A Sales Trainers Commitment to Excellence

A Commitment to Excellence

So, where do we start?

I always start with my commitment to excellence: I will provide the best multi-sensory, challenging, fun, creative, inclusive and coherent learning experience in the most passionate way. This will be the greatest course I have ever created!

I will do this through the five key areas of the course, and by my fourteen principles of excellence as listed below:

There are five key areas of course:

1. Learning
2. Assessment
3. Materials
4. Information
5. Evaluation

Learning

1. Ensure all lessons are designed with Accelerated Learning Methodology (the four part lesson)

Accelerated learning is the term that the TEEP (Teacher effectiveness enhancement program) model uses to describe the techniques and strategies that we use to actively engage learners in learning. It is based on research of brain function, student motivation and multiple intelligences and provides a platform for life-long learning by promoting the importance of understanding how we learn as much as what we learn.

The cycle has six features which can be clustered in four phases. They are:

Connect – Activate – Demonstrate – Consolidate

For more details see Train the Trainer: https://www.linkedin.com/pulse/train-trainer-chris-james/

2. Anticipate different learning styles, preferences, abilities, and needs.

Try to present the same content/teaching point in two or three different ways, for example, using text, visual images, and sound; offer clear examples in different ways; use narrative and story; use games; offer collaborative learning opportunities; use demonstrations which allow BDRs to watch and observe; allow BDRs opportunities to create, experiment and ‘have a go’; communicate key points as clearly as possible using text as well as your own voice; offer suggestions for follow up learning for those who learn more slowly over time.

Use a variety of teaching methods throughout the Induction, and avoid using too many in a single session, which may be disorienting.

3. Ensure that diversity and cultural differences are celebrated throughout the programme.

Respect a student’s uniqueness

Learning should aim for change and freedom, making it both transformative and emancipatory. To work successfully with BDRs from different backgrounds, you will need to identify internalized biases, accommodate the rich variety of students’ cultural experiences and practice the principles of diversity.

The key workplace principles of diversity are:

Treating people with respect and dignity;

Valuing the differences and diversity of people;

Eliminating unfair and inappropriate barriers; and

Making judgements based on equity and merit.

4. Allow BDRs an element of choice in how they learn.

Allow BDRs to choose different activities during a session; offer the same teaching point in two or three different formats; encourage both active and more passive participation where possible.

5. Communicate the structure of teaching sessions to the BDRs in advance or at the start of each session.

Use pre-designed study guides to convey key information about learning outcomes and structure of sessions where possible. Send out any handouts, slides, or materials at least the day before the session to enable BDRs to become familiar with the session beforehand, and to download material to their personal devices to help them ‘follow along’ during the session.

Assessment

6. Use a variety of assessment options (including topic and format, e.g., online assessment, portfolio, video clip, blog, podcast, oral presentation, team project).

Consider different types of assessment to allow BDRs to demonstrate a given learning outcome.

7. Ensure the pace of assessments is broadly even, allowing time between assessments to rest and plan ahead.

Space assessments out within the Induction. Where this is not possible, give BDRs extra support with planning ahead and formative feedback on their work

Materials

8. Make all course materials accessible, and designed to support different learning styles.

Providing brief details in the ‘Notes’ section of PowerPoint, for example for the provenance of an image, is helpful to BDRs who wish to reference these or explore further. If you are using lots of images in a PowerPoint presentation, always give a text description of the image and some context where possible. This can assist with learning through pre-session familiarisation and post session revision. Choose an online platform that is fully accessible. Are online and distance learning modules accessible by mainstream screen readers? Are all core materials available from the Library in accessible formats, for example, as screen-reader friendly e-books? If materials are not available in accessible format, can alternative resources be suggested? If videos are used, can transcripts be provided as a matter of course to all BDRs?

9. Make session materials available to BDRs in advance.

Adopt a policy where session materials are always circulated to BDRs in advance of a session

10. Record the lectures and make them available to BDRs after a session.

Information

11. Ensure key Induction information is disseminated to BDRs in a timely manner.

Consider providing key Induction information at the earliest possible stage, after BDRs have been accepted for the position, so that they can begin to prepare. Consider differentiating between need to know (required) and nice to know (optional) information.

12. Clearly communicate expectations to BDRs.

Ensure that BDRs can assess the best options for them ahead of the Induction start date. This can involve assessment requirements, but also other physical requirements. For example, are BDRs expected to sit for the whole session or will there be opportunities to move around and take regular breaks?

Evaluation

13. Allow BDRs to present their own feedback at different stages of the Induction.

Do not leave feedback to the end of the course. Ask the BDRs if they thought the lesson was inspiring, challenging, fun, creative, inclusive and coherent and was it delivered with knowledge and passionate.

14. Encourage BDRs to participate in the Induction design as well as providing feedback.

What would they like to see in the Induction programme? More time spent out of the office? More games for learning?

When I have finished writing the programme, I compare it to the above criteria to check for excellence.