Instructor-led training is any kind of learning that happens in a classroom setting. There could be one or more instructors who help learners acquire new skills or knowledge through lecturers, presentation and discussions.

The greatest benefit of classroom training is the human dynamics that it facilitates. Face-to-face interactions with the instructor and real-time discussions are powerful ways to learn. Having an expert answer questions instantly and validate learners’ understanding of the subject are key aspects of ILTs. Instructor-led training is most suitable for soft skills training such as communication skills or sales skills.

However, it does have its own limitations. Sales conferences or training programs are usually organized off-site. Coordinating and bringing sales people from different geographical regions to the conference is an expensive affair, not to speak of the opportunity loss when the sales people are off the field.

Sales managers tend to jam all of the year’s learning into this one single event. Too much content is overwhelming to anybody. It is said that almost 60 to 90 percent of the skills that are acquired by salespeople during a training program are lost by the end of 30 days. Also, training is largely dependent on the personality of the instructor and his capability in holding the audience’s attention. Hence, there is likely to be no consistency in the quality of the training program.

There is usually no reinforcement strategy wherein the sales people have a refresher course or review program on what has been taught during the instructor-led training program. One way to make up for the shortcomings of an instructor-led training program is to supplement it with online training or eLearning and making it available on-demand for sales people.

Related posts:

1. The Benefits of Instructor Led Trainings to the Learner
2. Making Product Training Available Anytime & Anywhere for Salespeople!
3. Tips for Delivering Results-oriented Product Trainings for your Sales Teams

Mobile Learning has become a viable learning medium in recent times. However, it is neither a panacea for all ills nor an alternative for classroom training or eLearning. In fact, mLearning can complement classroom training and eLearning very well. Here are a few recommendations to get started with mobile learning.

Choose your audience carefully: When we talk about mobile learning, typically, we are talking about learners who are tech-savvy and comfortable using the latest gadgets. You need to ensure that they possess devices that are suitable for mLearning. For example, in an organization, if there are not many employees who use such devices, there is no point in planning a mobile learning initiative.

Exercise caution while choosing the content: Content for mobile learning has to be very focused and interesting. It needs to be for a short duration. For example: a module on the correct posture for lifting weights can be short as well as interesting for learners.

Pay attention to the interactivities planned: Your interface should be easy and intuitive. There cannot be too many interactivities in mLearning because in some devices, flash-based content may not play.

Engage a specialist: If you do not have adequate resources to initiate mLearning in your organization, it is advisable that you engage a specialist who can help you avoid a lot of technical headaches.

It is a fact that there are more users of mobile phones than users of computers. Hence, mobiles can be a powerful medium of learning. Users who do not have access to computers at home could be provided supplementary material via mobiles. However, it can never be a standalone learning medium. It needs to be supplemented by learning through other formats such as through computers.

Related posts:

1. Who is the Best Audience for Mobile Learning?
2. Mobile Learning – The New Kid on the Block
3. Usage of Smartphones in the Context of Training

In the last post on this topic, we looked at the fact that our learners do not come to our courses in a neutral mode. They come to the learning experience with an attitude (ranging from favorable to unfavorable) towards the subject, the medium of delivery, and towards the course materials. In this post we will see how we as instructional designers can help in positively influencing their attitude towards the subject matter or topic or training and towards the course materials themselves (eLearning courses in our case).

Continuing with the discussion from the last article on influencing their attitude towards the subject, here are two quick tips:

Engage with the subject yourself: In classroom training, learners can intuitively pick up cues that point to a lack of enthusiasm on the instructor’s part towards the subject. In eLearning, this is no less true. Our attitude towards the subject will be evident in the effort we are willing to put in towards the subject we are teaching. Granted once in a while, there may be subjects we may not be very enthusiastic about ourselves, but it helps to be consciously on guard against not allowing our own lack of enthusiasm to creep in and affect our treatment of course materials.

Take a regular pulse check of influence: A question we can ask ourselves at the end of the design of instruction is – Did we make learners like or dislike the subject/ topic we taught? Our self-reviews of the design and storyboards will be more effective if we ask ourselves this question during the reviews. The answer might help us take the required steps to improve our materials before they leave the drawing board and go into production or course development.

Attitude towards the course materials

As mentioned in the previous point, a lack of enthusiasm on the designer’s part can show up clearly in the course materials. We are more likely to use our imagination to engage learners if we first allow ourselves to be actively engaged with the topic. Once we do that, we can proceed with developing an effective learning experience. Here are a few basics to make sure we present our course materials well and help our learners go back with a positive experience of our eLearning courses:

• Provide suitable practice – allowing them to succeed by providing instruction in increments and giving them a chance to practice what they learnt.
• Give them some flexibility – By checking what they already know and letting them skip portions based on pre-course assessments.
• Give them some degree of freedom – Don’t force them through a linear navigation unless the materials are structured to be strictly sequential. A menu from which they can navigate to topics non-linearly is a welcome feature in most courses.
• Make them feel good about progress – Remind them of what they have already looked at and how it now ties in with the current topic being taught. This also lets them feel a sense of accomplishment. (“Now that you know ABC, you will find it easy to learn XYZ”).
• Make instructional tasks and tests relevant to objectives– if learners don’t know why they are doing something, they will not engage with the task.
• Praise them – Try and let your feedback express genuine appreciation when learners succeed.
• Don’t punish them – Avoid giving feedback that doesn’t put learners off forever. Use gentle language. You may want to include hints in helping them arrive at the correct answers (Would you like to try this again keeping in mind XYZ?).

Related posts:

1. First Do No Harm – A Basic Principle of Instructional Design:
   Part 1
2. Can a Classroom Instructor be an Effective Instructional Designer Part 2

The traditional form of training is Instructor-Led Training (ILT). It allows learners to interact with an instructor and with other learners, to ask questions, get instant feedback, and to get enough practice under the expert guidance of an instructor. Let’s look at the benefits of instructor led trainings to the trainer or organization.

Advantages of ILT to the Trainer or Organization

ILTs bring powerful benefits to the organization in terms of sheer effectiveness.

1. The instructor can change direction as needed, especially if the learners find any topic particularly tough. Also, if learners go off tangent, the instructor can bring them back on course easily.

2. The instructor can accommodate unique cases/custom requirements by stretching the scope if required.

3. Face-to-face interactions enable connections between people – and people are powerful enablers of learning. This is especially true in the context of shared learning, which is an essential characteristic of a classroom environment.

4. Instructor feedback can help improve course materials. Based on the kind of questions learners ask in a session, the instructor can provide valuable recommendations and suggestions to the developers of the course materials on what kind of further inputs should be included. This feedback is important for the course to be continuously improved. While participants do provide their feedback; missing gaps can be spotted only by the instructors, making ILTs an invaluable resource to the organization.

5. Almost 70% of information is carried inside the heads of experienced instructors. Classroom sessions are a great way of tapping this wealth of information.

Although technology-based training is becoming increasingly popular, Learning and Development experts are emphatic in their opinion that it will never completely replace classroom training. Most organizations today continue to use classroom training components alongside an increasing amount of eLearning.

Related posts:

1. The Benefits of Instructor Led Trainings to the Learner
2. E-learning Over Traditional Classroom Instruction
3. Planning Orientation Programs for eLearning

Blended learning solutions – which offer a mix of eLearning and classroom training, can provide a plethora of benefits for any organization. Here are a few benefits of blended solutions:

You Can Leverage Both Modalities

It blends the best of both worlds by using a combination of delivery formats or modalities. You can leverage the benefits of effective classroom delivery that results in optimal learning, along with the advantages of a self-paced module to support learners at different phases of the learning process.

Create curriculum that uses a blend of both. Ask yourself how you can best mix the benefits of high-quality classroom training with the benefits of high-quality eLearning.

Each Mode Can Complement the Other

Overcome the limitations of one mode of learning delivery with the benefits of the other. With a blended solution, you can move all parts of the training that can be learnt by participants by themselves to the online medium and reserve classroom training for those bits that are most effective through interaction with an expert facilitator and with the peer group.

Flexibility Leads To Better Completion Rates

Flexibility in terms of the content and schedule will enable participants to be less likely to drop out as they can accommodate the blended solution into their schedules without much inconvenience. Also, since they can pace the online component, they can spend additional time on content that needs more of their attention. Successfully completing parts of the overall training also leads to increased motivation levels and participants are more likely to continue with the complete blended solution. Students can work at their own pace during the online portion, spending extra time where they need additional time for mastery.

Variety Matters

Having just one delivery format can quickly turn monotonous. Having a blend of ILT and eLearning adds variety to the training mix and engages learners. Besides the various learning strategies that each delivery format affords also adds to the interesting blend that caters to diverse learners with varying learning styles.

You can customize the Blend

The blend can be adjusted depending on the target audience. For instance if you have a compliance training for an audience primarily composed of finance staff, who are used to reading a lot of text-heavy content, you can provide pre-course work in the form of documentation that needs to be read up before the course. You can also cut down the classroom component to the barest minimum by having most of the material online. By increasing the information being covered in the course, you will be able to cover more, in less time, and could reserve the classroom component to just a Q&A session and discussions of critical content. Think of the savings in time and cost! Now the same approach may not work with a target audience of sales professionals who may not prefer reading up a lot prior to a session. In which case, you can present the bare bones of the content online and follow it up by multiple face-to-face sessions. Blended learning solutions give you the flexibility to organize the blend according to your tailor-made requirement.

Learning Becomes a Process, Not an Event

Because learning is spread across various formats, learners spend more time across a longer period taking part in various learning activities. It helps provide ongoing momentum to sustain learning.

Remember, The RIGHT MIX of training solutions can be work like a magic blend:

Related posts:

1. Best Practices for the Perfect Blended Learning Solution
2. A Sample Blended Solution for Effective Sales Training Implementation
3. Blended Learning – Benefits to Organizations!

When faced with the fact that this is the 21^st century and so much of life is technology-driven, some people wonder if teachers will soon become obsolete. I can’t see that happening, because there are still too many things that require “hands on” learning. Even if regular schooling, as in years 1 to 12 become computerized, a need for teachers will still continue in order to grade assignments and exams, as well as to provide tutelage. My own son provides a great example of why we still need teachers.

Master Four is learning to write. A very clever boy, he knows how to operate the computer and has his own games to help him learn everything from reading to math. There is even a program that shows correct pen strokes for writing! He had been trying to teach himself from that writing program, but it didn’t seem to be sinking in. We sat down together and began to practice writing and in less than an hour, he was scribbling his name. All I did was show him how to do the pen strokes and he could imitate my hand position and stroke order.

However, there is one problem that even I can’t solve… correct grip. I’m not a qualified teacher and don’t know how to teach my son how to hold a pencil properly. That is what he has a kindergarten teacher for, because I just can’t figure out how to do it without a great deal of frustration. So, for all of us parents who can’t figure out how to teach something that requires a physical example, there will be teachers who will do the work for us.

Does that mean we need instructors for everything we learn? Of course not. Workplace training (or any sort of auxiliary learning) is just one area where having face to face training can be simply a money pit. For example, if you partner a seasoned employee with a new one, then there is downtime as the seasoned person trains the newbie and answers any and all questions, as his work gets left on his desk for another day or two. This type of partnering usually makes the new employee feel more comfortable to approach that seasoned person with any and all future questions, thereby further hindering production by the veteran.

Or, if it’s a continuing education course that all employees have to take and a classroom set-up is provided in the conference room, well, what production could happen when everyone is sitting in the conference room? It’s not only the expense of production loss, but also the cost of facilitating the training such as the cost of the venue and equipment needed, including the instructor to teach the material, or if you have employees spread all over the country, possibly setting up various venues or having a trainer or team of trainers go to various locations. It would be much more cost and time-effective to have that training done via e-learning.

Some courses are constantly being updated. So, in a classroom scenario, it is a challenge to get an expedient turnover of information between the time it is released and the time the students learn it, because in the middle are trainers that need to learn, understand and then disseminate the material, as well as reprint and redistribute manuals. In an e-learning environment, content can be changed quickly and then employees can learn new information, thereby eliminating the middle man, so to speak.

People like having a face to connect with a course too. They like to feel that there is someone they can approach with questions on the subject matter. It is familiar to sit in a class with an instructor, because it’s what’s always been done. So if it isn’t broken, should it be fixed? Most of these issues are resolved in the design of any good e-learning course, so it’s not as much a case of a course being “broken”. It’s just a different medium, rather than the flesh and blood sort.

The “face” of an e-learning course may not be an actual face, but more the overall look and feel of the design. Some courses do make use of an avatar or images of people so as to give an actual face with which the learner can identify. Having a good, easy-to-use player will help the learner feel empowered and in control. All these “faces” help the learner to be able to connect with the course and feel a sense of familiarity.

I can’t think of one e-learning course that doesn’t have some kind of help attached to it. We all know that a button with a good old question mark on it is for help. So, for a learner to be able to ask a question regarding an e-learning course is a matter of clicking a button or two. Glossaries help with the program and common questions regarding the material are usually included in courses. It isn’t common for a course not to be programmed well enough to cover all bases. There are also some courses designed with the function of being able to e-mail questions that aren’t covered. From experience, I can say that often answers ARE within the material, but have been overlooked.

There are also plenty of people who prefer traditional classroom instruction over e-learning because there is less responsibility on the part of the learner for acquiring the knowledge of the subject matter. Classrooms are teacher-driven, whereas an e-learning course is student-driven. In the classroom, it is easy to say, “The instructor didn’t cover that.” When dealing with an e-learning course, all the information is there for the learner, but it is up to the student to learn the material. It is known what information the course contains and from the assessments, it can be known what the student has learned.

Along these same lines, what is actually being taught can vary from teacher to teacher, so consistency can be an issue. It’s highly unlikely that every single trainer will do and say the same things, so the material conveyed can vary, as well as the level of quality in training, but in an online course, the material is the same, in every instance. It also caters to the various learning styles of the students.

In any group of people, you have varying levels of skills and learning preferences. Some learners like to read, others to listen and even more who prefer to watch and do. An e-learning course can cater to all those styles at once through text, images/ animation, audio, games, etc that will engage and hold the student’s attention. Meanwhile, the classroom instructor must resort to rote learning and can only go as fast as the slowest student, usually losing the attention of the quicker learners.

There is a middle ground in the classroom versus the e-learning debate, which is called blended learning. It takes the best of both worlds and puts them together. Blended learning is the ideal learning process in that initially the learners complete an online course to gain knowledge in the subject matter and then proceed onto the classroom portion to reinforce what was learned through the practical application of the concepts. By the time everyone gets to the classroom, they are all on the same page and have relatively equal knowledge of the material to be fully ready to participate in application and problem-solving. In a way, that is what Master Four in doing in his quest to learn to write. He uses his computer program to learn the basics such as the alphabet and pen strokes, then I (or his kindergarten teacher) physically go through the lab portion of holding the pencil and physically writing.

Happy learning!

Related posts:

1. Designing Online Courses For Learners Who Are Not Computer Literate
2. A Summary of Responses to “Sage on the Stage or Guide on the Side?”
3. Typical Learner Reactions to eLearning

As we are entering into a new year, I thought of having quick review of the most appreciated blogs in the year 2009. The list represents some of the most interesting and active learning topics.

Training Needs Analysis: To Skip or Not to Skip is the Question

Usually, training needs are identified during an annual performance appraisal done by HRD. These needs are handed over to corporate training to initiate involvement to address them. The needs are classified and collated; training calendars drawn; training budgets projected and so on. Most line managers want the training to be delivered yesterday! There is always a dearth of time, resources and money, which makes us think twice before we jump into a full-fledged analysis. So, the question is when can we skip and when can we not?

How can you learn, unlearn and relearn?

There is so much we unlearn without much effort. Knowledge not often revised, skills not regularly practiced and beliefs shattered by contradictory experience are all day-to-day examples of unlearning. But what about a situation where person’s knowledge, skills and beliefs serve him well and is therefore reinforced? How can he unlearn them in the face of a superior learning, which will serve him better?

Singular delivery environment for instruction (i.e. class-room only) versus a blended delivery instructional environment – when to use them?

In today’s technology and availability of multiple delivery media days, we are tempted to use a blended approach (more than one medium of delivery) to deliver training. In corporate training, many a times, singular delivery method is enough to do the job. Before we zero down on the criteria for selecting a delivery environment, let us know more about the typical singular and blended learning environments.

Sage on the Stage or Guide on the Side?

A leader motivates, envisions, inspires, communicates, cajoles, reprimands… so does a teacher. A leader is driven by his ego. Who among us can deny the thrill of self-gratification when we stand in front of a group and lead them? So, why belittle the ‘sage’ in us? On the other hand, how much of empathy does trainer need to relate to his flock? Does being a ‘guide by the side’ depend upon the kind of learners, the trainer is dealing with? Or are we just donning the role of ‘guide’ only to mollify the egos of learners? What exactly we mean by ‘facilitating’ learning?

Learning Styles and Instructional Design: Do they go hand in hand?

Kolb’s learning theory introduces us to four distinct learning styles (or preferences), which are based on a four-stage learning cycle – learning by feeling, watching, thinking and doing. My question is how practicable or feasible it is to try and accommodate various learning styles while designing a course, be it classroom or online?

How much of ‘Entertaining’ is advisable in Training?

We know the humor is an extremely powerful force, sometimes even life saving (Anatomy of an Illness, Norman Cousins).We tend to agree with Elliott Massie when he says that every great classroom-based class that he had attended contained humor and laughter. Off hand, we agree that positive humor will help establish a climate conducive to learning, reduce stress, aids retention of information, breaks down barriers between facilitators and learners, and foster cohesiveness. But the question is how?

Sales Training in a Classroom or Online?

Sales Training can comprise product knowledge, sales procedures & reports and selling skills. We have been developing sales training courses for automobile major in Europe, with market presence in Europe and Asia. During the development, we realized that this client company is using a blended approach by addressing certain aspects of training via online delivery and certain others in the classroom. What do you think? Is eLearning or online mode of delivery suitable for selling skills training?

Software Product Simulation – Captivate or Flash?

Software product training using authoring tools like Captivate or Adobe Flash is an effective mode of eLearning. Screenshots of the software acts as a raw content for developing an online course. The learner is taught on how to use the software by creating a simulated environment. The effectiveness of learning can be enhanced by using audio. Both Captivate and Flash can impart training. Let’s see, which one is more suitable.

What Are The Real Elearning Standards?

In the eLearning field, we usually come across SCORM/AICC as the standards to which the courseware should adhere to. But how far are these standards learner-centric? Are these standards impeding learning?

How to market social media as a learning tool?

How do we ‘market’ the use of social media as a new tool or avatar of learning? First, are we sold on it? Many of us have mixed experiences and opinions about using social media in an organizational setting to learn and improve workplace performance. I think I find blogging and LinkedIn more useful than Face book or Twitter. I am sure many of you have opposing views.

Wishing all a Happy, Prosperous and Peaceful New Year!

RK Prasad

CEO

Related posts:

1. Singular delivery environment for instruction (i.e. class-room only) versus a blended delivery instructional environment – when to use them?
2. Sales Training in a Classroom or Online?
3. “Which is better for Sales Training? Classroom or Online?” – A summary of 100 responses in LinkedIn

In today’s technology and availability of multiple delivery media days, we are tempted to use a blended approach (more than one medium of delivery) to deliver training. In corporate training, many a times, singular delivery method is enough to do the job.

Before we zero down on the criteria for selecting a delivery environment, let us know more about the typical singular and blended learning environments. Some examples of instruction delivery environments are:

Examples of Singular Delivery Environment

• Face-to-Face (FTF) classroom (with or without audiovisual media)
• Distance Learning
• Action Learning
• Independent self study

Examples of Blended (Hybrid) Environment

• FTF classroom with web-based team projects, or game simulations
• Satellite video conferences followed by small group discussions at remote sites

The main criteria for deciding between a singular and a blended approach are:

1. Complexity of the task at hand
2. Desired Learning outcomes

If the task is fairly simple and the desired outcome is to know or understand (cognitive), a singular learning environment is enough. For example a Logistics Officer in the Armed Forces needs to understand logistics processes probably for that classroom training would suffice.

On the other hand, if the task to be accomplished is complicated and involves multiple domains, a blended approach is recommended. For example, continuing with the Armed Forces setting, let’s take combat capability such as using heavy artillery. I suppose it would start with classroom instruction, move on to game simulations, field operations and back to classroom for some kind of debriefing.

If there is a need to analyze, synthesize and evaluate (Bloom’s Taxonomy), a heavy artillery soldier in a life threatening situation must be able to apply his knowledge to operate the tank, must be able to analyze conditions to determine what action(s) to take, must be able to synthesize operational information with environmental conditions, must be able to evaluate overall situation given full scenario that includes receiving instructions from higher commands, working jointly with other soldiers in immediate environment, working with soldiers in other heavy artillery of same and different make-up i.e. ground (tank) versus air, and/or light artillery, evaluate threat levels, make decisions of when to fire etc (critical incident). And if he is a good leader (affective), he must have higher level knowledge skills (cognitive) and must be able to engage in physical combat (psychomotor), and then I think a blended approach is warranted and justified.

The example may look a little extreme for a corporate training challenge but certainly not incomparable to certain higher level organizational responsibilities.

Thank you for reading my blog. I welcome your comments and opinions.

RK Prasad

CEO

Related posts:

1. Top Training blogs in the year 2009
2. Blended Learning – Benefits to Organizations!

I have posted the discussion question, “Which is better for Sales Training? Classroom or Online?” in LinkedIn groups earlier this week. There were more than 100 responses. I thought the combined wisdom of 100 of us should be shared.

To give you an idea of who responded, there were learning consultants, training managers, corporate trainers, directors, instructional designers, business analysts, product managers, software developers, training leaders and strategists, computer specialists, training & education executives, eLearning managers, instructors, marketing managers, writers, authors, speakers…

…from industries such as Information Technology and Services, Oil and Gas, eLearning, Training, Education, Communication, Government, Pharmaceutical, Media, Banking, Internet, Retail, Machinery, Arts & Craft and so on.

Here is a snapshot of the responses:

Each response was great, reflecting the unique expertise of the respondent and his/ her willingness to share it.

Here are some ( according to me ) relatively more detailed/ incisive/ educative responses in verbatim:

In favor of Blended Approach:

• The answer to that depends on the size, nature, and distribution of the sales force. If it is large, turns over rapidly, and is geographically disperse, then getting people together for leader-led training is cost prohibitive. The best program to have is a combination of leader-led, online, and performance support tools. The proper utilization of leader-led training, where the leader is more of a facilitator as opposed to a trainer, can and does result in improved job performance though.

• The US Dept of Education recently released a report which showed some interested findings related to just this subject. They found that the best results came from a blended approach which involved both online and class-room, instructor-led scenarios. They also found that online learning proved to have better results than just class-room learning. Address more of this report at http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

• From my experience a combination of both online/audio in the car and classroom works really well. I use online/audio in the car to teach the theory and then reinforce and integrate it in classroom by doing exercises that apply it to their job and give them experiences. I have then set it up with their managers to provide ongoing reinforcement of the new behaviors being trained.

In favor of Classroom Training:

• I used to deliver sales training in a classroom which included making live sales calls in a “virtual office” environment. Although most trainees were apprehensive, being in a group environment helped them to develop and learn from each other. It is essential get sales people out of their comfort zone to ensure they develop and you cannot really do this online.
• I have taught sales for years, and taken many sales courses myself. I firmly believe the classroom/one on one is THE best way to go. Online is fine for the basics, but nothing can beat the classroom/one on one to produce a successful salesperson. Personalize the sales process, with the basics kept in view, and the sales person and company succeed. Sales is not a cookie cutter venture, but needs to draw and amplify the salespersons own character.

• I think that training sales should be done better in a classroom. This give an opportunity to some employees to ask any question they have. Also they can get better understanding on processes and procedures.

• Classroom training (with role plays as the major component) is far superior to online training. Selling is about communicating effectively. In order to learn effective communication skills, you need to be face-to-face.

• Classroom training is the best and will always be the best. The clients will learn and retain the most with a live person physically in front of them.

In favor of Online Training:

• All depends on the intensity and subject matter. Virtual classroom training can be very effective. Allowing people to ask real time questions and get answers. Independent (on demand) training can also very effective, Training at sales kick-offs for the introduction of new products, major announcements, etc….

• Online shall be preferred and it should be treated as case study example.
  

• Online training is great! Makes distance shorter, less time pressure…great for IT training, software implementation, procedures, accountancy.

• We just delivered technical training for learners around the world successfully for a very large financial institution. ILO is definitely one of the major waves of the future for learning. It’s been a mainstay for us for over 7 years as the right investments in infrastructure and workflow is KEY.

What do you think? Thank you for reading my blog and I welcome your comments and sharing of experiences.

RK Prasad

CEO

Related posts:

1. Is Google Wave a flop?
2. Are you Ready for eLearning with the Right Infrastructure?
3. Sales Training in a Classroom or Online?