The training of sales team subordinates is a fundamental responsibility of the sales manager. He or she can delegate that responsibility to a sales training manager or toindividual field sales line managers, each of whom is accountable for the performance of their direct subordinate team. But the company sales manager cannot abdicate the sales training responsibility.
The purpose of training is to improve the overall competence of members of a sale steam, and this is usually tackled by sales managers working to:
- impart knowledge of the company, its products, and its markets
- create or change attitudes that affect performance
- develop skills that increase performance
- develop habits that contribute to improved performance
- reduce the level of field management supervision subsequently needed, or to enable managers to widen their span of control and take on other duties or more subordinates
- increase job satisfaction (reducing sales force turnover).
Some of the basic competencies in a selling and sales management environment are listed below. For these competencies to be exhibited it is essential that managers clarify the specialist and generalist skills that develop these competencies, and provide training. The skills should be supported by appropriate system sand procedures that aid implementation and use of the skills, and measure and monitor performance.
Figure highlights the stages in developing training from concept through to performance improvement and measurement.
Managing to key result areas
The key to creating improved performance is illustrated in Figure,
The model of the process for managing to key result areas. The sales manager can adapt this process model,identify the key sales result areas for the business,and focus each subsequent stage towards those, i.e.: by measuring current performance at each level that influences results (the store and down to the individual salesperson)
- setting standards and establish key result area goals and objectives
- training against the key result areas(quantitative and qualitative)
- then monitoring subsequent performance and providing frequented the rewards and incentives to team and individual achievement against the factors that create improvement in the key result areas.
Figure shows that we must start by identifying for any job activity the key result areas
– the things that job holders influence or candor that contribute to quantitative or qualitative results. From that point we can move forward through the framework model to develop measurements, goals and objectives for the jobs, relevant training to improve performance, and packages of rewards and incentives that recognize performance improvements and achievements against the goals and objectives.
A loss of focus or under-performance will result if any stage of the process is not adhered to and followed through as part of the whole,