Building High Performance Sales Teams - University of Georgia Sales Academy

Copyright © 2010, Corporate Performance Strategies, All Rights Reserved
 Build a personal success plan that leverages your
strengths and addresses development opportunities –
leader and customers
 Assess your sales team to identify talent and create
actionable development plans
 Effectively help your sales team improve their
performance
 Turn coaching into an effective day-to-day technique
Zapp Inc. HR metrics
Session
Objectives

Sales Team Performance
Hire
On-
Board
DevelopCoach
Motivate

8:30 - Welcome and Introduction
8:45 - Personality and Leadership/Selling Effectiveness
10:15- Break
10:30 - Case Study – Ajax Sales Team
11:00 - Developing the sales team
12:30 - Lunch
1:00 - Coaching for Performance
2:00 - Panel: Best Practices in Assessment and Development
3:00 - Break
3:30 - Motivating the sales team
3:45 - Development action planning
4:15 - FeedForward
4:30 - Wrap-up
Zapp Inc. HR metrics
Agenda

 Growth rates for high scoring vs. low scoring leaders running sales
offices over three years was 6% to 13% higher (McBassi &
Company)
 Poor leaders increase turnover rates – costs for turnover of hourly
average one-half annual compensation and 1x – 2x compensation
for managers (hiring, severance, training, opportunity costs, etc.)
 Senior executives have assessed workforce operating only at 60%
to 65% of their potential (Proudfoot Consulting)
 Most organizations operating with a 5% to 10% productivity gap that
better leadership practices could eliminate (Ken Blanchard
Companies)
High Costs of Poor Leadership

Leadership vs. Net Income

Leadership vs. Employee Commitment

 You have been hired by NIKKOT Industries Board of Directors to
help them improve the performance of the company. The company
has been losing market share for the past few years and conducted
many studies to figure out what is going wrong. One of the biggest
reasons for the loss of market share is the lack of sales
effectiveness. The VP Sales has been very defensive about her
team and resisted changes suggested by the CEO and others.
1. What are the top 3 - 4 actions you recommend to the Board?
2. What 2 – 3 areas do you recommend that they get information
about to help them evaluate the team?
Buzz Group

Good Poor
What do good vs. poor sales leaders do?

 Display passion and enthusiasm
 Have a compelling vision
 Develop difficult, yet achievable sales plans
 Hire great people
 Lead by example
 Celebrate and coach
 Communicate
 Establish Accountability
 Develop each person’s talents
 Share excitement
 Involve everyone
 Identify each person’s motivators
Good Sales Leaders:

 Lack energy and enthusiasm
 Lack clear vision and direction
 Have poor judgment
 Don’t collaborate
 Micromanage details
 Resist new ideas
 Don’t learn from mistakes
 Lack interpersonal skills
 Fail to develop others
 Focus on the negatives
 Develop poor sales plans
Poor Sales Leaders:

 VP Sales – International Software and Services company had a
high performing sales VP that had a history of making the numbers
and leaving a “wake” of people in his path. Needed to determine if
he could develop the people side and collaborate with his peers.
 EVP Marketing (Hi Po) – Consumer Products needed to complete
their CEO succession plan and had a strong internal candidate.
Prior to promotion to COO they wanted to test this leader and
determine if he could become more mentally tough and impact the
company’s results without having the responsibilities for day-to-day
operations.
 VP Marketing (Former Sales Leader) – Global Software and
Services company had a high potential sales leader moving to
marketing role. The field style of driving and commanding was not
fitting in the new corporate role. Needed to smooth out his
leadership style and build stronger collaboration with peer group.
Recent Examples

 A leading provider of assessments used for employee selection and
development
 Assessed over 3.5 million working adults performing over 450 different jobs
across 40 countries
 Over 28 years of research and implementation experience
 Continuous system testing, research, and support improvement
 Legally defensible: Never been successfully challenged
 Predictive, with demonstrable bottom-line results ranging from improved
employee performance to reduced turnover and recruiting expense
About Hogan

Leaders who know
themselves . . .
Leaders who lack
self-awareness . . .
 seek feedback in multiple
forms
 accept feedback
 are more successful than
those who don’t
 act on the feedback
 miss feedback messages (blind
spots)
 ignore feedback they do receive
(denial)
 are slow to change over time
(obsolete)
 top-out or derail (fail)
Research View on Self
Awareness

We don’t care
what people say
about
themselves; we
don’t care how
they answer any
given item
We study what
other people
say about those
who answer an
item in a
particular way
Identity Versus Reputation

Identity is the “you” that YOU know
(Prudence items):
1. I frequently do things
on impulse.
2. People think I’m a
non-conformist.
3. I like to do things on
the spur of the
moment.
4. I never know what I
will do tomorrow.
5. Sometimes I enjoy
going against the
rules.
True False
 
 
 
 
 
Identity
“I am a fun,
spontaneous
individual that looks
forward to starting
each day with a
clean slate, ready to
meet whatever
challenges life has to
offer.”
Identity

Reputation is the “you” that WE know
(Prudence items):
1. I frequently do things on
impulse.
2. People think I’m a non-
conformist.
3. I like to do things on the
spur of the moment.
4. I never know what I will do
tomorrow.
5. Sometimes I enjoy going
against the rules.
True False
 
 
 
 
 
Reputation
Individuals responding
this way tend to be
inattentive to details,
resist supervision, ignore
small process steps, not
plan ahead, and rarely
think through the
consequences of their
actions.
Reputation

You
Boss
Peers
Direct
Reports
Customers
Your key stakeholders

The Potential Report is based on the
Hogan Personality Inventory
Design
• 7 primary scales – 42 subscales
• Structured around the Five-Factor Model
• High = 65 -100th percentile
• Average = 36-64th percentile
• Low = 0-35th percentile
Interpretation
• No such thing as a “good” personality
• High scores are not always better
• Interpretation is job specific
• Extreme scores can hinder performance
• Multiple scales are used to make interpretations
• Represents typical performance
HPI Foundation

Adjustment Resiliency: Stress tolerance, composure, and outlook
Ambition
Leader-like tendencies: expectations for self/others,
initiative, and self assuredness
Sociability Extraversion: social pro-activity and presence
Interpersonal Sensitivity Communication style: diplomatic vs. direct
Prudence
Conscientiousness: attention to detail, process focus, and
following rules
Inquisitive
Decision-making/problem-solving approach:
strategic vs. pragmatic
Learning Approach
Learning style: “traditional” and continuous vs. hands-on and
just-in-time
Describes your typical approach to work and interacting with others
HPI Scales (Page 4)

“Upsides” “Downsides”
High
Scores
• Calm, consistent, & resilient
• Handles pressure & stressful
conditions with aplomb
• Upbeat & optimistic
• Doesn’t take problems or
criticism personally
• Adapts easily to changing
situations
• Stress-tolerance may be interpreted as
nonchalance
• Seems unwilling to be self-critical
• Doesn’t pay much attention to negative
feedback or advice
• Appears indifferent to deadlines
• Seems to lack a sense of urgency
• Unrealistically optimistic
Low
Scores
• Emotionally expressive
• Non-complacent (always
striving for something better)
• Self-aware
• Receptive to feedback
• Shows a strong sense of
urgency
• Concerned about avoiding
“negatives”
• Tense & self-critical
• Moody & temperamental
• Worrisome & stress prone
• Easily irritated with others
• Defensive about work
• Takes criticism personally
• Potentially self-limiting (internal self doubt)
Adjustment (Page 5)

High
Scores
• Energetic, achievement oriented,
& competitive
• Leader-like, self-assured &
assertive
• Persistent self-starter
• Confident communicator
• Takes initiative
• Sets high expectations
• Proactively takes action
• Overly involved in office politics
• Seems competitive & dominant
• Doesn’t provide others the opportunity to
take charge
• May seem ruthless (if low high
Interpersonal Sensitivity)
• Restless & forceful if not provided
opportunity for advancement
• Overconfident
Low
Scores
• Good team player
• Content to receive direction from
& provide support to others
• Serve as leaders when asked
• Avoids office politics
• Achieves results through
collective action
• Works alongside direct reports
• Seems to lack focus or vision
• Seems to lack confidence
• Seems to lack initiative & drive
• Waits to receive direction from others
• Seems to want guidance from others
• Seems uncomfortable making public
presentations
Ambition (Page 6)

High
Scores
• Socially proactive & dynamic
• Outgoing & gregarious
• Effective spokesperson
• Seems to enjoy working with others
• Easily approachable
• Visible within the organization;
Catches coachable moments
• Attention seeking
• Distracted by non-productive socialization
• Loud, demanding, & outspoken
• May not listen well
• Interruptive & prone to confusing activity
with productivity
• Socially dominant
Low
Scores
• Business-like & task focused
• Independent
• Doesn’t need continuous social
interaction
• Effective listener
• Strong individual relationships
• Doesn’t confuse activity with
productivity
• Overly utilitarian about communication
• Socially reactive
• Requires engaging
• Doesn’t initiate interaction or
relationships
• Misses out on opportunities to provide
feedback
• Doesn’t proactively network
Sociability (Page 7)

High
Scores
• Diplomatic & tactful
• Warm, agreeable, & empathic
• Encourages team work &
cooperation through actions
• Earns others’ trust
• Maintain relationships
• Very mindful of the impact words
have on others
• Doesn’t proactively confront performance
issues
• Thin-skinned
• Avoids conflict
• Tends to avoid conflict
• Provides overly politically-sensitive answers
• Tends to sugarcoat feedback
Low
Scores
• Seems task oriented & businesslike
• Provides negative feedback in a
direct manner
• Forthright & independent
• Willing to challenge assumptions &
ask tough questions
• Willing to confront others
• Appear cold & tough
• Can seem critical & skeptical
• Tends to direct rather than suggestive
• Seems brusque & painfully objective
• May unintentionally bruise egos & feelings
• Seems indifferent to others’ thoughts & feelings
Interpersonal Sensitivity (Page
8)

High
Scores
• Dependable, reliable, & rule-
abiding
• Organized & thorough
• Conscientious & detail oriented
• Plans work & anticipates changes
in workload
• Good organizational citizen
• Operationally-focused
• Rigid & inflexible about rules &
procedures
• Resistant to change
• Formal & over-conforming
• May micromanage others & avoid
delegation
• Difficulty seeing the “big picture”
• Over-concerned with “rights” & “wrongs”
Low
Scores
• Flexible & open-minded
• Receptive to change
• Potentially innovative
• Non-conforming and willing to take
risks
• Comfortable acting on the fly
• Not reliant upon convention
• Poor planner & impulsive
• Impatient with details & supervision
• Disorganized & prone to risk taking
• Prone to impulsivity & taking action
without fully thinking about implications
• Tests limits & conventions
Prudence (Page 9)

High
Scores
• Imaginative, inventive, & creative
• Quick-witted
• Can quickly integrate seemingly
unrelated data
• Open to change (check Prudence)
• Thinks strategically Interested in
speculative ideas
• Prone to over-analyzing problems &
having trouble making decisions
• Impractical & easily bored
• Lacks tolerance for the routine
implementation
• Impatient with details
• Poor implementers
Low
Scores
• Pragmatic, hands-on problem solver
• Practical & focused interests
• Tolerates routine or mundane tasks
• Not easily bored
• Avoids creativity for its own sake
• Has a narrow perspective & neglects the
big picture
• Lacks imagination & resists innovation
• Uncomfortable in ambiguous situations
• Prefers to use familiar instead of creative
problem solving strategies
Inquisitive (Page 10)

High
Scores
• Enjoys & values formal
education
• Proactively stays up-to-date
with recent technical &
business developments
• Seeks out training
• Achievement oriented (check
Ambition scores)
• Seems intolerant of the less-informed
• Seems like a “know-it-all”
• May lack depth on topics
• Easily distracted by irrelevant topics
Low
Scores
• Uses hands-on learning
strategies
• Applies skills versus learns new
methods or concepts
• Takes a practical & strategic
learning approach – seeks out
information when necessary
• Just-in-time learner
• Views education as something to endure
• Has narrow interests (check Inquisitive)
• Seems unconcerned with staff development
• Waits until last moment to capture relevant
information
Learning Approach (Page 11)

Adjustment may not listen
Ambition intimidate staff
Sociability flighty and distractible
Interpersonal
Sensitivity conflict avoidant
Prudence change resistant
Inquisitive eccentric and impractical
Learning Approach know-it-all
Shortcomings of High Scores

Adjustment eager for feedback
Ambition good team player
Sociability focused
Interpersonal
Sensitivity handles rejection
Prudence flexible
Inquisitive practical
Learning Approach learns through experience
Benefits of Low Scores

High Ambition Low Interpersonal Sensitivity
High Prudence Low Sociability
High Prudence Low Inquisitive
Low Sociability Low Interpersonal Sensitivity
Combinations of Scales

For most leaders, the great challenge is not understanding the practice of
leadership: It is practicing their understanding of leadership.
Marshall Goldsmith

Based on your profile from the Potential Report …
 Leadership Strengths: Record three-four behaviors that you should
leverage to increase your individual performance with your stakeholders,
especially customers. (What works well in your current role?)
 Leadership Opportunities: Record three-four behaviors that you should
modify or improve to increase your effectiveness in managing and leading
your team and dealing with customers. (What needs to change at the next
level for you?)
 Stop – Start – Continue: Record any specific behaviors you noted to Stop
(e.g., Micromanaging) or Start (e.g., Effective Listening) Immediately and
Continue Doing (e.g., Setting High Expectations).
 Action Plans: Record the specific actions you will take to increase your
leadership effectiveness and selling effectiveness and when you intend to
complete the actions.
Self-Reflection Time

Case Study – Ajax Duplicating Products

Developing the Sales Team

 Sales leaders should be dedicated to hiring “A” players,
developing “B” players to “A” players, and managing out “C”
players
 Unlike any function of the company the quality of the sales
people is reflected in day-to-day quantifiable performance
 Several methods to help continually upgrade sales
performance
 Jack Welch was known for his “rank and yank” approach that
generated a 28-fold increase in earnings between 1981 and
2001

 Performance Appraisal
 Forced Ranking/Distribution
 9-Cell Matrix
 Sales Scorecards

Advantages
 Targeted for development
 Encouraging to staff
 Documents employee performance history
 Useful documentation for termination process
Disadvantages
 Typically not done in sales
 Rating inflation
 Rater bias
 Time consuming for managers
Performance Appraisal

Advantages
 Forces managers to make tough calls on people
 Continually improves levels of performance
 Creates a performance-driven culture
Disadvantages
 Promote competition
 Reduces collaboration and teamwork
 Difficult to give employee feedback
 Lower morale for employees and managers
Forced Ranking/Distributions

39
Top talent
Top-grading priorities
Selling
Issue /
future
top-grading
possibilities
Exceeds
Expectations
Meets
Expectations
DoesNotMeet
Expectations
Does Not Meet
Expectations
Exceeds
Expectations
Meets
Expectations
Selling Competencies - the “How”
Seasoned
Pros
9-Cell Matrix

 Key Result Areas – Results that are expected (e.g., Revenues, new
clients, etc.)
 Accountabilities – Specific responsibilities to achieve results (e.g., Achieve
revenues, X number of calls per day, use of CRM, etc.)
 Selling Competencies – Specific skills and abilities that are sales focused
(e.g., closing ability, time management, etc.)
 Personal Traits – Characteristics that help sales effectiveness (e.g.,
Interpersonal, enthusiasm, etc.)
 Sales knowledge – Knowledge critical to selling effectiveness (e.g.,
Products, proposals, etc.)
Sales Scorecard

 Does Not Meet, Meets, Exceeds Expectations
 Likert rating scale –
 1= Well Below Expectations and
 5 = Well Above Expectations
 Letter grades – A, B, C, D, F
 Pass/Fail
Scorecard Rating Scales

Advantages
 Translates strategy into targets and action specifics
 Customized to the sales position and requirements
 Helpful for feedback and development
 Targeted areas for precise conversations
Disadvantages
 Takes time to develop and implement
 Ensure that the right things are measured and tracked
Scorecard Rating Scales

Scorecard Elements Ratings and Comments
Accountabilities
Selling Competencies
Personal Attributes
Selling Knowledge
Other Information
Ajax Sales Rep Scorecard

44
Coaching for Performance
Brian Sullivan

45
Panel: Best Practices in Assessment and
Development
Kevin Hendrick, SVP Sales, ADP
Drew Nathan, SVP Sales, Equifax
Mike Allred, CEO/Founder, Allred & Associates

Panel Questions
46
 How have you hired “A” players?
 Can you develop “B” players into “A” players and what do
you do with the “C” players?
 What has worked the best for you in developing the skills
and performance of your sales teams?
 What has been your biggest lessons learned in sales
professional development?
 How do you suggest the participants get started?
 What resources have you found to be most helpful?

47
Motivating the Sales Team

Three Generations of Sales Professionals
48
 Boomers – born between 1946 and 1964 – 80
million
 Gen Xers – born between 1965 and 1980 – 46
million
 Gen Ys/Millennials – born between 1980 and
2000 – 76 million

Traditionalists Boomers
Gen X
Gen Y
Foreign-born
Generation Z
Source: The Concours Institute

Baby Boomers Gen X Millennial
Born Between 1946 - 1964 1965 - 1980 1981 - 2000
Labor force 76m 50m 88m
Purchasing With Credit Cards With Credit and Bank Cards Purchase On-line
Significant Milestones •Cold War
•Vietnam War
•Civil Rights
•High Divorce Rates
•Challenger Disaster
•High Parents’ Unemployment
Rates
•Terrorism (Oklahoma City,
Columbine, 9/11)
•Flat world
•Global Warming
View of Technology Master It Enjoy It Employ It
What they bring to work Leather briefcase Cell phone and lap top iPhone
Role of Career Central Focus Work/Life Balance Always Changing
Major Influences Family & Education The Media Friends, Media Sports Stars,
More Aware
Work Is… Exciting Adventure Difficult Challenge Means To An End
Role of Relationships Limited, Useful Central, Caring Global
Communication , Media,
Technology
•TV
•Photograph
•Touch-tone Phones
•Video: Atari, Nintendo
•Computer
•Cell Phone
•Internet
•Laser Disc Players
•IPOD, MP3 Player

Sales Reward Types
51
 Cash
 Time-off
 Recognition
 Development
 Gifts
 Enhanced retirement benefits

Rewards across Generations
52
Gen Y
• Base pay
• Cash bonus
• Expense paid
trip with spouse
• Additional
vacation days
• Flexible work
schedule
Gen X
• Cash bonus
• Base pay
increase
• Expense paid
trip with spouse
• Promotion
• Flexible work
schedule
• Additional
vacation days
Boomers
• Cash bonus
• Base pay
increase
• Enhanced
retirement
benefits
• Expense paid
trip with spouse
• Stock grant
• Additional
vacation days

Rewards Not Impactful
53
 New software tool
 Meeting senior leaders
 Sabbatical leave
 Thank-you note from supervisor
 New hardware
 Attend desired training progream
 Tuition reimbursement
 Spouse/Partner gifts
 Thank-you note from customers
 Recognition in peer group

Effectiveness of Rewards
54
 My reward preferences requested – 27%
 Supervisor knows what motivates me – 41%
 My rewards meet my individual needs – 44%
 My incentives motivate me to attain my goals – 47%
 My rewards motivate me to exceed performance – 44%

How do you get started?
55
 Get the base and commission plans “right”
 Sales professionals are very unique and motivated by
rewards that provide high quality of life and status
 Get to know your sales reps – interests, goals, aspirations,
preferences, etc.
 Time off and flexibility matters
 Design your rewards to meet the preferences of your sales
team

56
Development Action Planning

Creating your personal development plans
57
 Now is the time for you to reflect on today and put
some of this content into actions
 Select 2 – 3 personal leadership and selling
effectiveness goals you want to address over the next
45 - 60 days
 Select 2-3 team goals you want to address over the
next 45 – 60 days
 Record the goals, actions steps, and complete by
timing in the participant manual

58
FeedForward Skill Building

Feedback is a verbal or non-verbal communication to a
person or group providing them with information as to how their
behavior is affecting you or the state of your here-and-now
feelings and perceptions (giving feedback or self-disclosure).
Feedback is also a reaction by others, usually in terms of
their feelings and perceptions, as to how your behavior is
affecting them (receiving feedback).
What is Feedback?

 Asking others for input increases expectations you will change.
 If you do not change after asking, you are perceived even more
negatively.
 You will not change what you don’t believe needs changing.
 Rather then accept criticism, we tend to denounce and “shoot the
messenger.”
 All perceptions are reality.
 Learn to balance counterproductive reactions to feedback.
 Change begins with acceptance of feedback.
Joe Folkman’s Book on Feedback
Reacting to Feedback

FeedForward is “feedback in the opposite
direction.”
It involves asking someone how you can get
better at something you want to improve and
thanking them.
What is FeedForward?

 Asking allows us to enlarge our interactions
with people who may have useful ideas
 Most people like to help others, but they hold
back because they think it is intrusive to help
someone who has not asked for it
FeedForward Forces Us To Ask for
Help

 Let go of the past
 Be helpful and supportive, not cynical,
critical and judgmental
 Tell the truth
 Pick something to improve yourself
FeedForward Groundrules

1. Pick 1-2 behaviors you would like to change. These behaviors would make significant,
positive differences in your leadership/selling effectiveness.
2. Describe this behavior to 3-5 stakeholders. For example: “I want to improve my close
rates.”
3. Ask for FeedForward suggestions for the future that might help you achieve a positive
change in the selected behaviors.
4. Listen attentively to the suggestions and take notes. Don’t critique or complement the
suggestions.
5. Thank the stakeholder for their suggestions.
6. Ask the stakeholder what he/she would like to change (optional). Provide
FeedForward suggestions to help change. Say, “You are welcome,” when thanked for
the suggestions.
7. Note: As you repeat this process with the same stakeholders, you can start the
subsequent sessions with: “Based upon my behavior last month, what ideas do you
have for me next month?”
FeedForward Process

1. Select 1-2 areas you want to improve upon and record these in
the workbook
2. For the next 15 minutes, pair up with as many participants as
you can and go through the feedforward process
3. Your deliverable for this segment is to accumulate a list of
suggestions for the 1-2 areas you want to address
4. BEGIN!
FeedForward Skill Practice

Feedback FeedForward
Provider Judge Coach
Receiver “Kill the messenger” Open
Direction Past Future
Relationship Marginal Collaborative
Helpfulness Limited Powerful
Focus Things done wrong Things do right
Feedback vs. FeedForward

67
Wrap-Up

Summary
68
 Personal leadership and selling effectiveness from
personality
 Improving sales team performance
 Coaching for development
 Motivating the sales team
 Personal action planning
 FeedForward process

CPS Contact Information
69
Please send feedback or questions to:
Dave Brookmire – 404-593-5001
dbrookmire@cpstrat.com
www.cpstrat.com

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