A few days ago, I saw a post on LinkedIn asking, “Is classroom sales training effective?” Unfortunately, like most of these threads, it quickly devolved into post after post of sales trainers saying, “Well, no, most isn’t – but MINE is!” I honestly hate that, because some people are looking for real information about this topic. So, I’ll answer as best I can and I won’t mention my training; if you want to learn about it, you’re more than welcome to, but that’s not what this article is.
The truth is that classroom training gets a bad rap. If classroom learning didn’t work, why would we spend all those years going to school? And don’t give me that “but adults learn differently” stuff. They might – a little – but classroom training still can be very effective. But making it effective requires work – on the part of the trainer, on the part of the trainees, and on the part of management. I’ve been doing classroom training for 20 years, and here are the key elements I’ve discovered.
BEFORE THE TRAINING:
• The trainer should learn about your company, what you do, and what specific functions your people perform, and how that will impact the training.
• The trainer should prepare enough to be at least conversant with the language of the trainees. He/she doesn’t need to know as much about the specific work environment as the trainees – that is unrealistic – but at least the basic terminology; the trainer should incorporate this into the training materials.
• The manager should be open to conversation with the trainer. Sometimes, managers will want to hold back on their true impressions of their staff a bit to have the trainer ‘evaluate’ their people during the training. This is the wrong approach. The trainer’s job is to educate, not evaluate; if you want a second opinion on your staff, this should be a separate project. Sure, all trainers – myself included – will gain impressions and will probably share them, but this shouldn’t be their prime mission. If you want the best training experience, help your trainer help each person get the most from the experience.
• The manager should set expectations with his or her staff. Those expectations should include sharing the trainer’s bio, their agenda (the trainer should provide you with these items), and what the expectations for both learning and conduct will be. For instance, staff should know beforehand that phones should be silenced, side conversations kept to a minimum, etc.
DURING THE TRAINING:
• The training should be as interactive as possible; nobody wants to listen to a talking head all day. The trainer should break up the lectures with exercises, role plays, and other ways to get staff involved.
• The manager should be in the training session. I can’t emphasize this enough. Talk to any trainer – myself included – and they will tell you that the worst and least productive training sessions they have ever done have been those where the key manager is absent. This means that the manager doesn’t know what’s being taught and doesn’t know how to follow up later, and it means that the conduct of the staff can be unproductive.
• Which leads me to this. The staff’s conduct should be professional and they should participate. It’s okay to have fun – good training should be fun – but the primary mission is to learn. On a (fortunately very) few occasions, I’ve had training programs that felt like Romper Room. The trainees just basically played around, talked among themselves, etc. “But it’s the trainer’s responsibility to control the room!” Not really, to be honest. I’m there (and other trainers are there) to help staff learn important techniques to help them succeed. I’m not there to babysit, and frankly, if your staff needs much “controlling,” you have deeper problems than a training program.
AFTER THE TRAINING:
• Most training fails to affect behavior because the training ends when the trainer walks out of the room. To make sure that the training bears fruit, the manager (who was in the training, remember) should reinforce what is taught with follow-up exercises, role plays, and on-the-job observation. Most of the time, less than 20% of what is taught makes it into the actual workplace. Good follow up can radically raise this number.
• The trainer should give some tips or guidance on how to follow up with staff. This can be written or verbal, and it can be as simple as showing the manager how to use the workbook to create future training and dialogue. If the trainer has an advanced program, milestones can be set up to trigger when that program is appropriate.
As a trainer, the most gratifying aspect of my work is when a trainee tells me that they have used my training to make money. The worst aspect of my work is finding out that the training died in the training room. In either case, proper preparation, in-training conduct, and follow up makes all the difference in the world. You’re investing the time and money in training. Invest just a little bit more and make it stick in the workplace.
