Legal Dimensions of Salespersons\u27 Statements: A Review and Managerial Suggestions

Salespeople can generate liability problems for their organizations through both intentional and inadvertent statements, yet the sales management and personal selling literature has not provided adequate discussion of these problems. The authors describe the various ways salespeople initiate such liability and include specific advice for sales managers interested in guiding salesperson behavior

A Systematic Approach to the Development and Evaluation of Experiential Exercises

The paper describes a systematic approach to the development and evaluation of experiential pedagogies. The key notion is the need to determine the tacit knowledge required of successful people in the field. Once determined, the experiential exercise is developed to emphasize that knowledge, and the evaluation of the learning-taking place should be related to the student’s change in the ability to use that knowledge. A sales prospecting example is used to illustrate the process being suggested here

How Should We Measure Experiential Learning?

The question “What is experiential learning? is one that has been asked frequently in ABSEL. In fact, Gentry (1990) used this question as the title of a chapter in the ABSEL Guide to Simulation Gaming and Experiential Learning. and Gentry (1981) and Ward (1981) also used the same title for editorials in the ABSEL News and Views. But, to a large extent, the discussion has really focused on what is experiential teaching, as much of the verbiage has dealt with the pedagogical domain. Is an internship “experiential learning?" Is computer-assisted-instruction? Part of the issue related to the identification problem which ABSEL itself faced: what topics are appropriate for papers to be given at the yearly conference, and what ones are not? What has resulted is a focus on pedagogy as seen by the instructor or by the developer

What is it that we want Students to Learn: Process Or Content?

This paper addresses pedagogical assumptions underlying a good deal of experiential learning approaches. Both the predominantly applied character of business courses generally and the nature of experience-based learning seem to lead to an inherent emphasis on the learning of process as opposed to content. After reviewing the content" versus process arguments, the paper suggests a pedagogic model, based on problem-solving research, in which the issue is not whether to emphasize one at the expense of the other, but instead how to integrate the two for more efficient and effective learning. The role of content as a foundation for efficient communication and for conditions of application of processes is discussed. Based on research in instructional and cognitive psychology, both the “content” and process" concepts are refined and enriched, and the degree to which each should be emphasized is related to the instructional level and course objectives, and to the individual student’s motivation and capacity for "self-monitoring. The paper suggests that instructors, especially those relying heavily on experiential learning programs, should consciously develop internally consistent pedagogic strategies for individual courses