Chapter 10
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Copyright © 2001 by Harcourt, Inc. All rights reserved.
PART IV
Copyright © 2001 by Harcourt, Inc. All rights reserved.
CHAPTER 10 THE MANAGEMENT OF SALES TRAINING AND DEVELOPMENT
Copyright © 2001 by Harcourt, Inc. All rights reserved.
LEARNING OBJECTIVES To establish and maintain a productive sales force, an ongoing sales training program is essential. This chapter should help you understand: What sales training is and what its purposes are. How to plan a sales training program, including conducting a needs assessment. That organizing a training program includes various training methods. Who is involved in the staffing of a training program. The motivating influence of a sales training culture. The importance of an effective evaluation system. Copyright © 2001 by Harcourt, Inc. All rights reserved.
WHAT IS SALES TRAINING? Sales training is the effort an employer puts forth to provide sales people job-related culture, skills, knowledge, and attitudes that should result in improved performance in the selling environments.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
REENGINEERING TRAINING On-time training, one-on-one coaching, and behavioral-change training are just some of the strategies companies are applying to sales training curricula across the country.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
CHANGE BRINGS ABOUT TRAINING REENGINEERING
Copyright © 2001 by Harcourt, Inc. All rights reserved.
PURPOSES OF SALES TRAINING • Increasing customer satisfaction. • Helping salespeople become managers. • Orienting new salespeople to the job. • Improving knowledge in areas such as product, company, competitors, or selling skills. • Lowering absenteeism and turnover. • Positively influencing attitudes in such areas Copyright © 2001 by Harcourt, Inc. All rights reserved.
PURPOSES OF SALES TRAINING continued • Lowering selling costs. • Informing salespeople. • Obtaining feedback from salespeople. • Increasing sales in a particular product or customer category.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
FIGURE 10.1 A SALES TRAINING MODEL – DETERMINE HOW TO EVALUATE TRAINING WHEN PLANNING
P la n n in g P h ase
O rg a n iz in g P h ase
S ta ffin g P h ase
D ir e c ti n g P h ase
Copyright © 2001 by Harcourt, Inc. All rights reserved.
E v a lu a ti o n P h ase
PHASE ONE: PLANNING FOR SALES TRAINING The first step when developing or maintaining an ongoing sales training program is assessing needs. Needs assessment entails determining the training needs of the sales force and setting objectives for satisfying those needs.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
ORGANIZATIONAL ANALYSIS Four principles ensure a successful training effort: • Value • Focus • Mass • Duration
Copyright © 2001 by Harcourt, Inc. All rights reserved.
OPERATIONAL ANALYSIS A difficulty analysis uncovers and analyzes problems salespeople experience.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
SALES PERSONNEL ANALYSIS The behavioral objectives identify the goals of the training program for both the trainer and the trainee.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
CUSTOMER ANALYSIS Incorporate “the voice of the customer.”
Copyright © 2001 by Harcourt, Inc. All rights reserved.
MAKING THE NEEDS ASSESSMENT This requires the following sequence: 1. Identify the requirements of the position. 2. Determine the difference between performance objectives and results. 3. Determine why a difference exists. 4. Revise the training program (if needed). Copyright © 2001 by Harcourt, Inc. All rights reserved.
MAKING THE NEEDS ASSESSMENT
continued
This requires the following sequence: 1. Develop training objectives. 2. Conduct the training program. 3. Evaluate the training program. 4. Revise the training program (if needed).
Copyright © 2001 by Harcourt, Inc. All rights reserved.
FIGURE 10.2 REVISION OF TRAINING PROGRAM BASED ON NEEDS ASSESSMENT
T ra in in g O b je c tiv e s
J o b D e s c r ip tio n J o b O b je c tiv e s
T ra in in g R e v isio n
J o b E v a lu a tio n
Copyright © 2001 by Harcourt, Inc. All rights reserved.
T ra in in g P ro g ra m T r a i n i n g E v a lu a ti o n
SOURCES OF INFORMATION FOR DETERMINING TRAINING NEEDS • Questionnaires. • Interviews. • Tests given during meetings for diagnostic purposes. • Direct observation in the field. • Analyses of sales, profits, and activity reports. Copyright © 2001 by Harcourt, Inc. All rights reserved.
Other ways to assess training needs: Failure analysis determines the reasons lowperforming salespeople fail to achieve their sales goals. Success analysis is used to identify factors that appear to make salespeople successful. Exit interviews determine attitudes toward the job. Copyright © 2001 by Harcourt, Inc. All rights reserved.
PHASE TWO: ORGANIZING FOR SALES TRAINING • Training objectives to be accomplished. • Number of trainees. • Trainer’s experience. • Each salesperson’s understanding of the subject matter. Copyright © 2001 by Harcourt, Inc. All rights reserved.
PHASE TWO: ORGANIZING FOR SALES TRAINING continued • Each trainee’s ability to learn and past experience. • Training materials available. • The costs per trainee of each method. • Extent of presession assignments. Copyright © 2001 by Harcourt, Inc. All rights reserved.
TECHNOLOGY-BASED TRAINING METHODS • Interactive multimedia training. • Electronic performance support system. • High-tech customer service. • Distance learning.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
ROLE PLAYING In role playing the trainee acts out an event such as the sale of a good or service to a hypothetical buyer.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
ON-THE-JOB TRAINING The best and most frequently used training takes place on the job.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
TRAINING LEARNING CURVES The shape of the learning curve indicates the extent to which the rate of learning increases, levels off, or decreases with or without training and practice.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
Salespeople go through three phases of “usage” before true behavioral changes occur as a result of training. 1. Awkward usage. 2. Conscious usage. 3. Natural usage.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
Plateaus The rate of learning change will be influenced by factors such as: • The nature of the material itself. • The manner in which the material is presented. • Time intervals between training. • The extent of follow-up and OTJ training. • The trainee’s attitude toward learning. Copyright © 2001 by Harcourt, Inc. All rights reserved.
FIGURE 10.3 A HYPOTHETICAL S-SHAPED LEARNING CURVE WITH A PLATEAU
I n d i v i d u a l T r a i n i n g P er f o r m a n ce
M a s t er y
P l a t ea u
S low
0
A w k w a rd U sa ge
C o n s ci o u s N a tu r a l U sa ge U sa ge T r a i n i n g U s a g e P h a s es o v er T i m e
Copyright © 2001 by Harcourt, Inc. All rights reserved.
WHERE DOES TRAINING TAKE PLACE? • Centralized training. • Decentralized training.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
WHEN DOES TRAINING OCCUR? • Training begins the first day of work. • It continues throughout the career. • Sales meetings serve as important training methods.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
PHASE THREE: STAFFING FOR SALES TRAINING WHO IS INVOLVED IN TRAINING? • Corporate staff trainers. • Sales force personnel. • Outside training specialists.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
PHASE FOUR: DIRECTING THE SALES TRAINING EFFORT TRAINING CULTURE Sales culture is the set of key values, ideas, beliefs, attitudes, customs, and other capabilities and habits shared or acquired as a sales group member.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
PHASE FOUR: continued
SUPPORT FROM THE TOP LEADERSHIP
Copyright © 2001 by Harcourt, Inc. All rights reserved.
PHASE FIVE: SALES TRAINING EVALUATION STEPS IN THE EVALUATION 1. Determine what should be measured. 2. Determine the information collection method. 3. Determine the measurement methods. 4. Analyze the data, determine the results, and draw conclusions for making recommendations. Copyright © 2001 by Harcourt, Inc. All rights reserved.
WHAT SHOULD BE MEASURED? Components to measure: • Reactions • Learning • Behavior • OTJ results
Copyright © 2001 by Harcourt, Inc. All rights reserved.
Groups to Evaluate: • Program • Presenter • Trainees • OTJ results
Copyright © 2001 by Harcourt, Inc. All rights reserved.
Items to measure: Specific items to measure can be derived from training objectives.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
What should be the information collection method? 1. Questionnaires 2. Interviews 3. Tests 4. Observation 5. Company data
Copyright © 2001 by Harcourt, Inc. All rights reserved.
What should be the measurement methods? 1. After only 2. Before/after 3. Before/after with control group
Copyright © 2001 by Harcourt, Inc. All rights reserved.
THE BOTTOM LINE Effective sales training provides the foundation for an effective sales force. A director of a sales training program can divide the program into five equally important phases. Planning the sales training program, step one, involves determining the sales force’s training needs and establishing objectives to meet these needs. After the plans have been made, the next step is organizing the program.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
THE BOTTOM LINE
continued
Once the training plans and evaluation procedures have been developed and organized, the next step is to determine who will do the actual training. The fourth phase in the sales training program deals with directing the training effort. Evaluation is the fifth and final phase in a sales training program.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
PART IV
Copyright © 2001 by Harcourt, Inc. All rights reserved.
CHAPTER 10 THE MANAGEMENT OF SALES TRAINING AND DEVELOPMENT
Copyright © 2001 by Harcourt, Inc. All rights reserved.
LEARNING OBJECTIVES To establish and maintain a productive sales force, an ongoing sales training program is essential. This chapter should help you understand: What sales training is and what its purposes are. How to plan a sales training program, including conducting a needs assessment. That organizing a training program includes various training methods. Who is involved in the staffing of a training program. The motivating influence of a sales training culture. The importance of an effective evaluation system. Copyright © 2001 by Harcourt, Inc. All rights reserved.
WHAT IS SALES TRAINING? Sales training is the effort an employer puts forth to provide sales people job-related culture, skills, knowledge, and attitudes that should result in improved performance in the selling environments.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
REENGINEERING TRAINING On-time training, one-on-one coaching, and behavioral-change training are just some of the strategies companies are applying to sales training curricula across the country.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
CHANGE BRINGS ABOUT TRAINING REENGINEERING
Copyright © 2001 by Harcourt, Inc. All rights reserved.
PURPOSES OF SALES TRAINING • Increasing customer satisfaction. • Helping salespeople become managers. • Orienting new salespeople to the job. • Improving knowledge in areas such as product, company, competitors, or selling skills. • Lowering absenteeism and turnover. • Positively influencing attitudes in such areas Copyright © 2001 by Harcourt, Inc. All rights reserved.
PURPOSES OF SALES TRAINING continued • Lowering selling costs. • Informing salespeople. • Obtaining feedback from salespeople. • Increasing sales in a particular product or customer category.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
FIGURE 10.1 A SALES TRAINING MODEL – DETERMINE HOW TO EVALUATE TRAINING WHEN PLANNING
P la n n in g P h ase
O rg a n iz in g P h ase
S ta ffin g P h ase
D ir e c ti n g P h ase
Copyright © 2001 by Harcourt, Inc. All rights reserved.
E v a lu a ti o n P h ase
PHASE ONE: PLANNING FOR SALES TRAINING The first step when developing or maintaining an ongoing sales training program is assessing needs. Needs assessment entails determining the training needs of the sales force and setting objectives for satisfying those needs.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
ORGANIZATIONAL ANALYSIS Four principles ensure a successful training effort: • Value • Focus • Mass • Duration
Copyright © 2001 by Harcourt, Inc. All rights reserved.
OPERATIONAL ANALYSIS A difficulty analysis uncovers and analyzes problems salespeople experience.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
SALES PERSONNEL ANALYSIS The behavioral objectives identify the goals of the training program for both the trainer and the trainee.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
CUSTOMER ANALYSIS Incorporate “the voice of the customer.”
Copyright © 2001 by Harcourt, Inc. All rights reserved.
MAKING THE NEEDS ASSESSMENT This requires the following sequence: 1. Identify the requirements of the position. 2. Determine the difference between performance objectives and results. 3. Determine why a difference exists. 4. Revise the training program (if needed). Copyright © 2001 by Harcourt, Inc. All rights reserved.
MAKING THE NEEDS ASSESSMENT
continued
This requires the following sequence: 1. Develop training objectives. 2. Conduct the training program. 3. Evaluate the training program. 4. Revise the training program (if needed).
Copyright © 2001 by Harcourt, Inc. All rights reserved.
FIGURE 10.2 REVISION OF TRAINING PROGRAM BASED ON NEEDS ASSESSMENT
T ra in in g O b je c tiv e s
J o b D e s c r ip tio n J o b O b je c tiv e s
T ra in in g R e v isio n
J o b E v a lu a tio n
Copyright © 2001 by Harcourt, Inc. All rights reserved.
T ra in in g P ro g ra m T r a i n i n g E v a lu a ti o n
SOURCES OF INFORMATION FOR DETERMINING TRAINING NEEDS • Questionnaires. • Interviews. • Tests given during meetings for diagnostic purposes. • Direct observation in the field. • Analyses of sales, profits, and activity reports. Copyright © 2001 by Harcourt, Inc. All rights reserved.
Other ways to assess training needs: Failure analysis determines the reasons lowperforming salespeople fail to achieve their sales goals. Success analysis is used to identify factors that appear to make salespeople successful. Exit interviews determine attitudes toward the job. Copyright © 2001 by Harcourt, Inc. All rights reserved.
PHASE TWO: ORGANIZING FOR SALES TRAINING • Training objectives to be accomplished. • Number of trainees. • Trainer’s experience. • Each salesperson’s understanding of the subject matter. Copyright © 2001 by Harcourt, Inc. All rights reserved.
PHASE TWO: ORGANIZING FOR SALES TRAINING continued • Each trainee’s ability to learn and past experience. • Training materials available. • The costs per trainee of each method. • Extent of presession assignments. Copyright © 2001 by Harcourt, Inc. All rights reserved.
TECHNOLOGY-BASED TRAINING METHODS • Interactive multimedia training. • Electronic performance support system. • High-tech customer service. • Distance learning.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
ROLE PLAYING In role playing the trainee acts out an event such as the sale of a good or service to a hypothetical buyer.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
ON-THE-JOB TRAINING The best and most frequently used training takes place on the job.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
TRAINING LEARNING CURVES The shape of the learning curve indicates the extent to which the rate of learning increases, levels off, or decreases with or without training and practice.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
Salespeople go through three phases of “usage” before true behavioral changes occur as a result of training. 1. Awkward usage. 2. Conscious usage. 3. Natural usage.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
Plateaus The rate of learning change will be influenced by factors such as: • The nature of the material itself. • The manner in which the material is presented. • Time intervals between training. • The extent of follow-up and OTJ training. • The trainee’s attitude toward learning. Copyright © 2001 by Harcourt, Inc. All rights reserved.
FIGURE 10.3 A HYPOTHETICAL S-SHAPED LEARNING CURVE WITH A PLATEAU
I n d i v i d u a l T r a i n i n g P er f o r m a n ce
M a s t er y
P l a t ea u
S low
0
A w k w a rd U sa ge
C o n s ci o u s N a tu r a l U sa ge U sa ge T r a i n i n g U s a g e P h a s es o v er T i m e
Copyright © 2001 by Harcourt, Inc. All rights reserved.
WHERE DOES TRAINING TAKE PLACE? • Centralized training. • Decentralized training.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
WHEN DOES TRAINING OCCUR? • Training begins the first day of work. • It continues throughout the career. • Sales meetings serve as important training methods.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
PHASE THREE: STAFFING FOR SALES TRAINING WHO IS INVOLVED IN TRAINING? • Corporate staff trainers. • Sales force personnel. • Outside training specialists.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
PHASE FOUR: DIRECTING THE SALES TRAINING EFFORT TRAINING CULTURE Sales culture is the set of key values, ideas, beliefs, attitudes, customs, and other capabilities and habits shared or acquired as a sales group member.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
PHASE FOUR: continued
SUPPORT FROM THE TOP LEADERSHIP
Copyright © 2001 by Harcourt, Inc. All rights reserved.
PHASE FIVE: SALES TRAINING EVALUATION STEPS IN THE EVALUATION 1. Determine what should be measured. 2. Determine the information collection method. 3. Determine the measurement methods. 4. Analyze the data, determine the results, and draw conclusions for making recommendations. Copyright © 2001 by Harcourt, Inc. All rights reserved.
WHAT SHOULD BE MEASURED? Components to measure: • Reactions • Learning • Behavior • OTJ results
Copyright © 2001 by Harcourt, Inc. All rights reserved.
Groups to Evaluate: • Program • Presenter • Trainees • OTJ results
Copyright © 2001 by Harcourt, Inc. All rights reserved.
Items to measure: Specific items to measure can be derived from training objectives.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
What should be the information collection method? 1. Questionnaires 2. Interviews 3. Tests 4. Observation 5. Company data
Copyright © 2001 by Harcourt, Inc. All rights reserved.
What should be the measurement methods? 1. After only 2. Before/after 3. Before/after with control group
Copyright © 2001 by Harcourt, Inc. All rights reserved.
THE BOTTOM LINE Effective sales training provides the foundation for an effective sales force. A director of a sales training program can divide the program into five equally important phases. Planning the sales training program, step one, involves determining the sales force’s training needs and establishing objectives to meet these needs. After the plans have been made, the next step is organizing the program.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
THE BOTTOM LINE
continued
Once the training plans and evaluation procedures have been developed and organized, the next step is to determine who will do the actual training. The fourth phase in the sales training program deals with directing the training effort. Evaluation is the fifth and final phase in a sales training program.
Copyright © 2001 by Harcourt, Inc. All rights reserved.
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