Sales Management: Shaping Future Sales Leaders

Training and Developing the Sales Force
Chapter 9

9-1
Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall.

How Important Is Sales Training?
 Trained reps are more knowledgeable about products and services  Understand markets in which they operate and the selling process  Able to better understand customers and deliver better service  Achieve higher sales and incomes
 Greater job satisfaction because they’re successful

9-2
Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall.

Sales Force Training

1. Who Needs It??
2. Why do it??

12-3

Sales Force Training
 Sales training—the effort an employer puts forth to provide salespeople job-related culture, skills, knowledge and attitudes that should result in improved performance.

12-4

Sales Force Training
 Sales culture—the set of key values, ideas, beliefs, attitudes, customs and other capabilities & habits shared or acquired as a sales group member. It defines what is important in an organization and is the combination of attitudes and behaviors to which most members of an organization subscribe.

12-5

Sales Force Training  As product life cycles become shorter and relationships with customers have become more complex. training for sales forces has become increasingly important 12-6 .

studies report that only 30% of firms provide real sales training 12-7 .Sales Force Training-Issues  Despite the proven relationship between sales training and sales productivity.

Sales Force Training-Issues 12-8 .

9 out of 10 salespeople who have been through training have been disappointed !!  In addition. customers often feel that salespeople who serve them are not very effective  Question: Are sales training programs any good? 12-9 .Sales Force Training-Issues  Further studies indicate that at the average company.

Sales Force Training-Issues 12-10 .

Customer needs/evaluations of salespeople are often ignored in program design 3.Sales Force Training-Issues 1. Management does not reinforce the training 12-11 . Many companies design training programs without thoroughly assessing the training needs 2.

strategic.Sales Force Training-Issues 4. etc. Training used to attempt to solve corporate problems which are actually systemic. 12-12 .

Publishing as Prentice Hall. .The Training Process: 4-Stage Training Cycle 9-13 Copyright © 2009 Pearson Education. Inc.

Inc. Publishing as Prentice Hall.The Training Process: 4-Stage Training Cycle-(1. .) Identify Needs 9-14 Copyright © 2009 Pearson Education.

Determine Objectives Assessment of Training Needs at Different Levels 9-15 Copyright © 2009 Pearson Education. Publishing as Prentice Hall. Inc. .

. Skills. Publishing as Prentice Hall.Identifying Knowledge. Inc. and Abilities (KSAs) Sources of Training Needs Information 9-16 Copyright © 2009 Pearson Education.

job rotations exposure.Determine Who Needs Training  Training needs may vary depending upon rep’s experience level and the needs of the markets  Training needs may be identified from:  Quantifiable performance appraisal data  Customer satisfaction or CRM data  Training needs surveys taken by sales managers and reps  After identifying needs. Inc. . training from outside vendors. etc. 9-17 Copyright © 2009 Pearson Education. create training and development plan for reps  Plan should include courses rep should take at career milestones. Publishing as Prentice Hall.

Market/Industry orientation 3.Common Sales Training Topics 1. Technology 8. Time and territory management 6. Selling skills 5. Specialized topics . Legal and ethical issues 7. Product/service knowledge 2. Company orientation 4.

Inc. Publishing as Prentice Hall. .What Content Is Needed? Topics Commonly Covered 9-19 Copyright © 2009 Pearson Education.

Product Knowledge  Companies that produce technical products spend a greater amount of time on product knowledge  KSA’s? .

skills & abilities  Task-related KSA’s: essential elements to sell  Growth-related KSA’s: adaptive. creative. attitude.Product Knowledge  KSA’s = knowledge. etc.  Meta KSA’s: salesperson’s self-development & self-management .

prenhall. . Inc. Communication Styles 1.com/sal/  Access code came with your book  Click the following  Assessments II. Working With Others A.Self-Assessment Library  Go to http://www. Publishing as Prentice Hall. What’s My Face-to-Face Communication Style? 9-22 Copyright © 2009 Pearson Education.

) Develop the Program 9-23 Copyright © 2009 Pearson Education. Inc.The Training Process: 4-Stage Training Cycle-(2. Publishing as Prentice Hall. .

Inc.Content Will Vary Based on Target Group  Programs for new hires  Company orientation  Product and market information  Selling processes  Technology skills  Programs for more experienced reps  Advanced sales skills  Communication and presentation skills  Technology skills 9-24 Copyright © 2009 Pearson Education. Publishing as Prentice Hall. .

Publishing as Prentice Hall. . products.On-the-Job Training  Exposes new reps to practices. and customers immediately  New hire will learn to model the behavior of the more experienced rep  Refresher courses for more experienced reps cover advanced sales skills  How to work with larger or more complicated customers or advanced products and services 9-25 Copyright © 2009 Pearson Education. Inc.

.Integrating Technology  Keys to successful sales technology training include  Ensuring that reps see benefits of technology so they will accept and use it  Thoroughly training reps to use technology both in the field and out  Providing adequate tech support and follow-up training 9-26 Copyright © 2009 Pearson Education. Publishing as Prentice Hall. Inc.

universities. Publishing as Prentice Hall. Inc. and professional associations 9-27 Copyright © 2009 Pearson Education. .Professional Development Activities  Professional speaking/role-playing  Account management  Team selling  Negotiating contracts  Category management  Other advanced training conducted as part of an industry-wide seminar  Summer institutes or graduate courses offered by colleges.

External  Generally. . internal trainer will have more credibility  Exception: new technology.Staffing the Training Program: Internal vs. Inc. training offered by developer  Dedicated sales training team within the firm?  Large number of people needing immediate training?  Outside technology partner to facilitate delivery? 9-28 Copyright © 2009 Pearson Education. Publishing as Prentice Hall.

Publishing as Prentice Hall. Inc. it may warrant in-house development  Is the program needed on a regular basis or is it only needed once?  Can it be rolled out gradually or is it needed immediately?  How involved do sales managers need to be? 9-29 Copyright © 2009 Pearson Education.Staffing the Training Program: Time  How frequently is the training needed?  Recurring program offered at regular intervals. .

will there be extra costs for researching content or creating materials  Additional staffing costs required?  Travel to training site? 9-30 Copyright © 2009 Pearson Education.Staffing the Training Program: Costs  How does outsourced training compare pricewise to internal training?  If internal. . Publishing as Prentice Hall. Inc.

Selecting Delivery Method Instructor-Led On-Demand (Self-Paced)  Face-to-face training  Access similar information online when and where needed Web/Conference  Presenter delivers info remotely to trainees’ individual computers Calls Webcast / Webinar Podcasting “Wikis” 9-31 Copyright © 2009 Pearson Education.  One-way flow of communication  Two-way flow of communication including feedback  Delivering info to rep’s iPod™ or similar device  Web sites individual reps can put up on short notice and post to . Inc. Publishing as Prentice Hall.

. Inc.Frequency of Training Methods Used 9-32 Copyright © 2009 Pearson Education. Publishing as Prentice Hall.

Inc. Publishing as Prentice Hall.Role-Playing and Avatars  Role-playing exercises  Requires rep to present information to a ―client‖ (usually a sales trainer or another sales trainee)  Overcome sales challenges in real time  Avatars: computer representations of humans  Provides consistent experience with a coach who does not tire  Available any time of the day or night  Can be used to train reps individually or in groups  Can be repeated until mastery is achieved 9-33 Copyright © 2009 Pearson Education. .

Publishing as Prentice Hall. Inc.The Training Process: 4-Stage Training Cycle-(3.) Deliver Training 9-34 Copyright © 2009 Pearson Education. .

lodging costs  Lost selling time  Psychological ―readiness‖ of the trainees  Timing of the training in the sales cycle  Time to complete pretraining assignments 9-35 Copyright © 2009 Pearson Education. .Scheduling the Training  Location  Travel. Inc. Publishing as Prentice Hall.

Publishing as Prentice Hall. Inc.Facilitate Learning Transfer 1 Training and field conditions similar 2 3 4 5 Provide opportunities to practice Variety of situations to apply new material Identify important features of the task Opportunity to practice in the field 9-36 Copyright © 2009 Pearson Education. .

Inc.The Training Process: 4-Stage Training Cycle-(4.) Assess Training 9-37 Copyright © 2009 Pearson Education. . Publishing as Prentice Hall.

Assessing the Results  WOW!. . Inc..only 28% of sales trainers have a definitive method for measuring the value of their sales training Reaction Learning Behaviors Results 9-38 Copyright © 2009 Pearson Education. Publishing as Prentice Hall.

. Publishing as Prentice Hall. training staff comments.Value to Individual  Trainee feedback. Inc. supervisory feedback  Most frequently used method  Don’t show if anything was really learned and applied Reaction Learning  Measuring the amount of information participants mastered during the program  Doesn’t necessarily reflect if material can be applied productively back in the field 9-39 Copyright © 2009 Pearson Education.

fewer complaints. Inc. higher svc rating?  Difficult to tell if results are because of training or other factors  Utility analysis: looking at economic impact the training had by examining cost-benefit trade-offs of training program 9-40 Copyright © 2009 Pearson Education. .Value to Organization  Identifies to what degree trainees applied training principles and techniques to their jobs (learning transfer)  Research shows this level of evaluation has only a few shortcomings and is particularly useful Behaviors Results  Whether or not an organization achieved objectives it sought by conducting training  More sales. Publishing as Prentice Hall.

Publishing as Prentice Hall. . Inc.Completing the Sales Training Cycle  Compare training results with initial objectives  Objectives met. program is considered a success  Often program will go forward with only minor modifications and updates  Objectives not met  Majority did not systematically set specific objectives for their training programs  Without objectives to guide development of training. properly implementing and evaluating will be difficult 9-41 Copyright © 2009 Pearson Education.

Inc. and knowledge gaps of a firm’s employees using both internal and external metrics. and interviews of clients. such as customer satisfaction  Conduct analyses. surveys. business-unit. Publishing as Prentice Hall. skills. and employees to identify the learning needs and desired outcomes at the corporate. and individual levels  Link a corporation’s strategic objectives to the individual objectives of its employees 9-42 Copyright © 2009 Pearson Education. .Award-Winning Sales Training Programs  Companies that have received awards for their training programs share several characteristics:  Include a front-end analysis of the performance. internal business leaders. customers.

Award-Winning Sales Training Programs (continued)  Incorporate learning objectives in employee performance evaluations and promotional decisions  Use career management systems to align the competencies of the firm’s employees with its functions. track the degree of employee learning. . support performance reviews. Publishing as Prentice Hall. and enhance productivity  Hold managers accountable for complying with the individual development plans of their employees  Use corporate universities to provide a variety of learning models in creative and dedicated learning environments 9-43 Copyright © 2009 Pearson Education. Inc.

or modifying jobs?  Have you determined the learning objectives that will result in the desired changes?  Have you identified the knowledge and skills that will produce the desired new behaviors?  Can you determine the cost/budget constraints and develop suggested solutions within these constraints?  Can you identify the learning styles and needs of participants and incorporate them into the program’s design? 9-44 Copyright © 2009 Pearson Education. Inc. and what is needed to correct the problem?  Is training the appropriate solution. such as changing the firm’s procedures.Best Practices for Sales Trainers Needs Assessment  Is the training tied to the organization’s mission and vision?  Can you understand the true nature of the problem/issue at hand. Publishing as Prentice Hall. . developing job aids. or can the problem be corrected by other solutions.

Best Practices for Sales Trainers (continued) Content Development  Does the program incorporate adult learning principles into all aspects of the training?  Does the content emphasize the essentials. Inc. . Publishing as Prentice Hall. not every possible detail?  Does the program provide participants with the materials they need without overwhelming them? 9-45 Copyright © 2009 Pearson Education.

Best Practices for Sales Trainers (continued) Technological Proficiency  Is the instructor up to date in the use of most current technology?  Is the instructor able to utilize the technology that best fits the learning situation. Publishing as Prentice Hall. . Inc. rather than using technology for the sake of appearances?  Can the instructor bring the course material ―alive‖ via an effective presentation regardless of the technology used? 9-46 Copyright © 2009 Pearson Education.

Best Practices for Sales Trainers (continued) Personal Professional Development  Does the instructor have an interest in participants’ personal growth and learning? Evaluation  Does the instructor seek feedback to improve the program?  Does the program include an evaluation process to capture information on the training’s effectiveness. Publishing as Prentice Hall. learning retention by participants. . Inc. and the use of learning related to the firm’s day-to-day business practices? 9-47 Copyright © 2009 Pearson Education.

received training  Newsletter for about 3 months. . competition  Reps would appreciate additional training. but they don’t want the training program – they want to know how to overcome specific issues related to selling the product  Conduct opportunity analysis to identify where in the sales cycle reps need extra training 9-48 Copyright © 2009 Pearson Education. high cost. nothing for 18 months  Harder to sell than anticipated  Complexity. Inc.Sales Manager’s Workshop: Promedia  You are district sales mgr for Promedia  One major responsibility is to make sure all reps are trained and able to sell complete portfolio of software  Your boss emails concern about lack of field support for Financial Project Tracking software  Reps fired up about software at first. Publishing as Prentice Hall.

Training: Examples ―Don’t Wing It !‖ (14:20) 12-49 .

Sales Management: Shaping Future Sales Leaders Training and Developing the Sales Force Chapter 9 9-50 Copyright © 2009 Pearson Education. Inc. Publishing as Prentice Hall. .