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Stefanie Boyer, Ph.D., Bryant University Andrew Artis, Ph.D. University of South Florida Diane Edmondson, Ph.D. Middle Tennessee State University David.

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Presentation on theme: "Stefanie Boyer, Ph.D., Bryant University Andrew Artis, Ph.D. University of South Florida Diane Edmondson, Ph.D. Middle Tennessee State University David."— Presentation transcript:

1 Stefanie Boyer, Ph.D., Bryant University Andrew Artis, Ph.D. University of South Florida Diane Edmondson, Ph.D. Middle Tennessee State University David Fleming, Eastern Illinois State University Global Sales Science Institute, 2014, London Boyer1

2 Improve salesperson learning Improve salesperson & sales manager performance Boyer2

3  Traditional methods ◦ Standardized ◦ Instructor driven ◦ Mandatory ◦ Classroom-based  Adult Learning Theory (ALT) (Speck, 1996) ◦ Real world ◦ Control  Self-Directed Learning (SDL) ◦ Learners are more motivated and dedicated to learning AND learn more effectively using SDL methods that are more learner-directed. ◦ SDL gives locus of control of learning to learner  Cost  Over $100 billion annually on training Boyer3

4  Meta-analytic results for SDL: Constructr ILOC.34** Self-Efficacy.41** Motivation.26** Support.21* Performance.26** p <.01. **p <.00 (Boyer, et al., 2013) Boyer4

5 ThemesSub-ThemesFacets % of Total Control Individualized Learning (9) 45 Relevant to Real World (6) 30 Self-efficacy Increased Confidence (3) 15 Improved Ability 10 Motivation Rewarding (12) 60 Future Use (11) 55 Project Motivated Me (6) 30 Appreciation for Experience (2) 10 Recommend to Others (2) 10 Must Have Motivation (1) 5 Support Need Support (2) 10 Found ResourcesMentor (6)30 Other Resources (1)5 Performance Improved Performance (10) 50 Achieved Project Goals (5) 25 Did Not Meet Goals (6) 30 SuccessRecognized at Work (2)10 Job Placement/Advancement (8)40 Acquired Skills (3)15 Growth of Business (2)10 Boyer5

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7 Planning Week 0 Email Week 1 Functional résumé, KSA presentation Week 2 Future résumé, gap analysis Week 3 Mission statement/goals Week4 Learning plan Rationale Manage perceptions & set the tone Makes project relevant to student, improves motivation & relates to the real world Increase contextual understanding Focuses students to create learning plan SDL directed by student yields highest learning Tips  Students should expect 10 hrs./week Assign 3 ring binder, bring computer  Give blank copy of contract & examples of SDL  Larger classes use small group presentation after 3-5 students  Don’t overstate KSAs  Encourage introspection, candid  Use librarian/ career specialist  Publicly recognize success, support unfocused students  Require 3 sources, linkedIn.com for résumés, Monster.com for job postings, interview current workers  Focus on next logical promotion  Best guess works for unknown  Use 10/5 present/ feedback style  Limit to 10 goals  Goals should be specific, measureabl e, achievable, realistic & time-based  Create goals 1 st then mission statement  Big classes use small group presentatio n  2 page limit  Move among pairs & listen  Assist, don’t direct  One-on- one meetings, quicker students go first  Good clients: nonprofit & current employers Execution & Reporting Week 5 Finalize details Week 6 Learning contract, Gantt chart Weeks 7-15 Weekly meetings Rationale Peer feedback boosts confidence, increases motivation Contract allows clients to see benefit, keeps students accountable Client work gives immediate reward & may encourage future SDL use Tips  Caution against easy client or 1 st to agree  Promote sharing  Be clear to mitigate confusion  Encourage peer meetings  Keep set times  Maintain agenda: report progress, problems, next step  Encourage students to solve their own problems  Emphasize resolving negative emotions & retell positive emotions  Don’t accept excuses for not updating SDL Project Timeline & Tips Boyer7

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9  International implementation in business & academia Contact: Stefanie Boyer sboyer@bryant.edu Boyer9


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