There can be no doubt that sales training is about changing the behavior of salespeople. Corporations don't support training that won't enable people to apply knowledge and skills on the job.

When research shows us that only 30% of training is transferred to the workplace, we realize the desired behavior changes are probably not happening. One question that comes to mind is: Whose fault is that?

KEY PLAYERS
Lots of people play roles in creating and delivering sales training. In broad strokes, we can paint that process as:

• Corporate management decides what salespeople should accomplish.
• Top sales management creates policies, procedures and programs that define how salespeople work toward organizational goals.
• First-line managers direct and influence the daily actions and behaviors of salespeople.
• Sales trainers consult with management to define essential knowledge and skills and create and implement methodologies to transfer knowledge and skills to salespeople.

The only person who seems to lack a clearly defined role in this process is the learner. Asking sales trainers what it takes for learners to improve performance, generates such responses as:

• "They should do things the way they learned in the workshop."
• "They shouldn't put the manual in a drawer and forget it."
• "They need to refer to the resources on the intranet regularly."
• "They must risk trying new behaviors."
• "They have to overcome bad habits."
• "They have to be open to coaching from their managers."

What a lot of shoulds, have-tos, musts, need-tos!!

And how clearly these responses demonstrate that, when it comes to changing behavior, the person in total control is the one who owns that behavior: the learner. Yet, in our planning and designing, we seldom prepare people to take responsibility for their own learning. We don't identify the role they must play. Instead, they seem to expect that attending a workshop or completing a program will produce miraculous results. And when those results don't happen, the training is questioned.

WHAT TRAINING CAN DO
Many trainers are frustrated by their inability to move the learner after the learning experience. Following are thoughts about expanding training's influence on the creation - and the creator - of behavioral change.

Four elements are key to enabling learners to change behaviors.

1. Motivation
2. Competence
3. Tools and resources
4. Support.

(We wouldn't expect salespeople to do any other aspect of their jobs without these four elements. Why wouldn't we think of learning - aka behavior change or performance improvement - as part of their jobs?)

BUILD MOTIVATION - Motivating people to master skills looks a lot like selling.

• Uncover needs. Identify what the learners want to improve.
• Cite features. Demonstrate how learning experiences address their needs.
• Sell benefits. Link skills and knowledge directly to the outcomes they produce, explain why they have that effect, and demonstrate how they lead to achievement of sales goals.
• Provide benefit and proof statements. Videotape successful learners talking about how they do it and how it works for them. If possible, invite them to workshops for Q&A.
• Offer samples. Demonstrate the skills in role plays with salespeople as challenging customers.
• Resolve objections. Insist that learners voice concerns and fears about and challenges to what they're learning. Listen to and resolve their issues.
• Close. Ask questions to determine learners' commitment to change.
• Have learning/growth made part of performance appraisals.

BUILD COMPETENCE - Give people the knowledge and skills involved in making behavior change.

• Provide understanding of the process: Why it's difficult, pitfalls, how habitual behavior works, the role of the brain, positive vs. negative focus.
• Introduce value and application of change tactics: Practice, visualization, self-talk, reminders, planning, self-critique and analysis.

PROVIDE TOOLS AND RESOURCES - Extend the reach of training by providing tools and resources - or at least offering guidance in obtaining them.

• Prepare lists of books, audiocassettes, videotapes for learners.
• Create job aids (e.g., planning tools) and learning aids (e.g., self-critique forms) and computer-based support.
• Provide behavioral models: Live and videotaped role play on cassette or intranet.
• Teach how to use tools and resources - and sell the benefits.

PROVIDE SUPPORT - Behavioral change is tough. Everyone needs help beyond the classroom.

• Train managers to coach - and learners to learn from coaching.
• Teach managers to coach the skill of learning along with typical sales skills.
• Make yourself available for e-mail support to learners.
• Be sure learners get recognition for effort as well as for success.