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Measuring results

A three-step approach to measuring distributor training programs shows how training dollars can impact a company's bottom line

By Chuck Holmes and Terry Carnes, Contributing Editors -- Industrial Distribution, 4/1/2004

For years, distributors have spent time and money on training, assuming that it was good for their companies. However, other than anecdotal evidence—observing someone doing something after training that they couldn't or didn't do before training—the belief in training effectiveness was more a matter of faith than hard numbers.

In a 2000 study conducted by Corporate Strategies, a distribution consulting firm based in Atlanta, only a few of the respondents claimed to evaluate their training in any fashion, and those that did typically used a subjective "Did you like it?" format.

The result is that distributors spend money on training, without any real measure of what that training has done for them. Most often, they have neither the objectives needed, nor the means for determining whether they have met those objectives.

Attempts to make an evaluation link from training to the bottom line generally fail because the gap is too great. Distributors do sales training, for instance, in the hope that sales will improve, but any number of other factors will also influence sales figures. Does an increase mean that the training worked, or that a competitor has stumbled? Does a decrease in sales mean that the training did not work, or that the company lost a couple of major customers?

What follows is an attempt to allow distributors to apply the same measures to training that they apply to other major expenditures. This approach is not complicated, but it requires that distribution leadership apply a more systematic approach to training. Properly executed, it allows distributors to measure the value of their training in bottom-line dollars.

In recent years, considerable effort has been made to express training benefits in terms of return on investment. However, these efforts, usually created by vendors of Web- or other technology-based training, deal with the relative value of the different delivery systems. They don't address the single most important question: Does the training, however it is delivered, provide an appropriate return to the company?

The three-step approach described in these pages will provide an accurate measure of training's contribution to the bottom line. The three steps are:

  1. Determine the company's annual training investment.
  2. Develop behavioral training objectives that directly support corporate strategy.
  3. Measure the learned behaviors as they are applied on the job, and the resulting dollar values of those behaviors, directly, then at the bottom line.

Has training impacted your bottom line? Let us know by visiting our Web site at www.inddist.com and using our "TalkBack" tool.

 

1. Determine your training investment

In the study noted earlier, fewer than a third of respondents said they captured their training costs. In most cases, this meant there was an expense item on the operating statement captioned "training." Direct training costs—such as purchased training materials, and the cost of off-site programs, facilities and outside trainers—are charged to that account. This captures only a small part of the company's total training cost, however, since it fails to account for the cost and expenses of the employees taking the training, as well as those who planned and facilitated it. The following formula provides a sufficiently accurate statement of training costs for calculating training ROI. For each training event, calculate the following:

Direct Expenses + Personnel Costs = Event Cost. Direct expenses consist of materials, tuition, speaker fees, travel expenses, facilities and food. Personnel cost is calculated by multiplying the number of employees participating in the training by the average hourly pay, then by the number of hours. A more accurate figure is obtained by using burdened personnel cost (average hourly wage times 1.3). The cost of "temp workers," if they are used as a replacement for the workers in training, should also be included.

In addition to event costs, some part of one or more employees' salaries should be allocated to training for planning and coordination.

There is one other, somewhat troublesome, area that should be considered. Much of the training in distribution is "shoulder-to-shoulder," on-the-job training. Although this is an important training cost, it is difficult to calculate unless the on-the-job training is formalized and specific employees are charged with providing it. In that case, make an estimate of the percent of the trainer's time spent providing OJT and an estimate of the percent of the worker's time spent receiving OJT, and add those to the training cost.

2. Develop objectives

The second step is to determine what training we are going to do and why we are doing it. The training objectives should be linked to behaviors that meet three criteria:

  • They deal with behaviors that must be changed—that is, there is a difference between the desired behaviors and current behaviors.
  • They can be changed with training.
  • They are measurable and specific.

The most effective way to get to this level of clarity is to begin with a description of what happens when the employee performs successfully in the position. This "position description" differs from the traditional job description in that it describes the position primarily in terms of results rather than activities. For instance, the outside salesperson's job description might say "calls on customers." The position description for the same job would probably say "grows assigned territory." This phrase, the position requirement, is the basis for training planning.

Next, we describe the desired behaviors necessary for successfully meeting the position requirement. Using the example above, we might say that "growing the assigned territory" requires increasing sales to current customers and capturing new customers. According to the type of customers served by the distributor, the behaviors required for "increasing sales to current customers" might include:

  • Calling on more purchasing influences within major accounts,
  • Selling across the line card, and
  • Using competitive intelligence more effectively.

The behaviors for "capturing new customers" might include doing more consistent and effective prospecting and delivering better presentations.

The knowledge and skills required for better prospecting would include, among others, knowledge of customer demographics; demonstrated territory management skill; improved capability for surveying; and improved presentations.

3. Measure the behaviors

Having clearly described the desired behaviors, companies must first determine a benchmark—the frequency with which these behaviors are occurring prior to training. You would want to know how many outside sales calls are to companies not currently doing business with you, and how many of those progress to successful presentation, as evidenced by orders. To determine the effectiveness of the training, you replicate these measurements after training is delivered, and determine the difference. If the training is effective, the measured behaviors should occur with a significantly greater frequency.

The next step is to determine the direct dollar contributions of these behaviors. In this case, if you have correctly diagnosed the required knowledge and skills, and if the training has included some motivation for the employees to apply the knowledge and skills to their jobs, there should be increased revenue generated by new customers. The difference between the increased revenue and the benchmark constitutes the direct contribution of the training:

Increased revenue – benchmark = contribution of training. The final step—tracing the contribution to the bottom line—is straightforward. If activity-based costing figures are available, take the gross profit generated by the new accounts and subtract the cost of serving them. If activity-based costing figures are not available, a good approximation of the new business contribution can be calculated by subtracting an amount equivalent to the average expense. For example, if the expense section of the P&L totals 20 percent of sales, subtract an amount equal to 20 percent of the sales generated by new accounts from the gross profit generated by those accounts:

Gross Profit of New Accounts – Cost of Serving New Accounts = Contribution of Training to the Bottom Line. Is it worth the effort?

As with so many initiatives introduced to distribution over the last several decades, there is a basic question that should be considered: is the return on calculating training ROI sufficient for the time and effort that you must invest? We believe it is, for a number of reasons.

The first is that the bottom line is the bottom line. If any investment you make in your company does not at some point make a contribution to a better bottom line, you probably shouldn't make the investment. ROI training gives you the information on which to base subsequent training investment decisions.

But the advantage of calculating training benefits in dollars goes far beyond that. It allows you to judge whether training is effective in terms of your business objectives, to do more of what works, and to quit doing what doesn't work. Effective training leads to better employee retention, better customer retention and greater productivity. It's a great improvement over what companies are doing now—which is, for the most part, to train and hope.

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