The Sales Trainer Standards 2024

Preamble

Sales Trainers make the education of their sales representatives their first concern, and are accountable for achieving the highest possible standards in work and conduct. Sales Trainers act with honesty and integrity; have strong sales knowledge, keep their knowledge and skills as sales trainers up-to-date and are self-critical; forge positive professional
relationships; and work with sales managers and directors in the best interests of their sales representatives.

Domains for Performance

These performance domains specify the areas where an effective Sales Trainer needs to exhibit excellence.

Domain Descriptors

1. Educational Knowledge
The ability to understand how sales representatives learn and adapt practices to their needs.
2. Facilitating groups
The ability to manage groups of different sizes and to help them learn effectively both in the classroom and remotely.
3. Presentation techniques and skills
The ability to communicate information effectively using the most appropriate medium and to manage the attention of the group as you do so.
4. Identifying development needs and planning training programmes
The ability to identify the training and development needs of individuals, a group or an organisation and plan programmes to meet those needs.
5. Designing learning activities
The ability to design appropriate learning activities as part of a wider sales
development programme.
6. Sales Coaching – Group and individuals
The ability to analyse performance and use a range of strategies to coach individuals and groups towards improved performance.
7. Personal resourcefulness
The ability to adapt to unforeseen circumstances in a sales training and development context and to remain positive and capable as you do so.
8. Psychological Issues in Selling
The ability to use a range of psychological principles to create a positive mental attitude and to improve personal, individual and group mindsets.

Part One – Sales Training

A Sales Trainer must:

1. Set high expectations which inspire, motivate and challenge sales representatives

establish a safe and stimulating environment for sales representatives, rooted in mutual respect
set goals that stretch and challenge sales representatives of all backgrounds, abilities and dispositions
demonstrate consistently the positive attitudes, values and behaviour which are expected of sales representatives

2. Promote good progress and outcomes by sales representatives

be accountable for sales representatives’ attainment, progress and outcomes
be aware of sales representatives’ capabilities and their prior knowledge, and plan sales training to build on these.
guide sales representatives to reflect on the progress they have made and their emerging needs
demonstrate knowledge and understanding of how sales representatives learn and how this impacts on sales training
encourage sales representatives to take a responsible and conscientious attitude to their own work and study

3. Demonstrate excellent sales methodologies, processes and product knowledge

have a secure knowledge of the relevant sales methodology or sales process used by their employer
design sales methodology training into small chunks and progress to the needs of the individual
have the ability to design and deliver sales methodologies, sales processes, qualification methodologies and product training that are multi-sensory, challenging, fun, creative, inclusive and coherent learning experiences
be able to coach the sales representative to adapt quickly and effectively in conversation to the prospects needs using two-sided and open ended questioning techniques
have a secure knowledge of how to effectively coach sales skills and techniques, to uncover customer pain, to align their solution to the customers needs, to define their solution to the customers technically and to differentiate their products from their competitors
teach product knowledge with jargon appropriate to the sales representatives needs
demonstrate a critical understanding of developments in sales methodologies

4. Plan and teach well structured sales training lessons

plan training programmes through the five key areas of course design: learning, assessment, materials, information and evaluation
commit to excellence in every course they design and deliver
apply accelerated learning principles
design and deliver the perfect 4-part sales lesson: connect, activate, demonstrate and consolidate
connect to the learners deliberately by building links to what is already known, what we want to know, what we shared before and how we will benefit as learning more together
impart knowledge and develop understanding through effective use of sales training time
promote a love of learning and sales
reflect systematically on the effectiveness of sales training lessons and approaches to training
contribute to the design and provision of an engaging sales development programmes

5. Adapt teaching to respond to the strengths and needs of all sales representatives

know when and how to differentiate appropriately, using approaches which enable sales representatives to be taught effectively
have a secure understanding of how a range of factors can inhibit sales representatives’ ability to learn, and how best to overcome these
demonstrate an awareness of the physical, social and intellectual development of sales representatives, and know how to adapt sales training to support sales representatives’ at different stages of development
have a clear understanding of the needs of all sales representatives, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive sales training approaches to engage and support them

6. Make accurate and productive use of assessment

know and understand how to assess sales representatives using the relevant sales methodology, sales skills and sales techniques
make use of formative and summative assessment to secure sales representatives’ progress
use metric data to monitor progress, set targets, and plan subsequent sales training lessons
give sales representatives regular feedback, both orally and through accurate marking, and encourage sales representatives to respond to the feedback
listen to sales calls, identify problems precisely, use a variety of coaching styles and methods to communicate and provide the solution in a well-planned and demonstrated format using the coaching formula
coach 1 to 1 (no call listening) using the GROW formula

7. Manage behaviour effectively to ensure a good and safe learning environment

have clear rules and routines for behaviour in sales training rooms, and take responsibility for promoting good and courteous behaviour
have a consistent approach to dealing with ‘live’ issues
have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly manage sales lessons effectively, using approaches which are appropriate to sales representatives’ needs in order to involve and motivate them
maintain good relationships with sales representatives, exercise appropriate authority, and act decisively when necessary
adapt to unforeseen circumstances in a sales training and development context and to remain positive and capable as you do so

8. Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of your company
develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
deploy support staff effectively
take responsibility for improving sales training through appropriate professional development, responding to advice and feedback from colleagues
communicate effectively with sales managers and sales directors with regard to representatives’ achievements and well-being

PART TWO – PERSONAL AND PROFESSIONAL CONDUCT

A sales trainer is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a sales trainer’s career.
Sale Trainers uphold their company trust in the profession and maintain high standards of ethics and behaviour, by:

treating sales representatives with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a sales trainer’s professional position
showing tolerance of and respect for the rights of others
not undermining fundamental human values, including democracy the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
ensuring that personal beliefs are not expressed in ways which exploit sales representatives’ vulnerability or might lead them to break the law.

Sales Trainers must have proper and professional regard for the ethos, policies and practices of the company in which they train, and maintain high standards in their own attendance and punctuality.

Sales Trainers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

The Sales Trainer Standards 2024

Preamble

Domains for Performance

These performance domains specify the areas where an effective Sales Trainer needs to exhibit excellence.

Domain Descriptors

Part One – Sales Training

A Sales Trainer must:

1. Set high expectations which inspire, motivate and challenge sales representatives

establish a safe and stimulating environment for sales representatives, rooted in mutual respect

set goals that stretch and challenge sales representatives of all backgrounds, abilities and dispositions

demonstrate consistently the positive attitudes, values and behaviour which are expected of sales representatives

2. Promote good progress and outcomes by sales representatives

be accountable for sales representatives’ attainment, progress and outcomes

be aware of sales representatives’ capabilities and their prior knowledge, and plan sales training to build on these.

guide sales representatives to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how sales representatives learn and how this impacts on sales training

encourage sales representatives to take a responsible and conscientious attitude to their own work and study

3. Demonstrate excellent sales methodologies, processes and product knowledge

have a secure knowledge of the relevant sales methodology or sales process used by their employer

design sales methodology training into small chunks and progress to the needs of the individual

have the ability to design and deliver sales methodologies, sales processes, qualification methodologies and product training that are multi-sensory, challenging, fun, creative, inclusive and coherent learning experiences

be able to coach the sales representative to adapt quickly and effectively in conversation to the prospects needs using two-sided and open ended questioning techniques

have a secure knowledge of how to effectively coach sales skills and techniques, to uncover customer pain, to align their solution to the customers needs, to define their solution to the customers technically and to differentiate their products from their competitors

teach product knowledge with jargon appropriate to the sales representatives needs

demonstrate a critical understanding of developments in sales methodologies

4. Plan and teach well structured sales training lessons

plan training programmes through the five key areas of course design: learning, assessment, materials, information and evaluation

commit to excellence in every course they design and deliver

apply accelerated learning principles

design and deliver the perfect 4-part sales lesson: connect, activate, demonstrate and consolidate

connect to the learners deliberately by building links to what is already known, what we want to know, what we shared before and how we will benefit as learning more together

impart knowledge and develop understanding through effective use of sales training time

promote a love of learning and sales

reflect systematically on the effectiveness of sales training lessons and approaches to training

contribute to the design and provision of an engaging sales development programmes

5. Adapt teaching to respond to the strengths and needs of all sales representatives

know when and how to differentiate appropriately, using approaches which enable sales representatives to be taught effectively

have a secure understanding of how a range of factors can inhibit sales representatives’ ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectual development of sales representatives, and know how to adapt sales training to support sales representatives’ at different stages of development

6. Make accurate and productive use of assessment

know and understand how to assess sales representatives using the relevant sales methodology, sales skills and sales techniques

make use of formative and summative assessment to secure sales representatives’ progress

use metric data to monitor progress, set targets, and plan subsequent sales training lessons

give sales representatives regular feedback, both orally and through accurate marking, and encourage sales representatives to respond to the feedback

listen to sales calls, identify problems precisely, use a variety of coaching styles and methods to communicate and provide the solution in a well-planned and demonstrated format using the coaching formula

coach 1 to 1 (no call listening) using the GROW formula

7. Manage behaviour effectively to ensure a good and safe learning environment

have clear rules and routines for behaviour in sales training rooms, and take responsibility for promoting good and courteous behaviour

have a consistent approach to dealing with ‘live’ issues

maintain good relationships with sales representatives, exercise appropriate authority, and act decisively when necessary

adapt to unforeseen circumstances in a sales training and development context and to remain positive and capable as you do so

8. Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of your company

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively

take responsibility for improving sales training through appropriate professional development, responding to advice and feedback from colleagues

communicate effectively with sales managers and sales directors with regard to representatives’ achievements and well-being

PART TWO – PERSONAL AND PROFESSIONAL CONDUCT

treating sales representatives with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a sales trainer’s professional position

showing tolerance of and respect for the rights of others

not undermining fundamental human values, including democracy the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit sales representatives’ vulnerability or might lead them to break the law.

Sales Trainers must have proper and professional regard for the ethos, policies and practices of the company in which they train, and maintain high standards in their own attendance and punctuality.

Sales Trainers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.