2. Motivation
&
Training
Presented to : Dr. Mubbshar

3. Presented By
Shahroz Abid
Mudassir Naveed
Ather Iqbal
Miss Amber
Usman Khan
Zahid Chaudhry
Ijaz Ali
IBMS-UAF

4. What we are going to present??

5. Motivation
Mudassir Naveed
Ather Iqbal
Miss Amber
Introduction to
Motivation
Motivational Theories
Motivation and the
productivity of the sales
force
Influencing factors of
sales force productivity
How to motivate sales
force and boost
productivity

6. Leadership
Usman Khan
Introduction to leadership
The Leader’s Role
The 6 Leadership Styles
Factors affecting leadership
styles
Which Leadership Style Is
Best?

7. Training
Zahid Chaudhry
Introduction to Training
Seven sales challenges
for organizations for the
survival in the
competitive marketplace
Benefits of Training
Skill development
Shahroz Abid
Components of a training
program
Methods of Training
Case Study

8. Training
Ijaz Ali
Evaluating Training
Programs
The Four Levels
Reason, Purpose and
Benefits for Training
Guidelines for
Evaluating behavior and
Results
Training Sales
Managers
Methods used to train
sales managers

9. Mudassir Naveed

10. Motivation

11. • 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.

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

13. 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.

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

15. Maslow’s hierarchy of needs
Theory.

16. Maslow’s hierarchy of needs
Theory.

17. 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.

18. 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.

19. Herzberg’s Dual Factor Theory

20. Herzberg’s dual factor theory.

21. 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.

22. Comparison of Maslow’s and Herzberg’s
Theories of motivation
Maslow’s Hierarchy of needs
Herzberg’s Two-Factor theory
Self actualization needs
Motivators:
Esteem needs
Responsibilities
Challenging work
Recognition
achievement
Social needs
Safety & security needs
Maintenance factors:
Job security
Good pay
Physiological needs
Working conditions
Type of supervision
Interpersonal relations

23. Vroom’s Expectancy Theory.

27. Ather Iqbal

28. Adams’s Inequity Theory

29. Equity Theory
Developed 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.

30. 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…')

31. Equity Theory
Developed by - Stacey Adams
Formula:
One’s Own Outcomes
One’s Own Inputs
=
Other’s Outcomes
Other’s Inputs

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

33. Equity Ratio
Perceived Ratio
Comparison
Outcomes A
Inputs A
<
Outcomes A
Inputs A
=
Equity
Inputs B
Outcomes B
>
Inequity (Under rewarded)
Inputs B
Outcomes B
Outcomes A
Inputs A
Outcomes B
Employee’s Ratio
Comparison
Inputs B
Inequity (Over rewarded)

34. Likert's Sales Management
Theory.

35. 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.

36. 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.

37. The Churchill, Ford and
Walker model of salesforce
motivation

38. 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.

39. 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.

40. Motivation and the productivity
of the sales force:
Two prime determinants of sales force
performance
• Ability to perform
• Willingness to perform
Productivity = Output/Input
Sales productivity = Sales revenues / Sales
expenses

41. Miss Amber

42. 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

43. How to motivate sales force and
boost productivity:
I. Sales quotas
II. Sales contests
III. Compensation plans and reward systems
IV. Innovative ideas
V. Fun work places
VI. Improving communication
VII.Participation in decisions pertaining to
improvements in selling techniques
VIII.Job enrichment helps in self
actualization
IX. Share in profits

44. Usman Khan

45. LEADERSHIP
Leadership denotes taking action and getting results.

46. 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

47. The 6 Leadership Styles
Coercive
Coaching
Authoritative
Pacesetting
Affiliative
Democratic

48. 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

49. The 6 Leadership Styles
– Authoritative
• When people are looking for
direction
“I want you to come with me”
• Profession – a new Prime
Minister or President, New CEO
• When to use?
Taking over a troubled project, or someone
recently put in charge

50. The 6 Leadership Styles
– Affiliative
• When you need to exhibit employee
empathy
“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

51. The 6 Leadership Styles
– Democratic
• When it is necessary to get the
input of others
“What do you think?”
• Occupation – Selection Chair
• When to use?
To perform Cross functional task
and to get contribution

52. 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”

53. 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

54. Factors affecting leadership
styles
• The task
• The tradition of an organization
• The type of labor force
• The leader’s personality
• The time
• Gender

55. 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

56. Zahid Chaudhry

57. Training

58. 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.

59. 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. ”

60. 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.

61. 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.

62. 4. Mastering the art of consultative selling.
5. Managing a team selling approach.
6. Knowing the customer’s business.
7. Adding value through service.

63. Benefits of Training
Enhanced skill levels
For Example
Needs analysis
Presentation and demonstration,
Negotiation
Objection handling
Closing and relationship management
Greater customer orientation

64.  Improved motivation
Motivation
Training
Salesperson’s belief
Higher
performance.
salesperson’s belief
Motivate
Higher
performance

65. Improved self-confidence
Training
self-confidence
performance
sales
Fewer complaints
Training
Better meeting of customer needs and higher
service levels
reduce the number of customer complaints.

66.  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).

67. 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.

68. 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.

69. Skill development
These are four classic stages to learning a
skill.
1. Unconsciously unable
2. Consciously unable
3. Consciously able
4. Unconsciously able

70. Stage 1
Unconsciously unable
Trainee 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 2
Consciously unable
 Trainee
reads about skills but cannot carry
them out in practice.
know what to do but cannot successfully
perform any of the skills

71. Stage 3
Consciously able
Consciously 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 able
Trainee can perform the task without thinking
about it; skills become automatic.

72. Shahroz Abid

73. 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 company
2. products.
3. Competitors and their products.
4. Selling procedure and techniques.
5. Work organization and report preparation.
6. Relationship management

75. 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

76. 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.

77. 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

78. 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.
2.
3.
4.
Opening sales calls
Effective listening
Objection handling
Closing
5. Follow-up.

79. 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.

80. Methods
1.
2.
3.
4.
5.
6.
The lecture
Films
Role playing
Case studies
In-the-field training
E-learning

81. 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.

83. 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.

84. 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 audiovisual 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

86. 4)Case studies
Particularly appropriate for developing
analytical skills.
Trainees are asked to
I.
II.
III.
IV.
analyze situations,
identify problems
and opportunities and
make recommendations

87. 5)In-the-field training
• Experience gained by real-life selling
situations
• The evaluation
• And feedback provided by the sales

88. 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.

89. Case study

90. 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

91. 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 it
2. 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.

92. 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.

93. 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.

94. Ijaz Ali

95. Evaluating Training Programs
The Four Levels

96. Evaluation
• It is a process of establishing a
worth of something.
• The ‘worth’, which means the
value, merit or excellence of the
thing

97. Evaluation is a ………..
State of mind, rather
than a set of
techniques

98. 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.

99. 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.

100. Purpose of Evaluation
• Feedback - on the effectiveness of the
training activities
• Control - over the provision of training
• Intervention - into the organizational
processes that affect training

101. 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

102. What can be evaluated??
Remember 3 Ps
• The Plan
• The Process
• The Product

103. How to evaluate the Plan??
• Course Objectives
• Appropriate selection of participants
• Timeframe
• Teaching Methods

104. How to Evaluate the
Process??
• Planning Vs. Implementation
• Appropriate participants
• Appropriate time
• Effective use of time
• teaching according to set objectives

105. How to Evaluate the Product?
Is only evaluation of the product sufficient?
• Time
• Ultimately all stages require evaluation in
any case
Changes in effectiveness
• Impact Analysis
• Achieving Targets
• Attracting Resources
• Satisfying Interested Parties

106. Four level of Evaluation
During program evaluation
• Level One
Reaction
• Level Two
Learning
Post program evaluation
• Level Three
Behavior
• Level Four
Results

107. Kirkpatrick’s Four-Level
Framework of Evaluation Criteria

108. 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

109. 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?

110. 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?

111. 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.

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

113. 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

114. 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.

115. 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.

116. 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

117. 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.

118. Examples of Level Four:
How did the training save costs
Did work output increase
Was there a change in the quality of work
Did the social condition improve
Did the individual create an impact on the
community
Is there evidence that the organization or
community has changed.

119. 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.

120. Training sales managers:
To succeed as a sales manager requires a
formidable set of skills and roles
The following:
• Developing close relationships with
customers and an in-depth understanding
of Customers’ businesses;
• Partnering salespeople to achieve
sales, profitability and customer
satisfaction goals;

121. • 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;

122. • 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.

123. Methods used to train sales
managers: