Based on the data collection and analysis, the findings of this research are presented in this chapter. There are four research questions, descriptive statistical analysis presenting the ranking of each employability item; independent samples T-test is used to approach the questions “Do different genders of salespersons view salesperson employability skills differently” and “Do salespersons with different ages view salesperson employability skills differently”; one-way ANOVA used to approach the question “Do salespersons, senior salespersons, and sales managers view salesperson employability skills differently” in this research.
The Importance of Employability Skills from Salespersons’ Perception
The data of the questionnaire reveals the ranking of employability items from the view of the salespersons. The ranking is based on the importance from the responses of the subjects. The details refer to table 4.1.
“Interpersonal skill (4.66),” “Emotional quotient (4.63),” “The attitude of working (4.60),” “Learning attitude (4.55),” and “The sense of responsibility (4.54)”
are the top five items as suggested by the subjects. On the contrary, “Internet marketing ability (3.76),” “Financial management related skills (3.79),” “MS Office application skills (3.83),” “Basic computer skills (3.89),” and “English proficiency (3.91)” are the last five items as suggest by the subjects. These 32 items of salesperson employability skills in this research are developed from three main employability frameworks which are mentioned in previous chapters. All of the items are important to the employability of each salesperson. However, the significance of each item vary from different positions.
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16 15 The ability of conflict resolution 4.17
17 13 Career planning 4.14
31 32 Financial management related skills 3.79
32 3 Internet marketing ability 3.76
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First, each type of sales work requires its own configuration of traits, attributes and qualities in its practitioner (McMurry, 1961). According to his studies, McMurry has disproved the myth that a real salesperson can sell anything to anybody. In addition, Stevens (1989) identified four major types of sales specializations, such as closing sales, consultative sales, relationship sales, and display sales. The research ranked the salesperson employability skills based on respondents’ replies. However, it does not mean that the top five employability skills are essential to salespersons, or the rest of the items of employability skills can be ignored. In fact, it means the first a few of employability skills items are crucial, and generally they must be developed as a priority element.
Interpersonal skill
A research report from Canadian Manager (1994) mentioned that the interpersonal skill is essential in order to be a successful salesperson. At the same time, the skill enables a salesperson to foster trusting relationships, and make a connection with their customers. Interpersonal skill is the basis of trust, which allows salespeople to get the necessary information and carry out a complex sales strategy. A salesperson that is able to establish effective interpersonal relationships with customers will be able to implement complex strategies and achieve sales success. The interpersonal skill not only influences a salesperson’s performance, but it also has a significant impact on supervisor’s rating of sales performance (Vilela, Varela, Ferrín & Araújo, 2007).
Emotional quotient
In the book of Emotional Intelligence, Goleman (1995) suggested that except IQ
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(intelligent quotient), emotional intelligence is very important for a person to achieve success. In his theory, he divided EI into four dimensions which are self-awareness, social awareness, self-management, and relationship management. From the findings, emotional quotient is crucial for the employability skills of a salesperson.
Based on Goldman’s research, Dalziel (2004) suggested each of the four dimensions covers a set of competencies or characteristics which can be behaviorally observed. It is indicated as below:
1. Self-Awareness: emotional self-awareness, accurate self-assessment, and self-confidence;
2. Social Awareness: empathy, organizational awareness, service orientation;
3. Self-Management: emotional self-control, transparency, adaptability, achievement, initiative, optimism;
4. Relationship Management: developing others, inspirational leadership, influence, change catalyst, conflict management, teamwork and collaboration.
Poskey (2006) suggested that an employee with high emotional intelligence can manage his or her own impulses, communicate with others effectively, manage change well, solve problems, and use humor to build up rapport in tense situations.
These employees can remain optimistic even in the face of adversity, and are gifted at persuading in a sales situation and solving problems in a customer service position. A Fortune 500 company in financial services proved that their high EQ salespeople produced 18 percent more than the lower EQ salespeople. These characteristics explain why the respondents in this research consider emotional quotient a very important item for the employability skills of a salesperson.
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Learning attitude
Williams (2006) proposed that learning attitude is one of the common competencies for a salesperson. Learning attitude may cause a job risk - unwillingness to learn new product or markets. In this research, subjects consider that learning attitude is also very important. The learning attitude can be regarded as an acquired outlook or belief that it affects not only how well someone learns but also how big a difference could someone make to the results on the job through his/her learning (Wu, 1987). The researcher believes that an adequate learning attitude can help a salesperson develop his/her employability skills.
The attitude of working & the sense of responsibility
Lankard (1990) proposed that employers value generic employability skills above than specific occupational skills. Specific occupational skills are less crucial for employment than a generally high level of a responsible attitude toward work. Carner (1988) argued that poor working attitude is one of the reasons given by employers for not hiring people for jobs. These two items are directly related to working. In the research, the attitude of working and the sense of responsibility are very important for a salesperson. Brook (2006) had similar statement in his research. He pointed out that some of the components of employability are necessary and are taught in schools, institutes, or training sessions. Instead, they are perhaps learned in life – through parents, peers, experience, school activities, individual or team sports, and so on. The attitude of working is important for every work, especially for a sales job, because a salesperson needs to contact with people directly and shows his/her sincerity to customers. If a salesperson works with adequate attitude of working, a positive response will come from every way, especially from his/her customers.
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Internet marketing ability
Internet marketing could be referred to as web marketing, online marketing, or eMarketing. It is the marketing of products or services over the Internet. In the findings of this research, salespeople consider the ability of Internet marketing ability as the least important one among the 32 salesperson employability skills. Kurlan (2006) suggested that a salesperson's ability of using Internet on marketing may now be just as important as his/her ability of developing a relationship, or qualifying and closing business. But how come in this research, it is the least important among the 32 salesperson employability skills? The researcher mentioned that these 32 items of salesperson employability skills are all important for a salesperson, but it may be different due to different type of sales works. For example, Internet auctions have gained popularity in recent years. As a result, a salesperson working for Internet auctions, should equip him/herself with a higher Internet marketing ability than any other type of salespersons, in order to sell the products or services to the customers through the Internet. Kurlan (2006) also suggested that most salespeople do not have a clue about how to take advantage of the Internet. Internet now becomes one of the very powerful media tools to customers, so a salesperson definitely needs to become more Internet savvy. Internet marketing is relatively inexpensive when compared to the ratio of cost against the reach of the target audience. Companies can reach a wide audience for a small fraction of traditional advertising budgets. The 32 items of salesperson employability skills are important but they might be evolving. Internet marketing ability may be rather important than now in the near years.
MS Office software application skills & basic computer skills
These two items of salesperson employability skills are related to ICT
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(Information computer technology). In this researcher, the subjects consider computer skills as the 29th and 30th important items among the 32 salesperson employability items. Kathleen (1993) mentioned that an employee having social skills, positive attitudes toward working and basic skills of communicate is emphasized, but specialized or highly technical skills were not stressed and in fact, usually de-emphasized. Sufficient basic computer skills and MS Office application skills help a salesperson execute paperwork, but usually a salesperson takes much time to communicate with customers. As a result, it is understandable that these two items regards low ranking among most items of salesperson employability skills.
Financial management related skills
Financial management may refer to managerial finance: the branch of finance that concerns itself with the managerial significance of finance techniques; and corporate finance: an area of finance dealing with the corporate financial decisions. In this research, the item of financial management related skills refers to salesperson’s ability to understand the financial situation of the clients and receive the receivables in time. A good salesperson does not only sell the product, but receives the account receivables to close a deal completely. That is why the researcher added this item into salesperson employability skills as suggested by HR experts. In this research, financial management related skills are not as high as other items of salesperson employability skills. It explains that most salesperson still put an emphasis on selling products and services out, but they may not consider much whether the clients will reimburse the order. Furthermore, this item also related to risk management, if a salesperson sells products or services without receiving the account receivables, it may be a loss for the company. As a result, the researcher considers this item as one of
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salesperson employability skills.
English proficiency
English has become more and more important in years in Taiwan. Especially, a salesperson needs to communicate with international buyers using their native language, in this way makes buyer more familiar with the products he/she is trying to sell. English is the most popular language in the world. As a result, English proficiency not only an item of salesperson employability skills, but for many works of life. In this research, English proficiency regards less important. The researcher suggested that there are many different types of salespersons, and those salespeople who need to contact with international buyers might think of English proficiency as an important employability skills.
The Importance of Salesperson Employability Skills by Gender Difference
Independent samples T-test was used to approach the No.2 question. The researcher discovers that male and female salespeople view some items of employability skills differently. These items include collaboration with others, ability of data analysis, ability to plan, leadership. The t-test for equality of means in the item of collaboration with others is .012, which is significant different. It explains a male salesperson has put a higher importance on this item of employability skills than a female salesperson. The t-test for equality of means in the item of ability of data analysis is .002, which is significant different. It explains a male salesperson has put a higher importance on this item of employability skills than a female salesperson. The
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t-test for equality of means in the item of ability of plan is .001, which is significant different. It explains a male salesperson has put a higher importance on this item of employability skills than a female salesperson. The t-test for equality of means in the item of leadership is .007, which is significant different. It explains a male salesperson has put a higher importance on this item of employability skills than a female salesperson. The details refer to Table 4.2.
Table 4.2.
Results of Independent Samples T-test on Gender
Items F t value Sig.
4.Collaboration with others 0.067 2.521 0.012*
7.Ability of data analysis 11.720 3.151 0.002**
16.Ability to plan 1.862 3.356 0.001**
17.Leadership 0.972 2.739 0.007**
*p<.05, **p<.01
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The Importance of Salesperson Employability Skills by Age Difference
The researcher discovers that the salespeople with above 30 years and below 30 years view some items of salesperson employability skills differently. In total, there are ten items show significant differently between ages, which including basic computer skills, MS office application skills, collaboration with others, team conflict resolution, data collection ability, ability of data analysis, the ability to acquire new knowledge, ability to plan, creativity, and English proficiency. Among these ten items, salespersons with fewer than 30 years think highly of them than salespersons with above 30 years. Young salespersons may need to perform more basic paperwork than the senior salespersons; as a result, it explains that basic computer skills and MS Office application skills are two items that these two groups think of differently. In addition, young salespersons think higher of English proficiency than salespersons with above 30 years. As the researcher discussed previously, English was regarded as one of the very important employability skills nowadays. Young salespersons were educated English classes and be told of the importance of English proficiency. That may be the reason young salespersons think highly of this employability skill. The details refer to Table 4.3.
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Table 4.3.
Results of Independent Samples T-test on Age
Items F t value Sig.
1.Basic computer skills 12.195 2.768 0.006**
2.MS Office application
skills 11.114 2.492 0.013**
4.Collaboration with others 0.008 3.412 0.001**
5.Team conflict resolution 0.553 2.789 0.006**
6.Data collection ability 0.803 2.614 0.010*
7.Ability of data analysis 1.001 2.164 0.031*
8.The ability to acquire
new knowledge 0.002 3.399 0.001**
16.Ability to plan 5.213 2.005 0.046*
18.Creativity 0.862 2.030 0.043*
28.English proficiency 1.597 2.062 0.040*
*p<.05, **p<.01
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The Importance of Salesperson Employability Skills by Position Difference
The researcher used one-way ANOVA to approach the question “Do salespersons, senior salespersons, and sales managers view salesperson employability skills differently”. In this section, the researcher attempt to explore whether it exists significant difference among three different sales positions – regular salesperson, senior salesperson, and sales manager. In the findings, it shows that significant difference exist among 8 items, such as basic computer skills, MS Office application skills, Internet marketing ability, collaboration with others, team conflict resolutions, the ability to acquire new knowledge, willingness to learn, and career planning. The rest of 24 items of salesperson employability skills show there is no significant differences exist among three different sales positions.
Item 1: Basic computer skills
From the result of statistical analysis, one-way ANOVA presents that the item – basic computer skills shows there are significant differences among the three different sales positions. From multiple comparisons, it shows that significant differences are between senior salesperson and sales manager; senior salesperson and regular salesperson. Furthermore, descriptive statistics shows that sales manager (4.0) = regular salesperson (4.0) > senior salesperson (3.53). The details refer to Table 4.4 and Table 4.5.
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Table 4.4.
Result of One-way ANOVA for Basic Computer Skills Sum of
Post Hoc Tests for Basic Computer Skills against Position (I) Position (J) Position Mean Difference
(I-J) Std. Error Sig.
Senior salesperson .466 .137 .001**
Sales manager
Regular salesperson .000 .117 1.000
Sales manager -.466 .137 .001**
Senior
salesperson Regular salesperson -.466 .111 .000***
Sales manager .000 .117 1.000
Regular
salesperson Senior salesperson .466 .111 .000***
**p < .01, ***p < .001
Item 2: MS Office application skills
From the result of statistical analysis, one-way ANOVA presents that the item – MS Office application skills shows there are significant differences among the three different sales positions. From multiple comparisons, it shows that significant differences are between senior salesperson and sales manager; senior salesperson and regular salesperson. Furthermore, descriptive statistics shows that regular salesperson (3.95) > sales manager (3.92) > senior salesperson (3.47). The details refer to Table 4.6 and Table 4.7.
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Table 4.6.
Result of One-way ANOVA for MS Office Application Skills Sum of
Post Hoc Tests for MS Office Application Skills against Position (I) Position (J) Position Mean Difference
(I-J) Std. Error Sig.
Senior salesperson .454 .138 .001**
Sales manager
Regular salesperson -.029 .118 .805
Sales manager -.454 .138 .001**
Senior
salesperson Regular salesperson -.484 .112 .000***
Sales manager .029 .118 .805
Regular
salesperson Senior salesperson .484 .112 .000***
**p < .01, ***p < .001
Item 3: Internetmarketingability
From the result of statistical analysis, one-way ANOVA presents that the item – Internet marketing ability shows that there are significant differences among the three different sales positions. From multiple comparisons, it shows that significant differences are between senior salesperson and sales manager; senior salesperson and regular salesperson. Furthermore, descriptive statistics shows that sales manager (3.92)
> regular salesperson (3.80) > senior salesperson (3.50). The details refer to Table 4.8 and Table 4.9.
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Table 4.8.
Result of One-way ANOVA for Internet Marketing Ability Sum of
Post Hoc Tests for InternetMarketingAbility against Position (I) Position (J) Position Mean Difference
(I-J) Std. Error Sig.
Senior salesperson .420 .154 .007**
Sales manager
Regular salesperson .116 .131 .380
Sales manager -.420 .154 .007**
Senior
salesperson Regular salesperson -.304 .125 .015*
Sales manager -.116 .131 .380
Regular
salesperson Senior salesperson .304 .125 .015*
*p < .05, **p < .01
Item 4: Collaboration with others
From the result of statistical analysis, one-way ANOVA presents that the item – collaboration with others - shows there are significant differences among the three different sales positions. From multiple comparisons, it shows that significant differences are between senior salesperson and sales manager; senior salesperson and regular salesperson. Furthermore, descriptive statistics shows that sales manager (4.24)
> regular salesperson (4.10) > senior salesperson (3.78). The details refer to Table 4.10 and Table 4.11.
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Table 4.10.
Result of One-way ANOVA for Collaboration with Others Sum of
Post Hoc Tests for Collaboration with Others against Position (I) Position (J) Position Mean Difference
(I-J) Std. Error Sig.
Senior salesperson .464 .140 .001**
Sales manager
Regular salesperson .139 .120 .248
Sales manager -.464 .140 .001**
Senior
salesperson Regular salesperson -.326 .113 .004**
Sales manager -.139 .120 .248
Regular
salesperson Senior salesperson .326 .113 .004**
**p < .01
Item 5: Team conflict resolutions
From the result of statistical analysis, one-way ANOVA presents that the item – collaboration with others - shows there are significant differences among the three different sales positions. From multiple comparisons, it shows that there is a significant difference is between senior salespersons and sales managers. Furthermore, descriptive statistics shows that sales manager (4.30) > regular salesperson (4.12) >
senior salesperson (3.91). The details refer to Table 4.12 and Table 4.13.
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Table 4.12.
Result of One-way ANOVA for Team Conflict Resolutions Sum of
Post Hoc Tests for Team Conflict Resolutions against Position (I) Position (J) Position Mean Difference
(I-J) Std. Error Sig.
Senior salesperson .386 .140 .006**
Sales manager
Regular salesperson .184 .119 .125
Sales manager -.386 .140 .006**
Senior
salesperson Regular salesperson -.202 .113 .075
Sales manager -.184 .119 .125
Regular
salesperson Senior salesperson .202 .113 .075
**p < .01
Item 8: The ability to acquire new knowledge
From the result of statistical analysis, one-way ANOVA presents that the item – collaboration with others shows there are significant differences among the three different sales positions. From multiple comparisons, it shows that significant differences are between senior salesperson and sales manager; senior salesperson and regular salesperson. Descriptive statistics shows that sales manager (4.50) > regular salesperson (4.39) > senior salesperson (4.10). The details refer to Table 4.14 and Table 4.15.
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Table 4.14.
Result of One-way ANOVA for the Ability to Acquire New Knowledge Sum of
Post Hoc Tests for the Ability to Acquire New Knowledge against Position (I) Position (J) Position Mean Difference
(I-J) Std. Error Sig.
Senior salesperson .397 .122 .001**
Sales manager
Regular salesperson .109 .104 .298
Sales manager -.397 .122 .001**
Senior
salesperson Regular salesperson -.288 .099 .004**
Sales manager -.109 .104 .298
Regular
salesperson Senior salesperson .288 .099 .004**
**p < .01
Item 9: Willingness to learn
From the result of statistical analysis, one-way ANOVA presents that the item – collaboration with others shows there are significant differences among three different sales positions. From multiple comparisons, it shows that the significant difference is between senior salesperson and sales manager. Descriptive statistics shows that sales manager (4.52) > regular salesperson (4.31) > senior salesperson (4.12). The details refer to Table 4.16 and Table 4.17.
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Table 4.16.
Result of One-way ANOVA for Willingness to Learn Sum of
Post Hoc Tests for Willingness to Learn against Position (I) Position (J) Position Mean Difference
(I-J) Std. Error Sig.
Senior salesperson .399 .136 .004**
Sales manager
Regular salesperson .208 .116 .074
Sales manager -.399 .136 .004**
Senior
salesperson Regular salesperson -.191 .110 .084
Sales manager -.208 .116 .074
Regular
salesperson Senior salesperson .191 .110 .084
**p < .01
Item 13: Career planning
From the result of statistical analysis, one-way ANOVA presents that the item –
From the result of statistical analysis, one-way ANOVA presents that the item –