Blog

Are your sales managers adding value?

2013-05-08T11:32:00Z

Are your Sales Managers Adding Value?

Multiple studies have shown that effective sales management has a significant impact on sales results. Yet despite this, most organisations still find their sales managers among the ranks of top sales performers and promote them to a leadership role without training them on how to add value to sales performance.

Without sufficient leadership development, most managers see their job as hiring and then keeping strong sales performers, and managing sales activities (number calls, proposals, wins, etc.). The result is salespeople who are quick to move when a higher-paying opportunity comes along, who are more loyal to their customers than to their employer, and who feel isolated and unsupported. In fact, in a recent study by Krauthammer International 52% of salespeople reported not having had a performance review in over six months.

Today, sales managers must play a vital role in creating sales effectiveness. Research shows that sales managers who engage their salespeople, coach effectively, and lead through a systematic sales process have higher win/loss ratios, higher revenue, and lower salesperson turnover.

Wilson Learning’s own research shows that you can increase sales performance by up to 43% through effective manager coaching.
Research by SCO Insights and Aberdeen shows that you dramatically increase the use of CRM systems and the sales process when managers are actively engaged.
Effective sales managers manage the links across “silos” in their organisation, making sure that others see their job as “sales enablement” and not “sales prevention.”

Are you the light bulb or are you the light?

2013-03-11T13:52:00Z

Change is something that affects everyone in today’s world, whether we like it or not. No matter what profession we’re in, our daily activities are influenced and driven by technology, differing customer demands, employee performance, and economic ups and downs.

How do we react to these constant changes? Well, herein precisely lies the problem for many: “react.” We react. We adjust. But we don’t take the lead. We change systems and processes; we adjust to what technology offers us. And we seem to know very well “what” to do, because it’s a reaction to circumstances. And when it comes to “how” to do it, that’s when we put pressure on our colleagues, our team, our people.

In order to be change leaders, we need to become role models—in our actions and in our thinking. How many processes and systems can we change and adjust successfully without long-term commitment from people? What if we manage to connect to people through thought leadership, through creating a vision for change and following this vision so others can get inspired? What if we look behind the systems, technology, and processes and understand whom it takes to execute them?

Am I the light bulb or am I the light? Am I part of the system or process, waiting for someone to come and switch me on? Or am I the driving force that fuels change and that switches on people around me? The good news is: each of us can make that decision for him- or herself.

Go Global Go Prepared: What do you count on to be successful?

2013-01-09T09:59:01Z

An American and an Indian are rushing to an 11:00 meeting. Just outside the meeting place, each runs into a dear friend they have not seen in 5 years. What happens? You will laugh, but culturally, the American will quickly say hello, say they are late for a meeting, and as they rush for the door, tell the old friend that they will email them to connect. The Indian, on the other hand, will stop and invite the friend to sit down for a cup of coffee. Who is “rude” in this situation? Strikes me that your answer as you are reading this is influenced by your culture.

When you/your organization is tasked with taking a successful learning project global, initially it may sound easy. Just replicate what we did around the globe! Right? However, as you likely already know, it is very difficult when you add different expectations, beliefs, and languages, as exemplified in the story I just shared.

It has been our experience that four elements are critical to taking a learning project global. The four elements outlined below make good sense for any learning project, so I am often asked what makes it different when you go global. Since all strategies need to be implemented by people, what makes a difference when you go global is globally effective people. These people are not only aware and understand the differences in culture, they also have the global skills that enable effective Alignment, Inclusion, Sustainability, and Integration of the multiple local projects tied to a global strategy.

Alignment – Alignment is gaining agreement at the global level, but also at the local level, for what you are setting as your target. Reframing the global learning project to be more of local projects that are implemented based on a global direction is important here. This will allow you to deal with the global objective, but in a way that addresses, and in fact honors, the local situation. We often say that consistent does not mean the same.

Inclusion – Where Alignment is about direction and targets, Inclusion is about involvement, communication, and ultimately how the individuals in the organization choose to use their energy. Communication of a global learning project can often feel as though it is directive. The goal here is to make sure that everyone has information to help them feel involved. The communication systems and processes not only need to be effective at getting the information out as a two-way dialog, but in a way that is globally aware and sensitive to the local needs.

Sustainability – This element is about realistic assessment of where you are in the global learning project. Think of sustainability not as maintenance and keeping the project on course, but rather, always correcting to put the project on course. Things happen, so if you plan to be always correcting, you take an approach that is much more realistic. That means you need to understand where you are with the project at all times, and then, using the targets set in Alignment, and with the help of the people you have involved through Inclusion, you learn and adjust.

Integration – When I talk about this with customers, they often assume that integration is about integrating the global learning project into the existing systems and processes. The perspective that we take is more about integrating the learning into performance on the job. This is called Learning Transfer, and our research indicates that there are 11 factors that enable better Learning Transfer. In Integration, we need to consider these 11 factors, across all the local learning projects tied to a global strategy, and determine what we can do in each situation to enable performance improvement.

How does this fit with your experience trying to deliver on a global learning project?

How could you use these four elements to make the implementation of your next global learning project run more smoothly?

Join me, and the Wilson Learning Team on Tuesday 5th March 2013 at Wembley Stadium, London, UK to learn more in a free of charge interactive workshop. Register Now!

Christmas is a time for giving…

2012-12-11T10:08:00Z

The festive time of year comes around so quickly, and the annual debate for many organisations worldwide begins – what should we do for our clients and colleagues this Christmas? At Wilson Learning, our Christmas gift decision is easy.

As an organisation that delivers learning for clients globally, every year we choose to give something close to our hearts – the means to an education, the much-needed resources to embark on a learning journey.

For most of us, starting school, progressing to university or further education, and having access to learning is taken for granted, considered a right, or at least a choice that’s readily available. The reality for under-privileged children in poorer countries is very different. Many children are miles and miles from a school, and those who are fortunate enough to attend school are working in ‘classrooms’ that are under-equipped at best and unsafe at worst.

We’re proud, each Christmas, to donate classrooms, school equipment, and bicycles (to enable children to get to a place of education) through Save the Children’s Education Appeal. These gifts provide a very special connection for all of us at Wilson Learning who believe that learning is a lifetime pursuit, and that the opportunity to develop and achieve potential should be within reach for everyone.

Many of our clients, and thousands of Wilson Learning graduates worldwide, will understand the significance of giving bicycles. The Bicycle Model™ is at the heart of the company’s approach to adult learning, and many will have a miniature model bicycle sitting on their desks at the office, reminding them to balance their technical or ‘back wheel’ skills with their interpersonal or ‘front wheel’ skills to perform effectively at work.

Wilson Learning wishes our clients, suppliers, and colleagues a very Merry Christmas, and a happy and prosperous 2013.

Has the Bicycle Model™ helped you understand how to improve your work performance?
Please join us this Christmas in giving bicycles to enable children to get to school and get their chance to learn…
Donate online at Save the Children Education Wishlist
The Donate Online link is: http://shop.savethechildren.org.uk/product/bicycle-for-a-child/

Separating the People from the Problem

2012-11-13T10:04:00Z

We all experience situations at work where conflict arises, potentially putting relationships at risk. The key to resolving such conflicts is to be hard on the problem while being soft on the people involved. Let me share an example that illustrates the value of this stance.

A consultant selling software in the corporate market encounters failure on the customer’s part to comply with the licensing agreement; specifically, the customer is using more software applications than are licensed. If this situation is not managed well, conflict is inevitable, and personal accusations and apportioning of blame will sour the relationship. The result? Lost business due to non-renewal of existing licenses, reduction or loss of future sales opportunities with this customer, and in extreme cases, litigation..

The consultant in this example sets in motion a clear process that ensures compliance, whilst consciously taking measures to protect the customer relationship. By focusing on solving the problem versus stepping into a blame game, the consultant can understand what’s behind the action and create alternative solutions that benefit both the customer and the consultant..

This approach of being “hard on the problem and soft on the people” goes a long way to diffuse difficult scenarios. If you find yourself in a similar situation, consider using an approach that turns face-to-face confrontation into side-by-side problem solving:..

- Approach negotiations as opportunities to strengthen your business relationships.
- Perceive the goal as a mutually acceptable outcome, and avoid bargaining – where you win, and the other party loses.
- Take time to clarify the interests of each party, circumventing any potential barriers to reaching an agreement.
- Put emotions aside and focus attention on being hard on the problem, but soft on the people…

Taking these steps can lead to more productive discussions, enabling you to establish mutually successful business agreements that can protect – and even strengthen – your customer relationships…

Can you recall a time when you found it difficult to separate the people from the problem at work? What happened, and what effect did it have on your relationships?..

These are our thoughts… What do you think? ..