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Richardson's Sales Training Methodology

Richardson’s Active Learning Sales Training Methodology

We use a “learning by doing” methodology for sales training whereby participants are actively engaged in role-play, problem-solving, brainstorming, individual and team exercises, and real-time feedback. This methodology is woven throughout our digital and live program offerings.  The combination of application, facilitator and peer feedback and self-assessment creates engaging, and highly relevant training experience that accelerates behaviour change.

Active adult learning is most effective when presented in a relevant context so that the skills, strategy, and knowledge are meaningful to participants and can be applied directly after the training. Therefore, our sales training design philosophy is to customise our core programmes using our proprietary process and tools. The objective of our sales training is to incorporate participants’ real-world challenges, sales tools, and processes into workshop cases and exercises.

In this video, Richardson CMO, Andrea Grodnitzky discusses why Richardson’s active learning methodology is effective and how it translates into the classroom experience.

To learn more about Richardson’s approach to sales training download the complimentary Sales Effectiveness System brochure here.

A Socratic Approach

Our sales training processes are based on the premise that adult learners are not blank slates, and we utilise a process of questioning and generating a dialogue before presenting concepts and models.

Participants are respected for what they bring to the training. We utilize a Socratic approach of questioning and generating a dialogue before presenting concepts and models. We also demonstrate ineffective and effective customer scenarios via high-quality videos that not only demonstrate realistic dialogues but also point out coaching moments for accelerated learning.

We utilise role plays, drills, in-the-action feedback, and other application techniques and supplement learning by doing with other best practise learning methods, including small group discussion, drills, flip chart development to capture participant opinions and ideas, and limited PowerPoint slides.

By doing this versus lecturing we gain participant involvement and buy-in before we build models and teach learning points. We encourage them to use their “natural models” on which we then build models and refine skills to get them to their next level of excellence.

For Train-the-Trainer workshops, we not only provide Leader’s Guides, but we also provide in-depth Leader Notes for every case and exercise that provide additional insights and best practises.

Facilitators Bring Expertise to the Classroom

Richardson Facilitators act as more than just trainers departing knowledge and helping individuals practise skills. They are effective coaches.

One of the unique training methodologies we use is called “redirect.”

Richardson introduced the redirect as a coaching process of stopping the action and giving real-time feedback. This process increases participant awareness of effective and less than effective behaviours, allows them to make course corrections in-the-moment and applies the effective use of the skills which aids rapid adoption. The participants also develop their own feedback skills and are provided with tools to foster self and peer coaching.

Redirects also foster behaviour change by allowing participants to experience the impact of applying the new skills, models, and strategies as they increase their effectiveness.