Salesperson Selection,Training, and Development: Trends,Implications, and Research Opportunities

Building on the forces of change in selling identified in the introductory paper of this Special Issue of JPSSM, we identify and explicate trends, managerial implications, and research opportunities in two important domains of the selling field: training and development (TD) and selection. Part One focuses on TD of salespeople, and argues why a fresh perspective on salesperson TD is essential. Then, taking a knowledge, skills, and ability (KSA) approach, a framework for future TD content is proposed around three levels of KSAs: task-related KSAs, growth-related KSAs, and meta-KSAs. Part Two, on selection, focuses on several important predictors of salesperson success: cognitive ability tests, personality inventories, and biodata. Then, assessment methods are reviewed. Finally, we summarize with a discussion of emerging trends and research opportunities. The focus of the discussion is on both enhancing salesperson performance and affording scholars new research opportunities.     

Increasing Sales Productivity by Getting Salespeople To Work Smarter

Recent research indicates that sales productivity can be substantially improved if salespeople place more emphasis on an aspect of working smarter, i.e., practice adaptive selling. This paper suggests ten approaches that sales managers can use to improve sales performance by encouraging and assisting their salespeople to practice adaptive selling.     

Volunteer Behavior: A Hierarchical Model Approach for Investigating Its Trait and Functional Motive Antecedents

We investigated the antecedents of volunteer behavior within a hierarchical model of motivation and personality. In Study 1, we developed measures of altruism and volunteer orientation and combined them with three additional traits to predict a set of volunteer behaviors. In Studies 2 and 3, we added six functional motives for volunteering identified by Clary et al. (1998) to the model. Across the 3 studies, the traits of altruism, the need for activity, and the need for learning were consistent predictors of volunteer orientation. In Studies 2 and 3, the measure of volunteer orientation was a significant predictor of the functional motives and of volunteer behaviors. Furthermore, the motive to help others was positively related to volunteering behaviors, and the motive of self‐enhancement was negatively related to them. Overall, the results support the proposal that functional motives act like motivated reasons for acting and reside at the surface level in a hierarchical model of personality.     

Skill‐based versus effort‐based task difficulty: A task‐analysis approach to the role of specific emotions in motivating difficult actions

We make a distinction between primarily effort-based and skilled-based tasks and examine the correspondence between emotion and task. We reverse attribution theory results wherein failure to expend effort engenders regret and accomplishing tasks with skill engenders pride, and propose these emotions as antecedents to effort-based and skill-based behaviors. Specifically, pride (regret) produces higher self-efficacy, behavioral intentions and sign-ups when the task (CPR training) is portrayed as skill-intensive (effort-intensive) compared to effort-intensive (skill-intensive) or easy. Our research highlights the value of integrating an attributional analysis of tasks into an appraisal theory of emotions and suggests mechanisms that might underlie this relationship.     

Early understanding of emotion: Evidence from natural language

Abstract

Young children's early understanding of emotion was investigated by examining their use of emotion terms such as happy, sad, mud, and cry. Five children's emotion language was examined longitudinally from the age of 2 to 5 years, and as a comparison their reference to pains via such terms as burn, sting, and hurt was also examined. In Phase 1 we confirmed and extended prior findings demonstrating that by 2 years of age terms for the basic emotions of happiness, sadness, anger, and fear are commonly used by children as are terms for such related states as crying and hurting. At this early age children produce such terms to refer to self and to others, and to past and future as well as to present states. Over the years from 2 to 5 children's emotion vocabulary expands, their discussion of hypothetical emotions gets underway, and the complexity of their emotion utterances increases. In Phase 2 our analyses go beyond children's production of emotion terms to analyses of their conception of emotion. We focus especially on when children use emotion terms to refer to subjective experiential states of persons. From their earliest uses of these terms in our data children