Focus - Summer 2012 - 36

MEDICAL&DIAGNOSTICDEVICES

The Case for Continuous Learning
I By Bryan Horveath ew product training for medical device and diagnostic sales forces is necessarily complex and highly scienti c. Unfortunately, much new learning is forgotten almost immediately post training. Research by Alan Saks and Monica Balcourt documented cases of the knowledge transfer problem for 150 organizations. eir research found that 62 percent of employees apply what they learn in training immediately a er attending a training program. However, a er six months, only 44 percent apply the training material, and a er one year, only one-third (or 34 percent) are still using what they learned in training on-the-job. An obvious challenge for the device and diagnostic industry is how to create and implement a continuous learning strategy that cultivates sales professionals as pull-through learners with the ability to confront challenges and develop solutions in the eld. In other words, how do we as trainers provide access to the critical content when and where the sales professional needs it most — on-the-job? is may best be achieved with simultaneous reframing of both talent and technology, wherein the notion of training as a formal program is replaced with guided on-thejob learning and informal peer-based training, and 60-minute online training modules give way to 90-second, justin-time mobile training structures. Consider the intrinsic value of onthe-job continuous learning. An excel-

lent example is the sales manager who works for a large pharma device manufacturer and hosts monthly “tech nights” as a way Adapted from Saks and Belcourt, “An Investigation of Training Activities to extend and and Transfer of Training in Organizations,” Human Resource Management enrich his comA procedural handbook is a pullpany’s formal sales training program. through learning tool that can be made Because all of the sales professionals almore visually interactive with mobile ready know how to do a “normal” device check, his team members technology. Whether in a print or elecchallenge each other to solve unusual tronic format, the handbook can be and di cult situations they have enused as a quick reference tool prior to countered in the eld, which sharpens making sales calls, and as a subsequent their problem-solving skills. refresher. Mobile technology a ords training Teaching sales professionals to bedepartments the depth of information come pull-through learners is key to and exibility necessary for use in the retaining and applying the knowledge eld. When developing a mobile stratgained during initial or launch trainegy, it is imperative to consider how ing. Medical device and diagnostic sales professionals actually use technoltraining would bene t from integrating ogy, as well as what information they continuous learning into the training need access to. Simulation models can platform from the onset, in order to help engage physicians with an in situ create a “real-time” repository for conexperience of a device or product, and tinuous learning materials that serves training departments that develop a as a ready reference for sales profesmobile strategy early on can develop sionals to aid job performance. I customized animation and interactivity for di erent markets and specialties. Training refreshers, responses to For more information, FAQs and quick reference guides can scan/capture the all be deployed through a mobile platQR code with your smartphone. form that better meets the needs of sales professionals and their customers.

Bryan Horveath is executive vice president and practice lead for S3 – Strategic Selling Solutions. Email Bryan at bhorveath@s3-sellingsolutions.com.

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Focus - Summer 2012

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