Theoretical Principles of Simulation-Based Sales Communication Training. (April 2015)

• Record Type: Journal Article
• Authors: Koponen, Jonna; Julkunen, Saara
• Other Names: Clapper Timothy C. guest-editor.; Cornell Iris G. guest-editor.
• Is Part Of: Simulation & gaming. Volume 46:Number 2(2015:Apr.)
• Page Start: 137
• Page End: 147
• Publication Date: 2015-04
• Subjects: authenticity -- client cases -- communication context -- communication in the disciplines (CID) -- communication skills training (CST) -- drama education -- psychologically safe learning environment -- reflective participation -- role-play -- sales education -- Sales Theatre Workshop (SWT) -- simulated clients -- simulation-based instruction -- simulation-based training -- situated learning theory (SLT) -- structured debriefing; Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/1046878115579582
• Languages: English
• ISSNs: 1046-8781

Abstract

Background . Simulation-based instruction can be applied successfully to communication skills training. However, communication skills training (CST) forsalespeople is a somewhatunderdeveloped area, and onlylimited knowledge of different theoretical approaches and their application to sales education is available. Aim . We introduce (a)situated learning theory (SLT), and connect it to the theoretical framework ofcommunication in the disciplines (CID), and (b) principles ofdrama education. We apply these theories tosimulation-based training in communication skills. Method . We use a Sales Theatre Workshop (STW) as an example to show how SLT and CID can guideinstructional design . We explain how the principles of drama education guided the design ofrole-play withsimulated clients and of astructured debriefing process. Results . Using SLT, the CID theoretical framework and the principles of drama education allowed successful communication learning in the STW. Following these theoretical ideas, we chose a specificcommunication context, createdauthentic client cases, emphasizedreflective participation and apsychologically safe learning environment, and made the experience applicable to real sales situations. Conclusions . We conclude by stating how SLT and the principles of drama education can be applied to simulation-based training. We propose moreinvestigation of thedebriefing process as a subject for futureresearch .