Background. Simulation-based instruction can be applied successfully to communication skills training. However, communication skills training (CST) for salespeople is a somewhat underdeveloped area, and only limited knowledge of different theoretical approaches and their application to sales education is available.
Aim. We introduce (a) situated learning theory (SLT), and connect it to the theoretical framework of communication in the disciplines (CID), and (b) principles of drama education. We apply these theories to simulation-based training in communication skills.
Method. We use a Sales Theatre Workshop (STW) as an example to show how SLT and CID can guide instructional design. We explain how the principles of drama education guided the design of role-play with simulated clients and of a structured debriefing process.
Results. Using SLT, the CID theoretical framework and the principles of drama education allowed successful communication learning in the STW. Following these theoretical ideas, we chose a specific communication context, created authentic client cases, emphasized reflective participation and a psychologically safe learning environment, and made the experience applicable to real sales situations.
Conclusions. We conclude by stating how SLT and the principles of drama education can be applied to simulation-based training. We propose more investigation of the debriefing process as a subject for future research.
