-to-peer learning.
Situated Learning & Communities of Practice
What is a valuable online space for a CoP?
Platform for ongoing discussions?
An internal community site or chat group.
Lave & Wenger
Lack of a dedicated space can hinder spontaneous knowledge sharing.
Situated Learning & Communities of Practice
How can experienced reps contribute to a CoP beyond mentoring?
Leading by example in groups?
By co-facilitating training sessions or leading best-practice workshops.
Lave & Wenger
Not leveraging the expertise of senior reps limits the community’s knowledge base.
Situated Learning & Communities of Practice
What kind of deal reviews foster community learning in context?
Group analysis of outcomes?
Post-mortems on deals as a group.
Lave & Wenger
Individual analysis alone may miss broader team learning opportunities.
Situated Learning & Communities of Practice
How can enablement ensure new knowledge enters the CoP?
Integrating formal and informal?
By introducing new knowledge for discussion within the community.
Lave & Wenger
Keeping formal and informal learning separate can lead to a disconnect.
Cognitive Load Theory
What is the main idea behind Cognitive Load Theory (CLT)?
Limits of working memory?
Working memory has limited capacity.
John Sweller
Ignoring the limitations of working memory can lead to overwhelmed learners.
Cognitive Load Theory
What are the three types of cognitive load?
Different demands on working memory?
Intrinsic, extraneous, and germane load.
John Sweller
Not distinguishing between different types of load can lead to ineffective instructional design.
Cognitive Load Theory
How can intrinsic load be managed in training design?
Reducing inherent complexity?
By chunking and sequencing content.
John Sweller
Presenting too much complex information at once can overwhelm learners.
Cognitive Load Theory
How can extraneous load be reduced in training materials?
Eliminating unnecessary distractions?
By designing materials to be clear and focused.
John Sweller
Cluttered or confusing materials detract from learning.
Cognitive Load Theory
What is the goal of germane load in learning?
Effort contributing to understanding?
It is the mental effort that contributes to learning.
John Sweller
Training that doesn’t promote active processing is less effective.
Cognitive Load Theory
What is a strategy to offload memory demands during selling?
Just-in-time support?
Providing performance support like cheat-sheets.
John Sweller
Relying solely on memory can lead to errors and cognitive overload during performance.
Cognitive Load Theory
Instead of cram sessions, what does CLT recommend for retention?
Spaced out learning?
CLT recommends spaced repetition and practice.
John Sweller
Massed practice leads to poorer long-term retention.
Cognitive Load Theory
What type of learning can keep the intrinsic load of updates low?
Small, focused learning units?
Microlearning updates.
John Sweller
Overloading learners with new information frequently can lead to change fatigue and poor retention.
Cognitive Load Theory
What can help align words and visuals in multimedia learning?
Integrated presentation?
Aligning words and visuals.
John Sweller
Presenting words and visuals redundantly can increase extraneous load.
Cognitive Load Theory
What can simplify CRM interfaces based on CLT principles?
Clear and focused design?
Applying the same principles of clear design and just-in-time info.
John Sweller
Complex and cluttered tools can increase cognitive burden during selling.
Five Moments of Need
What is the first moment of need?
Initial learning?
When learning something new.
Conrad Gottfredson and Bob Mosher
Neglecting structured onboarding leaves new hires unprepared.
Five Moments of Need
What is the second moment of need?
Expanding knowledge?
When wanting to learn more (expand knowledge).
Conrad Gottfredson and Bob Mosher
Not providing pathways for continuous development limits skill growth.
Five Moments of Need
What is the third moment of need?
Applying learned skills?
When trying to apply or remember something in practice.
Conrad Gottfredson and Bob Mosher
Training that doesn’t support on-the-job application is less effective.
Five Moments of Need
What is the fourth moment of need?
Problem-solving?
When things go wrong and one must solve a problem.
Conrad Gottfredson and Bob Mosher
Lack of support for troubleshooting can lead to frustration and inefficiency.
Five Moments of Need
What is the fifth moment of need?
Adapting to changes?
When things change (such as updates).
Conrad Gottfredson and Bob Mosher
Failing to address changes quickly can lead to reps using outdated information.
Five Moments of Need
What kind of training is appropriate for the “New” moment?
Initial structured learning?
A formal training curriculum is appropriate.
Conrad Gottfredson and Bob Mosher
Relying solely on on-the-job learning for foundational knowledge can be inefficient.
Five Moments of Need
How is the “More” moment typically addressed?
Resources for deeper learning?
By on-demand learning resources and continuous development opportunities.
Conrad Gottfredson and Bob Mosher
Stopping learning after onboarding limits the potential for expertise.
Five Moments of Need
What is crucial to provide during the “Apply” moment?
Support during job performance?
Performance support at the moment of apply.
Conrad Gottfredson and Bob Mosher
Expecting reps to remember everything without support can hinder performance.
Five Moments of Need
What should be provided to support the “Solve” moment?
Resources for troubleshooting?
Troubleshooting guides and expert contacts or forums.
Conrad Gottfredson and Bob Mosher
Leaving reps to solve problems without resources can be demotivating and time-consuming.
Five Moments of Need
What type of training is needed for the “Change” moment?
Rapid updates on new information?
Rapid update training (e.g., short e-learning, cheat-sheets).
Conrad Gottfredson and Bob Mosher
Delaying communication of changes can lead to errors and inconsistencies.
