Reflection and reflective practice

Reflective practice refers to ability to reflect on action, thereby engages in a procedure of uninterrupted learning.
Possessing an eye for values and theoretical practices that informs routine task and actions, followed by close scrutiny of those
practices reflectively and reflexively, resulting in insight development. Integral tool in practice based professional learning
where salespeople learn from own work experiences, rather than developing a distinguished attitude towards personal
professional growth and betterment. Competitive pressure or short-term sales focus may engender unethical sales behaviors
such as lying or exaggerating, which can potentially damage the trust and trust (Jelinek and Ahearne 2006). Structured
approaches for sales training through the inclusion of relevant Sales CBT practiced in developed economies can reflect the
admirable sales culture within the establishment. As selling organizations consistently deals with turnover, stress and burnout
aspects of their sales force, therefore infusing workplace spirituality can eliminate or reduce negativity to some extend thereby
positively influences commitments, job satisfaction and ethic. Although empirical verification does not exist (Badrinarayanan &
Madhavaram, 2008), but few systems already implemented spiritual development content in their training and results were
phenomenal (Dent et. al 2005).
Role of HR
HR/Sales manager can maximize long-run profits by using a typical three-step procedure to recruit salespersons.HR
people have to analyze fundamental sales potential of prospective candidate and how characteristics variable affect system
design approach. However, while recruiting fresh salespeople, recognizing or identifying sales attributes level wise, can
certainly boost sales training effectiveness. The table provides few conceptual parameters for consideration.
Therefore, by referring these attributes along with self-generated attributes, making adjustments and modifications
screen best-fit individuals likely to be an expert sales professional in the future. Incorporate orientation process followed by
induction, then Sales CBT levels; included as elementary ( lower management ), advanced (middle management) and expert
level (senior management) having four or three modules at each level.
It is obvious that needs analysis alone cannot guarantee training effectiveness. However, implementing appreciative
inquiry approach i.e. involvement of organizational personnel irrespective of their position / level when associated prior to
exhaustive analysis, maximizing concentrated focus existing resources, possibilities of alliances and collaboration supplemented
with all of above stated parameters, have a positive impact on organizational highest level goal which certainly increases
perceptions of training effectiveness. However, if the needs analysis procedure can additionally analyze sales CBT levels in
salespeople before and after training, provokes greater perceptions of program effectiveness.
Sales Training is must
Sales training in college curriculum is considered seldom, due to insufficient practical and real life experiences.
Salespeople with lack of sales preparation never yield stellar results. Without it lead to handful of new leads, decreasing
business, mishandling sales calls and much other negative influence (AdinaGenn, 2004). Traditional training treats trainees as a
homogeneous group, one size fits all. Organizations are now looking for innovative learning pedagogy coupled with emerging
technology. Instructional Design for Sales-training is defined as process of formulating structure with in-depth specifications for
development, evaluation, and maintenance (Richey, 1986) of agile learning modules that covers all minor and major issues of
sales management relent to organization strategy. A methodological approach for structured learning involves planning of
instruction, with consistency and within sales force capacity. Process initiates with communicate goals and acceptable level of
performance, selecting relevant instructional interventions and close with feedback from trainees (Wager, Golas, & Keller,
2005). If training objective is new customer acquisition, then training sessions should provide feel of strategic session to get into
the new account (William Keenan 2000). Sales Training instructional design for direct marketing, personal selling, group on-site
training or client one-to-one training can be developed.
CONTEXTUAL PRACTICES
Proper content selection being crucial aspect and therefore it is necessary to understand that training should include contents
or skill that can be taught, learned, and measured. Install field coaching procedure and systematic reinforcement as well,
followed by learning and application measurement. Professional trainers can enhance effectiveness aspect by enhancing sales
force credibility, by incorporating required sales behaviors, perhaps offer range of varieties.
Selling Process
Literature provides evidence of different behavioral aspect across types of selling process. Difference also exists around
typologies of selling positions.
Structured Learning and Training
Positive behavior for sales training facilitates skill, competencies and knowledge acquisitions, that enables sales people
to transfer best components of selling to reach acceptable levels of performance goals. Progress and growth are simultaneously
synonymous with assessment and training (People 2012). Learning can be divided into general task-related components and
specific stimulus-related (Helie, 2005). Instructors usually design, develop and deliver sales training modules with best of
intentions, but often without clear vision. Before initiating a sales training programme , they recommend that trainer should set
a clear vision to achieve highest level goal (example profitable sale) , understand organization mission and vision statement and
what it delivers to their customers along with trainees current habits , level of expertise and barriers (example, competitive
issues, lack of confidence in product quality, service or lead time). Therefore a training system should not merely be a
haphazard collection of contents, approaches, methods rather challenge lies in creating a balance between technology and the
personal touch needed to make to enhance organizational value through sales training.
For structured approaches for sales training consider inclusion of relevant Sales CBT positioned level wise. We
recommend incorporating different levels for sales training; for fresher to top executive. The levels are : orientation, induction,
formal sales CBTs, followed by elementary (lower management), advanced (middle management) and expert sales professional
(High level management). This will reflects admirable sales cultural within the organization. Use mix of modalities among field
based, on the job training, hands on learning, conventional classroom setting and other as appropriate (Refer Table- X ).
Training and field coaching should have an analogy to distinguish training result in sales results (William Keenan 2000).
Learning contents are delivered by Instructors, professional practitioners, subject matter experts, consultants, strategist,
developers, analyst, may be by administrator, managers and top executives.
Moreover, Trainers / Instructor can plan instructions using FLS to further enhance learning effectiveness, might
considered as meaningful learning by trainees itself or stimulate learning experience. Facilitative Learning Systems (FLS) enable
practitioners to achieve learning purpose much to the satisfaction of both individual and organization. It is basically a research-
based methodological approach based on instructional system design (ISD), to carry out for systematic planning of instructional
plan, which begins with screening individual trainee with provision of training plan and plan of action and schedule ;
characterized by stating overarching, curriculum and ancillary skill goals and ends with trainees feedback.
Facilitative theory' underpins Trainers / Instructors to facilitate the true ability of the learner. Many instructors apply trial and
error approach and do not consciously experience action (or experiential) learning, henceforth learner often displays a
tendency for to be 'told' how to 'do' things. In contrast, Facilitative-Active Learning is characterized by planning,
implementation, review, reconsideration and evaluation.
Synchronous and Asynchronous Learning
Learning as conceptualized by Vygotskys as being cognitive and social (Powell & Kalina, 2009).The sales training course include
some generic contents like self-motivation, communication, handling objections, and closing. Important topics included sales
presentations and demonstrations, planning sales calls, time management, and buying behavior. Some include videotapes, role-
playing, audio tapes, reference materials, training manuals and case studies; whereas computer simulations and case analysis
are frequently used methods (Chonko, Tanner and Weeks, 1993). The e-learning or m-learning approaches had a short history
(Pachler, Bachmir & Cook, 2010); mobile learning (m-learning) refers to learning through digital mobile devices that can be
carried and used anywhere, any time as well as on-the-move (OConnell & Smith, 2007), whereas computer and network
enabled electronic learning, termed as e-learning.
Among active with passive learning model, active learning is more appropriate for professional sales education (Ramon et al.
1996). Spaced training enhances training benefits over massed training practice in laboratory settings (Kauffeld et al. 2010).
Winfield (1983) discussed open learning systems and self-instruction methods and briefly described self-instructional approach
for induction training course.
Sales Talent Development Process: Sales CBT
Few sales people have interpersonal and technological competencies required for dynamic work environments (Salas & Stagl,
2009). Many skills, traits, and qualities are required for sales success, although personal characteristics, motivation have an
impact on performance but sales training cannot teach all required traits. Proper content selection being crucial aspect and
therefore it is necessary to understand that training should include contents or skill that can be taught, learned, and measured.
Management and managers should realize and recognize importance of salespeople perceptions and agree on their need,
followed by involvement in best practices, otherwise salespeople's interest lacks thereby sales training will be a waste of time.
Moreover salespeople should follow a sales process that matches up with the customers buying process. Sales training design
should satisfy interactions aspects, being connected and networked while facilitating theoretical knowledge necessarily
considering needs, motivational aspects and learning method preferences of trainees (Day, 2012). Compassion can be enhanced
in individuals through training in psychological flexibility (Atkins et al. 2012). An organization who embeds compassion in their
work culture nurture values, and virtues (Kroth & Keeler 2009).
Sales CBTs
Each module of CBTs should include detailed procedural steps with a clear-cut statement of goals, explanation of processes,
outcomes expected, behavior sought, accountability with flexibility provision to accommodate any variation during training
(Broad 2005).
The uniqueness in our framework is the inclusion of Sales Talent Development Process refereed as Sales CBT (Competency,
Behaviors, Traits); a structured pathway to deal dynamic market, technology and business process. We recommend classifying
work function, learning objectives, set of procedures, requirements to generate topical index of skills/behaviors, now onwards
known as Sales CBT (Competency, Behaviors, Traits. We propose conceptual tool referred as Sales CBT (Competency, Behaviors,
Traits). Competencies, Behaviors are essential characteristics that directly impact sales- task/job performance, whereas traits
refers to desirable qualities of personal nature, which build ethical behavior. It includes orientation, induction, Formal Sales
CBTs, Elementary CBT for lower management sales force consists of four sub-level, Advanced CBT for middle management
having three sub-level and Expert sales professional CBT for top Executive with three modules. Screen appropriate CBTs needed
along with self-generated, customerized attributes relational to strategic goal followed by screening CBTs needed for respective
level before initiating training process. Diagnose CBT deficiencies; determine current CBT required and self-efficacy of the
trainee. Outline task analysis procedure, that instructional developer might refer for designing individual based or group based
learning with related CBT. Identify knowledge elicitation techniques, forecast CBT probably needed in future.
It is perceived that methodical determination of learning content is needed for designing valued sales training. We
perceive instructional system design would enhance the effectiveness of sales training. Thus it is important to understand the
fundamental reason that how and which variables affect effectiveness and how different variables would enhance the sales
training effectiveness, such as the importance and fundamentals of high-impact training, current training and development best
practices, multiple training curriculum, develop relationship with sales managers and subject matter experts from across the
industry to collect materials and contents for developing learning modules for both new hire and experienced sales people,
offerings updates in order to facilitate ongoing sales development. Interventions should also convey to both new and
experienced salespeople loaded with type of characteristics needed; clear pathway trainees needed to know, such as present
need and what would be needed in the future along with objectives and philosophy of sales training followed by communicating
expectation and specific responsibilities after training.
Absorptive capacity plays crucial role in knowledge transfer and considered as imperative for organization progress,
which identifies, assimilate, transform, and apply external knowledge through modern information technologies (Roberts
2012). Sales behaviors have significant effects on customer satisfaction; eventually success of a customer relationship strategy
which wholly depends on the behaviors of salespeople (Wang 2012). The most efficient tool for salespeople is 'Communication',
which enables exchange clients need and capacity to lend support or wooing customers, provide time comfort zone, let off the
pressure for a meaningful benefits discussion, follow-up with occasional emails and dont let off easily. David Sandler proposed
concept of boosting self-confidence for case of rejections. A moral booster sales concept of Role and Identity draws insight that
rejection is for role as salesperson not for personal identity, thus empowering salespeople to try repeatedly. Sales force
effectiveness research study by El-ansary ( 1993) have presented implications in terms of managerial action through Reward-
Penalty matrix. Indicated that modules which were given much importance in sales force training were: interpersonal
communications, knowledge, planning, strategy and control. Although salesperson initiative and self-administered training also
emerged as a high reward-high penalty method. Promote or train sales force for reflective practices; refers to ability to reflect
on action thereby engages in a process of continuous learning. Having an eye for values and theoretical practices that informs
routine task and actions, followed by close examination of those practices reflectively and reflexively, resulting in insight
development. Integral tool in practice based professional learning where salespeople learn from own work experiences, rather
than training. A positive attitude towards personal professional development and improvement. Sales manager/Trainers can
also refer guide which aids decision making (Hung 2010).
Each module of CBTs should include detailed procedural steps with a clear-cut statement of goals, explanation of
processes, outcomes expected, behavior sought, and accountability with flexibility provision to accommodate any variation
during training (Broad 2005). Orientation content normally includes history, culture, value, basics of industry, market strategy,
and product line. Induction salespeople understand system how sales system operates; internal system, how sales process
works; technology involved if any such basic sales techniques and socializing new salespeople. Formal sales CBTs involves
industry dynamics, ,technical knowledge-basic and advanced and product training. Delivers training to sales-force in
conventional classroom, e-learning or live online.
SALES INTERFACE
Basic ; Manual System and Sales Application Software
Advanced ; CRM: Customer Relationship Management and Web based Online Tools
Sales organizations ability to sustain can be projected by analysis of historical, current data and setting a future plan of action.
In this relation, customer relationship management (CRM) systems can deal tangible data from financial systems and intangible
data from salespeople. However, we do not mean technology to drive business rather its about management of technology in
sales methodology, sales processes to improve workforce performance and drive growth. Implement the agreed-upon
guidelines to sales cycle in CRM tool. For better results, incorporate online access for reinforcement activities.
We perceive that instruction design process for sales training could benefit sales management firms to restructure sales
training. We now are in position to addressed few critical issues and much of unanswered questions can be dealt and
effectiveness can be enhanced This structured process expected to deliver outcome in terms of increased job capabilities,
enhanced sales-force performance, competitive advantage, retention, knowledgeable human capital, revenue and high
organizational value.
STAGE 3 : IMPACT ANALYSIS
The goal of sales training being master required competencies and to apply them to their day-to-day routines (Noe,
2008). Training is evaluated through an impact assessment by HR as well as by the line manager on a daily basis. The
assessment will extract open feedback for corrections for future training which also reflect effectiveness relevance. Impact
analysis determine weather training content developed to drive customer knowledge, sales effectiveness and sales process can
meet purpose.
SALESPEOPLE REACTION
Salespeople reactions reflects how sales trainees conceive various activities during sales training (Honeycutt and Stevenson
1989). Salespeople should not perceive barriers like lack of support, short-sighted focus on results, not satisfying the needs,
time constraints, irrelevant learning content and delivery methods. Trainers should must design a quality sales training
modules that meets the specific needs of trainee (Dubinsky 1996). .Kirkpatricks reactions level lacks validity, hence often
criticized. It is criticized for considering reactions of trainees during evaluation (Weiss, and Peterson 1999). Observation and
discussion with trainees is often used to measure reaction hence validity is questionable. If learning content satisfy thinking and
behavior patterns of salespeople , then only trainee participate actively otherwise dislike training (Leach and Liu 2003). As such
then effective training can surpass productivity records, incorporate motivation and commitment, fine tuning of work quality,
increased morale teamwork, and negligible errors thus enhancing competitive advantage (Salas et al., 2006).Sensible
relationship between salespeople and their organization is a key perspective in formulating, planning, designing and
implementing sales training. If that exists, trainees reflects positive reactions (Leach and Liu 2003). However, reaction measure
should be considered not on pretext whether enjoyed or not (Warr and Bunce 1995) rather measured in term of usefulness and
sufficient time devoted for learning, interest in learning reinforcement and enthusiasm for applying learned skill. Although
positive reactions can assures motivation to participate and satisfaction however does not guarantee performance
enhancement, however, satisfaction aspect do influence outcomes. Reaction measure likely provide any disparity, related to
learning content or methodology, thus facilitates corrective action for future training. Theses several advantages suggests
reaction measure should not be eliminated from evaluation process and given due consideration.
SALESPEOPLE REFLECTION :
Monitoring, Learning Reinforcement, Assessment
Progress and growth are simultaneously synonymous to assessment and training procedure and systematic
reinforcement as well, followed by learning and application measurement. We perceive that systematic procedures were lacking
in many organizations. Significant reason is lack of learning reinforcement following the sales training obviously fails to produce
effectiveness and value for organization. Without reinforcement trainees reflects inability to apply or recall learned skills, said
as ineffective transfer i.e. transfer of learning has been missing phenomena, thats being reason why most of sales training
referred as failed as does not reflect either improved performance nor behavioral changes People (2012). Fundamentally,
approach should focus on imparting best behaviors with practices preferably through interactive way, followed by evaluation.
Model recommends to evaluate (observe) for specific period preferable for couple of subsequent months after training.
Purposeful training does reflect significant changes in professional work and personal life. Before training, management should
clearly communicate goals and acceptable level of performance (Burke & Hutchins, 2007). Now technologies also can perform
competency-based assessments (Chan, 2010a; Chan, 2010, b), although conventional methods to judge learning consistency and
adequacy of core content learned, using a variety of formative and summative assessment tools can be used. Training is
incompatible without assessment whereby judgement is required to determine appropriate guidance. The assessment ought to
be formative and not simply a measure of competence. Formative assessment leads to feedback that is developmental; while
summative assessment define standard of competence. Periodic refinement, variation and experimentation with different
approaches are essential. Measurement of learning should permeate the entire training process, therefore validate
measurement systems followed by skill practice reinforcement plan which includes field-work or assigned activities or both
supplemented by providing feedback (prescriptive assessment). For better results, incorporate online access for reinforcement
activities, generate dashboard reports on learning progress, followed by ranking procedure i.e. salespeoples learning is ranked
against their peers. Assessment must measure both knowledge gain and the ability to apply, assess for a few weeks following
skill training.
Self Efficacy , Aspiration, And Self-Management
Rapid advances in emerging technologies have enabled training and learning processes that can be serviced in
customized ways, previously unimaginable. Cloud computing and net tablet facilitate synergies of technological and pedagogical
approach to improve staffs engagement with learning and skill development. provide interactive learning with peers and
experts which are context-specific Veletsianos (2010). Poon (2006), suggests that the empowerment of choices provide
workforce with individualized learning pathways in control of the learners themselves which promote empowerment for
personalization of learning. Trainee characteristics and Self-efficacy perceived as having crucial role in transfer process (Burke
& Hutchins, 2007). Listening behaviors positively influence customer orientation behaviors, thereby influence adaptive
behaviors, which influence listening (Pelham2008a). Sales culture considered to be key contributor to organizational success
(McCarthy, 2008).
SALES CBT ACQUIRED AND LEARNING TRANSFER
Follow review framework and record activities by developing learners portfolio that provides a focus for review and
discussion. Open-ended questions create space for issues rather than closed yes/no answers. Judge students / participants
strengths and areas for development, to make formative assessment statements of progress during review. Action plan for the
participant, changes, criteria for next observation. A written reflection on the process of being observed is evidence of ongoing
development, shows the quality of thinking in the area of learning and teaching which contribute to Learning Portfolio.
Framework that has potential to boost learning outcome i.e. effectively use/apply learning in their respective profession and
routine activities thereby enhancing learners professional competency.

Adjustment, Future development, Appreciations
Often sales evaluation and reward procedures are dominated by sales quota measures, although recent evaluation
advances leverage rewards for relationship selling behaviors (Boles et. al, 2000); customer satisfaction and retention (Peppers
& Rogers, 1997). Johnston and Marshall (2008), questions the idea that only costs are evaluated in sales training, we also agree
with this perception and thereby recommend to measure overall potential benefits after acquiring essential Sales CBT
(competency, behaviors, traits). Our model expected to deliver outcome in terms of increased job capabilities, performance,
competitive advantage, retention, knowledgeable human capital, revenue and high organizational value . Thereby much of
unanswered questions can be dealt and effectiveness could be enhanced.
MESO-LEVEL OUTCOME
Continual staff development is critical to the success of any organization (Carnevale 2005; Colvin 2006).
Sales organization that grows rapidly often faces rapid turnover. Retaining existing salespeople and not losing them to
competitors is primarily based on organizational culture. However, sales managers can also handle by figuring out pitfalls to
avoid by salespeople and how to respond to competitors offer.
The highest order of nodes in the Maslows hierarchy is Self Actualization and involves seeking fulfillment by making maximum
use of ones abilities or skills. sales training is a sensible practice for improving bottom-line results (Crane et al., 2005).
MICRO-LEVEL OUTCOME
Often high valued organization incorporates successive training in career pathway, specific milestones for promotion from entry
level to executive level followed by explanation of the concrete compensation programme, innovative recognition bonus,
technological aids for attractive selling point. As a result, load sales force with relevant tools, techniques and enough energy
thereafter challenge them to initiate independent moves to outpace competitors' moves.

Using Strategic Management In The Sales Training
Sales training is a developing subject area that has started to blossom in late years; nonetheless, a pivotal question that has been
roughly for an occasion is how to restructure sales training to remain competitive. Moreover, in vibrant marketplace,
organizations are revealed to a dynamic external environment that bears on the abilities of sales-force to identify or work
opportunities. Herein, strategic management perhaps enhances efficiency and reliability of the sales force. A strategy offers a
useful means to disposition key linkage factors to create revenues for organizations and sales-unit. The general view of
strategic management is that it enlightens organizational efforts to create value by identifying opportunities, clean sources of
advantage to exploit in a marketplace and reduce risk (Value et.al., 2011). For sales organization, strategic management
embodies a strategic set of decisions and actions for organizing, structuring, and executing sales training for benefits.
So why strategic management in sales training?
Often the choice is contingent on environmental dynamics and the degree of alignment with internal affairs. Nevertheless, sales
management activities, functions and resources are intricately related to maintaining competitive advantage. Thus, the choice
actually becomes a strategic choice.
Ace of the important benefits of strategic management is value-creating sales force who discourse business decisions across
boundaries, develop positive sales culture and ethical behavior, recognizes importance of strategic session to set out into the
new story, influence commitments, decisions, and actions that organization built and put to death to exploit competitive
advantages. In light of opportunity, resource planning and encouragement an ability to achieve 'miraculous phenomenal profits
Examples where strategic interventions are applied and address several challenges in sales are:
Efficient channel management and modern distribution channel.
Developing sales peoples proficiency in engineering science and analytical instruments.
Collaboration and partnerships
Integration of sales and service,
Customer-oriented selling,
Self-directed learning and usage of social media for learning and building up relationships (Baron and DeCarlo, 2012).
It likewise serves to understand customer-buying processes, to establish coordination amid sales and marketing and
incorporates qualified sales management personnel (Stein, 2011).
Sales Trainers exploring this strategic management.
Strategic sales promotion is important for survival in an era of market complexity, fast-paced transactions and new distinctive
models where capabilities that are consistently required specialized. In ordination to make the most out of strategic
management, it is necessary to see how new training interventions execute success by exploiting competitive advantages and
how each salesperson made more strategically effective. Thereafter, learning and development (L&D) practitioners need to
encourage intellectual and new innovative approaches and relevant content creation according to perceptions of sales director
and sales peoples to share knowledge within peers.
One route to create advantage is through adoption of customer relationship management (CRM) technology, strategies for CRM,
channel functioning and inter-firm relationships (Landry et. al., 2005). Therefore, sales organization, approximate and explore
opportunities outside traditional domain and leverage existing business practices in doing this, for which, it is important to
follow numbers steps.
Firstly, the present challenge is to shape individual as competent and technology savvy salesperson. Hence, distinguish and
develop appropriate content and paste within a sales team through an appropriate delivery methodology that offers time
advantages for both manager and sales peoples.
So,
Position strategic efforts to account/market demands.
Align resource to execute strategic activities.
Synchronize strategic training activities, positioned to strategic efforts.
Secondly, analytics integrated with CRM are well positioned to measure increases in sales, competency acquired, level of
product knowledge and monitor sale force progress in real time. Therefore, CRM contemplates sales manager and sales team to
explore ideas and share learning experiences. This enables learning reinforcement to hold station in any geography and time
location. Additionally, track learning activities taking place within the organization in society to specify performance objectives
and to continually monitor how sales people are making.
Thirdly, monitor how other sales organizations are carrying through on strategy; evaluate what are the most critical
measurements of success and of course what are the greatest pressures. Below is a checklist that sales trainers might find useful
to assist their thinking on how they might make the most of the opportunities this strategic management offer.
1. Strategy adoption:
What strategies commonly used to ensure relevancy of training content?
Which specific skills, knowledge and elements of cooperative power will enable the salesperson to be a strategic
orchestrator?
How can organizations assess sales competencies and expertise needed?
Are there incremental measurements of progress toward proper behaviors?
2. Technology Adoption
How to use social media in the sales process?
How analytic incorporated to better learning and reinforce learning?
What are the technological training method options and when would they be strategically advantageous?
3. Implementation:
Sales force role clarity is pivotal to deal sophisticated and knowledgeable customers. Therefore manager should ensure
trainer identify content and information that has a high value for learning and productivity performance.
Training must be relevant, structured, organized and focused along the strategic demands of the sales force, as an example,
competencies and technical capacity that highlight capability and functionality
In summary, the successful incorporation of strategic sales training enhances current competency set that offers a strategic
advantage for greater opportunities to sell and close business and consistent attainment of revenue targets. Strategic
management and sales training are organizational processes that shorten and/or take advantage of the engagement to create
more financial value and benefits.
1. Barone, M. J., & DeCarlo, T. E. (2012). Performance Trends and Salesperson Evaluations: The Moderating Roles of
Evaluation Task, Managerial Risk Propensity, and Firm Strategic Orientation. Journal of Personal Selling and Sales
Management, XXXII (2), 207224.
2. Landry, T. D., Arnold, T. J., & Arndt, A. (2005). A Compendium Of Sales-Related Literature In Customer Relationship
Management : Processes And Technologies With Managerial Implications, Journal of Personal Selling & Sales
Management, ,XXV(3), 231251.
3. Stein, D. (2011). ASTDs 2011 Report on Sales Training. ES Research Group.
4. Value, C., Hitt, M. A., Ireland, R. D., Sirmon, D. G., & Trahms, C. A. (2011). Strategic Entrepreneurship :, 5776.
Getting stellar sales performance: Why Sales Managers Mentoring, Coaching and Technology capabilities make the
difference
Purpose The aim of this viewpoint is to distinguish the importance of sales managers attitude and role clarity in the context of
mentoring, coaching and technology capabilities to achieve stellar sales force operations and performance.
Design/methodology/approach This report reviews the sales training literature to highlight how managerial interventions
enhance competencies, behaviours, and advanced level of selling orientation by mentoring and coaching construct. The concept of
managers creativity and imagination is brought out to explain why it should be adapted and carried out in an era of vibrant and
dynamic selling paradigm.
Findings Adapting and implementing the concept of mentoring and coaching in a personal or industrial selling context may
provide sales organization and academicians a better reason of how leadership and personality traits of manager enhance learning
transfer.
Practical implications Sales managers could develop appropriate new metrics based on market orientation for building
strategic relationships, thereby eliminates ambiguity in sales-force function.
Social implications Increased sales results in sales force retention, organizational sustainability and economic growth.
Originality/value This paper introduces the concept of mentoring and coaching touch as improvement tactics to transform
average salespeople into exceptional performers in contemporary selling to surpass productivity records.
Keywords : manager, competency, sales, mentoring, coaching, training, selling, Organization, competencies,
Sales managers,
Article Classification : Viewpoint

Purpose Review articles on B2B salespersons' performance in the recent past have been limited. This paper seeks to provide a
review, focusing on the conceptualizations of the salespersons' performance construct, and its determinants, in a B2B context. A
synthesis of the relevant predictors is presented, and new customer-centric measures of performance in industrial selling are
also proposed.
Design/methodology/approach The paper provides an exhaustive review and synthesis of the conceptual and empirical studies
on salespersons' performance and effectiveness. It also posits a set of propositions from a customer-centric perspective.
Findings Far too many individual-level variables are used as predictors of a B2B salesperson's performance and effectiveness.
Future research must focus on context-specific selling situations to identify the contextual skills required to perform the critical
customer-centric activities, rather than by using generic models that fail to apply to all situations.
Research limitations/implications The review paper provides a conceptual synthesis of studies carried out in the past. Future
researchers can carry out a meta-analysis of empirical studies to provide more pointed results.
Practical implications The study highlights the heterogeneity in B2B salespersons' performance, which makes unraveling its
determinants more difficult. The paper makes a call for adopting measures that are customer-centric, such that predictors are
anchored in the activities of salespeople rather than their individual-level characteristics.
Originality/value The paper disentangles the inconsistencies in the conceptualization and measurement of the two key focal
constructs, and highlights the conceptual overlap between these constructs. The paper also proposes performance measures
based on customer-centric activities, rather than being either firm-centric or based on individual characteristics.


Social media IN commercial enterprise Business DEFINITELY needs it?

Advances in information technology, data engineering, knowledge-based society, trading platform are responsible for dynamics
in commercial enterprise. Sustainability and competitiveness are now critical challenges to business of any size. The current
marketplace is characterized by globalization, commoditization, competition, technology and changing demographics where
organizations face sophisticated and knowledgeable customers. To sell effectively, business personnel should upgrade personal
knowledge, competencies. Additionally, strategic changes are essential for survival in fast paced transactions, distinctive and
unique business model, where specialized capabilities are required for more affiliations supplemented with network of
relationships and collaborations to spread awareness.

Social developments have created new possibilities for both consumers and business firms. Indulgement in social activity is
exponentially rising; numerous programs are available such as (Facebook, YouTube, Twitter, blogs/communities, online issues,
and lots more. Social media platform witness a high intensity of traffic (Facebook, YouTube, Twitter, blogs). It establishes a
channel for two-way communication. It facilitates relationship formation between individuals where both derive some common
benefits. Participation in social media activity is a route to the development of distinctive business capabilities. Researchers
emphasized social media usage as an interference to improve sales productivity. Experts perceive that in an era of knowledge
based economy, business when socialized in an online environment, results in enhanced technical capabilities, critical thinking,
management skills, collaboration, partnerships, etc. Researchers are at present researching the use of social networks in
contemporary selling and what are the best practices. Who utilize social media to drive home sales with improvised financial
outcomes? In that respect business can take advantage of online communities to pass awareness instantly with prospects and
customers. Within a limited time span, improve public relations and customer service, integrate sales and service, manage,
market place, commercial enterprise reputation, and educate customers for improved products, platform for expense free
campaign and much more. Any commercial enterprise can incorporate social media with their overall marketing strategy.

Key considerations in social media strategy are educating and informing about products, services, deals, contest etc. to visiting
traffickers. Initial steps usually are products and services information, so present compelling information about your products
and services, keep content easy to consume even by novices. So, create customer relevant contents, but do not saturate
customers/ prospects with the same message, thus constantly maintain fresh perspectives. Try some new ideas. Integrate
customer service management tool to understand customers' problems, difficulties. Provide crucial support, hand on
information for their queries, and coordinate with service staff to rectify customers problems. Objections when reciprocated
and rectified in shortest time leads to satisfied customers, thereby creation, preservation, retention of loyal customers
ultimately business likely to flourish.

Social media do influence the individual exposure to information and ideas, moreover, its more than knowing consumer
behavior, rather build up relational ties with specific expectations. A reading of strong ties is reflected through frequent
interaction, being reciprocated and willingness for information exchanges, while weak ties indicate distant, casual behavior and
often nonreciprocal. These readings reflect the influence presence in social media, so that appropriate action could be projected
for future initiatives. Importantly, do not forget to appraise the effectiveness of Social Media intervention, either in terms of
business awareness, registrations in the firms social community, forum or sales. Social media participation will certainly
enhance business reputation. Lastly a word of caution, don't trade, rather act for long-term business building. Social media
would bring credibility to the business and act as a marketing platform for creating new business and enhanced
competitiveness.

Personalized System Centric View of Mobile Learning
Introduction and Context
Upgrading workforce knowledge and skills is essential to remain competitive in dynamic market, complexity and fierce
competition (Lambert 2010). Research indicates that continual staff development is critical to the success of any organization
(Carnevale, 2005; Colvin, 2006). Although training has been stimulated in the past decade, the actual amount of knowledge,
skills and competencies transferred by trainees to the workplace, is unfortunately much low or even non-existent. Grounded on
innovative pedagogies for workforce learning (Johnson et.al., 2012), authors aims at redefining organizational training practice
by suggesting alternative approach, i.e. provision of personalized learning. Others perceive that personal learning systems are
more likely to be better than classroom learning specifically for adult learners. We insist self directed learning using technology
for self-development to enhance professional performance, subsequently increase effectiveness thereby organization value.

Learning as conceptualized by Vygotskys as being cognitive and social (Powell & Kalina, 2009). Mobile learning is defined as
virtual learning which facilitates use of digital, portable and mobile devices used anywhere, anytime and on-the-move as well.
(OConnell and Smith, 2007). The net tablets encompass extension of mobile learning for just-in-time, available anywhere
learning opportunities (Belshaw, 2011) have fostered flexibility in training-learning processes positioned to mobile
perspective supports personalized, approach to learning. The mobile learning, approach emphasizes, on-the-movement and for-
the-moment learning, leveraged to encourage open, Independent, Interactive, connective and collaborative learning where the
notion of m-learning, e- learning and virtual learning also leveraged. Mobile learning favors adult learner as adult learners are
learners with work and family, having priorities (Day 2012), here mobile learning, is referred as being on-move access to cloud-
based applications through mobile application while learning contents and modules are stored on virtual servers at a remote
location.
Visualizing Organization and Workforce centric view
In knowledge-based economy, the effectiveness of technology based training-learning-assessments systems and how it makes
an impact on training-learning-evaluation process (Johnson 2011) were needed to restructure training methodology, for higher
performance with greater effectiveness. The training needs in a knowledgeable society are elusive as clear enunciation to which
particular learning modules or pedagogy sustains in knowledge-based economy. Which training can be classified as generic
skilled training and task specific training, needed to be developed among, professional image, leadership skills, developing
effective alliances and partnerships, time management, customer an analysis, case study, computer-based simulation, planning
etc. by professional trainers. The role of traditional training in developing the motivation has been significantly constrained by
pedagogical imperatives that do not empower learner-centered approach which most likely to empower the workforce with the
skills needed in the knowledge economy. Many organizations were aware of the benefits of technological learning in skill
development issues, but rarely using it. (Global Coaching Survey, 2009).

Different insights of emerging technologies have been explored, according to Siemens and Tittenberger (2009), technology that
incorporates organizational philosophies and ideologies. In Veletsianos (2010) view emerging technologies as new technologies
in specific organizational context, while Johnson et al. (2012) argues for innovative pedagogies supplemented with technology,
whereas Veletsianos (2010:3) point seems to be that, a combination of tools, concepts, innovations, and advancement used for
learning. The e-learning or m-learning approaches had a short history (Pachler, Bachmir & Cook, 2010); mobile learning (m-
learning) refers to learning through digital mobile devices that can be carried and used anywhere, any time as well as on-the-
move (OConnell & Smith, 2007), whereas computer and network enabled electronic learning, termed as e-learning. Traditional
training for development of motivation has been significantly restricted by pedagogical imperatives that enhance learner
focused learning as an approach which likely to enhance skills needed in knowledge based economy.

In an era of dynamic and knowledgeable market, professionals were demanding flexible and personal learning environments for
skill enhancements (Johnson 2010). Workforce are in need for a learning approach that could aid mobility (Pachler et al., 2010),
enables on-the-move learning thereby promote active learning. The workforce can access learning contents, in a manner that
suits their work-life needs and constraints and that too without physically attending the classroom sessions of instructional
training. Emerging technologies do have the capability and potential to effectively deal with theoretical and practical aspects
such as e-collaboration, e-partnerships and e-learning.

Emerging technologies for personalized learning
Uses of emerging technologies to conceptualize, design, enhance, and foster sales training by collaborating learners and trainer
are evident. Some technology reduces technical barriers to e-learning (Cochrane, 2010), can perform competency-based
assessments and incorporated in workplace-based learning as well (Chan, 2010a; Chan, 2010, b). Notions of continual lifelong
learning in knowledgeable economy coupled with rapid advances in emerging technologies have enabled training and learning
processes that can be serviced in customized ways, previously unimaginable. Mobile learning with Cloud computing and net
tablet eases synergies of technological and pedagogical approach to improve staffs engagement with learning and skill
development. Emerging technology not only surface new technology, but also incorporate innovative pedagogy (Johnson et al.
2012), i.e. on-the-move learning likely to influence on teaching, learning, or creative expression (Johnson et al. 2011), embedded
with philosophies and ideologies (Siemens and Tittenberger 2009), i.e. flexibility and empowerment and provide interactive
learning with peers and experts which are context-specific Veletsianos (2010), i.e. address several challenges. Model reflect the
close proximity with Veletsianos (2010:3) concept, which states of emerging technologies as tools (tablet, cloud computing),
concepts (flexible learning), innovations (on-the-move and for-the-moment learning) advancements (technology, pedagogy)
used in diverse settings (sales training) to serve varied purposes (skill enhancement and transfer).

Its much likely that professional trainers and organization can empower staff to become lifelong learners, implement
progressive pedagogies in staff learning, and focus on the role of trainer and technology within this evolving landscape. The first
anomaly relates to a presumed workforce desire to learn using a learner-centered learning experience. We oppose one size fits
all tendency that treating workforce as a homogeneous group. We strongly object to this approach and suggest the scope
within mobile learning models to offer workforce more than one learning modules by allowing them to select their preferred
module according to their need and learning philosophy. The second anomaly refers to issues of choice for training staff may it
be internal or external, as learning philosophy insist the notion of empowerment and the exercising of empowered with
authority. The need to incorporate critical behaviors, increasing numbers of performance indicators, diversity in workforces
and requirements to remain flexible and responsive, has damaged learning autonomy. The third anomaly relates to workforce'
perceptions of impractical and irrelevant content, improper delivery, a personal discomfort with change and motivation from
seniors to resist change. (Broad and Newstrom, 1992).
The term mobile learning refers freedom and diversity in selecting needed to learn modules by workforce, focus on the unique
needs of individual learners, not according to trainer or manager. It totally empowers workforce to decide when, what, and how
to learn, by initiating mobile and virtual learning. Thereby emerging technology could change the role of trainer from direct
instruction in classroom to just a facilitator of virtual knowledge source and manage learning resources. The mobile learning,
approach offers workforce and trainers the choice between two pedagogical approaches; either a learner centered virtual
approach or interactive instruction approach or a mix of both. We argue that the trainer and content developers role to be
central in both approaches mentioned, however, an innovative style of training, or innovative way of promoting learning,
required to be practiced. Pan (2006), suggests that the empowerment of choices provides workforce with individualized
learning pathways in control of the learners themselves, which promote empowerment for personalization of learning (Hartley,
2007). The empowerment of choice has appeal to both work staff and professional trainer. Contemporary and innovative
pedagogies are preferable. Now organization prefers to engage with emerging technology. Authors perceives greater
opportunity of success when organization simultaneously offers choice in using preferred pedagogical approach to promote
workforce learning thereby to acquire skills. This advanced learning technology could provide twofold usefulness and more
effective pedagogy at substantially lower costs. Notebooks, Laptop, personal digital assistants (PDAs) can also facilitate mobile
learning, however, tablets have numerous advantages as tuned with appropriateness in level of technology integration
supplemented with distinct features: Portability (anywhere, any time, on-the-move); Mobility (no plug-in power supply); and a
range of useful generic apps with accordance to transform learning into skills.
Conclusions
In the era of knowledge based economy, learners when socialized to the online environment, results in enhanced technological
capabilities, critical thinking and time management skills. Become proficient in collaborative and interactive learning by
community formation. Emerging technologies does have the capability and potential to effectively deal with theoretical and
practical aspects such as e-collaboration, e-partnerships and integration of sales and service, customer oriented selling, flexible,
active, continuous, lifelong and active learning. Approach perceives that personal learning systems with flexibility and mobility
are more likely to be better than classroom learning, i.e. direct instruction. The approach can address several challenges being
currently faced by sales-force, few of these are, time constraints, changing roles, accountability, technological capabilities,
collaboration, partnerships, integration of sales and service, self-directed learning, use of social media and cultural diversity.
The model does recognize sales organizations, content developers and professional trainers as a key player in the development
of mobile learning mechanism. We invite further discussion of the model by academics and professional trainers and sales
organizations with a view to implementation in actual practice.

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E23.

LR - THE INFLUENCES OF DIFFERENT sales training approaches and contents TO ACHIEVE TRAINING EFFECTIVENESS
The first section provides a definition of human resource development (HRD), reviews the fundamental concepts of system
theory and presents a definition of training and learning. The second section reviews the fundamental concepts of social
learning theory. The third section provides an overview of three training approaches, structured on-the-job training (S-OJT), on-
the-job training (OJT) and classroom training, and also generalized training content used.The fourth section provides an
overview of the concepts of training outcomes and also defines self-efficacy and describes strategies to develop self-efficacy and
the relationship of self-efficacy to training; in addition, methods which can be used to measure self-efficacy are discussed. The
fifth section provides a conceptual framework for the information in the review of literature.
1 Introduction to Human Resource Development System Theory Applied to HRD Training
and Learning
2 Social Learning Theory
3 Training Approach Introduction to Training Approaches Types of Training Approaches-
Classroom Training; OJT; SOJT
Training contents- Generalized
4 Training Evaluation Training outcomes Self-Efficacy Developing Self efficacy Self-Efficacy and Training
Measurement of self-efficacy
5 Conceptual Framework
Abstract
This comprehensive literature review focuses pre and post training factors to consolidate effectiveness aspects. We explored
major indexing databases (Ulriches, EBSCO, Pro Quest, Questia and Copernicus), collected articles from elite journals shortlisted
around 260 papers thereafter narrowed down to 143 articles significantly relevant to sales training effectiveness issues,
published between 1982 - 2012. The focus of our literature review centered on the progress and current status of sales training
practices. Our review is selective and descriptive to engender training effectiveness. However, the review does not consolidate
some basic issues in sales training such as instructional interventions, delivery methodologies, learning style theory, adult
learning theory and socialization. The review is organized in four sections. The first part begins after discussions on initial
observations and sales training theories, covers pre-training factors. Research discussion on post-training components is
included in the second segment, while in third division; we discussed shortcomings, inconsistencies and gaps followed by
insights for managerial implication. Lastly, in the fourth section, we suggested several key challenges as research opportunities
in contemporary sales training.

INTRODUCTION
A sales reps training is a sensible practice to increase bottom-line results (Stein, 2011). Chen et. Al., (2005) reports that across
1,000 organizations, training and development activities are of highest business priorities. Based on McKinsey's global survey
report, March (2010), Paradise (2007) reports that organizations around the world spending billions for training interventions
every year. Such prodigious volume of investments obviously influences management and manager to recognize the genuine
meaning of sales training. In this regard, top management views in context of productivity, revenue and competitive edge,
whereas for managers, it is cognitive, behavioral and competency outcomes (Salas and Stagl, 2009). Although previous thirty
years of sales training have been progressive; however, inconsistencies and gaps always remain in existence. Several studies
noted that post-training effectiveness is missing phenomena. Many scholars perceive disconnection of synergies amid training-
learning, behavior-competency and theory-practice (Arthur et.al., 2003). Thus, the effectiveness dimension of sales training
issue is of prime concern. Does continual sales research practically make any repercussion on the functionality of salespeople
or just a wild goose chase? The field is ripe for debate. An extended research effort, empirical substantiation and documentation
are asked for.

Initial Observation
Sales training has been practical intervention to improve sales force productivity (Katzell and Guzzo, 1983). Holton and Bates
(2005) reports that around thousand organizations emphasized training and development as topmost business priorities. In
spite of periodic investments in sales training, the actual amount of knowledge and skills transferred is unfortunately much low
or even non-existent.
Selling inevitably reflects the changing world of commercial enterprise and communications. Many skills and traits are
essentially required. Like personal features, fundamental and soft skills, motivation and technological capacity that have an
impingement on the sales management process. Productivity is a major benefit proclaimed by sales organizations practicing
sales training. In fact, targeted to surpass productivity records, emboss motivation and commitment, fine-tuning of work quality,
negligible errors and increased morale (Salas et. al 2006).
Both sales people and selling organizations perceive that training will increase organizational value through learning of critical
behaviors (Johlke, 2006). Interestingly, professional practitioners of sales training, business development advisor, image
consultants, sales coaches, and motivational speakers have been more progressive. The sales training resources are in
abundance in varieties of delivery mode such as on-site, off-site, one-on-one, self directed, train the trainer sessions,
reinforcement modules and interactive sessions. Therefore, in the actual practice, sales force strength is much lower and post-
training expectations are seldom seen. This inference is drawn from report of IBM (2008), despite consistent sales training;
many systems neglect to grow the sciences of their work force. Despite phenomenal investments in sales training, often sales
results are less impressive (Lacy, 2008). At the same time, the skills needed to preserve competitive advantage are
exponentially growing and shifting. Thus, exhaustive research is needed to provide guidelines for practitioners and
professionals on how to plan, prepare, implement and evaluate sales training to heighten strength.
Withal, in present buyer driven market, improvements in information technologies, technology variability, trading platform,
globalizations, changing demographics, sophisticated and knowledgeable customers, brought complexities in sales
management. The salespersons role ambiguity emerged as pivotal challenges, in a vibrant environment, fast-paced
transactions, new distinctive models, uncertain selling paradigm. Consequently, sales peoples role clarity is pivotal that exigent
specialized capabilities are consistently involved. We now focus pre-training factors, which includes discussion on academic
sales education, followed by organizational support, need factor, the role of manager and peer factor, motivation, salespeople
character tics and learning by using applied science; which focus emerging technology.

Organizational Need
Past research indicates that continued employee development (learning) is critical to the success of any organization (Phillips,
2003, Peters, 2004, Carnevale, 2005, Colvin, 2006, Homer and Griffin, 2006) and also a necessity if organizations participate in
the worldwide and electronic marketplaces (Noe, 2008). Consequently, dynamisms enforce changes in procedural methods and
for this fundamental reason, sales force should continuously learn to maintain competitiveness. It is already perceived that
learning orientation has a positive repercussion on performance (Farell, 2000). Notwithstanding, developed systems and
economic organizations, continually relied on knowledge, skills and competency to deal market dynamics.

Sales training consumes on-field time, be it conventional or technology-based training. However, the issues are getting down on
the pretext that expectations are rarely met (Lacy, 2008). It is perceived that salespeople are not answering, that is evident from
CSO Insights (Feb, 2011), reports that 59 percent of salespeople achieved quota that too at a discounted rate (Pettijohn et. al.,
2009). Another instance, Stein (2012) reports that in billion dollar sales industry '90% of sales training fails. Thus clear-cut
interpretation is that few sales people have required core sales competencies (Salas and Stagl, 2009). Sales force needs to
continually update core sales competencies to function effectively in the current and future marketplace (Crane et. al., 2005).
Therefore, across the globe, organizations pump billions for training interventions every year (Paradise, 2007). Nevertheless,
recession and tough economic condition are a great time to conduct sales training. It is commendable to take down that sales
training yields higher productivity, surpass productivity records, incorporate motivation and commitment, fine-tuning of work
quality, increased morale teamwork, and negligible errors thus enhancing competitive advantage (Salas et. al., 2006). Therefore,
the challenge lies in maintaining balance amid sales force, top management, trainers, emerging technology and demanding
customers. Thus, a creative touch to the preparation process, perhaps enhances sales people's proclivity to meticulousness.

INCONSISTENCIES
Kerr and Burzynski (1988) argue that sales training were not transferring the skills that are important to success. Sales
managers and sales peoples have conflicting perceptions regarding the proportional importance of sales topics (Chonko et al.
1993; Chitwood 1988; Kerr and Burzynski 1988; and Smith 1991). Sales managers have not been satisfied with the academic
sales (Del Giza 1987) and consider sales training programs are not very effective (Erffmeyer et al. 1991). Salovey (1991) found
that effectiveness aspects were more defined by issues such as incentives. Honeycutt (1993) strongly argues that systematic
procedures were not implemented by many establishments. Jacobs & Washington (2003), suggested that there exists a
relationship between individual development and organisational performance. Although not a single, study projected a distinct
relation between employee development and organizational development. Parker et al. (1996) findings show that sales courses
taught is in academic setting often are not relevant to practitioners; practical topics often emphasized to a lesser extent in
academia. Most of the managers complain about costs, quality and preparedness of students. Parker et al. (1996) advocated the
creation of a more solid partnership between practice and theory, further stress that integration is necessary to consider in
marketing as a highly regarded profession. However, Honeycutt et al. (1995) is on view that sales management research
appears to be in in-touch with the needs of sales training practitioners, ironically, few practitioners follow academic articles.
This interference is contradicting the earlier notion of ineffective sales education. Many training programs are not adequately
designed and designed without the proper assessment of training needs (Wexley, 1984 and Zemke 1985). Although numerous
studies exist regarding the ways to do a needs assessment, not many studies are can be found to show the impact of needs
assessment on training outcome or the relationship between quality of needs assessment and coaching issues. Most managers
convey the higher ups that training is needed; most of them without assessing training needs (Landy 1989). Our findings
suggest that some needs assessment exercises have been used in designing sales training programs, but systematic formal
needs assessment practices were not widely adopted (Erffmeyer, 1991). Most managers view sales training in college
curriculum as seldom, which lacks practical and real life experiences. The need of the hour is to expand horizons by finding out
new advanced learning opportunities to highlight capability and functionality. Rackham (2009) proposes for value-creating
salespeople require retooling. Strategy formulation is all important to face ever-changing realities, while training interventions
have to maintain pace with dynamic realities. Strategic issues emphasized more on organization (Sheth and Sharma 2008), as
strategic decisions are responsibility of top management (Piercy and Lane 2005). To deal dynamic nature of selling, advanced,
rational and new advanced approaches are pivotal for creating value and advantages. ASTD (2010) report reveals an interesting
& contradicting fact, most sales representatives have expressed an inclination towards sales training to perform better,
ironically, training are their last priority (3 percent), because of time shortage and inappropriate learning modules/ contents.
Pre-training, self-efficacy is an important variable to understand training purpose and work performance (Stajkovic and
Luthans 1998). Thus, by concentrating attention on to role clarity of sales trainees might help overcome many inconsistencies.
Literatures have limited evidence of systematic evaluation of training (Kirkpatrick, 1968; and Saari et.al., 1988). Landy (1989)
observed some unplanned studies where definite conclusion has not been consolidated. Blume et al. (2010) undermines the
learning transfer literature having mixed findings also lacks empirical evidences. Several reviews in published literature
(Baldwin et al., 2009; Blume et al., 2010; Burke and Hutchins, 2007; Cheng & Hampson, 2008; Cheng & Ho, 2001; Merriam &
Leahy, 2005) made conclusions with respect to learning transfer which somewhat remains ambivalent. Inconsistencies remain
consistent and we are yet unclear which factors are most pivotal (Grossman 2011). Burke and Hutchins (2008) are on view that
transfer of training as anecdotal in nature and vital part of the sales training process. Contempt of this fact transfer remains a
field of study, which has not been explored thoroughly. Further, training often does not congruent with post-breeding,
monitoring for specific points to ensure behavioral changes (Karthik 2012). Sales managers often face ambiguity while making
decisions supposed to affect performance of salespeople's. This uncertainty eventually leads to faulty decision-making, which
end up with salesperson failure (Dubinsky et al. 2001). Further, there is need to understand how sales managers evaluate
performance as correlated with salesperson productivity and, consequently, organizations prospects for success. Many
organizations are mindful of the benefits of technological learning but rarely using it (Global Coaching Survey, 2009). The
technological training needs are elusive as clear enunciation to which particular technology based learning modules or
pedagogy sustains in the mart. Perhaps the provision of empowerment such as personal tools/aids as if cloud computing or
extracting knowledge from collaborators virtual private network might cut the gap between workforce and skills required in
the knowledge economy.

Training process already influenced by emerging technologies, but for sales training, the use of technology is either void or
inefficacious. In previous four decades, training effectiveness has been missing phenomena as post-training learning transfer is
much low or even non-existent. Till date, sales researchers have made little efforts to link sales research towards the challenges
facing the sales organizations (Rust 2006). As evidence, Plouffe (2008) explored a variety of sales management journals (1983-
2006), reports that amid 1270 sales articles, 66 focus on sales evaluation and performance and 50 covered sales training.
Moreover, gross revenue, research lack theoretical perspective except organizational psychology, therefore, editors of elite
journals desperately seeks unparalleled or strategic sales articles useful for sales force and their organization (Rust, 2006). Even
though sales community is mindful of the fact that under researched topics in sales needs much attention (Plouffe, 2008).

Sales training is expensive and time consuming, yet few systematic efforts exist to determine strength of sales training, in
particular for learning measurement, skill transfer and position modification. Practitioners are on view that the sales training is
not measuring potential benefits for effectiveness, customer satisfaction and profitability.

All traditional and tested training techniques seem ineffective, clear-cut understanding required to be gained, how exactly and
optimize sales training plan works. Sales peoples are not reflecting improved performance or behavior change, that it highlights
the considerable gap in field performance and training interventions. Although researchers tried to reveal various aspects of
ineffectiveness, however, because of inconsistencies, fails to realize the vital factors (Grossman, 2009). Few empirical studies
exist and existing models fail to describe the real consequences (Gray and Herr, 1998). Compelling methodologies such as
qualitative and case-based approaches, quasi-experimental purposes, network approaches, and multi-level modeling have been
ignored (Evans et. al., 2000; Luke, 2004). Sales training literature strives for deep understanding and clarity of constructs
through the application of rigorous methods. Research that is more empirical is required to verify sales system framework to
analyze whether sales training has been efficient in reaching organizational goals.
Trainer develops and delivers modules with the best of intentions, but frequently without an organization mission and vision
statement to achieve high-level goal. Thither is a want of clear vision, trainers have no idea about trainees current habits, level
of expertise and barriers such as competitive events, lack of confidence in product quality, service or lead time (Kirkpatrick,
2011). Learning transfer usually not held back in focus to ensure skill acquisition (Haider & Frensch, 2002).

Apart from executing a sale, selling involves establishing and maintaining relationships and customer satisfaction. A positive
sales result is directly proportional to the effective sales training. Therefore, Sales management initiatives (recruitments,
coaching, mentoring, and training) must lead by example, to make sales training effective.
The individual salespersons strength does impact sales success. Therefore salesperson characteristics like sales talent and core
selling competency is pivotal. It is perceived that talent is not trainable, whereas training can infuse skills and knowledge. A
'sales personality' characteristics; is reflection of sales attitude or basic sales abilities such as an optimist, resilient, assertive,
social, expressive, committed to cause etc; whereas core selling competency; is
Many skills and traits are needed; fundamental and soft skills, sales personality characteristics, core selling competencies,
motivation, and technological ability.
Sales Training is meant to provoke sales competency and functionality, act as trusted advisor and means for consistent
attainment of revenue targets i.e. sales productivity. Sales profession has been around for a long time, however, sales training
has recently become a very hot topic. Although formal sales training is more than 130 years old, most of the significant changes
have taken place over the past 50 years. (Stein, 2012).

Presently, sales training is purely a tactical issue that affects the delivery of sales training to sustain in knowledge-based
economy, where sales effectiveness, i.e. consistent sales performance against quotas has been an elusive goal. Effectiveness
perhaps enhanced through manager support by understanding the role of salespeople and the challenges faced by them.
Effectiveness will be reflected in terms of increased sales compared to the previous record, new zones, new accounts.

Overall helps to enhance performance, and salespeople productivity results. In addition to conventional sales training; customer
relationship management (CRM) system also helps to manage clients, prospects, reinforce training initiatives.

The present sales environment is completely different, ever increasing mobility, time constraints, varied selling model, and
knowledgeable customers. Few decades earlier sales training used to be primitive, regardless of industry type, but now it is
necessary to be relevant. A great deal of thought and effort takes place in developing training that fits the needs of the sales
force. Now sales training has to be more than delivering product knowledge.

Five content areas: sales management, selling skills, administrative and back office procedures, product knowledge, industry
knowledge. Sales management training meant for improving the managers' leadership and people management skills.
Administrative and back-office training handles sales orders, expense reports, and accurate sales forecasts. Selling skills training
facilitates setting of new sales competencies such as creativity in the sales process, problem solving, ethical decision-making,
effective listening skills. Product and industry knowledge, and Market trends.


Abstract
This comprehensive literature review focuses pre and post training factors to consolidate effectiveness aspects. We explored
major indexing databases (Ulriches, EBSCO, Pro Quest, Questia and Copernicus), collected articles from elite journals shortlisted
around 260 papers thereafter narrowed down to 143 articles significantly relevant to sales training effectiveness issues,
published between 1982 - 2012. The focus of our literature review centred on the progress and current status of sales training
practices. Our review is selective and descriptive to engender training effectiveness. However, the review does not consolidate
some basic issues in sales training such as instructional interventions, delivery methodologies, contents, learning style theory,
adult learning theory and socialization. The review is organized in four sections. First part begins after discussions on initial
observations and sales training theories, covers pre-training factors. Research discussion on post-training components is
included in the second segment, while in third division; we discussed shortcomings, inconsistencies and gaps followed by
insights for managerial implication. Lastly, in fourth section, we suggested several key challenges as research opportunities in
contemporary sales training.

Theories of SALES TRAINING
Productivity is a major benefit proclaimed by sales organizations practicing sales training. Sales or Selling in any organization is
considered as a pivotal function, where the core is competency and performance. Sales peoples are the front seams of a sales
organization who are on constant move backed up by motivation and support of sales managers to accomplish overall
objectives of the organisation. Most managers believe a training program is crucial to a firm's success (Bragg 1988).

Selling inevitably reflects the shifting universe of business and communications. Many skills and traits are basically needed. In
increase, personal features, fundamental and soft skills, motivation, technical capability, behavioral modelling and strategic
selling has an impact on public presentation. In fact, training surpasses productivity records, incorporate motivation and
commitment, fine-tuning of work quality, increased morale teamwork, negligible errors, additionally reflects traits such as high
morale, motivation, dedication, teamwork thus enhancing competitive advantage (Salas et. al 2006).

In the earlier decades, sales training meant for novice salespeople to teach various entities of the selling process, in a
comparatively short time (Weitz et. al 1986). In the first place intended for skills acquisition, for attaining competitive
advantage (Salas et. al 2006). The basic target is to master the required sales competencies and use them to their day-to-day
routines (Noe 2008). Possibly considered as a potent instrument for producing required competencies such as interpersonal
and technological competencies (Salas and Stagl, 2009). Withal, in present buyer driven market, selling process requires a set of
complexities and technical promotions. Further, globalizations, tough competitor, technology variability, changing
demographics are prime concerns, whereas for sales force role clarity is pivotal to deal sophisticated and knowledgeable
customers. In an era of market complexity, fast-paced transactions and new distinctive models, specialized capabilities are
consistently involved. Although general sentiment is that sales training is essential (Pettijohn et. al 2009). We now focus pre-
training factors, which includes discussion on academic sales education, followed by organizational support, Need factor, the
role of director and peer factor, motivation, salespeople character tics and learning by utilizing applied science; which focus
emerging technology.


Sales training has been practical intervention to improve sales force productivity (Katzell and Guzzo, 1983). Holton and Bates
(2005) reports that around thousand organizations emphasized training and development as topmost business priorities. In
fact selling dynamics have consistently enforced organizations to restructure sales training for gaining competitive advantage
(Arguinis and Kraiger, 2009). Although ST is pivotal because few sales personnel has interpersonal and technological
competencies required in a turbulent business environment (Salas and Stagl, 2009; McKinsey Global Survey, 2010; IBM, 2008).
Thus, the sales rep needs to increase inventory of personal characteristics and core selling competencies (Lambert, 2010). In
spite of periodic investments in sales training, the actual amount of knowledge and skills transferred is unfortunately much low
or even non-existent.

Organizational Need
Past research indicates that continued employee development (learning) is vital to the success of any organization (Phillips,
2003, Peters, 2004, Carnevale, 2005, Colvin, 2006, Homer and Griffin, 2006) and also a necessity if organizations participates in
the worldwide and electronic marketplaces (Noe, 2008). Consequently, dynamisms enforce changes in procedural methods and
for this fundamental reason, sales force should continuously take to sustain competitiveness. It is already perceived that
learning orientation has a positive repercussion on performance (Farell, 2000). Notwithstanding, developed systems and
economic systems, continually relied on knowledge, skills and competency to deal market dynamics.

Sales training consumes on-field time, be it conventional or technology-based training. Still, the issues are depressing on the
pretext that expectations are rarely met (Lacy, 2008). It is perceived that salespeople are not doing, that is evident from CSO
Insights (Feb, 2011), reports that 59 percent of salespeople achieved quota that too at a discounted rate (Pettijohn et. al., 2009).
Another case, Stein (2012) reports that in billion dollar sales industry '90% of sales training fails. Thus clear-cut interpretation
is that few sales people have required core sales competencies (Salas and Stagl, 2009). Sales force needs to continually update
core sales competencies to work effectively in the current and future marketplace (Crane et. al., 2005) . Consequently, across the
globe, organizations pump billions for training interventions every year (Paradise, 2007). Nevertheless, recession and tough
economic condition are a great time to conduct sales training. It is commendable to note that sales training yields higher
productivity, surpass productivity records, incorporate motivation and commitment, fine-tuning of work quality, increased
morale teamwork, and negligible errors thus enhancing competitive advantage (Salas et. al., 2006). Thus, the challenge lies in
maintaining balance amid sales force, top management, trainers, emerging technology and taking clients. Therefore, a creative
touch to the preparation process, perhaps enhances sales people's proclivity to meticulousness.

INCONSISTENCIES
Kerr and Burzynski (1988) argue that sales training were not transferring the skills that are authoritative to success. Sales
directors and sales peoples have conflicting perceptions regarding the proportional importance of sales topics (Chonko et al.
1993; Chitwood 1988; Kerr and Burzynski 1988; and Smith 1991). Sales managers have not been met with the academic sales
(Del Giza 1987) and consider sales training programs are not really effective (Erffmeyer et al. 1991). Salovey (1991) found that
effectiveness aspects were more determined by outcomes such as incentives. Honeycutt (1993) strongly argues that systematic
procedures were not enforced by many organisations. Jacobs & Washington (2003), suggested that there exists a relationship
between private growth and organisational functioning. Although not a single, study projected a distinct relation between
employee development and organisational growth. Parker et al. (1996) findings show that sales courses taught is in academic
setting often are not relevant to practitioners; practical topics often emphasized to a lesser extent in academia. Most of the
managers complain about costs, quality and preparedness of students. Parker et al. (1996) advocated the foundation of a more
substantial partnership between practice and theory, further stress that integration is necessary to take in selling as a highly
regarded profession. However, Honeycutt et al. (1995) is on view that sales management research appears to be in in-touch
with the needs of sales training practitioners, ironically, few practitioners follow academic articles. This interference is
contradicting the earlier notion of ineffective sales education. Many training programs are not adequately designed and
designed without the proper appraisal of training needs (Wexley, 1984 and Zemke 1985). Although numerous studies exist
regarding the ways to do a needs assessment, not many studies are can be found to prove the impact of needs assessment on
training outcome or the relationship between quality of needs assessment and training events. Most managers convey the
higher ups that training is needed, most of them without assessing training needs (Landy 1989). Our findings suggest that some
needs assessment exercises have been utilized in designing sales training programs, but systematic formal needs assessment
practices were not widely adopted (Erffmeyer, 1991). Most managers view sales training in college curriculum as seldom, which
lacks practical and actual life experiences. The demand of the hour is to expand horizons by finding out new advanced learning
opportunities to highlight capability and functionality. Rackham (2009) proposes for value-creating salespeople require
retooling. Strategy formulation is essential to confront ever-changing realities, while training interventions have to keep gait
with dynamic realities. Strategic issues emphasized more on organization (Sheth and Sharma 2008), as strategic decisions are
responsibility of top management (Piercy and Lane 2005). To deal dynamic nature of selling, advanced, rational and new
modern approaches are pivotal for creating value and advantages. ASTD (2010) report reveals an interesting & contradicting
fact, most sales representatives have shown an inclination towards sales training to execute better, ironically, training is their
last priority (3 percent), because of time shortage and inappropriate learning modules/ contents. Pre-training, self-efficacy is an
important variable to understand training purpose and work performance (Stajkovic and Luthans 1998). Thus, by concentrating
attention on to role clarity of sales trainees might help overcome many inconsistencies. Literatures have limited evidence of
systematic evaluation of training (Kirkpatrick, 1968; and Saari et.al., 1988). Landy (1989) observed some unplanned studies
where definite conclusion has not been consolidated. Blume et al. (2010) undermines the learning transfer literature having
mixed findings also lacks empirical evidences. Several reviews in published literature (Baldwin et al., 2009; Blume et al., 2010;
Burke&Hutchins, 2007; Cheng & Hampson, 2008; Cheng & Ho, 2001; Merriam & Leahy, 2005) made conclusions with respect to
learning transfer which somewhat remains ambivalent. Inconsistencies remain consistent and we are yet unclear which factors
are most pivotal (Grossman 2011). Burke and Hutchins (2008) are on view that transfer of training as anecdotal in nature and
vital part of the sales training process. Contempt of this fact transfer remains a field of study, which has not been explored
thoroughly. Further, training often does not congruent with post-breeding, monitoring for specific points to ensure behavioural
changes (Karthik 2012). Sales managers often face ambiguity while making decisions supposed to affect performance of
salespeople's. This uncertainty eventually leads to faulty decision-making, which end up with salesperson failure (Dubinsky et
al. 2001). Further, there is need to understand how sales managers evaluate performance as correlated with salesperson
productivity and, consequently, organizations prospects for success. Although many organizations are mindful of the benefits of
technological learning, but rarely using it (Global Coaching Survey, 2009). The technological training needs are elusive as clear
enunciation to which particular technology based learning modules or pedagogy sustains in the mart. Perhaps the provision of
empowerment such as personal tools/aids as if cloud computing or extracting knowledge from collaborators virtual private
network might cut the gap between workforce and skills required in the knowledge economy.

Training process already influenced by emerging technologies, but for sales training, the use of technology is either void or
inefficacious. In previous four decades, training effectiveness has been missing phenomena as post-training learning transfer is
much low or even non-existent. Till date, sales researchers have made little efforts to link sales research towards the challenges
facing the sales organizations (Rust 2006). As evidence, Plouffe (2008) explored a variety of sales management journals (1983-
2006), reports that amid 1270 sales articles, 66 focus on sales evaluation and performance and 50 covered sales training.
Moreover, gross revenue, research lack theoretical perspective except organizational psychology, therefore, editors of elite
journals desperately seek unparalleled or strategic sales articles useful for sales force and their organization (Rust, 2006). Even
though sales community is mindful of the fact that under researched topics in sales needs much attention (Plouffe, 2008).

Sales training is expensive and time consuming, yet few systematic efforts exist to determine the strength of sales training, in
particular for learning measurement, skill transfer and position modification. Practitioners are on view that the sales training is
not measuring potential benefits for effectiveness, customer satisfaction and profitability.

All traditional and tested training techniques seem ineffective, clear-cut understanding required to be gained, how exactly and
optimize the sales training plan works. Sales peoples are not reflecting improved performance or change that behavior, it
highlights the considerable gap in field performance and training interventions. Although researchers tried to reveal various
aspects of ineffectiveness, however, because of inconsistencies, fails to realize the vital factors (Grossman, 2009). Few empirical
studies exist and existing models fail to describe the real consequences (Gray and Herr, 1998). Compelling methodologies such
as qualitative and case-based approaches, quasi-experimental purposes, network approaches, and multi-level modelling have
been ignored (Evans et. al., 2000; Luke, 2004). Sales training literature strives for deep understanding and clarity of constructs
through the application of rigorous methods. Research that is more empirical is required to verify sales system framework to
analyze whether sales training has been efficient in reaching organizational goals.
Trainer to develop and deliver modules with best of intentions, but frequently without an organization mission and vision
statement to achieve high-level goal. Thither is a want of clear vision, trainers have no idea about trainees current habits, level
of expertise and barriers such as competitive events, lack of confidence in product quality, service or lead time (Kirkpatrick,
2011). Learning transfer usually not held back in focus to ensure skill acquisition (Haider & Frensch, 2002).

Strategic Sales Training (SST): Creating Value for Sales Force and Organization
The foci of sales training are extensive and vast, built on multifaceted, multi-disciplinary research as incorporating
organizational behavior, economics, organization theory, cognitive, human factors, psychology, information technology, and
computer programming. This paper examines contributions of strategic management in sales training to engender advantages
and value seeking behaviors extending benefits for all stakeholders. To some extend, strategic management part of SST looks
for security and forecasting while sales training endeavors adaptability and unique competency. We seek to address how SST
interventions sustain competitive advantage in the present volatile market while dynamically facilitating resources to enhance
sales force competencies and simultaneously identifying new opportunities to create organizational value. SST involves
formulation of a unique set of commitments, decisions and actions, in light of opportunity, to achieve strategic 'miraculous-
phenomenal-profits. We aim to explore multifactor determinants relational to decisional and structured process supplements
with dynamic capabilities to exaggerate knowledgeable human resources within the organizational boundaries and in turn
contingent upon idiosyncratic resources in the organization. Finally, emphasize on the concept of organizational performance
consequences and on future research issues. We infuse multi-level outcomes in the model of SST; perhaps motivate sales
organizations to keep sales training as sustainable trend not just a management fashion.
Importance of Idea Proposed:
Dynamic nature of selling, advanced level of selling orientation, core selling competencies and behaviors emerged as pivotal
challenges for sales organization. In the current business environment, uncertain selling paradigm and ambiguity in sales-
force function are the two outcomes. Strategic management and sales training are organizational processes, which can reduce
and/or take advantage of the uncertain selling paradigm and ambiguity in a sales function to create more financial value and
benefits. Essence of strategic management is to develop, advance, rational and new innovative approaches, periodically float
innovative training solutions to exploit competitive advantages in terms of dynamic capability. To break new ground, SST
extends sensible practices and resource for continual innovative tactics to create value and benefits.
For sales organizations, globalization, tough competition, technology variability, changing demographics is prime
concerns, whereas for sales force role clarity is pivotal to deal sophisticated and knowledgeable customers. Strategic sales
promotion is crucial for survival in an era of market complexity, fast-paced transactions and new distinctive models.
Henceforth, specialized capabilities are consistently required. Further, all traditional and tested techniques are now ineffective
(Miller and Sinkovitz, 2005) henceforth sales training should be synchronized with strategic goal attainment context. Strategic
issues emphasized more on organization (Sheth & Sharma, 2008), as strategic decisions are responsibility of top management,
such as market interpretation, orientation and collaborative relationships (Piercy & Lane, 2005).
SST bridge the gap between job requirements and core selling competencies, enables the sales force to apply
knowledge in present conditions, and enhance the ability to adapt changes with agility; and remains pro-active to sustain in
future. Concept of SST engenders several research questions for benefits to the sales organization.

Theoretical and empirical evidence to reflect the importance of this idea:

Realization of the need is awareness, which usually flow from top to bottom, henceforth top management is more responsible
(Taylor et al. 1994). A strategic decision is the responsibility of top management, such as market interpretation, orientation
and collaborative relationships (Piercy & Lane, 2005). Organizational resource for sales training increases performance-
related skills (Johlke, 2006), additionally reflects traits such as high morale, motivation, commitment, teamwork (Salas et al.,
2006). The outcome can surpass productivity records; thereby create value for all stakeholders. Selling orientation now
demands a valued and advanced level of selling orientation, competencies, behaviors supplemented with traditional
approaches (Blustain, 1992). Moreover, researchers have made little efforts to link sales research with existing challenges. In
sales training, the role of strategic management is void. Scattered strategies are dominant instead of focused strategies. (Sinha
et al. 2001). Today editors of elite journals seek unique, counterintuitive or strategic article useful for firm. (Rust 2006).
Lucent technology director of sales training insists strategic sales training for increased profitability and customer
loyalty, for which organization must engender unique thoughtfulness explicitly tied with its objectives and backup by top
management and senior leadership support (Johnson 2004).
Sales organizations are facing accountability issues with sales force (Rao, 2010) because their organization were
lacking in strategy formulation, henceforth not positioned to prepare themselves for facing ever-changing realities.
Unfortunately, existing training interventions lags to keep pace with dynamic realities. Rackham (2009) is of view that
economy demands value-creating salespeople, thus requires retooling their sales forces. For which strategic sales training is
only solution worth trying.

Edmudson (2008), provided important constructs within sales management; which are organizational commitments, self-
autonomy, work satisfaction, organizational support, performance and turnover. While Pelham (2008) provided sales
effectiveness constructs as consulting, listening, customer orientation, adaptive selling, customer retention, and sales target.
Reveals that all these behaviors positively influence the outcome.
Gonzalez, et.al., 209, states by incorporating salesperson failure analysis and service recovery strategies positively
influence economic outcome. Plemons and Fort (2010) insists on the importance of conducting extensive training for the sales
team reinforce a positive sales culture and learn about the latest trends. Powell (2001) quoted Cisco team developed 4-tier
approach to meet the training need; structured online learning database, specific and relevant learning modules, contents in
magazine format, and audio talk with expert to sort out the complexities.
Taylor et al. 1994, stresses on the importance of customer service, as services to the customer is directly proportional
to sales and profit. Most of sales training fails because of lack of coordination between marketing and sales administrator.
Additionally, stress on collaborating with specialist, experts or consultant often results in effective need identification.
Xerox Corporation, while executing training emphasizes on performance impact instead of increased sales. Looks for
knowledge and performance support instead of ROI. Insists on identification of key competency to drive business forward
(Keenan 2000).
The need of the hour is to expand horizons by finding out new opportunities and acquiring new business, in parallel
satisfying needs of existing customers; to improve productivity of the sales team (Zimmerman et al. 2004). Landale (2004)
discussed how a new sales training initiative by Cleanaway UK, boost its profits significantly by executing one to one tuition to
executive coaches alongside sales managers training, to provide support and skills coaching. Additionally, planned innovative
new approach for prospecting thereby successfully maintained pipeline of new prospects.
Blair and Reza Sisakhti (2007), conducted in-depth interviews with senior sales training from global high-tech
companies. All of them were dealing with common questions: Which training interventions are most effective, and to what
extend it is effective. Sales strategy can be a different process for future needs with a structured migration path. Now onwards
along with restructuring, significant strategic options such as deregulation, convergence of technologies and ubiquitous
connectivity are required for next practices in strategy formulation (Prahalad, 2005), thereby developing more sensitive
salespeople who can work with buyers and managers having different origins, beliefs, and business practices.
Despite of due importance, adequate attention has not been devoted to socialization. Dubinsky et al. (1986)
empirically tested relationship between socialization and salesperson performance and suggest a need for socialization
programs for salespeople. Using Dubinsky et al. (1986) model, Barksdale Jr 2003, tested socialization behaviors of
salespeople, strongly argued for socialization of new recruits for enhancing performance and reducing turnover.
In-basket exercise (Keel, et al 1989), initially utilized for assessment of measures several specific skill areas. While
Castieberrys (1990a), is of the view that In-Basket Exercise is useful to assess new graduate skills for a sales position,
therefore must be utilized for recruitment of salespeople. Also, measures and develop skills need to possess by salespeople.
Specifically, focus on non-verbal demonstration of energy and enthusiasm and discover critical skill areas such as degree of
sensitivity, leadership, written skills, persuasiveness, planning and analysis. The common techniques used in-basket exercises,
includes group discussion without leader, simulation game, interviews, presentations, exercises, and business task (Thornton
& Byham 1982). Moreover Dr. Martin Seligman with over 1 million participants, unearths unique predictor of optimistic
expectations, which HR (sales) can use. Development of an assessment instrument measuring selling enthusiasm is likely to
provide sales managers with a useful tool for selecting sales recruits with a higher degree of selling success and to assess
existing salespersons level of selling enthusiasm, (Bristow 2007).
Innovativeness
We perceive that to deal dynamic nature of selling, advanced, rational and new innovative approaches are pivotal for
creating value and advantages. Based on previous models of Hitt et. al., (2011), and classical Input-Process-Output models
(Steiner, 1972 and Hackman, 1987); we develop a three-stage holistic model to extend our understanding of the SST construct.
We initiate with an examination of few latest trends emphasizing SST, and the key linkages to create advantage and value.
These are: 1. Strategic efforts positioned to account/market needs. 2. Resource facilitation positioned for strategic activities. 3.
Strategic training activities, positioned to strategic efforts. The outcome engender value and competitive advantage in terms of
higher revenue, knowledgeable sales force capital, job satisfaction, thereby retention, customer retention, satisfaction, new
account acquisition, economical benefits for the sales force to realize personal needs; financial benefits for shareholders and
stakeholders.
Strategic interventions, perhaps address several challenges being currently faced by sales-force, few of these are,
technological capabilities, collaboration, partnerships, integration of sales and service, customer-oriented selling, self-directed
learning, use of social, media and cultural diversity (Baron, 2012) changing roles of the sales force for accountability (Lassk et
al. 2012). Another unique point is inclusion of Sales Talent Development Process refereed as Sales CBT (Competency,
Behaviors, Traits); a structured pathway to satisfy organizational needs for a professional sales force. Incorporated Stein
(2011) recommendations for strategic sales training: understanding of customer buying processes, coordination between
sales and marketing, well defined selling process, and qualified sales and management personnel.
This Input-Process-Output model seeks to discuss resource facilitation relative to input factors which not only
anticipates valued outcomes of SST, also formulates structural antecedents and consequences; to further advance our
understanding of SST, enables to build implications that describe functioning of sales organizations as value creation
paradigm and its application in the sales organization. Also unearths several research questions for scholarly examination.

Potential Beneficiaries
Proclaims benefits for sales organizations in many ways; providing top management and sales managers, thoughtful
leaders with extended knowledge about what works and what does not for greater effectiveness and to restructure sales
training interventions. Sensitive salespeople who prefers to work with buyers and managers having different origins, beliefs,
and business practices. If Editors of elite journals and business magazines, Sales Management course designer, Professional
sales practitioners, Sales Advisors, Sales Coach, research scholars and academicians.

Importance:
Changes in business cycle lead to situational changes, which enforces changes in procedural methods. It is particularly
relevant to selling domain where sales skills and competencies required to maintain competitiveness are exponentially
growing and changing which is greatest challenge being faced by sales organizations. One-style fits all no longer work,
additionally salespeople now face more time constraints, ever increasing mobility, varied selling model, knowledgeable
customers, therefore demands innovative solutions (Stein, 2011). In face of intensifying competition, model aims at
developing primary sales-force function in the present context, i.e. creating value through advice and expertise, problem
solving and creativity Hence, we foresee the need for strategic interventions; a few examples are efficient channel
management, innovative distribution channel, proficiency in analytical tools (Mehta et. Al., 1985) etc., utilizing real world
scenarios currently experienced by the sales professional.
Sales training consumes significant training budget, ironically, the end results are often less effective, and
expectations rarely met (Lacy, 2008). Moreover, limited number of sales personnel has interpersonal and technological
competencies required to cope dynamic work environments (Salas & Stagl, 2009). Salespeople are not performing, which is
evident from CSO Insights Press Release (Feb 2011); 59 percent of salespeople achieved quota at a discounted rate. Recently
Dave Stein (2012). Despite consistent, regular, periodic sales training interventions, many organizations fail to develop the
skills of their workforce (IBM,2008). In light of these developments, Miller Heiman Sales Best Practices Study in 2012
provided insights that salesperson core competencies need to be effective to create value. Therefore, strategic sales training
has potential to transform the ordinary sales force into expert sales professionals for value creation (Powell, 2001).
SST incorporates a series of knowledge blocks, extracted from multiple disciplines, prominently, strategic
management and sales training. The prime important blocks of SST are inspiring innovation, significance of facilitating sales
training interventions and strategic management. Innovations draw rational and new innovative approaches, such as joint
effort of marketing and sales departments, HR (Sales) as separate division for sales positions and collaboration with
professional practitioners; significance of facilitating sales training activity such as sales talent development process, a
structured pathway to deal dynamic market, technology and business process, for economic growth, while strategic
management for sustainability and overall success and benefit for all stakeholders. Research in SST likely to advance
exponentially as strategy implementation provides uniqueness to an organization, thereby enriches profitability (Prahalad,
2005).

Study of state of sales training, provides insight into sales training efforts within various organizations; by looking at various
components of sales training, such as performance, efforts, and expenditures. This report offers members of the sales training
community valuable data that will allow them to tailor their programs to help staff reach their full potential.


Usually sales training content emphasizes product features and traditional selling skills. Now the trend is shifting towards core
behaviors such as adaptive selling, customer orientation, consulting orientation and active listening.
Personal Selling is direct professional selling to the customer, which requires commitments and systematic approach for
variable selling situations along with an understanding of personal and group selling dynamics. The purpose of a sales training
program is to enhance the effectiveness and productivity of the sales force. Usually after orientation and induction training.
Orientation and induction are sort of informational training. The orientation content normally includes history, culture,
value, philosophy, various organizational functions, basics of industry, product line, current data and new developments. During
induction salespeople understand the Organizations mission/vision, value systems, how sales system operates, how the sales
process works, internal system, the technology involved, if any, etc.
Formal sales training involves sales and marketing function, basic sales techniques, basic and advanced and product
training, practical training on-field, demand generation process, marketing strategy, Objection handling, socializing new
salespeople and industry dynamics. Optional Personality development and Communication.

BASIC SALES TECHNIQUES
Prospecting, Pre-Approach, how to approach prospects, various types of approaches (introductory, reference, compliment,
questioning and ingredient approach); Sales presentation, handling objections, follow-up, filling the sales funnel, closing
techniques (Clarification, Psychologically oriented, Straightforward, Concession closes)
Training manuals are most frequently used contents while other methods include videotapes, role-playing, and audio tapes;
whereas computer simulations and case analysis are infrequently used. Significant topics include selling techniques (approach,
presentation, objections and close), product knowledge, negotiation skills, sales aids, technical training, and customer service
(Chonko, Tanner and Weeks 1993).
Important topics for the Personal Selling course include self-motivation, communication, handling objections, and closing.
Important topics included sales presentations and demonstrations, planning, sales calls, time management, and buying behavior
(Johnson's 1990). Salespeople prefer topics such as product knowledge, marketing, general selling skills, team management and
overcoming objection (Smith 1991).
Absence of a clear, comprehensive definition of many sales training topics perhaps contributing to the sales skills gap. Sales
teams tend to learn differently than other professions, on a more as needed basis; therefore, reference manuals and all forms of
training need to be developed so that relevant skills can be comprehended immediately, and other skills referenced later.

Grossman (2009), using Baldwin and Fords model identified factors, which exhibit consistent relationships with the transfer;
trainee characteristics, training design, work environment. Estimates suggest that only 10 per cent of the training expenditure
transfer to the job (Georgenson, 1982), Baldwin and Ford (1988) investigated existing transfer literature and proposed
insights for future research. Thereafter conceptual and empirical researches were outpoured in an effort to bridge gap between
training and job performance (Burke & Hutchins, 2007).Motivation relates to trainees willingness and persistence toward skill
acquisition (Robbins & Judge, 2009). Baldwin and Ford (1988) presented a model for the transfer process formalizing training
inputs, outputs and transfer conditions. The major factors for sales failures is loose customer relationship that is perhaps due to
conflicting policy, procedures or practices or lack of core selling competency or personality traits or both.

Structure for a short essay- 5 paragraph essay; each paragraph has its purpose.
1
st
- introductory paragraph. This should contain a thesis sentence, the main idea your paper will defend or narrate about.
Sales Training in the 21st Century
Selling becomes more complex and difficult in todays knowledgeable society and marketplace. Consequently, tried and proven
approaches, no longer work to improve sales productivity. Sales peoples are facing accountability issues. They need to influence
the attitude and behavior of buyers. Therefore, a lot of innovative initiatives are needed to restructure sales training. Selling in
the 21st Century needs combined efforts of an art and a science, technology support, customers' problems, conflict resolution,
customer service
2
nd
, 3
rd
and 4
th
- body paragraphs. Each paragraph should represent a specific idea or thought that is important for your
essay, and should contribute in supporting the key argument of your essay.
2
nd
present status and constraints
3
rd
manager mentoring and coaching ability
Dynamic market, complexity and fierce competition enforcing individuals and organizations to upgrade knowledge and skills to
remain competitive (Lambert 2010). Further technological advancements enforcing sales organizations to restructure their
business process and also sales training for attaining competitive advantage (Arguinis & Kraiger, 2009). Skills and competencies
Required to maintain competitiveness thereby organizational value is exponentially growing and changing. For this,
fundamental reason to break new ground, across the globe, a considerable amount of investments and time were coupled to
reinforce sales training programs. Most experts agree that there is absolutely no substitute for a promising, sensible and
dynamic sales team. Moreover, few sales people have interpersonal and technological competencies required for dynamic work
environments (Salas & Stagl, 2009). Henceforth investing in sales training is a sensible practice for improving bottom-line
results thereby organizational value.
Sales training involves the systematic attempt to acquire skills, competencies and knowledge to reach acceptable levels of
performance goals or systematic attempt to transfer best components of selling such as essential selling competencies that
includes knowledge, skills, and behaviors that are critical for successful sales performance. The goal of the sales training being
master required competencies and to apply them to their day-to-day routines (Noe, 2008). Usually treated as supplement to
learning after doing by experiences or on-job-training. Sales training should not be considered as one-time affairs as rarely
produce results, rather a process which consumes a significant portion of time. Plouffe (2008) recommends use of case studies
or field experiments and underutilized theories such as sociology and economics, to make research more appealing to the elite
marketing journals. The editors of elite journals seek unique or strategic article useful for firm. (Rust, 2006). Till date, sales
researchers have made little efforts to link their research toward challenges facing the firm.
An effective sales training approach should focus on imparting best behaviors and practices for enhancing organizational value,
preferably through interactive way, followed by reinforcement and evaluation which of course needs considerable amount of
time. A training system should not merely be a haphazard collection of contents, approaches, methods rather challenge lies in
creating a balance between technology and the personal touch needed to make the sales force effective to enhance
organizational value through sales training. During the last ten years, development of sales management systems is probably
one of the greatest happening in business circuit that moved sales training from the realm of art to that of science, which also
calls for consistent improvements. Now onwards, sales training activities should take on the role of educating, informing,
instructing and developing the sales team, using real world scenarios currently being experienced by the sales force. Though its
a tough challenge for sales organizations to change their sales training procedures. Moreover, there lies other factors that
contribute to complexity, the changing human behavior and another is lack of understanding and know-how of what works in
relationship-selling. However, top management recognizes sales training as a crucial part of having a competitive edge.

5
th
paragraph - conclusion. This last paragraph should not contain new ideas. It should only summarize the ideas you
have already laid out in your paper and logically conclude the entire writing.
In the present scenario of dynamics in globalization, complexity, fierce competition, uncertainty for a Sales Professional to
function effectively in the current and future marketplace, investing in sales training is a sensible practice for improving bottom-
line results. Dynamic technological advancements enforcing organizations to restructure sales training and for this fundamental
reason to break new ground, across the globe, a considerable amount of investments and time were coupled to reinforce sales
training programs. Sales Training can help people learn the new skills that are required to meet new expectations, both formal
and informal. Sales organizations that can synchronize perfect balance between technology and the personal touch are best
positioned to grow and sustain.

Sales force Job Function and Cognition Analysis
Learning objectives, work function, set of procedures, requirements, generating topical index of skills/behaviors we refer this as
Sales CBT (Competency, Behaviors, Traits), screen those needed for respective training form and handed picked trainees.

Delivered by Instructors, managers, executives, professional practitioners, subject matter experts, consultants, strategist,
developers, managers, analyst, and administrator. The highest order of nodes in the Maslows hierarchy is Self Actualization and
involves seeking fulfillment by making maximum use of ones abilities or skills. Hertzbergs Two-Factor theory: Hygiene
factors and motivational factors, Hygienic- Working conditions, job security, company policies and quality of the technical
supervision and interpersonal relations; the absence of it may cause de-motivation, job contents such as responsibility, own
initiative, promotion, recognition and achievement.

Four personality types
Competitor: motivated by sales contests, plaques and perks.
Achiever: perform on self motivation
Ego-Driven : salespeople consider themselves best, suitable for instructor, coaches and mentors.
Service oriented: strength is their empathy and ability to build relationships
Selling Enthusiasm
Dispositional optimism, learning orientation, expectancy theory, intrinsic achievement motivation,
selling knowledge, product passion Propensity to Leave Promotion Turnover
Sales Careers, Sales Channels Customer Analysis




For analysis of historical, current data and setting a future plan of action, sales procedure synchronize perfect balance amid
salespeople customers, technology-personal touch to grow and sustain. However, we do not mean technology to drive
business rather management of technology in sales processes to improve sales force performance and drive growth. In this
relation, customer relationship management (CRM) systems can deal tangible data from financial systems and intangible data
from salespeople.


Sales manager's ability to use infrastructure, technology, analytic for effective coaching is tightly correlated with salespeople's
performance and results. Implementation best sales practices, such as well prepared sales force, custom tailored training, sales
process documentation, infusing core sales CBTs, field coaching, provision for reinforcement. Benchmark current CBTs, assess
ability prior to training to exposes needed skill for each individual salesperson. Training interventions will then be well
positioned as a structured solution to validate skill gaps, thereafter measure application of learning followed by defining
prospecting plans and methodology to fill sales funnels, outcomes/results will be well recognized.

We contend that sales training research is here to stay and prosper. We must strive for deep understanding and clarity of
constructs through the application of rigorous methods. Technology has been influencing impact on the design and delivery of
sales training system and will continue to do in future. Although current applied research is going to uncover how these
technologies, which can improve learning and performance of human capital. More research is needed and prospect is
promising. Sales training now becomes multidisciplinary due to inclusion of cognitive, engineering, human factors, psychology,
information technology, computer programming, etc. Now there is a need for collaboration and alliances in sales disciplines.
Now sales training is no longer remains just a training programme or curriculum, it is now complex interactions of many
organizational factors, and thats why, more research should be aimed at exploring why sales training is worth, desirable and
needed.
Workout on: strengths and presenting features & benefits, handling stalls and objections. Sales Practices need to be extracted
and documented. Implement the agreed-upon guidelines to sales cycle in CRM tool. Changing habits, in particular, adult habits
are most difficult assignments for any practitioner.
Sales or Selling in any organization is considered as a pivotal function as generate revenue to ensure sustainability of all
organizational activities. In present buyer driven market, selling process indulges lots of technologies, hence updating is
essential for sales people coping latest technological advancements. Sales peoples are the front lines of a sales organization who
are on constant move backed up by motivation and support of sales managers who in turn achieve overall specific objective and
role of the sales organization.

Creating specialists, sales force aligned to objectives, Vision and the Mission. Coordination and balance selling activities,
administration activities and building professional relationships. Target Market segments Core competencies Flexibility, Market
strategy (Push or Pull) Technology.

Training is evaluated through an impact assessment by HR as well as by the line manager on a daily basis. The assessment will
extract, open feedback for corrections for future training which also reflect effectiveness relevance.

One of the biggest problem faced by salespeople is having a handful of few new business prospects, often sales funnel gets
empty. Therefore, most indulged with existing customers and find it hard to prospect new business. In another way, it is like
keeping field open for competitors or surrendering market share without competing. So salespeople should expand horizons by
finding out new opportunities supplemented with existing customers.

Salas et al., 2006 pointed out effective sales training yields higher productivity, quality work, and minimal errors, also reflects
traits such as high moral motivation, commitment and teamwork, integral for competitive advantage.

Sales system can give you a series of steps to follow. The manager should coach with a clear direction to be followed. A basic
principle of effective training is to tie the learning to organizational objectives. Set clear vision and targets to be achieved.
Determine exactly which lacks or much needed entity. Identify Areas need to be trained, not only skills but also personality
traits. Set training objectives align with business requirements. Tailor every learning activity with respect to selling
environment, organization strengths and value proposition of products and services. Additionally, understand the learning
preferences of salespeople, probably a key to motivate adult learners.

Genn,2004 The most efficient tool for salespeople is 'Communication', which enables exchange clients need and capacity to
lend support or wooing customers, provide time comfort zone, let off the pressure for a meaningful benefits discussion, follow-
up with occasional emails and dont let off easily. David Sandler proposed concept of boosting self-confidence for a case of
rejections. Floats sales concept of Role and Identity. Rejection is for role as salesperson not for personal identity, thus
empowering salespeople to try repeatedly.

Delivered by Instructors, managers, executives, professional practitioners, subject matter experts, consultants, strategist,
developers, managers, analyst, and administrator.

Orientation content normally includes history, culture, value, basics of industry, market strategy, and product line. During
induction salespeople understand system, how sales system operates; how the sales process works; technology involved if any,
such as computer /IT system, internal system, basic sales techniques and socializing new salespeople. Formal sales skill involves
industry dynamics, technical knowledge, Advanced technical and product training.

Essential task needed to be done is kept at bay, not in a position to execute, ineffectual goal setting, lack of accountability, not
interested for cold calls, prefer an outdated conventional approach, deleterious influence of rejections.

Literature indicates primary reasons why evaluation is needed; provides information on how to improve future training, enable
trainers in determining learning-content design, and to justify the existence of the training department.

Involve the sales force and managers while preparing customized sales practices.
Needs-identification phase: uncovering customers' needs requires building a rapport, understanding sales process issues,
determining personal and financial issues, buying influences, status and nature of competitions, approximate time-duration for
making a buying decision etc.

Sales culture is a unique culture developed over a period with respect to a value such as beliefs, attitudes, ethics, care,
compassion and work system of human capital incorporated by management. For example-Tata Communications have ethical
and responsible conduct, Integrity, unity and Flexibility. All levels of organization imbibe it.

Organizational Analysis
Goals, sustainability and industry leader; objective, knowledgeable human capital and Revenue; culture, engender common
loyalty and enthusiastic climate, strategy implementation, resource provisions, practices and diagnostic tools, constraints.
Individual Characteristics: Cognitive ability, self efficacy, goal orientation, Motivation,

Sales force Job Function and Cognition Analysis
Learning objectives, work function, set of procedures, requirements, generating topical index of skills/behaviors we refer this as
Sales CBT (Competency, Behaviors, Traits), screen those needed for respective training form and population. Diagnose CBT
deficiencies; determine current CBT required and self-efficacy of the trainee. Outline task analysis procedure, that instructional
developer might refer for designing individual based or group based learning with related CBT. Identify knowledge elicitation
techniques, forecast CBT probably needed in future.

Sales training Bridge the gap between job requirements and competencies of the sales force (Karthik, (2012), aimed at
improved behavior and performance. Karthik, (2012) Recommends to evaluate (observe) for a specific period preferable for
couple of subsequent months after training. Purposeful training does reflect significant changes in professional work and
personal life.

Literature review by Roberts (2012), concluded that absorptive capacity plays crucial role in knowledge transfer. Provides a
framework in general form so that researchers can investigate how ICT could influence absorptive capacity. Absorptive capacity
considered as imperative for organization progress. It identifies, assimilate, transform, and apply external knowledge through
modern information technologies.

Progress and growth are simultaneously synonymous to assessment and training (People, 2012). For sales training to be
effective, then sales force, should be allowed to contribute during content finalizing exercise. Although peer training often
considered to be effective, the henceforth potential candidate should be encouraged. Apart from organizational investments and
resources, impactful sales training demands investments of effort, time and imagination by managers and trainers before and
prior to sales training. The combination of all these aspects can develop a world-class framework for a sales training program
that is realistic, creative, thought provoking that certainly infuse Adeline rush in any sales team.

(Wang, 2012) perceives sales behaviors have significant effects on customer relationship satisfaction and success of a customer
relationship strategy often depends on the behaviors of salespeople. Competitive pressure or a short-term sales focus may
engender unethical sales behaviors (e.g., lying, exaggerating) that can potentially damage the confidence and trust of the
customers (Jelinek and Ahearne 2006).

Research on sales force control (SFC) is largely based on the seminal works of Anderson and Oliver (1987) and Jaworski
(1988). Managers should be cautious as such combination may generate role stress and role conflict and endanger salespeoples
autonomy, creativity, and motivation for effective problem solving.

Ensure active stakeholder participation in the development process. Begin with high-level customized modeling to identify a
viable strategy to derive a solution. Preferably metaphors multiple models as each has its strengths and limitations. An effective
developer has a range of models in their toolbox, enabling right model in the most optimal manner for varying situations and a
variety of purposes. Further work down prioritized requirements and treat requirements like a prioritized stack. Obviously
management support is much needed. Transform the stakeholders to develop of own learning requirements, Engender feedback
to eliminate ambiguities and synergies activities as needed. Concisely design customized framework before developing model
followed by documentation of complicated interventions.

Strategic Approach to Sales Training: Initiate with analyzing customers buying paradigm, Identify gap and requirement,
benchmark current performance of sales-force, restructure sales training infrastructure to facilitate design and deliver learning
followed by reinforcement, adjustment and finally assess through measurement.

Although present trends, demands; Johnston and Marshall (2008), questions the idea that only costs are evaluated in sales
training, we do agree with this perception and thereby recommends to measure overall potential benefits after acquiring
essential sales CBT (competency, behaviors, traits). Conceptual paper analyzes sales CBT content to carry out training to
increase performance level, thereby, contribute to the sales training literature.

The adaptive selling process is targeting prospects, collecting information, followed by strategy formulation and delivering
tailored presentations and making adjustments/modifications as per customer response. The process calls for proficiency in
well-structured sales approach.

Customer orientation process focuses on determining and understanding customer needs by probing questions thereafter
providing solutions to their satisfaction (Drucker, 1994). The process calls for proficiency in diagnosis and listening approach
(Ramsey & Sohi, 1997), followed by tailoring solutions to satisfy of customer (Saxe & Weitz, 1982).

Salesperson consulting orientation, diagnosis capacity and collaborating with technical personnel to derive solutions to
customer problems. Supplemented with increased motivation levels influenced through intrinsic and extrinsic rewards,
eventually leads to increased salesperson performance. Most sales evaluation and incentive practices considers sales target
achievement, although recent advances leverage rewards for core selling behaviors (Boles et. al, 2000); customer satisfaction
and retention (Pesppers & Rogers, 1997).
In present buyer driven market, selling process indulges many technologies, hence updating is essential for sales
people considering latest technological advancements. Sales peoples are the front lines of a sales organization who are
on constant move backed up by motivation and support of sales managers who in turn achieve overall specific objective
and role of the sales organization.
Sales or Selling in any organization is considered as a pivotal function as generate revenue to ensure sustainability
of all organizational activities. In an era of dynamic advances, organizations must be flexible for making adjustments to
remain competitive. Sales organizations make strategic decision for investing billions in sales training interventions
every year. Sales training is continual and consistent happening process, not a one-time affair. A sales training process in
pursuit of sales result, in an era of rapidly changing economy, short-term activities should not be preferred over long-
term strategies. Selling is the critical activity, where the core is competency and performance. Ironically, we know very
less about how exactly to deal evaluation and effectiveness measurement issues, if reported literature is to be
considered.

Sales culture is a unique culture developed over a period with respect to a value such as beliefs, attitudes, ethics, care,
compassion and work system of human capital incorporated by management in which all levels of organization imbibe it.
For example -Tata Communications have ethical and responsible conduct, Integrity, unity and Flexibility.
Knowledge and technology aspects nowadays became dynamic phenomena, thus investing in sales training
regarded as a sensible business practice. There are other reasons as well; changes in business cycle lead to situational
changes that enforce changes in procedural methods and therefore both individuals and organizations must continue to
learn in order to remain competitive. The combination of all these aspects in a sales training program, perhaps
transforms average sales-force into realistic, creative, pro-active and pro-social sales-force.
Salespeople with lack of sales preparation never yield stellar results. Without sales training, it might lead to a handful
of new leads, decreasing business, mishandling sales calls and many other negativity, henceforth-sales training is crucial
AdinaGenn,2004.

Progress and growth are simultaneously synonymous with assessment and training (People 2012). Effective sales
training yields higher productivity, additionally reflects traits such as high morale, motivation, commitment, teamwork
(Salas et al., 2006). Sales training bridge the gap between job requirements and core sales competencies; although
training must congruent with post-training, monitoring for specific periods to ensure behavioral changes (Karthik 2012).
Transfer of Irrelevant knowledge is mere time wasting activity. This paper attempts to offer relevant guidelines for
practitioners and professionals about how to analyze, design, develop, implement and evaluate sales training functions.
Now sales training is no longer remains just a training program or curriculum, it is now complex interactions of many
organizational factors, and thats why, more research should be aimed at exploring why sales training is worth, desirable
and needed.
Stated mechanisms drive performance and provide a realistic sales training preview to match perceptions and
directly enhance salesperson's initial understanding of expectation, capacity provides clear direction to metaphors why,
and which types of sales CBT are important and relevant. The process reduces ramification of sales training, thereby
increase job satisfaction, additionally satisfies the organizational need for professional sales force. An organization that
insists strategic implementation, then sales, people development is effective which facilitates sustainability.
Lucent Technologies Director of sales training insists that for increased profitability and customer loyalty, organization
must engender strategic sales training, explicitly tied with its objectives and backup by top management and senior
leadership support. (Johnson 2004).
Strategic approaches such as active and active learning, in the workplace and just-in- time training, lifelong and self-
directed learning, are all currently being explored. The next advance would be customization of sales training in
consultation with the manager or by individuals, themselves delivered on a virtual and mobile platform.
Sales management experiencing more pressure, responsibility and stake yield sales force performance, we still do
not know attributes of an effective sales manager. Technologys role in analytics has been integral to improving business
results. Top management should ensure all strategy and actions are concentrated on customer and customer
relationship cycle, such as developing relationships, intimacy, facilitating feedback. Keeping connected with trends and
visualizing priorities of managers and facilitate provisions to enrich sales performance development plans.
Discuss career pathway and specific milestones to be achieved for promotion from entry level to executive level
followed by an explanation of the concrete compensation program, innovative recognition bonus for attractive
selling point. Load sales force with relevant tools, techniques and enough energy, thereafter challenge them to initiate
independent moves to outpace competitors' moves. Now the 21st century sales paradigm needs those salespeople who
can share the load of sales manager and objective of the sales organization. Concisely a brief mechanism to bring
professionalism in sales force.
Involve the sales force and managers while preparing customized sales practices.
Needs-identification phase: uncovering customers' needs requires building a rapport, understanding sales process
issues, determining personal and financial issues, buying influences, status and nature of competitions, approximate
time-duration for making a buying decision etc.
Workout on: strengths and presenting features & benefits, handling stalls and objections
Sales Practices need to be extracted and documented.
Implement the agreed-upon guidelines to sales cycle in CRM tool.
Changing current habits, in particular, adult habits are most difficult assignments for any practitioner.
Incorporate training for higher management executives; the message automatically conveyed to middle and lower
management staff that the training is essential.
Sales organizations ability to sustain can be projected by analysis of historical, current data and setting a plan of action.
In this relation, customer relationship management (CRM) systems can deal tangible data from financial systems and
intangible data from salespeople. However, we do not mean technology to drive business rather its about management of
technology in sales methodology, sales processes to improve sales force performance and drive growth.
Manager and trainer must assure that needed knowledge, skills, concepts, attitudes or behaviors are well aligned to
strategic business needs. That is how the relevance of sales training content is enhanced. Henceforth when there is an
obvious connection between learning objectives and the strategic mission and goals of the organization, such relevancy
certainly enhances effectiveness.
Now there is a need for collaboration and alliances in sales disciplines.
Effective sales training approach, focus on imparting best behaviors and practices, for which relevant content is
pivotal.
For enhancing organizational value, preferably through interactive way, followed by reinforcement and evaluation that,
of course needs considerable amount of time. However, its a tough challenge for sales organizations to change their sales
training procedures. Moreover, there lies other factors that contribute to complexity, the changing human behavior and
another is lack of understanding and expertise of what works in relationship selling. However, top management
recognizes sales training as a crucial part of having a competitive edge.
Sales training now becomes multi-disciplinary due to inclusion of cognitive, engineering, human factors, psychology,
information technology, computer programming etc.
Do recognize sales force contribution is inherent, facilitate open communication and listen through formal and
informal channels. Foster a work environment that stir early identification of problems, challenges and replace them
with solutions, resolution within minimal time.
Value right attitudes and proactive individual with a focused approach towards customers can bring a unique value
in organization with an ability to achieve 'miraculous results' in light of opportunity and encouragement.
Selling in the 21st Century needs combined efforts of an art and a science. Top management needs to know, alternative
ways for training-learning systems and how it makes an impact on learning process (Johnson 2011).
Training and field coaching should have an analogy to distinguish training result in sales results (William Keenan 2000).
Training sessions should provide feel of strategic session to get into the new account (William Keenan 2000); if suppose,
training objective is new customer acquisition.
Many skills, traits, and qualities are required for sales success, although personal characteristics, motivation has an impact
on performance but sales training cannot teach all required traits. The proper content selection being crucial aspect and
therefore it is necessary to understand that training should include contents or skill that can be taught, learned, and
measured.
David Sandler proposed concept of boosting self-confidence for a case of rejections. Floats sales concept of Role and
Identity. Rejection is for role as salesperson not for personal identity, thus empowering salespeople to try repeatedly.
AdinaGenn,2004
The implications in terms of managerial action by El-Ansary (1993) stats modules which were given much importance in
sales force training were: interpersonal communications, knowledge, planning, strategy and control, coupled with
salesperson initiative and self-administered training.
Absorptive capacity plays crucial role in knowledge transfer and considered as imperative for organization progress,
which identifies, assimilate, transform, and apply external knowledge through modern information technologies (Roberts
2012).
Sales behaviors have significant effects on customer satisfaction; the eventual success of a customer relationship strategy
which wholly depends on the behaviors of salespeople (Wang 2012).
The most efficient tool for salespeople is 'Communication', which enables exchange clients need and capacity to lend
support or wooing customers, provide time comfort zone, let off the pressure for a meaningful benefits discussion, follow-up
with occasional emails and dont let off easily.
David Sandler proposed concept of boosting self-confidence for a case of rejections. Floats sales concept of Role and
Identity. Rejection is for role as salesperson not for personal identity, thus empowering salespeople to try repeatedly.
Among active with passive learning model, active learning is more appropriate for professional sales education (Ramon et
al. 1996).
Spaced training enhances training benefits over massed training practice in laboratory settings (Kauffeld et al. 2010).
Instructors usually design, develop and deliver sales training modules with best of intentions, but often without clear
vision. Before initiating a sales training program, they recommend that trainer should set a clear vision to achieve highest
level goal (example, profitable sale, understands the organization mission and vision statement and what it delivers to their
customers along with trainees current habits, level of expertise and barriers (example, competitive issues, lack of confidence
in product quality, service or lead time).
Many organizations were aware of the benefits of technological learning in skill development issues, but rarely using it.
(Global Coaching Survey, 2009).
Hung (2010) provided a guide for training professionals which aids decision making.
Each module of CBTs should include detailed procedural steps with a clear-cut statement of goals, explanation of
processes, outcomes expected, behavior sought, accountability with flexibility provision to accommodate any variation
during training (Broad 2005).
An intervention strategy plays a significant role (Kruger et al. 1995). Motivation is a function of personality
dimensions (Digman 1990). Learning and performance orientations impacts post-training, self-efficacy, which can be
either positive, negative or both (Ford et al. 1998). Motivation levels that can be influenced through intrinsic and
extrinsic rewards, which subsequently leads to increased salesperson performance (Jonathan et al. 2004).
Conventionally, sales evaluation and incentives primarily influenced by the percentage of sales target achievement only,
although recent evaluation leverage additional rewards for relationship selling behaviors (Boles et. al. 2000);
customer satisfaction and retention (Peppers & Rogers 1997).
However, sales training does not guarantee improved performance relational to organizational value, main reason
being lack of learning reinforcement by trainees i.e. Inability to apply or recall learned skills. Ineffective transfer, i.e.
application of learned competencies in the workplace or transfer of learning has been missing phenomena, thats being
reason why most of sales training fails, does not reflect either improved performance nor behavioral changes.
Studies that have shown certain parameters that make an impact on learning outcomes or makes positive effects
and integral to performance outcome. Planned approach and pre-training self-efficacy considered as significant
variable (Stajkovic and Luthans 1998; Ford et al. 1998); organizational commitment (Cheng 2000); work attitudes
(Holton et al. 2000), Trainee characteristics and work-place environment considered crucial and exhibits significant
relation with learning (Grossman 2009; Burke & Hutchins 2007) training design, and training outputs perceives as
important for learning outcomes (Baldwin and Ford 1988). Supervisory support or involvement (Blume et al. 2010 ;
Jackson et al. 2007); Trainee motivation (Holladay et al. 2003; Baldwin et al. 2009); Positive climate (Bates 1997);
Transfer climate, use of job aids and tools (Salas et al., 2006); Cognitive ability, self-efficacy (Baldwin & Ford, 1988;
Burke & Hutchins, 2007; Colquitt et al., 2000); Learning motivation (Tziner et al., 2007; Baldwin et al., 2009); Specific
goals or Goal setting (Burke et al. 2007; Baldwin et al. 2009; Robbins et al. 2009); Synchronization of learning
content and skill to be acquired (Chiaburu & Lindsay, 2008); Post training follow up, self-management and regular
feedback (Baldwin et al. 2009; Robbins et al. 2009); Peer support significantly linked with training, motivation and
learning transfer as well (Holton et al. 2003; Bates and Holton 2004; Blume et al. 2010); Extended post-training
surveillance might resolve few inconsistencies and enhance effectiveness (Helie 2005; Haider & Frensch 2002). By
improving salesperson, satisfaction with the organization eventually results in increasing commitment and reduced
turnover. Assessment can also be differentiated as per skill in a specific task domain of salespeople (Goldsmith and
Kraiger 1997) and declarative knowledge (cognitive).
The independent variables are trainee characteristics, delivery methods, managers role and trainer characteristics
However, due consideration must be given to the functional role of salespeople as trainees choose either to transfer
learning or not to transfer or rather how much actually wish to transfer(Cheng 2000). Therefore, individual intentions
are significantly correlated with reflective attitudes, job satisfaction, commitment thereby learning transfer behavior.
The variable self-efficacy being treated as a robust and powerful motivational predictor (Maurer et al. 2002), however,
it is perceived that behavioral intention probably is most influential variable which predict specific human behavior
competencies is acquired. Therefore, by concentrating attention to the role of sales trainees intentions might help
overcome many inconsistencies.
Now there is a need for collaboration and conversations among disciplines. There is an obvious connection between
learning objectives and the strategic mission and goals of the organization. Schedule additional conversation with
department and authorities to identify required 'drivers' (example, new customer acquisition through prospecting
techniques) and 'leading indicators' (example, critical behaviors, employee retention, customer service, product quality).
Leading indicators are measurements that suggest 'behaviors' are on right track towards desired 'results' (high-level
goal).
Within a month salespeople, account must reflect ongoing need analysis with new accounts; after a couple of months
look for sales to proposal ratio thereafter a number of sales funnel filled. A basic routine to achieve sales quota and
revenue.
We contend that sales training research is here to stay and prosper. We must strive for deep understanding and
clarity of constructs through the application of rigorous methods. Technology has been influencing impact on the design
and delivery of sales training system and will continue to do in future. Although current applied research is going to
uncover how these technologies, which can improve learning and performance of human capital. More research is
needed and prospect is promising. Finally, we would like to conclude that sales training research is no longer receiving
step motherly treatment. Assuming an optimistic trend to continue, as much research is still needed to empirically verify
guidelines regarding how to optimize sales training outcomes and how to evaluate whether sales training has been
effective in achieving organizational highest-level goal. A lot of innovative activities are needed with respect to sales
training agendas.
In near future sales organizations are likely to be dependent on individuals who can identify, maintain and manage
their competencies and skills. This aspect can be researched how to develop and track self-directed learners.
One of the biggest problem faced by salespeople is having a handful of few new business prospects, often sales funnel
gets empty. Therefore, most indulged with existing customers and find it hard to prospect new business. In another way,
it is like keeping field open for competitors or surrendering market share without competing. So salespeople should
expand horizons by finding out new opportunities supplemented with existing customers AdinaGenn,2004.
Excessive pressure on sales force may engender unethical sales behaviors that undermine trust of the customers (Jelinek
and Ahearne 2006).
Essential task needed to be done is kept at bay, not in a position to execute, ineffectual goal setting, lack of
accountability, not interested for cold calls, prefers an outdated conventional approach, deleterious influence of rejection
AdinaGenn, 2004.
Sales training in college curriculum is considered seldom, which requires practical and real life experiences.
Salespeople with lack of sales preparation never yield stellar results. Without sales training, it might lead to a handful of
new leads, decreasing business, mishandling sales calls and many other negativity, henceforth-sales training and
business development consultant and speakers are never short of audience AdinaGenn,2004
A limited number of sales force has interpersonal and technological competencies to deal dynamic work environments
(Salas & Stagl, 2009).
The sales manager has to handle bundles of functions such as creating specialist sales force aligned to objectives,
vision and the mission, coordination and balance selling activities, administration activities and building professional
relationships, target the market segments, developing core competencies for self and salespeople, develop market
strategy (Push or Pull) and dealing with emerging technology. Required to understand customers and major accounts,
business philosophy, focus attention on front-line sales executives and value emerging technology for improving
business results.
Sales managers should act as part of a knowledge application process supporting individual salespeople, monitor
and review to ensure performance outcomes. Sales training facilitates skill, competencies and knowledge acquisitions,
which enables sales people to transfer best components of selling to reach acceptable levels of performance goals.
For impactful training, sales managers must focus on learning transfer otherwise no gains can be realized from
training expenditures that has taken place. Therefore, implement interventions to ensure that training expenditures
provide results, and preferably cost-effective.
Peer training often considered effective, therefore potential candidate should be encouraged.
Apart from organizational investments and resources, impactful sales training demands investments of effort, time
and imagination by managers and trainers before and prior to sales training. The combination of all these aspects can
develop a world-class framework for a sales training program that is realistic, creative, thought provoking that certainly
infuse Adeline rush in any sales team.
Sales system can give you a series of steps to follow. The manager should coach with a clear direction to be followed.
A basic principle of effective training is to tie the learning to organizational objectives. Set clear vision and targets to be
achieved. Determine exactly which locks or much needed entity. Identify Areas need to be trained, not only skills but
also personality traits. Set training objectives align with business requirements. Tailor every learning activity with
respect to selling environment, organization strengths and value proposition of products and services. Additionally,
understand the learning preferences of salespeople, probably a key to motivate adult learners.
Diagnose CBT deficiencies; determine current CBT required and self-efficacy of the trainee. Outline task analysis
procedure, that instructional developer might refer for designing individual based or group based learning with related
CBT. Identify knowledge elicitation techniques, forecast CBT probably needed in future.
Sales manager's ability to use infrastructure, technology, analytic for effective coaching is tightly correlated with
salespeople's performance and results. Implementation best sales practices, such as well prepared sales force, custom
tailored training, sales process documentation, infusing core sales CBTs, field coaching, provision for reinforcement.
Benchmark current CBTs, assess ability prior to training to exposes needed skill for each individual salesperson. Training
interventions will then be well positioned as a structured solution to validate skill gaps, thereafter measure application
of learning followed by defining prospecting plans and methodology to fill sales funnels, outcomes/results will be well
recognized.
In addition, sales managers attitude and effectiveness to catch consistently deliver more value to their organizations.
On this ground, Barone (2012) recommends attitude examination of sales managers in predicting inferences, as
optimist manager likely to infer that periodic training and coaching attains a satisfactory level of sales-force performance
thereafter improves to excel in the future, whereas pessimist type may recommend termination. Sales managers who
effectively plan coaching/mentoring, deliver more value to their organizations. On this background, we propose concept
of sales training system with categories of instruction within the system.
Many skills, traits, and qualities are required for sales success, although personal characteristics, motivation has an
impact on performance but sales training cannot teach all required traits. The proper content selection being crucial
aspect and therefore it is necessary to understand that training should include contents or skill that can be taught,
learned, and measured. Management and managers should realize and recognize importance of salespeople
perceptions and agree on their need, followed by involvement in best practices, otherwise salespeople's interest
lacks thereby sales training will be a waste of time. Moreover salespeople should follow a sales process that matches up
with the customers buying process. Sales training design should satisfy interactions aspects, being connected and
networked while facilitating theoretical knowledge considering needs, and learning method preferences of trainees
(Day, 2012).

Manager and trainer have to assure that the knowledge, skills, concepts, attitudes or behaviors to be acquired can meet
the strategic business needs. That's how the relevance of sales training content is enhanced. Henceforth, when there is
an obvious connection between learning objectives and the strategic mission and goals of the organization, such
relevancy certainly enhances effectiveness.
Instructors usually design, develop and deliver sales training modules with best of intentions, but often without clear
vision. Before initiating a sales training program, they recommend that trainer should set a clear vision to achieve
highest level goal (example, profitable sale), understand organization mission and vision statement and what it delivers
to their customers along with trainees current habits , level of expertise and barriers (example, competitive issues, lack
of confidence in product quality, service or lead time).
The effectiveness of sales training often considered to be dependent on ability of learner to apply newly acquired
skills/competencies (Salas et al., 2006).
For sales training to be effective, then sales force, should be allowed to contribute during content finalizing exercise.
Things needed to be done, however, not in a position to do, such as goal setting, lack of accountability, not interested
to make cold calls, avoid crossing boundaries in fear of rejections.
Adult Learning Principle, with respect to the learner or trainees states higher pre-learning, motivation, useful content,
support of higher authority demonstrate enhanced learning and reflects more positive reactions.
Understand organization mission and vision statement and what it delivers to their customers along with trainees
current habits, level of expertise and barriers (example, competitive issues, lack of confidence in product quality, service
or lead time).
BEST (Business Etiquette and Sales Training) sales training created by ICICI Bank Limited, Mumbai, India; structured
step-by-step sales methodology through customized, video-driven classroom methods. Line managers deliver the
program, and with provision of qualitative framework monitor calls and provide feedback on developments. The process
develops a master trainer who then trains line managers. Within a couple of months, BEST distinctively created 233
trainers who in turn trained over 2000 agency staff. The whole procedure is coupled with facilitating customer and
manager feedback, thereby much improvement have been observed relational to qualitative aspect. Training process
also focuses on grooming sales force.
Cisco for their Sales Associates Program (2010) developed an integrated model by combining video conferencing in real-
time, desktop conferencing, collaboration, and privilege of remote access which increased learning and production
speed. Thus shifting from conventional classroom lecture to interactive system having virtual and one-to-one, face-to-
face approach, supplemented with collaborating video conferencing, role playing and self-directed learning. The program
begins with in-class training followed by on-the-job training along with continued classroom learning to reinforce
learning, and meeting respective sales quota provided a unique form of Earn and Learn Sales Training model.
Further performance measurement framework was implemented to monitor trainees and analyzing learning through a
series of tests. After the initial phase of in-class activities, trainees moved into the work field for several months to gain
hands on experience along with continued classroom learning so as to reinforce the learned competencies. This Earn
and Learn model indulged trainee to take active role that requires trainees to meet their individual sales quota during
on-the-job training, thus delivering ROI for the organization.
The model successfully demonstrates how blended collaborative technologies supplemented with traditional learning
methodologies provide a unique form of training regardless of location constraints of trainees. Moreover, model was
implemented with fewer trainer, eliminated traveling expenses of trainees.
Sales training must be strategic in nature. Most importantly, the framework proposes a system design approach
whereby various analyses are made to cope with dynamic change and implementing interventions for continuous
improvement. Ironically, most organizations do not view design, analysis activities to be strategic. Strategic training
objective enhance sales force retention, as substantial amount can be realized by cost avoidance, means bypass sales
training for new recruits; saving substantially. Analytical validation has been provided by Pfizer. (Galvin et al. 2003).
Current emerging technologies now facilitating various forms of training which are coupled to variable cost factor. So
organization can customized preferable and cost effective delivery intervention. Consider the case of Lucent
Technologies who reported that in year 2002 used 92 percent Web-based training, whereas in 2004 , cut down Web-
based training by 57 percent, which resulted in substantial saving (Johnson 2004).
Which instructional methods are best suitable for increased organization value. What should be the role of trainee,
trainer and how to analyze, design, develop, implement and evaluate sales training functions. Whether or not
performance metrics are optimally aligned with organizational objectives. Is there is provision for an incremental
measurement procedure to determine progress toward required behaviors? What are different parameters were related
to performance metrics? Obviously, answers to these questions will vary., as selling cycle, selling process, core selling
competency requirements are different for different organizations, while referring a few variables. To answer
these questions sales training activities should take on the role of educating, informing, instructing and developing the
sales team, using real world scenarios currently being experienced by the sales force. Sales training can play significant
role in turning under performer to moderate or superior performer, if it is customized and systems.
Every business sustains on performance aspect and dilemma of optimal 'performance' perceived as universal. Efforts
for sales training must improve. Now onwards cost effectively training efforts are required to change the behaviors of
salespeople and must align to strategic objectives. This conceptual framework helps top executives and managers to
determine performance enhancement, increased job capabilities, degree to which objectives has been met by injecting
creativity, effort and imagination (Stein 2011). It suggests sales organization must evaluate need for sales training in ten
broad areas. Sales managers are required to align themselves with trends and strategic priorities of the organization to
reflect salesperson's performance and to deliver sales results, emphasizes continual lifelong learning and principles of
adult learning. Furthermore anticipate difficulties and constraints, exact development needs and core selling competency
required. Engagement in continued interaction to exchange ideas between trainers, managers, peers, and salespeople as
well with due consideration for salespeople capacity and motivation and ability to carryout reflective practices.
Post training evaluation is necessary to determine sales CBTs acquired, self efficacy attained , aspiration and self-
management aspects of salespeople. Finally assess whether objectives such as sales competent human capital, has been
met as exepected. The unique point in our framework is inclusion of sales talent development process refereed as Sales
CBT (Competency, Behaviors, Traits); a structured pathway to deal dynamic market, technology and business process.
We perceive that conceptual system design approach for sales training could benefit sales management firms to
restructure sales training. Significantly consider research gaps and research questions from elite papers, we perceive
these issues could be addressed by the system. We attempted to provide a insight that there is absolutely no substitute
for a promising, sensible and dynamic sales team. We understand that few sales people have interpersonal and
technological competencies required for dynamic work environments (Salas & Stagl, 2009, therefore application of
system approach would be a sensible practice for improving bottom-line results thereby organizational value.
Sales training should not be considered as one-time affairs as rarely produce results, rather a process which
consumes a significant portion of time. An effective sales training approach should focus on imparting best behaviors and
practices for enhancing organizational value, preferably through interactive way, followed by reinforcement and
evaluation which of course needs considerable amount of time.
Top management now know, alternative ways for training-learning systems and how it makes impact on learning
process (Johnson 2011). It is necessary to evaluate whether performance metrics are well aligned with business
objectives. Do content, design directed at required behaviors. Sales training is continual and consistent happening
process, not a one-time affair. A sales training process in pursuit of sales result, in an era of rapidly changing economy,
short-term activities are obviously preferred over long- term strategies henceforth quantity of activity prevails over
quality of activity. Selling is the critical activity, where core has been performance and evaluation of performance.
Ironically we know very less about how exactly to deal evaluation and effectiveness measurements issues, if reported
literature is to be considered. Evaluation should be applied throughout the entire systems. Literature indicates primary
reasons why evaluation is needed; provides information on how to improve future training, enable trainers in
determining learning-content design, and to justify the existence of the training department. Designing effective sales
training and transfer of learning is essential. We propose conceptual approach focus attention to achieve organizational
value be setting one indicator at a time, followed by required behavior and drivers, thereafter implement training proves
followed by outcome evaluation in terms of behavior (ROE) and financial performance (ROI). We must strive for deep
understanding and clarity of constructs through the application of rigorous methods. Technology has been influencing
that improve learning and performance of human capital. We need to know more about which instructional methods are
best suitable for increased organization value. What should be role of trainee, trainer and managers in these modern
systems and how effectiveness can be validated? Research can offer guidelines for practitioners and professionals on
how to analyze, design, develop, implement and evaluate sales training functions. More research is needed to empirically
verify framework to evaluate whether sales training has been effective in achieving organizational goals. For effective
sales training, organization makes use of the vast literature database. We encourage research scholars to take a closer
look at the variables, in particular, enhancing effectiveness of sales-force. Selling in the 21st Century needs combined
efforts of an art and a science which calls for a lot of innovative activities with respect to sales training agendas.
Stated mechanisms drive performance and provide a realistic sales training preview to match perceptions and
directly enhance salesperson's initial understanding of expectation and capabilities together with a better understanding
of core sales CBT that are important and relevant.
For sales training to be effective, then sales force, should be allowed to contribute during content finalizing exercise.
Although peer training often considered to be effective, the henceforth potential candidate should be encouraged. Apart
from organizational investments and resources, impactful sales training demands investments of effort, time and
imagination by managers and trainers before and prior to sales training. The combination of all these aspects can
develop a world-class framework for a sales training program that is realistic, creative, thought provoking that certainly
infuse Adeline rush in any sales team.
Future research should also consider incorporating informal controls to develop a more comprehensive model of
control interactions, and Researchers are encouraged to collect data from multiple informants from the same firms and
analyze the effect of control from a multilevel perspective. Though its a tough challenge for sales organizations to change
their sales training procedures. Moreover, there lies other factors that contribute to complexity, the changing human
behavior and another is lack of understanding and know-how of what works in relationship-selling. However, top
management recognizes sales training as a crucial part of having a competitive edge.
It has been clearly understood that the effectiveness of sales training depends on whether learned skills and
competencies are actually implemented in routine job activities Learning transfer in sales training, is of paramount
concern (Salas and Stagl, 2009). CSO Insights Press Release (Feb 2011) reported 59 percent of salespeople met quota in
2010, that too at the cost of the substantial amount of discounts. Sales people are not performing; thereby many
organizations tend to view sales training as an expense. (Pettijohn et al., 2009).
Hung (2010) study provided directions to determine which evaluation level can be implemented as a priority.
Evaluation can be initiated during process of sales training (Salas & Stagl, 2009). Literature indicates primary reasons
why evaluation is needed; provides information on how to improve future training, enable trainers in determining
learning-content design, and to justify the existence of the training department. The assessment will extract, open
feedback for corrections for future training which also reflect effectiveness relevance.
In Gumuseli (2002) view the process of the transfer of training has a significant impact on productivity, and
effectiveness, Gumuseli, (2002) investigates the impact of managers reinforcement on participant's attitude,
effectiveness and satisfaction.

Kirkpatricks Evaluation Framework
This part focus on most popular and widely used training evaluation model known as Kirkpatricks evaluation
framework have acronym TKM (The Kirkpatrick Model). Incorporating four levels as reaction, learning, behavior and
results. A fifth layer of evaluation was added, by Jack Phillips (2003) referred as Return on Investment (ROI).
Kirkpatricks first two are not effective for analyzing organizational results; empirical evidence is mounting, although it
is a valuable instrument for improving sales training. Jim Kirkpatrick (2011) strongly argues that it's impossible to
mathematically estimate the effect / result of operations, thereby suggested Return on Expectation (ROE). Further
propose the replacement of ROE instead of ROI, emphasize that effective training is endeavoring by linking training
initiatives with organization goals to limit the extent to which degree of anticipation had been met (Kirkpatrick, 2011).
Kirkpatrick model (2011) was acknowledged for presenting the concept of ROE (return on expectation), considered
instead ROE instead of ROI, might be practical and feasible to indicate successful training in conditions of expectations.
Argues that replacing ROI by ROE, it would be possible to ascertain the level of expectation met. Five main purposes of
designing evaluation by Fred Nickols (2004) feedback, quality, research, intervention, and dominance regarded as an
accountable pathway. Most sales evaluations give weight age to sales volume measures (Boles et al. 2000). Some used
non-financial measures such as organizational commitment, customer satisfaction, job satisfaction, retention as
reflected positive relationship with performance (Leach & Liu 2003) customer satisfaction and retention (Peppers &
Rogers 1997). Bramley and Newby (2007), of Instructional systems design evaluation classified as formative and
summative, formative judge training worth during training while summative judge worth after training completion.
Benchmark salespersons skills prior to training set learning goal. Measurement of learning should permeate the entire
training operation, therefore validate measurement systems followed by skill practice, reinforcement plan which
includes field-work or assigned activities or both supplemented by providing feedback (prescriptive assessment). For
more serious effects, incorporate online access for reinforcement activities, generate dashboard reports on learning
progress, followed by ranking procedure i.e. salespeoples learning is placed against their equals. Assessment must
measure both knowledge gain and the ability to apply, assess for a few weeks following skill training. Touchstones for
the evaluation of sales force performance with respect to standards/ benchmarks followed within sales industry.
Qualitative - long term sustainability of the public presentation, planning and prospecting records, customer database
and participate in non-core sales activities, reporting and client feedback.
Quantitative: Quantitative measures include sales volume, gross revenue receipts, net margins, store and fund
management, collection efficiency.
Emerging evaluation Methods: 360-degree performance evaluation.
Critical incident appraisal: All the positives and negative behaviors are documented
Employment-Standards method-different activities and job task, duties; Management by Objectives: purely results
biased.
Behaviorally anchored rating scale (BARS): increasing accuracy of sales force evaluation by emphasizing on objective
standards rather than subjective. Family of measures (FOM): continuous evaluation process to assess the advance gained
by the sales person individually over a time period.

Conflict Management techniques:
Negotiation: marketing mix, Persuasive mechanism: insist own viewpoint, Problem solving strategies: Alternative
compromising solutions. Personal relationships: effective and usually used in the sales channel, issue are put to repose.
Motivation levels that can be influenced through intrinsic and extrinsic rewards, which subsequently goes to increased
salesperson performance (Jonathan et al. 2004). Conventionally, sales evaluation and incentives primarily influenced by
the percentage of sales target achievement only, although recent evaluation leverage additional rewards for relationship
selling behaviors (Boles et.al., 2000); customer satisfaction and retention (Peppers & Rogers 1997). Among active with
passive learning model, active learning is more appropriate for professional sales education (Ramon et al. 1996). Spaced
training enhances training benefits over massed training practice in laboratory settings (Kauffeld et al. 2010).
Salespeople must know that there will be follow-up activities and assessments after sales training. They must be held
accountable by their managers. Install field coaching procedure and systematic reinforcement as well, followed by
learning and application measurement. Pre and post training activities were more strongly related to learning
(Khasawneh et al. 2006).
Introduction
To function effectively in the current and future marketplace, investing in sales training is a sensible practice for
improving bottom-line results (Crane et al., 2005). While dynamic market, enforcing organizations take aggressive
approach relational to sales training to update their personal knowledge and skills. Salad & Stagl, (2009) view sales
training as a mechanism for producing cognitive and behavioral learning outcomes. Fifty years of sales training have
witnessed tremendous growth, particularly in the past decade. Dynamic technological advancements enforcing
organizations to restructure sales training and for this fundamental reason to break new ground, across the globe, a
considerable amount of investments and time were coupled to reinforce sales training programs. Sustainability through
skilled sales force serves as the primary rationale for organizations to invest in sales training. However Arguinis &
Kruger (2009) argue in the present knowledge economy, skills required to maintain a competitive advantage are in
vogue. Research in performance evaluations, embodies an expansive literature. How sales managers evaluate their sales
force, is an issue of fundamental importance (Chonko et al. 2000). A performance evaluation of salesperson is a crucial
factor for both theoretical and pragmatic reasons (Barone, 2012). Performance evaluations is a reflection of past
performance, whereas its aspects are all about future, i.e. promotion, incentives, reward or termination (Podsakoff and
MacKenzie, 1994). Thus, it is important to understand what exactly affect theses aspects in enhancing the effectiveness of
salespeople through evaluation, thereby, firm success. Further, there is need to understand how sales managers evaluate
the performance of their salespeople as it obviously correlated with salesperson productivity and, consequently,
organizations prospects for success. However, top management usually finds evaluation results being too theoretical,
unable to provide meaningful information for strategic s decisions. Moreover, little attention has been focused on sales
training evaluation practices and transfer, being multifaceted, often without criterion; often sales training does not
measure the potential benefits (Johnston and Marshall, 2008). In light of these aspects, the focus of our literature review
centered on performance and effectiveness (evaluation) aspects of sales training. In this review, we have focused on past
three decades of sales training evaluation research published from 1982 to August 2012 and our review is selective and
descriptive. We have focused significantly on post training aspect, performance and transfer of sales training.
Our review is organized as follows. In the first section we have discussed theoretical advancements and issues in sales
training with respect to performance evaluation and transfer of training over the past thirty years. In the second section,
we segregate inconsistent and unexpected findings, gaps and research needs followed by insights reinforcement. In the
third section we conclude with some observations and recent trends and finally a conceptual framework is proposed.

Theoretical Developments
Sales training has been cited as the most often used interventions to improve sales productivity (Katzell and Guzzo,
1983). Sales training facilitates understanding of selling practices" which also supplement learning by activities,
experiences that emphasize on skills and acquisition of knowledge aligned with organizational goals. Evaluation
certainly ensures that sales training fulfills organizational needs within existing resources and culture (Goldstein and
Buxton 1982). The purpose of evaluations basically identify existing value, quality, and contribution of sales training to
justify training investment decisions and formalize future improvement. (Kirkpatrick, 1996). Training evaluation
literature conveys that training outcomes are multi-dimensional and thus require multiple criteria to be evaluated
(Landy 1989). The training evaluation practice framework has been provided by Kirkpatrick, known as Kirkpatricks
evaluation framework have acronym TKM (The Kirkpatrick Model). Kirkpatrick (1996), the model was proposed
through a series of four articles in ASTD journals (American Society of Training Directors 1959 and 1960). Kirkpatrick
initially proposed model as steps in 1959, however re-modeled as Levels in 1996 incorporating four levels, reaction,
learning, behavior and results. These levels of TKM viewed as contemporary thought in the evaluation area. Kirkpatrick
(1959; 1960) suggested that behavioral and results measures are useful external indicators of actual knowledge transfer.
Ironically, much focus was on internal measures (Alliger and Janak 1989; Saari et.al. 1988). Kirkpatrick (1996)
emphasized, all four levels must be measured, i.e. training must be evaluated at all four levels, as these levels are
interrelated to properly assess training effectiveness. A fifth level of evaluation was added, through contributions of
Phillips (2003) who incorporated Return on Investment (ROI). ROI was related to financial outcomes of sales training
against the cost of training (Phillips, 1996). Studies show ROI had been conducted for around 10-20% of all sales training
(Frances Lilly, 2001). Earlier most sales evaluations were related to sales volume measures, although the shift is now
taking place toward relationship selling behaviors (Barksdale, 2000). Although the Kirkpatrick model has undergone
several modifications by various researchers in an attempt to develop a significant evaluation model, till date TKM
considered as a benchmark in the evaluation process. Kirkpatricks four-level model commonly accepted by academics,
whereas Phillips (1996) model, finds acceptance in organizations (Bates, 2004). Although Fred Nickols (2004)
contribution of five main purposes of evaluation regarded as a directional pathway towards designing an evaluation.
While Jim Kirkpatrick (2007), stimulates new insights on determining Return-on-expectations" (ROE), and emphasize
that effective training initiates with a targeted outcome in mind (Kirkpatrick, 2007). Further propose replacing ROI by
ROE as emphasize for tying training initiatives to the organization's mission and thus, determine the extent to which
degree of expectation had been met (Kirkpatrick, 2011).
Hung (2010) study provided a guide for training professionals which aids decision making i.e., which evaluation level can
be implemented as a priority. Stein, D. (2011) recommends sales training to be timely, relevant, realistic, recurring and
robust. Strategic training approaches such as active and action learning, on-the-workplace and just-in- time training,
lifelong and self-directed learning, are all currently being explored. The next advance in sales training would be
customization and delivering of virtual and mobile sales training modules matched to and accessed by each individual
needs, customization can be done consulting with peers, manager or mentor or by individuals themselves.

Performance evaluation in Sales Training
Performance evaluations of workforce most frequently address issues (Cascio and Aguinis 2008). Research in
performance evaluations, embodies an expansive literature. The literature suggests that sales training could increase
sales force performance as reinforces critical behavior and learning orientation (Walker, Churchill, & Ford, 1977). The
performance refereed as a process which emphasizes the skills required to have completed job specific task as per
procedures. How sales managers evaluate their sales force, has been issued of fundamental importance. (Chonko et al.
2000). It is necessary to understand how practicing sales managers evaluate the performance of their salespeople as it is
correlated with salesperson productivity and, consequently, organizations prospects for success. A performance
evaluation of salesperson is a crucial factor for both theoretical and pragmatic reasons (Barone, 2012). Thus, it is
important to understanding what exactly affect theses aspects in enhancing the effectiveness of salespeople and, thereby,
firm success.
Performance evaluation is a reflection of past performance, but its aspects are about future organizational value
supplemented with promotion, incentives, reward or could also be terminated (Podsakoff and MacKenzie, 1994). In
nutshell, purpose of evaluation being self-correcting process, and to enhance knowledge, skills, and ability to improve
work performance thereby organizational value. In fact, performance evaluation plays a significant role in ensuring sales
training effectiveness, which also leads towards more improved future sales training (Spitzer, 1999). Martin (1957)
categorized training evaluation measures as internal or external. One of ASTD research reports have shown that
organizations use reaction measures for nearly 78 percent. All levels were not being measured, while ASTD researchers
strongly backs the notion that sales training required to be evaluated more at Levels three and four. Baldwin and Ford
(1988) suggested directions for future research after comprehensive review. Grossman (2009), used Baldwin and Fords
model to identify factors relating to trainee characteristics, design and the workplace that exhibited consistent relation
with transfer of training/learning. It has been already found that trainee characteristics are being crucial in learning
transfer (Burke & Hutchins, 2007), self-efficacy being significant linked to both training, motivation and outcomes
(Colquitt et al., 2000), cognitive ability does influence training outcomes (Burke & Hutchins, 2007) and positive
relationship exists between self-efficacy and transfer (Blume et al., 2010). Further motivation to learn emerged as an
integral trait to learning transfer or training outcomes (Baldwin et al., 2009) while supervisor support also emerged as a
considerable indicator of learning transfer (Blume et al., 2010). Its already been perceived that organizations should
initiate an evaluation during process of sales training rather than to wait for completion of formal sales training (Salas &
Stagl, 2009). Concordantly lack of learning reinforcement following the sales training obviously fails to produce effective
and value for organization. However, the evaluation of training outcomes is complex and much difficult process.
Therefore organizations must enhance the professional evaluation capabilities of Human Resource (HR) staff or employ
specialized external agency and focus on goal, objective and performance related training-learning pedagogies while
conducting performance evaluation. Thoughtful approach and professional knowledge of sales training evaluation have
been inadequate, which dramatically causes multifaceted difficulties during training evaluation. We perceive that HR
personnel responsible for evaluating training are not competent enough in assessing behavioral changes and
performance; thereby exploration for innovative approaches is need of hour.
There also exists several additional perspectives on training evaluation, Bramley and Newby (2007), Instructional
systems design process segregates evaluation as formative and summative, where a form (internal evaluation) method
judge training worth during the training process and measure Kirkpatricks Level 1 (reaction) and Level 2 (learning)
levels, eventually helpful in anticipating trainer/instructor effectiveness and also training design. While summative
(external evaluation) method judge the training worth only after completion of training which measures TKPs Level 3, 4
and 5 thereafter address outcome or result. The accountable relevance of evaluation research were identification of five
main purposes of evaluation, feedback (quality evaluation), quality (cost economics), research (mission), intervention
(critical skills), and dominance (manipulation). Although there is a difference between measurement and evaluation,
making conclusions based on the information facilitated by measurement (Fred Nickols, 2004). Jim Kirkpatrick (2011)
strongly argues that it's impossible to mathematically calculate the outcome / result of performances. It's obvious that
analytically, its difficult to segregate the impact of sales training from organizational financial result. ROE might be
practical and feasible to indicate successful training, i.e. expectations had been met. Henceforth by replacing ROI by ROE,
it would be possible to determine the degree of expectation met. (Kirkpatrick, 2011).

Transfer of training
Since long time, researchers have dealt with the transfer problem, tried to uncover various aspects, ironically,
inconsistencies, always existed thus organizations were not able to understand which factors are most critical.
Researchers have expanded our understanding about various factors that affect motivation to transfer and transfer
behavior, in due course, training module or learning content being most crucial of all. Helen (2005) suggests that
learning can be divided into general task-related components and stimulus-related task, which can best explained by a
model of partitioning. Further proposed decomposition of skills where performance can be improved either through
decomposing exposure to stimuli or exposure to the task. The competencies or skills are segregated in general
proficiencies category, which are easily transferable to new situations (Hillstrom & Logan, 1998). Although Haider and
Frensch (2002) pointed out that during the process of training or learning transfer, strategic changes can be
implemented at any time. However transfer must be studied for longer duration, hence Helie (2005) supports for the
longer surveillance duration that could resolve some of the inconsistencies found in previous literature. Therefore, it has
been perceived that vigil on transfer of learning must be relational to longer duration in order to reveal promising
impact of sales training (Haider & Frensch, 2002).

Unexpected Findings and Inconsistency
A paucity of research concerning sales training evaluation practices has been noted by several scholars. However, little
attention has been devoted to training evaluation practices (Landy, 1989). Literatures have limited evidence of
systematic evaluation of training (Kirkpatrick, 1968; and Saari et.al., 1988). In the area of training evaluation research,
Landy (1989) observed some unplanned studies where definite conclusion has not been consolidated. Most of
evaluations were related to trainees reaction only. Saari et.al, (1988) observed easily employed methods were used
frequently, as forms filling exercise by participants and feedback by supervisors or managers. Sugrue and Rivera (2005)
reported training evaluation statistics as: Level 1-91%; Level 2-54%; Level 3 - 23%; Level 4- 8%. Ironically, levels of
highest importance often neglected, i.e. Level 3 & 4. ASTD researchers are of opinion that sales training required to be
evaluated at levels three and four. The general consensus is that evaluation of training is critical and important, however,
Kirkpartrick level three and four is often neglected. Some of the studies use easier approach such as yes/no responses to
conclude findings (Saari et.al, 1988). Model of Kaufman and Keller (1994) based on TKM, argues that Kirkpatrick model,
has been positioned for evaluating training only. Many research questions have been targeted towards a financial
outcome, but lacks empirical data to provide justification (Acemoglu & Pischke, 1999). The significant constraint had
been the use of the only Level 1 to assess training output (Ham, 1994). Moreover, the self - reporting methodology has
been the dominant factor over behavioral observations (Phillips, 1990). Blume et al. (2010) undermines the learning
transfer literature having mixed findings also lacks empirical evidences. Transfer of training is vital constituent of sales
training process, despite of this fact transfer of sales training remains subject which has not been researched thoroughly.
Jacobs & Washington (2003), suggested that there exists a relationship between individual development and
organizational performance. Although not a single study has projected a clear-cut relation between employee
development and organizational development. In previous four decades training evaluation and learning transfer has
never been effective and primarily used for theory building and methodology development (Wang, Dou, & Li, 2002).
New Insights to Carry Forward
Sales training is rapidly becoming a research topic of interest; henceforth this section highlights the gaps in the literature
and recommends few insights. Most workforces perform at optimal level under motivated leadership. Barone (2012)
recommends attitude examination of sales managers in predicting inferences during performance evaluations, as
optimist manager likely to infer that satisfactory level of sales-force performance will improve in excellent performance
in the future, whereas pessimist type may go for termination. Another area for investigation can be mapping the different
behavior trends engaged by salesperson.
Tosi, and Cannella (1999) strongly argues researchers to move beyond the individual salesperson and investigate under
researched arena such as firm level or even entire industries. Few effective methodologies in the past have been ignored
few such as qualitative and case-based approaches, quasi-experimental designs, network approaches, and multi-level
modeling. (Evans et al. 2000; Luke 2004). Researchers could map and identify essential factor that are important; before,
during or after training. Although incorporating multiple factors into sales training might restricts few firms for financial
reasons. Future research could investigate desirable factor considered to be valuable for organizations having limited
resources. Future research can also design training content for delivering services after sales and recovery methods who
often cope with customers complain. How Sales training can be delivered through technology. Do different types of
salespeople have different needs in utilizing technology for training? What are the best practices who use social media to
deliver sales training? How are sales organizations using technology for self-directed learning programs (SDLPs) for
sales training and how it can improve SDLPs. Is it possible to develop methodology for Sales training evaluation having
accountability? How organization can discover potential skill gaps. What are various measurement approaches practiced
in developing economies to determine sales-training effectiveness. How can organizations assess sales competencies and
expertise needed? What should be a practical approach to determine trained skills have been actually implemented and
are aligned to the organization's mission? Another challengable issue, unearthing charatcterics of competent
salesperson; who exhibits, dynamic competency and are technologically savvy. As a sales training evolves around
collective efforts among sales teams, hence looking to the future of sales training, Lassk, et a. (2012) laid few key
challenges for researchers; changing role of the salesperson, increased accountability, technological capability, and
culture competency, integration of service activities into sales, customer-oriented selling, effectiveness measurement to
be considered during training needs assessment, incorporating emerging technology, self-directed learning and the use
of social media. Answers to these research questions should benefit firms to by a restructuring sales training process;
enabling better understanding in the knowledge economy, the ultimate aim being to improve industry practice.

Conceptual Insight
In our conceptual framework we perceive organization value as the dependent variable. Organization value refers
whether or not sales training process achieves its intended purpose by indicating skills, competencies and financial
performance through ROI & ROE. The hypothesis is ROI and ROE have a positive relationship with organization value. A
next hypothesis is indicated, behavior and drivers are positively related to critical behavior and financial performance. A
number of studies in the past have proved that manager, trainers and peer support is one of the critical factors for
determination of required drivers.

Conclusion
Sales training is continual and consistent happening process, not a one-time affair. A sales training process in pursuit of
sales result, in an era of rapidly changing economy, short-term activities is obviously preferred over long- term strategies
henceforth quantity of activity prevails over quality of activity. Selling is the critical activity, where core has been
performance and evaluation of performance. Ironically, we know very less about how exactly to deal evaluation and
effectiveness measurement issues, if reported literature is to be considered. Evaluation should be applied throughout the
entire systems. Literature indicates primary reasons why evaluation is needed; provides information on how to improve
future training, enable trainers in determining learning-content design, and to justify the existence of the training
department. Designing effective sales training and transfer of learning is essential. We propose a conceptual approach to
focus attention to achieve organizational value be setting one indicator at a time, followed by required behavior and
drivers, thereafter implement training proves followed by outcome evaluation in terms of behavior (ROE) and financial
performance (ROI). We must strive for deep understanding and clarity of constructs through the application of rigorous
methods. Technology has been influencing that improve learning and performance of human capital. We need to know
more about which instructional methods are best suitable for increased organization value. What should be the role of
trainee, trainer and managers in these modern systems and how effectiveness can be validated? Research can offer
guidelines for practitioners and professionals on how to analyze, design, develop, implement and evaluate sales training
functions. More research is needed to empirically verify framework to evaluate whether sales training has been effective
in achieving organizational goals.

Kirkpatricks Evaluation Framework
This section focus on most popular and widely used training evaluation model known as Kirkpatricks evaluation
framework have acronym TKM (The Kirkpatrick Model). Kirkpatrick initially proposed model as steps in 1959,
however re-modeled as levels in 1996 incorporating four level reaction, learning, behavior and results (Kirkpatrick,
1996). Four levels of TKM viewed as contemporary thought in the evaluation area. Level one (reaction), participants
views on training, measured through questionnaires. Level two (learning), knowledge added, assessed through
performance tests. Level three (behavior), behaviors acquired from sales training, Level four (results), bottom-line
contribution of the sales training. A fifth level of evaluation was added, through contributions by Jack Phillips (2003) in
form of Return on Investment (ROI). Jim Kirkpatricks (2007), suggested Return on Expectation (ROE) that emphasize
effective training begins with the end in mind by tying training initiatives to the organization's mission and thus propose
replacing ROI by ROE, that determine the extent to which degree of expectation had been met (Kirkpatrick, 2011).
Evaluation of Training
This part of the review focuses on sales training evaluation and performance measurement. Many research questions
have been targeted towards a financial outcome, but lacks empirical data to provide justification (Acemoglu & Pischke,
1999). The significant constraint had been use of only level 1 to assess training output (Ham, 1994). It is perceived that
organizations were least interested in the general form of sales training. Some studies indicate financial improvements
were highly correlated with sales training. Moreover, self-reporting methodology has been the critical factor.
The accountable relevance of research was the identification of five main purposes of evaluation which suggest
articulation of evaluation in terms of feedback (evaluation for quality), quality (cost effectiveness), research (goal
measurement), Intervention (critical skills), and dominance (manipulation). Growth being considered as major
conventional measures to indicate organizational performance while earning is another measure (Kalleberg & Van
Buren, 1996).
Ironically, levels which are of highest importance is usually neglected, i.e. level 3 & 4. In previous four decades training
evaluation has never been effective and primarily used for theory building and methodology development (Wang, Dou, &
Li, 2002). We have done a comprehensive review of 36 articles on evaluation and found that mentioned figures have not
changed much till August 2012. The general consensus considers evaluation as critical and important; however,
Kirkpatricks step 3 and 4 have been often neglected, which can efficiently project ROI or ROE. Martin (1957) categorized
training evaluation measures as internal or external.
Research in performance evaluations in the workplace, embodies comprehensive literature. Performance evaluations of
workforce are most frequently addressing issues (Cascio and Aguinis 2008). The performance can be defined as a
process which emphasizes the skill or expertise required to complete tasks as per established procedures. In Podsakoff
and MacKenzie (1994) view, a performance evaluation is a reflection of past performance, but its aspects are about
promising future; promoting, incentives, reward or could be terminated. In Rackham, Honey, & Colbert (1971), view the
purpose of evaluation being the self-correcting training process, another function was to enhance trainees knowledge,
skills, and ability to improve work performance thereby organizational value. In fact, performance evaluation plays a
significant role in ensuring training, quality, improvement which also leads improved future training (Spitzer, 1999). The
sales training literature suggests training influences future behavior and learning orientation. Lack of learning
reinforcement following the training certainly fails to produce performance improvements and value for the
organization.
However, the evaluation of training outcomes is complex and much difficult process. Therefore organizations must
enhance the professional evaluation capabilities of Human Resource (HR) staff and focus on goal related training-
learning curriculum while conducting performance evaluation. Thoughtful approach and professional knowledge of sales
training evaluation have been inadequate, which dramatically causes multifaceted difficulties during training evaluation.
We perceive that HR personnel responsible for evaluating training are not competent in assessing behavioral changes
and performance; thereby exploration of innovative approaches is needed.
Salespeople and their organizations perceive that sales training will increase organizational value through acquisition of
critical behaviors. Moreover the sales training has been stimulated in past five years because of developments in
technology aids and a variety of blended-learning enhancements. Irrespective of quality of a sales training program, the
actual amount knowledge, skills and competencies transferred by trainees to workplace is unfortunately much low or
even non-existent. Published literature indicates that conventional sales training need assessment and evaluation.
Henceforth sustainability through skilled sales force serves as the primary rationale for organizations to invest in sales
training. Many practitioners believe training program is crucial to a firm's success (Kelloway and Barling 2000). It is
perceived that annual investment in sales training is measured in the billions and consumes a significant proportion of
their training budget (Lacy, 2008)
Grossman 2011). In Burke and Hutchins (2008) view, best practice reported in training, in particular, on transfer of
training, are limited, and anecdotal in nature. Sales training is an avenue for enhancing salesperson's performance.
However, relatively little formal knowledge exists concerning how salespeople perceive and transfer formal training
materials. CSO Insights Press Release (Feb 2011) reported 59 percent of salespeople met quota in 2010, that too at the
cost of the substantial amount of discounts.In spite of large amounts of sales training investments, sales training seems
wasted owing to the inability of salespeople in learning or training transfer (Robinson and Robinson 1995).
Sales people are not performing; thereby many organizations tend to view sales training as an expense. (Pettijohn et al.,
2009).Sales training should be demonstrably effective, emphasizing skills and the acquisition of knowledge in direct
support of performance goals plus impact on individual performance.
Widely adopted model is Kirkpatrick model, consisting of levels, first is a Reaction implying what trainee feel about
training program, i.e. how trainees in the program react to it, measured by reaction questionnaires. Level 2 (Learning)
actually learned skills or attitude during the learning process, measured through performance tests. Level 3 (Behavior);
corresponds to Behavioral change, is defined by the extent to which behavioral change occurs after sales training, i.e.
actual achievement of objectives through changes in job behavior, ensuring learning is being applied. Level 4 (Results)
contribution toward trainings rationale i.e. Profitable sale, highest level goal of the organization, i.e. results that occurred
because trainee attended the program. Since the introduction of Kirkpatrick model, several modifications have been
proposed by various academicians and practitioners, to develop a more advanced form of evaluation.
Since then Kirkpatrick's TKM has been unanimously adopted as the frame of reference for considering the value and
impact of organizational training and development efforts. Numerous studies on training evaluation have been
conducted based on this model. According to Erffmeyer, Russ,and Hair (1991); Honeycutt and Stevenson (1989); sales
education training programs are not very effective as they are often not evaluated very well, thus the area is ripe for
research.
The manager should examine whether a particular module of sales training satisfies their needs. Managers should
undermine first critical requirement embossing learning during the course of training and specific requirements in the
workplace. Manager and trainer must ensure strategic business needs.
Trainees should be accountable (Taylor 1992). Manager's strategies such as Paid-for-knowledge can certainly translate
learning into outcome (organization goal). Another managerial policy can be participation in training activities and
demonstrating behavioral improvements, treat as a prerequisite for career progression (promotion). Trainer
characteristics. Trainer usually design, develop and deliver sales training modules with best of intentions, but often
without clear vision. Before initiating a sales training program, they recommend that trainer should set a clear vision to
achieve highest level goal (example, profitable sale, understands the organization mission and vision statement and what
it deliver to their customers along with trainees current habits, level of expertise and barriers (example, competitive
issues, lack of confidence in product quality, service or lead time).
Delivery Methods
Trainees characteristics considered significant to enable learning transfer (Burke & Hutchins 2007), whereas cognitive
ability emerge as worthy predictor of transfer outcomes. The challenge in sales training is the determination of how to
identify that classroom learning has been transferred to the workplace. Previous research indicates that gender, age or
experience of the trainees does not reflect a significant relationship with a transfer of learning; however, a strong
relationship exists between the attitude and perception of trainees towards the transfer of the learning (Lacy 2008).
In the November 2011 issue of Training & Development magazine J.D. Kirkpatrick & W.K. Kirkpatrick argues training
starts with outcomes in focus. According to them, to reflect the value of training, is to create a learning process (training)
that has organizational value. They propose the concept of ROE (return on expectation). According to them learning
without execution on the workplace does not create ROE. They strongly propose, evaluation or validation performed
appropriately will demonstrate the degree to which their expectations have been satisfied. Trainer usually design,
develop and deliver sales training modules with best of intentions, but often without clear vision. Before initiating a sales
training program, they recommend that trainer should set a clear vision to achieve highest level goal (example, profitable
sale), understand organization mission and vision statement and what it delivers to their customers along with trainees
current habits, level of expertise and barriers (example, competitive issues, lack of confidence in product quality, service
or lead time). Thereafter schedule an additional conversation with department and authorities to identify required
'drivers'(example,new customer acquisition through prospecting techniques) and 'leading indicators' (example, critical
behaviors, employee retention, customer service, product quality). Leading indicators are measurements that suggest
'behaviors' are on right track towards desired 'results' (highest level goal). They emphasize strong focus on Level three
and four to translate sales training investments into organizational results. Lassk, F. G.,Ingram,T. N.Kraus,F.& Di Masci
(2012) view sales training evaluation as a measurement approach for determining the impact of training effectiveness,
assessing sales competencies and expertise needed through discovering potential skill gaps. Jim Kirkpatrick, Bramley
and Newby (2007) in their, instructional systems design, categorize evaluation as formative and summative (internal
and external evaluation). Formative is a method of judging the training worthiness during progression of sales training
programs. A method particularly used to evaluate level one and two, where the focus is on measuring learning content
and instructors/trainer effectiveness. While Summative is a method of judging training worthiness, at the end of the
sales training program, where the focus is on the outcome. Here rest of three level, i.e. third, fourth and fifth levels are
addressed. This research identified five purposes of evaluation. (Bramley & Newby, 2007), Feedback, Control, Research.
Intervention and Power. In another way, analytically, its very difficult to segregate the impact of sales training from
organizations financial results attained.

In his view the nature of diverging results (no effects of previous training) can be explained by a model of partitioning.
Researchers also propose, decomposition of skills where performance can be improved either through decomposing task
exposure (Haider & Frensch 1999). Goldstone, 1998, Doane et al., 1996, investigates perceptual learning setting by using
a decomposition of skills, proposed by Haider and Frenschs (1996). Frensch (2002) pointed out that during the process
of training or learning transfer, strategic changes can be implemented at any time. Therefore, the transfer must be
studied for longer duration (Haider & Frensch, 2002). In.(Hale, 2005) view longer surveillance duration with respect to
post training intervention. Sales training literature now becomes multidisciplinary due to inclusion of cognitive,
engineering, human factors, psychology,computer experts, etc. Now there is a need for collaboration and conversations
among disciplines. Kraiger et.al.(1993) provided distinction between training effectiveness and training evaluation. From
this we concluded an important distinction, now sales training is no longer just a training program or curriculum, it is
now complex interactions of many organizational factors, and thats why, more research should be aimed at exploring
why sales training is worth, desirable and working.

Personalized System Centric View of Mobile Learning
Introduction and Context
Dynamic market, complexity and fierce competition enforcing organizations to upgrade personal knowledge and skills of
their workforce to remain competitive. (Lambert 2010). Research indicates that continual staff development is critical to
the success of any organization (Carnevale, 2005; Colvin, 2006). Although training has been stimulated in the past
decade, the actual amount of knowledge, skills and competencies transferred by trainees to the workplace, is
unfortunately much low or even non-existent. Johnson et.al. (2012) argues for innovative pedagogies for workforce
learning, on this background, authors aims at redefining organizational training practice by suggesting alternative
approach, i.e. provision of personalized learning. Others perceive that personal learning systems are more likely to be
better than classroom learning specifically for adult learners. We insist self directed learning using technology for self-
development to enhance professional performance, subsequently increase effectiveness thereby organization value.
Learning as conceptualized by Vygotskys as being cognitive and social (Powell & Kalina, 2009). Mobile learning is
defined as virtual learning which facilitates use of digital, portable and mobile devices used anywhere, anytime and on-
the-move as well. (OConnell & Smith, 2007). The net tablets encompass extension of mobile learning for just-in-time,
available anywhere learning opportunities (Belshaw, 2011) have fostered flexibility in training-learning processes
positioned to mobile perspective supports personalized, approach to learning. The mobile learning, approach
emphasize, on-the-movement and for-the-moment learning, leveraged to encourage open, Independent, Interactive,
connective and collaborative learning where notion of m-learning, e- learning and virtual learning also leveraged. Mobile
learning favors adult learner as adult learners are learners with work and family, having priorities (Day 2012), here
mobile learning, is referred as being on-move access to cloud-based applications through mobile application while
learning contents and modules are stored on virtual servers at a remote location.
Visualizing Organization and Workforce centric view
In knowledge-based economy, the effectiveness of technology based training-learning-assessments systems and how it
makes an impact on training-learning-evaluation process (Johnson 2011) were needed to restructure training
methodology, for higher performance with greater effectiveness. The training needs in a knowledgeable society are
elusive as clear enunciation to which particular learning modules or pedagogy sustains in knowledge-based economy.
Which training can be classified as generic skilled training and task specific training, needed to be developed among,
professional image, leadership skills , developing effective alliances and partnerships, time management, customer a
analysis, case study, computer-based simulation, planning etc. by professional trainers. The role of traditional training in
developing the motivation has been significantly constrained by pedagogical imperatives that do not empower learner-
centered approach which most likely to empower the workforce with the skills needed in the knowledge economy.
Although many organizations were aware of the benefits of technological learning in skill development issues, but rarely
using it. (Global Coaching Survey, 2009).

Different insights of emerging technologies have been explored, according to Siemens and Tittenberger (2009),
technology that incorporates organizational philosophies and ideologies. In Veletsianos (2010) view emerging
technologies as new technologies in specific organizational context, while Johnson et al. (2012) argues for innovative
pedagogies supplemented with technology, whereas Veletsianos (2010:3) point seems to be that, a combination of tools,
concepts, innovations, and advancement used for learning. The e-learning or m-learning approaches had a short history
(Pachler, Bachmir & Cook, 2010); mobile learning (m-learning) refers to learning through digital mobile devices that can
be carried and used anywhere, any time as well as on-the-move (OConnell & Smith, 2007), whereas computer and
network enabled electronic learning, termed as e-learning. Traditional training for development of motivation has been
significantly restricted by pedagogical imperatives that enhance learner focused learning as an approach which likely to
enhance skills needed in knowledge based economy.
In an era of dynamic and knowledgeable market, professionals were demanding flexible and personal learning
environments for skill enhancements (Johnson 2010). Workforce are in need for a learning approach that could aid
mobility (Pachler et al., 2010), enables on-the-move learning thereby promote active learning. Workforce can access
learning contents, in a manner that suits their work-life needs and constraints and that too without physically attending
the classroom sessions of instructional training. Emerging technologies do have the capability and potential to effectively
deal with theoretical and practical aspects such as e-collaboration, e-partnerships and e-learning.
Emerging technologies for personalized learning
Sources of emerging technologies to conceptualize, design, enhance, and foster sales training by collaborating learners
and trainer are evident. Few technology reduces technical barriers to e-learning (Cochrane, 2010), can perform
competency-based assessments and incorporated in workplace-based learning as well (Chan, 2010a; Chan, 2010, b).
Notions of continual lifelong learning in knowledgeable economy coupled with rapid advances in emerging technologies
have enabled training and learning processes that can be serviced in customized ways, previously unimaginable. Mobile
learning with Cloud computing and net tablet facilitate synergies of technological and pedagogical approach to improve
staffs engagement with learning and skill development. Emerging technology not only surface new technology, but also
incorporate innovative pedagogy (Johnson et al. 2012), i.e. on-the-move learning likely to influence on teaching, learning,
or creative expression (Johnson et al. 2011), embedded with philosophies and ideologies (Siemens and Tittenberger
2009), i.e. flexibility and empowerment and provide interactive learning with peers and experts which are context-
specific Veletsianos (2010), i.e. address several challenges. Model reflect the close proximity with Veletsianos (2010:3)
concept, which states of emerging technologies as tools (tablet, cloud computing), concepts (flexible learning),
innovations (on-the-move and for-the-moment learning) advancements (technology, pedagogy) used in diverse settings
(sales training) to serve varied purposes (skill enhancement and transfer).

Its much likely that professional trainers and organization can empower staff to become lifelong learners, implement
progressive pedagogies in staff learning, and focus on the role of trainer and technology within this evolving landscape.
The first anomaly relates to a presumed workforce desire to learn using a learner-centered learning experience. We
oppose one size fits all tendency that treating workforce as a homogeneous group. We strongly object to this approach
and suggest the scope within mobile learning models to offer workforce more than one learning modules by allowing
them to select their preferred module according to their need and learning philosophy. The second anomaly refers to
issues of choice for training staff may it be internal or external, as learning philosophy insist the notion of
empowerment and the exercising of empowered with authority. The need to incorporate critical behaviors, increasing
numbers of performance indicators, diversity in workforces and requirements to remain flexible and responsive, has
damaged learning autonomy. The third anomaly relates to workforce' perceptions of impractical and irrelevant content,
improper delivery, a personal discomfort with change and motivation from seniors to resist change. (Broad and
Newstrom 1992).
The term mobile learning refers freedom and diversity in selecting needed to learn modules by workforce, focus on the
unique needs of individual learners, not according to trainer or manager. It totally empowers workforce to decide when,
what, and how to learn, by initiating mobile and virtual learning. Thereby emerging technology could change the role of
trainer from direct instruction in classroom to just a facilitator of virtual knowledge source and manage learning
resources. The mobile learning, approach offers workforce and trainers the choice between two pedagogical approaches;
either a learner centered virtual approach or interactive instruction approach or a mix of both. We argue that the trainer
and content developers role to be central in both approaches mentioned, however, an innovative style of training, or
innovative way of promoting learning, required to be practiced. Pan (2006), suggests that the empowerment of choices
provides workforce with individualized learning pathways in control of the learners themselves, which promote
empowerment for personalisation of learning (Hartley, 2007). The empowerment of choice has appeal to both work staff
and professional trainer. Now onwards organization likely to engage themselves with emerging technology and because
of contemporary, innovative pedagogies being preferable to align with the new mobile approach. Authors perceives
greater opportunity of success when organization simultaneously offers choice in using preferred pedagogical approach
to promote workforce learning thereby to acquire skills. This advanced learning technology could provide twofold
usefulness and more effective pedagogy at substantially lower costs. Notebooks, Laptop, personal digital assistants
(PDAs) can also facilitate mobile learning, however, tablets have numerous advantages as tuned with appropriateness in
level of technology integration supplemented with distinct features: Portability (anywhere, any time, on-the-move);
Mobility (no plug-in power supply); and a range of useful generic apps with accordance to transform learning into skills.





Conclusions
In the era of knowledge based economy, learners when socialized to the online environment, results in enhanced
technological capabilities, critical thinking and time management skills. Become proficient in collaborative and
interactive learning by community formation. Emerging technologies does have the capability and potential to effectively
deal with theoretical and practical aspects such as e-collaboration, e-partnerships, integration of sales and service,
customer oriented selling, flexible, active, continuous, lifelong and active learning. Approach perceives that personal
learning systems with flexibility and mobility are more likely to be better than classroom learning, i.e. direct instruction.
The approach can address several challenges being currently faced by sales-force, few of these are, time constraints,
changing roles, accountability, technological capabilities, collaboration, partnerships, integration of sales and service,
self-directed learning, use of social media and cultural diversity. The model does recognize sales organizations, content
developers and professional trainers as a key player in the development of mobile learning mechanism. We invite further
discussion of the model by academics and professional trainers and sales organizations with a view to implementation in
actual practice.

Visualizing Organization and Workforce centric view
In knowledge-based economy, the effectiveness of technology based training-learning-assessments systems and how it
makes an impact on training-learning-evaluation process (Johnson 2011) were needed to restructure training
methodology, for higher performance with greater effectiveness. The training needs in a knowledgeable society are
elusive as clear enunciation to which particular learning modules or pedagogy sustains in knowledge-based economy.
Which training can be classified as generic skilled training and task specific training, needed to be developed among,
professional image, leadership skills, developing effective alliances and partnerships, time management, customer an
analysis, case study, computer-based simulation, planning etc. by professional trainers. The role of traditional training in
developing the motivation has been significantly constrained by pedagogical imperatives that do not empower learner-
centered approach which most likely to empower the workforce with the skills needed in the knowledge economy.
Although many organizations were aware of the benefits of technological learning in skill development issues, but rarely
using it. (Global Coaching Survey, 2009).
Different insights of emerging technologies have been explored, according to Siemens and Tittenberger (2009),
technology that incorporates organizational philosophies and ideologies. In Veletsianos (2010) view emerging
technologies as new technologies in specific organizational context, while Johnson et al. (2012) argues for innovative
pedagogies supplemented with technology, whereas Veletsianos (2010:3) point seems to be that, a combination of tools,
concepts, innovations, and advancement used for learning. The e-learning or m-learning approaches had a short history
(Pachler, Bachmir & Cook, 2010); mobile learning (m-learning) refers to learning through digital mobile devices that can
be carried and used anywhere, any time as well as on-the-move (OConnell & Smith, 2007), whereas computer and
network enabled electronic learning, termed as e-learning. Traditional training for development of motivation has been
significantly restricted by pedagogical imperatives that enhance learner focused learning as an approach which likely to
enhance skills needed in knowledge based economy.
In an era of dynamic and knowledgeable market, professionals were demanding flexible and personal learning
environments for skill enhancements (Johnson 2010). Workforce are in need for a learning approach that could aid
mobility (Pachler et al., 2010), enables on-the-move learning thereby promote active learning. Workforce can access
learning contents, in a manner that suits their work-life needs and constraints and that too without physically attending
the classroom sessions of instructional training. Emerging technologies do have the capability and potential to effectively
deal with theoretical and practical aspects such as e-collaboration, e-partnerships and e-learning.
Conclusions
In the era of knowledge based economy, learners when socialized to the online environment, results in enhanced
technological capabilities, critical thinking and time management skills. Become proficient in collaborative and
interactive learning by community formation. Emerging technologies does have the capability and potential to effectively
deal with theoretical and practical aspects such as e-collaboration, e-partnerships, integration of sales and service,
customer oriented selling, flexible, active, continuous, lifelong and active learning. Approach perceives that personal
learning systems with flexibility and mobility are more likely to be better than classroom learning, i.e. direct instruction.
Approach can address several challenges being currently faced by sales-force, few of these are, time constraints,
changing roles, accountability, technological capabilities, collaboration, partnerships, integration of sales and service,
self-directed learning, use of social media and cultural diversity. Model does recognize sales organizations, content
developers and professional trainers as key player in development of mobile learning mechanism. We invite further
discussion of the model by academics and professional trainers and sales organizations with a view to implementation in
actual practice.
The educational uses of net tablets encompass extension of mobile learning for just-in-time, available anywhere learning
opportunities (Belshaw, 2011). As compared to e-learning, mobile learning or m-learning, has a relatively short history
(Pachler, Bachmir & Cook, 2010). Mobile learning is defined as virtual learning facilitated and enhanced by the use of
digital, portable, mobile devices, carried and used anywhere, anytime(OConnell & Smith, 2007).
Few of these are, changing roles, accountability, technological capabilities, collaboration, partnerships, integration of
sales and service, customer-oriented selling, self-directed learning, use of social media and cultural diversity. When
professional autonomy granted to sales staff to exercise professional judgments, there itself much motivation initiates for
learning. Henceforth we advocate empowerment associated with a choice that underlies our approach significantly. The
concepts of one size fits all had been traditionally valid in universities where so-called skill and generic capabilities are
common. In conventional workforce training, the authors believe this concept is discriminatory that treat sales peoples
as a homogeneous group. Some employ advanced online learning techniques where trainees get conversant with
multimedia, conferencing tools, computer simulations, case analysis.
Learning pedagogy aids, mobility of the learner (Pachler et al., 2010). On-the-move learning, promote active learning,
thereby reduce technical barriers to e-learning. (Cochrane, 2010). Perform competency-based assessments which also
can be incorporated in workplace-based learning (Chan, 2010a; Chan, 2010, b). Use of emerging technologies to
conceptualize, design, enhance, and foster sales training by collaborating learners and trainer are evident. PLEs
(Personal Learning Environments (PLEs) for self-directed learning. Designed to provide people with individualized
learning pathways that are subject to the control of the learners themselves (Poon 2006). Literature on continual
lifelong learning, emphasize self- motivation and capacity to learn, may it be formal or informal learning, whereas open
learning refers to freedom or suitability with diversities in learning options positioned to learners (Poon 2006). Use of
emerging technologies to conceptualize, design, enhance, and foster sales training.

Flexible Cloud Tablet model facilitate synergies of technological and pedagogical approach to improve sales staffs
engagement with learning and skill development. Conceptual model, in particular emphasize, on-the-movement and for-
the-moment learning, leveraged to encourage Open, Independent, Interactive, Collaborative, Situated, m-learning and e-
learning, promote active, participative learning, , provide opportunities to become constructive, constructivism learners,
thereby meet notion of continual lifelong learning. Notebooks, Laptop, personal digital assistants (PDAs) can also
facilitate mobile learning ,however, tablets have numerous advantage with appropriateness in level of technology
integration supplemented with distinct features : Portability (anywhere, anytime, on-the-move); Mobility(no plug-in
power supply); surf the internet via wireless local network (anywhere access); WiFi access (connects wireless and wired
devices) through wireless access points or hotspots; access to social networking sites and reference material; reduce
technical barriers to e-learning; record skill acquisition; enhance digital literacy; store multimedia content supported by
text; create interactive e-textbooks; NUI for simpler navigation; touch screen, easier to learn and operate;
Microphones(to record audio notes); Global positioning system (GPS); Bluetooth; long battery; no need for plug-in power
supply life and range of useful generic apps with affordable to transform learning into skills. In era of knowledge-based
economy, learners when socialized to the online environment, results in enhanced technological capabilities, critical
thinking and time management skills, collaboratively and interactive learning by community formation. Motivation
provides sales-peoples persistence toward attainment a defined goal (Robbins & Judge, 2009).

Executive Overview
Sales training practices and effectiveness have recently gained widespread attention and rapidly becoming a research
topic of interest. The greatest challenge being faced by sales organizations is application of sales skills and competencies
required to maintain competitiveness are exponentially growing and changing. Despite negative notion (ineffective,
expensive, and time consuming) supplemented with difficulty in measuring the success of sales training, practice still
considered as sensible for improving bottom-line results, thereby organizational value. After providing a definition of
Sales training, an overview of prior research is given, which identifies the significant parameters of important topics of
earlier sales training research; such as need assessment, methodology, evaluation, transfer of training. In light of current
debates about lack of systematic efforts and inability of sales-force to apply learned skill, we evaluate the literature and
assess comprehensive, concrete, and scalable process plan for by applying a system design approach to keep sales
training as a sustainable trend for skill transfer and attitude change not just a management fashion. On this basis, we
present a conceptual framework that provides foundation for discussing system design for structured sales training and
their implications at the organizational and individual level. Thus, we explore multifaceted determinants relational to
decisions and process for carrying sales training. Thereafter, we propose research agenda based on our conceptual
framework significantly emphasizing on concept of knowledgeable human capital, revenue and organizational
performance consequences of sales training system and on future research design issues. Finally, we discuss implications
for sales management education and practice, conclusion and outlook.
In entrepreneurship field, learning is considered as one of the two main variables for having knowledgeable
human capital (Chaganti and Greene 2002). Past research indicates that continual employee development is critical to
success of any organization (Knowles, 1990, Phillips, 2003, Peters, 2004, Carnevale, 2005; Colvin, 2006; Homer & Griffin,
2006) and is also a necessity if sales organizations are to participate in the global and electronic marketplaces (Noe,
2008). Therefore, to function effectively in the dynamic market, having the complexity and fierce competition e (Crane et
al. 2005), tough economic condition, the situation demand increased inventory of personal knowledge and skills
(Lambert 2010). To sustain in future marketplace, present situation enforcing individuals and organizations to upgrade
knowledge and skills (Lambert 2010). Further technological advancements enforcing sales organizations to restructure
their business process and sales training for attaining competitive advantage (Arguinis & Kraiger, 2009). Skills and
competencies required to maintain competitiveness thereby organizational value are exponentially growing and
changing. For this, fundamental reason to break new ground, across the globe, a considerable amount of investments and
time were coupled to reinforce sales training programs. Most experts agree that there is absolutely no substitute for a
promising, sensible and dynamic sales team. Moreover, few sales people have interpersonal and technological
competencies required for dynamic work environments (Salas & Stagl, 2009). Henceforth investing in sales training is a
sensible practice for improving bottom-line results thereby organizational value.





Many scholars perceive that sales training will increase performance-related skills (Johlke, 2006) thereby enhance
competitive advantage (Salas et al., 2006). However, few managers and organization hold reservations regarding efficacy
of sales training, though general sentiment is that sales training is essential (Pettijohn et al., 2009). Ironically, limited
number of sales personnel has interpersonal and technological competencies required to cope dynamic work
environments (Salas & Stagl, 2009). Hence, in present scenario of recession and tough economic condition is a great time
to conduct sales training (Rackham, 2009) to prove its worthiness by reflecting several benefits, in particular, increase
competency, performance, retention, knowledgeable human capital and most significant revenue to remain competitive
in a demanding global marketplace.
However the effectiveness aspect of sales training no longer considered a vogue. McKinsey, trusted and pioneer
global management consulting firm in March 2010, in their global survey result mentioned that organizations around the
world have spent nearly $100 billion per year to train their employees, on the contrary, few handful workforce had
acquired or applied job-work related skills and competencies. In their routine tasks. Moreover, In a nutshell, despite
consistent, regular, periodic sales training interventions, many organizations fail to develop the skills of their workforce
(IBM, 2008). In light of these developments, Miller Heiman Sales Best Practices Study in 2012 provided insights that
sales-peoples core competencies need to be effective.

Sales Training-Lit. Rev.
The 21st Century sales training process demands a return to the artful and dynamic process of communicating and
bonding with people. Using real world scenarios currently being experienced by the sales professional, sales training
activities should take on the role of educating, informing, instructing and developing the sales team. The challenge lies in
creating a balance between technology and the personal touch needed to sell effectively, through Sales Training. To deal
with such a challenge, I have selected this topic for research study. Study expected to uncover unique, innovative and
thought provoking ideas and practices to assist organizations while evaluating best approaches so as to provide
appropriate & effective sales training. I.e. provision of a comprehensive framework to understand effective state of sales
training. Benefits are multidimensional and it is expected study will contribute to clarifying overall concepts relating to
sales training strategy to maintain sustainability. This research will stimulate business organization and sales
practitioners thinking and give a clear path to actions to be performed to achieve, create and drive sustainable growth
and be competitive. Academician and Research students can take benefits for academic purpose. Ph.D student have ready
reckon base to continue further research proposed in future scope. Academicians: Can use real data, practical and
applied cases and business scenarios for clear-cut understanding of the basic and advance concepts in Sales & Marketing
pedagogy.
Gain Insights of Sales training effectiveness, to what extend satisfying organizational motive for Knowledgeable
human capital, i.e. dignified, intellectual, ethical, compassionate and caring workforce, to deal dynamic market,
technology and business process. Certain to achieve status of high organization value (EPS, range of facilities and
benefits).

Introductory Statements
Integrating Sales Training Resource and Rational Plan View for Sales Training
Understanding Dynamic Competency of Sales Organizations
Komal K Das, A Upadhaya, Subrata Das
Market dynamism and ever-increasing degree of complexity, especially for Indian sales organizations, stirred
decision makers to accumulate right blend of resources in various domains of technology, knowledge management
followed by a rational plan for sales training. There are other reasons as well; changes in business cycle lead to
situational changes which enforce changes in procedural methods and therefore both sales force and their organizations
must continue to learn in order to remain competitive. Even though the sales organization continually is emphasizing
periodic learning apart from task-related knowledge, skills, and abilities. In this era, competing with multinational rivals
depend highly on their ability to adapt changes with agility; being pro-active to sustain in the future and differentiate
itself from the rest of the crowd. The notion of system design for sales training likely to bring significant changes in
domain of sales management, in particular, strategic approaches towards sales training. This idea of sales management
research, not only anticipates, but also formulates structural antecedents and consequences, build perceptions that
describe sales organizations in particular paradigm. These perceptions, then become building blocks of different genres
of research. Attempts were made to manipulate the sales training environment with an underlying goal of attaining
competitive advantage.
SALES TRAINING RESOURCE VIEW
Technology and knowledge advancements require constant adjustments (Cron et al.2005); enforcing
organizations to restructure sales training resources (Arguinis & Kraiger, 2009). Salespeople and organizations believe
sales training will increase performance related skills (Johlke, 2006). The other advantages; yields higher productivity,
quality work, and minimal errors; reflects traits such as high morale, motivation, commitment and teamwork, being
integral for competitive advantage (Salas et al., 2006). Sales culture of the organization with respect to provision of
Learning resources can serve as a key contributor to success, as often project influence of sales managers and executives
(Lambert, 2008).
First genre, sales training resources view, focuses on sales organizational decisions and actions pertaining to
sales training, and we perceive such decisions and actions are taken within the ambit of organizational boundaries.
Resource view emphasis on those decisions and actions that are required for improving bottom-line results. The decision
primarily concentrated for enhancing interpersonal and technological competencies required by sales force (Salas &
Stagl, 2009). Varieties of communication technologies, professional training, services of experts, knowledge warehouse,
and professional course modules relevant to specific requirements have enabled Sales Training intervention to be
carried out in numerous ways, previously unimaginable. This not only requires optimal utilization of existing resources,
but also incorporating development of new resources for enhancing organization value. Key decisions affect the resource
type for which management is only responsible. In-depth understanding is required for optimal utilization, like what
types of training resources are essentially required, what are the skills needed to be developed, who should be hired
internal coaches, external practitioners or professional trainers. Among numerous choices organization has to decide
most optimal one. Often the choice is contingent not only upon the environmental dynamics, but also on the degree of
alignment with internal functions. However, sales management functions and resources are intricately linked to
sustaining competitive advantage. Thus the choice actually becomes a strategic choice. In the resource-dependence view
of organizations, internal arrangements and external resource providers are important.
Training process already impacted by uses of emerging technologies, but in sales training, the role of technology
either void or ineffective (Rust 2006). In Lassk et.al., (2012) view, emerging technology has potential to initiate personal
learning and social media interactions in the sales process, and therefore sales training through emerging technology has
been rapidly advancing as hottest topic of interest. However the use of technology to enhance learning is not new
(Scardamalia & Bereiter, 1994). e-learning or m-learning, has a relatively short history (Pachler, Bachmir & Cook, 2010);
mobile learning (m-learning) refers to learning through digital mobile devices that can be carried and used anywhere,
any time as well as on-the-move (OConnell & Smith, 2007). Job aids tools can also enhance job performance (Salas et al.
2006). A variety of resources would enhance learning through embedded learning pedagogy with technology that could
be availed by trainer, experts, peers and learners according to their own frames of reference.
RATIONAL PLAN VIEWS
Complexity adds up as salespeople recommend and prefer; general selling skills, communication, overcoming objections,
product knowledge, marketing, presentation, handling objections, closing, negotiation skills, sales aids, technical training,
and customer service. Managers usually prefer courses that includes self-motivation, team management, sales
presentations and demonstrations, planning, sales calls, time management, and buying behavior. Methods are also
numerous; video tapes, role-playing, audio tapes, reference materials, training manuals and case studies. Usually
computer simulations and case analysis frequently use methods (Chonko, Tanner and Weeks, 1993).
Learning as conceptualized by Vygotskys as being cognitive and social (Powell & Kalina, 2009). An emerging
learning style; mobile learning, a form of virtual learning facilitated and enhanced by the use of digital, portable, mobile
devices, carried and used anywhere, anytime (OConnell & Smith, 2007). The net tablets encompass extension of mobile
learning for just-in-time, available anywhere learning opportunities (Belshaw, 2011) have fostered flexibility in training-
learning processes and supports personalized, approach to learning. Mobile learning favors adult learner as adult
learners are learners with work and family, having priorities (Day 2012). This form of sales training likely to consume
significant resources, however leverage open, independent, interactive, connective and collaborative learning where the
notion of m-learning, e- learning and virtual learning also leveraged.
Empowerment for these dynamic technological resources, i.e. tablet and cloud computing, can cope mobility of
learners, for the 'moment learning along with on the 'movement' learning. This the empowerment of resources for
interactive technology would zeal for individualized learning (control of the learner), personalized learning (increase
success rate), and motivates self-coaching (i.e. Using technology") for self up gradation to improve their skills,
consequently, the effectiveness of their organization.
ORGANIZATIONAL DYNAMIC CAPABILITY
Experiences had shown that continued interaction to exchange ideas between trainers, managers, peers would
be a starting point for building skills effectively through emerging technologies. Not much research has been done
regarding learners in this area (Laurillard, 2002). Dynamic resource provision would empower the sales force to opt
convenient approach aligned to their learning philosophy and preferred learning methodology (Johnson et al., 2010). A
variety of resources would enhance learning through embedded learning pedagogy with technology that could be availed
by trainer, experts, peers and learners according to their own frames of reference. Innovative sales training methodology
could be productive of concepts and the emerging technologies applicable to other aspects of sales management,
including CRM, online collaboration, sales plan creation, reinforcement of intransitive skill. Robust learning experience
would be achieved through implementation of learning management system (LMS) with integration of technological
support such as excellent streaming technology with voice-over IP, optimized graphics and flash files, multimedia,
animation, self-assessment exercises, demonstrations on video, specialized work based training videos, course access
through email and the Internet. All of these resources would be appropriate to enhance motivation and confident
attitude towards learning.
Innovative sales training methodology could be productive of concepts and the emerging technologies
applicable to other aspects of sales management, including CRM, online collaboration, sales plan creation, reinforcement
of intransitive skill. Robust learning experience would be achieved through implementation of learning management
system (LMS) with integration of technological support such as excellent streaming technology with voice-over IP,
optimized graphics and flash files, multimedia, animation, self-assessment exercises, demonstrations on video,
specialized work based training videos, course access through email and the Internet. All of these resources would be
appropriate to enhance motivation and confident attitude towards learning.
McKinsey, trusted and pioneer global management consulting firm in March 2010, in their global survey result
mentioned that organizations around the world have spent nearly $100 billion per year to train their employees, on
the contrary, few handful workforce had acquired or applied job-work related skills and competencies. In their routine
tasks. In a nutshell, despite consistent, regular, periodic sales training interventions, many organizations fail to develop
the skills of their workforce (IBM, 2008). In light of these developments, Miller Heiman Sales Best Practices Study in
2012 provided insights that sales-peoples core competencies need to be effective.
Definition of Sales training system
Sales training is directed toward teaching selling process to inexperienced salespeople, in a relatively short time,
the skills of the more experienced members of the sales force Weitz et al. (1986).Stein, D. (2011) recommends sales
training to be Regular, Relevant, Realistic, and Reoccurring for having competitive advantage and high organizational
value. Learning orientation has a positive impact on firm performance (Farell, 2000). Sales managers who are effective in
coaching consistently deliver more value to their organizations. Sales training involves the systematic attempt to acquire
skills, competencies and knowledge to reach acceptable levels of performance goals or systematic attempt to transfer
best components of selling such as essential selling competencies that includes knowledge, skills, and behaviors that are
critical for successful sales performance. The goal of the sales training being master required competencies and to apply
them to their day-to-day routines (Noe, 2008). Usually treated as supplement to learning after doing by experiences or
on-job-training. Sales training should not be considered as one-time affairs as rarely produce results, rather a process
which consumes a significant portion of time. An effective sales training approach should focus on imparting best
behaviors and practices for enhancing organizational value, preferably through interactive way, followed by
reinforcement and evaluation which of course needs considerable amount of time. A training system should not merely
be a haphazard collection of contents, approaches, methods rather challenge lies in creating a balance between
technology and the personal touch needed to make the sales force effective to enhance organizational value through
sales training. During the last ten years, development of sales management systems is probably one of the greatest
happening in business circuit that moved sales training from the realm of art to that of science, which also calls for
consistent improvements. Now onwards, sales training activities should take on the role of educating, informing,
instructing and developing the sales team, using real world scenarios currently being experienced by the sales force.
Though its a tough challenge for sales organizations to change their sales training procedures. Moreover, there lies other
factors that contribute to complexity, the changing human behavior and another is lack of understanding and know-how
of what works in relationship-selling. However, top management recognizes sales training as a crucial part of having a
competitive edge.
Kirkpatrick model (2011) was recognized for introducing the concept of ROE (return on expectation),
considered instead ROE instead of ROI, might be practical and feasible to indicate successful training in terms of
expectations. Argues that replacing ROI by ROE, it would be possible to determine the degree of expectation met. The
effectiveness of sales training often considered to be dependent on ability of learner to apply newly acquired
skills/competencies (Salas et al., 2006). This original understanding needs to be amended. In addition, sales managers
attitude and effectiveness to coach consistently deliver more value to their organizations. On this ground, Barone
(2012) recommends attitude examination of sales managers in predicting inferences, as optimist manager likely to infer
that periodic training and coaching attains a satisfactory level of sales-force performance thereafter improves to excel in
the future, whereas pessimist type may recommend termination.
These extremes, the absence of systematic and structured approach for coaching and training, less attention from
researchers and academicians, mixed findings, lack of empirical evidences, inadequate thoughtful approach and
professional knowledge on sales training system design, dramatically causes multifaceted difficulties and ineffectiveness.
We perceive system design framework could enhance the effectiveness of sales training. Thus, it is important to
understand the fundamental reason that how and which variables affect effectiveness and how can system design
approach would enhance the sales training effectiveness thereby Organization's success. It has been perceived that
methodical determination of training program needs is necessary for designing valued sales training, otherwise, could
result in decisive effect and time wasting activity. McGehee and Thayer (1961) suggest that sales training needs
assessment should focus on, organization, task, and humans.
Few systematic efforts have been reported in literature that endeavor effectiveness in sales research.
Robertson, Dixon, and Curry (2006) observed dramatic decline in conceptual sales articles in elite journals. It's obvious
that researchers have made little efforts to Thomas Stewart, in an editorial of Harvard Business Review (2006), stated
sales domain gets less attention from researchers and academicians whereas sales is a topic, which facilitate all
business activities. Plouffe (2008) explored a variety of journals to unearth prospects for sales management research;
findings revealed that during 1983-2006, among 1270 sales articles, sales evaluation and performance article were
constructed at 5.2%, whereas sales raining lags much lower at 3.9%. Therefore, we know very less about how exactly to
deal sales training effectiveness issues, if reported literature is to be considered. In previous four decades, few sales
training models and framework has never been effective and lags to address challenges facing the firm; majority of
research primarily used for theory building and methodology development (Wang, Dou, & Li, 2002).
Kirkpatrick model (2011) was recognized for introducing the concept of ROE (return on expectation),
considered instead ROE instead of ROI, might be practical and feasible to indicate successful training in terms of
expectations. Argues that replacing ROI by ROE, it would be possible to determine the degree of expectation met. The
effectiveness of sales training often considered to be dependent on ability of learner to apply newly acquired
skills/competencies (Salas et al., 2006). This original understanding needs to be amended. In addition, sales managers
attitude and effectiveness to coach consistently deliver more value to their organizations. On this ground, Barone
(2012) recommends attitude examination of sales managers in predicting inferences, as optimist manager likely to
infer that periodic training and coaching attains a satisfactory level of sales-force performance thereafter improves to
excel in the future, whereas pessimist type may recommend termination.
These extremes, the absence of systematic and structured approach for coaching and training, less attention
from researchers and academicians, mixed findings, lack of empirical evidences, inadequate thoughtful approach and
professional knowledge on sales training system design, dramatically causes multifaceted difficulties and ineffectiveness.
We perceive system design framework could enhance the effectiveness of sales training. Thus, it is important to
understand the fundamental reason that how and which variables affect effectiveness and how can system design
approach would enhance the sales training effectiveness thereby Organization's success. It has been perceived that
methodical determination of training program needs is necessary for designing valued sales training, otherwise, could
result in decisive effect and time wasting activity. McGehee and Thayer (1961) suggest that sales training needs
assessment should focus on, organization, task, and humans.
Few empirical studies were found and existing models fail to distinguish the actual impact of sales training
(Gray & Herr, 1998). We need to know more about which instructional methods are best suitable for increased
organization value. What should be the role of trainee, train and how to analyze, design, develop, implement and evaluate
sales training functions. Whether or not performance metrics are optimally aligned with organizational objectives. Is
there is provision for an incremental measurement procedure to determine progress toward required behaviors? What
are different parameters were related to performance metrics? More research is needed to empirically verify framework
to evaluate whether sales training has been effective in achieving organizational goals. Few effective methodologies in
the past have been ignored few such as qualitative and case-based approaches, quasi-experimental designs, network
approaches, and multilevel modeling. (Evans et al. 2000; Luke 2004). Another significant reason for ineffectual sales
training is the lack of learning reinforcement following the sales training obviously fails to produce effective and value
for the organization.
We need to answer, how managers incorporating analytic to improve coaching and mentoring, Is it feasible to
invest? How an organization validates whether existing resources were provided required support for sales execution
activities. How does sales management act / support to develop salespersons competency / skill ? Do organizations
insists for developing leadership skills? What are the optimal approaches sales managers executing to implement
organizational strategy? What are the critical parameters of sale success? What are the barriers, shortcoming that
results in greatest of pressures? Which training options most appropriate for providing strategic advantage? What
should be the optimal length of sales training to impend skill contents in salesperson behaviors. How Sales training can
be delivered through technology. How sales organizations use technology for self-directed learning programs (SDLPs)
for sales? What are various Self-directed learning approaches? How an organization can discover potential skill
gaps. What are various measurement approaches practiced in developing economies to determine sales-training
effectiveness. How organizations can determine the skills, competencies and expertise, needed for sales? What should be
a practical approach to determine trained skills have been actually implemented. How to unearthing characteristics of
competent salesperson; who exhibits, dynamic competency and are technologically savvy. What should be the Training
content to deliver post-sale service and proactive recovery methods? How social media can be incorporated in
organizational sales process? Weather collaboration of any kind is feasible to resolve problems with customers. How to
integrate service activities into a sales position? How can sales training increase salespeoples cooperative power to help
resolve customer issues? To what extent can empathize behavior be installed through sales training? How can research
on perceived fairness, business etiquette, and joint problem-solving enhance sales training on the sportsmanship
dimension? How can customer expectations for post-sale service and recovery strategies be incorporated into sales
training? Are there situational contingencies? From the buyers perspective, which sales competencies and behaviors
lead to more favorable perceptions of salespeoples compatibility, credibility, and expertise? What specific skills,
knowledge and elements of cooperative power will enable the salesperson to be a strategic orchestrator with increased
accountability. How to design training content, so that the effectiveness of the training can be demonstrated? What
strategies are used to ensure relevancy of training content? What are the various methods of including the customer
perspective on salespeoples training needs, and what is the relative effectiveness of these methods? What are the
various techniques for identifying the skills, competencies and expertise that employees need to succeed? Enhanced
Technology Capability. What are the best practices in using social media in the sales process? How do sales training
programs currently define diversity? Why does it define this way? Do training outcomes depend on the narrow or broad
definitions of culture? What are the knowledge, skills, and attitudes of culturally competent salespeople?
What is essential for salespeople to know about culture's impact on negotiation, communication, and relationship
building? How an organization can improve level of value provided to customers and major accounts? What are the
difficulties in evaluating sales training?
What are significant Barriers, Shortcomings and Challenges ahead in sales training? How to develop Behavior modeling
Framework before conducting Sales Training? How can sales training increase salespeoples cooperative power to help
resolve customer issues? To what extent can empathize behavior be installed through sales training? How can research
on perceived fairness, business etiquette, and joint problem-solving enhance sales training on the sportsmanship
dimension can customer expectations for post-sale service and recovery strategies be incorporated into sales training?
Are there situational contingencies? From the buyers perspective, which sales competencies and behaviors lead to more
favorable perceptions of salespeoples compatibility, credibility, and expertise? How to design training content, so that
the effectiveness of the training can be demonstrated? What strategies are used to ensure relevancy of training content?
What are the various methods of including the customer perspective on salespeoples training needs, and what is the
relative effectiveness of these methods? What are the knowledge, skills, and attitudes of culturally competent
salespeople? What is essential for salespeople to know about culture's impact on negotiation, communication, and
relationship building? Another area for investigation can be mapping the different behavior trends engaged by
salesperson. Researchers can explore underutilized domains such as social networks and its role in contemporary
selling, characteristics of high performing sales teams, implementing sales training at an economical cost and developing
sensitive salespeople. What sources of information are considered crucial while conducting sales-force training needs
assessment and evaluation? Does organizational climate and management attitude influence sales training needs
assessment and/or evaluation practices? Ken, Tosi, and Cannella (1999) strongly argues researchers to move beyond the
individual salesperson and investigate under researched arena such as firm level or even entire industries. Few
effective methodologies in the past have been ignored few such as qualitative and case-based approaches, quasi-
experimental designs, network approaches, and multilevel modeling. (Bonoma 985; Hurley 1998; Evans et al. 2000;
Ostrom 1996; Luke 2004). Researchers could map and identify essential factor that are important; before, during or
after training. Although incorporating multiple factors into sales training might restricts few firms for financial reasons.
Future research could investigate desirable factor considered to be valuable for organizations having limited resources.
Future research can also design training content for delivering services after sales and recovery methods who often
cope with customers complain. How Sales training can be delivered through technology. Do different types of
salespeople have different needs in utilizing technology for training? What are the best practices who use social media to
deliver sales training? How are sales organizations using technology for self-directed learning programs (SDLPs) for
sales training and how it can improve SDLPs. Is it possible to develop methodology for Sales training evaluation having
accountability. How organization can discover potential skill gaps. What are various measurement approach practiced
in developed economies to determine sales-training effectiveness. How can organizations assess sales competencies
and expertise needed. What should be practical approach to determine trained skills have been actually implemented
and are aligned to organization mission. Another challenging issue, unearthing desirable characteristics of competent
salesperson; who exhibits dynamic competency and are technological savvy. As sales training evolves around
collective efforts among sales teams , hence looking to the future of sales training, Lassk, et a. (2012) laid few key
challenges for researchers; changing role of the salesperson, increased accountability, technological capability, and
culture competency, integration of service activities into sales, customer-oriented selling, effectiveness measurement to
be considered during training needs assessment, incorporating emerging technology, self-directed learning and the use
of social media. Answers to these research questions should benefit firms to by a restructuring sales training process;
enabling better understanding in the knowledge economy, the ultimate aim being to improve industry practice.
After examining sales training issues drawn from exhaustive literature review unearthing inconsistencies,
unexpected findings and insights. We perceives that conceptual system design approach for sales training could benefit
sales management firms to restructure sales training . Significantly consider research gaps and research questions from
elite papers, we perceives these issues could be address by system design model. Model expected to deliver outcome in
terms of increased Job capabilities, Performance, Competitive Advantage, Retention, Knowledgeable human capital,
Revenue and High Organizational Value . Thereby much of unanswered questions can be dealt and effectiveness could be
enhanced.
DOMINANT COLLABRATIONS AND RESOURCES
Proposition 1: Sales capabilities of the organization are decided by knowledgeable human resources within the
organizational boundaries and in turn contingent upon dominant collaborations and sales managers / trainers in the
organization.



1. Introduction

This review paper intends to build up a multi-faceted view of the literature on ST. The papers contribution is organized
in three levels. Level 1 draws realistic preview of current literature by identifying the meaning and use of ST in different
contexts, as organizational need and management concerns within sales management and sales training. Second, the
study seeks to gain clear-cut understanding of the major themes within the training delivery literature that perhaps
influences future investigation. With this remit Level 2 focuses tactical issues, i.e. components of ST; and Level 3 view as
a strategic and creative process that emphasize strategic management and use of emerging technologies.

1. A proposed line to inquire about Sales training

The importance of sales training (ST) has been embraced by scholars and practitioners in various settings, few of them
are, salesperson behaviors, attitudes (Romn et.al., 2002; Jonathan et.al., 2004; Pettijohn and Taylor, 2009;); developing
client relations, strengthen relationship selling (Honeycutt et.al., 1995; Saxe & Baroom et.al., 1998; Schwepker, 2008;
Hansen, 2008, Smith, 2009; Gonzalez et.al., 2010 ); adaptive selling (Saxe and Weitz; 1982, Lambert et.al., 1990,
Predmore et.al., 1994, Delvecchio et.al., 2004, Pelham, 2008); consulting oriented and consultative selling (Powell, 2001,
Pettijohn et.al., 2007, Pelham, 2008, Homburg, and Klarmann 2011b). Despite a shared discernment of the role of sales
training as a potential enabler of multidimensional benefits, it still holds a broad range of subject matters. Further,
different motivations underpin the sales training process and the types of the procedural system to rely on. However, ST
has potential to transform the average sales force into expert sales professionals for value creation (Powell, 2001).
Therefore a starting point consists of calculating at the interpretation semantics of the term sales training, that refers to
higher productivity, quality work, and minimal errors, additionally high morale, motivation, dedication and teamwork,
integral for competitiveness" (Salas et al., 2006). 'Training' is a noun, whereas 'train' is a verb, that is, to master the
required competencies and apply in routine sales activities (Noe, 2008), to increase performance-related skills (Johlke,
2006). It follows that training cannot be an isolated function, but rather it should engage with the selling functions of the
organization and contribute to strengthen customer relationships and experience of the buyer. From this perspective,
the aim of this study is twofold: first, it seeks to sweep up the contemporary sales management literature and second,
contributes to it by providing a structure for a richer understanding by segmenting it in punitive areas and supplying a
physical body of reference which practitioners and scholars, amongst others, perhaps refer to. Already several recent
studies attempted to review such literature to consolidate useful theoretical knowledge (Buttle et.al., 2006;
Panagopoulos and Avlonitis, 2008, Artis and Harris, 2007, Das and Upadhyay, 2013). As though, Buttle et.al., (2006),
critique SFA (sales force automation) literature on theoretical and methodological grounds. SFA , a subset of CRM, known
to support the sales function through the application of software technology, often thought as consisting of people,
process and technology (Buttle 2004). However, it is observed that SFA focused on people and technology issues instead
of SFA process outcomes. Therefore, presented a number of specific research questions to generate more useful
knowledge about SFA. Due to the absence of consensus on what constitutes a good measurement of sales force control
(SFC), Panagopoulos and Avlonitis (2008), suggest ways to move forward for researchers by pertinent, relevant themes
and how methodological and practical constraints might be headed. Artis and Harris (2007) reviewed organizational
influence and climate for learning, to introduce the concept of self-directed learning to supplement traditional sales force
training to improve the performance. Several variables such as motivation for self-directed learning, core sales skills, and
need for contextual practice is examined for successful implementation. As an output, an integrated framework figure
out four types of self-directed learning interventions (induced, synergistic, voluntary, and scanning) tailor independent
learning. In this matter, presented a series of propositions for the development of salespeople using self-directed
learning methods. In an attempt to address issues in ST evaluation, performance and transfer of training Das and
Upadhyay (2013) identified gaps in the areas of performance improvement, learning adoption and trainees perceptions.
They emphasized clarity of the constructs and application of rigorous methods to evaluate whether sales training is
really productive to achieve organizational goals.
Thus, it is recognized that lack of clear definition in many dimensions in ST eventually responsible, that broadens sales
skills gap. If not timely constricted, sales managers and trainers likely to face drastic challenges to meet their objectives.
The ultimate scope of these studies is to classify knowledge and approaches to facilitate future research. Although these
studies addressed core dimensions of sales, however, tend to overlook ST design, content and delivery methods.
Nevertheless, their focus is in the first place on creating a set of concepts that can guide practitioners within the specific
domains of Sales Management Activities (SMA). They focused mainly on making a lot of theoretical ideas and concepts
that keeps on mixing. It appears difficult to draw priorities, how a sales training system works; how to analyze, design,
develop, carry out and evaluate ST. There are needs to identify a bar for a clear-cut differentiation. However, most of the
literatures seem to share three attributes: training may refer to a process, that is goal-oriented; and the set of goals
consists of improving bottom-line issues, dealing dynamic selling environments and fierce competition, improving
segments core competencies or creating something new (Plemons and Fort 2010). However, the problem remains the
same, most decision makers wish to accelerate sales revenue, backed up with ST, nevertheless, ambiguity exits how to
live in that respect. We perceive that stakeholders need reference, guide or methodology to select the optimal delivery
method and core contents within the specific regions.

In general, researchers have developed a wide range of theories about ST design across a heavy bit of disciplinary areas,
cognitive, social, psychological, computer technologies and information engineering. This review introduces a
segmentation of the literature that could capture how selling process, delivery methodology, and different contents
interpreted ST process assigning specific meanings for performance enhancement. We specifically focus on analyzing ST
at three primary levels; as intervention, continual and creative process. ST as intervention for organizational need and
management concern, as continual process to implement and execute ST; and as a creative process to dynamically grasp
the selling industry elements (Table 1). Table 1
A structure of the contemporary Sales training literature
Level 1
ST as Intervention
Level 2
ST as Continual Process
Level 3
ST as a Creative Process
Organizational need
Management Concern
Selling process,
Core Sales Competencies,
Instructional and Training
Methods

Strategic Approach
Use of Emerging
Technology


We draw upon a series of consideration as to justify splitting the literature in sub-domains. First, in moving from Level 1
to Level 3, the nature of ST moves from one extreme, to the other extreme. In between, the research included in Group B
perceived as a band of the managerial aspects of execution or implementation of ST in an organizational setting. Specific
research professionals handle the literature included in the different sub-groups, namely: in Level-1 scholars belong
mainly to top management and Training and Development whose interest focuses on conducting training; in Level-2,
management scholars from different disciplines (e.g., decision-making, technology culture and expert systems) tend to
rivet on the execution of ST issues at the organizational layer. Finally, academicians and professional practitioners in
Level-3 pay attention to the importance of the ST as a creative industry and explore how to shape the innovativeness and
competitiveness by strategic management and use of technology by collaborating with academicians, technology expert
and professional practitioners.

In general, the proposed structure offers an overarching understanding of ST to the extent that it ties together the
numerous facets of the ST activity perhaps potentially complement competitiveness. It follows a wider awareness of how
ST influences competency enhancement processes and growth at different levels.

Methodological Note

1. ST as Intervention

This segment reviews the stream inside the ST literature that focuses on ST theory, need and management concern.

1.1. Sales Management and Sales Training

Sales Management Activities (SMA) refers to the sales organization, process, protocols, discipline, commitments,
strategies, change management, sales force recruitment, and ST. The SMA plays an indispensable role to achieve sales
revenues, in turn, depends on productive sales force performance. Nevertheless, a significant issue is bottom line
performance. In this paper, we aim to explore ST for development of sales teams and stimulating individual talent. In this
regard, methodological and periodic training approach is pivotal, as sales training is interrelated and interdependent on
each bodily function of sales management.

Sales peoples are the front lines of the sales organization; so, practitioners believe the formal ST plan is essential for the
overall success (Bragg, 1988). ST has been practical intervention to improve sales force productivity (Katzell and Guzzo,
1983). However, the general sentiment is that sales training is essential, to transform ordinary sales people into expert
sales professionals (Pettijohn et.al., 2009). Moreover, several research already proved that learning orientation
positively influence individual performance (Farell, 2000). Training process also focuses on grooming sales force.

Selling as now came forth as an interpersonal, influencing and related to the buyer's choice criteria. These are symbolic
means to influence attractiveness and credibility. In the earlier decades, sales training meant for novice salespeople to
teach various entities of the selling process, in a comparatively short time, the accomplishments of the more experienced
members of the sales force (Weitz et.al., 1986). In the first place intended for increased performance through skills
acquisition, for attaining competitive advantage (Salas et.al., 2006). The basic target is to master the required sales
competencies and use them to their day-to-day routines (Noe 2008). However, it also augments or supplements learning
for productive performance, surpasses productivity records, incorporate motivation and commitment, fine-tuning of
work quality, increased morale, teamwork, and negligible errors (Salas et.al., 2006). In this regard, individual
salespersons strength does impact sales success; their efforts are building blocks to establish confidence and rapport
through a combination of sales personality characteristics and core selling competency. It is perceived that sales
behaviors have significant effects on customer relationship satisfaction and success of a customer relationship strategy
often depends on the behavior of sales people (Wang, 2012). Subsequently, customers also depend on them for solutions
(Powell, 2001). In fact, a potent instrument for producing required competencies such as interpersonal and technological
competencies. A positive sales result is directly relative to the effective sales training.


1.2. Organizational Need

Developed business and economic systems, continually relied on knowledge, skills and competency to deal market
dynamics. Across the globe, training and development activities are of highest business priorities (Chen et.al., 2005). Past
research indicates that continued employee development (learning) is vital to the success of any organization (Phillips,
2003, Peters, 2004, Carnevale, 2005, Colvin, 2006, Homer and Griffin, 2006). In recent times, ST emerges as one of
critical marketing functions, where sales force productivity is a major benefit proclaimed by sales organizations that
practice sales training. Accordingly, intervention is needed to serve effectively in the current and future marketplace
(Crane et.al., 2005), and if organization have to participate in the global marketplaces (Noe, 2008). In the present buyer
driven market, selling process requires a set of complexities and technical promotions. Further, globalizations, tough
competitor, technology variability, changing demographics, sophisticated and knowledgeable customers, fast-paced
transactions and new distinctive models are prime concerns. Salespeople with lack of sales preparation never yield
stellar results, might go with a smattering of new leads and decrease in existing business (Genn, 2004). Most managers
concur that there is absolutely no substitute for a promising, sensible and dynamic sales team for which ST is all
important. In the present era, it is purely a tactical issue affecting the legal transfer of ST to sustain in knowledge-based
economy, where the core is sales effectiveness i.e. consistent sales performance against quotas is an elusive destination.
Nevertheless, recession and tough economic condition are a great time to conduct sales training.

1.3. Management Concern

Every business sustains on performance aspect and the dilemma of optimal 'performance' is universal. It is necessary to
upgrade the knowledge and skills of the sales force to remain competitive because of dynamic selling paradigm,
complexity and fierce competition (Lambert, 2010). They need to continually update core sales competencies to work
effectively in the current and future marketplace (Crane et.al., 2005). Moreover, salespeople does not reflect either
improved performance nor behavioral changes or application of learning competencies in routine sales activities, thats
being reason why most of sales training fails. It is also observed that organizations fail to understand the actual impact
of sales training because of cost factors and ignores revenue generated from effective sales training (Johnston and
Marshall, 2008). They are of the opinion that too many sales training were conducted without measuring potential
benefits. Its a matter of concern that clear-cut understanding is required to be gained, that's how a sales training
program works or how to restructure that enables top management to set priorities. Additionally, management is also
concerned for maintaining balance amid sales force, managers, trainers, emerging technology and clients. Therefore, a
creative touch to the sales preparation process, perhaps enhances sales people's proclivity to meticulousness.

2. Components of ST

Sales are the strategy of meeting needs in an opportunistic market driven by human interaction. Today's sales
professionals must have a combination of a superior relationship builder as well as a trusted adviser. However, in the
present era, ST is purely a tactical issue that affects the delivery of sales training to sustain in knowledge-based economy
where consistent sales performance against quotas has been an elusive goal. Although there are no instant fixes, to
ensure behavior change, the system needs structured long-term vision. In this regard, level-2 focus discussions on Selling
Process, Core Sales Competencies, Instructional methodologies and Delivery approach.


3. ST as a Creative Process

3.1 ST and organizational strategy



Future Research Direction
Sales training is rapidly becoming a research topic of interest, as it evolves around many disciplines. Hence looking at
future of sales training, answers to these research questions, perhaps benefit organizations in many ways. It will help
organizations to restructure sales training; facilitate knowledge about optimal measures such as improving delivery
modes at lower cost and developing sensitive salespeople who can work with demanding buyers and managers. In sales
management literature, important constructs are organizational commitment, self-autonomy, work satisfaction,
organizational support, performance and turnover (Edmudson, 2008), whereas sales effectiveness constructs that
positively influence outcomes are consulting, listening, customer orientation, adaptive selling, customer retention, and
sales target (Pelham, 2008).

As training effectiveness, significantly dependent on the ability of trainees to apply newly acquired
skills/competencies (Salas et al., 2006). The future advance could be customized modules as per need and
preference of each individual salesperson that is practical, relevant, and within the comfort zone. Customization
can be done consulting with peers, manager or mentor or by individuals themselves.
Prahalad (2005) is of view that strategy implementation provides uniqueness to an organization. Therefore, how
to formulate sales strategy for executing strategic training can be interesting research to provide direction for
future needs with a structured migration path.
We perceive sales culture can significantly enhance effectiveness. A useful research agendas, do training
outcomes could be depend on the narrow or broad definitions of culture, and how sales culture makes an impact
on sales people's negotiation, communication, and relationship building ability?
How image consultants can develop professional image. How to develop leadership skills, time management,
customer analysis and planning, using technological tools and sales aids are yet not focused.
What are the best practices for using social media to deliver sales training? How social media can be
incorporated in organizational sales process?
Do different types of salespeople have different needs in utilizing technology for training? Is it feasible to apply
different methodologies for different learning objectives?
How to benchmark needed sales competencies and expertise? Which sales competencies and behaviors lead to
more favorable perceptions of salespeoples compatibility, credibility, and expertise? Which sales behaviors are
favorable? How can different behaviors and trends engaged by salesperson can be mapped?
How can sales training increase salespeople capacity to resolve customer issues? How can customer
expectations for post-sale service and recovery strategies be incorporated into sales training?
How to design training content, so that the effectiveness of the training can be demonstrated? What strategies
commonly used to ensure relevancy of training content? What specific skills, knowledge and elements increase
accountability? What contents can enhance perceived fairness, business etiquette, and joint problem-
solving?What should be contented that address essential ethical behavior, to address ethical dilemmas and to
reinforce codes of conduct?

Sales training calls for consistent improvements from the realm of art to that of science. The present challenge is to shape
individual as competent and technology savvy salesperson. Perhaps this is the most urgent question to answer. In a
nutshell, sales training activities should take on the role of educating, informing, instructing and developing the sales
team, using real world scenarios experienced in vibrant marketplace. Answers to these gaps, expected to deliver an
outcome in terms of increased Job capabilities, Performance, Competitive Advantage, Retention, Knowledgeable human
capital, Revenue and High Organizational Value.


Appendix-A : Common selling process in practice.
Appendix C : Learning Approaches / Style Utilized

Action learning During the learning process, teams or groups cooperate and act to find a solution for problem
under guidance of the instructor (Noe, 2008).
Active learning Method engage the learner to achieve specific skills (Silberman, 2005).
Adventure Learning The method uses structured activities to develop teamwork and leadership skills (Noe, 2008).
Connectivism Method use network, produce connections, keeping track of knowledge resources, and
accesses during, need.
Constructive
(individual)
The method facilitates understanding through own effort and self-experience. Includes
individual activities, constructs new idea or test theories.
Constructive (social) Process facilitates inventing new ideas through collaborations, social actions, sharing thoughts,
and experiment.
Discovery learning Interactive guided exploration method within a controlled environment.
Experiential
(ELA) Learning
Instructor led intervention that integrates a clean statement of goals, definite learning purpose,
intended effect and possible variations in activities (Broad, 2005).


Appendix-E Highlights conventional and high-tech delivery methods utilized in practice.

Conventional ST
On-site or Field training / Coaching Keenan, 2000; Landale, 2004; Noonan, 2009; Sarin and
Kohli, 2010
Classroom Training, Executive coaching, Out of field Matthew and Valencius,2006; Valencius, 2009
Self-directed learning (SDLPs), Self-regulation training,
Self-instruction (open learning or peer-learning
networks)
Cron et.al., (2005); Artis and Harris 2007; Leach et.al., 2005
Distance learning Longfellow et.al., 1995,
Spaced and Massed training Kauffeld et.al; 2010,
Socialization Of New Recruits Barksdale Jr. Et.al., 2003

High-tech ST Erffmeyer, 1989; Longfellow et. al., 1995; Honeycutt
Jr.et.al., 2002
e-collaboration
Online learning database, Webinar based, Wireless, PDAs,
e-learning
Heidecke et.al., 2009, Anderson, 2008; Chelan, 2006;
Powell, 2001
Web-based enterprise-wide resource planning software Marler et.al., 2006,
Mobile information system, to enhance technology
adoption
System Sciences, 2007
Expert System based on computer technology,
incorporating
cognitive processes and knowledge of sales performers
Rubash et.al., 1987; Shepherd, 1990;
Microcomputer-based Collins, 1986
Video graphing skill practice (major step in sales cycle) Lippman, 1986
Interactive video system Martin and Collins 1991
Video enhanced sales training (VET); Video presentations Honeycutt et. al., 1993 ; Gehring et.al., 1988,
Just-in-time Holton et. al., 2006
SFA (sales force automation) Buttle et al. 2006
Sales Resource Management (SRM) Wang 2010
Customer relationship management Tanner et.al., 2005; Landry et.al., 2005
























Strategic Article

Sales training, in essence, intended to amplify performance via constructive behavior change and surpass productivity
records. Despite consistent, regular, periodic training, innumerable organizations fail to develop needed competencies
(IBM, 2008). Limited sales-people's has interpersonal and technological capacity to face ever-changing work
environments (Salas and Stagl, 2009). Salesperson does not show neither improved behavioral changes nor able to apply
learned skills in routine actions. Moreover, a coordination gap amid marketing and sales administrator adds up
complexities. Amid countless, one of the primary reasons is a shortsighted focus on results by management,
supplemented with the absence of learning reinforcement mechanism, irrelevant contents or delivery methods. Maybe
lack of perspectives or transparent systems is principal concerns. Overall, its unfortunate that existing procedures lags
behind to keep pace with dynamic realities. Furthermore, organizations are facing accountability issues as sales-people's
are not prepared to position themselves in an era of volatile competition. Across the globe, sales organizations meet a
common question: Which interventions to a great extent are efficacious, and to what extent? Author perceives paucity in
strategy formulation. To ease the creation of pragmatic accountable sales-force behaviors, advocate decisive and
structured training as necessary. Strategic Intervention The role of strategic management in sales training is void.
Regardless of how, realization of the need is the awareness that under normal condition flow from topmost to bottom.
Crucial decisions are the responsibility of prime stakeholders, for example, market interpretation, orientation and
collaborations (Piercy and Lane, 2005). Lucent technology director emphasized decisive training to increase profitability
and customer loyalty. On that, account stirs thought-provoking ideas, straightforward tied with objectives and
management support (Johnson, 2004). Today economy demands value-creating salespeople, so retooling becomes a
prerequisite. Thus, a tactical approach extends noteworthy solution and worth trying (Rackham, 2009). The requisite is
to expand horizons by finding out innovative interventions to heighten skills and competencies of sales-force, thereafter
acquire more business opportunities, and in parallel satisfy wants of existing customers. In the future, a restructured
migration path along with strategy's extent ubiquitous connectivity to develop more sensitive salespeople that can work
with buyers and managers having different origins, beliefs, and business practices. In the next section, a discussion is on
various dimensions and intervention that may be utilized to contrive strategic sales training. Sales Construct and
Interventions Sensible relationship between salespeople and organization is a key perspective in formulating, planning,
designing and implementing sales training (Crane et al., 2005). The practical constructs that govern the upshots are
commitments, self-autonomy, work satisfaction, and management support, within sales management (Edmudson, 2008)
since effectiveness dimensions are consulting, active listening and adaptive selling and sales target (Pelham, 2008).
Failure analysis and recovery strategies have an impact on outcomes (Gonzalez, et al., 2009). At that point, remedial
support is pivotal as proportional to sales revenue. Even then service marketing receives little contemplation. Plemons
and Fort (2010) insist on deliberations to reinforce a sales culture to learn the latest trends. In due course, researchers
have not considered sales presentation as strategic (Hershey, 2011). The trend of the time should favor more on salient
conducts than improvements over ROI (return on investments). A prominent illustration, post-training expectations of
Xerox Corporation fulfilled in context of functionality. Thus identified key part to drive business forward by relied on the
performance impact as a replacement against increased sales. (Keenan, 2000). An empirical investigation established
significant positive relationship amid socialization and salesperson productivity, ergo, suggests such a program for fresh
sales recruits (Dubinsky et al., 1986). Barksdale Jr. (2003) used Dubinsky model to investigate socialite and retention
rate of salespeople. The study explicates a decisive bonding between these dimensions. Thus, notion gain proliferation in
context of reduced turnover. Despite due importance requisite attention never focused on socialism. Regardless of how,
effective strategic issues have been those where a premium choice to transcend business credibility through social media
as a marketing platform. A sales culture is a key contributor to overall success. Furthermore, categorical culture connects
skill development with strategic goals for decisive climate towards periodic promotions, career put forward vital
aspiration. Thus, sensible relationship and implicit culture end negative influence, fundamental to discharge under
pressure. Results of an empirical research hold forth the right perception that during still in progress training group
brainstorming session intensifies and strengthens propositions and suggestions. Integration of such idea generation
practices, assists creativity (Baruah and Paulus, 2008). Multitudinous believe spiritual individuals are more reliable and
productive on the degree of fulfillment and execute work in a meaningful way (Porter et al., 2008). Moreover, sales
organizations often face turnover, for that reason meets frequent stress and burnout. Hence, motivation in context of
workplace spirituality as a priority without doubt elevates commitments, ethics, and productivity. Another strategic
choice, In-basket exercise at the outset utilized to access specific prerequisites in sales management while recruitment of
new graduate for a sales position, so its use to gauge competencies such as non-verbal demonstration of energy,
keenness and to uncover vital sales requisites or characteristics such as sensitivity, leadership, communication abilities,
persuasiveness, planning and analysis augment more competitiveness. The common techniques used are group
discussions without leader, simulation game, interviews, presentations, and business task (Thomton and Byham, 1982).
Moreover, Dr. Martin Seligman with over 1 million participants, unearths unique predictor of optimistic expectations,
which HR (sales) can use. As an event, the convenient instrument eases decision making, and flatter as an interpretive
tool to select recruits with a higher level of selling enthusiasm (Bristow, 2007). The sales market demand increasing
specialization, leaving less time for intellectual exploration. Expedition of these value-pursuing natures of decisive
constructs leads to a discovery of unique model comfort organizations in plenty of ways. In particular, it develops a
culture where the focus is concentrated on the acquisition of dynamic ability to dispense value accountability where
knowledgeable and competent sales force capital becomes a primary rationale for organizations to invest in strategic
training to drive business forward. Conclusion Traditional salespeople face failures owing to ingrained behavior patterns
and restraining from skill improvement. The article proclaims well-being in a countless ways. Impart extended
knowledge of what works and what doesn't; ease directions for sales course designers, professional practitioners and
sales advisers, as a result enables top management, and thoughtful leaders to restructure training. An adherent of
utilitarianism gives rise to a sensitive salesperson that prefers to work with buyers and managers having different
origins, beliefs, and business practices.

Abstract
Today crucial problem is that tried and proven approaches, no longer transcend sales execution. So the purpose of this
paper is to drive sales training and offer a realistic preview to match organizational strategies, and targets. This
conceptual paper extends progressing body of sales management research, in particular, training effectiveness. Four-
stage model outlines an overview of the measures before the training event, explores the limits essential to make a
holistic impact and to the synergies continuance commitment of both top management and sales-team. The ten steps are
arranged in four categories; (1) Need Analysis (2) Training interventions Analysis (3) Impact and (4) Outcome Analysis.
As an event, the proposed model offers practitioners with a convenient instrument to ease decision making, aligned with
organizational strategy and challenges confronted by sales organizations. At the terminal, we conclude with insights and
discussion outlining managerial implications and offers future research, deliberations to advance 'sales training
literature.
Abstract
Despite of shared arrangement of sales training as a potential enabler of multidimensional benefits, it appears difficult to
draw priorities, how it works to enhance sales force productivity. Eminently literature seems to partake as a continual
process to improve bottom-line issues, instead of goal attainment. The report reviews the contemporary sales training
literature (1962-2012) emphasizing tactical and strategic sales training methods and contents, expressing key streams of
thoughts. This paper contributes by offering a structure for a deeper understanding and proposes new insights to
stimulate future research.
Keywords
Training, Sales training, literature review, sales management, competency, organizational strategy

An exploratory review of the Sales training - Abstract (100 words).
Despite a shared understanding of the role of sales training as a potential enabler of multidimensional benefits, it still
acknowledges a wide range of meanings. It appears difficult to draw priorities and how it works to identify benchmark
for a clear-cut differentiation. Eminently literature seems to share training as a continuing process for improving
bottom-line results. The paper reviews the contemporary sales training literature (1962 to 2012). As an outcome paper
provides a structure for deeper understanding by identifying the gaps and inconsistencies. The paper concludes by
proposing new insights to carry forward that deserve further attention.
Keywords : sales, training, sales training, coaching, salespeople, sales force, sales manager.
Abstract
As trading becomes more complex and difficult in todays knowledgeable society. Sales representatives immediately
needs to find the standpoint and conduct of buyers and the marketplace. Therefore, the authors suggested research
agendas to enhance salesperson's understanding of schemes and relevant content. Sales managers may reduce negative
outcomes, outline reason for failures and stress, increase satisfaction and retention, and fulfil needs of a professional
sales team and dispense dynamic scenarios. We explore multifaceted determinants and offer a research agenda
emphasizing future design issues, and performance outcomes.
Abstract: This conceptual paper extends progressing body of sales management research, in particular training
effectiveness by proposing a four-stage model that facilitates top executives to carry-out (1) Need Analysis; (2) Training
Solutions and Deliverable Analysis (3) Impact Analysis and (4) Outcome Analysis. Four-analysis stages shape training
anatomy aligned with organizational strategy to enhance effectiveness, thereby and eliminating the negative notion of
sales training, which is greatest challenge being faced by sales organizations. As an outcome, the proposed model offers
top executives, academicians and professional practitioners with a structured, convenient, extensive and exhaustive tool
for making implementation decisions. We explore multifaceted determinants relational to decisions, procedures and
actions. The paper provides a research agendas that emphasize knowledgeable human capital, organizational
performance consequences and future design issues. In the end, we discuss implications for sales management education
and practice, conclusion and outlook.



Introduction
In the era of perpetual alternation, developed economies and organizations without fail relied on KSA (knowledge, skills
& Abilities). Earlier research manifests continued employee development (learning) is integral to success (Knowles
1990; Phillips 2003; Peters 2004; Carnevale 2005; Colvin, 2006; Homer, 2006) and a necessity in vibrant, dynamic, and
competitive marketplaces (Noe 2008). Later to stay potent in the current and future marketplace sales-force need
increased inventory of sales behaviors and skills (Lambert 2010). Nevertheless to heighten core sales skills and
competitiveness, training programs recognized as pivotal intervention (Johlke, 2006). To prove worthiness of training,
recession is the most proper slot (Neil Rackham 2009).
Developed systems and economies place reliance on knowledge, skills and competency acquisition, in an era of perpetual
alteration. Past research indicates that continued employee development (learning) is accusatory to success of any
organization (Knowles, 1990; Phillips, 2003; Peters, 2004; Carnevale, 2005; Colvin, 2006; Homer, 2006) and a necessity
if companies are to participate in the global and electronic marketplaces (Noe, 2008). In an ironic way, few salespeople
possess interpersonal and technical competencies in dynamic and vibrant sales environments (Salas et al., 2009).
Moreover, to maintain in the current and future marketplace (Crane et al., 2005) and tough economic condition,
competitiveness demand increased inventory of personal knowledge and skills (Lambert, 2010). Many practitioners
believe training is important to organizational success, therefore invest more resources with optimism to increase
performance related skills (Johlke, 2006). Moreover, recession phase is the most appropriate time to prove training
worthiness (Rackham, 2009) and to remain competitive in ever-demanding market.
The evolution of thought in sales training began with relationships and rapport building, then steps to sale, followed
by transaction centered (negotiation), strategic, and at last situational or diagnostic. At the outset educate sale
procedures to debutantes or communicating the skills of the more experienced members in the short time (Weitz et al.
1986). It supplements academic learning, via on and off field orientation to arrive at performance goals. Nevertheless,
dynamic and progressive marketplace brings on more advanced and periodic training. Because the skills and behaviors
needed are growing, changing and shifting. So across the globe, core sales competencies, behaviors, traits and technical
criteria, become indispensable (Salas & Stagl, 2009). Most experts advocate promising, sensible and dynamic sales-
power as integral and acknowledged as imperative (Pettijohn et al. 2009). Many corresponds training should be timely,
relevant, realistic, and reoccurring (Stein 2011).
The evolution of thought in sales training started with relationships and rapport building, then steps to sale,
followed by transaction centred (negotiation), then strategic selling, and at last situational or diagnostic approaches.
Earlier sales scholarship directed toward teaching sales procedures to inexperienced salespeople, in a short time or the
skills of the more experienced members of the sales-force (Weitz et al., 1986). Known to supplements academic learning
via on and off field training to acquire skills and knowledge in direct support of performance goals. Sales training in
college curriculum considered seldom, short of practical and real life experiences. Salespeople without adequate field
sales preparation never yield stellar results. Nevertheless, in the present era of selling, skills and competencies required
to maintain competitiveness are growing, changing and to break new ground, across the globe, training leverage core
competencies, behavioural and technological measures, essential to sustainability (Salas and Stagl 2009). For this,
fundamental reason, organizations put in training interventions, even if consumed large proportion of the overall budget
and field-hours. Most experts hold as a necessity and essential for promising, sensible, and dynamic sales force (Pettijohn
et al., 2009).
Nevertheless, post-training knowledge and skills application or behaviours alas much low or even non-existent.
Thus few managers and organizations hold reservations regarding efficacy. Moreover, traditional and tested techniques
no longer function. The aim of this paper is to drive performance and offer a realistic sales training preview to check
perceptions and enhance salesperson's initial understanding of expectation and relevant capacity, as selling becomes
more complex and difficult in todays knowledgeable society and market. The major problem is that tried and proven
approaches, no longer improve sales execution. Sales-force needs to determine the conduct of purchasers. We undertake
to draw a conceptual framework to execute impactful and realistic training, employing real world scenarios experienced
by a sales master. An exhaustive analysis reduces negative outcomes, outline reason for failures, stress, enhance
satisfaction, increase rate of retention, and engender professional sales force. This framework outlined ten assessment
levels for analysis by sales managers before implementing training interventions (Figure 1). These are set up as; (1)
Need Analysis (2) Instructional Design Analysis (3) Training impact analysis (4) Financial outcome analysis of the sales
organization. Each level concludes with insights and discussion outlining managerial implications and provides future
direction for further improvements.
PROBLEM / inconsistencies
Sales management in college curriculum considered seldom, as often short of practical and real field experiences.
Salespeople without adequate preparation never yield stellar result. In the arena of sales training, several extreme, in
particular, the absence of systematic procedures to carry-out coaching, mentoring and training got least attention from
researchers. Furthermore, supplemented with mixed findings, limited empirical evidences, scant innovative thoughts,
and disputable professional knowledge derive multifaceted repercussion.
Difficulties And Constraints
As stated by CSO Insights (2010), in a multi-billion dollar sales business 90% of training unsuccessful in
achieving goals. 59.4 percent of salespeople met the target and that too at discounted rate. McKinsey (March, 2010) a
trusted and pioneer consulting firm states establishments around the globe have given millions of bucks per year to
coach employees, on the contrary, limited numbers acquire or apply learned skills in their everyday chores. Rambler
(1995) undermines the view that traditional instruction methods were proper for 15% of organizational growth needs.
Nutshell, despite consistent, regular, periodic interventions, many notice no significant maturation neither
accomplishments nor behaviors (IBM, 2008). Due to such conditions, Heiman Sales Best Practices Study in 2012 advance
insight that salesperson core competencies need to be effective, and we do agree with this perspective. Hence, before
preparation begins, assess whether field based or online practice is an annex intervention with conventional perspective
or other methods are more suited. Discover out how others are carrying out schemes and evaluate what are the most
judgmental measurements of success and of course what are the greatest pressures.
STATUS
Despite consistent and periodic training, the true cognition and skill level stay low or even non-existent. To unwanted
degree, insufficient salespeople's have interpersonal and technological competencies needed in dynamic sales
environments (Salas et al. 2009). Therefore few managers and organizations hold reservations on training efficacy.
WHAT TO DO?
In such a contradicting scenario, the sales organization is under sizable pressure to respond to concerns of skill
acquisition. Furthermore, most traditional and tested techniques show signs of inefficiency.
EVALUATION
Literature view evaluation as a series of several concurrent processes within organizational systems. Performance
evaluation of salesperson is crucial for both theoretical and pragmatic reasons (Barone 2012). In fact a collection of
descriptive and judgmental figures, to ease future courses of actions (Goldstein 1980). Researchers developed evaluation
framework to represent an approach towards effectiveness. Scholars conduct performance and effectiveness measures
to adjudge organizational goals. However, the evaluating training effectiveness depends on numerous sets of data.
Back in 1959, training evaluation practice framework own acronym TKM (The Kirkpatrick Model) that undergo four
levels (reaction, learning, intentions, and transfer) is widely adopted. Although Kirkpatrick (1960) advocate behavioural
and results measures as useful external indicators of actual knowledge transfer or effectiveness, however, emphasized
each level is important. TKM undergone several changes to advance evaluation in an attempt to develop a more elaborate
and significant model, but still abide as a benchmark. Many researchers incorporated TKM to elaborate more useful
measures to analyze training outcomes like standards for event analysis (Alliger et al. 1997). Other perspectives such as
instructional systems design (Bramley and Newby, 2007), formative and summative assessment (Phillips, 1996)
preferred in more developed organizations (Bates, 2004). Nevertheless, Return on Investment (ROI) as a fifth level of
evaluation is added as through contributions of Phillips (2003), finds acceptance in organizations (Bates 2004). So far,
fifth stage appends analysis of Return on Investment (Phillips, 2003). The work of Fred Nickols (2004) distinguishes
measurement and evaluation and contribute five main purposes of evaluation in terms of feedback (evaluation for
value), merit (cost potency), research (goal measurement), Intervention (censorious skills), and dominance
(manipulation). Kirkpatrick (2007), stimulates new insights on determining Return-on-expectations" (ROE), and
emphasize that effective training initiates with a targeted outcome in mind. Therefore, advocates training initiatives
must correlate with the organization's mission. Furthermore, argues, alike others, it's impossible, if ever possible, very
difficult to derive or segregate the impact of training effectiveness based on audited or unaudited financial results to
(Kirkpatrick, 2011). Therefore by choice or replacing ROI by ROE may be more practical and feasible to indicate
successful training, i.e. expectations met. Many scholars support this notion of ROE documentation as more practical and
realistic. Accentuation of training effectiveness begins by reasoning targeted outcome, tying training initiatives, and
organizations mission and at last determines the extent of ROE (Kirkpatrick, 2011)
In the field of evaluation, analytical approaches, and organizational financial result, do not deduce or comprehend the
training after-effect. Earlier most sales evaluations relate sales volume as measure, although the transition is on
relationship selling behaviors as well (Barksdale 2000). Johnston and Marshall (2008), questions the idea that alone
costs (gross) are evaluated.
Continuous Education
At the present organization emphasizes on continual learning to meet ever growing need of
knowledgeable human capital. Most of Sales training holds on product command and traditional selling skills and close
the chapter. But the drastic need is that trainers and managers must insist or empower the sales force to become lifelong
learners by implementing progressive pedagogy, center on emerging technologies within this evolving landscape. In era
of knowledge economy, technology upshot results in several benefits such as technological capabilities, thinking, and
time management skills.
Principle of Adult Learning
Continual lifelong learning focus on adult learners. Earlier studies found that fully grown individual
equip them with noteworthy developments to engage in a knowledge society. But the notion of personal learning
instead of custom favors workforce because of job and family priorities (Day 2012). Thus self-directed or technology
based scholarships are more potent for adults. Otherwise, if happened to be a high grade customization, contents are
rational and linked to functional requirements, career advancement or promotions. Nonetheless, adults behaviours are
tough to transform unless foresee large benefits or aspiration. Even then training efforts are rendered and repeated in
the same formal way.
Divergent individual have dissimilar learning style, skill level and cognitions. Therefore, in modern practice,
Knowles ((1970), suggested deliberations for adult learning paradigm. Instructors should never neglect this paramount
thought.

Salespeople Perceptions
ASTD survey shows time constraints (45%) as greatest challenge faced by sales-force (Lambert, 2010).
However, an interesting fact, most salespeople have shown an inclination to execute better either to stay ahead in the
marketplace or to outpace competitors. On the contrary same study manifest training as less significant. It could be lack
of inspiration or in a penury for a learning approaches (Pachler et al., 2010). Salespeople discern barriers such as
support (management, peers) and short-sighted focus on targets. Foresee a major concern over non-systematic approach
leading to task ambiguities. Because not gratifying the requisites of the team, improper need analysis, irrelevant content
and delivery method. Thus, its essential to realize and recognize the importance of salespeople perceptions and concur
needs, followed by involvement in best practices, otherwise interventions prevail a remorse act. We assent Dubinsky
(1996) proposition to compel or float standardized contents positioned to specific requirements. Although earlier
researches specify salespeople interest in general sales skills, marketing, presentation, overcoming objections, closing
technique, negotiation, sales tools, and customer service. E
Efficient and innovative approaches helps creation of accountable behaviors and skills. So future advances may
be customized theoretical knowledge, as per needs of sales team or each individual's learning preferences. Noteworthy
contents that match individual orientation, adaptability or customers buying procedure, to prolong connections and
relationships (Day, 2012) prevail in due course,
Capacity and Motivation
To upgrade performance training bridge the gap between job demands , ability and bullish behaviour (Karthik
2012). Besides personal characteristics many traits and qualities are affected. But pivotal dimensions such as motivation,
aspiration, and goal attainment have immediate relevance. Trainees capacity and motivation entertain, formal part to
transcend accomplishment. Positive correlation amid these factors and productivity acknowledge by scholars (Blume et
al. 2010). Even though heightened motivation may be attained through intrinsic and extrinsic rewards (Jonathan et al.
2004). But capacity to learn banks more on individuals (Tziner et al. 2007). The effective strength dependent on learners
to apply newly acquired skill (Salas et al., 2006). In the context of outcomes cognitive prowess is influential (Burke &
Hutchins, 2007).
Sales Behaviours
The favorable end results of the client relations strategy depend on salespeople's behaviors. Researches
manifest distinct relationships amid conducts and its impact on performance (Franke et. al 2006). Furthermore
interacting with clients is key to augment gratification and patronage (Foster and Cadogan 2000). To upshot customers
contentment sales contacts and actions are essentials (Wang, 2012).
Earlier researchers emphasized salespeople to shift heart on consulting (Cespedes, 1995) or offer suggestions
(Pettijohn et. al. 1995). But in the present scenario, thither is a need to reinforce customer- oriented selling need
consulting, listening, and adaptability (Pelham, 2008). The degree of intersection, seeing and interpreting customers'
needs by probing questions thereafter advance satisfactory or custom solutions ((Saxe et al. 1982; Drucker, 1994). Over
and out consulting approach highlight diagnosis of customer problems and collaborating with technical staff office. Pay
attention to unearth facts of prospect via listening (Ramsey et al. 1997). Since adaptability is decisive action and the
imperative for organizational advancement. It shows, assimilate, transform, and learn external cognition via ICT
(Information and communication technologies). Roberts (2012) given insight how emerging advancements influence
such a vital sales conduct. Whereas adaptive selling target prospects, gather data, followed by delivery of presentations
or make adjustments/alterations. Nevertheless Pelham (2008a) and Strnad (2004) contingent on evidence of the
positive impact and increased profitability via stated behaviours.
Role of Managers, Peers and Trainers
Managers must align themselves with movements and strategic priorities to get performance and sales
results. The basic regulation is to link the interventions with measurable goals. Set intent aligned to job ultimatum. Line
up various pursuits to fill the requests of customers, and play active role in sales execution. At the square, experiences
show interaction or involvement amid trainers, managers, peers govern implicit skill building. Although limited research
exists (Laurillard, 2002). However, make sure that the sales team in a position to offer suggestions on themes and
delivery method. At the same time coordination is a formidable challenge (Sales 2006). The contents or module, include
inputs from seniors to regulate target and aims. For successful training program sales managers manager should coach
and inject innovations, effort, and imagination (Stein 2011). Thus utter more worth towards effectiveness. So the
purpose of the sales manager as leaders with coaching and mentoring skills do a much impact on the organization
profits. Also, command methodical and thoughtful approach and recognize strategy. Use technology and a group of
cooperative instructors; collaborate with consultants to create the right solution to get the sales force more efficient.
Enlist methods, options, shortlist and review advantages, and benefits to concur. Consult with each sales person,
consider opinions, and measure pre-skill to analyze existing abilities. Share personal encounters and mastery and
motivate for self-directed learning. For that needed resources are used to embark on independent learning. Prove them
that the individual cease to arise because they give up discovering new advancements.
It is all important that managers extend organizational climate or environment to persuade application of
learned skills. So regulate conducts needed, name and rank interventions and dictate content to confront real world
scenarios and task relevant to CBTs. Furthermore, carry on physical exercise to reinforce the behavior changes through
experimentation, practice sessions, role- play and games during the dressing procedure. Develop aspiration thereby
more likely to transform investments into productive executions. This set the vision and aims to be achieved. Confine
Areas need to be made, not just skills, but personality traits as well. Tailor each occupation positioned to sell trends and
priorities, organization strengths and value proposition of products and services. Moreover, respect personal
preferences, a key to motivate adult learners. Sales managers must exercise each and every bit or components of sales
management development, Support each individual, watch, and review (William Keenan 2000), to make sure
effectiveness. The works emphasize peers involvement (Gilpin-Jackson et al 2007; Blume et al. 2010). Peers
encouragement (Kontoghiorghes, 2001), information sharing, model trained actions (Salas & Stagl 2009), feedback
(Awoniyi et al., 2002) are enablers of recognizable discharge
Strategic sales promotion
For survival over complexity, fast-paced transactions, and new distinctive model an essential dimension. Due to unique,
influential and specialized abilities are compelled. So orientation often synchronized with strategic goal attainment
context. The need is twofold. In the era of globalization, tough competition, technology variability, and changing
demographics, sales-force work across sophisticated, and knowledgeable customers. Over a large expanse of time
traditional and proven techniques are ineffective. Both sales organizations and salespeople's face tremendous pressure
to mount a performance at levels never seen and accustomed. For this underlying reason, emphasize is on sales
behaviors with a dedication to continual scholarship. To favor a strategic approach towards content, delivery,
assessments and rating, such conditions likely to institute many changes. Effectiveness further enhanced by building up a
culture of cyclic sales management developments (McCarthy, 2008). A concrete environment connects skill development
with strategic goals. The illustrative dimensions are performance based promotions and career advancement a vital
aspiration. Furthermore a sensible relationship between salespeople and establishment is paramount to formulate,
design and to carry out interventions (Crane et al. , 2005). Flexibility and adaptation are significant, in the present
scenarios of technological advances that want constant adjustments (Arguinis & Kraiger 2009).
One of the illustrious problems is prospecting pathway and empty sales funnel. To improve productivity, the
need of the hour is to expand horizons by finding out leading edge opportunities and winning clients, in parallel satisfy
existing customers, (Zimmerman et al. 2004). Just make sure and extend provisions and resources. Training should
instead discern strategic session to pierce accounts not covered earlier. However, field coaching should take in an
analogy to distinguish scholarship outcome in sales results (William Keenan 2000). Sales leadership handles at par
superlative pedagogy and techniques to prospect clients, a foremost missing entity. Decide how sales force is managing
time and whether sustain professional or entertainment based' relation. Fundamental is to set up and prolong the
relationship besides consulting, adaptive or customer oriented selling.
The web of connections, promotes brand awareness via application of social media and/or socialization. This
transcends credibility and act as a marketing platform to heighten business acquisition. At later times, these
developments have created cutting edge possibilities for both consumers and sales houses. Indulgent is rising; and many
platforms are available such as Facebook, YouTube, Twitter, blogs/communities and many more. Hence participation in
both these links proliferates toward route to the development of distinctive capacity and functionality. Researchers too
emphasized usage as an interference to improve sales productivity. Various advantages are observed such as enhanced
consulting and technical abilities, management skills, collaboration, partnerships, etc. So in recent time social
media/socialization programs became strategic issue. Incident of inadequacy may result in deleterious correspondence,
later on lost sales. Despite of due importance, requisite attention never focussed. Dubinsky et al. (1986) investigate
correlation amid socialization and sales performance and propose as pragmatic. Further, Barksdale Jr (2003)
recommends as a utilitarian intervention to reduce turnover.
Self-motivated salespersons are in need of flexible and self directed learning modules to enhance skills (Johnson
2010). Therefore, executives need to know, alternative ways for training-learning interventions and how it creates an
impact (Johnson 2011). How enhanced technological ability changes the outlook of the sales-force, increase
accountability and how it influences present delivery method (Lassk et al. 2012). Nevertheless a progressive extent to
invest, just confirms whether current resources are provided or lack documenting sales management activities.

Need Appraisal
This dimension confers noteworthiness of link amid training objectives with strategic goals, i.e. revenue
and sustainability via professional sales-force, mutual loyalty, culture, climate and resources. However, notable action is
anticipating marketplace ambiguity. To transcend development program, expression of a necessity project purposeful
and logical interventions towards meaningful instructions and contents. In general, methodical determination is
inevitable to value propositions otherwise, do not result in decisive effect, or stay time wasting pursuit. This mannequin
holds the capacity to deals current dynamics and sustainability. On the reverse, a systematic procedure does not exist,
nor implemented by many organizations (Honeycutt 1993).
Appreciative Inquiry
A conceptual design framework is dynamic and evolving. It is comprehensive, concrete, and scalable plan begins with
strategic needs, then implementation, monitoring, support and assessment. Here the focus is on blended and self-guided
reading, ease constructive progress, and emphasize motivation enhancement to fortify performance effectiveness
(Richey, 1986; Wager, Golas, & Keller, 2005). Furthermore, specific targeted outcomes are capabilities, competitiveness
and organization value. We concur with this perceptual experience and offer various steps to justify overall benefits
besides Sales CBT. The likely level of measurements is distinguished competency extent, percentage of salespeople
within categories, sales cycle rapidness, and capacity to outpace sales quota, customer satisfaction, loyalty, new account
acquisition, consulting, and the ability to assume and maintain professional relationships.


FOUR STAGE APPRECIATIVE ENQUIRY MODEL
Selling becomes more complex and difficult in todays knowledgeable society and marketplace. Therefore, the
purpose of this paper is to drive sales performance and dispense realistic sales preview to match perceptions and
endorse salesperson's first understanding of expectation and relevant capacity. Salespersons now required influencing
the behavior of buyers. The major problem faced by business organizations today is that tried and proven approaches, no
longer work improve productivity. Our model bestows a conceptual framework utilizing real world scenarios
experienced by the sales team. HR or managers can reduce negative outcomes, delineate reason for failures, stress, and
increase sales people contentment. The stated framework contours ten assessment stages for analysis during planning
and before implementing training interventions (Figure 1). These are arranged in four categories: (1) Need Analysis (2)
Instructional Design Analysis (3) Impact Analysis (4) Outcome Analysis of the sales organization. Each sub-module are
addressed and conclude with insights and discussion outlining managerial implications and offers future issues for
making further progress. The potential measures; (1) competency level (2) percentage of competent salespeople (3)
sustainability (4) rapidness of sales cycles (5) outpacing sales quota (6) client gratification (7) retention (8) new
accounts acquisition (9) consulting effectiveness (10) endeavor professional relationship.
Thoughtful advances and knowledge have been inadequate, that causes multifaceted struggle during effectiveness
evaluation. Hence we perceived appreciative inquiry supplemented with a framework to raise forte. By knowing
fundamental reasons how and which genes are more responsible and how modus operandi enhance elevate effectiveness
and organization's success. We offer a theoretical account that consists of four stages incorporating ten sub-points (see
Figure 1). First stage appertains assessing the needs. These include analysis of organization's perception, support and
need for continuous development and knowledgeable human capital interrelated with the strategic issues and
anticipated problems. Thus find out what should be targeted intervention. Second stage makes sure choice of contextual
procedures among best practices, alternatives, patterns and contents for sales talent development within modules and
interfaces. Third stage, inspect the impact on salespeople and self-management capacity or behaviors. Fourth level looks
over outcome gained by the organization and sales power. In particular, ease sales organizations in several manners. Few
projected benefits are (1) enables managers and trainers to make periodic and continual improvements in interventions
(2) decide effectiveness for making future investment decisions (3) ensures interventions are aligned with strategic
priorities.
The appreciative inquiry approach is employed to formulate development strategy via effectiveness enhancement
tactics. At each level focuses on organizations strength and ability. Furthermore, everyone compels acceleration of efforts
renew, development, and restructure strategic issues to cope with market dynamics, rapid change or development.
Knowledge elicitation ability generates insights for complex decision-making. To stimulate each individuals motivation,
relies on discussions and interviews to conceive the concrete strength of organizations experience, and potential. The
framework is dynamic, evolving and a discipline to formulate comprehensive, and scalable action plan. Moreover, carry
out assessment and support training plans and continual learning, ease constructive progress, reinforcement and
enhance aspiration. Model expected to deliver an outcome as increased capabilities, productivity, competitiveness,
retention, revenue, and high organizational value. Foremost framework meets organizations need for knowledgeable and
competent human capital (Richey 1986; Wager, Golas, & Keller 2005). We mean skills acquired, practiced, and applied in
routine task or assignment with more efficacies.
The framework helps sales managers with more proficient knowledge, i.e. What works and what does not, leading to
high performing sales teams; update delivery modes at lower cost and greater effectiveness; and developing more
sensitive salespeople who can work with buyers and managers having different origins, beliefs, and business practices.
Thus, the ultimate goal of this research is to upgrade industry practice. Although methodical determination of need
assessment is necessary, to design valued based interventions otherwise, refereed as mere time wasting pursuit. We
perceive appreciative inquiry transcend strength and orientation. We just ask to know fundamental reasons, how and
which conditions are pivotal and how to accelerate toward organization's success. The junctures under listed categories
are comprehensive in the slipstream. The first stage pertain to the need assessments, organization's support, perceptions
on continuous sales-force development, interrelated strategic issues, anticipating market trends, manager's role and
responsibilities, and intervention targets. Second, pertains to choice of contextual practice amid best working practices
in different within brackets (fresher, executive, sales director and top executives) to customize talent expansion. Here,
the content diversities grouped as CBT (competency, behaviors, and traits) applicable during induction, elementary,
advanced, and expert hierarchy level. Third stage concerned with scrutinizes impact. Envision reactions via observations
or feedback. Besides check, coach, reinforce, assess and annal each trainees self-efficacy, self-management, abilities
acquired corresponding to targeted CBTs straightaway post-training or during evaluation. Fourth relates to analysis of
expected outcomes after predefined interval (six month or year) to record advantages gained or benefits achieved via
team and individual contribution. The detailed examination decides future course of actions. We urge that these
exploratory and extensive analysis ease attainment of effectiveness. The other relevant fringe enables periodic and
continual sales management progression. To govern investment decisions, ensures interventions aligned with goals, and
prolong salespeople's satisfaction and retentions and over the long haul heighten revenue and sustainability.
The appreciative inquiry maneuvers sales development strategy via effectiveness enhancement tactics. A series
of moves concentrates on organizations strength and ability. Engage each organizational level, and compel to renew,
development, and restructure strategic issue. Further tackle market dynamics, rapid change, or competitor. This brings
forth insights for complex decision-making a decision affair to trigger skills, knowledge and source experts. The ultimate
goal is to paramount performing sales-team. In this regard, succeeding unique set-up in our framework is the inclusion of
sales talent spread over novice to expert professional refereed as Sales CBT and a structured pathway to dispense
market complexities, technology variability, and ambiguity in business. Furthermore, offers insights what does work and
what does not, improving delivery modes at lower cost and developing more sensitive salespeople who can work with
accounts and managers having different origins, beliefs, and sales practices.

The Training of Pharmaceutical Sales Professionals: Current Practices

Abstract

Purpose The purpose of this paper is to examine ongoing sales training practices in pharmaceutical industry as well as
to understand how it aids salesperson effectiveness.
Design/methodology/approach Utilizing a qualitative research approach, collected data using
Indepth interviews and then analysed for identifying themes with strong theoretical foundations.
Findings First, internal trainers and conventional methods are most often used. Second, the frequency, duration, and
manager support vary among respondents. Third, pharmaceutical organizations are gratifying the development needs of
salespeople. But sales tools and technologies complemented with creativity, innovativeness and use of high-tech
methods will lead salespeople to greater heights of professionalism.
Research limitations/implications The respondents in this study are sales professionals employed in Pharmaceutical
firms in Northern India. It is likely that selling paradigm and cultural differences, exist in training practices, and
perceptions of effectiveness among sales professionals from other countries.
Practical implications First, the effectiveness is often considered to be dependent on ability of learner to apply
acquired skills that complicates effectiveness measurement. Second, sales professionals training should incorporate
creativity and innovativeness, for creation of accountable behaviours. Third, most salespeople have shown an inclination
towards sales tools and latest gadgets to do better. Fourth, high-tech methods are still in their infancy. There is a need to
develop proper new metrics based on market orientation.
Social implications Effective training increase sales results, retention and organizational sustainability.
Originality/value Armed with knowledge of market orientation, core competencies, automation in the sales, and sales
tools, apparently eliminate role ambiguity and mould average sales professionals into star performers in dynamic
markets.
Keywords:
Sales, Training, qualitative research, north India, Sales management, Sales training, Training practices.

1. Introduction
Sales inevitably reflect the shifting universe of business and communications. In todays dynamic and vibrant business
environment sales organizations are entrusting on the sales management activities to sustain competitiveness and
productivity performance. As the pressure and intensity on the sales role (market dynamics, advanced selling
orientation) exponentially grows and shifts. At that place, firms must adopt a thoughtful approach to improve the skill
level of the sales force (Crane et al., 2005). It is evident that sales behaviours have significant effects on customer
satisfaction and success of a relationship strategy often depends on the sensibility and behaviour of salespeople (Wang,
2012). Hence sales profession considered as one of the most challenging still and sententious in management (Chitwood,
2007).

It is evident that salespeople success grounded more on the ability of salespeople to adapt, acquire and apply
skills/competencies in routine sales activities (Salas et al., 2006). Literature suggests that by holding and gratifying the
development needs of sales people and attracting sales talents are vital to guarantee the sustainability of business
performance (Garrido et al., 2005). Salespeople face several challenges therefore, needs an advanced skills set and sales
behaviours to apply in their day-to-day routines (Noe, 2008). Although, sales training has been practical intervention to
improve sales force productivity (Katzell and Guzzo, 1983). It is pivotal because sales personnel need interpersonal and
technological competencies in a turbulent business environment (Salas and Stagl, 2009 McKinsey Global Survey, 2010
IBM, 2008). Although, training and development activities stay highest business priorities to upgrade knowledge and
skills (Lambert 2010) and continue to pump billions on sales training every year
(Paradise, 2007). But despite large annual investment and importance, literatures have limited evidence ofsystematic
sales training and overall understanding of the method is much limited and anecdotal (Dubinsky et al., 2001). Stewart
(2006), commented that among the topics in the field of business management, sales get the least attention from
researchers because sales is a core of the economy. Salas and Stagl (2009), found that limited salespeople has
interpersonal and technological competencies required in vibrant and dynamic marketplace.

Limited research exists that focus on the effectiveness of pharmaceutical sales representatives training in India. The
purpose of this research is to investigate the sales training effectiveness in the Indian pharmaceutical Industry. Till date,
Indian scenario is not extensively covered in the literature. Therefore, this paper seeks to explore the current status of
sales representative performance outcome, whether it leads to sales effectiveness and has a significant relationship to
sales training. The wide range of sales training issues identified from literature and focussed for the investigation are as
follows:
Which selling type is practiced and how often training is conducted?
Which sales training method is preferred, what are the type of contents and who executes
training?
How supervisor/ management support is provided in the context of continual learning?
What are the skills necessary for the sales professionals in the pharmaceutical sector?
Do sales professionals are motivated prior to training and what is the satisfaction level during and after training?
What factors are lacking and what contributes to effective sales training (role of creativity,
innovativeness and technology)?

We begin by summarizing the literature on sales training and consolidates prior findings in domain sales management
that is relevant to training and development needs. Next, we discuss the methodology, sample size justification and
interpretation of results. Finally, the article discusses presumption, limitations, and insights for future research.

2. Literature review
Sales peoples are the front seams of a sales organization who are on constant move backed up by motivation and support
of managers and top management to accomplish the overall objectives of the organisation. There exists an agreement
that salespeople are not born (majority) rather made or mould into productive sales professionals. To contemplate
objectives, sales training practice, is major convenience proclaimed by organizations and a sensible practice to increase
bottom line results.

However, the general sentiment is that sales training is essential to ensure proactive performance (Pettijohn et.al, 2009).
Both salespeople and selling organizations perceive that training will increase organizational value through acquisition
of sales behaviours (Johlke, 2006) additionally pivotal for cognitive, behavioural and competency outcomes (Salas and
Stagl, 2009). In fact, training surpasses productivity records, incorporate motivation and commitment, finetuning of
work quality, increased morale teamwork, negligible errors, reflects traits such as high morale, motivation, dedication,
teamwork (Salas et.al, 2006). It is self-evident that extraordinary sales behaviours correlates efficacious sales training
and an authentic intervention. Sales literature contains elegant models for evaluating sales training (Attia, Honeycutt and
Leach, 2005). In addition, the salesforce performance outcomes are well documented in the literature regarding the
importance of sales behaviours and attitudes (Jonathan et al., 2004 Pettijohn and Taylor 2002, 2009 Romn et.al.,
2002). The main purpose is the identification of organizational climate for sales training and salespeople satisfaction
with the organization. The number of issues relating to sales training are selected from studies that have shown those
issues that made an impact on sales, training or make positive effects and are integral to performance outcome.
Theses are:
Trainee characteristics and workplace environment are crucial and exhibits significant relation to
training (Grossman, 2009 Burke and Hutchins, 2007) training design, and training outputs perceive as important
(Baldwin and Ford, 1988) peer support positively linked with training motivation (Holton et al., 2003 Bates and Holton
2004 Blume et al., 2010) supervisory support or involvement (Jackson et al., 2007) trainee motivation (Holladay et al.,
2003 Baldwin et al., 2009) positive climate (Bates, 1997) specific goals (Burke et al., 2007 Baldwin et al., 2009
Robbins et al., 2009) synchronization of learning content and skill to be acquired (Chiaburu and Lindsay, 2008) transfer
climate, use of job aids and tools (Salas et al., 2006) cognitive ability, self-efficacy (Baldwin and Ford, 1988 Colquitt et
al., 2000 Burke and Hutchins, 2007) regular feedback (Baldwin et al., 2009 Robbins et al., 2009) pos-training
surveillance enhance the effectiveness (Helen 2005 Haider and French, 2002). A pre-training planned approach and,
self-efficacy are also influensive variables (Stajkovic and Luthans, 1998 Ford et al., 1998) organizational commitment
(Cheng, 2000); work attitudes (Holton et al., 2000). A study, identifies trainee characteristics (motivation and perceived
utility of training), training design (realistic skills and behaviours) and organization climate and support exhibits strong
bonding with training outcome (Grossman, 2011). Another study provided a mental model of influences on behaviour
from the perspective of salespeople (Pelham, 2008). However, based on in-depth interviews of sales professionals we
have omitted imperceptible and selected few significant issues that are highlighted and discussed below:
Selling progression
Inappropriate sales preparation or irrational sales procedure (pattern of sales decision) never yields stellar results. The
effect might lead to a handful of new leads, decreasing business, mishandling sales calls and decline in overall
performance. In pharma, thrust lies on professional and /or strategic selling. Professional selling is highly structured
"Seven Steps of Sales" however superseded by more modern 'Open Plan' two way processes (William and Marshall,
2005). Strategic sales promotion is crucial for survival in an era of market complexity, henceforth sales training should
be synchronized with strategic goal (Miller and Sinkovitz, 2005). Strategic interventions, may address several challenges
faced by salesforce
(Baron, 2012) changing roles of the sales force (Lassk et al., 2012). Stein (2011) recommendations for strategic sales
training understanding of customer buying processes, coordination between sales and marketing, well defined selling
proceeding, and qualified sales and management personnel. Therefore, remarkably the selling procedure is a matter of
convenience, therefore, it is inferred that training should be aligned with the selling procedures and must be an integral
part of training agenda.
Training Method
Conventional classroom training has continued to lead as the training-delivery choice (ASTD Industry Report, 2008). The
conventional methods for sales training includes instructor led workshops, seminars, onsite training, while the use of
social media and self-directed learning programs (SDLPs) are emerging methods (Lassk et. al., 2012). Traditional
classroom sales training is often practiced that involves lectures, lecturett, seminars, case studies and workshops. (Sales,
2006). However, blended learning additionally been in use. Now, many organizations are salespeople are inclined more
towards e-learning (Chelan David, 2006; Anderson, 2008) and webinar based synchronous sales training (Powell, 2001)
versus conventional. Although, wide variations still exist (Blair and Sisakhti, 2007).
Training Contents
Training manuals is widely used contents while other methods include videotapes, case studies,
roleplaying, and audio tapes used (Chonko, Tanner and Weeks, 1993). Significant topics include selling techniques,
approach, presentation, objections and close, product knowledge, negotiation skills, sales aids, technical training, and
customer service. Numerous challenges are faced by salesforce few of these (but not limited to) are vibrant business
environments, globalization, technology utilization, customer oriented selling, use of social media, cultural diversity,
development of customer relations, and strengthen relationship selling (Honeycutt et al. 1995, Gonzalez et al. 2010
Smith, 2009 Heidecke et al., 2009 Jantana et al., 2004 Dennis et al., 2009 Ku Fan and Cheng, 2006 Challagalla,
Venkatesh, and Kohli, 2009). Altogether stated issues are vital factors around that training is designed. In addition, the
other significant tasks for salespeople includes ethical behaviour, ethical decision making, understanding of unethical
sales behaviours, adaptability, interpersonal relationships, time management, effective listening, socialization
(Schwepker, 2003 Salopek, 2009 Schwepker, Jr., 2007 Noonan, 2009 Lambert, 2010 Sergio, 2005 Barksdale Jr. et al.,
2003, DeeterSchmelz, 2003). Lassk et.al, (2012) is of view that there is an urgent need to identify training content for
delivering postsale service and proactive recovery methods.
Trainer (Internal/external)
The trainer has to assure that the knowledge, skills, concepts, attitudes or behaviours to be acquired can meet the
strategic business needs. Therefore, the decision regarding who will deliver training is vital. The practical
implementation of ST within the matrix of sales management activities entails three options: (i) Internal (ii) External or
(iii) a combination of the both. Internal trainer is often a good choice as trainees are able to relate to the instructor
(Daniels, 2003). In several instance the manager or senior peers act as the trainer and address the direction of the
growth, in other cases, professional are one part of the puzzle amongst the others (Lassk, et.al., 2012).
Essential skills
Sales professionals require possession of very specific skills. A few decades before sales training used to be primitive,
regardless of industry type, but now it is necessary to be relevant. Many skills and traits are needed, such as soft skills,
sales behaviour and proficiency in analytical tools. Although a variety of training topics that are valuable for sales
organizations (Johnston and Marshall, 2006). Nevertheless, sales professionals training frequently categorized into
selling skills and selling knowledge. First salespeople must learn the selling task. Followed by active listening and
communication skills are crucial selling skills, may include techniques for handling objections, closing techniques,
techniques to identify buyers behaviours, negotiation techniques, etc. Whereas, training in selling knowledge provides
salespeople with the information regarding product knowledge, technical knowledge, legal issues, industry dynamics,
territory analysis or market dynamics (Leach, Liu, Johnston, and Wesley, 2005). After primary skills associated with
selling are well learned, then priority shift on secondary and supplementary skill. In this context, much focus is
emphasized on empathy and sportsmanship (social judgment and professionalism) plan, prospect and manage territory
(Landale, 2004) use of IT Tools (Geiger, 2006), patience, maintaining composure in difficult engagement (Ahearne,
Jelinek, and Jones, 2007) strategic training session to get into the new account (Keenan, 2000) and emotional
intelligence to improve competencies in sales interactions (Kidwell et al., 2011). Ethics remains an essential training
focus (Valentine, 2009).
Technology And Tools
The training is now influenced by uses of emerging technologies to enlighten personal learning and social media
interactions during the sales progression (Lassk et.al., 2012). To improve levels of services provided to valued clients and
major accounts, firms are incorporating advanced technology into the sales procedure and in its own sales management
processes (Schillewaert et al., 2005). Sales automation tools represent not just means to minimize costs, but a means for
creating revenues and satisfying customer needs (Romn et al., 2002). Sales tools engenders improved customer
satisfaction, sales effectiveness and enhance competencies in relationship selling (Geiger and Turley, 2006). In that place,
Salas et al., (2006) reported that sales peoples need to use job aids, analytical tools, and sales technologies such as CRM
(customer relationship management). Therefore, in present buyer driven market, selling indulge lots of technologies, and
thus sales peoples are being asked to adopt a variety of sales aids and automation tools. As an instance, the varieties of
technology are CRM (Tanner et al., 2005 online sales channels (Sarin and Kohli, 2010) and other new technologies
(Marler et al., 2006) used in most of the sales management activities.
Management/Supervisor/Peer Support
A number of studies in the past have proved that management support is one of the strongest factors for success of
training programs. As an instance, Lucent technologies Director of sales training insists that for the increased
profitability organization must engender training, explicitly tied with its objectives and backup by top management and
senior leadership support (Johnson 2004). Therefore, it is vital that sales managers should act as part of a knowledge
application supporting individual salespeople, monitor and review to ensure performance outcomes. Honeycutt et al.
(1995) recommended supervisory feedback is essential to improve sales force productivity. Supervisory encouragement
for training (Jackson et al., 2007), information sharing, and feedback (Awoniyi et al., 2002) has significant relationships
to successful training. Peer support have significant links with training, motivation (Holton et al., 2003 Bates and Holton
2004).
Motivation
Sales success requires knowledge, skill, behaviour and motivation. In recent times, trainee motivation emerged as a
significant contributor for skill acquisition and have an impact on performance, as motivation is the ability to work
harder (Baldwin et al., 2009). Therefore, motivation is pivotal for salespeople willingness and persistence to acquire
skills (Robbins and Judge, 2009). It is evident that higher level of motivation is proportional to effective sales (Sujan,
Weitz, and Kumar, 1994). Motivation is a standpoint of personality dimensions (Digman, 1990). Nevertheless, motivation
levels can be influenced by intrinsic and extrinsic rewards, that leads to increased performance (Jonathan et al., 2004).
Moreover motivational strategy such as incentives for domain knowledge reward or promotion policy for behavioural
improvement demonstration, if treated as a prerequisite for career progression enhance outcome. Recent studies had
shown that specific goal setting, regular feedback, enhance motivation, thereby performance (Robbins and Judge, 2009).
Chivalry and Lindsay (2008) study results show training, self-efficacy is a vital component of motivation to learn, while
training instrumentality (willingness) is vital for motivation to perform.
Effectiveness
The effectiveness dimension of sales training issue is of prime concern. Sales effectiveness is related to consistent sales
performance against quotas When involvements (management, manager, trainer, HR) are significant before and after
training, it is hypothesized that training effectiveness is much higher. Many factors are related to effectiveness paradigm.
It is perceived that learning orientation of trainees has a positive repercussion on performance (Farell, 2000). Therefore,
firms are now emphasizing on cultivating a learning culture and demanding commitment to continual learning.
Effectiveness in the context of productive performance is related to positive transfer climate (Salas et al., 2006)
recognition, rewards and encouragement (Salas and Stagl, 2009). The link between effectiveness and sales training are
constructs. At that place, Pelham (2008) provided sales effectiveness constructs as consulting, listening, customer
orientation, adaptive selling, customer retention, and sales target. Reveals that these behaviours
influence the outcome. As economy now demands value creating salespeople (Rackham, 2009).
Therefore, accountability and the measurement of effectiveness of sales training extends beyond post-hoc analysis and
should be considered early in the training needs assessment and program design. There is a need for new thoughtful
approaches by sales organization due to the changing role of the salesperson, accountability issues, technology
capability, and cultural diversity (Lassk, et al., 2012).

3. Methodology
The fundamental task in qualitative research is obtaining an adequate sample, as appropriate sample size is a precursor
to credible analysis. However, prominent qualitative researchers postulate insufficient protocols for estimating sample
size. In the majority of case studies, qualitative interviews are a source of primary data (Dub and Par, 2003). Therefore,
projecting and establishing the sample size for interviews is pivotal. In qualitative research, saturation corresponds to
projecting and establishing sample size. It is evident that saturation is the key to excellent qualitative work (Morse,
1995). But limited published instructions are available to test the sample size adequacy. Although, sample size adequacy
is justified as external and internal; recommendations by qualitative methodologists; and statistical demonstration of
saturation within a dataset and explains how or when saturation begins (Marshall et.al., 2013).
We have chosen best practice recommendations because of the guaranteed benefits adds up integrity and
enhances the standards of qualitative inquiry. We tried to incorporate those testimonials that provide a meaningful
justification for this qualitative work. In particular, we opted best practice recommendations by Marshall et.al., (2013),
that is applicable to each qualitative research where the primary data source is in-depth interviews; qualitative studies
that are based on Grounded theory, should include 20 and 30 interviews, however, 30 is appreciable. There is no
evidence that research yields impressive result when 30 or more interviews conducted. Saturation occurs with 30 or
fewer interviews in the vast majority (76%) of studies.
Citation of other studies that focus, qualitative sample size are of Thompson (2004) and Goulielmos (2004).
Thompson (2004) reviewed 50 grounded theory article (2002 - 04), observed that sample size begins with from 5 and up
to 350, average size 31 and theoretical saturation occurs in between 10 to 30 interview. Whereas Goulielmos (2004)
stated that if saturation is not achieved with 30 interviews, proceed till interview unable to yield significant new insight.
Based on the above arguments, we concluded that sample size of 30 (thirty) interviews is appropriate for this qualitative
study conducted on salespeople to study impact of sales training in depth than in the breath.

Data Collection
The qualitative data are collected by in-depth interviews. We framed a discussion guide for open
ended questions. The participants in the study were sales professionals in the age group of 21 to 35 years old. A total of
30 sales professionals participated in the interviews, time taken for each interview was around 30 minutes. The total
contact hours were around 16 hrs. The interviews are recorded using voice recording device and notes taken during the
interviews. However few of the respondents were sceptical to recording and in those cases extensive notes are put in use
by researcher. After the completion of the individual interview, compared and transcribe data and content analysis
identifies the themes. The interviews are conducted with a target sample size of 30 respondents. The data saturation
recognized around 24th interview, subsequently, no new themes emerged between 25th and 30th interview.
Results and discussion
The analysis of qualitative summary, study used Lincoln and Gubas (1985) guidelines. Each author read and reviewed
the sales professionals comments, thereafter sorted the comments into groups/themes. After analysing and discussion,
the authors shortlisted several useful issues related to sales training. The themes are discussed in the following
paragraphs:
Selling procedure, respondents mentioned use of the well defined selling procedures positioned with routine training.
Majority of the respondents (60 percent) mentioned strategic selling. Although consultative and solution selling likewise
exists, but few in numbers. Most of the respondents indicated that their organization consider strategic view and
priorities (its markets, customers and strategic priorities) of major accounts and prospective buyers before executing
training. Participants reported that in an era of market complexity, sales training is now synchronized with strategic
goal. However, 40 percent responded had professional selling at entry level and trained in "Seven Steps of Sales" to
enhance levels of professionalism.
Training Method, 90 percent of respondents reported traditional classroom training is practiced that
involves instructor led workshop. A mere 8 percent responded have undergone video conferencing, webcast, and e-sales
training. Most respondents mentioned that in the era of Hitech
method, organization still rely on conventional methods. Respondents preferred interactive methods and integration of
various learning methods. Few respondents state digital platform or electronic methods as time-honoured practices
that minimize travel cost and provide individual training to achieve maximum productivity and competitiveness.
Training Contents, Training manuals are most often used contents, that proportionate 80 percent
responded, whereas case analysis are generally used (40 percent), followed by demonstration, role play and review case
study. Few respondents have shown an inclination towards the contents in magazine format, and audio talk with experts.
Trainer (Internal/external) , 84 percent of respondents rep orted that they had received training by Internal trainer
(HR, Sales manager) whereas 15 percent corresponds to both internal and external trainers (industry expert and
motivational speakers).
Skills needed, 64 percent respondents stated effective oral communication skill is vital to ensure sales success and other
generic skills were selfmotivation, handling objections, interpersonal skills and closing. Whereas mere 22 percent
responded stated they had skill training in sales presentations, planning, sales calls, time management, buying
behaviours, industry dynamics, technical knowledge, territory analysis, targeting, obtaining perspectives, and advanced
product training. 60 percent responded are on view that the primary skills associated with selling are well learned,
however, to hold a distinct superiority over competitors thoughtful approaches and core skills instill superiority.
Therefore, emphasize more skills-based training, use of impression management as a technique, adaptive selling to
acquire knowledge of their customers and customer oriented selling to improve sales and marketing relationship.
However, few responded stating their preferred topics such as product knowledge, marketing, general selling skills, team
management and overcoming objection.
Management, peer and supervisor support, 60 percent participants reported to be backed up by the motivation and
support of their Sales Manager. 30 per cent respondents furthermore mentioned that when they are unsure of the
rational act, they have been helped through counselling of senior peers. Respondents moreover mentioned how
productive performance is linked to investments of effort, time and imagination by Sales Managers. Few individuals
reported managerial interventions play an essential role in their career development. Several study participants
mentioned that coaching and mentoring are key professional development tool and therefore they advocate the greater
use of managers capabilities to firmly impact sales force performance.
Motivation, 65 percent participants reported that they have been motivated to acquire 'sales personality' characteristics.
One individual mentioned motivation to excel by acquiring core marketing competencies that are growing, shifting and
interchanging. 30 percent respondents mentioned training, willingness because of the rewards or promotions. While 35
percent participants reported that they are influenced by both intrinsic and extrinsic rewards. Others mentioned that
they take it as a compulsion.
Technology and tools, 90 percent respondents express their liking for a range of sales related tools and gadgets to assist
sales performance. Few participants mentioned that they favour automation for reporting and analysis of different
customers. Respondents likewise mentioned how provision of digital personalized tools can be used with customers as
well as with colleagues. Additionally respondents indicated that their needs are improved tools that will allow them to be
effective at transferring learning to the field
Effectiveness, 70 percent responded that sales training effectiveness could be enhanced through use of high-tech
methods. In fact, 30 percent respondents stated that analytical tools can be extended that may result in more accurate
sales force effectiveness assessment. Moreover comments were sales training is entirely a tactical issue training is
essential to sustain in knowledgebased economy, to face knowledgeable customer .
Perceived utility of training, 90 percent responded stated increased sales, customer retention and customer feedback
is significant utility of training. Many stated that creativity, innovativeness and high-tech methods in sales training
supplemented with sales tools and technologies,may lead salespeople and their organization to a greater heights of
professionalism.

Conclusions
This paper discusses the importance and usefulness of sales training along with other issues commensurate tools,
methods, trainers etc. The application of training interventions explains the many and varied reasons why salespeople
must undergo training. The findings from the indepth
interviews provide a very rich and comprehensive understanding of how salespeople are currently being trained and
what they think regarding these training exercises. How sales professionals utilize learning from training in their routine
jobs. These findings will help to identify the current practices prevalent in pharmaceutical organizations.

The issues covered in this study finds that following are the dominant themes in sales training in Pharmaceutical
Industry. Strategic selling, classroom training, training manuals as training aids, internal trainer, primary sales skills,
management, peer and supervisor support, motivation, demand more technology and tools, recommends creativity and
innovation to enhance effectiveness, and perceived positive utility of training.

This research contributes to the extant literature in several ways. First, the paper makes the contribution of academics
and practitioners that practice Sales Training has specific relevance and should be given more and more prominence.
Second, the papers qualitative inquiry provides a rich understanding of how and why sales people are enthusiastic for
training. Last, this research provides both academics and the pharma business associations with a wealth of knowledge
touching the ever expanding world of core competencies and business complexities. Although, main contribution of this
article is the identification of organizational climate for sales training.

The present study suggests that there is a positive relationship between sales training and performance and identifies
few important implications for sales leaders in the pharmaceutical division. Results can be used for verifying the
qualitative insights throughout the role of sales training as predictors of improved sales force performance with help of
future quantitative study within the pharmaceutical industry. Although, pharmaceutical organizations are gratifying the
development needs of sales professionals, however, the role of technologies complemented with creativity,
innovativeness and use of high-tech methods for acquiring core selling competencies need to be investigated in detail
through a descriptive research. More effectiveness will be reflected in terms of increased sales compared to the previous
record, new zones and new accounts.

DIAGNOSING THE CURRENT SALES TRAINING PRACTICES IN PHARMACEUTICAL INDUSTRY
Abstract
The importance of Sales Training is acknowledged by scholars from different fields as a potential enabler of
multidimensional benefits. Sales peoples knowledge, skills and behaviours (KSA) has caused a major impact on the
effectiveness, and the relationship between the organization, manager and account/client. We try to examine ongoing
sales training practices in the pharmaceutical industries of Northern India as well as to understand how it aids
effectiveness. We conducted a qualitative investigation based on in-depth interviews with key sales peoples from major
pharmaceutical firms. Insights are generated after analyzing emerging themes with solid theoretical bases. Our results
show that, indeed, many sales representatives have shown an inclination towards sales tools and latest gadgets to do
better. But high-tech methods are still in their infancy. Thither is a demand to develop proper new metrics grounded on
market orientation. Armed with automation and sales tools, average sales professional might transform into star
performers. Topics are discussed from training effectiveness perspective (creativity and innovativeness) with
implications for managers and researchers. Terminal, this written report provides both academicians and the
pharmaceutical business associations with a wealth of knowledge touching the ever blowing up world of core
competencies and business complexities.

Keywords : Training, Sales Training, Salespeople, Qualitative, Effectiveness
. In turbulent marketplace sales personnel needs interpersonal, core sales conducts and technological competencies
(Salsa and Stagl, 2009). To excel in the 21st century, most blue-chip organizations encourage persistent workout to grow,
stabilize and excel in business performance amidst constant change.
1. The sales training imperative
Top management agree that for sales productivity issue, training is workable and practical intervention and is most
important pathway to accelerate in the global environment. Training is visualized to be exercise that facilitates
organizations to improve training contents and delivery method to manage competitive realities in world markets.

Over the long haul, sales organizations continue to pump billions on sales training every year (Paradise, 2007). In
contrast Salsa and Stagl (2009) reports that limited salespeople have knowledge of modern behaviours and technology
abilities. Nevertheless, despite large investment and importance, literatures have finite evidence of systematic training
procedures (IBM, 2008). The overall understanding of the methods is much restricted and anecdotal (Garrido et al.,
2005). Stewart (2006) mentions among the topics in the field of sales management, sales get the least attention from
researchers.

Sales inevitably show the shifting universe of business and communications. In todays vibrant business environment,
the pressure and intensity on sales-peoples (market dynamics, advanced selling orientation) grows and shifts. Therefore,
sales profession is seen as one of the most challenging and contentious in management. In that matter, organizations are
committing on the sales management activities to support competitiveness and performance. Top management agree
that for sales productivity issue, training is workable and practical intervention and is most important pathway to
accelerate in the global environment. Training is visualized to be exercise that facilitates organizations to improve
training contents and delivery method to manage competitive realities in world markets.



Firms are looking for thoughtful approach to improve the skill level of the sales-force (Cron, Marshall, Singh, Spiro &
Harish, 2005)). It is intelligible that salespeoples behaviours have significant effects on client satisfaction.
Successfulness of a relationship strategy often depends on the sensibility and behaviours (Wang, 2012). Therefore, sales
profession is seen as one of the most challenging and contentious in management (Chitwood, 2007).

The favourable results from sales-force grounded more on the ability to adapt, acquire and apply skills/competencies (
Salas, Wilson, Priest, & Guthrie, 2006)). Literature indicates that holding and gratifying the development demands of
sales people and attracting the sales talents are vital to secure the sustainability of business performance (Garrido, Prez
& Antn, 2005). Furthermore, salespeople face several challenges such as limited sales opportunities, multi-channel
environment, knowledgeable customers, ethical selling and discriminating buyers (Little, 2008; Midgley, 1997). So need
advanced skills set to pertain in everyday field activities (Noe, 2008).

Little research exists on the effectiveness of pharmaceutical sales representatives training in India. The aim of this
inquiry is to investigate the sales training effectiveness in the Indian pharmaceutical Industry. Till date, Indian specific
studies are not brought out in the literature. So this report tries to research the current status. Its effect on performance,
whether sales training guides to sales effectiveness is the key of this work. The extensive issues are identified from the
sales literature and are the focal point of investigation in this field. These are as follows:
Selling practiced and frequency of training conducted.
Preferred training method, contents of the training and trainer.
Supervisor/ management support in the context of continual learning.
Skills necessary for the sales professionals in the pharmaceutical industry.
Motivation before training and satisfaction level during and after training.
Factors lacking and constituents of effective sales training (role of creativity, innovativeness and technology).

2. What determines the intensity of sales training?
Sales peoples are the front seams of a sales organization who are along a constant move. They are backed up by support
of sales managers and top management. There exists an agreement salespeople are not born, furthermore made into
productive sales professionals. To contemplate intentions, productivity is a major convenience and sales training is a
sensible practice to increase bottom-line results. The universal view is to make sure proactive performance (Pettijohn &
Taylor, 2009). Both salespeople and organizations perceive training will increase organizational value (Johlke, 2006) via
cognitive, behavioural and competency outcomes (Salas and Stagl, 2009). In fact, surpasses performance records,
incorporate commitment, fine-tuning of work quality, increased self-esteem, negligible errors, reflects traits such as high
motivation and dedication (Salas et. al., 2006). Extraordinary sales behaviours are self-evident and correlate efficacious
training intervention.

Notable publications of sales development is selected from subjects that depicts the impact on performance outcome.
Sales-force performance outcomes are well documented the importance of sales actions and orientation (Pettijohn and
Taylor 2002, 2009; Romn, Ruiz & Munuera, 2002). In a study, Grossman (2011) pinpoints trainee attributes (motivation
and perceived usefulness of preparation), training model (realistic skills and behaviours) and funding, exhibited strong
bonding with training outcome. In another study, Pelham (2008) offered a mental prototype of influences on behaviour
from the perspective of salespeople. The other influential affairs highlighted along with supported literature are; peer
support, supervisory support, specific goals, synchronization of learning content and skill to be acquired, transfer
climate, use of job aids and tools, cognitive ability and self-efficacy, regular feedback, planned approach, commitment and
work inclination (Burke & Hutchins, 2007; Baldwin and Ford, 1988; Baldwin et al., 2009; Bates and Holton, 2004; Blume
et al., 2010; Chiaburu & Lindsay, 2008; Cheng, 2000; Colquitt et al., 2000; Ford et al., 1998; Grossman, 2009; Holladay et
al., 2003; Jackson et al., 2007; Robbins et al., 2009; Salas et al., 2006; Stajkovic and Luthans, 1998). But for in depth
interviews of sales professionals, we omitted imperceptible points and recognize the important ingredients relevant to
Indian Pharmaceutical industry.

3. Measuring the influential training affairs
This study is exploratory in nature and uses in-depth interview as a method for gathering qualitative insights. In the bulk
of case studies, qualitative interviews are root of primary data (Dube and Part, 2003). The prominent qualitative
researchers postulate insufficient protocols for calculating sample size. An elusive apprehension since few concrete
guidelines exists (Marshall et al., 2013). Thus, central project is receiving an adequate sample, as proper size is a
precursor to credible analysis. Marshall et al., (2013) has suggested Qualitative studies based on Grounded theory,
should include twenty and thirty interviews, but, thirty is many. This conclusion is supported by Thompson (2004) and
Goulielmos (2004). Based along the above statements, we reasoned a sample size of at least 30 should be taken for this
qualitative work or till data saturation happens.

Data Collection: The qualitative insights are collected through In Depth Interview of thirty sales professionals in the age
group of 21 to 35 years with open ended queries. Each interview last for 30 to 45 minutes. The contact hours were 16
hrs. The discussions are entered utilizing the voice tape device and extensive notes taken during the negotiation. Few of
the respondents were sceptical to recording and in those cases; notations are put in use by researchers. Later on the
completion of the individual interview transcribed data and performed transcripts scrutiny to name the root words. Data
saturation recognized around 26th interview, afterward, no new thrust emerged between 28th and 30th interview.

4. Qualitative insights
The investigation of qualitative data study used Lincoln and Gubas (1985) guidelines. Authors read and reviewed the
sales professionals comments, thereafter sorted into groups/argument. After analyzing and discussion, we short-listed
several useful topics related to sales training. The topics are discussed in the succeeding paragraphs:
4.1. Well defined selling procedures: Respondents mentioned use of the well defined selling procedures positioned
with routine grooming. The bulk of the respondents (sixty percent) mentioned strategic selling practice. Although
consultative and solution selling likewise exists, but few in numbers. Just forty percent responded experienced
professional selling at entry level and trained in "Seven Steps of Sales" to heighten levels of professionalism.
4.2. Still traditional classroom training: Eighty-four percent of respondents reported traditional classroom training
is practiced that involves internal instructor led workshop. A bare eight percent endure video conferencing, webcast, and
e-sales training. Most respondents mentioned that in the era of Hi-tech method, organization still rely on formal
methods. Respondents preferred interactive methods and integration of diverse reading methods. Few respondents
states digital platform or electronic methods as time-honoured practices that decreases travel cost and offer individual
training to disposition greater productivity.
4.3. Training manuals are most often used: Training manuals are most often used contents. This proportionate
eighty percent answers; followed case analysis (forty-two percent), demonstration and role play (ten percent). Few
respondents have indicated an inclination towards the contents in magazine format and audio talk with experts.
4.4. Internal trainer holds the key: Eighty-four percent of respondents reported that they received training by
internal instructor (HR, Sales manager). Fifteen percent corresponds to both internal and external trainers (industry
expert and motivational speakers).
4.5. Generic sales skills training : Sixty four percent respondents stated effective oral communication skill is vital to
make sure sales success. The other generic skills supported were self-motivation, handling objections, interpersonal
skills, closing and product training. These respondents stats preferred topics are product knowledge, marketing, general
selling skills, team-management and overcoming objection. But mere twenty-two percent responded skill training in
sales presentations, planning, sales calls, time - management and buying behaviours. Although, industry dynamics,
territory analysis, targeting and obtaining perspectives found missing in most respondents. Many are on view that the
primary skills associated with selling are well learned. To hold a distinct superiority over competitors, in a dynamic
marketplace thoughtful and domain specific contents is needed. Therefore, emphasized skills-based training, use of
impression management as a technique, adaptive sales to acquire knowledge of their customers. Few favoured customer
oriented selling to improve sales and marketing relationship.
4.6. Management and supervisor support do exits: Sixty percent participants reports sales manager support on a
regular basis. Thirty-one percent respondents mentioned that when they are unsure of the rational act, they received
counselling from senior peers. Respondents moreover mentioned how aspiration is linked to investments of effort, time
and imagination by Sales Managers. Several survey participants perceive coaching and mentoring is a key for productive
performance.
4.7. Influenced by both intrinsic and extrinsic rewards: Sixty-five percent participants motivated to acquire 'sales
personality' characteristics. Thirty percent respondents manifest willingness because of the rewards or promotions.
While thirty-two percent are influenced by both intrinsic and extrinsic rewards. Rest reports training as coercion.
4.8 Salespeople likes Technology and tools: Ninety percent respondents express their liking for a reach of sales
related tools and widgets to aid sales performance. Few participants favour automation for reporting procedure.
Respondents mentioned how provision of digital personalized tools can be utilized by clients and colleagues.
Furthermore, respondents indicated that their needs are improved tools that will let them to be effective.
4.9 Sales training is a tactical issue: Organizations must concentrates on training as a tactical action to sustain in
knowledge-based economy and to face knowledgeable customer.
Based on that, a science can be built. The tactical components, as a product of tactical knowledge should create
information systems, culture, technology and structured procedures. Seventy percent responded feels that training
effectiveness rose through the employment of high-tech methods and culture. In fact, thirty percent respondents stated
need for transparent effectiveness assessment procedures.
4.10 Creativity and innovativeness to enhance utility of training: Eighty-two percent responded stated increased
sales, customer retention and client feedback are significant utility of preparation. Many are of view that formation to
greater heights of professionalism needs creativity and innovativeness in training approach supplemented with sales
tools and technologies.

5. Charactertics of effective training programme
Along qualitative research and existing literature, significant events are identified, highlighted for managerial
implications and treatments.
Sales Process: Our findings with clarity show that training is positioned to strategic targets and well aligned with sales
steps. Without a rational sales procedure (pattern of sales decision) or inappropriate sales preparation never yields
stellar results (Genn, 2004). The outcome might contribute to a smattering of new leads, decreasing business,
mishandling sales calls and decline in overall functioning. In the pharmaceutical industry, thrust lies on professional and
/or strategic selling. Professional marketing is structured "Seven Steps of Sales" but superseded by more modern 'Open
Plan' or two-way method (William and Marshall, 2005). Strategic sales promotion is important for survival in an era of
market complexity, so training should be synchronized (Miller and Sinkovitz, 2005). Strategic interventions may
engender useful solution to several challenges faced by sales-force (Baron, 2012). For strategic training Stein (2011)
recommended; understanding of customer buying approach, coordination between sales and marketing, well defined
selling proceeding, and qualified sales management personnel. So the selling procedure is a matter of convenience. Thus
inferred that sales development should be positioned with the sales procedures and be an integral part.
Delivery Method: Formal classroom training has gone forward to lead as the training-delivery choice (ASTD Industry
Report, 2008). The same is mentioned in our results. But social media and self-directed learning programs (SDLPs) are
emerging methods (Lassk et. al., 2012). Traditional classroom training often involves lectures, case studies and
behaviour modelling (Sales, 2006). Now, many organizations are salespeople are inclined more towards e-learning
(Chelan David; 2006, Anderson, 2008); webinar based synchronous sales training (Powell, 2001) versus conventional
training. Although, wide variations still exist (Blair and Sisakhti, 2007). This trend is lucid in the outcome of the survey.
Here, an innovative learning technology or blended learning could offer twofold usefulness and more effective pedagogy
at lower prices.
Contents: Learning contents are vital factors around that training is planned. Training manuals are often used contents
while other methods are videotapes, case studies, role-playing, and audio tapes used. Notable topics include selling
techniques, presentation and customer-service (Chonko, Tanner and Weeks 1993). Many challenges are faced by sales-
force. Few of these (but not limited to) are vibrant business environments, globalization, technology usage and cultural
diversity (Gonzalez et al. 2010; Heidecke et al. 2009; Dennis et al., 2009). The progressive matters are ethical behaviour,
understanding of unethical sales behaviours, adaptability, time management and socialization (Salopek, 2009; Noonan,
2009; Lambert, 2010; Barksdale Jr. et al., 2003). Lassk, (2012) is of opinion that an urgent need to find training content
for delivering post-sale and proactive recovery methods.
Trainer (Internal/external): The trainer has to make sure that the knowledge, skills, concepts, attitudes or behaviours
to be acquired can meet the strategic business needs. So the determination on who will deliver training is censorious.
The practical implementation of ST within the matrix of sales management activities entails three options: (i) Internal (ii)
External or (iii) a combination of the both. Internal trainer is often a sound choice as trainees are capable to relate to the
instructor (Daniels, 2003). In several instance the director or senior peers act as the trainer. This is depicted in
qualitative results. Here, we perceive that external providers are important as well. Among many choices managers,
internal coaches, external practitioners or professional trainers; an optimal mix justify degree of alignment with internal
functions.
Essential skills and Behaviours: As late, sales professionals need possession of very specific skills. A few decades before
sales training used to be primitive, regardless of industry domain, but now necessary to be relevant. A variety of training
topics are valuable for sales organizations (Johnston and Marshall 2006). Many competencies and traits are needed, such
as soft skills, sales behaviour and skill in analytical instruments and tools. Ethics remains an essential training cynosure
(Valentine, 2009). Although active listening and communication abilities are pivotal. Even so, may include understanding
buyers behaviours, domain knowledge, territory analysis and industry or market dynamics (Leach, Liu, Johnston, and
Wesley, 2005). A little while back center of attentions are empathy and sportsmanship (social judgment and
professionalism); territory management (Landale, 2004), maintaining composure in difficult engagement (Ahearne,
Jelinek, and Jones, 2007); strategic training to set out into the new account (Keenan, 2000) and emotional intelligence to
improve competencies in sales interactions (Kidwell et al. 2011). In our investigation, these recent trends not yet
observed, just generic sales skills is practiced.
Technology and Tools: The preparation is influenced by uses of emerging technologies to enlighten personal learning
and social media during the sales progression (Lassk et al., 2012). To improve grades of services offered to valued
customers and major reports. Firms are incorporating modern technology into the sales procedure and in its own sales
management processes (Schillewaert et al., 2005). Sales automation represent not just means to lessen costs, but
produce revenues and meeting user needs as well (Roman et al. 2002). Sales tools engender improved customer
satisfaction, sales effectiveness and enhance competencies in relationship selling (Geiger and Turley, 2006). In that place,
Salas et al. (2006) reports that sales peoples need to use job aids, analytical tools, and sales technology such as CRM
(client relationship management). So in present buyer driven market, selling indulge lots of applied sciences. The
advances observed are; e-learning (Anderson, 2008, Powell 2001); use of IT Tools (Geiger, 2006); CRM (Tanner et al.,
2005; online sales channels; Just-in-time; On-site; Online training (Sarin and Kohli, 2010) and other new automation
contrivances (Marler et al. 2006); used in most of the sales management activities. Preference for tools and technologies
by respondents for knowledge of modern trends and to gain business acumen is reflected in study. Sales peoples are
being required to take on a change of sales aids and instruments, besides high-tech learning systems.
Manager/Supervisor/Peer Support: A routine of works in the past have shown that management support is unrivalled
of the strongest factors for success of preparation plans. As an example, Lucent Technologies Director of sales training
insists that for the increased profitability organization must engender training. Straight-forward tied with its objectives
and backup by top management and senior leadership support (Johnson 2004). Managerial feedback is essential to
improve sales force productivity (Honeycutt et al., 1995). Supervisory encouragement (Jackson et al. 2007), information
sharing and feedback (Awoniyi et al., 2002) has noteworthy relationships to successful breeding. Peer brace has
paramount links with training, motivation (Bates and Holton 2004). Therefore, sales managers should work every bit
and part of a knowledge application, supporting individual salespeople, watch and review to make sure productive
performance outcomes.
Motivation: In recent times, trainee motivation emerged as foremost contributor for skill acquisition. Motivation is
ability to play hard (Baldwin et al., 2009) and pivotal for salespeoples inclination and persistence to gain skills. Notion is
straightforward that higher degree is proportional to effective sales (Sujan, Weitz and Kumar, 1994). Nevertheless,
motivation levels can be influenced by intrinsic and extrinsic rewards (Grossman, & Salas, 2009). Latest studies
demonstrated that specific goal setting, regular feedback, raise motivation, thereby performance (Robbins & Judge,
2009). Chivalry and Lindsay (2008) study results show training, self-efficacy is a judgmental part, while training
instrumentality (willingness) is full of life to represent. So motivational strategy such as incentives for domain
knowledge; reward or promotion policy for behavioural improvement demonstration, may be treated as a need for
career progression can instil motivation to learn.
Effectiveness: The effectiveness dimension issue is of prime concern. Sales effectiveness is consistent sales performance
against quotas. The involvements (management, manager, trainer, HR) are significant before and after training and thus
hypothesized that training effectiveness is more eminent. Many elements are related to effectiveness paradigm. It is
perceived that learning orientation of trainees has a positive repercussion on performance (Farell, 2000). So firms are
now emphasizing on cultivating a learning culture and demanding commitment to continual learning. Effectiveness is
contingent on positive transfer climate (Salas et al., 2006) and recognition, rewards and encouragement (Salas and Stagl,
2009). The link between effectiveness and sales training are constructs. At that place, Pelham (2008) provided sales
effectiveness setup as consulting, listening, adaptive selling, customer retention, and sales target. Literature makes
known that these behaviours influence the result. Economy demands value-creating salespeople (Rackham, 2009). So
accountability and the measurement of effectiveness extend beyond post-hoc analysis and should be seen early in the
training needs assessment and plan. Thither is a demand for new thoughtful approaches to revitalize sales-force via
engineering ability, behavioural capacity and ethnic diversity (Lassk, et al., 2012). In this research, although the
effectiveness of training is coherent, nevertheless, the constructive development procedure further needs more
improvements.

6. Summary and conclusions
This paper discusses the importance and usefulness of sales training. The application interventions explains the many
and varied reasons why salespeople must undergo training. The findings from the in-depth interviews offer a very ample
and comprehensive understanding of how salespeople are being schooled and what they believe on these training drills.
How sales professionals use learning in their everyday chores. These will aid to prove the current practices prevalent in
pharmaceutical organizations.
The issue covered observes prevailing ideas within Pharmaceutical context are strategic selling, classroom preparation,
training manuals, and internal trainer and primary skills. However, demand more technology and tools, creativity and
innovation to enhance potency, and perceived positive utility of preparation. Terminal, this written report provides both
academicians and the pharmaceutical business associations with a wealth of knowledge touching the ever blowing up
world of core competencies and business complexities.

The present work proposes a positive relationship between sales training and functioning and identifies few important
implications for sales leaders in the pharmaceutical section. Effects can be used for verifying the qualitative insights
throughout training. Predictors of improved sales-force performance with help of future quantitative study.
Nevertheless, pharmaceutical organizations are gratifying the development demands of sales professionals. The role of
technologies complemented with creativity, innovativeness and use of high-tech methods for acquiring core selling
competencies need to be investigated in particular through a descriptive research. More effectiveness could be observed
in terms of increased sales compared to the earlier targets, recent zones and new accounts.

AN EXPLORATORY REVIEW OF SALES TRAINING LITERATURE: INSIGHTS FOR FUTURE INQUIRY
The importance of Sales Training is acknowledged by various scholars. Because of multi-disciplinary nature, this
exploratory review intends segmentation of contemporary sales promotion and development literature. The papers
contribution is twofold. First, the paper lends clarity to the existing sales literature via classification of the key
contemplations, either with a tactical, organizational, or ingenious affair. A mitigate pathway undergone from expressing
product specifications to an authoritative tool that shape organizational strategy. Second, the review seeks to name
influential propositions those canister observable facts for future investigation. With this remit authors interpret and
construe purpose in diverse contexts; as a gizmo for organizational development; a distress of top management; and an
ingenious affair. Second, sheds light on scholars understanding to the extent towards organizational and market
environment factors contributed to training procedures. The report goes above the extant and contributes compositions
for a richer (perceptive) appreciative of sales management practices. Sales training is multi-disciplinary and bundle of
innovative actions are compulsory as an expedient toward getting hold of a desired advantage.
A PROPOSED LINE TO INQUIRE: SEGMENTING SALES TRAINING LITERATURE
Sales training is a value-creating theory that latent contributes to sales-force productivity and organizations
competitiveness (Johlke, 2006; Salas, Wilson, Priest, and Guthrie, 2006). The importance is acknowledged by scholars
from a diversity of fields, sociology, computer and information technology, communication, psychology, cognition
(Lamb, 2010; Geiger, 2006; Smith, 2009; Jantana, Honeycutt Jr., Thelenc, Attiad, 2004; Ku Fan and Cheng, 2006; Noonan,
2009; Hansen, 2008; Valentine 2009) and of course management (Plouffe, 2008; Pelham, 2008; Wang 2010; Pettijohn,
Pettijohn, Taylor, 2007; Homburg and Klarmann, 2011b). Regardless of promising enabler of revenue, retention and
customer satisfaction, concede a wide scope of purposes and the types of knowledge and acquaintance to rely on (e.g.,
rational, subjective and expressive). Nevertheless, have potential to make over the average sales peoples into expert
professional (Anderson, Hair & Bush, 1992; Powell, 2001). So the preparatory point consists of expounding the term
sales training. In the earlier decades, meant for greenhorn salespeople to comprehend sales realm in a moderate time
(Weitz et. al 1986). A mode to act as trusted advisor, excellence, least errors and elevated morale integral for
competitiveness and performance (Salas et al., 2006) via interpersonal skills and hi-tech capability (Salas and Stagl,
2009). To heighten consistent accomplishment of revenue targets, an eventual resource that strengthen sales
competencies and deepen functionality. Train' is a verb, that is, instructing the fundamental skills to develop capacity.
Whereas Training is noun, an exercise to build up the skills planned for a profession. As a consequence training cannot
be a one-off or isolated affair, nevertheless remain engaged with the sales management occupations, and contribute to
broaden relations and experience of the buyer.
It looks complicated to portray confines within the field and uncover criteria for unambiguous differentiation.
Nevertheless, confer impression to share three attributes. One, the word training refers to a course of action (tactical or
strategic). Second, skill-oriented, and third is set of skills. Almost always lead to solving customers' inconvenience,
congregate definite requirements, and advance sales or craft something functional or valuable.
From this perspective, the aim of this scholarship is twofold. First, seek out to sweep up the contemporary
literature. Second, offer a constitution for improved indulgent, by segmentation in punitive areas and facilitate a
standard frame of reference that scholars and practitioners, among others refer. Until now several scholarship attempts
to review sales literature to amalgamate constructive theoretical knowledge (Weitz and Sujan, 1986; Cralg, 1990; El-
Ansary, 1993; Taylor & Vaught, 1994; Salas & Cannon-Bowers, 2001; Landry, Arnold & Arndt, 2005; Buttle, Ang & Iriana,
2006; Lassk, 2012). However these scholarships confer the interests of particular audiences and have a propensity to
overlook others. Weitz and Sujan (1986), review psychology and personal selling studies, press on propositions for
salespeoples knowledge, motivation, and adaptive behaviour. In time advance a framework for recuperating selling
effectiveness. Characterized by originality the sales training handbook (Cralg, 1990), cover up abundant aspect such as
development and management of training functions, importance of trainer and necessity to stay up-to-date within
technology, shifting sales role, new products, services and vibrant philosophies. Training knows how to show
enhancement and linkage with performance, because of broadened delivery methods and wide-range of contents.
Concomitant with developments, broadened methods, sources, and contents, El-Ansary (1993) suggested strategy-
oriented training and involvement of suppliers and customers at some stage during need assessments. Furthermore,
Taylor & Vaught (1994) is of the view that cultured skills ease and alleviate professional development of sales team and
boost account value and worthiness of organization. Salas & Cannon-bowers (2001) reviews the literature to articulate
advancement in needs analysis, antecedent training conditions, methods, strategies, and post-training interventions. At
last suggests encroachment in training design, delivery, evaluation, theory development, and extent of empirical
researches amid factors that persuade efficacy and transfer of training. A comprehensive and systematic review
suggested sales-related strategy, technology, and expertise intended for CRM (Landry, Arnold, & Arndt, 2005). The
foremost themes were dynamic temperament of the sales role, channel functioning and inter-firm relationships besides
strategic sales activities, endorsement of CRM by salespeople and customers. Following this Buttle, Ang & Iriana, (2006),
critique sales-force automation (SFA) literature on theoretical and methodological arguments. However observed SFA
focused more on technology and peoples issues. Lassk (2012) depict attention on three key scope; content development,
delivery, and evaluation. Moreover the academic work laid key challenges meant for researchers; such as integration of
service activities into sales, customer-oriented selling, self-directed learning, and social media. Overall, these
scholarships emphasized on clarity of the constructs and application of rigorous methods. In fact, propagate training as
truely productive intervention to achieve organizational goals.
This research introduce a segmentation of the novel literature based on three core areas that correspond to
three different levels; activities, choices and results. In general, researchers argue that scholars have conceptual and
methodological scheme well-matched to augment two significant issues. One, develop selling KSA (knowledge, skills, and
abilities) to increase organizational revenue and second performance context of training activities i.e. effectiveness
(Cron, Marshall, Singh, Spiro & Sujan, 2005).
In general, researchers have developed many theories to stir training designs across several subjective areas;
cognitive, social, psychological, computer technologies and information and software engineering. We introduce
articulation of the literature that confines how dissimilar groups of interest interpreted Sales Training and dispense
explicit meaning and implication. For that reason we concentrate more on analysis at three main levels; at the
operational level where focal point is tactical segment and the efforts made to develop a science. At the managerial level,
core is on the competitiveness, organizational composition, strategy, and recognition as an ingenious or creative affair
(Table 1).
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Insert Table 1 about here
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In the perspective of three dissimilar segments, we illustrate progression of underlying principle that support
splitting literature in groups. While moving from Group-A to Group-C, the gist moves from one extreme (tactical
deliberation) to the other supreme, ingenious sales behaviours as expression of individual. In between, the researches
within Group-B regard management think tank concerning competitiveness, culture, and strategy.
Although its understandable that literature in dissimilar segments are tackled by specific research scholars.
Within Group-A scholars belongs to sales management, psychology, cognitive, ICT and others accountable for
implementing interventions. They tend to focus issue at the functioning level. The intellects in Group- B are from general,
sales, marketing, and strategic management, focus organizational affair like maintaining competitiveness, structure, and
culture. In the Group-C, scholars shell out significance as ingenious affair.
In general, the projected anatomy offers an overarching understanding of advantage or value propositions to the
extent that links together several facets of profession and complement ones surroundings. As an instance, to undertake
market dynamics keep up associations with emerging technology (technology expert), professional (practitioners), and
academicians. In particular, we follow a wider attentiveness how training influences behavioural and expertise
enhancement procedures, innovation and sales-force progress at different levels.
Methodological Note.
This review is not comprehensive; Table-1 develops a basic framework around that future research be
positioned. The literature review supporting this format is included in Table 1.1 (Appendix A). The table specifies few
details (author, source and key words). But there is a possibility of few overlaps across the different affairs and few
contributions might be integrated beneath more than one segment.
The choice of the articles follows a genealogical Foucauldian approach. It focuses on diagnosis or understands the
current setting, not just writing the history. Its narrating the past of the present (Foucault, 1993). With this goal, paper
elaborates how ST evolved from product description to a concern for organizations and the economy. How the
underpinning body of understandings has developed. In fact, how the professional profile of researchers within each
domain changes. From tactical within the domain of architects of the training in an organizational context, to ingenious
when the focus shifts to the productive sales performance dimension as an ingenious affair.
The selection of the articles somewhat follows genealogical Foucauldian approaches that focused diagnosis or
understand the contemporary circumstances, not just script history of a issues. As stated by Foucault, it narrates history
of the present (Foucault, 1993). With this target, we elaborated how ST evolves as of product description to an
apprehension intended for organizations and the economy, and how the underpinning body of understanding has
developed. In fact, it is straightforward to follow how the professional profile of researchers within each domain changes
from tactical to ingenious or creative.
Segmentation as Tactical Affair
This section review streams within the sales literature that considers training as a tactical affair. Based on that, a
science can be built on. The tactical components are artifact of competitive awareness; structure, and culture
(information systems, technology and training procedures.
Developing a Theory of ST. Most sources unanimously agree that the sales development and growth began in 1936.
Era witnessed How to Win Friends and Influence People (Dale Carnegie's). This book by default became imperative
selling notion. Many scholars consider Carnegie's view on 'influencing' people, developing 'relationships' and human
'motivation', as the foundation and lineage scope of formal theories. These dimensions later provided a framework to
recognize people's needs and motive. This astonishing factor is standstill and continues into pioneering era of selling
then up to the complexities of 21
st
century. However, advance in fact focuses on effectiveness assessments. Therefore, it
is argued that sales effectiveness born earlier than training gets underway. The foremost movement headed on
enhancing interpersonal interaction of sales peoples to build up trust, in due course relationship, at last the accord. The
next footstep was lifting the approaches of triumphant salesperson called steps to sale, witness the start of ST era and
'selling' then documented as a professional field. The first sales model originated in the 1950s called as 'Hierarchy of
Effects'. The fundamental focus put on 'motivation' and external stimulus for winning sales even in the absence of need
(Emerald Group International, 2008). At that time ethics and honesty practices were not followed, whereas enviable in
present marketplace or business world.
During the sales development, training assist professional growth, hence improve marketing arrangements. Just
after introducing clarity in the concept of sales promotion, afterward ST known as an indispensable marketing function
within a narrow field of sales management (Suzuki, 1962). It is perceived solidity of training in sales literature foresees
planned attempts meant for skills (Read, 1969); behavior modeling training (Meyer et.al., 1983), microcomputer-based
(Collins, 1986), technological tools (Russ et.al., 1989), sales technology (Collins,1991), Video based (Honeycutt, 1993)
and strategy-oriented training ( El-ansary, 1993), IT based interactive learning (Spikes, 1990), field coaching (Kennan,
2000), e-learning (Anderson, 2008), Web-based enterprise-wide planning software (Marler et.al., 2006), customer
relationship management (Tanner et.al. 2005) and measuring effectiveness (Valencius, 2009). However, in vibrant
marketplace, dynamic selling, advanced selling orientation, core competencies, ethics and spirituality emerged as pivotal
confronts, because of multi-disciplinarily. It is ascertained by the fact that the science or scholarships in the ST relies
upon a diverse set of disciplines and dependent on cross-disciplinary mode. The scholars concur science is directed to
craft procedure vital for the overall sensation (Bragg, 1988; Arguinis and Kraiger, 2009). Later, training incorporated
other practice-oriented sphere such as communication, psychology, computers, and information technology.
Sales management courses were established within academic and professional progression, meant for enhanced
grounding to get hold of entire sales process. Afterwards sales project incorporated to experience the tangible sales
experience, in that way eradicate unrealistic expectation. Important topic includes self-motivation, communication,
handling objections, closing, presentations, planning, time management, and buying behavior (Johnson, 1990). In fact,
sales handbooks are encumbered with examples and theory around how to execute each sale step (Greer 1997).
Moreover, communication and psychological theories, ICT were infused to establish relevant and effective research. In
our opinion, the products training science are of four types: constructs models, methods, and implementations. Besides a
basic language of constructs within higher order constructions, are the models that portray the activity, situations or
artifacts. However, often sales trainers develop scheme as a way to discourse goal oriented activities, and implement
explicit programs.
Although training is sales complemented by the development of theories, the major scope of ST progression is to
educate neophytes to diverse entity of the sales management, interpersonal and technological competencies (Weitz et.al.,
1986); apply learned competencies in routine sales activities (Noe, 2008) in time accomplish competitive advantage
(Salas et.al., 2006). Training research not long ago emerge as a customary mode within more than a few disciplines.
Although the boundaries and contours remain fuzzy, as often organizations fail to appreciate the actual repercussion
because of cost factors and overlook revenue engendered via convincing training pains (Johnston and Marshall, 2008). In
fact, this path of research already explored by anxious scholars to design intelligent agents to expedite performance
evaluation (Podsakoff and MacKenzie, 1994), training evaluation (Mark, 2003), and sales-force effectiveness (Zolters,
2008). Regardless of forerunner involvements in both the performance and the effectiveness tradition generated in early
1990s. However, post-2000 era observer emotional intelligence (Deeter-Schmelz, 2003), technology utilization (Ku Fan
and Cheng, 2006), workplace spirituality, ethics (Badrinarayanan and Madhavaram, 2008), social media and
socialization (Barksdale Jr. et al. 2003), customer relationship strategy (Wang, 2012) magnetize attention. Afterward,
training procedures activated in a rational way to exceed productivity records by means of motivation, commitment,
fine-tuning of work quality, teamwork and negligible errors (Salas et.al., 2006).
Its not a matter of revelation that phase nowadays overlap with the greater than ever attention towards a
science of training design and necessitate a common basis of appreciative to initiate and enlarge artifacts intended to
solve customers' troubles and sales-force productivity. Is there a real science or course of action as of yet? The inquiry
remains unanswered and endures attention from scholars in psychology, technology, management and cognitive
sciences.
The Training Practices. Sales development science has roots in salesperson behaviour, posture, recital (Pettijohn and
Taylor 2007) and cognitive ability (Baldwin and Ford, 1988; Burke and Hutchins, 2007). Engross three central actions,
needs assessment, plan or arrangement, and evaluation (Weeks and Stevens, 1997; Wexley and Latham, 1981; Lassk
et.al., 2012). Needs assessment is cognitive act of slot into gap or discrepancy amid an ideal degree of business and in
progress degree of implementation, seize substantial period to pull out proper interference (Altschuld, 2003). A modus
operandi to build an artifact meant for a purpose. Design customizes training on the background of learning contented
and deliverance means. Whereas evaluation establish fulfilled needs within offered resources and culture (Goldstein and
Buxton 1982). Nevertheless, an ability augmentation and dilemma solving movement that necessitates the definition of
the skills needed on behalf of observed inconvenience. Follow by the identification and development of redundant
answers, and to shortlist optimal one. In decree to formulate decisions, managers and trainers norm rely on self
expertise and experience, stay tactical, or as a substitute, implement measures. In that premise Greer (1997) explain
performance based training laden with cases and inference to assist how to bear sale steps. Although procedures are
prevalent to countless scholars and authoritative progression is not always possible to characterize procedures for
dynamic sales knowledge.
Training deeds within the information system are comprehensively studied, implemented, and scheduled.
Tactical and high-tech mode unearth motive to confine dynamic acquaintance and secure appropriate structure.
Afterwards make it accessible in a manner that enthusiastically formalized and prop up decision-making and problem-
solving (Taylor et. al., 1994). Tactical training discussed at different levels, to be precise, general epistemology, tactical
epistemology, tactical science, tactical methods, and tactical practices. Although HR, managers or trainers does not
operate at random regardless of the tactical nature, but use more or few sophisticated methods to structure executions.
However maintain creativity's role within the framework of methodological approach (Lassk et. al., 2012). A practical
deliberation impending from these operations is the judgement that perhaps extended over all the branches of tactical
training.
Just before tactical advance, feedback of market knowledge is indispensable. Since it engender experience to
remain connected with trends and also with priority of sales leaders. Such advances assists and enrich performance
development plans and convey outcome that are acknowledged. This line of argument triggers curiosity toward distinct
techniques and methods that practitioners communicate as a sensible practice. To countenance dynamic sales, fierce
competition and varied segments, training in core competencies or creating something valuable is vital (Plemons and
Fort 2010). In summary, augment sales behavior, attitude, interpersonal skill, strengthen relationship (Romn et. al.,
2002; Jonathan et.al., 2004; Pettijohn and Taylor, 2009; Salas and Stagl, 2009; Boles et.al., 2000; Hansen, 2008, Smith,
2009; Gonzalez et.al., 2010).
To an extend delivery scheme persuade outcomes and financial plan. The conventional, in-person instruction at
a central location (Buttle et. al., 2006) is pricey and time-consuming (Sales, 2006). Hence many entrust use of computer
or microcomputer-based approaches. As model computerized "Expert" system integrate skillfulness of outstanding
performer as script (Rubash et.al., 1987). Trainers in early 90s were unwilling to incorporate high-tech and distance
learning means (Longfellow et.al., 1995). However, post-2000 era amplify reasonable payback using automation and
technologies. An empirical investigation tender evidence that technology based schema consummates at ten percent of
traditional training (Collins 1986). Similar hi-tech approach gain momentum (Lassk et al., 2012) and remote training
technologies are predominantly preferred (Powers et. al., 2010). Examples are SFA, high technology instruments, tools
and aids (Buttle et. al., 2006), ICT architectures for implementing e-collaboration tools (Heidecke et. al., 2009), online
sales channels (Sarin and Kohli, 2010), browser-based technologies or mobile technology (I-pods), and simulation
technique to convey instructions (Noe, 2008).
Training brings understanding to the creation and production of useful artifacts (Crane et al. 2005). In switching
the focus towards a technological context, the term tactical analyzed in comparison with strategic. But strategic
technique is too narrow in scope. Since, generic and conventional form conceived wider notion.
An art of assigning a meaning to training effectiveness is of course evaluation or assessment. Kirkpatrick (1996)
argues that evaluation demonstrate worth and justify training resolution and get better future intervention. This
viewpoint experienced a change with recognition that evaluation knowledge is embedded within HR personnels. An
evaluation consumes time, a complex exercise and speculates with reference to measuring devices. Nonetheless are
statistics handicapped, and unable to prove a relationship amid training and financial results. Due to identity crisis, more
superior measures triggered the rising of latest advances. These are CRM, strategic interventions, skills in analytical tools
(Mehta et.al., 1985), executive coaching (Landale, 2004) and self-regulation training (Leach et. al., 2005). These latter
dimensions become significant in sales studies. It paved the way to a strand of research on the contribution of managers,
trainers, HR, and content developers in various shapes to dispense ingenious affair.
Unlike technology developments, training advances are not clear-cut and often managers struggle to handle
them. Research in sales management, both theoretical (Weeks and Stevens 1997; Dubinsky, 1996; Luo, 2000; Buttle et.
al., 2006; Lassk et. al., 2012) and empirical (King, 1986; Gonzalez, 2010) is yet scarce. Many scholars view theoretical
perspective other than organizational psychology lacks in sales research (Bush, 1994). Many scholars observe mixed
findings, limited existence of empirical evidences and learning transfer. Although, case studies or field experiments,
perhaps make research more appealing (Plouffe, 2008). Further, inadequate thoughtful approach and professional
knowledge caused multifaceted difficulties. Blume et al., (2010) investigated practices and attitudes toward evaluation.
Segmenting as Management Affaire
Section reviews the literature on the responsibility of management as an integral element of organizational
expansion and competitiveness. A noteworthy relationship exists amid the organization's choice of a strategy,
environment, and sales procedure. The management promotes ingenious affair whereas capabilities and functionality
are deployed by sales-force. As of high-tech training, relationship-selling (Honeycutt et al. 1995, Gonzalez et al. 2010)
and sales behaviours encompass imperative effect on customer relationship and satisfaction (Wang, 2012). Here training
emerges as essential part of strategic advance to synthesize and integrate external knowledge. Foremost empirical
studies during 1980-90s illustrate consolidation of specialized activities. These are behaviour modelling training (Meyer
et.al., 1983), High technology tools, and expert systems incorporating cognitive processes (Collins, 1986; Erffmeyer,
1989; Shepherd, 1990) an indispensable ingredient of ingenious success. Since 1990s, scholars interest shift on how
training influences organizational decision-making in an attempts to set up competitive advantage.
Universal agreement positions training as compelling mode to accomplish competitiveness. But, scholars
contribution has developed in dissimilar directions. Like impact on organizations performance; tension amid
internalizing or outsourcing and later forming an organizational structure or composition. The section depicts
organization's criterion for sales management activities (SMA). Overall value depends on sales revenues, in turn,
contingent on sales-force actions. But, a large issue is bottom-line performance and stimulating individual talent and
management commitments. The following sub-sections uncover these aspects.
Competitiveness. Formal training plan is essential for the overall success (Bragg, 1988). Vending dynamics have
enforced organizations to restructure training (Arguinis and Kraiger, 2009). An essential phenomenon to transform
ordinary salespersons into expert sales professionals (Pettijohn et. al., 2009), thrust competitiveness (Salas et. al., 2006)
and groom sales-team. Augments or supplements learning to exceed efficiency records. At this juncture individual
salespersons strength does have repercussion on sales success. Efforts are indispensable blocks to show trust and
rapport through a combination of sales personality characteristics and core selling competencies. Nevertheless,
cooperate to appreciate both customer relationship development and customer retention (Wilson, 1993; Romn et.al.,
2002; Pettijohn and Taylor 2002, 2009; Jantana et.al., 2004) and technological abilities i.e. SFA (Buttle et. al., 2006).
Although many contributions shown an influence on the relationship amid training effectiveness and organizational
performance (Gumuseli et al., 2002). However, the consequences on performance depend alongside over skills and
talents of personnel involved.
Referable to the knowledge-intensity, we stumble on how training is integrated with organizations existing
practices and strategy development. In the context of this critique, recommend more research with accent on
deployment of organizational procedures and commitments.
Organization Culture and Structure. An important determinant of a successful training and collaboration lies
in a rich discernment of the culture, strategy, and communication access. A sales culture is a central contributor to
organizational success (McCarthy, 2008). Positive culture connects skill development with organizational strategic goals,
whereas positive climate such as periodic promotions, career advancement provides imperative aspiration. Plemons and
Fort (2010) insists on the importance of extensive training to hit upon latest trends and styles.
The practical implementation within the matrix of sales management activities entails three options: (i) Internal
(ii) External or (iii) a combination of the both. On the unitary paw, several roadblocks prevent the use external experts
and professionals. Because of the costs involved, no particular arrangements exist where training should be situated;
inside or external to boundaries. To an extent, manager or senior peers act as the trainer. Discuss the direction of the
growth, in other cases, professional are one part of the puzzle among others (Lassk, et. al., 2012). To a certain degree
because of tactical and implicit nature and holds it as a crucial sales development process. This is how the tactical and
implicit nature hold crucial quantum of the sales development. Over the long haul associate equated with creativity and
behaviours.
Weeks and Stevens (1997); Wexley and Latham (1981) derived a taxonomy and profiled three likely rules for
training programs:, and (3) evaluation.
Needs assessment. Discuss challenges for salespeoples accountability and improvement measures in skill set. Sooner
incorporate feedback to customize training. Past research indicates needs assessment concentrate on three main areas;
the governance, the project, and the individual salesperson (McGehee and Thayer 1961).
Program design. En route to execute, monitor, and assess training, a process of formulating comprehensive, concrete,
and scalable process plan. Objectives are stimulate learning, expedite constructive progress and learning reinforcement
to fit organizational needs (Richey, 1986; Wager, Golas, & Keller, 2005). It tugs and support natural processes throughout
the entire maturation process and across a filled assortment of functioning actions.
Evaluation. Literature conveys training outcomes are multidimensional and need multiple archetypes to be evaluated
(Goldstein 1986; Landy 1989; Wexley and Latham 1981). Martin (1957) categorized evaluation as internal or external.
At that summit, behavioural change is useful external indicators of transfer (Kirkpatrick, 1960). However, evaluation
focused more on intramural or casual assessments (Alliger and Janak 1989).
In each of these categories, the manager/trainer/HR plays a diverse role pertaining to choices a the Expert by and
large involved with aesthetics, b the trainer plays a relevant role in skill development, c the HR expertise is a major
force for creativity. As a result, stakeholder is positioned in a different way within the organization (a professional; b
management team; c cross-functional role). A line of research in this direction perhaps investigate how other business
organizations derive advantage with trump card within three scenarios (in-house, outsource or mix of trainers).
Strategy and Vision. Over the years, scholars perceive sales disappointment owed to underdeveloped customer
relationship and other dimensions like core sales skills, personality traits or both. Perhaps conflicting policy, culture,
composition, procedures, and practices are more responsible. Supplemented with nonexistence of clarity in many sales
subject matter continued the skills gap. Besides traditional tactical and tested techniques are not much useful (Miller and
Sinkovitz, 2005). Thus, immediate action is imperative because sales persons learn in different manner often as need
basis, so, documented manuals of relevant skills comprehended for later usage.
Strategies always strive for reducing risk and engender novel sources of advantage. For such innovative plans,
ideas must be cyclical. Nevertheless, strategies reduce the gap amid business desires and marketing competencies.
Therefore, instigate sales personnel to exercise knowledge in present conditions. Encourage to develop ability to
accommodate changes with agility and remain pro-active. Strategy provides inimitable arrangements to enrich
profitability. With increasing globalization, the spotlight on strategic tool gain reputation. In an era of market complexity
and knowledgeable customers strategic sales promotion is essential for endurance. Nevertheless strategic issue
emphasize more on management (Prahalad, 2005). Although decisions approximating market interpretation and
collaborative relationships are task of top management (Piercy and Lane, 2005).
Segmentation as Ingenious Affair
This sub-section shifts the focal point to the operating level of capacity and tries to account ingenious nature.
Training intervention should be regular, relevant, realistic, and reoccurring (Stein, 2011), and pivotal for provoking
competency and functionality, to act as trusted advisor and a mean for consistent attainment of revenue targets i.e. sales
productivity. The trend is shifting towards core behaviours such as adaptive selling, customer orientation, consulting
orientation and active listening and management of technology in sales methodology and sales processes. With clarity a
state of the art best practices needs to be extracted and documented. It is crucial that compelling approach should focus
on imparting best behaviours and practices, for that relevant content is pivotal.
The earlier sections illustrated how the meaning grew during the last few decades. At beginning called as
instructions headed for novice salespeople. Now includes activities such as the development of behavioural and
competency architecture, formulation of strategies and blending of aesthetics together with essential requirements. In
other words, interpreting the sense remains one of the most mysterious subjects in sales domain and organizations fails
to understand the complementary factors (Grossman, 2009).
Sales pattern reflects the shifting universe of business and communications. Thus ingenious affair aid
preparations for the next change with speedy knowledge transfer, avoid overpriced incidents, and optimize assets in
real-time. This argument is well supported by Tether (2006), illustrates how assorted fields grip poles apart types of
knowledge, ranging from the rational, calculative to subjective. Environmental dynamics insist on revolutionize
procedural methods. For this fundamental reason, wants are personal characteristics, elementary sales skill, soft
sciences, technological ability, adaptive behaviour, empathy, sportsmanship, and ethics (Noonan, 2009, Ahearne et. al.,
2007; Valentine, 2009). Thus because of dynamics and variability sales-force should take on ingenious affairs to sustain
competitiveness.
The role of emerging technologies to conceive, design, enhances, and foster training by collaborating learners
and trainer. At present to stimulate learning experience with integration of various learning methods and technological
support are available. Such as excellent streaming technology with voice-over IP, self-assessment exercises,
demonstrations on video, specialized work based training videos and transmission of earlier training conducted etc.
Sales literature has focused attention on the implications of technologies (Tanner et al. 2005). We perceive modules and
methods, as a product of concepts and the technologies. Applicable to a variety of sales management activities such as
CRM, online collaboration, sales plan creation, improved services provided to valued clients (Landry 2005). But, Lassk
et.al., (2012) view emerging technology confines potential to start self regulation scholarship. The Personal Learning
Environments (PLEs) offers personal pathways to achieve mastery (Poon 2006). Surface new tools and incorporate
innovative ways to pedagogy (Johnson et al. 2012). In a sense, technology, delivering the self-directed learning programs
(SDLPs) is more commodious to the sales organization (Boyer and Lambert 2008).
As illustration, the educational purposes of Internet enabled tablets encompass extension of just-in-time
learning opportunities (Belshaw, 2011). Cloud computing and tablet facilitates synergies of technological and
pedagogical approach to improve sales-force engagement with skill development. A mobile learning is virtual method
based on digital, portable and mobile device (OConnell & Smith, 2007). Although on comparing son with e-learning, the
mobile way has a short history (Pachler, Bachmir and Cook, 2010).
The absorptive capacity, adaptive selling and behaviours play a crucial part in knowledge transfer and
imperative for organization progress. Adaptive way targets prospect, collect information, followed by strategy
formulation and delivering tailored presentation and making adjustments/modifications as per customers response.
This calls for skills in well-structured sales approach. Roberts (2012) provided a framework to elaborate how ICT
influence absorptive capacity. How it finds, assimilate, transform, and use external knowledge through advanced
information technologies. In the end the success of a customer relationship strategy depends on the behaviours of
salespeople (Wang 2012). Thus, mission is required to drive ingenious nature or path with distinctive capacity to
overcome the limited budget and resources and ease behavioural interventions.
DISCUSSION AND FUTURE RESEARCH DIRECTION
To gain clearer understanding authors reviews many purposes. Training cannot be relegated to a secondary role, or be
seen as contextual. But a central focus is how stakeholders develop ideas or artifacts and exploits within sales
environments. Training is a social phenomenon to shapes behaviours, rely on social interactions, in particular,
assessments are of crucial relevance, and creates new ways of perceive social setting.
The review seeks to show undergone transformation. Theoretic, this movement derives from a reciprocal interplay of a
series of organizational factors. In reality, few factors come into play and generate a new body of knowledge, for
example, tactical design or design management. Others, who contribute to methodical pursuit and recognition as a
standalone job, are still implicit in actual practice. The abstraction has expanded and evolved, from the science to
professionalization, then evaluation. At a more intangible level, each and every single step is accomplished. New sets of
routines and knowledge have expedited the training adaptation in sales management to new contexts.
Table 2 attempts to summarize the survey of the literature in a continuum between tactical and aesthetics at the two
extremes. This research identifies different dimensions (purpose, audience, the importance of the market, skills) along
which training can be profiled. This helps to pinpoint the major gaps within the literature and the potentials for future
research.
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Insert Table 2 about here
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Based on Table 2, this review paper suggests no precise boundaries between the tactical, the management and the
aesthetic components; instead a multidimensional perspective is needed to understand. The following three sub-sections
name and discuss key research themes. The questions emerged from the literature review, are worthy for future
investigation by management practitioners and other scholars as well.
How and from where knowledge is sourced?
The review has highlighted the strain to recognize the actual training procedure. Efforts are made in different directions
to develop a science, but, three main issues that need more examination. First and foremost, the boundaries are fuzzy. A
consequence calls for consistent improvements from the realm of art to that of science (Crane et.al., 2005). How the
disciplines be established is illustrated by few contributions. For that sales researchers need to discuss changing role,
increased accountability, technology ability, and cultural diversity counterfeit current sales training content, delivery,
and evaluation. (Lassk et.al., 2012). In this context, one major problem to recognize where sales knowledge is sourced
from and lack of understanding what works in relationship selling. The procedure fulfils ingenious and problem-solving
purposes. Little is known to which behavior, analytical, technical or ingenious skills are more or less important than the
specialized know-how. The literature indicates how practical efforts relied on understanding how creativity should be
shaped and conducted regardless as a team or an individual effort. Here suggestion is to develop a procedure, greater
attention to addressed contribution of individual salespeople. Everybody must realize that success revolves around
collective effort amid each individual in the organization. By doing so, easier are identification of tasks and the
(emerging) body of knowledge that simplifies the establishment of sales as a formal and recognized domain.
A second theme worthy of scrutiny regards the level of analysis of existing literature and the extent to which that
connects with specific research communities. In other words, we perceive a stronger link amid introduced themes
tackled within the ICT and few other more practice-oriented domains such as psychology or organization studies. A step
forward is made by identifying a common language of reference to express theories and methods, which then applied
across the various disciplines.
Third, the literature on sales management identifies the sales-force as the major schema through which a group of
elements represented and undertaken. But, an analogous methodology is transformed by the advent of new technologies.
Training relies on learning-by-doing and many sales skills are learned on the job. So, future research needs to assess the
contribution of recent graduates who received much training on technologies, thereby acknowledge such
differentiations; this sheds light on any likely change in knowledge. Nevertheless, use of social media and SDLPs are
emerging (Lassk et. al., 2012).
To conclude, the advances in ease of access to information within the ICT discipline reviewed as a fundamental link with
other disciplines. This must contribute to the definition of its scope and methods. With the increased makeover of
automated productivity tools, web based communications and electronic metrics management. Reporting has created a
leaner, more procedure oriented approach to accumulate a body of knowledge (Ahearne et.al., 2007).
Training Designer as a ingenious professional
The literature review as a concern for management (Section 2.2) has drawn attention to several issues emerged over
earlier decades. With the progressive establishment as a distinct topic within sales developments, the organization had
to tackle three main issues: how to manage training design activities; where to source the specialized abilities and
manage in an organizational context (i.e., external versus internal); and how to exploit training design for strategic
purposes. These three indicators segment and review the literature (Table 1). During the review, different questions
emerged.
With regard to the coordination of the training plays different roles, although does not have an identity. However,
influences the competitiveness relevant to strategic positioning, productive sales-force and financial performance.
Because of this pervasive, task is worth to look beyond the benefits. Either deploys internal peers or external
professionals. Investigate how activities shape the configuration of other sales management acts. Extant literature
discusses the delicate relationship within sales and marketing (Romn et.al., 2002) or consulting oriented (Pettijohn
et.al.,2007); consultative approach ( Pelham 2002, Homburg et.al., 2011); and adaptive selling (Lambert et.al., 1990,
Predmore et.al., 1994; Pelham, 2008). But little is known whether, and if, how a service marketing mix and ingenious
affair pervades the organizational composition and form the business model (Hershey, 2011). Because of multi-
disciplinarily, has relevance for competitiveness. So, rational act is to explore how the internalization of a services and
socialization of new salespersons that relies on a diverse set of knowledge bases configure sales professionalism.
Moreover, this perspective shed light on the likely emergence and affirmation of the individual as an ingenious
professional. The training strategies and approaches around technology development award to insider (manager or
trainer) or outsider brainstormed by exploring new opportunities that influence performance.
In context of the assessment of a sales-force, performance has been that strand of the literature that tried to develop
particular performance indicators. Limited integral models exist to figure out how post-training behaviour and learning
transfer are determined and how each trainee corresponds to concrete performance. Instructional systems design
evaluation classified as formative and summative, formative judge training worth during training, whereas summative
judge worth after training (Bramley and Newby, 2007). Nevertheless Hung (2010) provided directions to decide the
evaluation level to carry out as a priority. But, financial indicators are often used. Altogether many emphasize that formal
events by themselves do not deliver bottom-line outcomes (Kirkpatrick and Kirkpatrick, 2009). Kirkpatrick model
(2011) backed the ROE (return on expectation) instead of ROI (return on investments), is practical and workable
measure to figure out the degree of expectation met.
In the context of this review, we perceives efforts should be propagated to investigate the circumstances under which
organization select solutions and what are the consequences of particular choices. We do not have a formal discipline of
Sales Training yet. Although exists agreement that the customer plays an important role. First because of the
repercussion on sales and second because meanings it carry i.e. relevance for the end consumer (buyer). This indicator is
of a financial nature, because with a measure of customer satisfaction or retention the extent to which the procedure
affects determines whether the account buys that same again and again. These arguments along with the advancements
as a standalone undertaking, and emergence of standards speed up the development of more specific indicators. Below is
literature reviewed as part of Group C (Table 1) and identifies gaps that engender investigation.
Industry dimension of Sales Training
Manager often asked to name problems, select proper goals, and deliver a solution. Training is polished through a team
effort. Therefore, manager is required to coordinate and motivate a group of sales peoples with diverse competencies
toward the development and implementation of skill solutions. In other words, manager or trainer acts on several levels,
and to move from theory to action, use personal capabilities to solve problems in empathic way. The ingenious idea and
sales recreation relies upon the importance of individual talent and skills.
Manager working experience in a cross-functional team holds the key. A qualitative model of creativity can be developed
by integrating principles of cognitive, psychology, communication premises, ICT and management postulation, including
knowledge, information, and supporting tools. Exceptions aside, the set and description of desirable competencies for a
trainer/developer still represent an unexplored quarter in literature. Worthwhile investigation of those skills that
trainer-developer support besides management skills, regular communication within marketing, top management still
implicit.
This literature emphasizes that the lack of agreement upon the definition causes the absence of formal recognition as
sales management training. Such a disagreement leads to an unclear definition of the skills set a developer should
master. In the context of this review, we recommend more emphasis should be placed on investigating whether, the
trainer or developer is emerging as an expert and specialist. If happens as such, then recognized as accountable (Morris
et. al., 2006) and demands the same from the sales-force. Baruah and Paulus (2008) proposed idea generation via
brainstorm stretch to heighten the creativity of salespeople.
A wider focus on link with service innovation literature reflects a major gap. Hershey (2011) argues services
marketing got little attention. Furthermore researchers have not expressed sales presentation as strategic. So how sales
presentations add strategic value to the service marketing would be stimulating research. There are other issues as well.
Researchers can explore underutilized domains such as social networks and its role in contemporary selling to
developing sensitive salespeople. What sources of information are pivotal for conducting needs assessment and
evaluation? Does organizational climate and management standpoint influence these practices?
Some detail developing sales professional to prerogative benefits for sales organization. First, a theory of professional
design assists the understanding about types of knowledge-intensive activities that are populating modern economies.
We know a limited factor contributes to prove as a standalone field. Second, this research sheds light on the role played
by key actors and the wider consequences at industry level. Although an important connection amid the way training
design activities manifest and advance. The way sales sectors respond and this review suggests that exhaustive research
is needed in this respect.
CONCLUSION
This paper has reviewed the extant literature on sales development with intention of providing a procedure that sheds
light on scholars understanding of this topic. Highlighting on the metamorphosis from relationship development to
organizational strategy, review draws attention to different purposes used and the meanings that have developed over a
period of time. Three main levels of analysis are: a tool for methodological development; a management concern and
emergence as a ingenious affair. This perspective has shows different gaps that deserve much attention by scholars. This
extensive paper suggests exhaustive efforts should be made to concentrate on: (i) how and where ST knowledge is
sourced; (ii) how to embed relevant knowledge in an organizational context, to shape the configuration of other rational
units; (iii) whether, and if so, in which terms, sales management as a body of knowledge undergo professionalization
intended as the formalization of activities and tasks. To conclude, no precise boundaries exist among the tactical, the
management and the aesthetic components. A multi-level approach is essential to analyze the Sales Training as
procedure is argued in this paper.

Proving the Effectiveness of Technological Learning

Continual learning can be a useful intervention to resolve problems in routine workforce activities or enhance individual
capacity to meet deadlines. Management often recognizes that continual learning delivers real benefits. It is evident from
the fact that developed organizations and economies were continually relied on knowledge, skills and competency, in an
era of constant change. Consequently, it is already perceived that learning orientation has a positive impact on firm
performance. If it could be proved that continuous learning in high-level skill or problem resolving skills engender
productive performance, the workforce would be taken more seriously by their managers or potential clients.

As continual workforce development is critical to the success of any organization, therefore, how to stimulates learning
experience through technological support is pivotal. Many scholars backs the notion of innovative pedagogies for
personalized learning, as a supplement or alternative to redefine organizational learning practice that is exclusively
based on emerging technologies. However, being able to prove the effectiveness of technology based self directed
learning is important, not only in justifying the cost factor, original purpose, i.e. self-development and professional
performance but also technological capability and awareness. The role of emerging technology has been influenced in
learning and performance of human capital. Although many organizations were aware of the benefits of technological
learning in skill development issues, but rarely using it. (Global Coaching Survey, 2009). Even those organizations which
are committed to continual learning will consider that evaluation of technology based learning is difficult and complex.

Although there are committed individuals where rigid attitudes toward learning do not apply and where learning is
consistently used to resolve conflicting issues in business and development activities. However, we do not mean
technology to drive business rather its about management of technology in business processes to improve workforce
performance and drive growth, rather it must be part of an optimal solution to particular kinds of constraints or
problems.

Visualizing choice
The role of traditional training in developing the motivation has been significantly constrained by pedagogical
imperatives that do not empower learner-centered approach which is most likely to empower the workforce with the
skills needed in the knowledge economy. Therefore, in recent times, professionals are demanding flexible and personal
learning environments for skill enhancements (Johnson 2010). Workforce are in need for a learning approach that could
aid mobility (Pachler et al., 2010). Today's workforce needs to learn contents, in a manner that suits their work-life
needs and constraints that too without physically attending the classroom sessions. In fact, one size fits all has
damaged learning autonomy because of the tendency to treat workforce as a homogeneous group. We strongly object to
this approach and suggest scope within this evolving landscape technology based learning that offers freedom, diversity
over learning philosophy, allow empowerment and the exercising of empowered with authority. Concisely, totally
empowers workforce to decide when, what, and how to learn.
We perceive that technology based personal learning systems are more likely to be better than classroom learning,
specifically for adult learners, as they are learners with work and family, having priorities (Day 2012).

Learning is conceptualized as cognitive and social (Powell & Kalina, 2009). The notion of m-learning, e- learning or
virtual learning encompass technology based learning. The computer and network enabled electronic learning, termed
as e-learning while m-learning is a form of virtual learning which facilitates use of digital, portable and mobile devices
used anywhere, anytime and on-the-move as well. (OConnell & Smith, 2007). Individual on-move can access cloud-based
applications through mobile application, while learning contents are stored on virtual servers at a remote location.
Moreover, it also facilitates for-the-moment learning, and encourage individuals to select among appropriate learning
style such as open, independent, interactive, connective and collaborative learning. The net tablets encompass extension
of technology based learning for just-in-time, available anywhere, can fostered flexibility in learning processes.

Judgement on emerging technology
Different insights of emerging technologies have been explored, the technology incorporates organizational philosophies
and ideologies (Siemens and Tittenberger, 2009); is a new technologies in specific organizational context (Veletsianos,
2010); innovative pedagogies supplemented with technology (Johnson et.al., 2012) and a combination of tools, concepts,
innovations, and advancement used for learning (Veletsianos, 2010). In knowledge-based economy, the effectiveness of
technology based learning-assessment systems and how it makes an impact on learning-evaluation process (Johnson
2011) is needed to for product performance. The learning needs in a knowledgeable society are elusive as clear
enunciation to which particular learning pedagogy sustains in knowledge-based economy. Which learning can be
classified as generic and task specific learnings. What is needed to facilitate among professional image, leadership skills,
developing effective alliances and partnerships, time management, customer analysis, etc. Emerging technologies do
have the capability and potential to effectively deal with theoretical and practical aspects such as e-collaboration, e-
partnerships and e-learning.

Emerging technologies for personalized learning
Notions of continual lifelong learning in knowledgeable economy coupled with rapid advances in emerging technologies
have enabled self directed learning into service in customized ways, previously unimaginable. Use of emerging
technologies to conceptualize, design, enhance, and foster learning by collaborating with content developers are evident.
There are technologies for workplace-based learning that can perform competency-based assessments as well (Chan,
2010a; Chan, 2010, b).

Individual learner centered, integrated with technology, facilitate interaction with other learners, peers, mentors and
experts.
Self learning, interactive instructions, learning with peers and experts, or a mix of both with cloud computing and net
tablet facilitate synergies of technological and pedagogical approach to improve individuals' engagement with learning
and skill development and likely to influence creative expression (Johnson et al. 2011)
It's an innovative concept that can be used in diverse settings to serve varied purposes like skill enhancement and
transfer.

Its much likely that professional trainers and organization can empower staff to become lifelong learners, implement
progressive pedagogies in staff learning, and focus on the role of trainer and technology within this evolving landscape.
The first anomaly relates to a presumed workforce desire to learn using a learner-centered learning experience. We
oppose one size fits all tendency that treating workforce as a homogeneous group. We strongly object to this approach
and suggest the scope within mobile learning models to offer workforce more than one learning modules by allowing
them to select their preferred module according to their need and learning philosophy. The second anomaly refers to
issues of choice for training staff may it be internal or external, as learning philosophy insist the notion of
empowerment and the exercising of empowered with authority. The need to incorporate critical behaviors, increasing
numbers of performance indicators, diversity in workforces and requirements to remain flexible and responsive, has
damaged learning autonomy. The third anomaly relates to workforce' perceptions of impractical and irrelevant content,
improper delivery, a personal discomfort with change and motivation from seniors to resist change. (Broad and
Newstrom, 1992).
The term mobile learning refers freedom and diversity in selecting needed to learn modules by workforce, focus on the
unique needs of individual learners, not according to trainer or manager. It totally empowers workforce to decide when,
what, and how to learn, by initiating mobile and virtual learning. Thereby emerging technology could change the role of
trainer from direct instruction in classroom to just a facilitator of virtual knowledge source and manage learning
resources. The mobile learning, approach offers workforce and trainers the choice between two pedagogical approaches;
either a learner centered virtual approach or interactive instruction approach or a mix of both. We argue that the trainer
and content developers role to be central in both approaches mentioned, however, an innovative style of training, or
innovative way of promoting learning, required to be practiced. Pan (2006), suggests that the empowerment of choices
provides workforce with individualized learning pathways in control of the learners themselves, which promote
empowerment for personalisation of learning (Hartley, 2007). The empowerment of choice has appeal to both work staff
and professional trainer. Now onwards organization likely to engage themselves with emerging technology and because
of contemporary, innovative pedagogies being preferable to align with the new mobile approach. Authors perceives
greater opportunity of success when organization simultaneously offers choice in using preferred pedagogical approach
to promote workforce learning thereby to acquire skills. This advanced learning technology could provide twofold
usefulness and more effective pedagogy at substantially lower costs. Notebooks, Laptop, personal digital assistants
(PDAs) can also facilitate mobile learning, however, tablets have numerous advantages as tuned with appropriateness in
level of technology integration supplemented with distinct features: Portability (anywhere, any time, on-the-move);
Mobility (no plug-in power supply); and a range of useful generic apps with accordance to transform learning into skills.
Conclusions
In the era of knowledge based economy, learners when socialized to the online environment, results in enhanced
technological capabilities, critical thinking and time management skills. Become proficient in collaborative and
interactive learning by community formation. Emerging technologies does have the capability and potential to effectively
deal with theoretical and practical aspects such as e-collaboration, e-partnerships, integration of sales and service,
customer oriented selling, flexible, active, continuous, lifelong and active learning. Approach perceives that personal
learning systems with flexibility and mobility are more likely to be better than classroom learning, i.e. direct instruction.
The approach can address several challenges being currently faced by sales-force, few of these are, time constraints,
changing roles, accountability, technological capabilities, collaboration, partnerships, integration of sales and service,
self-directed learning, use of social media and cultural diversity. The model does recognize sales organizations, content
developers and professional trainers as a key player in the development of mobile learning mechanism. We invite further
discussion of the model by academics and professional trainers and sales organizations with a view to implementation in
actual practice.

References
Belshaw, D. (2011). Mobile and wireless technologies review. London, United Kingdom: Joint Information Systems
Committee.
Creanor, L., & Littlejohn, A. (2000). A cross-institutional approach to staff development in Internet communication. March,
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Engestrom, Y. (2004). New forms of learning in co-configuration work. Journal of Workplace Learning. 16(1/2), 11-21.
Fisher, K., & Sauer, P. (2011). Enhanced learning through development of interactive etextbooks on net tablets (pp. 151).
Garrison, D.R., & Anderson, T. (2003). E-Learning in the 21st Century. London: Routledge-Falmer.
Liu, C.-H., Chiang, T.-C., & Huang, Y.-M. (2007). Assessment of Effectiveness of Web-based Training on Demand.
Interactive Learning Environments. 15(3), 217235.


The Training of Pharmaceutical Sales Professionals: Current Practices

Abstract
Sales peoples knowledge, skills and behaviours (KSA) has caused a major impact on the effectiveness, and the
relationship between the organization, manager and account/client. We try to examine ongoing sales training practices
in the pharmaceutical industries of Northern India as well as to understand how it aids effectiveness. We conducted a
qualitative investigation based on in-depth interviews with key sales peoples from major pharmaceutical firms. Insights
are generated after analyzing emerging themes with solid theoretical bases. Our results show that, indeed, many sales
representatives have shown an inclination towards sales tools and latest gadgets to do better. However, high-tech
methods are still in their infancy. Thither is a demand to develop proper new metrics grounded on market orientation.
Armed with automation and sales tools, average sales professional might transform into star performers. Topics are
discussed from training effectiveness perspective (creativity and innovativeness) with implications for managers and
researchers.
1. Proposed Line of Inquiry
Sales inevitably show the shifting universe of business and communications. In todays dynamic and vibrant business
environment sales organizations are committing on the sales management activities to support competitiveness and
performance. As the pressure and intensity on sales-peoples (market dynamics, advanced selling orientation) grows and
shifts. Firms must take a thoughtful approach to improve the skill level of the sales-force (Cron, Marshall, Singh, Spiro &
Harish, 2005)). It is intelligible that salespeoples behaviours have significant effects on client satisfaction.
Successfulness of a relationship strategy often depends on the sensibility and behaviours (Wang, 2012). Therefore, sales
profession is seen as one of the most challenging and contentious in management (Chitwood, 2007).

The favourable results from sales-force grounded more on the ability to adapt, acquire and apply skills/competencies (
Salas, Wilson, Priest, & Guthrie, 2006)). Literature indicates that holding and gratifying the development demands of
sales people and attracting the sales talents are vital to secure the sustainability of business performance (Garrido, Prez
& Antn, 2005). Furthermore, salespeople face several challenges such as limited sales opportunities, multi-channel
environment, knowledgeable customers, ethical selling and discriminating buyers (Little, 2008; Midgley, 1997). So need
advanced skills set to pertain in everyday field activities (Noe, 2008).

For performance issue, training is workable and practical intervention (Katzell and Guzzo, 1983). T & D activities to
upgrade knowledge and skills stay highest business priorities (Lambert, 2010). In turbulent environment sales
personnel needs interpersonal, core sales conducts and technological competencies (McKinsey Global Survey, 2010).
Over the long haul, sales organizations continue to pump billions on sales training every year (Paradise, 2007). In
contrast Salsa and Stagl (2009) reports that limited salespeople have knowledge of modern behaviours and technology
abilities. Nevertheless, despite large investment and importance, literatures have finite evidence of systematic training
procedures (IBM, 2008). The overall understanding of the methods is much restricted and anecdotal (Garrido et al.,
2005). Stewart (2006) mentions among the topics in the field of sales management, sales get the least attention from
researchers.

Little research exists on the effectiveness of pharmaceutical sales representatives training in India. The aim of this
inquiry is to investigate the sales training effectiveness in the Indian pharmaceutical Industry. Till date, Indian specific
studies are not brought out in the literature. So this report tries to research the current status. Its effect on performance,
whether sales training guides to sales effectiveness is the key of this work. The extensive issues are identified from the
sales literature and are the focal point of investigation in this field. These are as follows:
Selling practiced and frequency of training conducted.
Preferred training method, contents of the training and trainer.
Supervisor/ management support in the context of continual learning.
Skills necessary for the sales professionals in the pharmaceutical industry.
Motivation before training and satisfaction level during and after training.
Factors lacking and constituents of effective sales training (role of creativity, innovativeness and technology).
First the summary based on the literature on sales development and prior findings in field relevant to training needs is
discussed. Following the section research design and method, discusses the qualitative in-depth interview, sample size
justification, data aggregation and results. The article looks at themes which come forth from the qualitative exploratory
study and these topics are discussed in light of the existing literature. In the end, limitation and future scope are
discussed.
2. Literature Review
Sales peoples are the front seams of a sales organization who are along a constant move. They are backed up by support
of sales managers and top management. There exists an agreement salespeople are not born, furthermore made into
productive sales professionals. To contemplate intentions, productivity is a major convenience and sales training is a
sensible practice to increase bottom-line results. The universal view is to make sure proactive performance (Pettijohn &
Taylor, 2009). Both salespeople and organizations perceive training will increase organizational value (Johlke, 2006) via
cognitive, behavioural and competency outcomes (Salas and Stagl, 2009). In fact, surpasses performance records,
incorporate commitment, fine-tuning of work quality, increased self-esteem, negligible errors, reflects traits such as high
motivation and dedication (Salas et. al., 2006). Extraordinary sales behaviours are self-evident and correlate efficacious
training intervention.
The primary aim is the identification of organizational climate for sales training and salespersons satisfaction with the
current patterns. Notable publications of sales development is selected from subjects that depicts the impact on
performance outcome. Sales-force performance outcomes are well documented the importance of sales actions and
orientation (Pettijohn and Taylor 2002, 2009; Romn, Ruiz & Munuera, 2002). In a study, Grossman (2011) pinpoints
trainee attributes (motivation and perceived usefulness of preparation), training model (realistic skills and behaviours)
and funding, exhibited strong bonding with training outcome. In another study, Pelham (2008) offered a mental
prototype of influences on behaviour from the perspective of salespeople. The other influential affairs highlighted along
with supported literature are; peer support, supervisory support, specific goals, synchronization of learning content and
skill to be acquired, transfer climate, use of job aids and tools, cognitive ability and self-efficacy, regular feedback,
planned approach, commitment and work inclination (Burke & Hutchins, 2007; Baldwin and Ford, 1988; Baldwin et al.,
2009; Bates and Holton, 2004; Blume et al., 2010; Chiaburu & Lindsay, 2008; Cheng, 2000; Colquitt et al., 2000; Ford et
al., 1998; Grossman, 2009; Holladay et al., 2003; Jackson et al., 2007; Robbins et al., 2009; Salas et al., 2006; Stajkovic and
Luthans, 1998). But for in depth interviews of sales professionals, we omitted imperceptible points and recognize the
important ingredients relevant to Indian Pharmaceutical industry.
Research Design and Method
This study is exploratory in nature and uses in-depth interview as a method for gathering qualitative insights. In the bulk
of case studies, qualitative interviews are root of primary data (Dube and Part, 2003). Therefore, forecasting and
establishing the number of interview is pivotal. In qualitative scholarship, saturation corresponds to prove sample size
and key to excellent qualitative work (Morse, 1995). The prominent qualitative researchers postulate insufficient
protocols for calculating sample size. An elusive apprehension since few concrete guidelines exists (Marshall et al.,
2013). Thus, central project is receiving an adequate sample, as proper size is a precursor to credible analysis.

The adequacy of trial size can be justified using external and internal measures. In the context of external justifications, a
method is suggestions by qualitative methodologists. Another is citing alike studies where corresponding samples are
applied to achieve saturation. In event of internal justification, statistical analysis shows saturation within a dataset. It
explains how or when saturation begins. However, Marshall et al., (2013) has suggested three best exercises. First, is the
internal support i.e. statistical arrangement of data saturation? Second is iterating similar research problems where right
sample sizes meet saturation and third is a recommendation of qualitative methodologies.

This study uses preeminent practical guidelines because of the guaranteed benefits of adopting best practices. Affix the
integrity and enhances standards of inquiry. In particular, we opted advices applied to each qualitative research where
the primary data source is in-depth interviews. Directions suggested by Marshall et al., (2013) are; Qualitative studies
based on Grounded theory, should include twenty and thirty interviews, but, thirty is many. Saturation occurs with thirty
or fewer interviews, in the vast majority (76 percent) of studies. Acknowledgment of other researchers is of Thompson
(2004) and Goulielmos (2004). Based along the above statements, we reasoned a sample size of at least 30 should be
taken for this qualitative work or till data saturation happens.

Data Collection: The qualitative insights are collected through In Depth Interview of sales professionals. A treatment
guide is framed which was having open ended queries. The participants in the study were sales professionals in the age
group of 21 to 35 years old. A total thirty sales professionals participated in the interviews, each interview last for 30 to
45 minutes. The contact hours were 16 hrs. The discussions are entered utilizing the voice tape device and extensive
notes taken during the negotiation. Few of the respondents were sceptical to recording and in those cases; notations are
put in use by researchers. Later on the completion of the individual interview transcribed data and performed
transcripts scrutiny to name the root words. Data saturation recognized around 26th interview, afterward, no new thrust
emerged between 28th and 30th interview.

4. Results and Findings
The investigation of qualitative data study used Lincoln and Gubas (1985) guidelines. Authors read and reviewed the
sales professionals comments, thereafter sorted into groups/argument. After analyzing and discussion, we short-listed
several useful topics related to sales training. The topics are discussed in the succeeding paragraphs:
Sales Process, respondents mentioned use of the well defined selling procedures positioned with routine grooming. The
bulk of the respondents (sixty percent) mentioned strategic selling practice. Although consultative and solution selling
likewise exists, but few in numbers. Just forty percent responded experienced professional selling at entry level and
trained in "Seven Steps of Sales" to heighten levels of professionalism.
Delivery Method, Eighty-four percent of respondents reported traditional classroom training is practiced that involves
internal instructor led workshop. A bare eight percent endure video conferencing, webcast, and e-sales training. Most
respondents mentioned that in the era of Hi-tech method, organization still rely on formal methods. Respondents
preferred interactive methods and integration of diverse reading methods. Few respondents states digital platform or
electronic methods as time-honored practices that decreases travel cost and offer individual training to disposition
greater productivity.
Contents, Training manuals are most often used contents. This proportionate eighty percent answers; followed case
analysis (forty-two percent), demonstration and role play (ten percent). Few respondents have indicated an inclination
towards the contents in magazine format and audio talk with experts.
Trainer (Internal/external), Eighty-four percent of respondents reported that they received training by internal
instructor (HR, Sales manager). Fifteen percent corresponds to both internal and external trainers (industry expert and
motivational speakers).
Essential skills and Behaviours, sixty four percent respondents stated effective oral communication skill is vital to
make sure sales success. The other generic skills supported were self-motivation, handling objections, interpersonal
skills, closing and product training. These respondents stats preferred topics are product knowledge, marketing, general
selling skills, team-management and overcoming objection. But mere twenty-two percent responded skill training in
sales presentations, planning, sales calls, time - management and buying behaviours. Although, industry dynamics,
territory analysis, targeting and obtaining perspectives found missing in most respondents. Many are on view that the
primary skills associated with selling are well learned. To hold a distinct superiority over competitors, in a dynamic
marketplace thoughtful and domain specific contents is needed. Therefore, emphasized skills-based training, use of
impression management as a technique, adaptive sales to acquire knowledge of their customers. Few favoured customer
oriented selling to improve sales and marketing relationship.
Management and supervisor support, sixty percent participants reports sales manager support on a regular basis.
Thirty-one percent respondents mentioned that when they are unsure of the rational act, they received counselling from
senior peers. Respondents moreover mentioned how aspiration is linked to investments of effort, time and imagination
by Sales Managers. Several survey participants perceive coaching and mentoring is a key for productive performance.
Motivation, sixty-five percent participants motivated to acquire 'sales personality' characteristics. Thirty percent
respondents manifest willingness because of the rewards or promotions. While thirty-two percent are influenced by
both intrinsic and extrinsic rewards. Rest reports training as coercion.
Technology and tools, ninety percent respondents express their liking for a reach of sales related tools and widgets to
aid sales performance. Few participants favour automation for reporting procedure. Respondents mentioned how
provision of digital personalized tools can be utilized by clients and colleagues. Furthermore, respondents indicated that
their needs are improved tools that will let them to be effective.
Potency, seventy percent responded that training effectiveness rose through the employment of high-tech methods. In
fact, thirty percent respondents stated need for transparent effectiveness assessment procedures. Moreover, comments
were sales training is a tactical issue; essential to sustain in knowledge-based economy and to face knowledgeable
customer.
Perceived utility of training, Eighty-two percent responded stated increased sales, customer retention and client
feedback are significant utility of preparation. Many are of view that formation to a greater heights of professionalism
needs creativity and innovativeness in training approach supplemented with sales tools and technologies.

5. Discussion and implications
Along qualitative research and existing literature, significant events are identified, highlighted for managerial
implications and treatments.
Sales Process: Our findings with clarity show that training is positioned to strategic targets and well aligned with sales
steps. Without a rational sales procedure (pattern of sales decision) or inappropriate sales preparation never yields
stellar results (Genn, 2004). The outcome might contribute to a smattering of new leads, decreasing business,
mishandling sales calls and decline in overall functioning. In the pharmaceutical industry, thrust lies on professional and
/or strategic selling. Professional marketing is structured "Seven Steps of Sales" but superseded by more modern 'Open
Plan' or two-way method (William and Marshall, 2005). Strategic sales promotion is important for survival in an era of
market complexity, so training should be synchronized (Miller and Sinkovitz, 2005). Strategic interventions may
engender useful solution to several challenges faced by sales-force (Baron, 2012). For strategic training Stein (2011)
recommended; understanding of customer buying approach, coordination between sales and marketing, well defined
selling proceeding, and qualified sales management personnel. So the selling procedure is a matter of convenience. Thus
inferred that sales development should be positioned with the sales procedures and be an integral part.
Delivery Method: Formal classroom training has gone forward to lead as the training-delivery choice (ASTD Industry
Report, 2008). The same is mentioned in our results. But social media and self-directed learning programs (SDLPs) are
emerging methods (Lassk et. al., 2012). Traditional classroom training often involves lectures, case studies and
behaviour modelling (Sales, 2006). Now, many organizations are salespeople are inclined more towards e-learning
(Chelan David; 2006, Anderson, 2008); webinar based synchronous sales training (Powell, 2001) versus conventional
training. Although, wide variations still exist (Blair and Sisakhti, 2007). This trend is clear in the outcome of the survey.
Here, an innovative learning technology or blended learning could offer twofold usefulness and more effective pedagogy
at substantially lower prices.
Contents: Learning contents are vital factors around that training is planned. Training manuals are often used contents
while other methods are videotapes, case studies, role-playing, and audio tapes used. Notable topics include selling
techniques, presentation and customer-service (Chonko, Tanner and Weeks 1993). Many challenges are faced by sales-
force. Few of these (but not limited to) are vibrant business environments, globalization, technology usage and cultural
diversity (Gonzalez et al. 2010; Heidecke et al. 2009; Dennis et al., 2009). The progressive matters are ethical behaviour,
understanding of unethical sales behaviours, adaptability, time management and socialization (Salopek, 2009; Noonan,
2009; Lambert, 2010; Barksdale Jr. et al., 2003). Lassk, (2012) is of opinion that an urgent need to find training content
for delivering post-sale and proactive recovery methods.
Trainer (Internal/external): The trainer has to make sure that the knowledge, skills, concepts, attitudes or behaviours
to be acquired can meet the strategic business needs. So the determination on who will deliver training is censorious.
The practical implementation of ST within the matrix of sales management activities entails three options: (i) Internal (ii)
External or (iii) a combination of the both. Internal trainer is often a sound choice as trainees are capable to relate to the
instructor (Daniels, 2003). In several instance the director or senior peers act as the trainer. This is depicted in
qualitative results. Here, we perceive that external providers are important as well. Among many choices managers,
internal coaches, external practitioners or professional trainers; an optimal mix justify degree of alignment with internal
functions.
Essential skills and Behaviours: As late, sales professionals need possession of very specific skills. A few decades before
sales training used to be primitive, regardless of industry domain, but now necessary to be relevant. A variety of training
topics are valuable for sales organizations (Johnston and Marshall 2006). Many competencies and traits are needed, such
as soft skills, sales behaviour and skill in analytical instruments and tools. Ethics remains an essential training cynosure
(Valentine, 2009). Although active listening and communication abilities are pivotal. Even so, may include understanding
buyers behaviours, domain knowledge, territory analysis and industry or market dynamics (Leach, Liu, Johnston, and
Wesley, 2005). A little while back center of attentions are empathy and sportsmanship (social judgment and
professionalism); territory management (Landale, 2004), maintaining composure in difficult engagement (Ahearne,
Jelinek, and Jones, 2007); strategic training to set out into the new account (Keenan, 2000) and emotional intelligence to
improve competencies in sales interactions (Kidwell et al. 2011). In our investigation, these recent trends not yet
observed, just generic sales skills is practiced.
Technology and Tools: The preparation is influenced by uses of emerging technologies to enlighten personal learning
and social media during the sales progression (Lassk et al., 2012). To improve grades of services offered to valued
customers and major reports. Firms are incorporating modern technology into the sales procedure and in its own sales
management processes (Schillewaert et al., 2005). Sales automation represent not just means to lessen costs, but
produce revenues and meeting user needs as well (Roman et al. 2002). Sales tools engender improved customer
satisfaction, sales effectiveness and enhance competencies in relationship selling (Geiger and Turley, 2006). In that place,
Salas et al. (2006) reports that sales peoples need to use job aids, analytical tools, and sales technology such as CRM
(client relationship management). So in present buyer driven market, selling indulge lots of applied sciences. The
advances observed are; e-learning (Anderson, 2008, Powell 2001); use of IT Tools (Geiger, 2006); CRM (Tanner et al.,
2005; online sales channels; Just-in-time; On-site; Online training (Sarin and Kohli, 2010) and other new automation
contrivances (Marler et al. 2006); used in most of the sales management activities. Preference for tools and technologies
by respondents for knowledge of modern trends and to gain business acumen is reflected in study. Sales peoples are
being required to take on a change of sales aids and instruments, besides high-tech learning systems.
Manager/Supervisor/Peer Support: A routine of works in the past have shown that management support is unrivalled
of the strongest factors for success of preparation plans. As an example, Lucent Technologies Director of sales training
insists that for the increased profitability organization must engender training. Straight-forward tied with its objectives
and backup by top management and senior leadership support (Johnson 2004). Managerial feedback is essential to
improve sales force productivity (Honeycutt et al., 1995). Supervisory encouragement (Jackson et al. 2007), information
sharing and feedback (Awoniyi et al., 2002) has noteworthy relationships to successful breeding. Peer brace has
paramount links with training, motivation (Bates and Holton 2004). Therefore, sales managers should work every bit
and part of a knowledge application, supporting individual salespeople, watch and review to make sure productive
performance outcomes.
Motivation: In recent times, trainee motivation emerged as foremost contributor for skill acquisition. Motivation is
ability to play hard (Baldwin et al., 2009) and pivotal for salespeoples inclination and persistence to gain skills. Notion is
straightforward that higher degree is proportional to effective sales (Sujan, Weitz and Kumar, 1994). Nevertheless,
motivation levels can be influenced by intrinsic and extrinsic rewards (Grossman, & Salas, 2009). Latest studies
demonstrated that specific goal setting, regular feedback, raise motivation, thereby performance (Robbins & Judge,
2009). Chivalry and Lindsay (2008) study results show training, self-efficacy is a judgmental part, while training
instrumentality (willingness) is full of life to represent. So motivational strategy such as incentives for domain
knowledge; reward or promotion policy for behavioural improvement demonstration, may be treated as a need for
career progression can instil motivation to learn.
Effectiveness: The effectiveness dimension issue is of prime concern. Sales effectiveness is consistent sales performance
against quotas. The involvements (management, manager, trainer, HR) are significant before and after training and thus
hypothesized that training effectiveness is more eminent. Many elements are related to effectiveness paradigm. It is
perceived that learning orientation of trainees has a positive repercussion on performance (Farell, 2000). So firms are
now emphasizing on cultivating a learning culture and demanding commitment to continual learning. Effectiveness is
contingent on positive transfer climate (Salas et al., 2006) and recognition, rewards and encouragement (Salas and Stagl,
2009). The link between effectiveness and sales training are constructs. At that place, Pelham (2008) provided sales
effectiveness setup as consulting, listening, adaptive selling, customer retention, and sales target. Literature makes
known that these behaviours influence the result. Economy demands value-creating salespeople (Rackham, 2009). So
accountability and the measurement of effectiveness extend beyond post-hoc analysis and should be seen early in the
training needs assessment and plan. Thither is a demand for new thoughtful approaches to revitalize sales-force via
engineering ability, behavioural capacity and ethnic diversity (Lassk, et al., 2012). In this research, although the
effectiveness of training is coherent, nevertheless, the constructive development procedure further needs more
improvements.

6. Conclusions
This paper discusses the importance and usefulness of sales training. The application interventions explains the many
and varied reasons why salespeople must undergo training. The findings from the in-depth interviews offer a very ample
and comprehensive understanding of how salespeople are being schooled and what they believe on these training drills.
How sales professionals use learning in their everyday chores. These will aid to prove the current practices prevalent in
pharmaceutical organizations.

The issue covered observes prevailing ideas within Pharmaceutical context are strategic selling, classroom preparation,
training manuals, and internal trainer and primary skills. However, demand more technology and tools, creativity and
innovation to enhance potency, and perceived positive utility of preparation. Terminal, this written report provides both
academicians and the pharmaceutical business associations with a wealth of knowledge touching the ever blowing up
world of core competencies and business complexities.

The present work proposes a positive relationship between sales training and functioning and identifies few important
implications for sales leaders in the pharmaceutical section. Effects can be used for verifying the qualitative insights
throughout training. Predictors of improved sales-force performance with help of future quantitative study.
Nevertheless, pharmaceutical organizations are gratifying the development demands of sales professionals. The role of
technologies complemented with creativity, innovativeness and use of high-tech methods for acquiring core selling
competencies need to be investigated in particular through a descriptive research. More effectiveness could be observed
in terms of increased sales compared to the earlier targets, recent zones and new accounts.

7. Limitations and Future Scope
This research is an exploratory study grounded on qualitative research using In Depth Interview as a method for data
aggregation. The topics identified are positioned on a sample of just 30 respondents and so lack the methodological
validity of a quantitative intervention. In parliamentary law to have decisive findings, need is to design a study utilizing a
bigger sample size. Nevertheless, has helped us in distinguishing the relevant topics in the precinct of sales training
which can be further corroborated through a conclusive research.

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AN EXPLORATORY REVIEW OF SALES TRAINING LITERATURE: INSIGHTS FOR FUTURE INQUIRY
The importance of Sales Training is accredited by scholars from numerous fields as a prospective enabler of revenue,
competitiveness and sustainability. However, this exploratory scholarship intends to fabricate a multifaceted view by
segmenting the cerebral sales management and development contributions. Article spots a possibility of justifications
and directions, diverse motivation and the types of knowledge to rely on (e.g., rational, subjective and expressive). A
multiplicity of existing intention contributes to three attributes; development that is adroitness and competencies
oriented; work out customer tribulations, and craft something valuable. Nevertheless, literature provide the impression
that regardless of widespread conformity on multidimensional benefits, where the core knowledge is generated and how
to bring into play for the sake of value creation still undiscovered. This insinuates hard to portray boundaries and settle
on benchmark for explicit specialization. Study attracts attention to diverse purposes used, cracks within the literature
and imports that developed over a point of time. This expose concludes a multi-level advance is indispensable and offers
thought-provoking avenues for future inquiry.

The importance of Sales Training is acknowledged by various scholars. Because of multi-disciplinary nature, this
exploratory review intends segmentation of contemporary sales promotion and development literature. The papers
contribution is twofold. First, the paper lends clarity to the existing sales literature via classification of the key
contemplations, either with a tactical, organizational, or ingenious affair. A mitigate pathway undergone from expressing
product specifications to an authoritative tool that shape organizational strategy. Second, the review seeks to name
influential propositions those canister observable facts for future investigation. With this remit authors interpret and
construe purpose in diverse contexts; as a gizmo for organizational development; a distress of top management; and an
ingenious affair. Second, sheds light on scholars understanding to the extent towards organizational and market
environment factors contributed to training procedures. The report goes above the extant and contributes compositions
for a richer (perceptive) appreciative of sales management practices. Sales training is multi-disciplinary and bundle of
innovative actions are compulsory as an expedient toward getting hold of a desired advantage.

A PROPOSED LINE TO INQUIRE: SEGMENTING SALES TRAINING LITERATURE

This indispensable tie is a value-creating theory that latent contributes to sales-force productivity and
organizations competitiveness (Johlke, 2006; Salas, Wilson, Priest, and Guthrie, 2006). The importance is acknowledged
by scholars from a diversity of fields, sociology, computer and information technology, communication, psychology,
cognition (Lamb, 2010; Geiger, 2006; Smith, 2009; Jantana, Honeycutt Jr., Thelenc, Attiad, 2004; Ku Fan and Cheng, 2006;
Noonan, 2009; Hansen, 2008; Valentine 2009) and of course management (Plouffe, 2008; Pelham, 2008; Wang 2010;
Pettijohn, Pettijohn, Taylor, 2007; Homburg and Klarmann, 2011b). Regardless of promising enabler of revenue,
retention and customer satisfaction, concede a wide scope of purposes and the types of knowledge and acquaintance to
rely on (e.g., rational, subjective and expressive). Nevertheless, have potential to make over the average sales peoples
into expert professional (Anderson, Hair & Bush, 1992; Powell, 2001). So the preparatory point consists of expounding
the term sales training. In the earlier decades, meant for greenhorn salespeople to comprehend sales realm in a
moderate time (Weitz et. al 1986). A mode to act as trusted advisor, excellence, least errors and elevated morale integral
for competitiveness and performance (Salas et al., 2006) via interpersonal skills and hi-tech capability (Salas and Stagl,
2009). To heighten consistent accomplishment of revenue targets, an eventual resource that strengthen sales
competencies and deepen functionality. Train' is a verb, that is, instructing the fundamental skills to develop capacity.
Whereas Training is noun, an exercise to build up the skills planned for a profession. As a consequence training cannot
be a one-off or isolated affair, nevertheless remain engaged with the sales management occupations, and contribute to
broaden relations and experience of the buyer.
It looks complicated to portray confines within the field and uncover criteria for unambiguous differentiation.
Nevertheless, confer impression to share three attributes. One, the word training refers to a course of action (tactical or
strategic). Second, skill-oriented, and third is set of skills. Almost always lead to solving customers' inconvenience,
congregate definite requirements, and advance sales or craft something functional or valuable.
From this perspective, the aim of this scholarship is twofold. First, seek out to sweep up the contemporary
literature. Second, offer a constitution for improved indulgent, by segmentation in punitive areas and facilitate a
standard frame of reference that scholars and practitioners, among others refer. Until now several scholarship attempts
to review sales literature to amalgamate constructive theoretical knowledge (Weitz and Sujan, 1986; Cralg, 1990; El-
Ansary, 1993; Taylor & Vaught, 1994; Salas & Cannon-Bowers, 2001; Landry, Arnold & Arndt, 2005; Buttle, Ang & Iriana,
2006; Lassk, 2012). However these scholarships confer the interests of particular audiences and have a propensity to
overlook others. Weitz and Sujan (1986), review psychology and personal selling studies, press on propositions for
salespeoples knowledge, motivation, and adaptive behaviour. In time advance a framework for recuperating selling
effectiveness. Characterized by originality the sales training handbook (Cralg, 1990), cover up abundant aspect such as
development and management of training functions, importance of trainer and necessity to stay up-to-date within
technology, shifting sales role, new products, services and vibrant philosophies. Training knows how to show
enhancement and linkage with performance, because of broadened delivery methods and wide-range of contents.
Concomitant with developments, broadened methods, sources, and contents, El-Ansary (1993) suggested strategy-
oriented training and involvement of suppliers and customers at some stage during need assessments. Furthermore,
Taylor & Vaught (1994) is of the view that cultured skills ease and alleviate professional development of sales team and
boost account value and worthiness of organization. Salas & Cannon-bowers (2001) reviews the literature to articulate
advancement in needs analysis, antecedent training conditions, methods, strategies, and post-training interventions. At
last suggests encroachment in training design, delivery, evaluation, theory development, and extent of empirical
researches amid factors that persuade efficacy and transfer of training. A comprehensive and systematic review
suggested sales-related strategy, technology, and expertise intended for CRM (Landry, Arnold, & Arndt, 2005). The
foremost themes were dynamic temperament of the sales role, channel functioning and inter-firm relationships besides
strategic sales activities, endorsement of CRM by salespeople and customers. Following this Buttle, Ang & Iriana, (2006),
critique sales-force automation (SFA) literature on theoretical and methodological arguments. However observed SFA
focused more on technology and peoples issues. Lassk (2012) depict attention on three key scope; content development,
delivery, and evaluation. Moreover the academic work laid key challenges meant for researchers; such as integration of
service activities into sales, customer-oriented selling, self-directed learning, and social media. Overall, these
scholarships emphasized on clarity of the constructs and application of rigorous methods. In fact, propagate training as
truely productive intervention to achieve organizational goals.
This research introduce a segmentation of the novel literature based on three core areas that correspond to
three different levels; activities, choices and results. In general, researchers argue that scholars have conceptual and
methodological scheme well-matched to augment two significant issues. One, develop selling KSA (knowledge, skills, and
abilities) to increase organizational revenue and second performance context of training activities i.e. effectiveness
(Cron, Marshall, Singh, Spiro & Sujan, 2005).
In general, researchers have developed many theories to stir training designs across several subjective areas;
cognitive, social, psychological, computer technologies and information and software engineering. We introduce
articulation of the literature that confines how dissimilar groups of interest interpreted Sales Training and dispense
explicit meaning and implication. For that reason we concentrate more on analysis at three main levels; at the
operational level where focal point is tactical segment and the efforts made to develop a science. At the managerial level,
core is on the competitiveness, organizational composition, strategy, and recognition as an ingenious or creative affair
(Table 1).
-----------------------------
Insert Table 1 about here
------------------------------
In the perspective of three dissimilar segments, we illustrate progression of underlying principle that support
splitting literature in groups. While moving from Group-A to Group-C, the gist moves from one extreme (tactical
deliberation) to the other supreme, ingenious sales behaviours as expression of individual. In between, the researches
within Group-B regard management think tank concerning competitiveness, culture, and strategy.
Although its understandable that literature in dissimilar segments are tackled by specific research scholars.
Within Group-A scholars belongs to sales management, psychology, cognitive, ICT and others accountable for
implementing interventions. They tend to focus issue at the functioning level. The intellects in Group- B are from general,
sales, marketing, and strategic management, focus organizational affair like maintaining competitiveness, structure, and
culture. In the Group-C, scholars shell out significance as ingenious affair.
In general, the projected anatomy offers an overarching understanding of advantage or value propositions to the
extent that links together several facets of profession and complement ones surroundings. As an instance, to undertake
market dynamics keep up associations with emerging technology (technology expert), professional (practitioners), and
academicians. In particular, we follow a wider attentiveness how training influences behavioural and expertise
enhancement procedures, innovation and sales-force progress at different levels.

Methodological Note.
This review is not comprehensive; Table-1 develops a basic framework around that future research be
positioned. The literature review supporting this format is included in Table 1.1 (Appendix A). The table specifies few
details (author, source and key words). But there is a possibility of few overlaps across the different affairs and few
contributions might be integrated beneath more than one segment.
The choice of the articles follows a genealogical Foucauldian approach. It focuses on diagnosis or understands the
current setting, not just writing the history. Its narrating the past of the present (Foucault, 1993). With this goal, paper
elaborates how ST evolved from product description to a concern for organizations and the economy. How the
underpinning body of understandings has developed. In fact, how the professional profile of researchers within each
domain changes. From tactical within the domain of architects of the training in an organizational context, to ingenious
when the focus shifts to the productive sales performance dimension as an ingenious affair.
The selection of the articles somewhat follows genealogical Foucauldian approaches that focused diagnosis or
understand the contemporary circumstances, not just script history of a issues. As stated by Foucault, it narrates history
of the present (Foucault, 1993). With this target, we elaborated how ST evolves as of product description to an
apprehension intended for organizations and the economy, and how the underpinning body of understanding has
developed. In fact, it is straightforward to follow how the professional profile of researchers within each domain changes
from tactical to ingenious or creative.

Segmentation as Tactical Affair
This section review streams within the sales literature that considers training as a tactical affair. Based on that, a
science can be built on. The tactical components are artifact of competitive awareness; structure, and culture
(information systems, technology and training procedures.
Developing a Theory of ST. Most sources unanimously agree that the sales development and growth began in 1936.
Era witnessed How to Win Friends and Influence People (Dale Carnegie's). This book by default became imperative
selling notion. Many scholars consider Carnegie's view on 'influencing' people, developing 'relationships' and human
'motivation', as the foundation and lineage scope of formal theories. These dimensions later provided a framework to
recognize people's needs and motive. This astonishing factor is standstill and continues into pioneering era of selling
then up to the complexities of 21
st
century. However, advance in fact focuses on effectiveness assessments. Therefore, it
is argued that sales effectiveness born earlier than training gets underway. The foremost movement headed on
enhancing interpersonal interaction of sales peoples to build up trust, in due course relationship, at last the accord. The
next footstep was lifting the approaches of triumphant salesperson called steps to sale, witness the start of ST era and
'selling' then documented as a professional field. The first sales model originated in the 1950s called as 'Hierarchy of
Effects'. The fundamental focus put on 'motivation' and external stimulus for winning sales even in the absence of need
(Emerald Group International, 2008). At that time ethics and honesty practices were not followed, whereas enviable in
present marketplace or business world.
During the sales development, training assist professional growth, hence improve marketing arrangements. Just
after introducing clarity in the concept of sales promotion, afterward ST known as an indispensable marketing function
within a narrow field of sales management (Suzuki, 1962). It is perceived solidity of training in sales literature foresees
planned attempts meant for skills (Read, 1969); behavior modeling training (Meyer et.al., 1983), microcomputer-based
(Collins, 1986), technological tools (Russ et.al., 1989), sales technology (Collins,1991), Video based (Honeycutt, 1993)
and strategy-oriented training ( El-ansary, 1993), IT based interactive learning (Spikes, 1990), field coaching (Kennan,
2000), e-learning (Anderson, 2008), Web-based enterprise-wide planning software (Marler et.al., 2006), customer
relationship management (Tanner et.al. 2005) and measuring effectiveness (Valencius, 2009). However, in vibrant
marketplace, dynamic selling, advanced selling orientation, core competencies, ethics and spirituality emerged as pivotal
confronts, because of multi-disciplinarily. It is ascertained by the fact that the science or scholarships in the ST relies
upon a diverse set of disciplines and dependent on cross-disciplinary mode. The scholars concur science is directed to
craft procedure vital for the overall sensation (Bragg, 1988; Arguinis and Kraiger, 2009). Later, training incorporated
other practice-oriented sphere such as communication, psychology, computers, and information technology.
Sales management courses were established within academic and professional progression, meant for enhanced
grounding to get hold of entire sales process. Afterwards sales project incorporated to experience the tangible sales
experience, in that way eradicate unrealistic expectation. Important topic includes self-motivation, communication,
handling objections, closing, presentations, planning, time management, and buying behavior (Johnson, 1990). In fact,
sales handbooks are encumbered with examples and theory around how to execute each sale step (Greer 1997).
Moreover, communication and psychological theories, ICT were infused to establish relevant and effective research. In
our opinion, the products training science are of four types: constructs models, methods, and implementations. Besides a
basic language of constructs within higher order constructions, are the models that portray the activity, situations or
artifacts. However, often sales trainers develop scheme as a way to discourse goal oriented activities, and implement
explicit programs.
Although training is sales complemented by the development of theories, the major scope of ST progression is to
educate neophytes to diverse entity of the sales management, interpersonal and technological competencies (Weitz et.al.,
1986); apply learned competencies in routine sales activities (Noe, 2008) in time accomplish competitive advantage
(Salas et.al., 2006). Training research not long ago emerge as a customary mode within more than a few disciplines.
Although the boundaries and contours remain fuzzy, as often organizations fail to appreciate the actual repercussion
because of cost factors and overlook revenue engendered via convincing training pains (Johnston and Marshall, 2008). In
fact, this path of research already explored by anxious scholars to design intelligent agents to expedite performance
evaluation (Podsakoff and MacKenzie, 1994), training evaluation (Mark, 2003), and sales-force effectiveness (Zolters,
2008). Regardless of forerunner involvements in both the performance and the effectiveness tradition generated in early
1990s. However, post-2000 era observer emotional intelligence (Deeter-Schmelz, 2003), technology utilization (Ku Fan
and Cheng, 2006), workplace spirituality, ethics (Badrinarayanan and Madhavaram, 2008), social media and
socialization (Barksdale Jr. et al. 2003), customer relationship strategy (Wang, 2012) magnetize attention. Afterward,
training procedures activated in a rational way to exceed productivity records by means of motivation, commitment,
fine-tuning of work quality, teamwork and negligible errors (Salas et.al., 2006).
Its not a matter of revelation that phase nowadays overlap with the greater than ever attention towards a
science of training design and necessitate a common basis of appreciative to initiate and enlarge artifacts intended to
solve customers' troubles and sales-force productivity. Is there a real science or course of action as of yet? The inquiry
remains unanswered and endures attention from scholars in psychology, technology, management and cognitive
sciences.
The Training Practices. Sales development science has roots in salesperson behaviour, posture, recital (Pettijohn and
Taylor 2007) and cognitive ability (Baldwin and Ford, 1988; Burke and Hutchins, 2007). Engross three central actions,
needs assessment, plan or arrangement, and evaluation (Weeks and Stevens, 1997; Wexley and Latham, 1981; Lassk
et.al., 2012). Needs assessment is cognitive act of slot into gap or discrepancy amid an ideal degree of business and in
progress degree of implementation, seize substantial period to pull out proper interference (Altschuld, 2003). A modus
operandi to build an artifact meant for a purpose. Design customizes training on the background of learning contented
and deliverance means. Whereas evaluation establish fulfilled needs within offered resources and culture (Goldstein and
Buxton 1982). Nevertheless, an ability augmentation and dilemma solving movement that necessitates the definition of
the skills needed on behalf of observed inconvenience. Follow by the identification and development of redundant
answers, and to shortlist optimal one. In decree to formulate decisions, managers and trainers norm rely on self
expertise and experience, stay tactical, or as a substitute, implement measures. In that premise Greer (1997) explain
performance based training laden with cases and inference to assist how to bear sale steps. Although procedures are
prevalent to countless scholars and authoritative progression is not always possible to characterize procedures for
dynamic sales knowledge.
Training deeds within the information system are comprehensively studied, implemented, and scheduled.
Tactical and high-tech mode unearth motive to confine dynamic acquaintance and secure appropriate structure.
Afterwards make it accessible in a manner that enthusiastically formalized and prop up decision-making and problem-
solving (Taylor et. al., 1994). Tactical training discussed at different levels, to be precise, general epistemology, tactical
epistemology, tactical science, tactical methods, and tactical practices. Although HR, managers or trainers does not
operate at random regardless of the tactical nature, but use more or few sophisticated methods to structure executions.
However maintain creativity's role within the framework of methodological approach (Lassk et. al., 2012). A practical
deliberation impending from these operations is the judgement that perhaps extended over all the branches of tactical
training.
Just before tactical advance, feedback of market knowledge is indispensable. Since it engender experience to
remain connected with trends and also with priority of sales leaders. Such advances assists and enrich performance
development plans and convey outcome that are acknowledged. This line of argument triggers curiosity toward distinct
techniques and methods that practitioners communicate as a sensible practice. To countenance dynamic sales, fierce
competition and varied segments, training in core competencies or creating something valuable is vital (Plemons and
Fort 2010). In summary, augment sales behavior, attitude, interpersonal skill, strengthen relationship (Romn et. al.,
2002; Jonathan et.al., 2004; Pettijohn and Taylor, 2009; Salas and Stagl, 2009; Boles et.al., 2000; Hansen, 2008, Smith,
2009; Gonzalez et.al., 2010).
To an extend delivery scheme persuade outcomes and financial plan. The conventional, in-person instruction at
a central location (Buttle et. al., 2006) is pricey and time-consuming (Sales, 2006). Hence many entrust use of computer
or microcomputer-based approaches. As model computerized "Expert" system integrate skillfulness of outstanding
performer as script (Rubash et.al., 1987). Trainers in early 90s were unwilling to incorporate high-tech and distance
learning means (Longfellow et.al., 1995). However, post-2000 era amplify reasonable payback using automation and
technologies. An empirical investigation tender evidence that technology based schema consummates at ten percent of
traditional training (Collins 1986). Similar hi-tech approach gain momentum (Lassk et al., 2012) and remote training
technologies are predominantly preferred (Powers et. al., 2010). Examples are SFA, high technology instruments, tools
and aids (Buttle et. al., 2006), ICT architectures for implementing e-collaboration tools (Heidecke et. al., 2009), online
sales channels (Sarin and Kohli, 2010), browser-based technologies or mobile technology (I-pods), and simulation
technique to convey instructions (Noe, 2008).
Training brings understanding to the creation and production of useful artifacts (Crane et al. 2005). In switching
the focus towards a technological context, the term tactical analyzed in comparison with strategic. But strategic
technique is too narrow in scope. Since, generic and conventional form conceived wider notion.
An art of assigning a meaning to training effectiveness is of course evaluation or assessment. Kirkpatrick (1996)
argues that evaluation demonstrate worth and justify training resolution and get better future intervention. This
viewpoint experienced a change with recognition that evaluation knowledge is embedded within HR personnels. An
evaluation consumes time, a complex exercise and speculates with reference to measuring devices. Nonetheless are
statistics handicapped, and unable to prove a relationship amid training and financial results. Due to identity crisis, more
superior measures triggered the rising of latest advances. These are CRM, strategic interventions, skills in analytical tools
(Mehta et.al., 1985), executive coaching (Landale, 2004) and self-regulation training (Leach et. al., 2005). These latter
dimensions become significant in sales studies. It paved the way to a strand of research on the contribution of managers,
trainers, HR, and content developers in various shapes to dispense ingenious affair.
Unlike technology developments, training advances are not clear-cut and often managers struggle to handle
them. Research in sales management, both theoretical (Weeks and Stevens 1997; Dubinsky, 1996; Luo, 2000; Buttle et.
al., 2006; Lassk et. al., 2012) and empirical (King, 1986; Gonzalez, 2010) is yet scarce. Many scholars view theoretical
perspective other than organizational psychology lacks in sales research (Bush, 1994). Many scholars observe mixed
findings, limited existence of empirical evidences and learning transfer. Although, case studies or field experiments,
perhaps make research more appealing (Plouffe, 2008). Further, inadequate thoughtful approach and professional
knowledge caused multifaceted difficulties. Blume et al., (2010) investigated practices and attitudes toward evaluation.

Segmenting as Management Affaire
Section reviews the literature on the responsibility of management as an integral element of organizational
expansion and competitiveness. A noteworthy relationship exists amid the organization's choice of a strategy,
environment, and sales procedure. The management promotes ingenious affair whereas capabilities and functionality
are deployed by sales-force. As of high-tech training, relationship-selling (Honeycutt et al. 1995, Gonzalez et al. 2010)
and sales behaviours encompass imperative effect on customer relationship and satisfaction (Wang, 2012). Here training
emerges as essential part of strategic advance to synthesize and integrate external knowledge. Foremost empirical
studies during 1980-90s illustrate consolidation of specialized activities. These are behaviour modelling training (Meyer
et.al., 1983), High technology tools, and expert systems incorporating cognitive processes (Collins, 1986; Erffmeyer,
1989; Shepherd, 1990) an indispensable ingredient of ingenious success. Since 1990s, scholars interest shift on how
training influences organizational decision-making in an attempts to set up competitive advantage.
Universal agreement positions training as compelling mode to accomplish competitiveness. But, scholars
contribution has developed in dissimilar directions. Like impact on organizations performance; tension amid
internalizing or outsourcing and later forming an organizational structure or composition. The section depicts
organization's criterion for sales management activities (SMA). Overall value depends on sales revenues, in turn,
contingent on sales-force actions. But, a large issue is bottom-line performance and stimulating individual talent and
management commitments. The following sub-sections uncover these aspects.
Competitiveness. Formal training plan is essential for the overall success (Bragg, 1988). Vending dynamics have
enforced organizations to restructure training (Arguinis and Kraiger, 2009). An essential phenomenon to transform
ordinary salespersons into expert sales professionals (Pettijohn et. al., 2009), thrust competitiveness (Salas et. al., 2006)
and groom sales-team. Augments or supplements learning to exceed efficiency records. At this juncture individual
salespersons strength does have repercussion on sales success. Efforts are indispensable blocks to show trust and
rapport through a combination of sales personality characteristics and core selling competencies. Nevertheless,
cooperate to appreciate both customer relationship development and customer retention (Wilson, 1993; Romn et.al.,
2002; Pettijohn and Taylor 2002, 2009; Jantana et.al., 2004) and technological abilities i.e. SFA (Buttle et. al., 2006).
Although many contributions shown an influence on the relationship amid training effectiveness and organizational
performance (Gumuseli et al., 2002). However, the consequences on performance depend alongside over skills and
talents of personnel involved.
Referable to the knowledge-intensity, we stumble on how training is integrated with organizations existing
practices and strategy development. In the context of this critique, recommend more research with accent on
deployment of organizational procedures and commitments.
Organization Culture and Structure. An important determinant of a successful training and collaboration lies
in a rich discernment of the culture, strategy, and communication access. A sales culture is a central contributor to
organizational success (McCarthy, 2008). Positive culture connects skill development with organizational strategic goals,
whereas positive climate such as periodic promotions, career advancement provides imperative aspiration. Plemons and
Fort (2010) insists on the importance of extensive training to hit upon latest trends and styles.
The practical implementation within the matrix of sales management activities entails three options: (i) Internal
(ii) External or (iii) a combination of the both. On the unitary paw, several roadblocks prevent the use external experts
and professionals. Because of the costs involved, no particular arrangements exist where training should be situated;
inside or external to boundaries. To an extent, manager or senior peers act as the trainer. Discuss the direction of the
growth, in other cases, professional are one part of the puzzle among others (Lassk, et. al., 2012). To a certain degree
because of tactical and implicit nature and holds it as a crucial sales development process. This is how the tactical and
implicit nature hold crucial quantum of the sales development. Over the long haul associate equated with creativity and
behaviours.
Weeks and Stevens (1997); Wexley and Latham (1981) derived a taxonomy and profiled three likely rules for
training programs:, and (3) evaluation.
Needs assessment. Discuss challenges for salespeoples accountability and improvement measures in skill set. Sooner
incorporate feedback to customize training. Past research indicates needs assessment concentrate on three main areas;
the governance, the project, and the individual salesperson (McGehee and Thayer 1961).
Program design. En route to execute, monitor, and assess training, a process of formulating comprehensive, concrete,
and scalable process plan. Objectives are stimulate learning, expedite constructive progress and learning reinforcement
to fit organizational needs (Richey, 1986; Wager, Golas, & Keller, 2005). It tugs and support natural processes throughout
the entire maturation process and across a filled assortment of functioning actions.
Evaluation. Literature conveys training outcomes are multidimensional and need multiple archetypes to be evaluated
(Goldstein 1986; Landy 1989; Wexley and Latham 1981). Martin (1957) categorized evaluation as internal or external.
At that summit, behavioural change is useful external indicators of transfer (Kirkpatrick, 1960). However, evaluation
focused more on intramural or casual assessments (Alliger and Janak 1989).
In each of these categories, the manager/trainer/HR plays a diverse role pertaining to choices a the Expert by and
large involved with aesthetics, b the trainer plays a relevant role in skill development, c the HR expertise is a major
force for creativity. As a result, stakeholder is positioned in a different way within the organization (a professional; b
management team; c cross-functional role). A line of research in this direction perhaps investigate how other business
organizations derive advantage with trump card within three scenarios (in-house, outsource or mix of trainers).
Strategy and Vision. Over the years, scholars perceive sales disappointment owed to underdeveloped customer
relationship and other dimensions like core sales skills, personality traits or both. Perhaps conflicting policy, culture,
composition, procedures, and practices are more responsible. Supplemented with nonexistence of clarity in many sales
subject matter continued the skills gap. Besides traditional tactical and tested techniques are not much useful (Miller and
Sinkovitz, 2005). Thus, immediate action is imperative because sales persons learn in different manner often as need
basis, so, documented manuals of relevant skills comprehended for later usage.
Strategies always strive for reducing risk and engender novel sources of advantage. For such innovative plans,
ideas must be cyclical. Nevertheless, strategies reduce the gap amid business desires and marketing competencies.
Therefore, instigate sales personnel to exercise knowledge in present conditions. Encourage to develop ability to
accommodate changes with agility and remain pro-active. Strategy provides inimitable arrangements to enrich
profitability. With increasing globalization, the spotlight on strategic tool gain reputation. In an era of market complexity
and knowledgeable customers strategic sales promotion is essential for endurance. Nevertheless strategic issue
emphasize more on management (Prahalad, 2005). Although decisions approximating market interpretation and
collaborative relationships are task of top management (Piercy and Lane, 2005).

Segmentation as Ingenious Affair
This sub-section shifts the focal point to the operating level of capacity and tries to account ingenious nature.
Training intervention should be regular, relevant, realistic, and reoccurring (Stein, 2011), and pivotal for provoking
competency and functionality, to act as trusted advisor and a mean for consistent attainment of revenue targets i.e. sales
productivity. The trend is shifting towards core behaviours such as adaptive selling, customer orientation, consulting
orientation and active listening and management of technology in sales methodology and sales processes. With clarity a
state of the art best practices needs to be extracted and documented. It is crucial that compelling approach should focus
on imparting best behaviours and practices, for that relevant content is pivotal.
The earlier sections illustrated how the meaning grew during the last few decades. At beginning called as
instructions headed for novice salespeople. Now includes activities such as the development of behavioural and
competency architecture, formulation of strategies and blending of aesthetics together with essential requirements. In
other words, interpreting the sense remains one of the most mysterious subjects in sales domain and organizations fails
to understand the complementary factors (Grossman, 2009).
Sales pattern reflects the shifting universe of business and communications. Thus ingenious affair aid
preparations for the next change with speedy knowledge transfer, avoid overpriced incidents, and optimize assets in
real-time. This argument is well supported by Tether (2006), illustrates how assorted fields grip poles apart types of
knowledge, ranging from the rational, calculative to subjective. Environmental dynamics insist on revolutionize
procedural methods. For this fundamental reason, wants are personal characteristics, elementary sales skill, soft
sciences, technological ability, adaptive behaviour, empathy, sportsmanship, and ethics (Noonan, 2009, Ahearne et. al.,
2007; Valentine, 2009). Thus because of dynamics and variability sales-force should take on ingenious affairs to sustain
competitiveness.
The role of emerging technologies to conceive, design, enhances, and foster training by collaborating learners
and trainer. At present to stimulate learning experience with integration of various learning methods and technological
support are available. Such as excellent streaming technology with voice-over IP, self-assessment exercises,
demonstrations on video, specialized work based training videos and transmission of earlier training conducted etc.
Sales literature has focused attention on the implications of technologies (Tanner et al. 2005). We perceive modules and
methods, as a product of concepts and the technologies. Applicable to a variety of sales management activities such as
CRM, online collaboration, sales plan creation, improved services provided to valued clients (Landry 2005). But, Lassk
et.al., (2012) view emerging technology confines potential to start self regulation scholarship. The Personal Learning
Environments (PLEs) offers personal pathways to achieve mastery (Poon 2006). Surface new tools and incorporate
innovative ways to pedagogy (Johnson et al. 2012). In a sense, technology, delivering the self-directed learning programs
(SDLPs) is more commodious to the sales organization (Boyer and Lambert 2008).
As illustration, the educational purposes of Internet enabled tablets encompass extension of just-in-time
learning opportunities (Belshaw, 2011). Cloud computing and tablet facilitates synergies of technological and
pedagogical approach to improve sales-force engagement with skill development. A mobile learning is virtual method
based on digital, portable and mobile device (OConnell & Smith, 2007). Although on comparing son with e-learning, the
mobile way has a short history (Pachler, Bachmir and Cook, 2010).
The absorptive capacity, adaptive selling and behaviours play a crucial part in knowledge transfer and
imperative for organization progress. Adaptive way targets prospect, collect information, followed by strategy
formulation and delivering tailored presentation and making adjustments/modifications as per customers response.
This calls for skills in well-structured sales approach. Roberts (2012) provided a framework to elaborate how ICT
influence absorptive capacity. How it finds, assimilate, transform, and use external knowledge through advanced
information technologies. In the end the success of a customer relationship strategy depends on the behaviours of
salespeople (Wang 2012). Thus, mission is required to drive ingenious nature or path with distinctive capacity to
overcome the limited budget and resources and ease behavioural interventions.

DISCUSSION AND FUTURE RESEARCH DIRECTION

To gain clearer understanding authors reviews many purposes. Training cannot be relegated to a secondary role, or be
seen as contextual. But a central focus is how stakeholders develop ideas or artifacts and exploits within sales
environments. Training is a social phenomenon to shapes behaviours, rely on social interactions, in particular,
assessments are of crucial relevance, and creates new ways of perceive social setting.
The review seeks to show undergone transformation. Theoretic, this movement derives from a reciprocal interplay of a
series of organizational factors. In reality, few factors come into play and generate a new body of knowledge, for
example, tactical design or design management. Others, who contribute to methodical pursuit and recognition as a
standalone job, are still implicit in actual practice. The abstraction has expanded and evolved, from the science to
professionalization, then evaluation. At a more intangible level, each and every single step is accomplished. New sets of
routines and knowledge have expedited the training adaptation in sales management to new contexts.
Table 2 attempts to summarize the survey of the literature in a continuum between tactical and aesthetics at the two
extremes. This research identifies different dimensions (purpose, audience, the importance of the market, skills) along
which training can be profiled. This helps to pinpoint the major gaps within the literature and the potentials for future
research.
------------------------
Insert Table 2 about here
---------------------------
Based on Table 2, this review paper suggests no precise boundaries between the tactical, the management and the
aesthetic components; instead a multidimensional perspective is needed to understand. The following three sub-sections
name and discuss key research themes. The questions emerged from the literature review, are worthy for future
investigation by management practitioners and other scholars as well.
How and from where knowledge is sourced?
The review has highlighted the strain to recognize the actual training procedure. Efforts are made in different directions
to develop a science, but, three main issues that need more examination. First and foremost, the boundaries are fuzzy. A
consequence calls for consistent improvements from the realm of art to that of science (Crane et.al., 2005). How the
disciplines be established is illustrated by few contributions. For that sales researchers need to discuss changing role,
increased accountability, technology ability, and cultural diversity counterfeit current sales training content, delivery,
and evaluation. (Lassk et.al., 2012). In this context, one major problem to recognize where sales knowledge is sourced
from and lack of understanding what works in relationship selling. The procedure fulfils ingenious and problem-solving
purposes. Little is known to which behavior, analytical, technical or ingenious skills are more or less important than the
specialized know-how. The literature indicates how practical efforts relied on understanding how creativity should be
shaped and conducted regardless as a team or an individual effort. Here suggestion is to develop a procedure, greater
attention to addressed contribution of individual salespeople. Everybody must realize that success revolves around
collective effort amid each individual in the organization. By doing so, easier are identification of tasks and the
(emerging) body of knowledge that simplifies the establishment of sales as a formal and recognized domain.
A second theme worthy of scrutiny regards the level of analysis of existing literature and the extent to which that
connects with specific research communities. In other words, we perceive a stronger link amid introduced themes
tackled within the ICT and few other more practice-oriented domains such as psychology or organization studies. A step
forward is made by identifying a common language of reference to express theories and methods, which then applied
across the various disciplines.
Third, the literature on sales management identifies the sales-force as the major schema through which a group of
elements represented and undertaken. But, an analogous methodology is transformed by the advent of new technologies.
Training relies on learning-by-doing and many sales skills are learned on the job. So, future research needs to assess the
contribution of recent graduates who received much training on technologies, thereby acknowledge such
differentiations; this sheds light on any likely change in knowledge. Nevertheless, use of social media and SDLPs are
emerging (Lassk et. al., 2012).
To conclude, the advances in ease of access to information within the ICT discipline reviewed as a fundamental link with
other disciplines. This must contribute to the definition of its scope and methods. With the increased makeover of
automated productivity tools, web based communications and electronic metrics management. Reporting has created a
leaner, more procedure oriented approach to accumulate a body of knowledge (Ahearne et.al., 2007).
Training Designer as a ingenious professional
The literature review as a concern for management (Section 2.2) has drawn attention to several issues emerged over
earlier decades. With the progressive establishment as a distinct topic within sales developments, the organization had
to tackle three main issues: how to manage training design activities; where to source the specialized abilities and
manage in an organizational context (i.e., external versus internal); and how to exploit training design for strategic
purposes. These three indicators segment and review the literature (Table 1). During the review, different questions
emerged.
With regard to the coordination of the training plays different roles, although does not have an identity. However,
influences the competitiveness relevant to strategic positioning, productive sales-force and financial performance.
Because of this pervasive, task is worth to look beyond the benefits. Either deploys internal peers or external
professionals. Investigate how activities shape the configuration of other sales management acts. Extant literature
discusses the delicate relationship within sales and marketing (Romn et.al., 2002) or consulting oriented (Pettijohn
et.al.,2007); consultative approach ( Pelham 2002, Homburg et.al., 2011); and adaptive selling (Lambert et.al., 1990,
Predmore et.al., 1994; Pelham, 2008). But little is known whether, and if, how a service marketing mix and ingenious
affair pervades the organizational composition and form the business model (Hershey, 2011). Because of multi-
disciplinarily, has relevance for competitiveness. So, rational act is to explore how the internalization of a services and
socialization of new salespersons that relies on a diverse set of knowledge bases configure sales professionalism.
Moreover, this perspective shed light on the likely emergence and affirmation of the individual as an ingenious
professional. The training strategies and approaches around technology development award to insider (manager or
trainer) or outsider brainstormed by exploring new opportunities that influence performance.
In context of the assessment of a sales-force, performance has been that strand of the literature that tried to develop
particular performance indicators. Limited integral models exist to figure out how post-training behaviour and learning
transfer are determined and how each trainee corresponds to concrete performance. Instructional systems design
evaluation classified as formative and summative, formative judge training worth during training, whereas summative
judge worth after training (Bramley and Newby, 2007). Nevertheless Hung (2010) provided directions to decide the
evaluation level to carry out as a priority. But, financial indicators are often used. Altogether many emphasize that formal
events by themselves do not deliver bottom-line outcomes (Kirkpatrick and Kirkpatrick, 2009). Kirkpatrick model
(2011) backed the ROE (return on expectation) instead of ROI (return on investments), is practical and workable
measure to figure out the degree of expectation met.
In the context of this review, we perceives efforts should be propagated to investigate the circumstances under which
organization select solutions and what are the consequences of particular choices. We do not have a formal discipline of
Sales Training yet. Although exists agreement that the customer plays an important role. First because of the
repercussion on sales and second because meanings it carry i.e. relevance for the end consumer (buyer). This indicator is
of a financial nature, because with a measure of customer satisfaction or retention the extent to which the procedure
affects determines whether the account buys that same again and again. These arguments along with the advancements
as a standalone undertaking, and emergence of standards speed up the development of more specific indicators. Below is
literature reviewed as part of Group C (Table 1) and identifies gaps that engender investigation.
Industry dimension of Sales Training
Manager often asked to name problems, select proper goals, and deliver a solution. Training is polished through a team
effort. Therefore, manager is required to coordinate and motivate a group of sales peoples with diverse competencies
toward the development and implementation of skill solutions. In other words, manager or trainer acts on several levels,
and to move from theory to action, use personal capabilities to solve problems in empathic way. The ingenious idea and
sales recreation relies upon the importance of individual talent and skills.
Manager working experience in a cross-functional team holds the key. A qualitative model of creativity can be developed
by integrating principles of cognitive, psychology, communication premises, ICT and management postulation, including
knowledge, information, and supporting tools. Exceptions aside, the set and description of desirable competencies for a
trainer/developer still represent an unexplored quarter in literature. Worthwhile investigation of those skills that
trainer-developer support besides management skills, regular communication within marketing, top management still
implicit.
This literature emphasizes that the lack of agreement upon the definition causes the absence of formal recognition as
sales management training. Such a disagreement leads to an unclear definition of the skills set a developer should
master. In the context of this review, we recommend more emphasis should be placed on investigating whether, the
trainer or developer is emerging as an expert and specialist. If happens as such, then recognized as accountable (Morris
et. al., 2006) and demands the same from the sales-force. Baruah and Paulus (2008) proposed idea generation via
brainstorm stretch to heighten the creativity of salespeople.
A wider focus on link with service innovation literature reflects a major gap. Hershey (2011) argues services
marketing got little attention. Furthermore researchers have not expressed sales presentation as strategic. So how sales
presentations add strategic value to the service marketing would be stimulating research. There are other issues as well.
Researchers can explore underutilized domains such as social networks and its role in contemporary selling to
developing sensitive salespeople. What sources of information are pivotal for conducting needs assessment and
evaluation? Does organizational climate and management standpoint influence these practices?
Some detail developing sales professional to prerogative benefits for sales organization. First, a theory of professional
design assists the understanding about types of knowledge-intensive activities that are populating modern economies.
We know a limited factor contributes to prove as a standalone field. Second, this research sheds light on the role played
by key actors and the wider consequences at industry level. Although an important connection amid the way training
design activities manifest and advance. The way sales sectors respond and this review suggests that exhaustive research
is needed in this respect.
CONCLUSION
This paper has reviewed the extant literature on sales development with intention of providing a procedure that sheds
light on scholars understanding of this topic. Highlighting on the metamorphosis from relationship development to
organizational strategy, review draws attention to different purposes used and the meanings that have developed over a
period of time. Three main levels of analysis are: a tool for methodological development; a management concern and
emergence as a ingenious affair. This perspective has shows different gaps that deserve much attention by scholars. This
extensive paper suggests exhaustive efforts should be made to concentrate on: (i) how and where ST knowledge is
sourced; (ii) how to embed relevant knowledge in an organizational context, to shape the configuration of other rational
units; (iii) whether, and if so, in which terms, sales management as a body of knowledge undergo professionalization
intended as the formalization of activities and tasks. To conclude, no precise boundaries exist among the tactical, the
management and the aesthetic components. A multi-level approach is essential to analyze the Sales Training as
procedure is argued in this paper.


Expand Sales Training Horizons: A Strategic Intervention
In vibrant marketplace, organizations subsist dynamic external environment, globalization, tough competitors,
technology variability and changing demographics. At that place salespeople's role clarity is pivotal to understand
sophisticated and knowledgeable customers. In an era of limited sales opportunity, discriminating buyers and multi-
channel environments and other crises are impacting on the economic system. In such a state of affairs, the sales rep has
to work as a trusted advisor, follow ethical selling, explore internet footprint, engage with social media and keep
knowledge of modern trends to acquire business acumen. Nevertheless, the success rate of sales peoples depends more
on acquiring long term relations, inter-department coordination, team selling and revitalizing skills. Sustainability
carries on the abilities of sales-team to pinpoint or exploit opportunities, extend a utilitarian substance to produce
revenues and make sure competitiveness. So an organization endorses consistent and periodic training to unfold needed
skillfulness, uphold sales performance via constructive behavior change and to surpass productivity records.
However, the end results (productivity and effectiveness) contradict the basic purposes and sales performances
are getting down. In summation, many times expectations are not met (Lacy, 2008). The training investments turn into
expenditures. Despite a shared discernment of the training act as a possible enabler of multidimensional benefits. It's
difficult to delineate limits and set benchmark for clear-cut differentiation. CSO Insights Press Release (Feb 2011)
reports that 59 percent of salespeople achieved targets that too at a discounted rate. Inspite of periodic training, limited
sales personnel have interpersonal and technological competencies (Salas & Stagl, 2009). Furthermore, perhaps
unavailability of systems approach, co-ordination gap amid marketing and sales administrator, learning reinforcement
dearth are a few ineffectiveness reasons amid many. Supplemented with management short-sighted focus on sales
targets, irrelevant learning content and delivery methods. As aftermath salespeople having an adverse cause on
productivity. Obviously the training effectiveness dimension is an effect of prime concern.

Assessing the present situation.
Scholars perceive disconnection of synergies amid training-learning, behavior-competency and theory-practice (Arthur
et. al., 2003). In the current sales business, uncertain selling paradigm and ambiguity in sales role are the reverberations.
Sales behaviors emerged as pivotal confrontation. Traditional salespeople restrain skill improvement, therefore, over the
long haul upholds ingrained behavior patterns. Moreover, existence deliberations, contemplation ceased to keep a
steadier with dynamic realities. Even when the mastery required to sustain competitiveness are growing, shifting and
changing. Do tactical training makes any repercussion on the functionality of salespeople is a major concern. We require
to focus why top-notch training crash on effectiveness. Why salespeople's unable to use learned expertness. Why do not
cast back improved performance or behavioral change. Researchers have made small efforts to link sales research with
existing provocations. The present economic circumstances are unfavorable supplemented with ever-shifting realities.
Moreover, spotlights of sales training are vast, built on multifaceted and multidisciplinary inquiry. Across the globe, sales
organizations have a common question: To build accountable sales-force behaviors, which training interventions are
superlative and to what extent practical. Sales training is a growing discipline that has begun to blossom in recent years.
Nevertheless, a pivotal question still abides as undiscovered for an occasion is how to formalize training to prevail
competitiveness.
The demand of the hour is to expand horizons by finding out advanced and original training measures take on
new commercial enterprise chances. Today's economy command value-creating salespeople, thus requires retooling
sales force.
Here strategic management enhances efficiency and reliability of the sales-force. A strategy offers a useful means
to disposition key linkage factors to create revenues. Enlightens organizational efforts to create value by identifying
opportunities, clean sources of leads to exploit in a marketplace and reduce risk (Value et. al., 2011). Thus essence is to
develop, advance, rational and innovative approaches.

A restructured migration path dispenses ubiquitous connectivity to grow more sensitive salespeople who can
work with purchasers and managers having different origins, beliefs, and business practices. So as a potential solution,
Director of Lucent technology emphasized strategic training for increased profitability and client loyalty (Johnson 2004).
In that affair strategic training have the potential to transform the average sales-force into expert professionals (Powell,
2001; Rackham, 2009).

Strategic management in sales promotion.
Changes in business cycle contribute to situational changes and enforce alterations in procedural methods. It is more
relevant to sales domain where salespeople are facing more time constraints, ever increasing mobility, varied selling
model and knowledgeable customer, hence need innovative solutions (Stein, 2011). In sales training, making use of
strategic management is void. Scattered strategies are dominant instead of focused strategies (Sinha et al. 2001) and
specialized capabilities are required at stretch. Today editors of elite sales and marketing journals seek unique,
counterintuitive or strategic article useful for firm (Rust 2006).
Strategic management in sales promotion is now crucial for survival in an era of market complexity, fast-paced
transactions and new distinctive models. Further more traditional and tested techniques are now ineffective (Miller and
Sinkovitz, 2005). Thus training needs to be synchronized with strategic interventions and goals. This report tries to
embed strategic interventions in the training of salespeople's to engender advantages and value seeking behaviors, at
last sales results. To an extend, strategic part looks for security, sustainability and overall stakeholder's success. We seek
to discourse several postulations and aim to explore multifactorial determinants to exaggerate knowledgeable sales-
force capital within the organisational limits. Idea involves formulation of a distinctive set of commitments, decisions and
actions, in turn, contingent upon idiosyncratic resources. Although strategy intervention anticipates multi-level
outcomes motivate sales organizations to keep training as a sustainable trend to achieve 'miraculous-phenomenal-
profits and sales peoples accountability.

In sales, strategic management embodies a strategic set of decisions and actions to organize and execute potent training.
Both are organizational processes that diminish uncertain selling paradigm and ambiguities in a sales role to create more
financial values. So in context of dynamic needs extends sensible practices, resort continuous innovative tactics, break
new ground, float advanced and original solutions, to exploit competitive advantages.

Benefits of Strategic Interventions.
Strategy implementation provides uniqueness to an organization, enriches profitability (Prahalad, 2005). Often the way
is contingent on environmental dynamics and the degree of alignment with internal affairs. Still, sales management
activities, roles and resources are entangled to sustain competitiveness. Therefore, the choice becomes a strategic
alternative. In the face of escalating competition, the authors propose to develop primary sales-force acts. These are
creating value through advice and abilities, problem solving and creativity. Hence, we expect more demand for strategic
interventions.
One of the significant benefits of strategic management is value-creating sales force. They discourse business decisions
across boundaries, develop culture and ethical behavior. Furthermore, recognizes importance of strategic session to set
out into the new accounts, influence commitments, decisions, and actions that organization built and put to death to
exploit competitive advantages. So in light of opportunity, resources and encouragement engender an ability to achieve
'miraculous phenomenal profits. Strategic interventions discuss several challenges faced by the sales-unit. Few of these
are, technological capabilities, collaboration, partnerships, integration of sales and service, customer-oriented selling,
self-directed learning, and cultural diversity (Baron, 2012). Besides understand customer-buying processes, set up
coordination amid sales and marketing (Stein, 2011).
The outcomes engender value and competitiveness in terms of higher revenue, knowledgeable sales force capital, job
contentment and customer satisfaction.
The process of invoking Strategic Interventions.
Sales force role clarity is pivotal. The prime blocks are inspiring innovation, training interventions and strategic
management. Training must be relevant, structured, organized and focused on the strategic needs of the sales force, as an
example, competencies and technical content that highlight ability and functionality. Below is a checklist that trainers or
HR personnels find useful to aid thinking on how they might make the most of the opportunities via strategic
management.
The key linkages to create edge and value are:

1. Strategy adoption: Position strategic interventions relevant to customer/market needs.
Manager should make sure that trainer name informations that has a high value for learning and productivity. Its
important to scan how competitors are carrying through on strategies. Track activities taking place within the
marketplace to define performance objectives. Distinguish and develop measures that offers time advantages for both
manager and sales peoples. Strategies draw rational and new approaches, so, workout what strategies are used to make
sure relevancy of training content?
Which specific skills, knowledge and elements of cooperative power will enable the salesperson to be a strategic
orchestrator?
How can organizations assess sales competencies and abilities needed?
Are there incremental measurements of progress toward proper behaviour?
How to utilize social media in sales management?

2. Technology Adoption: Key Strategic action.
Prefer analytics integrated with CRM well positioned to measure increase in sales, competency acquired and level of
product knowledge. One prominent edge is provision to check sales-force progress in real time. CRM contemplates
manager and sales team to explore ideas and share learning experiences. This enables learning reinforcement to hold
station in any geography and time location.
How analytic can be incorporated to endeavor learning, monitoring and reinforce learning.?
Which technological training options are practiced and feasible.
3. Implementation: Training positioned to strategic goals.
The present challenge is to shape individual as competent salespeople's. Strategic needs are understanding customer
buying processes, coordination amid sales and marketing personnels, well defined selling procedures and qualified sales
management personnel (Stein, 2011). Evaluate what are the most censorious measurements of success and what are the
greatest pressures. Develop a structured pathway to pass around dynamic market, technology and business task for
economic growth. In ordination to get the most out of strategic management, necessary to examine how new training
interventions execute success by exploiting competitive advantages. How each one in team made more effectual. To
share knowledge within peer learning and development (L&D) practitioners need to encourage intellectual and
innovative approaches.
Robust Interventions.
The authors advocate sales organizations to explore opportunities outside traditional business practices. In answering
this, pivotal is to conform to a number of steps. A series of knowledge block, are pulled from multiple studies. In the next
section, a discussion is on various dimensions, recourse and intervention decisive to formulate a strategic preparation.
1. Endeavor a rational Sales Culture
Sales culture is a unique culture developed over a period with respect to a value such as beliefs, attitudes, ethics, care,
compassion and work system of human capital incorporated by management. A key contributor to organizational
success and connects skill development of sales force with organizational strategic goals (McCarthy, 2008). A concrete
culture governs ease, convenience to carry out objectives under pressure. Plemons and Fort (2010) insists
organizational climate to learn latest trends. Furthermore, periodic promotions, career advancement are vital aspiration.
Setup culture of improved services. Comment by Taylor et al., (1994) stresses on service importance, as often
proportional to sales and profit. In spite, marketing for an improved grade of services got little attention. Hence, develop
contents for failure analysis and service recovery strategies to influence economic outcomes (Gonzalez, et. al., 2009).
Moreover researchers have not considered sales presentation as strategic (Hershey,2011). A change in trend as such
organizations emphasize more on sales competencies or behaviors, not return on investments (ROI). To prove point,
prominent example is of Xerox Corporation, first identified key competency to drive business forward and stress on
performance impact in place of increased sales. Expectations were enhanced skills and functionality not ROI (Keenan
2000). Most training fails because of lack of coordination between marketing and sales administrator. Stress on
collaborating with specialist, experts or consultant often results in effective need identification.
2. Foster Sensible Relationship
A realistic, rational connection amid sales-force and organization is a key perspective in formulating, planning, designing
and implementing training (Crane et al. 2005). Within sales management, understand important constructs for enhanced
outcomes such as organizational commitments, support, self-autonomy and work satisfaction (Edmudson, 2008). For
sales effectiveness, noteworthy conducts are consulting, listening, customer orientation, adaptive marketing, client
retention, and gross revenue target (Pelham, 2008).
3. Contrivance Socialization Program and social Media
Empirical investigation by Dubinsky et al., (1986) established positive correlation amid socialization and productive
performance. Further, Barksdale Jr (2003) used this model to test social behaviors of salespeople. As advocated by
Dubinsky argues socialization programme in s strong manner for new recruits to reduce turnover rate. Despite
noteworthiness adequate attention is never abode by trainers. High intensity of traffic witnessed by social media
platforms (Facebook, YouTube, Twitter, Blogs) every day. Thus, social media now seen as channel to increase sales that
too without substantial expenses. Researchers emphasized social media usage as an interference to improve sales
productivity. Experts perceive that in an era of knowledge based economy, business when socialized in an online
environment, results in enhanced technical capabilities, critical thinking, management skills, collaboration and
partnerships. Researchers are at present exploring use of social networks in contemporary selling and best practices.
Indeed a relevant choice to transcend credibility to business through social media as social platform been strategic issue.

Social media influence the individual exposure to information and ideas, moreover, its more than knowing consumer
behavior, build up relational ties with specific expectations. A reading of strong ties is reflected through frequent
interaction, being reciprocated and willingness for information exchanges, while weak ties indicate distant, casual
behavior and often nonreciprocal.
4. Trigger Group Brainstorming.
Consequences of an empirical research with clarity stated brainstorming session during training engenders quality and
quantity of ideas. Incorporating such event instigate creativity of salespeople (Baruah and Paulus, 2008). These thoughts
reflect the influence on appropriate action or future initiatives.
5. Manage stress and burnout via Spirituality
It is realized that spiritual individuals are more reliable and productive with degree of fulfillment and execute work in a
meaningful way (Porter et. al., 2008). Moreover, in sales organizations needs to overcome problems of sales-force
turnover. So propel salespeople's to indulge in workplace spirituality as organizational priority to build up commitments,
ethics and productivity.
6. Gauge sales skills: In-Basket Exercise.
One of managerial attribute is ability to identify individual with agile sales trait (Johnston 1981), for that overall
characteristics are required to be traced according to industry type. Still, the study shows traits that contribute to failure
or lack of learning orientation, first steps and clear finishes. Therefore, in parliamentary procedure to measure skills or
to assess new graduate aptitude for a sales position. Set up In-Basket intervention for recruitment of salespeople, to
quantify and develop competencies to hold sales unit. A powerful approach to identify and institute core such as non-
verbal demonstration of energy, enthusiasm, a stage of sensitivity, leadership, persuasiveness, planning and analysis to
withhold more competitiveness. The usual techniques are group discussion without leader, simulation game, interviews,
presentations and job task (Thornton & Byham 1982).
7. Assess Selling Enthusiasm
For higher degree of sales success Dr. Martin Seligman covered over 1 million participants to unearths unique predictor
of optimistic expectations, assess salespersons existing level of enthusiasm. This assessment caters HR with a handy
contrivance for sales recruitment (Bristow 2007).
8. Enact CRM Technology
Uses of emerging technologies to conceptualize, design, enhance, and foster sales training by collaborating learners and
trainer are evident. In this relation, customer relationship management (CRM) deal tangible data from financial systems
and intangible data from salespeople. Analysis of historical, current data and setting a future plan of action. Another
purpose of CRM is to create leads, channel functioning and inter-firm relationships (Landry et. al., 2005). Nevertheless,
we do not mean technology to drive business rather its about management of technology in sales procedures to improve
sales force execution and cause development.
9. Strive for Innovative Approaches
To improve sales team productivity, need of the hour is to expand horizons and detect new opportunities and acquire
new business, in parallel satisfying needs of existing customers; (Zimmerman et al., 2004). Therefore, plan innovative
new approach for prospecting and to keep the pipeline of new prospects. As an illustration Landale (2004) discussed
how a new initiative by Cleanaway UK, boost its profits to sizable extent. In particular executed one to one executive
tuition alongside sales managers training to coach and mentor respective sales team. Another example is of 4-tier
approach to meet the training need by Cisco team. Developed online learning database by incorporating specific and
relevant learning modules. Arranged contents in magazine format, and introduce audio talk with expert to sort out the
complexities (Powell, 2001).

Conclusions
In summary, the successful incorporation of strategic sales training enhances current competency set. Provides a
strategic edge for greater opportunities to trade and close business and consistent attainment of revenue targets.
Strategic management and sales training are organizational processes that shorten and/or take on superior engagement
to create more financial value. Idea benefits top management, thoughtful leaders, Sales practitioner and academicians
with an extended knowledge concerning what might work. By exploring and tailoring advantage-pursuing natures, a
discovery of unique model or culture, acquisition of dynamic behavioural ability to drive business forward. Thus
competent sales force capital becomes primary rationale for organizations to invest. Now onwards along with
restructuring, significant strategic options such as deregulation, convergence of technologies and ubiquitous connectivity
are required for next practices in strategy formulation (Prahalad, 2005). Overall objective is to develop more sensitive
salespeople who can work with buyers and managers having different origins, beliefs, and business practices.


The purpose of the present research advance understanding of effective training design by investigating factors that
significantly affect the success of training.t.

The benefit lead to generalizable training design guidelines that will increase the probability of effective training with a
relatively small investment. In order to accomplish this goal, a comprehensive model of training effectiveness was
developed by synthesizing several diverse literatures. This basis then conducted to specify with testable Navy recruits
hypotheses. as an A initial large-scale test data of predictions model used as a ion effort was from the model. Results
indicated that on training outcomes in task-related attitudes, expectations this several setting. "non-technical" for These
training, factors training included: had fulfilment, a self-confidence, significant and impact pro- training motivation.
efficacy, commitment in addition, it and training motivation was found that training expectations, self-were all significant
predictors of attrition (i.e., those trainees with higher expectation, self-efficacy, commitment and motivation were more
likely to complete training). is, Overall, training these effectiveness results imply will that not be no optimized matter
how without well designed a consideration a training system fo pertinent individual effectiveness and should
organizational yield dividends factors. in Therefore, terms of a process an improved view of understanding training of
crucial training here can variables guide future and, research in turn, and enhanced continue training to increase
outcomes. Our understanding The framework of developed why training is effective.
PROBLEM
Recent advances in technology and rapid changes in the world have placed increasingly stringent demands on
the human operator in many military systems. The need for improved and more varied skill levels, coupled with current
fiscal constraints, requires that modern military training systems impart the complicated, higher-order skills required to
operate modern combat systems. Furthermore, this must be accomplished in less time, and with a lower dollar
investment than in recent history. Therefore, the modern training challenge demands an optimization of training
resources--a return on investment that results in an uncompromisingly high level of readiness at the lowest possible
cost, and in the shortest time.
OBJECTIVE
The purpose of the present research was to advance understanding of effective training system design by
investigating factors that may significantly affect the success of training in terms of performance improvement in the
operational environment. The benefit of such work is that it can lead to generalizable training design guidelines that will
increase the probability of effective training, with a relatively small investment.
APPROACH
In order to accomplish this goal, a comprehensive model of training effectiveness was developed by synthesizing
several diverse literatures. This model was used as a basis to specify testable hypotheses. A large-scale data collection
effort was then conducted with Navy recruits as an initial test of predictions from the model.
RESULTS
Results indicated that several "non-technical" factors had a significant impact on training outcomes in this
setting. These factors included, self-confidence, task-related attitudes, expectations for training, training fulfillment, and
pre-training motivation.
CONCLUSIONS
Overall, these results imply that no matter how well designed a training system is, training effectiveness will not
be optimized without a consideration of pertinent individual and organizational factors. Therefore, a process view of
training effectiveness should yield dividends in terms of an improved understanding of crucial training variables, and in
turn, enhanced training outcomes. The framework developed here can guide future research and continue to increase
our understanding of why training is effective.
RECOMMENDATIONS
As a result of this effort, several preliminary recommendations for training can be offered. These include:
1) The level of self-efficacy of trainees should be assessed prior to training.
2) Remedial training to raise self-efficacy levels prior to training will enhance the probability of positive training
outcomes.
3) Trainees should be led to have realistic expectations for training. Interventions to meet this objective should be
designed.
4) Interventions designed to increase trainee commitment to the organization will enhance the likelihood of successful
training.
5) Efforts to improve trainee motivation prior to training can lead to better training outcomes.

TABLE OF CONTENTS
BACKGROUND:
A MODEL OF TRAINING EFFECTIVENESS
Measuring Training Effectiveness
Relationship Among Training Outcomes
Variables in the Training Effectiveness Model
Organizational/Situational Individual Characteristics
Variables
Longitudinal Expectations/Desires Training
Training Maintenance Field Motivation Program
Interventions Investigation: Characteristics
METHOD
Subjects Procedure Measurement Scales
Expectation/Desire Training Expectation
Individual Motivation Variables Fulfilment
Analytic Training
Training Strategy Reactions Performance
RESULTS
Expectations and Desires
Training Attrition
Pre-Training Post-Training Reactions
Performance


Premise & Surmise
Sales as a matter of course show the changing world of commercial enterprise and communications. The pressure and
intensity of market dynamics, advanced selling orientation grow and shifts. Over and out Sales-force face several
challenges such as limited opportunities, multi-channel domain, knowledgeable customers, and discriminating buyers.
So, the Sales and Marketing profession is regarded as one of the most challenging and contentious in Sales management.
Sales peoples always at front seam, on a constant move, backed by motivating force and brace of managers and
management carry out overall task objectives. Moreover, there exists an agreement that individuals in Sales are not more
than born instead training matrix frame, sculpts a productive professional. Nevertheless, the general sentiment
contemplates as requisite to proactive performance. Consequently, development practices are major convenience and a
sensible practice to improve on bottom line consequences. In fact, incorporate dedication, and commitment, fine tune
work quality, increased morale, negligible errors and this way, surpass productivity records. It is self-evident that
extraordinary conducts correlate efficacious discourse and a pragmatic intervention. Sales management literature well
documented the importance in context of Sales-force satisfaction.
Sales professionals need possession of very specific skills. A few decades before scholarship procedures used to
be primitive, regardless of industry, but now distinct, specific and relevant. Furthermore, inappropriate preparation or
irrational procedure (pattern of Sales decision) never yields stellar results. The outcome might contribute to a
smattering of new leads, decreasing business, calls mishandling, at last decline in overall discharge. Thus, structured
actions are matters of convenience.
In the 21st century to be preeminent beyond par, most blue-chip conglomerate encourages persistent learning,
workout leverage business accomplishments amidst constant change. In turbulent marketplace, interpersonal skills, core
conducts, and technological competencies follow stepwise routine. On that account Training envisages improved
contents and delivery method to manage competitive realities. For these mentioned rationales, experts hold as a
necessity to extend horizons.
Across the globe, Relationship Selling, Customer-Oriented, Adaptive and Consulting Selling is indispensable.
Irrespective of that management gratify orientations, even when gobble up a big portion of the overall budget,
supplemented with field-hours. In that subject, commits management support relative to carrying out goals.
Nevertheless, dynamic and progressive marketplace necessitates advanced, periodic, and formal instruction event.
Literature indicates that holding and gratifying the development needs of Sales team and drawing talents are vital to
assure sustainability of commercial endeavour. Managers and executives of conglomerates back on promising, sensitive,
and dynamic Sales powerhouse as integral. Furthermore acknowledge as imperative and a prominent pathway to
accelerate revenue. From these facts anyone can infer that training interventions are integral agenda to achieve targeted
goals of Sales and Marketing management.

Selling or sales certain to happen earlier, now display shifting universe of business and communications. Todays in
vibrant marketplace, the pressure and complexities such as market dynamics, multi-channel environment, advanced
selling orientation multiply and shifts. Moreover sales professionals need training to get acclimated to competencies and
engagements such as limited sales opportunities, knowledgeable customers, ethical selling and discriminating buyers
(Little, 2008; Midgley, 1997). Therefore, selling is seen as one of the most challenging and contentious in management. In
that matter, organizations are committing on the sales management activities to support competitiveness and
performance. Top management agree that training is workable, practical and foremost pathway to accelerate
performance. Even then visualize as exercise to update and upgrade training contents and delivery methods to manage
competitive realities in world markets.
Despite consistent and periodic training, the true cognition and skill level stay behind, low or even non-existent.
To unwanted degree, insufficient salespeople's have interpersonal and technological competencies needed in dynamic
sales environments (Salas et al. 2009). Therefore few managers and organizations hold reservations on training
programmes. Literatures have finite evidence of systematic procedures (IBM, 2008). Furthermore, overall understanding
is much restricted and anecdotal (Garrido et al., 2005). Organizations are under sizable pressure to respond to concerns
of skill acquisition. However, an interesting fact, most salespeople have shown an inclination to execute better either to
act as trusted advisor, have knowledge of modern trend or to outpace competitors to gain business acumen (Lambert,
2010).
Little research exists on the effectiveness of pharmaceutical sales training in India. The aim of this inquiry is to
investigate the same. Till date, Indian focused studies are scarce. So this report tries to overcome this gap. The eclectic
issues are identified and kept as focal point of investigation. These are as follows:
Sales practices and frequency of orientations.
Delivery methods, contents, and trainers.
Supervisor/ management support.
Skills imperative in in the pharmaceutical sales industry.
Motivation and satisfaction level.
Barriers to effectiveness (role of creativity, innovativeness, and technology).
First sales promotion need, growth, and earlier perspectives in the context of training as disciplines are discussed. Along
the section of research design and method we confer about pros and cons of the qualitative in-depth interview, sample
size justification, data aggregation, and results. Authors deliberate issues that came off from qualitative investigation
study and discoursed in light of existing literature.
Literature Review
In this paper, the objective is identification of organizational conditions and salespersons satisfaction with the current
measures and practices. Sales peoples are the front seams of a sales organization who are along a constant move. They
are backed up by support of sales managers and top management. To contemplate training intentions, productive
performance is a major convenience and a sensible practice. The universal view make sure proactive inducements
(Pettijohn & Taylor, 2009), enhance value (Johlke, 2006) via cognitive, behavioural and competency outcomes (Salas and
Stagl, 2009). At times surpasses sales records, fine-tune service quality, and negligible errors. In addition, reflects traits
such as high dedication (Salas et. al., 2006). Thus, extraordinary sales behaviours are self-evident and correlate
efficacious upshot. Literature views performance evaluation of salesperson is crucial for both theoretical and pragmatic
reasons (Barone 2012). In fact a collection of descriptive and judgmental figures, to ease future courses of actions
(Goldstein 1980). Grossman (2011) pinpoints trainee attributes (effort, pre-training motivation and perceived
usefulness), training model (realistic skills and behaviours) show firm bonding. Pelham (2008) offered a mental
prototype of influences on behaviour from the perspective of salespeople. The other influential affairs highlighted are;
peer and supervisory support, specific goals, synchronization of learning content and skills to be acquired, transfer
climate, use of job aids and tools, and self-efficacy, regular feedback, planned approach and commitment (Burke &
Hutchins, 2007; Baldwin et al., 2009; Bates and Holton, 2004; Blume et al., 2010; Chiaburu & Lindsay, 2008).
Nevertheless during interviews, we omitted few imperceptible points and recognize issues relevant to Indian
Pharmaceutical industry.
Research Design and Method
This study is exploratory in nature and uses in-depth discussions to gather qualitative insights. In qualitative case, data
saturation corresponds to prove requisite number of representatives for usability, a key to excellent work (Morse, 1995).
However, the prominent qualitative scholars postulate insufficient protocols and elusive apprehension since few
concrete guidelines exists. Although the sampling acceptability are justified by external and internal measures, apart
from suggestions of qualitative methodologists. Over and out significant method is statistical analysis to show saturation
within a dataset, as it explains how or when saturation begins. Moreover, alike scholarships may be cited where typical
representation or iterating similar research problems where right sample size achieve saturation.
We opt Marshall et al., (2013) advice to affix the integrity and standards of interrogation. States grounded qualitative
investigation should include 20-30 individual conclave. The vast majority (76 percent) researches illustrated, saturation
occurs within thirty interviews or less. The same inferences put forward by Thompson (2004) and Goulielmos (2004).
Based on these perspectives, we extrapolate one additional above recommended size to achieve saturation.
Data Collection: The qualitative insights are collected through In Depth Interview of sales professionals. A reference
guide is cast with open ended questions. The participants in the study fall amid 21 to 35 age. Thirty-one sales
representatives willingly participated for one-to-one conversation, each last 30 to 45 minutes. Sum of total point-on
discussion time comes out 16.2 hours . The deliberations recorded in voice tape device along with extensive notes. Few
respondents were skeptical to recording and in those cases; notations are put to use. At the end, we transcribed data and
scrutiny to name influential dimensions. Data saturation recognized around 26th interview, afterward, no new
dimension surfaced between 28th and 31 interviews.
Results and Findings
The analysis of qualitative data is done using Lincoln and Gubas (1985) guidelines. The authors reviewed the comments
and sorted as groups/argument. After extensive analysis and discussion, we shortlisted several useful themes followed
by discussions in the succeeding paragraphs:
Sales Process, respondents allude to structured sales operations. Many (sixty percent) instigate strategic sales training
practices. Although consultative and solution selling likewise exist but in limited cases. Just forty percent experienced
professional preparations at entry level and trained in "Seven Steps" to heighten levels of professionalism.
Delivery Method, Eighty-four percent reported traditional classroom interventions. A bare eight percent endures video
conferencing, webcast, and e-sales training. Respondents stated organizations still rely on conventional ways instead of
Hi-tech automation. Many preferred digital platforms and interactive or electronic approach as time-honored practice.
Contents, Manuals are most very often employed. This proportionate eighty percent answers; followed by case analysis
(forty-two percent), demonstration and role play (ten percent). Few had an inclination towards learning contents in
magazine format and video talk with experts.
Trainer, Eighty-four percent reported internal staff either HR personnel or manager deliver instructions since fifteen
percent corresponds to both (industry expert and motivational speakers).
Essential skills and behaviors, sixty four percent believe communication and interpersonal skill as pivotal. The other
useful dimensions were self-motivation, managing objections, closing and product preparation. Mere twenty-two percent
seems inclined towards presentation techniques and planning. Even many view primary sales competencies are well
taken. In a dynamic marketplace, to accommodate a distinct superiority over competitors, innovative contents are
imperative. Few favored customer oriented sales to improve sales and marketing relationship.
Management and supervisor support, sixty percent participants show manager brace on a steady base. Thirty-one
percent cited that they had mentored and counseling from senior peers. Few mentioned how individual aspiration is
linked to investments of effort, time and imagination by Sales Managers to engender productive performance.
Motivation, sixty-five percent respondents shown inclination to acquire 'sales personality' characteristics. Even though
30% manifest willingness because of the rewards or promotions, whereas bare minimum influenced by both intrinsic
and extrinsic bounty.
Learning orientation, Larger part (seventy percent) reveals effectiveness get heightened via high-tech methods. In fact, a
mere 20% stated need for transparent assessment procedures and management support to enhance orientation towards
skills acquisition.
Perceived utility, Eighty-two percent respondents proclaim increased sales, customer retention and client feedback are
the parameters that reflect value of preparations. Even many publicize creativity and innovativeness to reach greater
heights with addition of sales aids, tools and technology skills.
Along qualitative research and existing literature, significant events are identified, highlighted for managerial
implications and treatments.
Sales Process: Findings manifest as integral part training do focus strategic goals, and line up with sales management
development initiatives. Without a rational sales procedure (pattern of sales decision) or inappropriate sales preparation
never yields stellar results (Genn, 2004). Inadequacy may never bestow new leads, mismanage sales actions, falsification,
eventually decline in overall functions. In the pharmaceutical industry, thrust is on professional and /or strategic selling
besides "Seven Steps of Sales", but recently superseded by more modern 'Open Plan' or two-way method (William and
Marshall, 2005). Furthermore in an era of complexity, strategic sales promotion likely to have a profound effect on
success (Miller and Sinkovitz, 2005). Strategic interventions perhaps engender convenient alternatives to overpower
several challenges faced by sales-force (Baron, 2012). At that point Stein (2011) advocate strategic training to
understand customers buying approach, unfold coordination amid sales and marketing, structured sales proceeding, and
qualified sales management personnels.
Delivery Method: Formal and conventional classroom methods gone forward to lead as the training-delivery choice
(ASTD Industry Report, 2008). Many a times incorporate lectures, case studies and behaviour modelling (Sales, 2006).
This study exhibits the same. Although in recent times salespeople are inclined more towards IT Tools (Geiger, 2006)
and hi-tech practices like e-learning (Anderson, 2008, David, 2006); synchronous sales training webinar based (Powell,
2001 and Just-in-time; On-site; Online training (Sarin and Kohli, 2010). Over and above self regulation learning utilizing
social media and mobile information systems are emerging trend (System Sciences, 2007). Nevertheless in actual
practice wide variations still exist (Blair and Sisakhti, 2007). However, innovative pedagogics or blended, action targeted
learning such as interactive video graphing skill practice, Knowledge-Expert method incorporating computer technology,
simulation training perhaps offer twofold usefulness and more effective that too at lower costs.
Contents: Learning modalities leverage cognition and transcend skill enhancement. Training manuals are often deployed.
Even though other methods practiced are case studies, role-play, and audio-video tapes.. Notable topics includes selling
techniques, presentation and customer-service (Chonko, Tanner and Weeks 1993). Transformative thrust on ethical
behaviour, understanding of unethical sales behaviours, adaptability, time management and socialization are much
acclaimed (Salopek, 2009; Noonan, 2009; Lambert, 2010; Barksdale Jr. et al., 2003). Lassk, (2012) evoke need for
concrete contents to deliver post-sale and proactive recovery strategies.
Trainer: The trainer has to make sure that the knowledge, skills, concepts, attitudes or behaviours to be acquired meet
the strategic business needs. So the determination on who will deliver training is censorious. The practical
implementation of ST within the matrix of sales management activities entails three options: (i) Internal (ii) External or
(iii) a combination of the both. Internal trainer is often a sound and convenient choice (Daniels, 2003). For instance the
director, managers or senior peers act as instructor, coach or mentor. The trend is well illustrated in qualitative result.
Here, we delineate professionals practitioners are prime. Among respective choices, however, an optimal mix perhaps
justify degree of alignment and skills engagements.
Essential skills and Behaviours: As late, sales professionals need possession of very specific skills. A few decades before
sales training used to be primitive, regardless of industry domain, but now necessary to be relevant. A variety of training
topics are valuable for sales organizations (Johnston and Marshall 2006). Many competencies and traits are needed, such
as soft skills, sales behaviour and skill in analytical instruments and tools. Ethics remains an essential training cynosure
(Valentine, 2009). Although active listening and communication abilities are pivotal. Even so, may include understanding
buyers behaviours, domain knowledge, market analysis and industry dynamics (Leach, Liu, Johnston, and Wesley,
2005). A little while back center of attentions are empathy and sportsmanship (social judgment and professionalism);
zone management (Landale, 2004), maintaining composure in difficult engagement (Ahearne, Jelinek, and Jones, 2007);
strategic training to set out into the new account (Keenan, 2000) and emotional intelligence to improve interactions
competencies (Kidwell et al. 2011). In our investigation, these contemporary shift not yet observed, just generic sales
skills are practiced.
Technology and Tools: Present-day preparations are influenced modern technology. In particular, application of
emerging technologies in sales management to improve grades of services offered to valued accounts. Sales indulge lots
of applied sciences for learning reinforcement and reporting purposes (Schillewaert et al., 2005). Noteworthy, sales
peoples needs to use aids, analytical tools, and sales technology such as CRM (Tanner et al., 2005), online sales channels
(Sarin and Kohli, 2010) and other contrivances to ascertain value propositions. Furthermore, SFA (sales force
automation) known to support sales function ( prospect pipelines, contacts) through software technology. Sales tools
engender improved customer satisfaction and strengthen relationship selling (Geiger and Turley, 2006). In literature,
these advances observed in most of the sales management activities. We strongly favor endeavor such as sales aids, tools,
besides high-tech learning systems to hold business acumen. Unprecedented sales people's preference towards ICT and
other relevant technology, well reflected in this study.
Manager/Supervisor/Peer Support: A routine of works in the past have shown that management support is unrivalled of
the strongest factors for success of preparation plans. As an example, Lucent Technologies Director of sales training
insists that for the increased profitability organization must engender training. Straight-forward tied with its objectives
and backup by top management and senior leadership support (Johnson 2004). Managerial feedback is essential to
improve sales force productivity (Honeycutt et al., 1995). Supervisory encouragement (Jackson et al. 2007), information
sharing and feedback (Awoniyi et al., 2002) has noteworthy relationships to successful breeding. Peer brace has
paramount links with training, motivation (Bates and Holton 2004). Therefore, sales managers should work every bit
and part of a knowledge application, supporting individual salespeople, watch and review to make sure productive
performance outcomes.
Motivation: In recent times, trainee motivation emerged as foremost contributor for skill acquisition. Motivation is
ability to play hard (Baldwin et al., 2009) and pivotal for salespeoples inclination and persistence to gain skills. Notion is
straightforward that higher degree is proportional to effective sales (Sujan, Weitz and Kumar, 1994). Nevertheless,
motivation levels can be influenced by intrinsic and extrinsic rewards (Grossman, & Salas, 2009). Latest studies
demonstrated that specific goal setting, regular feedback, raise motivation, thereby performance (Robbins & Judge,
2009). Chivalry and Lindsay (2008) study results show training, self-efficacy is a judgmental part, while training
instrumentality (willingness) is full of life to represent. So motivational strategy such as incentives for domain
knowledge; reward or promotion policy for behavioural improvement demonstration, may be treated as a need for
career progression can instil motivation to learn.
Effectiveness: The effectiveness dimension correlates consistent sales performance against quotas and issue of prime
concern. The stakes and involvements are significant before and after training. Many parameters affect effectiveness
paradigm. It is perceived that learning orientation of trainees has a positive repercussion on performance (Farell, 2000).
So firms are shifting attention on cultivating a learning culture and expect commitment for continual learning. The
magnitude of potency is contingent more on positive transfer climate (Salas et al., 2006), closely followed by recognition,
rewards and encouragement (Salas and Stagl, 2009). Even though the link amid sales training and productiveness are
constructs. Notwithstanding that, Pelham (2008) impart effectiveness setup factors, these are adaptive behavior,
consulting and Customer Oriented Selling, active listening, customer satisfaction, retention, reduced turnover and
increased revenue. Literature makes known such behaviours influence the result. Economy demands value-creating
salespeople (Rackham, 2009). So accountability and the measurement of effectiveness extend beyond post-hoc analysis
and should be seen early in the needs assessment and planning. Thither is a demand for new thoughtful approaches to
revitalize sales-force via engineering ability, behavioural capacity and ethnic diversity (Lassk, et al., 2012). In this
research, although the effectiveness of training is coherent, nevertheless, the constructive development procedure have
to compel more innovative expedients.
6. Conclusions
This paper discusses the importance and usefulness of sales training. The study explain many and varied reasons why
salespeople must undergo training. The findings from the in-depth interviews offer ample and comprehensive
understanding of how salespeople are being trained and what they believe on these training drills. How sales
professionals use learning in everyday chores to prove the current practices prevalent in pharmaceutical organizations.
The prevailing issues within Pharmaceutical context are strategic selling, classroom preparation, training manuals, and
internal trainer and primary skills. However, we demand more technology and tools, creativity and innovation to
enhance potency, and perceived positive utility. Terminal, this written report provides wealth of knowledge touching
over world of core competencies and business complexities.
The present work proposes a positive relationship amid training and function or task and identifies few important
implications for sales leaders. Effects can be used for verifying the qualitative insights as predictors of improved sales-
force performance. Nevertheless, pharmaceutical organizations are gratifying the development demands and needs. The
role of technologies complemented with creativity, innovativeness, and use of high-tech methods for acquiring core
selling competencies need to be investigated in particular through a descriptive research.
In era of limited sales opportunity, crises are impacting on the economy, moreover, supplemented with discriminating
buyers and multi-channel environments. Sales-peoples act as trusted advisor, follow ethical selling, explore internet
footprint, social media and encounter modern trends to gain business acumen. Success rate of sales professionals
depends on sales interface, long term relationships, inter-department coordination, team selling and last not the least up
gradation of knowledge inventory. It is well recognized that traditional and prescriptive sales skills revitalization is
attained via typically Sales Training.

Premise & Surmise

v Sales inevitably show the shifting universe of business. In todays vibrant environment, the pressure and intensity
on sales-peoples (market dynamics, advanced selling orientation) grows and shifts. Additionally, face several
challenges such as limited sales opportunities, multi-channel environment, knowledgeable customers, and
discriminating buyers. Therefore, sales profession is seen as one of the most challenging and contentious in
management.

v Sales peoples are the front seams of a sales organization who are on constant move backed up by motivation and
support of managers and management to accomplish the overall objectives of the organisation. Moreover, there
exists an agreement that salespeople not only born (a minority) rather made or mould into productive sales
professionals. Nevertheless general sentiment contemplates as requisite to proactive performance. Therefore, to
training practices are major convenience and a sensible practice to increase bottom line results. Both
salespeople and organizations perceive that training increase organizational value by acquisition of cognitive,
behavioural and competency outcomes. In fact, incorporate motivation, dedication, and commitment, fine tune
work quality, increased morale, negligible errors and this way, surpass productivity records. It is self-evident
that extraordinary sales behaviours correlate efficacious training and a pragmatic intervention. Sales
management literature well documented the importance in context of behaviours, attitudes, and sales-force
satisfaction with the organization.

v Sales professionals need possession of very specific skills. A few decades before sales development procedures
used to be primitive, regardless of industry type, but now it is necessary to be relevant. Furthermore
inappropriate preparation or irrational procedure (pattern of sales decision) never yields stellar results. The
effect might lead to a handful of new leads, decreasing business, mishandling sales calls and eventually decline in
overall performance. Thus structured actions are matter of convenience, therefore, it is inferred that to achieve
targeted goals; a sales development is an integral agenda.

v In era of globalization and turbulent marketplace, continuous training in context of interpersonal skills, core
conducts, and technological competencies follows routines. To excel in the 21st century, most blue-chip
organizations encourage persistent workout to grow, stabilize, and excel in business performance amidst
constant change. Training is visualized to be exercise that facilitates organizations to improve training contents
and delivery method to manage competitive realities in world markets.

For all these stated reasons, organizations put in training interventions, even if consume large proportion of
overall budget and field-hours. Most experts hold as a necessity to expand horizons. In that matter, organizations are
committing on the sales management activities to support competitiveness and performance. Nevertheless, dynamic
and progressive marketplace necessitates advanced and periodic training. So across the globe, core sales behaviours,
traits and technical criteria, becomes indispensable.

Literature indicates that holding and gratifying the development demands of sales people and attracting the
sales talents are vital to secure sustainability of business and economic stability. Most practitioners back on
promising, sensible, and dynamic sales-force as integral and acknowledge as imperative. Moreover many
management boards agree the notion that for sales productivity issue, Sales promotion is a prominent pathway to
accelerate in the global environment. However, interventions need to be timely, relevant, realistic, and reoccurring.


Methods for Conducting Needs Assessment

One of the major topics discussed most frequently in needs assessment are data gathering techniques. They include
observation, survey questionnaires, subject matter expertise consultants, interview, group discussion, tests, review or
reference of relevant documents, and work samples. Scholars categorized needs assessment data gathering methods
into three types based on data sources such as archival data, non-interactive and interactive communication, and analytic
data.
Archival data includes records, logs, demographic data, census data, epidemiological studies, and social indicators. Non-
interactive communication data sources come from written questionnaires, key information interviews, or critical
incident technique. Interactive communication data comes from nominal group techniques, focus group interviews, or
futures scenarios. Analytical data can be gathered from fishboning, success mapping, task analysis, fault tree analysis,
risk analysis, or trend analysis. McClelland published a series of articles regarding data gathering methods, specifically
for training needs assessment such as survey questionnaires (McClelland, 1994a), individual interviews (McClellan,
1994b), focus group interviews (McClelland, 1994c), and on-site observation (McClelland, 1994d). His articles provided
weaknesses and strengths for each data gathering method. Because circumstances, timeline, budget, and other
environmental and political factors influence the quality of data gathering practice, many techniques have been
introduced to identify the most appropriate techniques given limited resources. Many studies described the advantages
and disadvantages of different techniques for data gathering. These studies are briefly reviewed. Archival data can be
used to identify training needs include production records, defect records, accident logs, social indicators, and other data
related to the training area. The archival data are mainly quantitative which assists in determining the current status of a
problem or training needs. It is relatively easy to gather this type of data, but many times provides only limited
information related to training needs .

Survey methods are the most frequently used methods in training needs assessment. Surveys are relatively simple to
administer to a large number of people. Surveys can collect a large amount of information from many people and can
minimize some forms of bias. It also has many statistical inference methods to analyze these collected data . Because
surveys are very structured, identified needs are uniformly collected but mainly the data is mostly qualitative such as
perceptions, opinions, judgment, or based on observations of the respondents. On the other hand, surveys also have
some disadvantages. Surveys might take a longer period of time to collect the data, even though it may be administered
through Internet or email. Surveys may provide unclear, often subjective results, but it is difficult to ask follow-up
questions to participants. In addition, people can easily provide an expected or socially accepted answer rather than
their true opinion. The interview is another common method in training needs assessment. Interviewing includes key
consultation with those who understand the training needs for a group or organization, individual interviews with
persons who will participate in training sessions, and focus group interviews with individuals who are knowledgeable
regarding training needs. Interviews provide ample opportunities for respondents to express their opinions and feelings
more completely than other methods.

In particular, those opinions and judgments can be from experts if they interview experienced experts in specific areas.
Unlike other methods focus group interviews allow the group to reach a certain level of consensus for potential solution
generation. Focus group interviews and various group procedures also uniquely allow follow-up discussion to inquire
further regarding the rationale for suggestions or the genesis of ideas in order to refine the expressions through
discussion with others. Group techniques additionally play a function of informing people about what taking place,
thereby encouraging their support for the efforts.

Because various group techniques are also able to gain unexpected results or ideas regarding training needs, and
because they serve various purpose of training needs assessment, they, like focus group interviews, are one of the most
widely used techniques for gathering information regarding training needs . The disadvantages of individual interviews
and focus group interviews include the amount of time required and the skills necessary as an interviewer or facilitator
of the group .

Training needs assessment can be conducted through observation at the work site by subject matter experts. Although
the observation method requires a great amount of time and the observers should have content and process knowledge,
it can provide highly relevant information to the work setting Because relatively few subjects can be observed, this
technique is usually limited to a specific job level. Besides the conventional training needs assessment technique
mentioned earlier, currently, people use a specific model or analytical framework for training needs assessment. They
are fish boning, success mapping, fault tree analysis, and human resource competency model specific for training needs.
Using these frameworks helps identify root causes of the problems or causal relationship for the organizational
problems. However, it requires highly experienced experts in using these techniques.

Role of the Training Needs Assessment
Another fundamental research area on needs assessment is to identify the roles or purposes of the needs assessment.
Obviously the first purpose of needs assessment is a gap analysis between desired performance and current measured
performance to identify training needs . However, that is not the only purpose expected. Many studies found there are
more roles of training needs assessment that are beneficial.

A study of public organizations stated that the top three roles of training needs assessment are (1) to introduce new
programs, (2) to address performance and productivity problems, and (3) to link employee performance with
organizational goals (Gray et al., 1997). Rossett (1987) described six main purposes of training needs assessment. (1) to
seek optimal and actual status to determine detailed discrepancies, (2) to understand perceptions of real people and in
the real world, (3) to look for causes of a problem, (4) to seek priorities, (5) to make significant parties involved, and (6)
to train management in ways of looking at problems. described training needs assessment as a process of managing
interactive relationship among three components. They are organizational characteristics, decision maker
characteristics, and analyst characteristics. Training needs assessment is not a process of searching for the right answer
to the organizational problems. It is a dynamic process, and thus, it enables organizations to negotiate limited resources.

Brown (2002) also described four main roles of training needs assessment. The first role is to identify specific
organizational problems which will guide training direction. Although individual departments recommend a specific
training program to an HRD department, no one really knows which kind of specific training program solves specific
problems. Thus, training needs assessment should first identify specific problems in an organization.
The second role is to obtain management support for the training program. In general, it is not easy for managers to see
the actual impact of training programs on their department or organizations performances, training needs assessment
can help managers see potential results of the training program. The third role is to generate data for evaluation. Because
training needs assessment sets specific goals of the training programs, those goals can be the criteria when the results of
training programs are evaluated. Thus, training needs assessment also can serve as a basis for evaluating the
effectiveness of the training program.

According to Brown, the fourth role of training needs assessment is to analyze the costs and benefits of training. A
training needs assessment is able to identify potential benefits from specific training by discrepancy analysis in
performance and potential costs to conduct training. The training costs and benefits analysis assist top management in
making decisions to invest in training based on identified needs.

In summary, few studies were found that address the actual impact of needs assessment on training. Most existing
studies on training needs assessment discuss the ways to conduct needs assessment, the level or areas to be assessed,
and role and purpose of needs assessment. The appropriate selection of data gathering methods is important, and
appropriate levels and areas assessed is also important, but most of all, how carefully needs assessment is planned and
implemented might be the most critical piece of information to gather to demonstrate training impact.

takes prearrange to extract right measures?


Sales leads are a remarkable fragment of the sales job. Today in vibrant marketplace, complexities, market dynamics,
multi-channel environment multiplies and shifts. At late times, the term Selling postulated as most challenging and
contentious. Thus, sales management measures are continually updated, amended, and improved. As an intervention, top
management contemplate training as a viable and foremost pathway to accelerate performance and revenues. Over and
out, organizations are committed on sales development activities to manage competitive marketplace realities.
Not long ago, a dash in a pharmaceutical sale generation showed the influence of competition and price pressures on
overall revenue growth (Seget, 2004). Most handlers are of opinion that salespeoples are not generating enough leads
(Accent, 2003). Experts perceive salespeople's are not able to acclimate conditions such as limited sales opportunities,
knowledgeable customers, and ethical selling (Little, 2008; Midgley, 1997). Nevertheless, whatsoever be the set of
circumstances, an interesting fact, most of the salespersons shown inclination to act as trusted advisors, gain experiential
knowledge of modern trends to outpace competitors (Lambert, 2010).
Limited research exists on training effectiveness that focuses Indian pharmaceutical industry. Till date, Indian focused
studies are scarce. Thus, this report attempts to sweep over this gap. The present research suggests structured sales
management activities underpin success and effectiveness. Thus eclectic issues are identified and maintained at the focal
spot of investigation. A few of them are discussed as follows:
Sales practices and frequency of training.
Delivery methods, contents, and use of emerging technologies
Supervisor and management support.
Trainers
Skills imperative in the pharmaceutical industry.
Motivation and satisfaction level.
In the next sections, we set out by surveying the current literature on training in sales management and key
performance indexes. We deliberate issues that came off from qualitative investigation and data aggregation. We then
explain the research method used before reporting the findings. At last, the determinations are discussed in light of
existing literature and discuss the outcomes.





LITERATURE REVIEW
In this paper, the aim is the identification of organizational conditions and salesperson satisfaction with the current
measures and practices. Sales peoples are the front seams of a sales organization who are along a constant move. They
are backed up by support of sales managers and top management. To contemplate training intentions, productive
performance is a major convenience and a sensible practice. The universal view makes sure proactive inducements
(Pettijohn and Taylor, 2009) enhance the value (Johlke, 2006) via cognitive, behavioral and competency outcomes (Salas
and Stagl, 2009). At times surpasses sales records, fine-tune service quality, and negligible errors. In addition, reflects
traits such as high dedication (Salas et. al., 2006). The gravity of extraordinary sales behaviors is explicit and correlate
efficacious upshot. Literature views performance evaluation of salesperson is crucial for both theoretical and pragmatic
reasons (Barone 2012). Grossman (2011) pinpoints trainee attributes (effort, pre-training motivation and perceived
usefulness) training model (realistic skills and behaviors) show firm binding. Pelham (2008) offered a mental prototype
of influences on behavior from the perspective of salespeople. The other influential affairs are manager support, specific
goals, synchronization of learning content and skills to be acquired, transfer climate, use of job aids and tools, and self-
efficacy, regular feedback, planned approach and commitment (Burke & Hutchins, 2007; Baldwin et al., 2009; Bates and
Holton, 2004; Blume et al., 2010; Chiaburu and Lindsay, 2008). Nevertheless, during interviews, we omitted few
imperceptible points and recognize issues relevant to Indian Pharmaceutical industry.
Sales management literature holds finite evidence of systematic training procedures (IBM, 2008). Furthermore,
overall understanding is much restricted and anecdotal (Garrido et al., 2005). To an extent handful of salespeople posses
interpersonal and technical competencies needed in dynamic sales environments (Salas et al., 2009). To gain business
acumen, organizations are under sizable pressure to respond to concerns of skill learnings.
Research Design and Method
This study is exploratory in nature and uses in-depth discussions to gather qualitative insights. In qualitative case, data
saturation corresponds to prove a requisite number of representatives for usability, a key to excellent work (Morse,
1995). Even so the prominent qualitative scholars postulate insufficient protocols, and elusive apprehensions since few
concrete guidelines exist. Apart from the suggestions of qualitative methodologists sampling acceptability are justified by
external and internal measures. Over and out significant method is a statistical analysis to show saturation within a
dataset, as it explains how or when saturation begins. Moreover, alike scholarships may be cited where typical
representation or iterating similar research problems where right sample size to achieve saturation.
We opt Marshall et al., (2013) advice to affix the integrity and standards of interrogation. States grounded
qualitative investigation should include 20-30 individual conclaves. The vast majority (76 percent) researches
illustrated, saturation occurs within thirty interviews or less. The same inferences put forward by Thompson (2004) and
Goulielmos (2004). Based on these perspectives, we extrapolate one more above recommended size to achieve
saturation.
Data Collection: The qualitative insights are collected through In Depth Interview of sales professionals. A reference
guide is cast with open ended questions. Thirty-one sales representatives in the age group 21 to 35 years get involved in
one-to-one conversation, each last 30 to 45 minutes. The sum of total point-of discussion time comes out 16.2 hours. The
deliberations recorded in the voice tape device along with extensive notes. Few respondents were sceptical to recording
and in those cases; notations are put to use. At the end, we transcribed data and scrutiny to name influential dimensions.
Data saturation recognized around 26th interview, afterward, no new dimension surfaced between 28th and 31
interviews.
RESULTS AND FINDINGS
The findings from the in-depth interviews offer ample and comprehensive understanding of how to train and what they
believe on training drills. How sales professionals use learning in everyday chores to prove the current practices
prevalent in pharmaceutical organizations.
The analysis of qualitative data is done using Lincoln and Guba (1985) guidelines. The authors reviewed the
comments and sorted as groups/argument. After extensive scrutiny and discussion, we shortlisted several useful themes
followed by discussions in the succeeding paragraphs:
Sales Procedure, respondents allude to structured sales operations. Sixty percent representatives instigate strategic
sales training practices. Although consultative and solution selling likewise exists, but in limited cases. Still forty percent
experienced professional preparations at entry level and trained in "Seven Steps" to heighten levels of professionalism.
Delivery Method, Eighty-four percent reported traditional classroom methods usage. Respondents state most trainers
still rely on conventional ways instead of automated and Hi-tech methods. Nevertheless, many preferred digital
platforms and adjudge interactive or electronic approach as time-honoured practice.
Contents, Manuals on product information's proportionate to eighty percent. Others are case analysis (forty-two
percent) and demonstration and role play (ten percent). Although few sales reps had an inclination towards learning
contents in magazine format and prefer audio-video talk with experts.
Trainer, Eighty-four percent population stated top management prefer internal staff (HR or manager) to deliver
instructions. Nonetheless fifteen percent corresponds to both inner and external trainers (industry expert and
motivational speakers).
Skills and behaviours, sixty four percent believe communication and interpersonal skill is pivotal. The other useful
dimensions mentioned were managing objections, closing and product training. Mere twenty-two percent had shown an
inclination for presentation techniques and planning. Many view primary sales competencies are well chosen.
Nevertheless, few favours customer oriented selling to improve sales and marketing relationship. However, in a dynamic
marketplace, to accommodate a distinct superiority over competitors, innovative contents are imperative.

Management and supervisor support, Sixty percent participants hold the opinion that the managers role clarity in the
context of coaching and mentoring the team influences a salespersons performance. Noteworthy press out how
individual aspiration is linked to investments of effort, time, and imagination by Sales Managers to engender productive
performance.
Motivation, Many respondents (sixty-five percent) had the inclination to acquire 'sales personality' characteristics. Even
though, 30% had distinct willingness because of the rewards or promotions. In fact, many participants get motivated by
both intrinsic and extrinsic bounty.
Learning orientation, In larger part (seventy percent) respondents conclude effectiveness gets heightened via high-tech
methods and self organized learning. In fact, half of them stated need for transparent assessment procedures and
management backing to enhance orientation towards skills acquisition.
Perceived utility, Eighty-two percent of salespersons proclaim increased sales, customer retention and client feedback
are the bounds that show the value of preparations. Even many publicize creativity and ingenuity to reach greater
heights supplemented with sales aids, tools, and engineering science.
DISCUSSION AND IMPLICATIONS
This paper discusses the importance and usefulness of sales training. This study gives an explanation of many and varied
reasons why sales force must undergo particular skills and behaviors through practice and instruction over a period. The
prevailing issues within Pharmaceutical context are strategic selling, classroom preparation, training manuals, and
internal trainer and primary skills. Nonetheless, we demand more technology and tools, creativity and innovation to
enhance potency, and perceived positive utility. Terminal, this written report provides a wealth of knowledge touching
over world of core competencies and business complexities. The present work proposes a positive relationship amid
training and roles/responsibilities. As a consequence, its exact orbital dimensions identified implications for sales
leaders. The effects can be used for verifying the qualitative insights as predictors of improved sales-force performance.
Along qualitative research and existing literature, significant events are identified, highlighted for managerial
implications and treatments.
SALES PROCEDURE.
Findings manifest training as an integral character, concentrate on strategic goals, and seam up with sales management
development initiatives. In the pharmaceutical industry, the push is on professional and /or strategic selling besides
Seven Steps of Sales.
It is perceived that without a rational form of sales decision or inappropriate sales preparation never yields
stellar results (Genn, 2004). Inadequacy may never bestow new leads, mismanage sales actions and falsification. At that
point Stein (2011) advocates strategic training to understand customers buying approach, unfold coordination amid
sales and marketing, structured sales proceeding, and qualified sales management personnels. In sales, making use of
strategic management is void. Hence, we propel more thrust on strategic interventions to overcome several challenges
faced by sales-force (Baron, 2012). Here strategic training involves creating value through advice and abilities, problem
solving and creativity. Embodies a judicious set of decisions and actions to organize and execute potent training. To a
greater extent, strategic part looks for security, sustainability, and overall success.
DELIVERY METHOD.
In recent times salespeople prefer latest and cutting-edge tools (Geiger, 2006) and hi-tech practices such as e-learning
(Anderson, 2008, David, 2006); web based synchronous sales training (Powell, 2001 and Just-in-time; On-site; Online
training (Sarin and Kohli, 2010).
The literature states conventional classroom methods gone forward to lead as the delivery choice (ASTD
Industry Report, 2008). Over and above self regulated learning and social media usages are emerging trend.
Furthermore, innovative pedagogies, Field tested cognition experiences (role-playing experiences or observations)
modeled as scripts, blended and action learning like interactive video graphing skill practice, simulation training based
on computer technology are efficacious and time honored practices.
CONTENTS.
As seen, training manuals are often deployed. Notable topics include selling techniques, presentation and customer-
service. Learning modalities expected to leverage cognition and transcend skill enhancement. Organization nowadays
emphasizes spirituality and thrust on ethics, understanding of unethical sales behaviour, adaptability, time management
and socialization (Salopek, 2009; Noonan, 2009; Lambert, 2010; Barksdale Jr. et al., 2003). Not long ago Lassk, (2012)
put forward latest need for contents to make post-sale and proactive recovery strategies.
TRAINER.
The trainer has to make sure that the knowledge, skills, concepts, attitudes or behaviours to be acquired to meet the
strategic business needs. So the determination of who will deliver training is censorious. The practical implementation of
ST within the matrix of sales management activities entails three options: (i) Internal (ii) External or (iii) a combination
of the both. Internal trainer is often a sound and convenient choice (Daniels, 2003). The trend is well illustrated in
qualitative result. Here, we delineate professional practitioners are prime. Among respective choices, degree of
alignment and skills engagements as an optimal mix that everyone may justify
SKILLS AND BEHAVIOURS.
A few decades earlier sales training used to be primitive, regardless of industry domain, but now imperative to be
relevant. Several competencies are needed, such as soft skills, sales contacts and skill in analytical instruments and tools.
Furthermore a variety of supplementary topics are valuable for sales organizations (Johnston and Marshall 2006). Ethics
remains an essential training cynosure (Valentine, 2009). A short while back centre of care is on empathy and
sportsmanship (social judgment and professionalism, strategic training to pierce new account (Keenan, 2000) and
emotional intelligence (Kidwell et al. 2011). In our investigation, these contemporary shifts not yet observed, just generic
sales skills are practiced.
TECHNOLOGY AND TOOLS.
Present-day preparations are influenced by modern technology. In particular, application of emerging technologies in
sales management to improve the grades of services offered to valued accounts. Sales indulge lots of applied sciences for
learning reinforcement and reporting purposes (Schillewaert et al., 2005). Noteworthy, salespeople need to use aids,
analytical tools, sales and technology such as CRM (Tanner et al., 2005), online sales channels (Sarin and Kohli, 2010)
and other contrivances to find out value propositions. To support sales role (prospect pipelines, contacts) SFA (sales
force automation) adds convenience based on software technology. Sales tools engender improved customer satisfaction
and strengthen relationship selling (Geiger and Turley, 2006). In literature, these advances observed in most of the sales
management activities. We favour and seek sales aids, tools, besides high-tech learning systems to uplift business
acumen. Unprecedented sales people's preference towards ICT and other relevant technology well reflected in this study.
MANAGER, SUPERVISOR SUPPORT.
A routine of works in the past have shown that management support is unrivalled of the strongest factors for success of
preparation plans. As an example, Lucent Technologies Director of sales training insists that for the increased
profitability organization must engender training. Managerial feedback is essential to improve sales force productivity
(Honeycutt et al., 1995). Supervisory encouragement (Jackson et al. 2007) information sharing and feedback (Awoniyi et
al., 2002) has noteworthy relationships to successful breeding. Ergo sales managers should work every bit and part of a
knowledge application, supporting individual salespeople, watch and review to make sure productive performance
outcomes.
MOTIVATION.
In recent times, trainee motivation emerged as a foremost contributor for skill acquisition. Motivation is the ability to
play hard (Baldwin et al., 2009) and pivotal for salespeoples inclination and persistence to gain skills. The notion is
straightforward that higher degree is proportional to effective sales (Sujan, Weitz and Kumar, 1994). Nevertheless,
motivation levels can be influenced by intrinsic and extrinsic rewards (Grossman, & Salas, 2009). Later studies
demonstrated that specific goal setting, regular feedback, raises motivation, thereby performance (Robbins & Judge,
2009). Chivalry and Lindsay (2008) study results show training, self-efficacy is a judgmental part, while training
instrumentality (willingness) fulfils satisfaction. Thus, compelling strategies can express incentives for domain
knowledge; career progression, reward or promotion policy for demonstration of enhanced skills may instill motivation
to learn.
EFFECTIVENESS.
The effectiveness dimension correlates consistent sales performance against quotas and issue of prime concern. The
stakes and involvements are significant before and after training. Even if the details are fuzzy, the extensive dimensions
affect effectiveness paradigm. It is perceived that learning orientation of trainees has a positive repercussion on
performance (Farell, 2000). So firms are shifting attention on cultivating a learning culture and expect commitment to
continual learning. The link amid sales training and productiveness are constructs. Pelham (2008) imparts effectiveness
setup factors, these are adaptive behaviour, consulting and customer oriented Selling, active listening, customer
satisfaction, retention, reduced turnover and increased revenue. Literature makes known such behaviours influence the
result. Economy demands value-creating salespeople (Rackham, 2009). So accountability and the measurement of
effectiveness extend beyond post-training analysis continued up to evaluation. But data generation should be seen early
in the needs assessment and planning. Thither is a demand for new thoughtful approaches to revitalize sales-force via
engineering ability, behavioural capacity and ethnic diversity (Lassk, et al., 2012). In this research, although the
effectiveness of training is coherent, nevertheless, the constructive development procedures have to compel more
innovative expedients.
6. Conclusions
The findings are dissimilar to those from similar surveys in other industries, and name important implications
for sales leaders. The solutions may offer insights for predictors of improved performance in sales management within
the pharmaceutical industry. Nevertheless, pharmaceutical organizations are gratifying the development demands and
needs. The role of technologies complemented with creativity, informativeness, and use of high-tech methods for
acquiring core selling competencies need to be investigated in particular through a descriptive research.


Personalized System Centric View of Mobile Learning


Introduction and Context

Dynamic market, complexity and fierce competition enforcing organizations to upgrade workforce knowledge and skills
to remain competitive. (Lambert 2010). Research indicates that continual staff development is critical to the success of
any organization (Carnevale, 2005; Colvin, 2006).
Although training has been stimulated in the past decade, the actual amount of knowledge, skills and competencies
transferred by trainees to the workplace, is unfortunately much low or even non-existent. Johnson et.al. (2012) argues
for innovative pedagogies for workforce learning, on this background, authors aims at redefining organizational training
practice by suggesting alternative approach, i.e. provision of personalized learning. Others perceive that personal
learning systems are more likely to be better than classroom learning specifically for adult learners. We insist self
directed learning using technology for self-development to enhance professional performance, subsequently increase
effectiveness thereby organization value.

Learning as conceptualized by Vygotskys as being cognitive and social (Powell & Kalina, 2009). Mobile learning is
defined as virtual learning which facilitates use of digital, portable and mobile devices used anywhere, anytime and on-
the-move as well. (OConnell & Smith, 2007). The net tablets encompass extension of mobile learning for just-in-time,
available anywhere learning opportunities (Belshaw, 2011) have fostered flexibility in training-learning processes
positioned to mobile perspective supports personalized, approach to learning. The mobile learning, approach
emphasizes, on-the-movement and for-the-moment learning, leveraged to encourage open, Independent, Interactive,
connective and collaborative learning where the notion of m-learning, e- learning and virtual learning also leveraged.
Mobile learning favors adult learner as adult learners are learners with work and family, having priorities (Day 2012),
here mobile learning, is referred as being on-move access to cloud-based applications through mobile application while
learning contents and modules are stored on virtual servers at a remote location.
Visualizing Organization and Workforce centric view
In knowledge-based economy, the effectiveness of technology based training-learning-assessments systems and how it
makes an impact on training-learning-evaluation process (Johnson 2011) were needed to restructure training
methodology, for higher performance with greater effectiveness. The training needs in a knowledgeable society are
elusive as clear enunciation to which particular learning modules or pedagogy sustains in knowledge-based economy.
Which training can be classified as generic skilled training and task specific training, needed to be developed among,
professional image, leadership skills, developing effective alliances and partnerships, time management, customer an
analysis, case study, computer-based simulation, planning etc. by professional trainers. The role of traditional training in
developing the motivation has been significantly constrained by pedagogical imperatives that do not empower learner-
centered approach which most likely to empower the workforce with the skills needed in the knowledge economy.
Although many organizations were aware of the benefits of technological learning in skill development issues, but rarely
using it. (Global Coaching Survey, 2009).


Different insights of emerging technologies have been explored, according to Siemens and Tittenberger (2009),
technology that incorporates organizational philosophies and ideologies. In Veletsianos (2010) view emerging
technologies as new technologies in specific organizational context, while Johnson et al. (2012) argues for innovative
pedagogies supplemented with technology, whereas Veletsianos (2010:3) point seems to be that, a combination of tools,
concepts, innovations, and advancement used for learning. The e-learning or m-learning approaches had a short history
(Pachler, Bachmir & Cook, 2010); mobile learning (m-learning) refers to learning through digital mobile devices that can
be carried and used anywhere, any time as well as on-the-move (OConnell & Smith, 2007), whereas computer and
network enabled electronic learning, termed as e-learning. Traditional training for development of motivation has been
significantly restricted by pedagogical imperatives that enhance learner focused learning as an approach which likely to
enhance skills needed in knowledge based economy.

In an era of dynamic and knowledgeable market, professionals were demanding flexible and personal learning
environments for skill enhancements (Johnson 2010). Workforce are in need for a learning approach that could aid
mobility (Pachler et al., 2010), enables on-the-move learning thereby promote active learning. The workforce can access
learning contents, in a manner that suits their work-life needs and constraints and that too without physically attending
the classroom sessions of instructional training. Emerging technologies do have the capability and potential to effectively
deal with theoretical and practical aspects such as e-collaboration, e-partnerships and e-learning.

Emerging technologies for personalized learning
Uses of emerging technologies to conceptualize, design, enhance, and foster sales training by collaborating learners and
trainer are evident. Few technology reduces technical barriers to e-learning (Cochrane, 2010), can perform competency-
based assessments and incorporated in workplace-based learning as well (Chan, 2010a; Chan, 2010, b). Notions of
continual lifelong learning in knowledgeable economy coupled with rapid advances in emerging technologies have
enabled training and learning processes that can be serviced in customized ways, previously unimaginable. Mobile
learning with Cloud computing and net tablet facilitate synergies of technological and pedagogical approach to improve
staffs engagement with learning and skill development. Emerging technology not only surface new technology, but also
incorporate innovative pedagogy (Johnson et al. 2012), i.e. on-the-move learning likely to influence on teaching, learning,
or creative expression (Johnson et al. 2011), embedded with philosophies and ideologies (Siemens and Tittenberger
2009), i.e. flexibility and empowerment and provide interactive learning with peers and experts which are context-
specific Veletsianos (2010), i.e. address several challenges. Model reflect the close proximity with Veletsianos (2010:3)
concept, which states of emerging technologies as tools (tablet, cloud computing), concepts (flexible learning),
innovations (on-the-move and for-the-moment learning) advancements (technology, pedagogy) used in diverse settings
(sales training) to serve varied purposes (skill enhancement and transfer).

Its much likely that professional trainers and organization can empower staff to become lifelong learners, implement
progressive pedagogies in staff learning, and focus on the role of trainer and technology within this evolving landscape.
The first anomaly relates to a presumed workforce desire to learn using a learner-centered learning experience. We
oppose one size fits all tendency that treating workforce as a homogeneous group. We strongly object to this approach
and suggest the scope within mobile learning models to offer workforce more than one learning modules by allowing
them to select their preferred module according to their need and learning philosophy. The second anomaly refers to
issues of choice for training staff may it be internal or external, as learning philosophy insist the notion of
empowerment and the exercising of empowered with authority. The need to incorporate critical behaviors, increasing
numbers of performance indicators, diversity in workforces and requirements to remain flexible and responsive, has
damaged learning autonomy. The third anomaly relates to workforce' perceptions of impractical and irrelevant content,
improper delivery, a personal discomfort with change and motivation from seniors to resist change. (Broad and
Newstrom, 1992).
The term mobile learning refers freedom and diversity in selecting needed to learn modules by workforce, focus on the
unique needs of individual learners, not according to trainer or manager. It totally empowers workforce to decide when,
what, and how to learn, by initiating mobile and virtual learning. Thereby emerging technology could change the role of
trainer from direct instruction in classroom to just a facilitator of virtual knowledge source and manage learning
resources. The mobile learning, approach offers workforce and trainers the choice between two pedagogical approaches;
either a learner centered virtual approach or interactive instruction approach or a mix of both. We argue that the trainer
and content developers role to be central in both approaches mentioned, however, an innovative style of training, or
innovative way of promoting learning, required to be practiced. Pan (2006), suggests that the empowerment of choices
provides workforce with individualized learning pathways in control of the learners themselves, which promote
empowerment for personalisation of learning (Hartley, 2007). The empowerment of choice has appeal to both work staff
and professional trainer. Now onwards organization likely to engage themselves with emerging technology and because
of contemporary, innovative pedagogies being preferable to align with the new mobile approach. Authors perceives
greater opportunity of success when organization simultaneously offers choice in using preferred pedagogical approach
to promote workforce learning thereby to acquire skills. This advanced learning technology could provide twofold
usefulness and more effective pedagogy at substantially lower costs. Notebooks, Laptop, personal digital assistants
(PDAs) can also facilitate mobile learning, however, tablets have numerous advantages as tuned with appropriateness in
level of technology integration supplemented with distinct features: Portability (anywhere, any time, on-the-move);
Mobility (no plug-in power supply); and a range of useful generic apps with accordance to transform learning into skills.
Conclusions
In the era of knowledge based economy, learners when socialized to the online environment, results in enhanced
technological capabilities, critical thinking and time management skills. Become proficient in collaborative and
interactive learning by community formation. Emerging technologies does have the capability and potential to effectively
deal with theoretical and practical aspects such as e-collaboration, e-partnerships, integration of sales and service,
customer oriented selling, flexible, active, continuous, lifelong and active learning. Approach perceives that personal
learning systems with flexibility and mobility are more likely to be better than classroom learning, i.e. direct instruction.
The approach can address several challenges being currently faced by sales-force, few of these are, time constraints,
changing roles, accountability, technological capabilities, collaboration, partnerships, integration of sales and service,
self-directed learning, use of social media and cultural diversity. The model does recognize sales organizations, content
developers and professional trainers as a key player in the development of mobile learning mechanism. We invite further
discussion of the model by academics and professional trainers and sales organizations with a view to implementation in
actual practice.

References
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Belshaw, D. (2011). Mobile and wireless technologies review. London, United Kingdom: Joint Information Systems
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Chan.S. (2011b). Constructing e-Portfolios with mobile phones and Web 2.0. Communications in Computer and
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Engestrom, Y. (2004). New forms of learning in co-configuration work. Journal of Workplace Learning. 16(1/2), 11-21.
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Garrison, D.R., & Anderson, T. (2003). E-Learning in the 21st Century. London: Routledge-Falmer.
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E19E23.

LR - THE INFLUENCES OF DIFFERENT sales training approaches and contents TO ACHIEVE TRAINING EFFECTIVENESS
The first section provides a definition of human resource development (HRD), reviews the fundamental concepts of
system theory and presents a definition of training and learning.
The second section reviews the fundamental concepts of social learning theory.
The third section provides an overview of three training approaches, structured on-the-job training (S-OJT), on-the-job
training (OJT) and classroom training, and also generalized training content used.
The fourth section provides an overview of the concepts of training outcomes and also defines self-efficacy and describes
strategies to develop self-efficacy and the relationship of self-efficacy to training; in addition, methods which can be used
to measure self-efficacy are discussed.
The fifth section provides a conceptual framework for the information in the review of literature.

1 Introduction to Human Resource Development System Theory Applied to HRD Training and Learning
2 Social Learning Theory
3 Training Approach Introduction to Training Approaches Types of Training Approaches- Classroom
Training; OJT; SOJT
Training contents- Generalized
4 Training Evaluation Training outcomes Self-Efficacy Developing Self efficacy Self-Efficacy and Training
Measurement of self-efficacy
5 Conceptual Framework


JUDGMENT ON EMERGING TECHNOLOGY

Different insights of emerging technologies have been explored, the technology incorporates organizational philosophies
and ideologies (Siemens and Tittenberger, 2009); is a new technologies in specific organizational context (Veletsianos,
2010); a innovative pedagogies supplemented with technology (Johnson et.al., 2012) and a combination of tools,
concepts, innovations, and advancement used for learning (Veletsianos, 2010). In knowledge-based economy, the
strength of technology based learning-assessment arrangements and how it creates a consequence of the learning -
evaluation process (Johnson 2011) is needed for anticipating workforce performance. The learning needs in a
knowledgeable society are elusive as clear enunciation to which particular learning pedagogy sustains in knowledge-
based economy. Therefore, which learning can be classified as general and task specific learnings require differentiation.
On the course, what is essential among professional image, leadership skills, alliances and partnerships, time
management, and customer analysis also come in the manner. Nevertheless, emerging technologies does have the
capacity and potential to effectively deal with theoretical and practical aspects such as e-collaboration, e-partnerships
and e-scholarship.

Emerging technologies for personalised learning
Notions of continual lifelong learning in knowledgeable economy coupled with rapid rises in emerging technologies have
enabled self directed learning into service that too in customized ways, previously impossible. The use of emerging
technologies to conceive, design, enhance, and foster learning by collaborating with content developers are evident.
There are technologies for workplace-based scholarship that can perform competency-based assessments as well (Chan,
2010a; Chan, 2010, b). Individual learner centred, integrated with technology, facilitates interaction with other learners,
peers, mentors and experts. Self learning, interactive instructions, learning with peers and experts, or a mixture of both
with cloud computing and net tablet facilitate synergies of technological and pedagogical approach to improve
individuals' engagement with scholarship and skill development and potential to influence creative expression (Johnson
et al. 2011)
It's an advanced concept that can be applied in diverse scenes to serve varied purposes like skill enhancement and
transfer. Its much likely that professional trainers and organization can empower staff to become lifelong learners,
implement progressive pedagogies in staff learning, and focus on the role of trainer and technology within this
developing landscape. The first anomaly relates to a presumed workforce desire to determine using a learner-centred
learning experience. We oppose one size suits all tendency that treats workforce as a homogeneous group. We strongly
object to this approach and suggest the scope within mobile learning models to offer workforce modules by allowing
them to select their preferred module according to their need and learning philosophy. The second anomaly refers to
issues of choice for training staff may it be internal or external, as learning philosophy insist the notion of
empowerment and the exercising of empowered with authority. The demand to incorporate critical behaviours,
increasing numbers of performance indicators, diversity in workforces and requirements to remain pliant and
responsive, has damaged learning autonomy. The third anomaly relates to workforce' perceptions of impractical and
irrelevant content, improper delivery, a personal discomfort with change and motivation from seniors to resist change.
(Broad and Newstrom, 1992).
The term mobile learning refers freedom and diversity in selecting needed to learn modules by workforce, focus on the
unique needs of individual learners, not according to trainer or manager. It totally empowers workforce to decide when,
what, and how to learn, by initiating mobile and practical learning. Thereby emerging technology could shift the role of
trainer from direct instruction in classroom to just a facilitator of virtual knowledge source and manage learning
resources. The mobile learning, approach offers workforce and trainers the option between two pedagogical approaches;
either a learner centred virtual approach or interactive teaching approach or a mix of both. We contend that the trainer
and content developers role to be fundamental in both approaches mentioned, nevertheless, an innovative style of
preparation, or innovative way of encouraging learning, required to be done. Pan (2006), proposes that the
empowerment of choices provides workforce with individualized learning pathways in control of the learners
themselves, which promote empowerment for personalisation of learning (Hartley, 2007). The empowerment of choice
has appeal to both work staff and professional trainer. Now onwards organization likely to occupy themselves with
emerging technology and because of contemporary, innovative pedagogies being preferable to adjust with the new
mobile approach. Authors perceives greater opportunity of success when organization simultaneously offers choice in
using preferred pedagogical approach to promote workforce learning thereby to gain skills. This advanced learning
technology could provide twofold usefulness and more effective pedagogy at substantially lower prices. Notebooks,
Laptop, personal digital assistants (PDAs) can also facilitate mobile learning, however, tablets have numerous
advantages as tuned with appropriateness in level of technology integration supplemented with distinct features:
Portability (anywhere, any time, on-the-move); Mobility (no plug-in power supply); and a range of useful generic apps
with accordance to transform learning into skills.
CONCLUSIONS
In the era of knowledge based economy, learners when socialized to the online environment, results in enhanced
technological capabilities, critical thinking and time management skills. Become proficient in collaborative and
interactive learning by community formation. Emerging technologies does have the capability and potential to effectively
deal with theoretical and practical aspects such as e-collaboration, e-partnerships, integration of sales and service,
customer oriented selling, flexible, active, continuous, lifelong and active learning. Approach perceives that personal
learning systems with flexibility and mobility are more likely to be better than classroom learning, i.e. direct instruction.
The approach can address several challenges being currently faced by sales-force, few of these are, time constraints,
changing roles, accountability, technological capabilities, collaboration, partnerships, integration of sales and service,
self-directed learning, use of social media and cultural diversity. The model does recognize sales organizations, content
developers and professional trainers as a central participant in the evolution of mobile learning mechanism. We invite
further discussion of the model by academics and professional trainers and sales organizations with a view to
implementation in real exercise.

REFERENCES
Belshaw, D. (2011). Mobile and wireless technologies review. London, United Kingdom: Joint Information Systems
Committee.
Creanor, L., & Littlejohn, A. (2000). A cross-institutional approach to staff development in Internet communication.
March, 271279.
Engestrom, Y. (2004). New forms of learning in co-configuration work. Journal of Workplace Learning. 16(1/2), 11-21.
Fisher, K., & Sauer, P. (2011). Enhanced learning through development of interactive etextbooks on net tablets (pp. 1
51).
Garrison, D.R., & Anderson, T. (2003). E-Learning in the 21st Century. London: Routledge-Falmer.
Liu, C.-H., Chiang, T.-C., & Huang, Y.-M. (2007). Assessment of Effectiveness of Web-based Training on Demand.
Interactive Learning Environments. 15(3), 217235.