Classroom reality learning management or learning success

July 22, 2012
Print
Text Size:
A A
Everyone needs sales and personal development training. Even you. The challenge is how much and what kind.

With thousands of training options, it's difficult to select the best programs.

I just got an e-mail solicitation telling me to "create a unified approach to learning management." Huh? What does that mean? Wouldn't it be a better message to suggest "a real-world approach to learning success"? Or am I missing something?

Last time I checked, training and education were all about the learner.

The e-mail meticulously listed every element of current day training, from classroom to mobile app. It left out one small item: relevant content.

What's your approach to training? What's your approach to learning? What's your approach to education?

The haunting words of Jim Rohn have rung in my ears for more than three decades. "Formal education will earn you a living. Self-education will earn you a fortune." And with the state of the economy and training cutbacks, this message is more urgent and relevant than ever.

What's your self-education plan for the next 24 months? Are you learning about sales and success as many hours as you're watching TV? Or are you waiting for the training department to give you new information?

The classroom environment is in total transition. With the maturation of e-learning and the addition of mobile and tablet (OK, iPad), information is being transferred in new, faster and better ways. "Just in time" has given way to "on demand."

For the classroom to remain a relevant and vital part of anyone's learning success, several elements must be present — and beyond the classroom (or in place of it, the same elements apply.

Transferability and acceptance of the information

  • Information, examples, lessons, modules and instructors must be real world.

  • Information must directly relate to the learner and his or her challenges.

  • The learner must understand, accept and agree with the information provided, or it's an exercise in futility.

  • The learner must believe in the information and display a willingness to try it (even if it's different from today's comfort). That belief must also be present as a person, or the courage to execute will be non-existent.

  • The information and strategies must be viable in actual selling situations.

Excellence of the presenter and the lessons

A dynamic presenter is not just "getting through the material." The trainer's presentation skills are the fulcrum point of transferability. The mentality of "getting through the material" rather than being dynamic is a sure death knell to the success of the outcome.

NOTE: The presenter has a responsibility to be compelling.

Presentation of content

  • Sales systems don't work; selling strategies do. But they must include other important aspects of the engagement process like buying motives, value proposition, reputation, belief in what you sell and love of what you do. Systems reek of manipulation. NOTE WELL: "Outcome" (what happens after the customer takes ownership) is never in a system, yet it's the most important part of the selling process. "Value" is never presented in terms of the customer in any selling system, yet it's the true differentiator from competitors. NOTE VERY WELL: Concentrate on helping the prospect win, not where you are in the system.

  • What questions are you teaching people to ask in order to gain true engagement?

  • Still teaching cold calling? Why not teach how to earn referrals?

  • Still stressing hunting and farming? No wonder you don't get any referrals.

  • Still trying to show how to qualify prospects? Just "like" them. If they like you, they will be forthright and most times qualify themselves. And have them like you on your business Facebook page (assuming you have one).

  • Still teaching people to "close the sale" like they did in 1972? Joke.

  • Teaching Old World selling skills rather than uncovering buying motives is the difference between success and failure.

  • Teaching product knowledge in a classroom rather than at a customer's place of business? Why?

Reality bites

  • How much of an expert are you on business social media?

  • How many new sales have you made?

  • How many sales has marketing made with the slide deck they're asking you to present? (Answer: none.)

  • What is the reinforcement offered beyond the "day of learning"?

  • What is the implementation feedback from salespeople trying to actually make sales?

Measuring success beyond the classroom

  • Are you measuring the wrong return? Return on investment is a wrong measurement.

  • Measure return on human capital (including turnover).

  • Measure return on sales (individual performance, not just total increase).

  • Measure return on profit (not just gross numbers, net bottom line revenue).

Whew! That's a brain-full. But if you do it right and make the investment, it's also a wallet-full.

Jeffrey Gitomer's website, www.gitomer.com, has more information about training, seminars and webinars, or e-mail him at salesman@gitomer.com

Recent Articles by Jeffrey Gitomer

Editor's Picks

Comments powered by Disqus