Exploring Authenticity in Telecommunications Sales Training Shane Bray

Exploring Authenticity in Telecommunications Sales Training

Shane Bray
April 10th, 2015
AEDT4201:
Jordanne Christie
Dr. Roland Van Oostveen
University of Ontario Institute of Technology

Contents
Introduction:.................................................................................................................................... 3
Research Question: ......................................................................................................................... 5
Literature Review............................................................................................................................ 5
Authentic Activities..................................................................................................................... 5
E-learning .................................................................................................................................... 9
E learning effectiveness in Telco Sales Training ...................................................................... 10
Theoretical Framework: ................................................................................................................ 12
Authentic Activities................................................................................................................... 12
Levels of Training Effectiveness............................................................................................... 14
Methodology ................................................................................................................................. 14
Data Collection:......................................................................................................................... 16
Data Analysis: ........................................................................................................................... 16
Discussion and Findings: .............................................................................................................. 20
Conclusion: ................................................................................................................................... 30
References: .................................................................................................................................... 32
Appendix ....................................................................................................................................... 36
Appendix (A)............................................................................................................................. 36
Characteristics of Authentic Tasks:........................................................................................... 36
Appendix (B). ............................................................................................................................ 38
Kirkpatricks four levels of training effectiveness: ................................................................... 38
Introduction:
This study is a qualitative metasynthesis examining training effectiveness resulting from
the introduction of authentic activities in telecommunication sales e-learning in Canada.
Telecommunication companies, Rogers, Bell, and Telus are on the leading edge of technology.
Like most large corporations, telecommunication companies in Canada employ an e-learning
strategy to keep sales people informed of new products and business processes. Jan Herringtons
Guide to Authentic E-learning (2010) suggests a constructivist shift in e-learning paradigms
results in the practical acquisition of knowledge based on a users experience though the use of
authentic activities. The analysis of literature related to sales training, e-learning, have been
compiled throughout this study in an attempt to disprove any effect authentic activities may have
on telecommunications sales training.
Jonassen (1994) notes that for centuries new technologies, from the advent of pen and
paper, to the first personal computer have been endorsed for the purposes of training and
education. However, educators in all sectors often revert to traditional teaching methods; using
the computer only as a vehicle for content delivery. Jonassen, Davidson, Collins, Campbell &
Haag (1995) point to the use of authentic activities as a method that fosters unique and exciting
learning. Authentic activities are multifaceted learning opportunities sometimes referred as
authentic tasks. Some key characteristics of authentic activities as defined by Jan Harringtons
collaborative work include: real world relevance, ill defined problems, collaboration, and an
opportunity for students to reflect based on their experience. (Herrington, Reeves & Oliver,
2006)
The introduction of authentic activities in e-learning is considered amongst distance

education and technology enhanced learning professionals as a successful delivery method for
modern e-learning (Herrington, Reeves & Oliver, 2010). Authentic activities are designed to
foster high levels of engagement and knowledge construction while focusing the learners
experience in order to create a worthwhile and practical educational experience (Herrington et
al., 2010). Much of the research into authentic activities is predicated on constructivist
applications of increasingly accessible, powerful, and useful technology for the purposes of
education such as user collaboration, ill defined problems, and real world relevance.
Research into telecommunication sales training in Canada in this study was based on
public documents from Canadas three national carriers; Rogers, Bell, and Telus. Similar to other
large corporations whose focus is on retail sales and customer satisfaction; telecommunication
companies in Canada make use of an e-learning platform for companywide training initiatives.
Strengths of the e-learning platform within retail sales environments include: improved
productivity within sales channels, accelerated orientation of employees, and the ability for a
large workforce to rapidly align to new strategies (Cross, 2004). The form of e-learning
described throughout this document centres around 10 30 minute learning modules developed
by Canadian telecommunication companies for new hire sales training and to promote
professional development.
Research and case studies compiled on corporate training initiatives in similar verticals to
telecommunications sales such as, technology training, and retail sales will also be used to
examine the effectiveness of authentic activities in telecommunication e-learning. For the
purposes of this study Kirkpatricks (2009) levels of training effectiveness will be relied upon in
order to determine if authentic activities used in e-learning has an effect on sales training
effectiveness. Sales training case studies will be measured against Kirkpatricks (2009) four
levels of training effectiveness in order to determine a change, if any; authentic activities have on
telecommunication sales training.
Research Question:
Do authentic activities affect sales training effectiveness in the Canadian telecommunications
industry?
Literature Review
Authentic Activities
In order to assess the literature surrounding authentic activities, it is necessary to review
the theories and practises which inform researchers on the subject. There are effectively two tiers
of prior works by which authentic activities are based; constructivism, and Jonassens
application of constructivism in computer-mediated learning. Constructivism is the educational
philosophy that human beings base their existing knowledge, and therefore their ability to
construct new knowledge around individual experience (Wadsworth, 1996). Jonassens (1995)
use of constructivism for his research into computer mediated learning in distance education has
led to an innate understanding of the source material:
The important epistemological assumption of constructivism is that knowledge is a
function of how the individual creates meaning from his or her experiences; it is not a
function of what someone else says is true. Each of us conceives of external reality
somewhat differently, based upon our unique set of experiences with the world and our
beliefs about them (p. 11).
If constructivism is the foundation of authentic activities, David Jonassens research into
computer mediated learning is the walls standing on that foundation.
The focus of Jonassens (1995) work revolves around how constructivist epistemology
can be used to create effective distance education environments: Distance learning will be more
effective when it takes place in stimulating learning environments designed to oil constructivist
principles (Jonassen et al., 1995). This, along with his research into the use of computers as
cognitive tools heavily influence how the use of authentic activities can be modeled in distance
education. Technology as Cognitive Tools (Jonassen et al., 1995) argues that computers should
be used as educational tools by which learners apply and grow knowledge, rather than simply a
medium for content delivery.
The effectiveness of authentic activities is predicated on leveraging a users experience in
real world situations. By developing a realistic context for utilizing authentic activities educators
can create a foundation for effective e-learning. After reviewing studies related to Herringtons
(2010) research much of the published work flows in a similar direction with constructivist
pedagogy at its core (Lombardi, 2007; Conrad & Donaldson, 2011).
While the pedagogical and epistemological theories that inform Harrington and others
work cannot be disproven; the application of these theories within authentic activities and elearning should be brought into question. A theme became apparent in the research surrounding
authentic activities (Herrington, 2010; Lombardi, 2007; Conrad & Donaldson, 2011) relating to
the challenges both students and educators encounter when participating in authentic learning
environments. One criticism of the application of authentic learning has to do with concerns
surrounding students initial acceptance and engagement in the pedagogy. Many students
struggle with the introduction of certain freedoms afforded to authentic learning (Herrington,
Oliver, & Reeves, 2003). Hoffman and Ritchie (1997) found that some students resist accepting
authentic learning as the freedoms afforded to them in authentic environments differ greatly from
traditional learning environments and teaching styles. Traditional teaching styles are described as
comprehension and synthesis of instructor-specified information, based on instructorformulated learning objectives, and participation in instructor-led learning activities (p. 100).
Challenges also arise specific to the medium. Taplin (2000) notes that the challenges students
face associated with authentic learning can be compounded in distance education as some
students perceive they have less support form instructors in an online learning environment.
Herringtons (2003) research into authentic learning states there is an initial shock students need
to overcome in order to thrive in these unconventional environments:
Authentic settings have the capability to motivate and encourage learner participation by
facilitating students' willing suspension of disbelief. In this way, students become
immersed in the setting and such immersion can provide the motivation that is needed for
the initial perseverance. Once students have persevered with what can initially be quite
discomforting and unfamiliar settings, they are able to develop the forms of familiarity
and the skill sets required so that the authentic setting no longer provides a distraction
from the cognitive engagement that higher order learning requires (Conclusion Section,
para. 2).
It is not just students who feel discomfort participating in authentic activities; educators
often have a hard time developing tools and learning environments which foster authentic
learning. How content is presented to students, to how work is assessed needs to be re-imagined
in order for educators to get the most out of their students through the use of authentic activities.
Jonassen (1995) points out:
It is important to note that constructive learning will be appropriately implemented only
if students are evaluated, as well as instructed, constructively; such evaluation will
require assessment methods that reflect the constructivist methods embedded in the
learning environments (pg. 21).
Lombardi (2007) backs this up by stating how educators can follow all of the prescribed steps
needed to create an authentic learning environment and still fall short of achieving the goals of a
learning program if how a students work is assessed is not rethought. Lombardi goes on to
emphasize that instructors should assume multiple methods of evaluation such as observations
of student engagement and artifacts produced in the process of completing tasks; while steering
clear of conventional evaluation methods such as multiple choice tests (p. 9). While some
educators may have a hard time successfully implementing authentic learning, this may have
more to do with their development as educational professionals than reluctance to adopt
authentic learning. Herrington et al., (2014) point out that many educators today are a by-product
of a cycle that for years has produced students accustomed to content centred learning. In turn,
those students have eventually become practising teachers of conventional content centred
learning.
E-learning
As the characteristics associated with distance education, distance learning, and elearning have evolved, so too has the definition of e-learning among researchers of the subject
matter (Moore, Dickson-Deane, & Galyen, 2011). Derouin, Fritzsche, & Salas, (2005) paint the
definition of e-learning with a broad stroke, defining e-learning as any learning utilizing
technology:
E-learning (i.e., electronic learning) has been defined by ASTD as a wide set of
applications and processes, such as Web-based learning, computer-based learning, virtual
classrooms, and digital collaboration. It includes the delivery of content via Internet,
intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV,
and CD-ROM (p.1).
During its infancy e -learning focused on the medium as a content delivery vehicle. It was not
until the early 2000s when internet powered devices started becoming widely available, that elearning began to evolve (Cross, 2004). It was at this time that researchers began to explore the
idea that for e-learning to reach its potential within the broader spectrum of technology enhanced
learning, the application of e-learning would require new dynamics outside of multimedia
content delivery. The requirement for a paradigm shift within distance education has been
detailed by many researchers (Garrison, 2011; Derouin et al., 2005; Herrington; 2010). An
example of this is a blended e-learning model that combines asynchronous and synchronous

10
learning environments providing opportunities for students to reflect and build knowledge
collaboratively. Blended learning has long been prescribed as a method by which e-learning can
be implemented with higher degrees of effectiveness for the learners (Derouin, et al, 2005).
Utilizing e-learning in ways which provide the learner opportunities to reflect, synthesize , and
apply knowledge as in a blended e-learning model are congruent with characteristics of authentic
learning as described by Herrington et al. (2010). London and Hall (2011) classify e-learning in
two categories which are referenced throughout this paper; adaptive and generative:
Generative E-learning: Generative learning is creating and applying new ideas. Learning is
self-initiated and controlled. The instructor is the guide on the side (London & Hall, 2011, pg.
758).
Adaptive E-learning: Adaptive learning is acquiring standard knowledge, skills, information,
policies, and procedures. The learning is trainer-designed and trainer-led. The instructor is the
proverbial sage on the stage (London & Hall, 2011, pg. 758).
E learning effectiveness in Telco Sales Training

For the purposes of this study the term e-learning will be used to describe the 10-15
minute modules telecommunication companies in Canada use to distribute content to their client
facing sales staff (My eLearning On Demand Learning, n.d.; TELUS Sourcing Solutions eLearning Backed by TELUS, n.d.). Having worked for one of the big three carriers in Canada
for over 3 years, I have ample experience participating in e-learning modules contain content
about new products, corporate strategies, and workflow processes. E-learning modules I have

11
experienced are comprised of interactive multimedia elements that range from simple text based
specifications, to interactive sales simulations. Personal encounters with sales focused e-learning
in the Canadian telecommunications industry is supported by external documents supplied by
Bell (Human capital management and e-learning, n.d.), Rogers (My eLearning On Demand
Learning, n.d.), and Telus (TELUS Sourcing Solutions - eLearning Backed by TELUS, n.d.).
Throughout this study, sales training effectiveness in the Canadian telecommunications
industry has been determined using Donald Kirkpatricks four levels of training effectiveness as
a key indicator. Kirkpatrick`s use of Reaction, Learning, Behaviour, and Results (1959) to
formulate analysis of training effectiveness still holds merit today (Alliger et al., 1989, p. 339).
Many other models of measuring training effectiveness have been developed (Tannenbaum et al.,
1993; Holton, 1996; Kraiger, 2002 ), however, most if not all, are built on the framework
Kirkpatrick developed in the late 1950`s.
Based on a review of the relevant literature, Herringtons (2010) characteristics of
authentic activities; specifically the use of ill-defined problems, user collaboration, and authentic
assessment will be examined along with Kirkpatricks four levels of training effectiveness to
establish any change in the effectiveness of Telco sales training when authentic activities are
introduced. Data specific user experience and the effectiveness e-learning for sales training in the
Canadian Telco industry not publicly available. For this reason, research provided in case
studies such as London & Halls (2011), and Silberman & Auerbach, (2011) will be examined in
order to determine how the use of authentic activities could increase e-learning training
effectiveness in the Canadian telecommunications industry.

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Theoretical Framework:
This study is built around Jan Herringtons (2010) work on authentic activities in elearning. Referencing Herringtons book A Guide To Authentic E-learning this study will attempt
to analyze whether an appreciable change in Canadian telecommunication sales training
effectiveness occurs when authentic activities are introduced.
Like other researchers who deal with the pedagogy surrounding technology enhanced
learning, Herringtons (2010) work builds off a foundation of Piagets constructivist learning

13
theory where by knowledge is constructed based on a learners experiences (Wadsworth, 1996).

Building on the foundation Piaget began, Jonassens (1995) research on the use of computers as
cognitive tools also informs many of Herringtons studies on the relevance of authentic activities
in education. Change to sales training effectiveness as a result of the introduction of authentic
activities will be determined by focusing on four of Herringtons (2010) characteristics of
authentic learning:
Ill Defined Problems
Students define tasks and subtasks required to complete an activity (Herrtington, 2010).
User Collaboration
Activities provide an opportunity for users to collaborate (Herrtington, 2010).
Authentic Assessment
Authentic tasks integrate with assessment in a manner that reflects real world assessment
(Herrtington, 2010).
Real World Relevance
Students define tasks and subtasks required to complete an activity (Herrtington, 2010).
Herrington (2010) outlines her work on authentic activities nicely. Before we consider
authentic e-learning, it is necessary to clarify what we mean by authentic learning per se. For
authentic learning to occur, learners must be engaged in an inventive and realistic task that
provides opportunities for complex collaborative activities (p.7).

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Levels of Training Effectiveness

Kirkpatricks research into the evaluation of training effectiveness quickly became a
benchmark within the training industry upon its introduction in the late 1950s (Alliger & Janak,
1989). Kirkpatricks four levels of training effectiveness have been scrutinized and used as a
foundation of many others research into the effectiveness of training programs (Alliger & Janak,
1989). Kirkpatrick (2009) includes methods for evaluating training programs based on the four
levels of training effectiveness; this model will be used as an indicator for training effectiveness
throughout this study. Tan and Newman (2013), and Strother (2002) agree that organizations
rarely evaluate e-learning results beyond Kirkpatricks levels 1 (reaction) and 2 (learning). Both
authors agree that the return on investment to calculate levels 3 (behaviour) and 4 (results) is
negligible:
Conducting sales training evaluations necessitates additional time, money, and
effort that many companies are unwilling or unable to spend when sales training is
viewed as an expense. Managers also believe that sales training evaluation is a wasted
effort because of the difficulty of proving the effects of training (Tan & Newman, 2013).
Methodology
This paper is a qualitative meta-synthesis using secondary sources of research. Public

documents from Canadian telecommunications companies, scholarly journals, and case studies
with a relationship to sales training in an e-learning environment were examined with a lens

15
fixed on the possible benefits of implementing authentic activities (Herrington, 2010). Research
methods outlined by (Thorne et al., 2004; Robertson, 2014; Au, 2007) were drawn upon to
structure the analysis necessary to complete the qualitative metasynthesis. Methods of research
outlined here will provide a roadmap, and insight as to how my research question can be proven
or disproven.
The choice of a metasynthesis was a recommendation of my professors due to time
constraints within my BA program and the intensive nature of primary research. Thorne et al.,
(2004) caution against neo-phyte researchers plunging themselves into a qualitative
metasynthesis. The authors recommend that developing researchers start out using primary
research in order to develop strategies for inductive analysis (pg. 1343, para. 1). However, it
should be noted that my own personal experience and the experiences of my co-workers within
the Canadian telecommunications industry have been applied to this study to help guide the
examination and coding of research relevant to current training experiences within the industry.
Using secondary sources of information provided in studies in close proximately to that of my
research question have been examined to analyse findings. My experience and existing
knowledge of the Canadian telecommunications industry is the major contributing factor for
choosing a qualitative metasynthesis as the research method for this paper. Thorne et al., (2004)
point to a researchers unique experience within related fields of study as a great benefit while
framing and analyzing a qualitative metasynthesis. (pg. 1345, para. 2).

16
Data Collection:
Google Scholar and ERIC (Education Resources Information Centre) were heavily relied
upon for accessing and assessing qualified sources of information. Search terms used
independently, and strung together within the UOIT library and ERIC included: Sales
Training, e-learning, authentic activities, training effectiveness, telecommunications
training, corporate training, and technology training, Customer Service, and Sales
Simulation. Criteria for exclusion during the research predicated on two main criteria;
documents relating to digital sales training published prior to 2010 and documents with a focus
not directly related to sales, technology, management training, or e-learning. Much of the initial
research compiled while developing this paper indicated a shift in e-learning methodology which
began in the late 2000s (Herrington, 2010). Filtering documents based on the date they were
published was done in order to synthesize information on e-learning and sales training which
reflects current trends and models. Abstracts and conclusions of the documents found were read,
sorted, and filed based on connections to e-learning sales training and authentic activities based
on the coding matrix detailed in Tables 1 and 2.
Data Analysis:
Results have been aggregated and refined based on relevance and relationships with the
informing theories this paper is structured around. Table 1 outlines how research was coded
based on relevance to specific aspects of the theoretical framework; authentic activities and
levels of training effectiveness. Table 2 encompasses research collected which reflects codes

17
outlined in Table 1. Codes found in the literature were used to develop and synthesize findings.
More details on the research informing Table 1 can be referenced in the appendices (A and B).
Table 1.
Theories/Models
Code
Ill Defined Problems IDP
Students define tasks and subtasks required to complete an activity
User Collaboration UC
Activities provide an opportunity for users to collaborate
Authentic Assessment AA
Authentic tasks integrate with assessment in a manner that reflects
real world assessment (Herrtington, 2010).
Real World Relevance RWR
Students define tasks and subtasks required to complete an activity
Kirkpatricks 4 Levels
Level 1: Reaction L1
How do trainees react to the program? (Kirkpatrick, 2005)
Level 2: Learning L2
To what extent has learning occurred? (Kirkpatrick, 2005)
Table 2.
Codes:
IDP, AA, UC, L2, L1
IDP, AA, L2, L1
E-Learning Sales Training

London, M., & Hall, M. J. (2011). Unlocking the value of Web 2.0
technologies for training and development: The shift from
instructor-controlled, adaptive learning to learner-driven, generative
learning. Human Resource Management,50(6), 757-775.
Silberman, M. L., & Auerbach, C. (2011). Active training: A
handbook of techniques, designs, case examples, and tips (Vol. 13).

18
IDP, AA, RWR L2, L1
IDP, AA, , L1
AA, UC, IDP, L1, L2
IDP, AA, L3, L1

UC, AA, RWR L3, L1
IDP, AA, L1, L2

IDP, AA, L3, L1
AA, UC, IDP, RWR

L1, L2
IDP, AA, L3, L1
AA, UC, IDP, L1, L2
AA, UC, L1
John Wiley & Sons.

Welsh, E. T., Wanberg, C. R., Brown, K. G., & Simmering, M. J.
(2003). E-learning: emerging uses, empirical results and future
directions. International Journal of Training and Development, 7(4),
245-258.
Barros, H., Silva, A., Costa, E., Bittencourt, I. I., Holanda, O., &
Sales, L. (2011). Steps, techniques, and technologies for the
development of intelligent applications based on Semantic Web
Services: A case study in e-learning systems. Engineering
Applications of Artificial Intelligence, 24(8), 1355-1367.
Lassk, F. G., Ingram, T. N., Kraus, F., & Mascio, R. D. (2012). The
future of sales training: Challenges and related research
questions. Journal of Personal Selling & Sales Management, 32(1),
141-154.
Sager, J. K., Dubinsky, A. J., Wilson, P. H., & Shao, C. (2014).
Factors influencing the impact of sales training: Test of a
model. International Journal of Marketing Studies, 6(1), p1.
Hsu, S. F., Lee, Y. I., Wang, C. H., & Chung, C. F. (2012). Educating
customer relationship management (CRM) specialists through a
competency-based training (e-CBT) model with technology-based
learning for business education: Competency indicator
development. African Journal of Business Management,6(14), 48044814.
Tan, K., & Newman, E. (2013). The Evaluation of Sales Force
Training in Retail Organizations: A Test of Kirkpatrick's Four-Level
Model. International Journal of Management, 30(2), 692.
Arndt, A., & Wang, Z. (2014). How Instructor Enthusiasm Influences
the Effectiveness of Asynchronous Internet-Based Sales
Training. Journal for Advancement of Marketing Education, 22(2),
26-36.
Cummins, S., Peltier, J. W., Erffmeyer, R., & Whalen, J. (2013). A
critical review of the literature for sales educators. Journal of
Marketing Education, 35(1), 68-78.
Slotte, V., & Herbert, A. (2011). Using E-Simulations in Retail Sales
Training Benefits of Blended Learning Design. Professional
Education Using E-Simulations: Benefits of Blended Learning
Design: Benefits of Blended Learning Design, 215.
Lu, J., Hallinger, P., & Showanasai, P. (2014). Simulation-based
learning in management education: A longitudinal quasiexperimental evaluation of instructional effectiveness. Journal of
Management Development, 33(3), 218-244.
Lger, P. M., Charland, P., Feldstein, H., Robert, J., Babin, G., &
Lyle, D. (2011). Business simulation training in information
technology education: guidelines for new approaches in IT training.

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AA, UC, RWR L1, L2

AA, UC, IDP, L1, L2
AA, UC, IDP, RWR L1
AA, UC, IDP, RWR L1

AA, UC, IDP, RWR
L1, L2
IDP, AA, L3, L1
Journal of Information Technology Education: Research, 10(1), 3953.

Strother, J. B. (2002). An assessment of the effectiveness of elearning in corporate training programs. The International Review of
Research in Open and Distributed Learning, 3(1).
Pasin, F., & Giroux, H. (2011). The impact of a simulation game on
operations management education. Computers & Education, 57(1),
1240-1254.
Attia, A. M., & Honeycutt Jr, E. D. (2012). Measuring sales training
effectiveness at the behavior and results levels using self-and
supervisor evaluations. Marketing Intelligence & Planning, 30(3),
324-338.
Garrison, D. R. (2011). E-learning in the 21st century: A framework
for research and practice. Taylor & Francis.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of
instruction: Proven guidelines for consumers and designers of
multimedia learning. John Wiley & Sons.
Silberman, M. L., & Auerbach, C. (2011). Active training: A
handbook of techniques, designs, case examples, and tips (Vol. 13).
John Wiley & Sons.
The codes used to categorize and synthesize findings for this paper were developed using
four main elements of Jan Herringtons characterization of authentic activities: Ill Defined
Problems (IDP), Authentic Assessment (AA), User Collaboration (UC), and Real World
Relevance (RWR). Elements of authentic activities were sought after in conjunction to
Donald Kirkpatricks first two levels of training effectiveness (Reaction and Learning).
Codes specific to Herringtons authentic activities and Kirkpatricks levels of training
effectiveness were selected based on the frequency they were used in correlation with the
informing theories found in the literature review. Research from Strother (2002) and Attia &
Honeycutt (2012) indicated difficulties in assessing Kirkpatricks Levels 3 and 4 in sales
training. As a result, this study has been developed using Levels 1 and 2, reaction and

20
learning, as the main indicators of training effectiveness when authentic activities are
introduced into sales training.
Discussion and Findings:

Results found within the literature have been synthesized into four findings specific to elearning sales training. Specific research into the effectiveness of adaptive e-learning in
telecommunications sales training was not available at the time this study was conducted, for this
reason research into similar e-learning initiatives in the field of retail sales and technology
training were used as an alternative for telecommunication sales training.
Themes found throughout the literature compiled in this study suggest that integrating
authentic activities into telecommunications sales training has a positive effect on both a users
reaction to training (Kirkpatricks Level 1) as well as extent of which content learned and can be
used within a workplace setting (Kirkpatricks Level 2). The findings of this paper are presented
in a manner which ranks their relevance to the research question do authentic activities affect
sales training effectiveness in the Canadian telecommunications industry?
Findings 1 and 2 have been grouped in order to provide a comparative analysis as to how
adaptive e-learning and authentic generative e-learning can affect telecommunications sales
training. Finding 3 details the advantages of authentic simulations for telecommunications sales
training, and finding 4 identifies the major road blocks associated with the implementation of
authentic activities in telecommunications sales training. As a by-product of a metasynthesis,

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these findings have been scrutinized holistically in order to develop possible answers to the
research question.
1. Current forms of e-learning sales training are adequate:
In the context of telecommunications sales training adaptive methods of the instruction are
most common (TELUS Sourcing Solutions - eLearning Backed by TELUS, n.d; Corporate
Responsibility Report, 2013; my eLearning, n.d.). Specific research into the effectiveness of
adaptive telecommunications sales training could not be found. For this reason, research into
similar e-learning initiatives in the field of retail sales and technology training were used as an
alternative for telecommunication sales specific results.
Adaptive e-learning has been the most common method of online and interactive training
over the past twenty years because of its relative ease of development compared to generative elearning (Cross, 2004). In many instances of e-learning it is common practise of course designers
and developers to create programs that are merely digital text books. Clark & Mayer (2011)
classify these programs as page turners, they go on to state that these experiences do not
provide learners overt opportunities to process content. Experts (Clarke, 2011; Rosenberg,
2001, Garrison, 2011) within the field of e-learning agree that simply transposing content and
traditional teaching methods into an online e-learning environment do not result in student
learning, or the application of skills beyond memory recall.
While later findings suggest that generative forms of e-learning have a positive impact on a
student learning (Kirkpatrick Level 2), Strother (2002) states that adaptive forms of e-learning
can increase training effectiveness due to positive user reactions (Kirkpatrick Level 1) to

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multimedia inclusions, and the flexibility of instruction in an anytime anywhere environment. In

the telecommunications industry products and services turn over with newer models, and added
features on a monthly basis (TELUS Sourcing Solutions - eLearning Backed by TELUS, n.d.).
This requires an e-learning solution that can be agile and which is developed and distributed
quickly too many learners. The flexibility and reduced development time of adaptive e-learning
fits well with the needs of telecommunications e-learning.
Adaptive e-learning fosters a lower level user engagement and opportunities for higher order
thinking as its generative counterpart. However, this approach to e-learning has merit when
implemented within an appropriate context. Use of eye catching multimedia, any time anywhere
availability, and content appropriate chunking of information all fit a need within the Canadian
telecommunications industry for an agile and versatile training strategy based on a high turnover
of products and services (Thakur, 2012).
2. Authentic activities offer opportunities for effective sales training.
A very small gap separates competition within the telecommunications industry; device
offers, rate plans, and network technology among wireless carriers in Canada are virtually
identical; the level of competition is such that if one carrier makes a change the others will
follow suit within hours (Thakur, 2012). This scenario leaves very little in terms of how
consumers decide upon a wireless carrier. As a result, one of the key differentiators in what
company the consumer chooses (or refers) as their wireless carrier comes down to their buying
experience (Church, & Wilkins, 2013).

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Understanding the features associated with telecommunications devices; whether it is

Smartphones, Mobile Internet Devices, or GPS tracking modems is different than developing an
ability to communicate, or ask questions of consumers in order align their needs to the benefits
these devices. A sales person may be able to list five new features on an iPhone, but if they are
not be able to convey to a potential client how these features can benefit them, the sale, and the
clients willingness to refer the carrier may be in jeopardy. According to Sivadas & BakerPrewitt (2000), the value of sales people who are knowledgeable, honest, and have clearly
explained the benefits of a customers purchase extends well beyond the individual sale. Positive
client experiences often lead to repeat sales, increased attachment rates (accessories purchased
alongside new hardware), and most importantly referrals. Likelihood To Recommend (Telus,
2015; Corporate Responsibility Report, 2013) is a key performance metric in the customer
service industry and has been adopted by wireless carriers in Canada as a method of measuring
customer loyalty and predicting subscriber churn (customers leaving one wireless carrier for
another). A customers experience at the point of sale has a direct effect on a wireless carriers
bottom line (Sivadas & Baker-Prewitt, 2000).
A common strategy in retail and telecommunications sales is for sales people to be
trained in selling the benefits of a product versus selling specific features (Tracy, 2005).
Wireless handsets have hundreds of features, however, if a user cannot utilize any of those
features to benefit their everyday lives it can be hard to justify the purchase price, or a two year
commitment to a wireless carrier. Research analysed from Silberman, & Auerbach, (2011)
suggests a parallel between selling wireless services based on features or benefits and adaptive
(traditional) or generative (authentic) forms of e-learning. Adaptive e-learning is likened to an e-

24
learning module where by users are asked to memorize specific features of the Smartphones
they intend to sell. Generative e-learning is comparable to experiencing and applying the benefits
a smartphone for a specific use case. Silberman, & Auerbach, (2011) agree that generative forms
of e-learning are conducive to selling the benefits of a product.
When sales people are trained in a manner which leverages practical experience with a
product, their ability to re-create and re-apply those skills are greatly increased (London, & Hall,
2011). For example, sales person A is trained adaptively; following an e-learning module,
sales person A may be able to reiterate to potential clients that iCloud is a great feature of the
Apple iPhone. Sales person B is trained generatively; this sales person may be able to tell the
client about an experience where an iPhone was lost and was able to be remotely located. Sales
person B can also attest to the fact that they were able to wipe and restore their personal
information remotely within minutes.
Herrington, Reeves, & Oliver (2010), suggest that generative (authentic) experiences are
seldom developed in an e-learning environment due to their difficulty to implement.
Complications surrounding user readiness to accept multiple outcomes in the learning
experience, and an educators commitment to constructivist educational philosophy (which often
has instructors go above and beyond what is normally required of educational professionals) are
often cited as reasons why learning programs lack authenticity. Many educators and instructional
designers also struggle with the alignment of learning with forms of authentic assessment.
Herrington et. al (2010) place the onus on instructional designers and developers to create
generative learning experiences, instead of training exercises which utilize static facts.

25
Training methods which allow sales people to leverage product benefits based on
personal experiences provide opportunities to connect with clients on a level which can help
close the gap on competition in the telecommunications industry. In the case of adaptive versus
generative e-learning involving iCloud; an effective generative (authentic) learning approach
would have users enter into a simulation that replicates an iPhones operating system and the
steps necessary for enabling Find My iPhone. The simulation could than create a scenario where
the users phone is lost and take them through the steps for locating and erasing the iPhone
remotely.
3. Sales simulations offer effective authentic learning experiences:

Slotte & Herberts (2011) research into retail sales training suggests simulations are a proven
method of increasing the comfort level and product knowledge of sales staff .The authors state
that the goal of simulation based training is to recreate experiences relevant to the context where
a learner will be utilizing skills and knowledge in a practical situation. While simulations are
widely accepted as an effective method for training sales staff, experts such as Longhitano &
Testa (2006) agree that it is the method and context in which sales simulations are presented that
determine the effectiveness of training. The majority of research compiled throughout this study
(Attia & Honeycutt, 2012; Pasin & Giroux, 2011; Silberman, & Auerbach, 2011; Lu, Hallinger,
& Showanasai, 2014) prescribe elements of authentic activities and generative e-learning as
catalysts for effective simulation based learning, whether online, face to face, or in a blended
environment.

26
Alignment between Jan Herringtons (2010) characterization of authentic activities and

simulation based sales training are easily identified. The research compiled in Table 1points to
examples from the four elements of authentic activities used to code the resources compiled in
this study as having qualities inherent to simulation based sales training.
Table 1:
Authentic Activities (Herrington, 2010)
Use in Simulation Training
1.
Authentic tasks have real-world relevance

(RWR)
2.
Authentic tasks are ill-defined (IDP)
4.
Authentic tasks provide the opportunity to

collaborate (UC)
5.
Authentic tasks are seamlessly integrated

with assessment (AA)
The effectiveness of simulation based

training is dependent on the authenticity of
its context (Slotte & Herbert, 2011).
To succeed in the simulations, students
must understand and define the problem(s),
surface individual and collective
assumptions about the problem and its
context, consider practical as well as
theoretical constraints, and internalize
theory-derived principles into mental
models that guide their actions (Hallinger
and Bridges, 2007; Gary and Wood, 2011).
Researchers agree that collaboration in
simulation based sales training (virtually or
face to face) with fellow trainees and
instructors enhances the overall training
experience (Lu, Hallinger, & Showanasai,
2014; Slotte & Herbert, 2011; Pasin &
Giroux, 2011).
Slotte and Herbet (2011) suggest that
simulations are developed with assessment
and outcomes which provide returns within
the context of the simulation.
While some researchers (Attia & Honeycutt, 2012; Pasin & Giroux, 2011) agree that
introducing simulation based training into sales/retail education is a training strategy which can
develop confident and knowledgeable sales staff, there are criticisms and challenges associated

27
with its successful implementation in an e-learning environment. Lack of user readiness to

participate in digital sales simulation was a common theme throughout the research. Pasin and
Giroux (2011) point out that some users react negatively while participating in simulation based
training; certain students in their testing became frustrated by failing a simulation. Also, there
were students who felt that they had done their best to complete a simulation accurately and
realistically, and that technical limitations of the simulation hindered their results. Lassk et al.,
(2012) point to technical limitations as a common hindrance of computer based sales
simulations; however, they agree that technical restrictions associated with the development of
sales simulations is rapidly diminishing with the widespread adoption of web 2.0 technology;
and that the emergence of web 3.0 may bring with it a new set of tools and affordances in the
field of computer based and online sales simulations. The researchers coined the phrase Self
Directed Learning Programs (SLDP) as a future direction for online sales training. SLDPs as
characterized by the authors are built on a constructivist foundation and uses elements of
authentic activities such as user collaboration, ill defined problems, and real world relevance:
Synergistic SDLPs rely on the salespersons motivation to pursue learning through additional or
optional sources. Examples include approved reading materials, participating in an online
independent study course, or reading white papers provided by an industry sales association. The
organization can utilize technology for synergistic SDLPs by providing ebooks, digital white
papers, or encourage participation in third-party asynchronous online courses (Lassk et al., pg.
148, 2012).

28
4. There are significant obstacles implementing authenticity into sales training elearning:
Organizational factors such as size, scope of training, and resources could be deterrents to the
implementation of authentic activities in telecommunications sales training (TELUS Sourcing
Solutions - eLearning Backed by TELUS, n.d; Corporate Responsibility Report, 2013). There is
a delicate balance between how a training program is constructed and a measurable return on
investment (ROI). Training programs which utilize authentic activities (including experiential
and problem based learning) are not easily developed; decision makers in all levels of an
organization need to accept and invest in this type of employee training. As a result, the cost of
introducing authentic activities into online sales training seems to be a deterrent (London & Hall,
2011).
The three major wireless carriers in Canada hold over a 95% market share of wireless
subscribers (Hardy, 2011); each of these carriers have thousands of sales people with training
requirements. Creating a sales training environment that is built around the use of authentic
activities on this scale is challenging (London & Hall, 2011). A mixture of full and part time
employees which span consumer, business, and corporate sales focus adds another layer of
complexity for training decisions. In addition to this, many employees who take part in sales
training activities are not long term employees (Retail Salespersons and Sales Clerks, n.d.);
another factor which affects ROI and decisions made around training initiatives.
For many organizations cookie cutter models of e-learning for sales training are easier to
measure as the ROI can be correlated to test scores generated by multiple choice assessments
following traditional e-learning. Traditional adaptive e-learning is a content focused approach

29
to training in which the user is a consumer of information during 10-15 minute learning modules,
following each module users are asked to reiterate the information presented in a multiple choice
assessment (Strother, 2002). This form of e-learning is accessible in an anytime, anywhere
format via online Learning Management Systems (LMS); and also takes into consideration
employee turnover and the relative ease of developing and distributing new training modules.
Another factor affecting implementation of authentic activities in telecommunications elearning is the discomfort some users experience accepting the pedagogy. Authentic activities
build on many facets of constructivism, experiential, and computer mediated learning. Research
by Herrington, Reeves, & Oliver (2010), Savin-Baden (2000) and Jonassen, & Reeves, (1996) all
point to users and educators alike having difficulty acclimating to what is defined in this paper as
authentic learning. Implementing authentic activities into telecommunications sales training runs
the risk of alienating certain user groups as the pedagogy is a sharp contrast to conventional
teaching methods they are accustomed to where students are passive consumers of information.
Along with the difficulties faced by users and instructional designers acceptance and
implementation of authentic learning Collis & Margaryan suggest that leadership within
organizations tend to set expectations of training based on traditional learning paradigms which
are often based on the number of hours users spend taking part in training programs, and not the
acquisition of practical skills and knowledge ( 2004).

30
Conclusion:
The qualitative metasynthesis of research compiled in this study suggests that authentic
activities can be used to increase training effectiveness, and cannot disprove the question; do
authentic activities affect sales training effectiveness in the Canadian telecommunications
industry? Authentic activities when implemented in training throughout telecommunications
sales training initiatives in the form of sales simulations generative e-learning supports an
increase in a users reaction (Kirkpatricks Level 1) and learning (Kirkpatricks Level 2) by
creating engaging learning experiences that actively involve users, while fostering higher order
thinking. While documents relating to retail sales training in similar industries to
telecommunications sales training were helpful to synthesize findings in this document, wireless
carriers in Canada have all developed their own e-learning sales training programs. The
effectiveness and ROI of these programs is unknown and should be scrutinized with specific
research. Recommendations based on the findings of this study indentify areas where further
research is required and possible applications of authentic activities within the field of
telecommunications sales training. There is a need for research into telecommunications sales
training specifically due to a paucity of resources.
Recommendations:
1. In the field of telecommunication sales training, developing a process or a framework for
interactive sales training simulations which can be manipulated to include varied
authentic contexts would be highly beneficial for training purposes. Based on the high
turnover rate of new products and sales people within the telecommunications industry

31
(Thakur, 2012) a foundation for developing sales simulations would allow for new
products and specifications to be quickly and easily overlaid onto the framework for
digital sales training simulations. This model would allow employees to practice sales
techniques based on product benefits in realistic situations before being subject to client
facing interactions; increasing the knowledge and confidence of the telecommunications
sales staff sales staff.
2. Simulation based telecommunications training would benefit both the learners and
management by adopting a blended model. The cost of implementing computer mediated
simulations sophisticated enough to add high levels of authenticity to the experience
would be very costly (Pasin & Giroux, 2011). Supplementing e-learning simulations
already used throughout the telecommunications sales industry with instructor led face to
face interactions would add a new dimension to the learning experience. This would offer
an immediate solution until more affordable uses of the technology and artificial
intelligence are available in wholly digital environments.
3. A blended approach of adaptive and generative e-learning in telecommunications training

that utilizes both traditional and authentic training methods would help staff taking part in
sales training while also filling a need within the industry for easily developed and
accessed training. This model would help to keep training cost effective and accessible as
well as accessing high order thinking and true learning associated with experiential
learning/authentic activities/problem based learning (Lassk et al., 2012).

32
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Appendix
Appendix (A).
Characteristics of Authentic Tasks (Herrington, Reeves, & Oliver, 2006):
1.
Authentic tasks have real-world relevance: Activities match as nearly as

possible the real-world tasks of professionals in practice rather than
decontextualized or classroom-based tasks (e.g., Brown, Collins & Duguid,
1989; Cognition and Technology Group at Vanderbilt, 1990a; Jonassen, 1991;
Lebow & Wager, 1994; Oliver & Omari, 1999; Resnick, 1987; Winn, 1993).
2.
Authentic tasks are ill-defined, requiring students to define the tasks and subtasks
needed to complete the activity: Problems inherent in the activities are illdefined
and open to multiple interpretations rather than easily solved by the
application of existing algorithms. Learners must identify their own unique
tasks and sub-tasks in order to complete the major task (e.g., Bransford, Vye et
al., 1990; Brown et al., 1989; Cognition and Technology Group at Vanderbilt,
1990a; Lebow & Wager, 1994).
3.
Authentic tasks comprise complex activities to be investigated by students over

a sustained period of time: Tasks are completed in days, weeks and months
rather than minutes or hours, requiring significant investment of time and
intellectual resources (e.g., Bransford, Vye et al., 1990; Cognition and
Technology Group at Vanderbilt, 1990b; Jonassen, 1991; Lebow & Wager,
1994).
4.
Authentic tasks provide the opportunity for students to examine the task from
different perspectives, using a variety of resources: The task affords learners
the opportunity to examine the problem from a variety of theoretical and practical
perspectives, rather than a single perspective that learners must imitate
to be successful. The use of a variety of resources rather than a limited number
of preselected references requires students to detect relevant from irrelevant
information (e.g., Bransford, Vye et al., 1990; Cognition and Technology Group
at Vanderbilt, 1990b).
5.
Authentic tasks provide the opportunity to collaborate: Collaboration is integral

to the task, both within the course and the real world, rather than achievable by
an individual learner (e.g., Gordon, 1998; Lebow & Wager, 1994; Young,
1993).
6.
Authentic tasks provide the opportunity to reflect: Activities need to enable

learners to make choices and reflect on their learning both individually and
socially (e.g., Gordon, 1998; Myers, 1993; Young, 1993).

37
7.
Authentic tasks can be integrated and applied across different subject areas and
lead beyond domain-specific outcomes: Activities encourage interdisciplinary
perspectives and enable diverse roles and expertise rather than a single well defined
field or domain (e.g., Bransford, Sherwood et al., 1990; Bransford, Vye
et al., 1990b; Jonassen, 1991).
8.
Authentic tasks are seamlessly integrated with assessment: Assessment of tasks

is seamlessly integrated with the major task in a manner that reflects real world
assessment, rather than separate artificial assessment removed from the nature
of the task (e.g., Herrington & Herrington, 1998; Reeves & Okey, 1996; Young,
1995).
9.
Authentic tasks create polished products valuable in their own right: Tasks
culminate in the creation of a whole product rather than an exercise or sub-step
in preparation for something else (e.g., Barab, Squire & Dueber, 2000;
Duchastel, 1997; Gordon, 1998).
10.
Authentic tasks allow competing solutions and diversity of outcome: Tasks

allow a range and diversity of outcomes open to multiple solutions of an
original nature, rather than a single correct response obtained by the application
of rules and procedures (e.g., Bottge & Hasselbring, 1993; Bransford, Sherwoord et al.,
1990; Bransford, Vye et al., 1990; Duchastel, 1997).

38
Appendix (B).
Kirkpatricks four levels of training effectiveness (Kirkpatrick, D., & Kirkpatrick, J.,
2005):
Level 1: Reaction
How do trainees react to the program, or better, what is the measure of customer satisfaction?
Whether they attend a program where they have to pay a fee or attend an in-house program
where only time is required, they are customers. Their reaction is important. In a situation
where they pay, their reaction determines whether they attend again or recommend the training
to others from their organization. Universities, professional organizations, and consultants who
conduct these kinds of programs should be very interested in the reaction of participants. In an
in-house situation, comments to others when participants return to their jobs have a major impact
on future training programs and budgets. Reactions of participants should be measured on all
programs for two reasons: to let the participants know that trainers value their reactions, and to
measure their reactions and obtain suggestions for improvement.
Guidelines for Evaluating Reaction
1. Determine what you want to find out.
2. Design a form that will quantify reactions.
3. Encourage written comments.
4. Get 100 percent immediate response.
5. Develop an acceptable standard.
6. Measure reactions against the standard.
Level 2: Learning
To what extent has learning occurred? Three things can be accomplished in a training program:
1. Understand the concepts, principles, and techniques being taught.
2. Develop and/or improve skills.
3. Change attitudes.
All programs have the objective of increasing the knowledge of the participants. Some programs
also have the objective of increasing the technical or sales skills of the participants. And some
programs, such as Diversity Training, are aimed at changing attitudes. Learning evaluations
should be targeted to the specific objectives of the program and should be used to evaluate all
programs.

39
Guidelines for Evaluating Learning

1. Measure knowledge, skill, and/or attitudes before and after the training.
2. Use a paper-and-pencil test for knowledge and attitudes.
3. Use a performance test for skills.
4. Get 100 percent response.
5. If practical, use a control group that does not receive the training to compare with the
experimental group that receives the training.
Level 3: Behavior
To what extent has on-the-job behavior changed as a result of the program? This is the most
difficult to measure and probably the most important. If the trainees do not apply what they
learned, the program has been a failure even if learning has taken place. Therefore, measuring
behavior change is necessary, not only to see if behavior has changed, but also to determine the
reasons why change has not occurred. It would be an almost impossible task to evaluate all
programs in terms of change in behavior. Therefore, a sampling approach should be used.
Guidelines for Evaluating Behavior
1. If possible, evaluate on before and after training. It is usually impossible to do this, so it
becomes necessary to do it after the program and determine what the participant is doing
differently than he/she was doing before the program.
2. Allow time for the behavior to change.
3. Survey and/or interview one or more of the following:
a. The trainee
b. The bosses of the trainee
c. The subordinates of the trainee
d. Others who observe the behavior of the trainee
4. Get 100 percent response or a sampling.
5. Repeat at appropriate times.
6. Use a control group if practical.
7. Consider the cost of the evaluation versus the possible benefits.
Level 4: Results
To what extent have results occurred because of the training? Results could be determined by
many factors including less turnover, improved quantity of work, improved quality, reduction of
waste, reduction in wasted time, increased sales, reduction in costs, increase in profits, and return
on investment (ROI). As in the case of evaluating behavior, evaluation should be done only on

40
those programs considered most important or most expensive. It has been recommended that
ROI should only be attempted on about 5 percent of an organizations programs.
Guidelines for Evaluating Results
1. Measure on before and after training.
2. Allow time for possible results to take place.
3. Repeat at appropriate times.
4. Use a control group if practical.
5. Consider the cost of the evaluation versus the possible benefits.

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