NOTES FOR CHAPTER 2

1. POOPS Matrix for September 7, 2000 through September 28, 2000, Undergraduate Career Services, Kelley School of Business, Indiana University, Bloomington, IN 47405.

2. National Collegiate Sales Competition (NCSC) Event, Baylor University, Center for Professional Selling, Waco, TX 76798, February 25-26, 2000. Baylor University Center for Professional Selling, National Collegiate Sales Competition (NCSC) Event, P.O. Box 98007, Waco, TX, 76798, telephone 254-710-4246.

3. Conversation between the author and Jonathan Walsman, former account manager, Xerox Corporation, Indianapolis, IN, June

26, 2000.

4. Argyris and Schon first proposed double-loop learning theory in C. Argyris and D. Schon, Increasing Leadership Effectiveness (San Francisco: Jossey-Bass, 1976). Double-loop learning is a theory of personal change, or how an individual learns to change underlying values and assumptions. Double-loop learning incorporates theory of action, a perspective first outlined by Argyris & Schon in Theory in Practice (San Francisco: Jossey-Bass, 1974). Theory of action (or what people think they do) takes the perspective that human beings are actors and that an individuals behavior is part of and is informed by his or her theory of action.

An important contrast to the theory of action is an individuals the-ory-in-use (what people actually do, as opposed to what they think they do). Bringing what people think they do (theory of action) and what they actually do (theory-in-use) into congruence is a primary concern of double-loop learning. Typically, interaction with others is necessary in order to identify the conflict between the two.

There are four basic steps in applying action theory: (1) discovery of the espoused theory of action and actual theory-in-use, (2) the

invention of new meanings for each, (3) the production of new actions, and (4) generalization of results.

In double-loop learning, assumptions underlying current views are questioned and hypotheses about behavior are tested publicly. The end result should be increased effectiveness in decision making and better acceptance of failures and mistakes.

See www.hfni.gsehd.gwu.edu/~tip/argyris.html

5. The Dartmouth Group, Ltd., ten-year field studies of sales top performers.

6. Sales U? Companies Want Graduates Who Can Sell Now, The Wall Street Journal, October 12, 1999, A-1.

7. Conversations between Neil Rackham and the author.

8. Rosann L. Spiro and Barton Weitz, Adaptive Selling: Conceptualization, Measurement and Nomological Validity, Journal of Marketing Research, February 1990. Dr. Spiro is also a coauthor of a best-selling sales management textbook, William J. Stanton, Rosann Spiro, and Richard Buskirk, Management of a Sales Force, 9th ed. (Homewood, IL: Irwin, 1995), which also cites her and Dr. Weitzs original study (p. 252). Dr. Weitz is also coauthor with Stephen B. Castleberry and John F. Tanner, Jr., of the college textbook Selling: Building Partnerships, 3d ed. (New York: Irwin/ McGraw-Hill, 1998).

9. Rackhams studies, later published in SPIN® Selling (New York: McGraw-Hill, 1988), debunked this myth. He discovered that whether a question was open or closed wasnt as important as the type of question within each category.

10. Sales U? A-1 and class syllabi submitted at the American Marketing Association Nineteenth Annual Faculty Consortium on Professional Selling and Sales Management, Orlando, Florida,

July 1999.

11. Presentation by Jon Hawes, Director, Fisher Institute for Professional Selling at the University of Akron, at the American Marketing Association Nineteenth Annual Faculty Consortium on Professional Selling and Sales Management, Orlando, Florida, July 1999. The University of Akron also offers a minor (18 credits) and a certificate (15 credits) in sales.

12. Selected colleges and universities are from Sales U? A-1 and class syllabi submitted at the American Marketing Association Nineteenth Annual Faculty Consortium on Professional Selling and Sales Management, Orlando, Florida, July 1999.

13. Sales U? A-1.

14. Ibid.

15. William J. Stanton, Rosann Spiro, and Richard Buskirk, Management of a Sales Force, 9th ed. (Homewood, IL: Irwin, 1995). Also, The Dartmouth Group, Ltd., ten-year field studies of top performers. Top performers tended to have solid interpersonal skills, but there didnt seem to be an initial correlation between investigative skills and interpersonal skills or adaptive skills, leading us to conclude that selling skills needed to be developed, i.e., people were not born with them. Although the observations by the Dartmouth Group, Ltd., were field observations and not formal studies, this inference meets the test of reasonableness.

16. Observations by the Dartmouth Group, Ltd., personnel, including Mike Navel, Tricia Wilson, Mark Slaby, Susan Woods, and Gina Shupe.

17. Conversations between the author and Neil Rackham during

August 2000.

NOTES FOR CHAPTER 3

1. Conversation between the author and Don Argay, Manager, Training & Development, Eli Lilly Pharmaceutical Division, 1993,