Case Study on Training Methods

SALES TRAINING AT ABC COMPANY

Few years ago, ABC Company developed a training strategy for training its global sales

force. An important feature of the strategy was to create a master training plan for each year.

The organizations strategic plans, objectives, and functional tactics would drive this plan.

Once an initial procedure was designed it was then evaluated and critiqued by the top

management, different units, and training council. The input from these stakeholders would

be summarized and transferred into a master training plan.

The major question that was asked by the designers of training program was, "what results do

we want from salespeople after the training program is over?" Answer to this question

becomes the objective of the training program.

Then training content was designed, videos were made. The videos took 3 to 6 months to

produce. Video contains live production plants, clients offices, partner offices, suppliers,

manufacturers locations, and other locations.

Videos were used to train sales people in various areas, such as:

Market information i.e. about customer profile, market updates, and computer integrated

manufacturing applications, etc

Sales Process i.e. how to deal in the situation of conflicts with customer, coaching on

undesirable behavior, supplement skills developed during live courses

Product information, such as, product usage, applications, system description, product

description, comparison with competitors products, etc

Policies and procedures, i.e. about sales contests, incentive plans on achieving targets,

annual bonuses, winners receiving the best salesperson award to motivate the sales force

Around thousands of sales persons were getting a specific video training. The sales people

were getting training material along with the video. Sales representatives then watch video,

follow the directions, and refer to the material if faces any problem. When salespeople feel
they have mastered the material, they would take an exam and call a toll-free number to

transmit responses to exam.

Salespeople who successfully passed an exam were factored into performance and merit

reviews as well as promotional opportunities. Those who couldnt pass the exam were asked

to go through the material and video again before retaking the exam. If the salesperson failed

an exam again, the reporting manager was notified.

This case gives rise to few important questions. These questions are:

In todays technological world, is video still the best way to deliver the training?

Is video the most effective way to achieve training objectives?

What role did cost of development, cost of delivery, and other constraints play in selection

of video delivery system?

Case Study Training Method

Case Studies try to simulate decision making situation that trainees may find at their work

place. It reflects the situations and complex problems faced by managers, staff, HR, CEO,

etc. The objective of the case study method is to get trainees to apply known concepts and

ideologies and ascertain new ones. The case study method emphasize on approach to see a

particular problem rather than a solution. Their solutions are not as important as the

understanding of advantages and disadvantages.

Procedure of the Case Study Method

The trainee is given with some written material, and the some complex situations of a real

or imaginary organization. A case study may range from 50 to 200 pages depending upon the

problem of the organization.

The longer case studies provide enough of the information to be examined while the shorter

ones require the trainee to explore and conduct research to gather appropriate amount of

information.

The trainee then makes certain judgment and opines about the case by identifying and

giving possible solutions to the problem.

In between trainees are given time to digest the information. If there is enough time left,

they are also allowed to collect relevant information that supports their solution.

Once the individuals reach the solution of a problem, they meet in small groups to discuss

the options, solutions generated.

Then, the trainee meets with the trainer, who further discusses the case.

Case Study:

Case studies are complex examples which give an insight into the context of a problem as

well as illustrating the main point. Case Studies are trainee centered activities based on topics

that demonstrate theoretical concepts in an applied setting.

A case study allows the application of theoretical concepts to be demonstrated, thus bridging

the gap between theory and practice, encourage active learning, provides an opportunity for

the development of key skills such as communication, group working and problem solving,

and increases the trainees enjoyment of the topic and hence their desire to learn.

Case Study method focuses on:

Building decision making skills

Assessing and developing Knowledge, Skills and Attitudes (KSAs)

Developing communication and interpersonal skills

Developing management skills

Developing procedural and strategic knowledge

SALES TRAINING AT ABC COMPANY

Few years ago, ABC Company developed a training strategy for training its global sales

force. An important feature of the strategy was to create a master training plan for each year.

The organizations strategic plans, objectives, and functional tactics would drive this plan.

Once an initial procedure was designed it was then evaluated and critiqued by the top

management, different units, and training council. The input from these stakeholders would

be summarized and transferred into a master training plan.

The major question that was asked by the designers of training program was, "what results do

we want from salespeople after the training program is over?" Answer to this question

becomes the objective of the training program.

Then training content was designed, videos were made. The videos took 3 to 6 months to

produce. Video contains live production plants, clients offices, partner offices, suppliers,

manufacturers locations, and other locations.

Videos were used to train sales people in various areas, such as:

Market information i.e. about customer profile, market updates, and computer integrated

manufacturing applications, etc

Sales Process i.e. how to deal in the situation of conflicts with customer, coaching on

undesirable behavior, supplement skills developed during live courses

Product information, such as, product usage, applications, system description, product

description, comparison with competitors products, etc

Policies and procedures, i.e. about sales contests, incentive plans on achieving targets,

annual bonuses, winners receiving the best salesperson award to motivate the sales force

Around thousands of sales persons were getting a specific video training. The sales people

were getting training material along with the video. Sales representatives then watch video,
follow the directions, and refer to the material if faces any problem. When salespeople feel

they have mastered the material, they would take an exam and call a toll-free number to

transmit responses to exam.

Salespeople who successfully passed an exam were factored into performance and merit

reviews as well as promotional opportunities. Those who couldnt pass the exam were asked

to go through the material and video again before retaking the exam. If the salesperson failed

an exam again, the reporting manager was notified.

This case gives rise to few important questions. These questions are:

In todays technological world, is video still the best way to deliver the training?

Is video the most effective way to achieve training objectives?

What role did cost of development, cost of delivery, and other constraints play in selection

of video delivery system?

In Basket Technique

In-Basket Technique It provides trainees with a log of written text or information and

requests, such as memos, messages, and reports, which would be handled by manger,

engineer, reporting officer, or administrator.

Procedure of the in basket Technique

In this technique, trainee is given some information about the role to be played such as,

description, responsibilities, general context about the role.

The trainee is then given the log of materials that make up the in-basket and asked to
respond to materials within a particular time period.

After all the trainees complete in-basket, a discussion with the trainer takes place.

In this discussion the trainee describes the justification for the decisions.

The trainer then provides feedback, reinforcing decisions made suitably or encouraging the

trainee to increase alternatives for those made unsuitably.

A variation on the technique is to run multiple, simultaneous in baskets in which each trainee

receives a different but organized set of information. It is important that trainees must

communicate with each other to accumulate the entire information required to make a

suitable decision.

This technique focuses on:

Building decision making skills

Assess and develops Knowledge, Skills and Attitudes (KSAs)

Develops of communication and interpersonal skills

Develops procedural knowledge

Develops strategic knowledge

These skills are mainly cognitive to a certain extent than behavioural

In-basket training:

In-basket exercise, also known as in-tray training, consists of a set of business papers which

may include e-mail SMSs, reports, memos, and other items. Now the trainer is asked to

prioritise the decisions to be made immediately and the ones that can be delayed.

In-Basket Technique It provides trainees with a log of written text or information and

requests, such as memos, messages, and reports, which would be handled by manger,

engineer, reporting officer, or administrator

Demonstration Training Method

To carry out an effective demonstration, a trainer first prepares the lesson plan by breaking
the task to be performed into smaller modules, easily learned parts. Then, the trainer
sequentially organizes those modules and prepares an explanation for why that part is
required. While performing the demonstration, trainer:
Demonstrates the task by describing how to do, while doing
Helps the focusing their attention on critical aspects of the task
Tells the trainees what you will be doing so they understand what you will be showing
them
Explains why it should be carried out in that way

The difference between the lecture method and the demonstration method is the level of
involvement of the trainee. In the lecture method, the more the trainee is involved, the more
learning will occur.
The financial costs that occur in the demonstration method are as follows:
Cost of training facility for the program
Cost of materials that facilitate training
Food, travel, lodging for the trainees and the trainers
Compensation of time spent in training to trainers and trainees
Cost related to creating content, material
Cost related to the organization of the training

After completing the demonstration the trainer provide feedback, both positive and or
negative, give the trainee the opportunity to do the task and describe what he is doing and
why