VIRTUALHOW Moving from Reactive to Proactive By Gayle Shaw-Hones, Ph.D Traditional views of sales trainers as tactical executers may drive certain stakeholder behavior and thus limit the potential of training to be seen as a strategic planning partner. This results in a cycle of reactivity that training departments may find difficult to break. A number of training & development leaders expressed interest in how they can move from merely responding to marketing and sales requests, a reactive position, to being proactive, knowing and anticipating the training needs of marketing and sales. We surveyed leaders at 10 life sciences companies for insights. FIGURE 1 FACTORS DRIVING PROACTIVENESS IN AN ORGANIZATION. In order of importance (0=Not a factor; 7=Most important) Stakeholder perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Too many unreasonable or poor quality requests . . . . . . . . . . . . . . . . . . . . . . . Inadequate number of staff available . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inadequate time allowed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Poor quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Skilled staff inadequate or unavailable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inadequate funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inadequate staff quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Missed deadlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Key Findings / Advisory Insights All companies identified becoming more proactive as an opportunity for improvement, and all have made it a focus for their training teams. Many respondents gained proactive and/or reactive perceptions through informal discussions with stakeholders, feedback and personal observations. 2 3 4 Not Important FIGURE 2 5 6 Neutral 6.1 4.8 4.8 4.4 3.5 3.1 2.9 2.5 2.2 7 Extremely Important TECHNIQUES FOR PROACTIVITY Routine attendance at stakeholder meetings (team/dept/brand) . . . . . . . 9 of 10 Surveys of learner needs . . . . . . . . . 8 of 10 Create annual training plans with stakeholders . . . . . . . . . . . . . . . 8 of 10 * Attending stakeholder meetings Surveys of stakeholder (HQ) needs . . Surveying and analyzing needs * Creating training plans in collaboration with stakeholders Rigorous training needs analysis . . . . Add new skill sets via hiring . . . . . . . 5 of 10 2 of 10 6 of 10 Standardizing tools, templates and processes Train stakeholders on training/ adult learning . . . . . . . . . . . . . . . . . . Adding new skill sets * 6 of 10 7 of 10 * Create standardized training request formats . . . . . . . . . . . . . . . . 7 of 10 * 6 of 10 Other . . . . . . . . . . . . . . . . . . . . . . . . . Training teams believe that proactivity increases by: Add new skill sets via internal training . . . . . . . . . . . . . . . . Knowledgeable and assertive team members, particularly those with longer tenure are believed to drive the change needed. Lessons Learned 1 FIGURE 3 2 3 4 5 6 7 8 9 10 NEW SKILLS ADDED I Adult learning I Kirkpatrick selling model I Advanced instructional design I Managed Care Changing to a proactive organization involves: * Gaining broad alignment * Thinking beyond the tangible training delivery I Clinical expertise I Managed Markets * Selling the vision to the organization I Consultation skills I Management * Establishing clear expectations * Listening to stakeholders I I Selling process * Providing honest feedback Designing and leading virtual training classes I Specific disease and product I Hiring successful training specialists I Technology * Demonstrating success * Accepting that the process will take time and commitment 48 FOCUS | SPRING 2014 | www.spbt.orghttp://www.spbt.org