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Training Techniques
Sales Training & Techniques:

How To Effectively Train Salespeople

We have all noticed that some salespeople cease to grow because they cease to learn. Recent studies show that there are environmental factors in which learning cannot produce significant personal growth. The seven key factors found in learning programs that improve the learning environment and therefore stimulate development are:

  1. Create an environment where salespeople feel supported. In a sales setting, the manager can either reinforce or hinder behavior changes. For this reason, managers need to be trained in how to support learning.
  2. Fostering experimentation and creativity while training encourages change. When salespeople have fun they learn fast and well.
  3. Salespeople should be treated as peers whose opinions are honored and appreciated. A manager can learn as much from salespeople as salespeople learn from the manager.
  4. Use self-directed learning to reinforce the training. Salespeople must take responsibility for their own learning and have the needed resources available to them.
  5. Salespeople should be challenged just beyond their present level of ability. Measuring their pre-training selling skill level is required. Experienced salespeople are encouraged to share their knowledge with less experienced salespeople.
  6. Create an active involvement in the learning through interaction, exercises, role-plays and games.
  7. Include regular feedback mechanisms that tell sales management what has been learned and what is yet to be learned. Assessments, manager observations and peer feedback are examples.
Optimal learning environments, where salespeople learn best, included more examples of these seven key factors. 1, 2

Four Critical Facts & Techniques for Effective Sales Training

  1. Fact - Motivation: Without motivation there can be no learning at all. If the experienced salesperson does not recognize the need for the information, the sales training effort will be in vain. How salespeople perceive the rewards of learning form the basis for the motivation to learn. Heightening the salesperson's performance expectations can have an impressive effect on their achievement in learning. 8

    Technique To Do: When salespeople are made aware that their learning will be assessed, their motivation to learn as well as their ability to transfer learning will be enhanced. 1, 4, 6 In other words, "what gets measured gets learned." Provide a pre-training assessment that clearly and accurately points out skill gaps that exist. It is also effective to give salespeople a clear understanding of what they will be learning in advance of the onset of training. As an example: Read the book that accompanies the training program before the training rather than after.

  2. Fact - Reinforcement: Follow-up reinforcement after training has proven to prevent relapse into old behavior. Reinforcing behavior change starts in the classroom by creating an awareness of why certain behaviors need to change. In addition, it is particularly helpful when the manager of the salesperson did the follow-up as it signaled to the salesperson that the transfer of learning is important and that the salesperson will be held accountable for it. 5

    Technique To Do: Provide field managers with reinforcement tools in the form of exercises, quizzes and field based homework. If they have remote salespeople that report to them, provide them with Internet training capability for conducting the reinforcement and reviewing the exercises, quizzes and homework.

  3. Fact - Retention: 87% of learning is forgotten in only 30 days. Studies of retention demonstrate the impact of training that lacks a systems approach to reinforcement and learning transfer. Without these elements, 87% of learning is forgotten in only 30 days following the training event. 8 Similar research indicates that even though the reactions of salespeople were positive to the training, no differences were observed in the behavior of trained groups and non-participants 9 without a systematic approach to post training follow-up.

    Technique To Do: In addition to what has been previously mentioned, provide an assessment that measures both knowledge gain and the salesperson's ability to apply the learning. Do this about 12 weeks following the initial launch of training. Give salespeople and their managers the assessment feedback as well as additional exercises and field assignments that will fill any learning gaps that are uncovered by the assessment.

  4. Fact - Transference: Transference is the salesperson's ability to use the information that was taught in their work-related activities. Obviously, this is the principal goal of training salespeople.

    There are three elements that are critical to transference:
    1. Salespeople must have expectations of follow-up activities and assessment that measures mastery of the skills being taught.
    2. Training must allow the salesperson to immediately practice the skills in their work environment.
    3. Managers must require them to demonstrate the use of the knowledge in the field.

    Technique To Do: Training activities that help make the connection of the learning to the work experience are effective. However, transfer is dependent on the post-training environment and manager support is considered a key environmental factor that impacts the transfer process. Therefore, managers must be provided with information and training on how to respond to each salesperson's educational needs. They must be provided with the tools that will help their salespeople achieve mastery of the skills being taught.
If Your Sales Training Doesn't Include the Following, Don't Do It!

What is needed is a complete, on-going training and learning plan that helps salespeople . . .
  • Learn Proven Sales Skills that Consistently Gain Commitment
  • Apply and Master These Skills
  • Measure their Effectiveness
With each phase of the learning plan, a variety of sales tools must be used to maximize the learning experience. The selling skills of each salesperson must be measured . . .
  • Before Training
  • Following Initial Training
  • At Time of Certification
Reinforcement immediately follows training. Re-training follows assessment. This provides sufficient feedback and learning opportunities for each salesperson to master the skills that lead to Certification, achievement of your company's learning objectives and ultimately increased revenue and profit growth.

Action Selling Sales Training & Techniques has all these elements to effectively train your sales force. Get more information about our Sales Management Training.

Bibliography

  1. Baldwin, T.T., Magjuka, R.J. 1991. Organizational training and signals of importance: effects of pre-training and signals of importance: effects of pre- training perceptions on intentions to transfer. Hum. Res. Dev. 2(1):25-36 Baldwin, T.T., Magjuka, R.J., Loher, B.T. 1991. The perils of participation: effects of choice on training, trainee moti- vation and learning. Pers. Psychol. 44: 51-66
  2. Billington, Dorothy D. (1988) Ego Development and Adult Education. Doctoral Dissertation, The Fielding Institute. Dissertation Abstracts International, 49 (7). (University Microfilms No. 88-16, 275).
  3. Eden, D. 1990. Pygmalion in Management. Lexington, MA: Lexington Books
  4. Tannenbaum, S. I., Matheiu, J. E., Salas, E., Cannon-Bowers, J. A. 1991. Meeting trainees' expectations: the influence of training fulfillment on the development of commitment, self-efficacy, and motivation. J. Appl. Psychol. In press.
  5. Wexley, K. N., Baldwin, T. T. 1986. Post-training strategies for facilitating positive transfer: an empirical exploration. Acad. Manage. J. 29:503-20
  6. Williams, T. C., Thayer, P. W., Pond, S. B. 1991. Test of a model of motivational influences on reactions to training and learning. Presented at the 6th Annu. Conf. Soc. Indust. Org. Psychol., St. Louis
  7. ASTD, American Society of Training and Development (1990)
  8. Huthwaite study published in American Society of Training & Development Journal, November 1979
  9. Campion, M.A., Campion, J.E. 1987. Evaluation of an interview skills training program in a natural field setting. Pers. Psychol. 40:675-91
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