L&D Frameworks Flashcards by Zzzzzzz Xxxxxxxx

Q

Andragogy

What learning theory focuses on how adults learn best?

Main focus of this theory?

A

Andragogy focuses on how adults learn best.

Malcolm Knowles

Unlike pedagogy, andragogy recognizes adults as self-directed learners.

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Q

Andragogy

What should trainers explain at the start of a training module for adults?

What’s the key question to answer for adult learners?

A

Trainers should clearly explain the “what’s in it for me”.

Malcolm Knowles

Avoid simply presenting information without context or benefit for the learner.

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Q

Andragogy

What kind of content should adult learning be tied to?

How should content relate to their work?

A

Content must be practical and tied to real sales scenarios.

Malcolm Knowles

Abstract theory alone won’t engage adult learners.

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Q

Andragogy

What can be included in onboarding programs to align with adult learning?

Instead of abstract theory?

A

Onboarding can include authentic case studies and real call recordings.

Malcolm Knowles

Relying solely on theoretical knowledge is less effective for adult learners.

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Q

Andragogy

What can giving learners control in training foster?

What’s the benefit of learner autonomy?

A

Giving learners some control fosters a sense of ownership.

Malcolm Knowles

Directive, one-size-fits-all training can reduce learner motivation.

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Q

Andragogy

What delivery methods are suggested for adult learners?

Instead of lengthy lectures?

A

Use interactive, problem-centered methods like workshops.

Malcolm Knowles

Passive learning is less effective than active participation for adults.

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Q

Andragogy

How should sales managers coach sales reps according to andragogy?

What kind of feedback is recommended?

A

Sales managers should coach in a collaborative way.

Malcolm Knowles

Purely directive feedback doesn’t respect the self-directed nature of adult learners.

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Q

Andragogy

What kind of learning approach aligns with adult learners’ readiness to learn?

How should training be structured for busy adults?

A

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.

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Q

Andragogy

What should reinforcement in adult learning be built around?

How should learning be applied?

A

Reinforcement should be built around real job application.

Malcolm Knowles

Learning that isn’t applied quickly may be forgotten by adult learners.

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Q

Andragogy

Treating salespeople as what creates a respectful learning environment?

How should sales reps be viewed?

A

Treating salespeople as capable, self-motivated adults creates respect.

Malcolm Knowles

Treating adult learners like children can be demotivating and ineffective.

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Q

Bloom’s Taxonomy

What is the base level of Bloom’s Taxonomy?

First level of cognitive skills?

A

The base level is Remembering.

Benjamin Bloom

Effective learning builds upon foundational knowledge recall.

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Q

Bloom’s Taxonomy

What does the “Understanding” level in Bloom’s Taxonomy involve?

Showing comprehension?

A

“Understanding” involves explaining concepts in their own words.

Benjamin Bloom

Mere memorization without understanding is a lower level of cognitive skill.

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Q

Bloom’s Taxonomy

What kind of practice aligns with the “Applying” level?

Putting knowledge to use?

A

Practice sessions like role-play exercises or guided demos align.

Benjamin Bloom

Understanding without the ability to apply is insufficient for practical skills.

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Q

Bloom’s Taxonomy

What does the “Analyzing” level in Bloom’s Taxonomy involve?

Examining and dissecting?

A

“Analyzing” involves reviewing data to identify what went wrong.

Benjamin Bloom

Simply applying knowledge without analysis hinders problem-solving skills.

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Q

Bloom’s Taxonomy

What skill is demonstrated by critiquing different sales approaches?

Which level involves judging value?

A

Critiquing sales approaches demonstrates Evaluating.

Benjamin Bloom

Accepting all approaches without critical assessment limits strategic thinking.

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Q

Bloom’s Taxonomy

What is the peak of Bloom’s Taxonomy?

Highest level of cognitive skills?

A

The peak is Creating.

Benjamin Bloom

Learning that doesn’t lead to new output or synthesis is at a lower cognitive level.

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Q

Bloom’s Taxonomy

How can Bloom’s guide assessment at lower cognitive levels?

Testing basic recall?

A

Lower levels might use a quiz on product facts.

Benjamin Bloom

Assessments should match the cognitive level being taught.

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Q

Bloom’s Taxonomy

What kind of training methods align with “Application/Analysis”?

Beyond lectures for these levels?

A

Interactive case studies align with “Application/Analysis”.

Benjamin Bloom

Passive methods are less effective for developing application and analytical skills.

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Q

Bloom’s Taxonomy

How does Bloom’s suggest we reinforce topics?

Revisiting at increasing difficulty?

A

Revisit topics at increasing levels of difficulty.

Benjamin Bloom

One-time exposure to content is often insufficient for long-term retention and skill development.

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Q

Bloom’s Taxonomy

What does Bloom’s Taxonomy ensure for new sales hires?

Structured onboarding?

A

It ensures a scalable, structured ramp-up.

Benjamin Bloom

Unstructured onboarding can lead to knowledge gaps and a slower path to competency.

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Q

Kirkpatrick’s Four Levels

What does Level 1 of Kirkpatrick’s model measure?

Immediate feedback?

A

Level 1 measures reaction and satisfaction with the training.

Donald Kirkpatrick

Ignoring learner reaction might miss early indicators of training effectiveness.

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Q

Kirkpatrick’s Four Levels

What does Level 2 of Kirkpatrick’s model assess?

Knowledge and skills gained?

A

Level 2 assesses the learning that took place.

Donald Kirkpatrick

Positive reaction without actual learning indicates a superficial impact.

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Q

Kirkpatrick’s Four Levels

What does Level 3 of Kirkpatrick’s model evaluate?

Application on the job?

A

Level 3 evaluates behavior change on the job.

Donald Kirkpatrick

Learning without behavioral change has limited impact on performance.

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Q

Kirkpatrick’s Four Levels

What is the focus of Level 4 of Kirkpatrick’s model?

Business results?

A

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.

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# 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote 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 ## Footnote Delaying communication of changes can lead to errors and inconsistencies.