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Pharmaceutical Sales Training Groups (PH89)

Building Better Sales Forces
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  • Improve Sales Training Processes and Structures

    Cutting Edge Information developed this study to research pharmaceutical companies' sales training departments and programs. The report examines sales training department structures, leadership, spending and improvement strategies, along with individual sales department training programs.

    Pharmaceutical Sales Training Groups: Building Better Sales Forces examines the inner workings of real pharmaceutical companies' sales training groups and what makes them successful. From per rep spending to leadership structures, and training hours to essential training topics for several key positions, the report details the strategies and processes of some of the industry's top companies.

    Pharmaceutical Sales Training Groups: Building Better Sales Forces analyzes training metrics and strategies from some of the industry's top companies to provide all the steps necessary to build stronger, more powerful training groups. The report makes its case with training metrics and techniques in three chapters:

    Chapter 1: Spending, Structures and Headcount Ratios, and Trainer Time Allotment

    This chapter examines training department reporting structures, resources, resource allocation and how trainers distribute their time.

    Pharmaceutical Sales Training

    Chapter 2: Position by Position Training Guide: Hours, Venues and Key Topics

    This chapter examines the amount of hours new and veteran sales reps and new and veteran district managers spend in training. It further breaks these hours down by venue and training topic.

    Chapter 3: Improving the Sales Training Function

    This chapter looks at how companies are currently improving and upgrading their sales training groups. From training trainers to measuring and demonstrating ROI to winning upper management support, the chapter examines what top pharma training departments are doing to become the best.

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  • Companies Included in Pharmaceutical Sales Training Research

    • Bayer
    • Connetics
    • Daiichi-Sankyo
    • Forest Labs
    • Genzyme
    • Gilead Sciences
    • Orientare
    • Pfizer
    • Solvay
    • UCB Pharma
    • Wyeth
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  • Pharmaceutical Sales Training Metrics

    Executive Summary

    • Figure E.1: Annual Sales Training Spend per Rep in the Sales Force
    • Figure E.2: Sales Training Budget Resource Allocation
    • Figure E.3: Annual Hours of Training Given to Trainers
    • Figure E.4: New Reps: Total First-Year Training Hours

     

    Spending, Structures, & Headcount Ratios, & Trainer Time Allotment

    • Figure 1.1: Annual Sales Training Spend per Rep in the Sales Force

     

    Sales Training Department Spending and Resource Allocation

    • Figure 1.2: Sales Training Budget Resource Allocation
    • Figure 1.3: Internal Staff Compensation as a Percentage of Overall Sales Training Budget
    • Figure 1.4: Average Compensation Levels of Training Staff
    • Figure 1.5: Instructional Development as a Percentage of Overall Sales Training Budget
    • Figure 1.6: Training Delivery as a Percentage of Overall Sales Training Budget
    • Figure 1.7: Travel and Lodging as a Percentage of Overall Sales Training Budget
    • Figure 1.8: Internal Team Improvement Initiatives as a Percentage of Overall Sales Training Budget
    • Figure 1.9: Other Overhead Expenses as a Percentage of Overall Sales Training Budget
    • Figure 1.10: Percentage of the Overall Sales Training Budget Spent on Outsourced Activities
    • Figure 1.11: Percentage of New Sales Rep Training Curriculum Developed Externally
    • Figure 1.12: Percentage of Veteran Sales Rep Training Curriculum Developed Externally
    • Figure 1.13: Percentage of New District Manager Training Curriculum Developed Externally
    • Figure 1.14: Percentage of Veteran District Manager Training Curriculum Developed Externally
    • Figure 1.15: Percentage of Sales Executive Training Curriculum Developed Externally

     

    Structures and Headcount Ratios

    • Figure 1.16: Large Pharma Centralized Training Department Structures
    • Figure 1.17: Small Pharma Centralized Training Department Structures
    • Figure 1.18: Large Pharma Decentralized Training Department Structures
    • Table 1.1: Level of Executive Leading the Sales Training Department
    • Table 1.2: Sales Training Department Reporting Line
    • Figure 1.19: Number of Primary Care Sales Reps per Trainer
    • Figure 1.20: Number of Specialty Reps to Specialty Rep Trainer
    • Figure 1.21: Average Length of Time Trainers Stay in the Position
    • Figure 1.22: Trainers Average Time Allotment

     

    Trainer Time Allotment

    • Figure 1.23: Time Allotment for Training/Instructing
    • Figure 1.24: Time Allotment for Instructional Design
    • Figure 1.25: Time Allotment for Self-Improvement Activities
    • Figure 1.26: Time Allotment for Traveling
    • Figure 1.27: Time Allotment for Administrative Work
    • Figure 1.28: Time Allotment for Other Activities

     

    Position by Position Training Guide: Hours, Venues, and Key Topics

    New Sales Reps: First-Year Training

    • Figure 2.1: New Reps: Total First-Year Training Hours
    • Figure 2.2: New Rep Training Venues
    • Figure 2.3: New Rep Average Annual Training Hours by Venue
    • Figure 2.4: New Reps: Percentage of First-Year Training Spent in Classroom
    • Figure 2.5: New Reps: Percentage of First-Year Training Spent in Self-Study
    • Figure 2.6: New Reps: Percentage of First-Year Training Spent in the Field
    • Figure 2.7: New Reps: Percentage of First-Year Training Spent on Web-Based Material
    • Figure 2.8: New Rep Training Topics: Breakdown of First-Year Curricula
    • Figure 2.9: New Rep Average Annual Training Hours by Topic
    • Figure 2.10: New Rep Training Curricula: Product Knowledge
    • Figure 2.11: New Rep Training Curricula: Selling Skills
    • Figure 2.12: New Rep Training Curricula: Compliance
    • Figure 2.13: New Rep Training Curricula: Technology
    • Figure 2.14: New Rep Training Curricula: Time Management
    • Figure 2.15: New Rep Training Curricula: Communication
    • Figure 2.16: New Rep Training Curricula: Business Acumen

     

    Veteran Sales Reps

    • Figure 2.17: Veteran Reps: Total Annual Training Hours
    • Figure 2.18: Veteran Rep Training Venues
    • Figure 2.19: Veteran Rep Average Annual Training Hours by Venue
    • Figure 2.20: Veteran Reps: Percentage of Annual Training Spent in Classroom
    • Figure 2.21: Veteran Reps: Percentage of Annual Training Spent in Self-Study
    • Figure 2.22: Veteran Reps: Percentage of Annual Training Spent in the Field
    • Figure 2.23: Veteran Reps: Percentage of Annual Training Spent on Web-Based Material
    • Figure 2.24: Veteran Rep Training Topics: Breakdown of First-Year Curricula
    • Figure 2.25: Veteran Rep Average Annual Training Hours by Topic
    • Figure 2.26: Veteran Rep Training Curricula: Product Knowledge
    • Figure 2.27: Veteran Rep Training Curricula: Selling Skills
    • Figure 2.28: Veteran Rep Training Curricula: Compliance
    • Figure 2.29: Veteran Rep Training Curricula: Technology
    • Figure 2.30: Veteran Rep Training Curricula: Time Management
    • Figure 2.31: Veteran Rep Training Curricula: Communication
    • Figure 2.32: Veteran Rep Training Curricula: Business Acumen

     

    New District Managers

    • Figure 2.33: New DMs: Total First-Year Training Hours
    • Figure 2.34: New DM Training Venues
    • Figure 2.35: New DM Average Annual Training Hours by Venue
    • Figure 2.36: New DMs: Percentage of First-Year Training Spent in Classroom
    • Figure 2.37: New DMs: Percentage of First-Year Training Spent in Self-Study
    • Figure 2.38: New DMs: Percentage of First-Year Training Spent in the Field
    • Figure 2.39: New DMs: Percentage of First-Year Training Spent on Web-Based Material
    • Figure 2.40: New DM Training Topics: Breakdown of First-Year Curricula
    • Figure 2.41: New DM Average Annual Training Hours by Topic
    • Figure 2.42: New DM Training Curricula: Coaching
    • Figure 2.43: New DM Training Curricula: Leadership
    • Figure 2.44: New DM Training Curricula: Hiring
    • Figure 2.45: New DM Training Curricula: Compliance
    • Figure 2.46: New DM Training Curricula: Time Management
    • Figure 2.47: New DM Training Curricula: Communication
    • Figure 2.48: New DM Training Curricula: Business Acumen
    • Figure 2.49: New DM Training Curricula: Performance Management
    • Figure 2.50: New DM Training Curricula: Team Building
    • Figure 2.51: New DM Training Curricula: Strategic Thinking
    • Figure 2.52: New DM Training Curricula: HR Skills
    • Figure 2.53: New DM Training Curricula: Technology
    • Figure 2.54: New DM Training Curricula: Other Training

     

    Veteran District Managers

    • Figure 2.55: Veteran DMs: Annual Training Hours
    • Figure 2.56: Veteran DM Training Venues
    • Figure 2.57: Veteran DM Average Annual Training Hours by Venue
    • Figure 2.58: Veteran DMs: Percentage of Annual Training Spent in Classroom
    • Figure 2.59: Veteran DMs: Percentage of Annual Training Spent in Self-Study
    • Figure 2.60: Veteran DMs: Percentage of Annual Training Spent in the Field
    • Figure 2.61: Veteran DMs: Percentage of Annual Training Spent on Web-Based Material
    • Figure 2.62: Veteran DM Training Topics: Breakdown of Annual Curricula
    • Figure 2.63: Veteran DM Average Annual Training Hours by Topic
    • Figure 2.64: Veteran DM Training Curricula: Coaching
    • Figure 2.65: Veteran DM Training Curricula: Leadership
    • Figure 2.66: Veteran DM Training Curricula: Hiring
    • Figure 2.67: Veteran DM Training Curricula: Compliance
    • Figure 2.68: Veteran DM Training Curricula: Time Management
    • Figure 2.69: Veteran DM Training Curricula: Communication
    • Figure 2.70: Veteran DM Training Curricula: Business Acumen
    • Figure 2.71: Veteran DM Training Curricula: Performance Management
    • Figure 2.72: Veteran DM Training Curricula: Team Building
    • Figure 2.73: Veteran DM Training Curricula: Strategic Thinking
    • Figure 2.74: Veteran DM Training Curricula: HR Skills
    • Figure 2.75: Veteran DM Training Curricula: Technology
    • Figure 2.76: Veteran DM Training Curricula: Other Training

     

    Improving the Sales Training Function

    • Figure 3.1: Self-Grading of the Sales Training Department
    • Figure 3.2: Grading the Top Sales Training Challenges

     

    Choosing and Developing Trainers

    • Figure 3.3: Grading Key Trainer Qualities
    • Figure 3.4: Grading Sales Experience/Success as a Key Sales Trainer Quality
    • Figure 3.5: Grading Engaging Personality as a Key Sales Trainer Quality
    • Figure 3.6: Grading Educational Background as a Key Sales Trainer Quality
    • Figure 3.7: Grading Creativity as a Key Sales Trainer Quality
    • Figure 3.8: Grading Technological Savvy as a Key Sales Trainer Quality
    • Figure 3.9: Average Years of Selling Experience of Trainers
    • Figure 3.10: Annual Hours of Training Given to Trainers
    • Figure 3.11: Grading Demonstrating ROI

     

    Measuring Sales Training ROI

    • Figure 3.12: Kirkpatrick's Four Levels of Effectiveness

     

    Earning Management Buy-In/Proving Value

    • Figure 3.13: Grading Securing Upper Management Buy-In
    • Figure 3.14: Annual New Rep Training Curriculum Review/Change

     

    Curriculum Review and Improvement

    • Figure 3.15: Annual Veteran Rep Training Curriculum Review/Change
    • Figure 3.16: Annual New DM Curriculum Review/Change
    • Figure 3.17: Annual Veteran DM Curriculum Review/Change
    • Figure 3.18: Annual Sales Executive Curriculum Review/Change
    • Figure 3.19: Grading Keeping Training Materials Relevant
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  • Pharmaceutical Sales Training Report Sample

    New Rep Training Venues

    Much of that training occurs in the classroom, as shown by Figures 2.2 and 2.3 [charts accompany text in the full report]. More than half of new-rep training time, or 61%, is spent in a classroom setting. Most companies and training organizations value classroom training above all options, as it gives reps face-to-face interaction with trainers. During the average 112 hours that trainees spend in a classroom setting in their first years, they can ask questions, learn from trainers and each other, and get personal attention around specific issues.

    Self-study's 35 hours (19% of first-year hours) and in-field training's 31 hours (17%) account for most of the rest of the program. The surveyed organizations average six hours of first-year, web-based training.

    Classroom content includes lectures and presentations, but it also puts new reps into simulated selling situations. In these scenarios, reps call on individuals playing the roles of doctors, nurses and office gatekeepers. Physicians bring real concerns into the conversation, such as questions about different dosages, patient populations and formulary coverage; the trainees must think on their feet to deliver a strong product detail. Such sessions are taped so reps can build on personal strengths and weaknesses. At the same time, they are evaluated on the basis of product knowledge and selling techniques. Such simulations help reps handle real-world objections and office hurdles, and they also allow them to start building and honing their selling skills before stepping into real offices.

     

    Attracting Talent

    Since training departments are often viewed as unglamorous by the field force, companies have to be innovative in attracting top talent. Several companies involved in this research provided successful tactics for attracting top talent.

    The most innovative companies position their training departments as stepping-stones to advancement to attract talent. One interviewed training department, for example, touts the fact that it has had several trainers promoted to higher-level positions within a short time span when seeking new trainer candidates. Some former trainers move up through sales, some through marketing, and others though the training department itself. Armed with a good history of earning its trainers advancement quickly, this particular department has top talent "beating their doors down" for positions.

    Other companies roll out intern programs to attract future trainers. In these internship positions, curious sales rep candidates, who have achieved a certain sales level, spend a few weeks with the training group to introduce them to all that training has to offer. This introduction allows the candidates to get a feel for what the department is like, as well as provide the department an opportunity to see if the individual would be a good match for a training position. One participant said that this tactic helps dispel the opinion that training is only about standing in front of a classroom. With a high success rate, more companies should consider this avenue of recruitment in the future.

    Many companies also rely on traditional job posting methods and networking to discover the best candidates to fill training positions. Training department leaders usually talk to sales and marketing leaders and regional directors to help find the most talented individuals. Once the best candidates are identified it is up to the training department to win their interest.

    However companies seek out new candidates, it is imperative that training groups show that the training department is a pathway to success and not a dead end.

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The Benefit:

Harness sales training metrics and strategies to prepare your field force — and build a powerful, effective training organization.

 
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