Learning Elements

Zombie Sales Apocalypse™ uses evidence-based best practices as they relate to game-based learning. Research has shown that games are effective for learning because they actively engage learners in the course material as opposed to passively conveying it during a lecture, assigned readings or a watching a video (Sitzmann, 2011; Wouter et al, 2013).

When a learner makes a decision in a game, he or she receives immediate feedback either reinforcing or correcting the decision. Zombie Sales Apocalypse™ consists of three parts designed to increase learning. First is a pre-call process where the learner indicates a strategy for the call and determines collateral to bring on the sales call. This uses a process called Advanced Organizer which focuses the learners attention on what he or she is about to learn. It stimulates thinking about the subject matter.

After the sales representative completes the section asking them to relate a specific sales strategy to an element of the sales model, the sales representative then begins playing the game where he or she must execute a successful sales call.

During the call, the learner encounters a series of sales conversations with different individuals. These individuals include a receptionist, a nurse and a physician but can vary depending on the sales process of the organization. The learner interacts with these characters reinforcing and practicing the skills associated with the organization’s sales model and process.

Each interaction leads to a branching scenario, some branches will be correct and others incorrect. Feedback guides learners to appropriate learning outcomes and reinforces the desired sales behaviors.

The focus on quick decision making and immediate consequences for incorrect answers provides authentic cognitive practice for the skills you want your sales representatives to possess. Each decision is scored against the sales model. At the end of every level, learner performance is compared to the ideal sales process.

The third learning element comes into play when the learner reflects on the experience and how they executed against the sales model. This helps the learner to focus on the experience and highlight what he or she did well and identify areas for improvement. This is accomplished through a series of summary questions.

Reflecting upon a learning experience is a high effective methodology for achieving the desired results using game/simulation-based learning tools (Stefano et al, 2014).

References:

Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489–528.

Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265.

Stefano, G. D., Gino, F., Pisano, G. & Staats, B. (2014) Learning by Thinking: How Reflection Aids Performance, Harvard Business School, Working Paper. 14-093.