I work in sales operations for a large security company.
Sales operations is a lot like being a stage manager and the sales reps like
the actors. However, in addition to a number of other responsibilities, I take
an active role in training those sales reps in how to perform certain aspects
of their job (I don’t think stage managers train the actors…). Sales reps can
sometimes have personalities that make them difficult to train – big egos, low
attention spans, complacency, etc. Therefore, with each new topic in this
eLearning curriculum, I look for ways to more effectively engage and train.
I came across the article, “Games as an Interactive
Classroom Technique: Perceptions of Corporate Trainers, College Instructors and
Students”, in a search for games in corporate training. Although the
article was published almost ten years ago, I found the authors’ study of
interactive classroom teaching techniques between college faculty members and
corporate trainers to be compelling. Their study consisted of two parts. The
first part consisted of a survey among college faculty and corporate trainers
to determine their classroom techniques and influences on teaching styles. Kumar
and Lightner clearly place a focus on active learning versus passive learning approaches
such as lectures or online learning. Their research indicates that interactive
learning positively affects students, specifically adult learners, in memory,
performance, social collaboration, and transfer of learning. They argue that games
and simulations provide the perfect framework for active learning in the
classroom. The second part of the study, five college faculty members
volunteered to help develop new games that would replace lectures. After
conducting the new game in the classroom, the five college instructors assessed
the student learning and were interviewed on their experiences. In the first
survey, data shows that corporate trainers utilized significantly more active
learning strategies than college instructors. In the second part of the study,
the five college instructors found increased student engagement and interaction
through the use of the interactive game.
Kumar and Lightner’s findings are exactly what I would have
assumed they would be - colleges focus more on lectures and corporate training
uses more activities. The data adequately supports the notion that games can
have a positive effect on learning, especially within the adult classroom. What
the study did uncover are relevant questions around the social dimensions of
using game play in adult learning. The college instructors felt in the second
part of the study admitted to feelings of reluctance toward the use of games as
well as some feelings of inadequacy in dealing with the formats. And, despite
overall positive feedback, some students expressed that games in the classroom
seemed childish or beneath them. Collective learning through interactive games
does require engagement and “buy-in” among participants which may require
breaking down social barriers or preconceived notions.
The study also brought to light several other questions
relating to game play that, I believe, are launching points for further
research. Foremost, the comments from instructors and students in the survey
indicate that the actual design and implementation of the games influenced how
they were perceived by students. This takes into consideration the delivery of
such activities and how they can be most effective. In my opinion, I think many
would agree that games are valuable teaching tools. The focus, therefore, needs
to shift from the “why” to the “how”. My sales reps may be difficult to teach
but one thing I do know is they love to play!
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