| Sales training is organised and carried out very | | | | not know what it is about. |
| differently from business to business. Many | | | | Partial knowledge. Knowledge is partial or |
| companies regularly train their employees in a | | | | superficial. They have heard something ringing but |
| planned way, whereas others only train | | | | do not know where the bells are. |
| sporadically. | | | | Understanding. The subject being discussed is well |
| Training for sales people is not cheap. On top of | | | | known theoretically. The training course participant |
| the direct costs, there is also the cost of lost | | | | can correctly explain what Trade Marketing is. |
| time that the salespeople could have spent | | | | Experience. Delegates are not only able to talk |
| actively selling. Because of this, it is important to | | | | about the subject expertly, but they have already |
| ensure all sales training is effectively planned, | | | | worked successfully in some fields. |
| organised and implemented. In the article below | | | | Specialist competence. Course participants have a |
| some of the key areas relating to the planning of | | | | complete mastery of the subject area. They are |
| training, together with who should be responsible | | | | experts in theory and practice. |
| for managing the whole process, are discussed. | | | | Overall view. Course delegates do not just have a |
| How does your business compare? | | | | mastery of the special subject, but they see it in |
| Who is responsible for deciding on the training | | | | a broader context at the same time. They |
| programme? In large businesses the sales | | | | understand not only possibilities, but also limitations. |
| manager and/or in-house sales trainer are | | | | Who assesses the sales training? In very few |
| responsible for these decisions. However, in | | | | businesses, whether large or small, does the |
| smaller companies the Managing Director or Senior | | | | business management get involved in the |
| Executive is responsible for training matters. | | | | assessment of training effectiveness. This is |
| Who sets the training budget? In large companies | | | | surprising insofar as sales training is an extremely |
| only a third of the budget is set by the business | | | | important and costly measure. |
| management with the most important role being | | | | The question, What has it yielded? is as justified |
| played by the training department, followed by | | | | as it is difficult to answer. The idea of just |
| the sales managers. In smaller companies the | | | | observing a salesperson's turnover development |
| order is reversed: in most cases responsibility for | | | | following their attendance on a training course falls |
| the budget lies with the business management, | | | | short of the mark. |
| followed by the sales managers. | | | | So how can you measure the effective uses of a |
| If technical competence primarily controls | | | | training session?There is a four-stage assessment |
| budgeting for training matters in large businesses, | | | | procedure that in its basic principles is over 30 |
| in smaller ones the responsibility follows the formal | | | | years old and is now being increasingly used in |
| hierarchy. | | | | budgetary difficult times. The following four |
| Who plans and organises the sales training? In | | | | different effect levels are considered: |
| over 90% of large businesses the training | | | | Level 1: Reaction. Immediately after the training |
| department is responsible. In smaller businesses | | | | course the participants are asked to fill out an |
| either the business or the sales management | | | | assessment questionnaire in which they express |
| have the responsibility. It is astonishing that with | | | | their satisfaction with each part of the course. |
| such an important task there is often very little | | | | The questionnaire provides feedback and should |
| co-operation between the responsible parties. | | | | be used to improve any parts of the course that |
| Who delivers the sales training? In the majority of | | | | were seen to be weak. |
| large companies the in-house trainers carry out | | | | Level 2: Learning success. Did the training course |
| the training and in the third of all businesses they | | | | improve the salespeople's knowledge, attitude |
| are supported by sales managers. In smaller | | | | towards sales, attitude towards the client, |
| companies, as a rule, the training is carried out by | | | | argumentation skills etc...? Tests can easily be |
| Sales Managers. However, more and more | | | | followed by a standardised questionnaire. The |
| companies are seeking external suppliers to | | | | assessment of this level, as with level 1, can be |
| provide structured sales training programs. | | | | carried out directly after the training session. You |
| Co-ordination and communication. Trainers should | | | | can compare it to previous knowledge and |
| obtain feedback from the sales leadership at | | | | behaviour. However, it can only be compared |
| every step. Even if this starts by increasing the | | | | afterward if you have already carried out an initial |
| costs of planning, the improved communication | | | | test with the same questions. |
| between the sales manager and trainer will lead to | | | | Level 3: Behaviour. Has the training course altered |
| a better prepared and, above all, more targeted | | | | the salesperson's behaviour? Do the participants |
| training session. In this context intensive | | | | use their newly acquired skills in their sales |
| questioning of those to be involved in the training | | | | negotiations, in their personal working style and in |
| is important. | | | | their dealings with clients and colleagues? |
| Who Sets specific, measurable goals? Business | | | | Remember, behavioural changes require time and |
| management, sales management, training | | | | opportunity. A sensible amount of time to monitor |
| departments and training suppliers must determine | | | | behavioural changes is generally two to three |
| the training goals and outcomes together. | | | | months after the training course. This assessment |
| Agreement of goals and outcomes prior to | | | | presupposes that you have recorded the |
| delivering training ensures everyone pulls in the | | | | salesperson's behaviour before attendance at the |
| same direction and the training is designed to | | | | course. Level 3 is the most costly one for |
| achieve these goals. | | | | assessment. |
| Once the goals have been defined they should be | | | | Level 4: Results: What effect has the training |
| communicated to everyone involved in the | | | | course had on the figures? Take into |
| training. In particular, it is very important that the | | | | consideration turnover, the amount of discounts |
| goals are explained to the participants and that | | | | granted, costs per sale, number of complaints etc. |
| this happens before the training session. | | | | Here a before and after comparison is |
| Participants should be briefed on what they should | | | | informative. Ideally, you would compare the |
| learn and why they need what they are going to | | | | performance of salespeople who have been on |
| learn! This should be done by their sales manager. | | | | the training course with that of salespeople who |
| Who selects the delegates? Where courses are | | | | have not. |
| of various levels it is important that the delegates | | | | This short summary of the possible evaluation |
| attend the correct level of training. So before | | | | methods available to you for training courses |
| every training course the standard of the | | | | shows that you need to prepare for sales training |
| participants' knowledge should be determined. This | | | | courses and assess them afterward if you want |
| assessment should be by the line manager, often | | | | to be able to note any change such as success. It |
| in partnership with the trainer. Of course, the | | | | makes no difference whether you have the |
| following classifications can be applied to parts or | | | | training course in-house or externally. |
| individual topics within a general course and used | | | | There is another advantage of systematically |
| to focus delegates on particular areas for | | | | evaluating training: it is easier to get approval for |
| improvement. | | | | your training budget for the next year if you can |
| Vague idea. The people just know that this | | | | prove the effect of the training courses you have |
| problem/phenomenon exists. Example: they have | | | | invested in. |
| heard or read the term Trade Marketing, but do | | | | |