Motivation and training

Motivation &

Training

Presented to : Dr. Mubbshar

Presented ByShahroz Abid

Mudassir NaveedAther Iqbal

Miss AmberUsman Khan

Zahid ChaudhryIjaz Ali

IBMS-UAF

What we are going to present??

MotivationIntroduction to

MotivationMotivational Theories

Motivation and the productivity of the sales force

Influencing factors of sales force productivity How to motivate sales force and boost productivity

Mudassir NaveedAther Iqbal

Miss Amber

Leadership Introduction to leadershipThe Leader’s RoleThe 6 Leadership StylesFactors affecting leadership

stylesWhich Leadership Style Is

Best?

Usman Khan

TrainingIntroduction to TrainingSeven sales challenges

for organizations for the survival in the competitive marketplace

Benefits of TrainingSkill development

Components of a training program

Methods of TrainingCase Study

Shahroz Abid

Zahid Chaudhry

TrainingEvaluating Training

ProgramsThe Four Levels

Reason, Purpose and Benefits for Training

Guidelines for Evaluating behavior and Results

Training Sales Managers

Methods used to train sales managers

Ijaz Ali

Mudassir Naveed

Motivation

• In sales force management motivation refers to the amount of efforts a sales person is willing to expend to accomplish the tasks associated with his job.

• It is critical that sales managers appreciate that motivation is far more sophisticated than the view that all salespeople need is a ‘kick up the pants.

• Sales managers do not motivate sales people. What they do is provide the circumstances that will encourage salespeople to motivate themselves.

Improving motivation is important to sales success as research has shown that high levels of motivation lead to:

Increased creativity. Working smarter and a more adaptive selling

approach. Working harder. Increased use of win–win negotiation tactics. Higher self-esteem. A more relaxed attitude and a less negative

emotional tone. Enhancement of relationships.

Motivational Theories:

1. Maslow’s hierarchy of needs Theory.2. Herzberg’s dual factor theory.3. Vroom’s expectancy theory.4. Adams’s inequity theory.5. Likert's sales management theory.

Maslow’s hierarchy of needs Theory.

Maslow’s hierarchy of needs Theory.

Maslow argued that:

when no needs are fulfilled, a person concentrates on their physiological needs.

When these needs are fulfilled, safety needs become preponderant and important determinants of behavior.

When these are satisfied, belongingness becomes important and so on.

Although Maslow’s belief that.

one set of needs only becomes important after lower order needs have been completely satisfied has been criticized.

The theory does have relevance to sales force motivation.

The theory does have relevance to sales force motivation.

Herzberg’s Dual Factor Theory

Herzberg’s dual factor theory.

The two-factor theory is the theory that holds that motivation involves both:

Motivation factors Hygiene factors Motivation factors are strong contributors to job satisfaction while hygiene factors are not

strong contributors but must be there to prevent employees from being dissatisfied.

Comparison of Maslow’s and Herzberg’s Theories of motivation

Maslow’s Hierarchy of needs Herzberg’s Two-Factor theory

Self actualization needs Motivators:ResponsibilitiesChallenging workRecognitionachievement

Esteem needs

Social needs Maintenance factors:Job securityGood payWorking conditionsType of supervisionInterpersonal relations

Safety & security needs

Physiological needs

Vroom’s Expectancy Theory.

Ather Iqbal

Adams’s Inequity Theory

Equity TheoryDeveloped by - Stacey Adams 1963• Fairness and Equity are key components.• Equity theory is based in the idea that individuals

are motivated by fairness, • If they identify inequities in the input/output ratios

of themselves and their referent group, they will seek to adjust their input to reach their perceived equity. • Adams' suggested that the higher an individual's

perception of equity, the more motivated they will be, and vice versa• If someone perceives an unfair environment, they

will be demotivated.

Referent groups• Self-inside: Your own experience within your

current organization ('…when I worked for Bob, things were better…')• Self-outside: Your own experience, but at

another organization ('…when I did this same job for XYZ, I was paid a lot less…')• Others-inside: Other people within your current

organization ('…the management team just sits around a conference table all day, and gets paid way too much…')• Others-outside: Other people outside your

current organization ('…the sales force our competitor has some pretty weak benefits…')

Equity TheoryDeveloped by - Stacey Adams

=One’s Own Outcomes

One’s Own Inputs

Other’s Outcomes

Other’s Inputs

Formula:

•Time•Effort•Loyalty•Hard Work•Commitment•Ability•Adaptability•Flexibility•Tolerance•Determination•Enthusiasm•Personal sacrifice•Trust in superiors•Support from co-workers and colleagues•Skill

One’s Inputs: One’s Outcomes:•Job security•Salary•Employee benefit•Expenses•Recognition•Reputation•Responsibility•Sense of achievement•Praise•Thanks•Stimuli

Equity Ratio

Perceived Ratio Comparison

Employee’s Ratio Comparison

Inequity (Under rewarded)

Equity

Inequity (Over rewarded)

Outcomes A

Inputs A

Outcomes B

Inputs B<

=

>

Outcomes A

Inputs A

Outcomes B

Inputs B

Outcomes A

Inputs A

Outcomes B

Inputs B

Likert's Sales Management Theory.

Likert’s sales management theory:

Likert based his sales management theory on research that looked specifically at the motivation of salespeople.

linkert tested the hypothesis that: The sales managers’ own behaviors provide a

set of standards which, in themselves, will affect the behavior of their salespeople.

He founded that : High performing sales teams usually had sales

managers who themselves had high performance goals.

His research investigated two methods of sales meeting.

1. Group Methods.• Problems that had arisen in the field• Learn from one another.

2. Monopolist Method: • Discouraged interaction between salespeople• opportunity to lecture them rather than to stimulate discussion.

The Churchill, Ford and Walker model of salesforce motivation

The Churchill, Ford and Walker model of salesforce motivation:

Churchill model suggests that :• The higher the salesperson’s motivation, the

greater the effort, leading to higher performance.• Enhanced performance will lead to greater

rewards which will bring about higher job satisfaction.

The implications of this model for sales managers are as follows:

1. They should convince salespeople that they will sell more by working harder or by being trained to work ‘smarter’ (e.g. more efficient call planning, developing selling skills).

2. They should convince salespeople that the rewards for better performance are worth the extra effort.

For example A sales manager might build up the worth of

a holiday prize by stating what a good time they personally had when there.

Motivation and the productivity of the sales force:

Two prime determinants of sales force performance• Ability to perform•Willingness to perform

Productivity = Output/InputSales productivity = Sales revenues / Sales expenses

Miss Amber

Influencing factors of sales force productivity:Influencing factors of sales force productivity

• Customer reaction and volatility of market• Time taken to convert prospect in to

customer•Work environment•Work methods• Selling skills• Sales person motivation

How to motivate sales force and boost productivity:I. Sales quotasII. Sales contestsIII. Compensation plans and reward systemsIV. Innovative ideasV. Fun work placesVI. Improving communicationVII.Participation in decisions pertaining to

improvements in selling techniquesVIII.Job enrichment helps in self

actualizationIX. Share in profits

Usman Khan

LEADERSHIPLeadership denotes taking action and getting results.

The Leader’s Role – to Transform• Clarity of Purpose• Courage• Commitment• Effective communicators • Persistent and hard worker• Self-aware• Love their work• Inspire others• Establish human relationships based on trust,

respect and caring• Risk takers

Coercive

Authoritative

Affiliative

Democratic

Pacesetting

Coaching

The 6 Leadership Styles

The 6 Leadership Styles

– Coercive

• When it is necessary to immediately take charge

“Do what I tell you”

• Profession - The Fire Chief

• When to use?

In a crises, with problem people

The 6 Leadership Styles – Authoritative

• When people are looking for direction

“I want you to come with me”

• Profession – a new PrimeMinister or President, New CEO

• When to use?

Taking over a troubled project, or someone recently put in charge

The 6 Leadership Styles

– Affiliative

• When you need to exhibit employeeempathy

“People come first”

• Profession – minister,

• When to use?

Handling an employee with personal issues, or dealing with a group of employees after a traumatic event

The 6 Leadership Styles

– Democratic

• When it is necessary to get theinput of others

“What do you think?”

• Occupation – Selection Chair

• When to use?

To perform Cross functional task and to get contribution

The 6 Leadership Styles

– Pacesetting

• When it is necessary to meet a deadline with high performance

“Do as I do, now”

• Occupation- Sale managers

• Our World?

Project Manager working with team to get deliverable out “tonight”

The 6 Leadership Styles

– Coaching

• When it is necessary to have patience

“Have you tried it this way?”

• Occupation – Teacher

• When to use?

A Manager dealing with a new employee; or when cross training

Factors affecting leadership styles

• The task • The tradition of an organization • The type of labor force• The leader’s personality • The time • Gender

Which Leadership Style Is Best?

• Depends on function of the leader, subordinates, and situation• Some leaders can’t work well with high

participation of subordinates• Some employees lack the ability or

desire to assume responsibility• Participative decision making may be

better when time pressure is not acute

Zahid Chaudhry

Training

Training

Organized activity aimed at imparting information and/or instructions to improve the recipient's performance or to help him or her attain a required level of knowledge or skill.

Dr. Leonard Nadler“ Training is learning that is provided in order to improve performance on the present job. ”

Speaker, author, and master trainer Bob Pike says at the opening of his book, Creative Training Techniques:“ The purpose of any training program is to deliver results. People must be more effective after the training \than they were before. ”

To put it another way, we might say that :

The purpose of training is to help people learn something they need to know or be able to do for a specific purpose — to achieve organizational objectives and goals, carry out specific tasks, prepare for new responsibilities, or attain their career goals.

Seven sales challenges for organizations for the survival in the competitive marketplace:

1. Distinguish between similar products and services.

2. Putting together groups of products to form a business solution.

3. Handling the more educated buying population.

4. Mastering the art of consultative selling. 5. Managing a team selling approach.

6. Knowing the customer’s business.

7. Adding value through service.

Benefits of Training

Enhanced skill levels For ExampleNeeds analysisPresentation and demonstration,NegotiationObjection handlingClosing and relationship management Greater customer orientation

Improved motivation

Motivation Salesperson’s belief Higher performance.

Training salesperson’s belief Motivate Higher

performance

Improved self-confidence

Training self-confidence sales performance

Fewer complaintsTraining

Better meeting of customer needs and higher

service levels

reduce the number of customer complaints.

Reduced costs

Training in self-management and journey planning should reduce costs.

Higher skills should mean fewer call backs to close the sale.

Better use of technology should also reduce costs (e.g. using email rather than site visits where appropriate).

Lower staff turnover Training shows staff that the company is willing to invest in them raising morale and loyalty.

Reduced management support Well trained salespeople require less managerial support as they can manage their own activities.

Higher job satisfaction The confidence and success which accompanies higher skill levels developed during training lead to higher job satisfaction.

Higher sales and profits The result of the above advantages of training is that sales should be higher and costs lower resulting in higher company profits.

Skill development

These are four classic stages to learning a skill.

1. Unconsciously unable2. Consciously unable 3. Consciously able4. Unconsciously able

Stage 1Unconsciously unableTrainee does not think about skills.Defines the situation before a trainee decides

to enter a career in selling.By reading or being told about the skills.

Stage 2Consciously unable Trainee reads about skills but cannot carry

them out in practice.know what to do but cannot successfully

perform any of the skills

Stage 3 Consciously ableConsciously able Trainee knows what to do and is reasonably proficient in individual skills but has difficulty putting them all into practice together.

Stage 4 Unconsciously ableTrainee can perform the task without thinking about it; skills become automatic.

Shahroz Abid

Components of a training program

A training program will attempt to cover a combination of knowledge and skill development. Five components can be identified:1. The company2. products.3. Competitors and their products.4. Selling procedure and techniques.5. Work organization and report preparation.6. Relationship management

1. The company

• Brief history of the company • How it has grown and where it intends to go

in the future. • Policies relevant to the selling function• How the company is organized relationship

between sales and the marketing function•Marketing strategies • Advertising strategies• Codes of ethics

2. Products.

• Knowledge about company’s products• Description of how the products are made• The implications for product quality and

reliability, • The features of the product• The benefits they confer on the consumer.

3. Competitors and their products.

• Identification of competitors• Competitors products• Differences between competitors and the

company’s products• Identification of Competitive edge on

competitors products• Competitor marketing strategies

4. Selling procedure and techniques.

• Examination of the factors analyzed• Include practical sessions where trainees

develop skills through role-playing exercises• For example, the Xerox Professional Selling

Skills training program focuses on five selling steps:1. Opening sales calls2. Effective listening3. Objection handling4. Closing

5. Follow-up.

5. Work organization and report preparation.

• Time management skills • Territory management skills

6. Relationship management• Training program will place heavy emphasis on people

skills. • For example, the IBM consultative sales training

program emphasizes working with clients as consultants to build close relationships and work jointly to solve problems. The case components of the program involve people and communication skills.

Methods

1. The lecture 2. Films3. Role playing 4. Case studies5. In-the-field training 6. E-learning

1)The lecture 

• Useful in giving information and providing a frame of reference to aid the learning process.• Should be supported by the use of visual

aids, for example, professionally produced PowerPoints. • Trainees should be encouraged to

participate so that the communication is not just one way.

2)Films

• Useful supplement to the lecture in giving information and showing how a skill should be performed• Add an extra dimension to a lecture by

demonstrating how the principles can be applied in a selling situation.

3)Role playing• It allows the trainees to learn by their

own successes and failures in a buyer–seller situation. • Feedback is provided by other group

members, the sales trainer and by audio-visual means.• Seeing oneself perform is an enlightening

and rewarding experience and can demonstrate to the trainee the points raised by other members of the group

4)Case studies

Particularly appropriate for developing analytical skills. Trainees are asked to

I. analyze situations,II. identify problems III. and opportunities andIV. make recommendations

5)In-the-field training

• Experience gained by real-life selling situations • The evaluation • And feedback provided by the sales

6)E-learning

• Heavy time constraints •Modern salespeople Avoid that taking

days off work to attend a traditional sales training course • Technological advances make learning via

the internet.

Case study

Case study• Business began in 1919 with one man, Jack

Cohen• In 1929, the first Tesco store opened in north

London.• Tesco has net profits (before tax) of around £3

billion.• UK Tesco now has over 2,200 stores ranging

from the large Extra hypermarket style stores to small Tesco Express high street outlets• Tesco now has approximately 280,000

employees in the UK and over 460,000 worldwide

Tesco offers employees both on-the-job training and off-the-job training

On-the-job training methods at Tesco include:1. Shadowing – a person already in the job shows the

employee how to do it2. coaching – a manager or designated colleague will

help trainees work through problems and inspire them to find solutions

3. mentoring – a more experienced member of staff acts as an adviser

4. job rotation or secondment – the trainee has the opportunity of covering their target role, taking full responsibility on a temporary or limited basis.

off-the-job training

• Month 1 – visit and work in all parts of a store to familiarize themselves. The new manager is allocated a ‘buddy’ – an experienced member of staff who they can go to with problems.• Months 2-4, – practice their knowledge and skills

in real situations and identify any skills gaps• Months 5-6 – undertake a placement as a

Department Manager• Months 6-12 – take on their first manager role• Month 12 – review progress with their manager

and discuss future development.

Prefer training method by the Tesco??For the employee, on-the-job training is directly relevant to their work, they get to know the people in their area and feel part of the team faster.On-the-job training also has several advantages for the company:

I. It is cheaper than off-the-job training.II. Managers see progress and can help when

problems arise to resolve them quickly.III. The employee is still working during training so

is more productive.IV. The employee puts learning into practice.

Ijaz Ali

Evaluating Training ProgramsThe Four Levels

Evaluation

• It is a process of establishing a worth of something.

• The ‘worth’, which means the value, merit or excellence of the thing

Evaluation is a ………..

State of mind, rather than a set of techniques

Training Evaluation

• Training evaluation - the process of collecting the outcomes needed to determine if training is effective.• Evaluation design - collection of

information, including whom, what, when, and how, for determining the effectiveness of the training program.

Reasons for Evaluating Training• Companies make large investments in

training and education and view them as a strategy to be successful; they expect the outcomes of training to be measurable.• Training evaluation provides the data

needed to demonstrate that training does provide benefits to the company.

• Feedback - on the effectiveness of the training activities

• Control - over the provision of training

• Intervention - into the organizational processes that affect training

Purpose of Evaluation

Benefits of Evaluation• Improved quality of training activities• Improved ability of the trainers to relate

inputs to outputs• Better integration of training offered and

on-the job development• Better co-operation between trainers and

line-managers in the development of staff• Evidence of the contribution that training

and development are making to the organization

What can be evaluated??

Remember 3 Ps

• The Plan• The Process• The Product

How to evaluate the Plan??

• Course Objectives• Appropriate selection of participants• Timeframe• Teaching Methods

How to Evaluate the Process??

• Planning Vs. Implementation• Appropriate participants• Appropriate time• Effective use of time• teaching according to set objectives

How to Evaluate the Product?Is only evaluation of the product sufficient?

• Time• Ultimately all stages require evaluation in

any caseChanges in effectiveness

• Impact Analysis• Achieving Targets• Attracting Resources• Satisfying Interested Parties

Four level of Evaluation

During program evaluation• Level One Reaction• Level Two Learning

Post program evaluation• Level Three Behavior• Level Four Results

Kirkpatrick’s Four-Level Framework of Evaluation Criteria

Reaction Level

A customer satisfaction measure•Were the participants pleased

with the program• Likelihood of applying the content• Effectiveness of particular strategies• Effectiveness of the packaging of the

course

Learning Level

•What did the participants learn in the program?• The extent to which participants change

attitudes, increase knowledge, and/or increase skill.•What exactly did the participant learn

and not learn?

LEARNING

The measuring of learning in any training program is the determination of at least one of these measuring parameters:• Did the attitudes change positively?• Is the knowledge acquired related and

helpful to the task?• Is the skill acquired related and helpful to

the task?

Level Two Strategies

• Consider using scenarios, case studies, sample project evaluations, etc, rather than test questions. Develop a rubric of desired responses.• Develop between 3 and 10 questions or

scenarios for each main objective.

Behavior

• Level 3 attempts to evaluate how much transfer of knowledge, skills, and attitude occurs after the training.

Behavior Level

• How the training affects performance.• The extent to which change in behavior

occurred.•Was the learning transferred from the

classroom to the real world.• Transfer – Transfer - Transfer

Conditions Necessary to Change:

The person must:• have a desire to change.• know what to do and how to do it.• work in the right climate.• be rewarded for changing.

Guidelines for Evaluating Behavior• Measure on a before/after basis• Allow time for behavior change (adaptation) to

take place• Survey or interview one or more who are in the

best position to see change.• The participant/learner• The supervisor/mentor• Subordinates or peers• Others familiar with the participants actions.

Guidelines for Evaluating Behavior• Get 100% response or a sample?• Depends on size of group. The more the

better.• Repeat at appropriate times• Remember that other factors can

influence behavior over time.• Use a control group if practical• Consider cost vs. benefits of the

evaluation

Results Level:

• Impact of education and training on the organization or community.• The final results that occurred as a result

of training.• The ROI for training.

Examples of Level Four:How did the training save costsDid work output increaseWas there a change in the quality of workDid the social condition improveDid the individual create an impact on the

communityIs there evidence that the organization or

community has changed.

Guidelines for Evaluating Results:•Measure before and after• Allow time for change to take place• Repeat at appropriate times• Use a control group if practical• Consider cost vs. benefits of doing Level Four• Remember, other factors can affect results• Be satisfied with Evidence if Proof is not

possible.

Training sales managers: To succeed as a sales manager requires a

formidable set of skills and rolesThe following:• Developing close relationships with

customers and an in-depth understanding of Customers’ businesses;• Partnering salespeople to achieve sales,

profitability and customer satisfaction goals;

• Co-coordinating hybrid sales forces of telemarketers and field salespeople;• Keeping up to date with the latest

technologies impacting the sales function;• Learning marketing skills to identify

potential business opportunities and Recommend strategies;•Working with other functional areas to

achieve overall corporate goals through Customer satisfaction;

• Continually seeking ways to exceed customer expectations and create added value In buyer–seller relationships;• Creating a flexible, learning and adapting

environment for the sales team;• Developing teaching, analytical,

motivational, organizational, communication and Planning skills.

Methods used to train sales managers: