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Building A Global Sales Training Department
 

Building A Global Sales Training Department

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Note: All information in this global sales training strategic plan is based on fictitious assumptions. This plan is designed to demonstrate AH2 & Beyond’s capabilities to construct an effective ...

Note: All information in this global sales training strategic plan is based on fictitious assumptions. This plan is designed to demonstrate AH2 & Beyond’s capabilities to construct an effective Sales Operations Training Plan/Department that meets your Centers of Excellence needs.

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    Building A Global Sales Training Department Building A Global Sales Training Department Presentation Transcript

    • Global Sales Training Building a global sales training department Center of EXCELLENCE!
    • Note: All information in this global sales training strategic plan is based on fictitious assumptions. This plan is designed to demonstrate AH2 & Beyond’s capabilities to construct an effective Sales Operations Training Plan/Department that meets your Centers of Excellence needs.
    • Executive Overview Sales Training Structure is built on four principles: 1. Individuals will have the opportunity to improve and capitalize on their training competencies. 2. Training will help define specific action steps designed to help pullthrough training competencies in the field. 3. Training will have an unwavering monitoring process designed to review training initiatives and identify skill competency gaps. 4. Partnership/Teamwork with Sales, Marketing, Regulatory and Compliance will ensure individuals are trained in the most effective and compliant way.
    • Global Vision To provide an enthusiastic & passionate approach to sales training that will ensure quality development of our field sales personnel, and meet our company’s business objectives through a Centers of Excellence platform. Our vision will be based on 3 principles: Three Key Training Business Imperatives: 1. Accelerate Training Uptake 2. Drive Efficiency (Business Processes) 3. Develop People (People Development)
    • Critical Success Factors • Provide “Best In Class” training & development for sales representatives who will sell our products/services. • Conduct “Best In Class” “Product Knowledge Development” training programs for representatives. • Help promote a “team environment” where collaboration on global training objectives is a focus for the benefit of our internal customers. • Develop cost efficient training programs that address the product knowledge needs of our representatives, and meet our corporate market share goals. “Our number one priority will be to help develop our most important asset… our field sales force”.
    • Global Sales Training Structure Training Strategy Current Landscape Assessment of Performance Key Issues & Strategies Plan of Action Key Issues & Strategies Plan of Action Key Issues & Strategies Plan of Action Key Issues & Strategies Plan of Action Brand Marketing (Training Strategy) Current Landscape Assessment of Performance Field Sales (Training Strategy) Current Landscape Assessment of Performance Global (Training Strategy) Current Landscape Assessment of Performance
    • Training Strategy Key Strategies Tactics • Identify Company X’s current Training Philosophies (Culture) • Obtain and understand Company X’s (Business Plan/Company Objectives) • Sales Force background, and current training modalities • Identify dynamics of “Company X” product marketplace & company business goals (I.e. market share, competitive environment) • Sales Training Metrics (“Dashboard”) • Create innovative training within training culture boundaries • Ensure training in consistent with Company X’s critical business imperatives • Build training that focuses on specific product marketplace & corporate business goals to ensure the value of training • Ensure sales training initiatives are “graded’” to identify best practices (I.e. develop a tool that records the results of each training class and/or initiative
    • Brand Marketing (Training Strategy) Key Strategies • Partnership & collaboration with Company X’s brand marketing • Solidify “Sales & Marketing” teamwork • Encourage shared strategic brand & training initiatives that follow through to sales force • Identify brand strategic business imperatives • Brand Marketing Research Overview • Identify brand market update (I.e. product(s) market $ volume, $ growth, $ dollar potential • Thorough understanding of brand business plan (I.e. competitive front, customer segment etc.) Tactics • Consistent meetings with brand that ensures open dialogue • Encourage teamwork on special training initiatives to ensure alignment • Drive involvement in brand strategic planning to ensure training is consistent with brand focus • Encourage involvement with Company X’s brand research needs that will help build customer focused training • Understanding product(s) forecast will help build the “metrics” and performance on training
    • Brand/Training Priorities “Brand” Priorities (examples) • Exploit uniqueness of Product • Disrupt perceived market Satisfaction • Shape market dynamics; establish leadership presence • Gain positive initial product experience Key Training Priorities • Development of comprehensive training program that accommodates unique product and market dynamics • Successful implementation of all extended learning systems • Ensure training aligns with field sales strategy • Ensure training initiatives meet regulatory rigor
    • Field Sales (Training Strategy) Key Strategies • Consistent communication with Company X’s field leadership • Understand Company X’s field “coach plans” is training involved? • Identify Company X’s new hire process • Identify Company X’s field goals, objectives and direction • Understand field demographics (I.e. tenure, new hire ratio, turnover percentage) • Identify and understand training class metrics (I.e. training performance) Tactics • Conference Calls, face to face meetings, etc (I.e updates on training, new hire performance) • Develop a consistent feedback form that closely aligns to Company X’s field coach plan to ensure the importance of training pull-through • Build a seamless home-bound new hire training process so that home-office training is efficient. • Company X’s “ field environment” will dictate how we plan, develop and rollout training classes (I.e. turnover ratio, sales tenure, management involvement.
    • Global (Training Strategy) Key Strategies Tactics • Identify key training initiatives that can be leverage • Communicate and collaborate with marketing both US & EU to develop consistent message • Identify and understand EU training goals/objectives • Identify key customers on EU side of business (I.e. sales reps, MSL’s, specialty reps etc) • Establish close working relationship with regulatory/compliance unit to ensure training meets compliance policies. • Build collaboration training team with EU (solidify communication channel) • Assign “EU” /”US” point persons to establish communication channel • Establish a process where training business plans can be communicated between EU & US. • Training initiatives for EU & US have to meet the personality of the client base (I.e. tailor made training tactics). • Communication loop developed with regulatory/compliance to ensure EU & US are working together in Company X’s best interest.
    • Critical Training Initiatives (assumptions) • Brand Initiatives: Partner with company brand teams to create synergy between sales and marketing that results in training initiatives to drive Company X business results. Provide input toward the development of content for brand messaging and sales materials. Anticipate the training needs from the field, and respond with the appropriate training. • Planning & Organization: Develop training schedule, SOP’s for conducting classes, work with others to help prioritize departmental projects, and create innovative training that will help drive Company X’s ability to partner with other organizations. • Vendor Relationship: Establish “win/win” relationships with suppliers to ensure quality and timely work that is within budget; shares risks, rewards, and accountability. Evaluate currently used vendor programs. Leverage existing and past programs for new results. • Training Program Delivery: Develop Trainers to effectively manage, facilitate, in-house training classes. Ensure communication and cooperation among all internal & external partners to achieve optimal training program. • Training Program Design: Creates targeted deliverables that meet identified training needs, which result in desired behavior. Assesses strengths and weaknesses of current programs. Consistently update training design, and development techniques.
    • Global Training Blueprint (assumptions) Training Structure Blueprint TRAINING BRAND FIELD SALES E-Learning Training Classes Preceptorship Positioning Field Direction Market Place Managed Care Sales Training 101 Market Place Discease State Messaging Management Overview Product Knowledge Sales Training 201 Selling Skills Customer Overview Value Proposition New Hire Update Competition Advanced Managed Care Managed Care Forecast Representative Training Gap Assessment Train the Trainer Certification Training Field Training Needs Metrics Metrics Metrics Metrics Metrics
    • Global Sales Training Building Sales Training Metrics “Needs Assessment”
    • Needs Assessment (methods) Objective • To assist with the development of a global training curriculum, selection of effective teaching methods, and design and produce relevant and useful educational materials. We developed an on‐line Professional Development Needs Assessment Survey to help progress the building of a global sales training department. • The Needs Assessment Survey consisted of 10 questions including five open‐ended questions intended to elicit ideas, insights, and recommendations for developing new training methods, topics, and resources to assist the global sales force.
    • Needs Assessment (methods) The survey instrument was divided into the following sections: • General Information: Contained two questions about the prior experience and tenure of respondents. • Teaching Methods: Asked respondents to rate the effectiveness of seven classroom teaching methods, four home study methods, and two on‐the–job training methods. Respondents were asked to rate each method as “Extremely,” “Somewhat,” “Not very,” or “Not at all” effective. An open‐ended question asked respondents to share their ideas on additional effective teaching methods other than those listed. • Training Topics: Asked respondents to rate 27 training topics on:  Importance for achieving corporate goals.  Effectiveness of training already received.  Interest in receiving additional training.
    • Needs Assessment (methods) Sample Questions & Results Demographics Q1: Is this your first position with Company X? First Position with Company X? Count % Yes 13 87% No 2 13% Q2: Time in Current Position Time in Current Position Count % Less than 1 Year 2 13% 2 to 4 Years 2 13% More than 4 years 11 73%
    • Results Sales Rep Training Needs Survey Effectiveness of Training Methods Not at all Somewhat Extremely Rating Count Average H. Panel of Experts/Key Opinion Leaders 0 1 14 2.93 15 D. Small Group Discussion 0 3 12 2.8 15 A. Lecture with Discussion 0 3 11 2.79 14 M. Reference Materials 1 4 10 2.6 15 K. Classroom Training 0 7 8 2.53 15 F. Mentoring 0 8 6 2.43 14 C. eLearning 1 8 6 2.33 15 L. Web casts 1 9 5 2.27 15 I. DVDs 2 8 5 2.2 15 B. Role Playing 2 9 4 2.13 15 J. Audio CDs 3 8 4 2.07 15 E. Conference Calls 2 11 2 2 15 Response
    • Results Sales Rep Training Needs Survey Top 10 Areas in which training has been most effective Training Topic I. Company Product Information 10 Z. Pre-Sales Call Planning 10 U. Company Marketing Resources and Tools 9 W. Customer Education Materials 9 E. Company Current Product Updates 8 F. Compliance 8 G. Product Features & Benefits 7 N. Fundamentals for Selling to Customers 7 C. Company Corporate Mission, Vision, and Values 6 A. Company Corporate Branding 6
    • Results Sales Rep Training Needs Survey Bottom 10 Areas in which training has been least effective Training Topic Q. Advanced Account Management Training (i.e. Business Planning, Territory Management, 3 Cs of contracting, premiums) 10 R. Formulary Basics (i.e. national, regional, and local product positioning, Tier/Co-pay) 9 Y. Time Management J. Lab Testing Overview 6 6 P. Fundamentals of Managed Care (i.e. formulary status, integrated systems, capitation) 6 S. Handling Referrals/Reimbursement 5 T. Specialty Pharmacy/Wholesalers/Distributors 5 X. Relationship Building with Advocacy Groups 4 L. Education on Off-Labeled Product Studies/Usage 4 O. Fundamentals on Working with Blood Banks/Clinics/Home Health Care Companies 3
    • Lessons Learned • We of course focused on those areas of shortcomings in our training as outlined by our sales people, we also spent a great deal of time strengthening the strong areas of our training • Our training which reached 12 countries needed to be more flexible in its approach and addressing regulatory issues which varied country to country. We focused on building a “Competency Model” that address our training capabilities more consistently and importantly gave us the ability to measure the performance of our sales reps more closely We needed to improve the global training communication updates back to field management more timely and effeciently Improve Face-to-Face meetings with Home-Office leadership on the results/quality of training • • •
    • Global Sales Training Sales Training & “The Field Conference Report”
    • Objectives • As part of Sales Training’s partnership with the field sales force, an audit of field coaching reports (FCRs) was undertaken to get a sense of further training needs. – The primary goal was to gain better insight into the quality, focus, and content of coaching interactions between Territory Managers and Sales Managers based on FCR content. – The focus of the audit was qualitative as well as quantitative in terms of criteria that impact the overall quality of our field coaching and sales training. 23
    • Quantitative Review ( 71 FCRs) • The quantitative assessment addressed general issues regarding the timing of the FCR and the overall degree of completion. The following quantitative endpoints were examined: – – Percent of individual behavioral ratings ( A, M, E, O) – 24 Length of field visit (one, two, or three days) Percent of subsections completed (e.g., Objectives from last visit, Performance metrics, TD plans, Performance Results, Objectives/Action Plans)
    • Qualitative Review • The qualitative analysis focused primarily on the behavioral comments in the three competency sections: 1. Product Knowledge – examples that were specific and behavioral 2. Selling Skills – examples that were specific and behavioral 3. Business Management – examples that were specific and behavioral 25
    • Number of Field Days per FCR • The majority (52%) of FCRs were based on observations from two field days. • 43% of FCRs had one field day as a basis. • 5% covered three field days. 26
    • Objectives from Last Visit Section – Objectives from Last Visit: Successful was defined as redefining objectives from last visit from a physician call objective and personal action plan viewpoint. 42% of FCRs had this section successfully completed. 27
    • Performance Metrics Section – Performance Metrics: Successful was defined as having the 3 key data points filled in. 28 27% of FCRs had this section successfully completed.
    • Quantitative (Use of Ratings) • • • • Two different forms were analyzed in the FCR audit, which resulted in two different ways to analyze use of ratings in the audit. 27% (19/71) of the FCRs did not rate any of the individual dimensions under each competency, or left each blank stating the behaviors were not observed. 29% (21/71) of the FCRs utilized a form that required checks next to behaviors if observed. 44% ( 31/71) of the FCRs utilized a form that had each specific behavior rating according to the 5-point rating scale. 29
    • Product Knowledge % Observed (Checked) N=21 FCRs Of the 21 FCRs, the following percentages show which of the behaviors were checked and therefore observed during the field ride. 76% • Understands the disease state, seeks out and shares knowledge with customers and peers. Demonstrates broad-based knowledge of clinical studies. 62% • Demonstrates comprehensive knowledge of the market, product and changes to that environment. Uses this knowledge to adjust sales tactics. 57% • Uses in-depth knowledge of the market and competitive strategies to effectively position Sales aceutical products. 33% • Demonstrates a thorough understanding and expertise for package inserts for products (NovoSeven & Norditropin), and can utilize this information to help distinguish from the competition. 30
    • Selling Skills % Observed (Checked) N=21 FCRs Of the 21 FCRs, the following percentages show which of the behaviors were checked and therefore observed during the field ride. 28% 38% 28% 19% 19% • Sales Call Objective: Sets up a primary objective for this call. Has created alternate objectives for this call. Uses physician analysis and pre-call planning to set call objectives and anticipate customer needs and objections. • Position the Meeting: Has briefly described the purpose of this meeting in a manner likely to capture the doctor’s attention. Has considered alternate ways to position this meeting if it’s necessary to switch to an alternate objective. •Stage 2 Questions: Has crafted Stage 2 Questions that are likely to be effective with this healthcare provider. Is fully prepared with good questions and the necessary knowledge to follow up effectively. With only limited time with the healthcare provider, the manager asked a Stage 2 question that created an opportunity to discuss the answer at a later date. • Shape the Value/Framing: Determines how to best frame “value-adds” to this healthcare provider. Commitment Drivers: Has thought through how to use one or more Commitment Drivers to create even more motivation for this healthcare provider to take action. • Accelerate Closure/Expectations: Has communicated clearly the expectations to the healthcare provider. Uses words and non-verbals (i.e., tone, posture and facial expression, etc.) to reflect an appropriate level of confidence and assertiveness. 31
    • Business Management % Observed (Checked) N=21 FCRs Of the 21 FCRs, the following percentages show which of the behaviors were checked and therefore observed during the field ride. 33% 38% 33% 33% 14% • Develops comprehensive territory business plans - sets appropriate goals and prioritizes accounts and activities to achieve short- and long-term goals. Regularly updates plan and identifies tactics to increase customer commitment. • Aligns internal and external resources to maximize revenue impact. • Leverages managed care resources to create pull through - works with HCPs to solve managed care issues. • Open to new approaches; uses market knowledge to identify novel access or revenue-generating activities for territory/region. • Protects business, creates growth opportunities, and strives to recapture lost business to meet territory objectives. 32
    • Other Competencies Section • 33 8% of FCRs (N=71) had a competency defined with comments.
    • Product Knowledge Ratings per Dimension N=31 FCRs Of the 31 FCRs that had each behavior rated, the following percentages show the breakdown of the rating scale. 57%=E 42%=M • Understands the disease state, seeks out and shares knowledge with customers and peers. Demonstrates broad-based knowledge of clinical studies. 52%=E 48%=M • Demonstrates comprehensive knowledge of the market, product and changes to that environment. Uses this knowledge to adjust sales tactics. 47%=E 53%=M • Uses in-depth knowledge of the market and competitive strategies to effectively position Sales aceutical products. 52%=E 48%=M • Demonstrates a thorough understanding and expertise for package inserts for products (NovoSeven & Norditropin), and can utilize this information to help distinguish from the competition. No Outstanding Approaches, Expectations or Needs Development Ratings Were Observed 34
    • Selling Skills Ratings per Dimension N=31 FCRs 29%=E 65%=M 16%=A 13%=E 87%=M 3%=E 69%=M 28%=A 24%=E 76%=M 45%=E 55%=M • Sales Call Objective: Sets up a primary objective for this call. Has created alternate objectives for this call. Uses physician analysis and pre-call planning to set call objectives and anticipate customer needs and objections. • Position the Meeting: Has briefly described the purpose of this meeting in a manner likely to capture the doctor’s attention. Has considered alternate ways to position this meeting if it’s necessary to switch to an alternate objective. •Stage 2 Questions: Has crafted Stage 2 Questions that are likely to be effective with this healthcare provider. Is fully prepared with good questions and the necessary knowledge to follow up effectively. With only limited time with the healthcare provider, the manager asked a Stage 2 question that created an opportunity to discuss the answer at a later date. • Shape the Value/Framing: Determines how to best frame “value-adds” to this healthcare provider. Commitment Drivers: Has thought through how to use one or more Commitment Drivers to create even more motivation for this healthcare provider to take action. • Accelerate Closure/Expectations: Has communicated clearly the expectations to the healthcare provider Uses words and non-verbals (i.e., tone, posture and facial expression, etc.) to reflect an appropriate level of confidence and assertiveness. No Outstanding or Needs Development Ratings Were Observed 35
    • Business Management Ratings per Dimension N=31 FCRs 19%=E 65%=M 16%=A 45%=E 55%=M 45%=E 55%=M 16%=E 80%=M 4%=A 42%=E 42%=M 16%=A • Develops comprehensive territory business plans - sets appropriate goals and prioritizes accounts and activities to achieve short- and long-term goals. Regularly updates plan and identifies tactics to increase customer commitment. • Aligns internal and external resources to maximize revenue impact. • Leverages managed care resources to create pull through - works with HCPs to solve managed care issues. • Open to new approaches, uses market knowledge to identify novel access or revenue-generating activities for territory/region. • Protects business, creates growth opportunities, and strives to recapture lost business to meet territory objectives. No Outstanding or Needs Development Ratings Were Observed 36
    • Qualitative Product Knowledge Comment Section 39% of FCRs met the criteria. – Product Knowledge: Success was NOTE: Although a higher percentage of ratings defined as having at least one specific behavioral example that was observable within this section was deemed exceptional, the on the sales call. behavioral comments did not correlate to the E rating. There were no ratings below M among – Situation/ Behavioral Action/Result all FCRs. 37
    • Qualitative Selling Skills Comment Section – Selling Skills: Success was defined as having at least one specific behavioral example that was observable on the sales call. – Situation/ Behavioral Action/Result – Majority of comments in this section pertained to stage 2 questions. 52% of FCRs met the criteria. NOTE: There were far less exceptional ratings given in this category compared to Product Knowledge. Closing skills showed a high rating level in the exceptional area. Comments section did not correlate to E ratings overall. The writing also showed a greater comfort level in writing behavioral examples vs. product knowledge. 38
    • Qualitative Business Management Comment Section – Selling Skills: Success was defined as having at least one specific behavioral example that was observable on the sales call. – Situation/ Behavioral Action/Result 39 45% of FCRs met the criteria did not correlate to the E rating. NOTE: Overall, the behavioral comments
    • Qualitative Training & Development Plans Comment Section – TD Plan: Success was defined as a specific, immediate, measurable plan with due dates. 24% of FCRs met the criteria. 40
    • Qualitative Performance/Sales Results Comment Section – Performance Results: Success was defined as providing specific comments to explain current sales results. 21% of FCRs met the criteria. A large majority were left blank. 41
    • Qualitative Objectives/Action Plans Comment Section – Objectives/Action Plans: Success was defined as providing specific, immediate, measurable action steps with due dates. 47% of FCRs met the criteria. 42
    • Qualitative Writing Style • The majority of FCR comments utilized judgment statements without accompanying behavior. The most common judgment statements utilized were: “Good Job” or “Great Job” “Solid Understanding” or “Strong Knowledge” • In the TD plans section and the Action Plans section, many of the comments lacked a goal and timeline/due dates. The most common descriptors that started these sections were: “Work with…”, “Continue to…” or “Follow up with…” 43
    • Conclusions & Observations • In general, there seems to be some misunderstanding on the part of sales management regarding the expectations on completion of the FCR. Though the initial intent of this audit was not to quantify output, there are specific aspects of the coaching discussion that might improve with reinforcement or clarification, namely: – Objectives from last visit- 42% of FCRs analyzed indicated the continuity from one FCR to the next visit is carried over by documentation. • Recommend: Reinforcement and expectation setting for this to be completed with Director oversight. – Number of Field Days- 43% of FCRs analyzed were conducting field days of 1 day in duration • Recommend: Reinforcement of expectation. – Performance Metrics- Only 27% of FCRs analyzed had the data populated. • Recommend: Have data self-populated, possibly by operations, reinforce expectation, delete certain data that may be non-critical for an FCR. 44
    • Conclusions & Observations Consistency of Forms It was found that Excel versions of the FCR are being used differently from Word versions. –The Word forms differ in that many of the documents have no area to check either the behavior observed or rating. • Some forms had a box for YTD ride alongs. • Some managers are rating the overall competency, while others are rating each specific behavior under the competency. – Recommend • • Decide on overall direction for checking the observed behavior vs. rating each behavior. • 45 Lock down an Excel version of the FCR allowing only check boxes and comment boxes to be altered. Consider a signature line on FCRs.
    • Conclusions & Observations Qualitative Behavioral Examples • FCRs that gave specific behavioral examples, generally described one physician call only. Two types of writing styles were observed in terms of behavioral examples. • One type wrote specifically in the past only, documenting observation from calls. These writers generally did not highlight next steps for the representative to improve on. • The other type of writer did not document behavioral observations from the calls and instead skipped to directing next steps to improve on various objectives. • There seems to be confusion on where to state next steps. Some put them in the comments section. Others put them in the TD or action plans section. • Recommend • Reinforcement/training on documenting past observed behaviors AND comparing them to what great looks like in relation to the observations. • Clarify the difference between what gets stated in the TD plan vs. the objectives/action plans • Sales Managers should make a focused effort – most aptly in the TD section or Action Plans sections of the FCR – to point reps toward other specific resources with deadlines that can help them become more proficient. 46
    • Conclusions & Observations Use of Ratings • The use of ratings specific to competency behaviors showed inconsistency • Sales Managers showed a higher preference to give exceptional ratings to various behaviors in the product knowledge section without correlating aligned behavioral descriptions. • There was higher tendency to rate selling skills more constructively. Sales Managers seem to be more comfortable describing actual behaviors under the selling skills section. Although the selling skills section contained more behaviors, they were generally limited to one sales call and one behavior captured. • Improvements can be made in the business management section to align exceptional ratings to behaviors that correlate. • Recommend • Discussions on what defines exceptional behavior per competency descriptor. • Possibly, rewriting FCR structure if certain behaviors are not deemed mission critical to track. 47
    • Global Sales Training The “New Hire” onboarding training process
    • New Hire Training Process The initial training period is a critical time for the New Hire. The learning curve is steep with an expansive amount of knowledge to acquire and understand – about our company and culture, products, customers, markets, competitors, industry, and applicable regulatory laws. In addition, the New Hire needs to obtain the skills required to sell our products in a variety of settings and in a complex and dynamic market.
    • Goals of the New Hire Training Process The Sales Division has developed a sound process to ensure the success of New Hire Training. The goals of the New Hire Training Process are: – Deliver continuity and consistency in the training experience for more predictable success – Accelerate the time to positive impact on business results – Ensure a positive experience for the new employee – Provide variability to meet business needs – Develop shared ownership for success between Business Regional Director, the New Hire, and the Sales Training Department
    • New Representative Training Process Guidelines The guidelines are meant to provide a structure to set the New Hire up for success by: – Crafting a balance of individual work and support, where the New Hire takes ownership of their learning, while being guided by the Field Training Manager and Business Regional Director – Providing a blend of learning opportunities that include self-study, field-based customer interactions, and home office classroom application. – Ensuring frequent contact and constant communication, including a comprehensive progress report and a formal readiness review by the Business Regional Director
    • What Can the New Hire Expect? The New Representative will build knowledge and skills through a training continuum that utilizes a blended approach incorporating home-study and field experiences. The training process includes:  Orientation sessions conducted by the Business Regional Director that establish expectations for success  Structured self-study that includes on-line modules, review sessions with the Field Training Manager, and assessments  Field Training resources designed to ensure a consistent training experience that is aligned to the current curriculum and sales direction – The Field Training Manager will have regular contact with the New Hire during selfstudy to reinforce understanding of the training content – Pre-Home Office Training and Post-Home Office Training field sessions will support the transfer of knowledge from the classroom to execution in the field
    • The Role of Assessments Assessments are used to ensure that all learning objectives have been successfully met by the New Hires. This is important so that the trainee can progress through a continuum of learning. Assessments provide important information to the New Hire, Field Training Manager, Business Regional Director, and the Training Department about the New Hire’s preparedness and proficiency with acquired knowledge. Assessments provide an opportunity to track progress and potentially highlight the need to adjust a study plan. Assessment score are important, but they are just one measure of the New Hire’s performance. Additional measures include the ability to verbalize information during review sessions with the Field Training Manager, and the ability to role-play and apply the information during field training sessions.
    • Partnership is Critical to Success While the responsibility for the orientation and training of the New Hire lies with the Business Regional Director, there are others that play an important role supporting the success of the New Hire. The Field Training Manager, The Sales Training Department, and the Business Regional Director are just as accountable for the performance of the New Representative. Clearly defined roles and responsibilities are critical to success, as is constant communication between everyone involved.
    • Business Regional Director  The Business Regional Director (BRD) has the overall responsibility for the effectiveness of the New Hire Training Process within his/her region.  Understanding that the early training process will directly impact the speed to business impact, the BRD ensures the execution of the process and monitors the subsequent results as a means to drive results within the Region.  The BRD has the responsibility to ensure that each new hire within the region has an equal opportunity to succeed in the early training period.  The BRD has the responsibility to ensure that qualified New Hires are developed , and the Field Training Manager experience is a critical step in that developmental process.  The RBD must strategically plan for the development and utilization of training resources within the Region.
    • Field Training Manager  The Field Training Manager serves as the primary trainer, mentor, and coach to the New Hire, reinforcing product knowledge through one-on-one training and review sessions.  The Field Training Manager demonstrates best practices and models application of skills.  The Field Training Manager supports and directs the New Hire throughout the New Hire Training Process by: – – – – – – Following the process and utilizing the training tools located in the “New Hire Playbook”. Establishing and maintaining a high level of communication with the New Hire and the New Hire’s BRD throughout the process. Conducting frequent review sessions (in person or by phone) with the New Hire during the self-study periods to ensure that he/she is on track preparing for Home Office Training. Providing ongoing coaching and feedback to the New Hire during the training process. Completing a weekly report for the BRD on the New Representative’s progress. Coordinating and implementing pre- and post-Home Office Training field training sessions.  In addition, the Field Trainer must maintain their own skill level to effectively train/coach throughout the New Hire training process.
    • Field Training Manager Criteria  Proven Track Record of Success  Consistent sales results over time  Demonstrate and model successful sales representative competencies: product knowledge, selling skills, territory management  Demonstrated leadership within Region
    • New Hire The New Hire is accountable for his/her success. – He/she should communicate with the Business Regional Director and Field Training Manager as needed to ensure a complete understanding of the training process and the objectives of each phase of training. The New Hire should focus on learning the product information and successfully completing the required assessments. – The Field Training Manager will make frequent contact, and the New Hire will be asked to verbalize their understanding during review sessions. In addition, the New Representative will have the opportunity to spend time in the field with the Field Training Manager. – This important training time should be used to apply self-study lessons learned to real-world situations. The New Hire is also required to successfully complete all Sales Training courses while maintaining a high level of professionalism. – It is his/her responsibility to take advantage of all of the available training resources and make a commitment to excellence.
    • Global Sales Training Department  The Sales Training Department partners with the Global Head of Sales, Human Resources to develop a New Hire training process that is efficient and effective. The department has dedicated resources to this process and monitors metrics and feedback on a continual basis for the purpose of ongoing improvement.  The Sales Training Department develops training content and training tools to support the New Hire Training Process. The training is updated regularly and approved by Regulatory & the Medical Review Process. The training materials are made available through a variety of methods, and including Sales U online E. learning.  The Sales Training Department conducts Home Office Training. Training Managers utilize Progress Reports supplied by training to enhance the training experience for the New Hire and, in turn, provide feedback to the BRD to support subsequent field training.
    • Conclusion  The success of the New Hire Training Process will be judged by our ability to create a New Hire that is prepared to have a positive impact within his/her territory and is confident in the ability to bring value to the customer; and ultimately to provide this New Hire with the foundation needed for a long and successful career within the organization.  This success will be attained by a commitment from all parties involved – the New Hire, the Field Training Manager, the Business Regional Director, the Global Head of Sales, and the Sales Training Department – to create and perpetuate a training process that incorporates continuity, consistency, and accountability.
    • Global Sales Training Measuring Training as a “Return On Investment”
    • Allocating Resources Objectives 1. Quantify the resources available to your training department 2. Establish strategies for Allocation and Execute 3. Measure the ROI
    • Accountability • Everyone in the department is accountable for the budget they’ve been allocated – Training Managers are responsible for their sections (e.g. e.learning, training classes, home study, national meetings etc – Training Directors are responsible for their section budgets and justifications for them. Budget reviews will happen quarterly with the VP of Training – VP of Training responsible for the overall budget and business plan that supports the budget Each level applies the same principles to the planning budget should go where it will move the most market share per dollar
    • Spending “Strategically” Budget decisions should based on your business Goals: Drive up Market Share! • Determine improvement/growth opportunities – – – – • A specific training curriculum based on survey Selling Skills versus Product Knowledge New Hire Onboarding/Training Home Office versus Home Study Training Building “Consensus” with select key internal resources – Who fits into our current strategy (e.g. marketing, regulatory, business analysis etc? – Focus on those areas that will drive market share?
    • Allocation Considerations • What types of training do we need and how will we measure its success?? – Metrics can be received after each training piece completed – Utilize “Field Conference Reports” to measure consistent execution – Consistent communication with sales leadership, and run needs assessment quarterly • Measuring “Timing” of spends (front load vs. back load)
    • Strategy, Sales Operations, Marketing, and Sales Training… Delivering "Beyond" Our Clients Expectations Our mission is quite simple…we are here to help your organization to be more strategic, productive, competent and most importantly successful. AH2 & Beyond Consulting is a firm that fully understands how to make good companies great by enhancing competencies and strategy to drive revenue and increase the bottom line. OUR TRAINING CAPABILITIES 3 Key Training Business Imperatives Accelerate Training Uptake Drive Efficiencies (Business Processes Develop People (People Development Selling Skills Development Creating Customer Value" selling skills model ("Building Value Into Every Interaction") Innovative Role-Play/Workshop Development Coaching CCV selling skills from a sales leadership perspective CCV Closing Skills Application Workshop Harrell Basic Selling Skills Model (Returning to the Selling Basics) Coaching Skills Training (Coach "4success") Influence/Negotiation Selling Skills (utilizing CCV format) Sales Training Operations New Hire On-boarding Processes (New "Playbook") Innovative e. Learning Development Internal SOP training (Legal/Regulatory) Marketing/Training Collaboration Field Conference Report Feedback Tool Training Certification/Assessment Processes Sales Force Effectiveness Training (Tool Implementation) Human Resource Management (Career Development Planning) Training Excellence Professional Development Needs Assessment Green Belt Six Sigma (Training Processes) Expert Facilitation (Training Facilitation) Process Excellence Certification Professional Development Needs Assessment Green Belt Six Sigma (Training Processes) Expert Facilitation (Training Facilitation) Process Excellence Certification
    • The Founders: Andre’ Harrell (Founder & CEO) Domestic/International Sales Management, Global Training, Product Marketing, and Project Management are a few key senior executive roles Andre’ has held within his 25 years of professional experience. His leadership skills have been broaden with diverse positions that encompass building a sales organization from ground level, managing multi-million dollar budgets and leading numerous cross- functional teams; all which are backed by a six sigma certification. Andre has worked for Johnson & Johnson, Inc, Bristol Myers Squibb, Novo Nordisk A/S, and Norbrook Laboratories, Ltd. Amanda Harrell (President & Chief Marketing Officer) With nearly 20 years of experience in global marketing, Amanda has developed strategy plans and award winning campaigns that have significantly impacted the bottom line and help corporations move to a higher level of commercial success. A solid track record of achieving incremental revenue for companies worldwide have been realized through forward thinking, hands-on experience and strategic marketing expertise. Amanda's financial and communication industries include senior positions at De Lage Landen Financial, GMAC Commercial Mortgage, Fifth Third Bank, Ford Motor Company, and NBC Affiliate.
    • Checkout my presentation on “Global Sales & Marketing Excellence PlanExample”! http://slidesha.re/1dBavAO You can also checkout my background/work by clicking on the following links: http://www.slideshare.net/aharrell2000 www.linkedin.com/pub/andre-d-harrell/5/13/382/ http://thesalesprofessionalnetwork.blogspot.com/ www.ah2andbeyond.com https://www.facebook.com/pages/Sales-Marketing-ManagementConsulting/267898536570725
    • Andre’ Harrell AH2 & Beyond Consulting www.ah2andbeyond.com 267-221-8529
    • Thank You!