Coordination of production and sales

ter verkrijging van de graad van doctor aan d

A within-person analysis of sales self-efficacy: antecedents and consequences of self-efficacy change

Authors are presently providing implications to practitioners suggesting that enhancing self-efficacy beliefs are universally beneficial in regard to salesperson performance. However, despite advice being provided as to how to enhance the self-efficacy beliefs of salespeople, there is very little empirical research on the drivers of self-efficacy. Extant literature studies only the antecedents to, and consequences of, self-efficacy via an examination how salespeople differ in their level of self-efficacy (i.e., at the between-person level). Yet, how self-efficacy beliefs can be influenced, and how change in self-efficacy at the individual level (i.e., at the within-person level) influences subsequent effort and salesperson performance, remain unexplored. Therefore, the aim of the present study is to understand the antecedents to, and consequences of, self-efficacy change. A conceptual framework outlining how self-efficacy can demonstrate contradictory relationships with effort and salesperson performance at the between-person and within-person levels of analysis is presented. Using a sample of business-to-business salespeople in the United States of America, this conceptual model is analyzed using longitudinal multilevel modeling. The findings show that salespeople with higher self-efficacy beliefs put in greater effort and perform better. However, the findings also show that increases in a salesperson’s self-efficacy can reduce subsequent effort allocation and salesperson performance; further, that this negative influence of self-efficacy increases on effort allocation is moderated by perceived competitive intensity. Emotional exhaustion also reduces the positive influence of effort allocation on performance at both levels of analysis. Intra-individual self-efficacy trajectories are positively influenced by longer-term past performance and positive (manager) feedback; conversely, sales anxiety negatively influences self-efficacy trajectories. This doctoral thesis helps managers to understand how the self-efficacy beliefs of their salespeople can be manipulated, while also highlighting to managers that they should be conscious of the potential detrimental effects of self-efficacy on the subsequent effort allocation and performance of their salespeople. In addition, the key implications of the study for sales and marketing theory are provided. Research limitations and avenues for future research conclude the thesis

A combinatory approach to affective and cognitive dimensions of the intrinsic and extrinsic motivation of salespeople

Salesperson motivation is one of the key themes in sales management research and practice. Traditionally, it has been predominantly linked to financial incentives and pay packages assuming that extrinsic motivation is a prime driver of sales performance.However, later studies have demonstrated the crucial importance of intrinsic motivation in influencing salesperson job outcomes, although there is a number of inconsistencies and ambiguity within the research domain. The growing evidence that both types of motivation contribute to employee performance increasingly suggest that concentrating on one single type of motivation may be much less effective than utilizing a more balanced approach. Specifically, by combining intrinsic and extrinsic motivation.Research in psychology suggests that certain orientations of intrinsic and extrinsic motivation can co-exist and in combination enhance work outcomes.This study contributes to the knowledge on salesperson motivation in the following ways. First, by providing a comprehensive systematic review on how motivation is defined, major theories underpinning motivation, how motivation has historically been measured, and key methodologies employed over time. Second, by investigating how the combinations of cognitive and affective orientations of intrinsic and extrinsic motivation affect salesperson performance and work engagement. Third, by examining the effect of formal and informal sales force control systems onto the motivational orientations.Data in this study is collected from a cross-sectional sample of B2B salespeople. Findings from the main study using polynomial regression with response surface analysis reveal that salesperson intrinsic and extrinsic motivational orientations can co-exist, and have a positive combined effect on performance and work engagement. Findings from the third study utilising multiple regression analysis shed the light on the importance of informal control systems (e.g. cultural control) in influencing salesperson motivation.The study also offers vital managerial recommendations and propose some avenues for future research in the area of salesperson motivation

The Stopped : Ethnic Profiling in Finland

The report has also been published in Finnish: Keskinen, SP, Aminkeng Atabong, A, Himanen, M, Kivijärvi, A, Osazee, U, Rousku, V & Pöyhölä, N 2018, Pysäytetyt - Etninen profilointi Suomessa. SSKH Notat, no. 2/2018, University of Helsinki, Swedish School of Social Science, Helsinki. http://www.profiling.fi/wp-content/uploads/2018/04/Pysaytetyt_SUOM.pdfPeer reviewe

The Stopped : Ethnic Profiling in Finland

The report has also been published in Finnish: Keskinen, SP, Aminkeng Atabong, A, Himanen, M, Kivijärvi, A, Osazee, U, Rousku, V & Pöyhölä, N 2018, Pysäytetyt - Etninen profilointi Suomessa. SSKH Notat, no. 2/2018, University of Helsinki, Swedish School of Social Science, Helsinki. http://www.profiling.fi/wp-content/uploads/2018/04/Pysaytetyt_SUOM.pdfPeer reviewe

How teachers understand their experiences with holistic, arts-infused education: An interpretation of metaphors

Scope and Method of Study: The purpose of the study was to interpret how teachers understood and assigned meaning to their experiences and those of their students when they enthusiastically participated in a holistic, arts-infused program. Data for the study consisted of archived interviews with thirteen elementary school teacher who voluntarily participated in a five-year, grant-funded study of Project CREATES. The program encouraged co-creating and co-teaching holistic, arts-infused curriculum with arts specialists and provided professional development opportunities for the teachers and talent development for students. The researcher studied the interviews with a critical hermeneutical framework to interpret metaphors and phrases the teachers used to make meaning and construct professional knowledge from their experiences, including experiences when the school district implemented an externally-mandated curriculum.Findings and Conclusions: The study concluded that the teachers who fully implemented Project CREATES assigned high value to their experiences with holistic arts infused curriculum. They also valued the degree of agency the program provided in the co-creation of their own curriculum. The metaphors they used expressed the meanings assigned to their experiences as well as the professional knowledge constructed from the experiences. The implementation of externally-mandated curriculum that required extra time every day for drilling tested subjects and a two to three week schedule of testing severely limited their sense of agency and they saw themselves less as professionals and more like clerical help. The result was low teacher and student morale, less enthusiasm for teaching and learning, and the feeling that the classroom was becoming "roboticized." These outcomes reflect an ongoing societal shift toward an audit society where market forces shape the nature and purpose of education by changing the relationship between teachers and parents/students, and diminish teachers' sense of professionalism, agency, and responsibility