Effective program execution depends upon instructional skills as well as coordination of planning and housekeeping details. Program administration involves doing what can be done to produce a training atmosphere conducive to learning. The execution step requires four key organizational decisions: (1) Who will be the trainees? (2) Who will do the training? (3) When will the training take place? (4) Where will the training site be?
1. Who Will Be the Trainees?
Identifying trainees is more complex for continuing than for initial sales pin training programs. A company identifies the trainees for its initial sales training program when it firms up sales job descriptions and hires sales job applicants. While continuing sales training programs are prescribed for all personnel in some companies, the general practice is to select trainees according to some criterion. Four criteria are in common use: (1) reward for good performance, (2) punishment for poor performance, (3) convenience (of trainee and trainer), and (4) seniority (the greater the seniority, the greater the opportunity for added training). Those selected for continuing training should be aware of the criterion used.
2. Who Will Conduct the Training?
Initial sales training in most of the companies is managed by the training department of an organization with support from the marketing and sales teams. Responsibility for continuing sales training resides with the senior executives and the training department.
Introduction of new prod- ucts, adoption of revised sales policies, perfection of improved selling tech- niques, and similar developments call for training. The senior executive is vin
in the best position to recognize the need and design and execute appro- priate sales training programs. Sales training is a never-ending process, and, regardless of who is responsible for training, the senior executive has continuing responsibility. pen, under the
a) Sales training staff.
Top executives usually delegate sales training performance to subordinates. Large sales organizations often have a sales training department. The training department conducts the training by involving marketing and sales managers for different aspects of the training. Companies also take the help of experts to train their employees for specialized skills.
b) Training the sales trainers.
No training program, however, carefully designed, is more effective than the people conducting it. Consequently, many companies have a training program for sales trainers.
The starting point is to identify the subjects that trainers should know thoroughly: the company and its policies, the products, the customers, and their problems, the salesperson's job, and sales techniques. Not only should sales trainers have expert and specialized knowledge, but they must also be effective teachers. Throughout their period of preparation, the theory and mechanics of teaching (and learning) are stressed. Trainers are required to master these, learn how to apply them effectively, preferably through doing practice training themselves. They also learn to plan and organize teaching materials for clear and effective presentation.
3. When will the Training take place?
a) Timing group versus individual training.
Opinion is divided as to the proper timing of group and individual training. Most sales executives con tend that newly recruited trainees should receive formal group training before starting to sell. When there are large numbers of new personnel, group training is the way to train at the lowest cost per person. In planning the curriculum and the sales school, however, management determines the 9 ior content that should be taught in the field-group training is more effective when supplemented by individualized field training.
To minimize overlap, and to maximize training results, there must be an integration of what is taught by group methods in sales schools: product knowledge, company and information, market information, and the theoretical and practical funda- mentals of selling. Practical training in sales techniques is best handled individually, in the field. Individualized training is conducted in the field office. On-the-job training features personal conferences (of the trainer and trainee) and demonstrations (as the trainer explains "this is how to do it".
b) Timing initial-sales training programs.
The timing of initial-sales training depends upon the number of new personnel trained each year, and this, in turn, depends upon the size of the sales force, sales personnel turnover, and management's plans for changing sales force size. With many new personnel,
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comprehensive highly structured programs 1-29162 are scheduled several times a year, dates being set after consideration of recruiting quotas and deadlines. There is an optimum number of trainees are effectively trained in an initial-sales training program. It depends upon training aims, content, methods, and the amount and availability of training talent.
c) Timing continuing-sales training programs.
Effective sales management believes that training and learning must be continuous- new information must be assimilated and older concepts modified in the light of new developments. New products, new refinements of selling techniques, new product applications and uses, new customer problems, new selling aids, new selling suggestions- all these and other developments require that each salesperson's training continue if he or she is on the job. In some situations, sales personnel are kept abreast of new developments.
4. Where will the Training site be?
Some companies hold initial sales training programs at central offices; Others conduct separate programs at branch offices. Each practice has its advantages and disadvantages. Focused programs typically provide better product training, but higher costs are incurred in getting trainees to the central point. In many companies, the small number of interns does not justify decentralized initial training and a central location is a necessity.
In contrast, many large companies have decentralized initial training options. They can train new salespeople near their future territory and get acquainted early with field sales issues. Except in a company with a variety of administrative skills and training, initial sales training programs should be in central locations. Retraining programs for seasoned salespeople are also held in centralized or decentralized locations.
5. Instructional Materials and Training Aids
Critical to successful execution of sales training programs are the instruc- tional materials and training aids. These vary not only for different compa- nies but for programs with different aims, contents, and methods. Pertinent features and uses of the main types of instructional materials and training aids are discussed in the following sections.
a) Manuals.
Often known as workbooks, manuals are used in most group-type sales training programs. The best manuals contain out- lines or summaries of the main presentations, related reading material, statements of learning objectives for each session, orienting questions or thought provokers, cases and problems, plus directions for sessions involving role playing or gaming. Many include concise statements of selling, pricing, training of sales personnel, and other policies as well as details on company systems and procedures.
Some contain information on the products and their applications. Discretion should be observed in selecting items for inclusion. It is easy to clutter up a manual with information of little value. Manuals often are designed with a dual purpose: to serve as study guides
during training and as references later. Many are in looseleaf form to facilitate additions and changes.
b) Other printed materials.
Company bulletins, sales and product manuals, information bulletins, standard texts, technical and trade books, as well as sector-specific and general business periodicals and journals, are some examples. Company publications are primarily used to provide current and essential information to field sales employees. Many businesses now offer subscriptions to trade and general business periodicals to keep their field sales staff informed. Workbook materials are supplemented with text, technical, and trade publications, albeit during formal training, students hardly ever read them in-depth. The books are typically anticipated to be used as references in the future.
c) Advance assignments.
Many programs demand that trainees prepare assignments in advance in order to save time. In some cases, these reading assignments have been selected to provide a minimal level of understanding of the topics that will be covered in formal sessions. In other circumstances, the task is to read a case and create a strategy to be used during a planned session. It is crucial that trainees comprehend the goals of advance assignments and receive detailed instructions (most knowledgeable trainers advise written instructions).
When possibilities for feedback are incorporated into advance assignments, trainees are more motivated.
Apple's sales staff training is designed to ensure that their employees possess the necessary knowledge, skills, and customer-centric mindset to effectively sell Apple products and provide exceptional customer service. While the specific details of Apple's training program are not publicly disclosed, here is a general overview of the key elements typically involved:
Product Knowledge: Sales staff undergo comprehensive training on Apple's product lineup, including in-depth knowledge of features, specifications, and benefits of each product. This includes understanding the unique selling points and positioning of different Apple devices and services.
Customer Experience Focus: Apple places a strong emphasis on creating memorable customer experiences. Sales staff are trained to actively listen to customer needs, provide personalized recommendations, and demonstrate the value and usability of Apple products.
They are also trained to address customer concerns or questions effectively.
Sales Techniques: Apple equips its sales staff with effective sales techniques and strategies to engage customers, build rapport, and close sales. This includes training effective in communication, active listening, objection handling, and relationship building.
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Apple Store Culture: Apple emphasizes its distinctive store culture, which aims to create a welcoming and engaging environment for customers. Sales staff are trained to embody the company's values, maintain a professional appearance, and deliver consistent brand experience.
Ongoing Development: Apple recognizes the importance of continuous learning and development. Sales staff receive ongoing training and updates on new products, features, and technologies to stay up to date with the latest offerings. Apple may also provide opportunities for advancement and specialized training based on individual performance and career aspirations.
It's worth noting that Apple's sales staff training process is highly regarded for its emphasis on product knowledge, customer experience, and creating a unique brand identity. By investing in their employees' training and development, Apple aims to ensure that customers receive exceptional service and have a positive buying experience.