Bill Stinnett: How Sales Training Becomes Lasting Change in Sales Behavior

presents

How Sales Training BecomesLasting Change in Sales Behavior

Bill StinnettPresident, FounderSales Excellencehttp://SalesExcellence.com

www.SMMConnect.com

http://salesexcellence.com/

http://smmconnect.com/

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About Bill Stinnett

Bill Stinnett is the president and founder of Sales Excellence, Inc. and author of two best-selling books: Think Like Your Customer (McGraw-Hill 2005), which has been translated into nine languages, and Selling Results! (McGraw-Hill 2007). Bill's corporate clients include General Electric, IBM, Microsoft, Verizon, Hitachi, EDS, SAP, Waters Corporation, American Express, and Harvard Business School. Mr. Stinnett also serves as a faculty lecturer at the F.W. Olin Graduate School of Business at Babson College in Wellesley, Massachusetts. http://www.salesexcellence.com/client_quotes.shtml

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presents

How Sales Training BecomesLasting Change in Sales Behavior

Bill StinnettPresident, FounderSales Excellencehttp://SalesExcellence.com

www.SMMConnect.com

presents

How Sales Training Becomes Lasting Changes

in Sales Behavior

Bill StinnettFounder and President,

Sales Excellence, Inc.

Copyright © 2001-2010 Sales Excellence, Inc. All rights reserved.SalesExcellence.com

Poll Question #1:

What percentage of the training content your salespeople are taught actually becomes

lasting changes in sales behavior?

A. Less than 10%B. Less than 25%C. Between 25% and 50%D. More than 50%E. More than 75%Or, write your own response in the chat window


The Sales Professional as a Learner

1. Action oriented . . . multi-taskers.

2. Tend to be non-academics.

3. Ridiculously heavy and hectic workload.

4. Can appear to be over-confident (i.e., already know everything).

5. Can’t afford to “practice” and make mistakes.

Challenges:

Strengths:

1. Typically very focused on results . . . by nature or by necessity.

2. Driven by a variety of rewards and recognition.

3. Competitive. Likely to respond to a challenge.

4. Desperately need structure that leads to increased capacity.

5. Starving for new ideas that work.


“If you want to catch a fish, you have to think like a fish.”

“The key is understanding what drives the behavior of sales professionals.”

– Dad


Customer Results Model“Nobody wants to buy what you sell. What they want are the

business results they can achieve by utilizing what you sell to pursue their own goals and objectives.”

“Nobody wants sales training. What they want are the positive results they can achieve by utilizing what they learn to pursue

their own goals and objectives.”


Customer Results Model in PracticeWhile you might sell a solution (a “B”),

what your customer buys is a result (a “C”).While you might teach knowledge or skills (a “B”),

what motivates the learner to apply it is a desired result (a “C”).

A sale is made when you help your client recognize the consequences of staying at “A” and envision a unique “C” that is worth more to them than the cost of “B.”

A learner will apply new ideas and techniques when they recognize the consequences of staying at “A” and envision a “C” that is worth the pain and

discomfort of changing their current behaviors and learning new ones.


What Drives Sales Behavior?1. Compensation – Commissions, bonuses (cash and non-

monetary), tools (cars, computers, PDAs, etc.), trips, stock options (ownership), etc.

2. Recognition – Performance awards (trophies), contests, clubs, sales advisory council, etc.

3. Opportunities for Promotion – “Strategic” or “global” responsibilities, “senior” designation(s), management opportunities, etc.

4. Company Goals and Objectives – Quota attainment as well as other defined performance related results goals and action goals. “Where performance is measured, performance improves.”

5. Leadership Expectations – The attitudes and behavior condoned and modeled by executive management , sales leadership, and sales managers.

6. Personal Goals and Objectives – Individual interests and ambitions that could relate to one of the above or to other motives such as social status, quality of life, time with family, etc.

7. Motivation – What they want to do and are willing to do.

8. Knowledge and Skills – What they know how to do.

Key Drivers:


Poll Question #2:

What is the biggest impediment to learning and development for your sales team?

A. Counter-productive compensation planB. Inadequate rewards, recognition, or opportunitiesC. Lack of support from sales leadership or management D. Motivation and/or moral problemsE. Training not well tied to learner goals and objectives Or, write your own response in the chat window


Tying Sales Training to Results1. Take the time to thoroughly understand why the

company and sales leadership are willing to invest in training. Make sure any and all training ties back to corporate level goals and objectives. This is the only way to ensure adoption and support from the top.

2. Name training programs the results your learners want to achieve. Example: Instead of “Negotiation Skills” call it “Maximizing Revenue and Profitability™”.

3. Establish a few key measures or metrics that can be used as the yardstick to gauge success. Example:

• Profit Margin Percentage• Total Profit Dollars (Contribution Margin) • Incremental Gross Revenue (Post-Proposal)

4. Get buy-in from the sales leadership team to “make the changes” that are necessary for success. Without leadership by example, training has very little chance of success.

5. Establish milestones and a timetable to evaluate key metrics and progress toward benchmarks as well as individual goals.

6. Establish a plan to recognize and reward both activity and results.

7. Create an environment where everyone competes with themselves and where every individual can “win.”

In Preparation:


Maximizing Absorption, Adoption, and Application

1. Get the learners involved in establishing expectations and objectives for the course. This can be done via an assessment, a questionnaire, personal interviews, etc.

2. Provide some pre-reading or other asynchronous method (such as eLearning) of introduction to the major concepts of the program.

3. Assign some pre-work that is designed to establish a baseline of the “current state” which will stand in contrast to the “desired future state” you will teach during the program.

Before the Training Begins:

4. Develop the course with absorption, adoption, and application in mind. • Limit the content to what you can thoroughly cover.• Get learners involved in the teaching (more later) • Provide tools that learners can use to apply principles

5. Define and schedule your follow-up and reinforcement plan so that you can present it during the training program.

6. Enlist sales leadership and sales managers to help “sell” the importance of the stated goals and objectives, share their enthusiasm, and review the available rewards and recognition.

Poll Question #3:

How much time should a learner be expected to invest in reading and pre-work before participating in a

two-day (12-16 hour) training program?

A. Less than 1 hourB. From 1 to 3 hoursC. From 3 to 5 hoursD. More than 5 hoursE. More than 10 hoursOr, write your own response in the chat window



1. Get sales leaders and managers involved !!

2. Set up your environment to limit distractions. Cover the “ground rules” before you begin.

3. Begin by having learners express their own expectations and objectives for the course as well as how they plan to measure their progress along the way.

4. Don’t allow one or two people to dominate the discussion. Draw everyone into the conversation.

During the Training:

5. Stay on task and stay on time. Getting off-track, then rushing to catch up, is detrimental.

6. Provide a variety of opportunities for learners to use what they are being taught. • Group discussions• Small group exercises• Case studies

7. Assign fieldwork and follow-up sessions to report on results.

8. Get learners involved in the teaching. • Ask individuals to describe practical application• Enlist experienced learners to provide examples • Assign each learner a segment to summarize

• Instructor demonstrations• Skill-specific role plays• Real-world simulations



1. Conduct regular sessions (live or virtual) to review fieldwork and results. Make sure sales leaders and managers are involved.

2. Provide specific guidelines for leaders and managers to “coach” learners in the practical application of the material in between sessions and in everyday interactions. Provide the questions they should be asking to reinforce changes in behavior.

3. Evaluate key metrics and progress toward benchmarks as well as individual goals according to the establish milestones and timetable.

After the Training (Ongoing):

4. Collect and share success stories related to the practical application of the content presented in the training. Create case studies of sales challenges faced in specific opportunities and how the principles and tools taught in the program were used to overcome those challenges.

5. Deliver rewards and recognition as promised and on time. Make sure all executive management, sales leaders, sales managers, and participants are aware of (and ideally involved in) the presentation. “Advertise success.”


Poll Question #4:

How much time should a learner be expected to invest in follow-up and reinforcement after participating in a

two-day (12-16 hour) training program?

A. Less than 1 hourB. From 1 to 3 hoursC. From 3 to 5 hoursD. More than 5 hoursE. More than 10 hoursOr, write your own response in the chat window


Bill Stinnett

Sales Excellence, Inc.

+1-303-674-1288

[email protected]

www.salesexcellence.com


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Bill Stinnett: How Sales Training Becomes Lasting Change in Sales Behavior

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Transcript of Bill Stinnett: How Sales Training Becomes Lasting Change in Sales Behavior