Exploring personal selling as a career option: a case study of the perceptions of African-American students.
Spillan, John E. ; Totten, Jeff W. ; Chaubey, Manmohan D. 等
INTRODUCTION
Companies need to build a talented sales force to successfully
compete in the marketplace. University graduates provide a rich source
for recruiting for entry level sales positions (Terpstra and Sarathy,
1997). Many university graduates start their careers in the sales field
and, therefore, there has been a continued interest in measuring
students' perceptions of the sales field as a career direction.
Stevens and Macintosh (2002-2003) indicate that companies, recruiters
and the universities are all interested in this issue (p. 23). A
company's interest is fueled by the fact that college students make
up a large and attractive pool of job candidates. The recruiters are
interested in it because they would like to know the reasons why
students are, or are not, attracted to careers in sales. University
professors want to know the role that education plays in shaping
students' attitudes and perceptions of sales as a career.
Considerable research has been conducted to help understand U.S.
students' perceptions of personal selling. Historically,
students' perceptions of those who practice personal selling have
not been positive. It is likely that the negative impression of selling
is rooted in anecdotes, stories, novels, stage productions and mass
media (Lysonski and Durvasula, 1998).
There is scant research on the attitudes of African-American
students toward personal selling. The companies may want to create a
diverse sales force as part of their human resource policy. They may
want their sales force to reflect the diversity in their market or to
meet their goal for diversity in their workforce. The purpose of this
study is to identify attitudes and interests of African-American
students in the professional selling career. How strongly are the
African-American students interested in sales careers? What factors
affect their attitudes and interest in personal selling as a career?
This study investigates these issues using data from one public state
university. It also looks at whether there are any differences in the
attitude towards a sales career by gender, class rank or having family
members in sales profession of the African-American students.
LITERATURE REVIEW
According to Martin (2005), Caucasian (white) males tend to
dominate the field of professional selling (p. 285). Despite the
diversity goals of companies, less than five percent of all sales force
members, excluding retail positions, are held by African-Americans
(Lucas 1996). DelVecchio and Honeycutt (2000) in a study of
African-American and white students found that African-American students
perceive sales career options as offering a great many important
attributes. However, even with these higher ratings, African-American
students did not find sales careers attractive. African-American
students may well have a negative perception of a sales career for
different reasons than those of Caucasian students. Lucas (1996) found
trade press indicating that the African-American community takes a dim
view of the sales jobs and does not encourage children to pursue sales
careers. Alican Kavas (2003) found that students at a historically Black
university held a negative image of personal selling as a career option
though few differences between business and non-business majors or
between men and women students were identified (p. 36). However,
DelVecchio and Honeycutt (2000) found no difference between
African-American and Caucasian students with regard to their interest in
several different sales careers (pp. 49-50). In a follow-up study,
DelVecchio and Honeycutt (2002) concluded that "racial group
membership does not affect the importance of salary, autonomy, or
education in evaluating sales careers (p. 59)."
Some information suggests that African-American college students
are averse to engage in careers that do not completely use their
educational investment (Lucas, 1996). The extent to which certain
characteristics differentially affect African-American and white
students' perception of the sales career, has not been fully
addressed. It appears that African-Americans seek jobs that use their
college education and that education is employed to overcome barriers
(DelVecchio and Honeycutt, 2002). Studies explicitly suggest that
African-Americans draw on their educational attainment to surmount
barriers in public sector employment more frequently than private sector
occupations such as sales careers (Cohen, 1993). These findings suggest
that there might be ethnic differences regarding the role of education
in career preferences.
Honeycutt and Ford (1995) noted that the educational level of a
candidate is an important criterion for companies hiring personnel for
global sales forces. Therefore it is important to know the beliefs and
perceptions students attach to personal selling. If these notions are
negative, this is likely to be reflected in their career inclinations
regarding personal selling; as such a firm wishing to recruit educated
candidates may be challenged in finding qualified and enthusiastic
students for these positions (Lysonski and Durvasula, 1998). Marketing
educators have suggested developing a better understanding of the
attitudes of students about the selling profession (Luthy, 2006;
Lysonski and Durvasula, 1998; Sohail and Bradmore, 2003).
Both men and women are involved in personal selling. Studies on
gender differences in students in perception and interest in selling
have mixed results. Amin, Hayajneh, and Nwakanma (1995) found that all
students held a negative view of sales job, but there were no
differences by sex. Cook and Hartman (1986) found no gender based
differences in the students' ratings of sales job attributes, but
female students held a more negative view on a career in sales. Muehling
and Weeks (1988), on the other hand, found female students more
favorably disposed towards personal selling that the male students.
CONCEPTUAL FRAMEWORK
The Marketing Lens Model (MLM), applied by Dennis Bristow and his
research group to personal selling careers in two recent studies
(Bristow, Gulati, and Amyx, 2006; Bristow, et al. 2006), is the
conceptual framework applied to this study. Bristow (1998) constructed
the MLM framework from Brunswik's (1952) Lens Model in
psychological theory. This theory focused on how the perception of
one's environment (in this case, the salesperson) is influenced by
one's experiences, expectations, and knowledge.
In the intervening time, Kavas (2003) modified a series of
attitudinal statements for use in his study of African-American
students' attitudes toward personal selling. He found 13
attitudinal statements that had been consistently used in research over
the past 35-45 years (The American Salesman, 1958; Paul and Worthing,
1970; Dubinsky, 1980; Dubinsky and O'Connor, 1993; Lagace and
Longfellow, 1989). Kavas then added three other statements, making a
total of 16 attitudinal statements recommended by Lucas (1996) to make a
complete questionnaire.
Upon our comparison, Kavas' attitudinal statements match up,
though imperfectly, with three of Bristow, et al. (2006)'s four
components: elements of a sales career (RQ1), customer orientation of
the salesperson (RQ3), and others' perceptions of salespeople
(RQ4). We propose that gender and ethnicity affect the cognitive lens
through which both business and non-business students perceive the sales
profession as a possible career path in an earlier study (see Spillan,
Totten, and Ziemnowicz (2007) and Figure 1).
[FIGURE 1 OMITTED]
HYPOTHESES
As we explore and analyze the literature on personal selling, we
find that there are certain factors that affect people's entry into
the field of personal selling. Three of those are part of our
investigation and have a major impact on decisions regarding whether a
student enters the profession of personal selling.
Both men and women are involved in personal selling. Historically,
most salespeople have been men. However, over the last 25 years this has
changed, as women entered the field (Fugate, Decker, and Brewer 1988).
Because of the fact that women have entered the sales field and are
viewed as being important human resources in that profession, and since
we are focusing only on African-American students, we posit that:
[H.sub.1] There is no significant difference between
African-American males and females with regard to their desire to work
in sales.
Second, tradition is strong in many families. Often children will
choose to follow in the footsteps of their parents or relatives in terms
of career paths. Numerous examples can be presented where sons and
daughters have pursued the same professional sales careers as their
mothers, fathers, or other relatives. However, Sojka, et al. (2000)
found that previous sales exposure through family members (as well as
internships) did not affect perceptions of sales careers (p. 59).
Despite their result and assuming African-Americans are no different in
terms of this tradition, we believe that:
[H.sub.2] There is a significant difference between
African-American students who have family ties to professional selling
and those without family ties, in their desire to work in sales, with
desire being stronger for those with family ties to selling.
The perception of personal selling by a student may be formed or
affected by what they study in their sales and marketing classes.
Non-business majors may have a different perspective than those who have
been exposed to a knowledge base about the selling profession.
Nonbusiness majors, not being exposed to the field in the classroom, may
still subscribe to the stereotypical view of the sales profession held
by the African-American community. As such we state that:
[H.sub.3] There is a significant difference between business and
non-business African-American students in their desire to work in the
sales profession, with desire being stronger for business students.
Our proposed model mentions the influence of ethnicity on
students' perceptions and there should be a hypothesis related to
this influence. However, a limitation is that data for this study was
collected only from African-American students at a diverse, public,
regional university (as recommended by Kavas, 2003), thus prohibiting
the testing of a hypothesis of no difference. [Other ethnicities
accounted for such a small portion of the university's population
that we decided to limit the ethnic groups to one.]
RESEARCH METHODOLOGY AND DESIGN
Data for this paper was collected from African-American students
through a self-administered survey, obtained directly from Dr. Kavas
(2003) via e-mail. The meaning and definition of personal selling was
explained in the instruction part of the survey. The first part (Part A)
of the survey required the students to state three thoughts that came to
mind about sales people. Next to these thoughts, the students were asked
to evaluate these thoughts as positive, neutral or negative. The second
part (Part B) requested that the students indicate whether after
graduation they would be interested in selling as a career. The possible
answers for this question ranged from definitely would (5) to definitely
would not (1). The third part of the survey consisted of the 16
attitudinal statements developed by Kavas (2003), using a five-point
Likert type scale with anchors of strongly disagree (5) and strongly
agree (1). The fourth part of the survey related to questions associated
with socio-demographic characteristics of the respondents.
Data was collected among African-American business students who had
taken various marketing courses, including the personal selling course.
A colleague of a co-author distributed the surveys to African-American
students in marketing classes, in student campus organizations, during
advising sessions, and at campus-wide minority social get-togethers
sponsored by the university. The respondents were able to complete the
survey in about 15 minutes. A total of 146 African-American respondents
completed the survey.
DATA ANALYSIS AND FINDINGS
Table 1 provides a list of the attitudinal statements along with
responses, and the demographic profile of the respondents. Respondents
tended to be women (64.6%), sophomores (28.3%) or seniors (35.9%), and
business majors (55.6%). Just over half of the respondents (51.1%)
indicated that they had family members involved in sales.
Cross-tabulations and chi square analyses were conducted to look
for statistically significant differences (at a [less than or equal]
.05) among the demographic variables and with the open-ended thoughts.
Several notable differences were found. Male students tended to have
family members with careers in sales while female students did not have
such family members. This may lead to a more positive perception of
sales careers among male students than among female students. Male
students also tended to be general business, management or marketing
majors, while female students tended to be accounting, finance or
non-business majors. Business majors tended to have family members
involved in sales careers which may also lead to a positive view toward
personal selling among them.
The three thought statements written by students provide a glimpse
of how they view sales people. As indicated in Table 1, more than 40% of
the open-ended thoughts generated by the respondents were positive.
Table 1 also presents the results of students' ratings of the 16
attributes of the sales job. Students tended to disagree with these
perceptions of sales jobs: "uninteresting/no challenge" and
"no need for creativity." Students tended to agree with these
perceptions: "much traveling" and "personality is
crucial." For the remaining 12 attitudinal statements, students
tended to be uncertain about the extent of their agreement or
disagreement with these descriptions, as means ranged between 2.5 and
3.5.
In general, the male students in the sample had positive thought
statements (all three statements) compared to those of female students.
The female students made negative (first statement) or negative or
neutral (second and third statements). The students' evaluations of
their thought statements were analyzed using the chi-square test.
Statistically, the first thought about sales was rated to be negative
for women while positive for men ([alpha] = .029); the second thought
tended to be negative or neutral for women, while positive for men
([alpha] = .018); and the third thought tended to be negative or neutral
for women versus positive for men ([alpha] = .032). All three thoughts
tended to be significantly positive for business majors while being
negative (first thought [alpha] = .000) or negative and neutral (second
thought [alpha] = .000 and third thought [alpha] = .001) for
non-business majors. Regarding family ties to sales, the first thought
tended to be positive for students with family members involved in sales
while negative for those without family in sales ([alpha] = .000). The
second thought tended to be positive or neutral for those with family in
sales and negative for those with no members in sales ([alpha] = .000).
The third thought was not significant at [alpha] [less than or equal to]
.05. It appears that those African-American students who do not have
family members in sales tend to have negative first/second thoughts
about the profession.
Independent T-tests and ANOVA
Three significant differences were identified with regard to
gender. Men were somewhat more interested in a sales career after
graduation than were women (t = 3.20, [alpha] = .002, 3.27 vs. 2.48).
Therefore, we reject Hypothesis 1 of no difference between genders. Men
tended to agree more with the statement: "I associate a job in
personal selling with much traveling" (t = -2.943, [alpha] = .004,
1.82 vs. 2.30). Women tended to agree more with: "I associate a job
in personal selling with high pressure forcing people to buy unwanted
goods" (t = 2.608, [alpha] = .01, 2.41 vs. 3.0).
As indicated in Table 2, students with family ties to professional
sales careers were more interested in sales careers themselves than
students who did not have such family ties. Therefore, we do not reject
Hypothesis 2; family sales career history has a favorable impact on
student interest in selling as a career. Furthermore, students with
family ties to selling tended to disagree more with these
statements/perceptions: insincerity and deceit, low status and low
prestige, low job security, "just a job" not a
"career," uninteresting/no challenge, no need for creativity,
too little monetary reward, interferes with home life, "easy to
get" job, inappropriate career option, and difficult to advance
into upper management positions. Students with no family ties tended to
agree more with these perceptions: frustration, salespeople being
"money hungry," and high pressure forcing people to buy
unwanted goods.
Finally, with regard to the third hypothesis, business majors were
more interested in selling as a career after graduation than were
non-business majors (see Table 3). Hypothesis 3 is therefore not
rejected; there is a significant difference between business and
non-business students, with the former having more interest in a sales
career than the latter. Furthermore, business majors tended to disagree
with the same 11 statements/perceptions that students with family ties
to selling did, and non-business majors tended to agree with the same
three perceptions that those without family ties also agreed with (see
Table 3).
Principal Components Analysis
The sixteen items in Kavas' scale were subjected to principal
components analysis (PCA) using SPSS version 14. Prior to performing PCA
the suitability of data for factor analysis was assessed. Inspection of
the correlation matrix revealed the presence of many coefficients of
0.30 and above. The Kaier-Meyer-Olkin Measure of Sampling Adequacy value
was .912, exceeding the recommended value of .6 (Pallant, 2005, p. 182).
In addition, Bartlett's Test of Sphericity was significant at p =
.000; therefore, factor analysis was supported.
Principal components analysis resulted in the extraction of two
factors, both with eigenvalues greater than 1, and explaining 58.0% and
9.6% of the variance respectively. An inspection of the scree plot
supported the presence of two components. The Varimax rotation produced
two factors that explained 67.625% of the variance. Table 4 sets forth
the specific description of these factors and their loading values.
While the Cronbach's Alpha reliability coefficient for the
first component, Negative Stereotype of Salespeople, was very good at
.9605, the coefficient for the other component was below the acceptable
.7 level (Pallant, 2005, p. 92). Factor 2, Job Realities, had a
coefficient of .504. The reliability test could not recommend item
deletion; therefore, Factor 2 remained weak.
Even though the professional selling career presents opportunities
to earn high levels of income, there remains among African-American
students the notion that selling is a negative profession.
African-American students also perceive that a sales career involves
long hours of travel and having the right personality for the job, which
may or may not be correct or true all of the time.
CONCLUSIONS
The results of this study have demonstrated, through the
identification of two factors, that the overall sales career perception
scale is a valid and a reliable measure of African-American
students' perception of sales as a career. We know that people have
differing perceptions of sales as a professional career. We have
demonstrated in this study that difference perceptions exist among
students. Specifically we found out that there is no significant
difference in African-American male or female students' perception
of the profession. However they differ on their interest in selling as a
career and also on two thought statements, where men and women had
significant differences of opinion. That is an important finding because
it means that both genders believe essentially that the same ideas exist
among professionals in the selling field. The proposed gender influence
linkage in the model (Hypothesis 1) is not supported.
African-American students who have family members affiliated with
the sales profession also had some major differences in opinion on
several factors (see Table 2). This suggests that the influence of
selling from ideas about the job presented in family discussions may
have affected their thinking about this profession, unlike the findings
of Sojka, et al. (2000). The results support Hypothesis 2 that there is
a significant difference between African-American students who have
family ties to professional selling and those without family ties, in
their desire to work in sales, with desire being stronger for those with
family ties to selling.
Perceptions do differ by student major (see Table 3). Based upon
our data analysis, Hypothesis 3 is not rejected and that there is a
significant difference between business and non-business students, with
the former having more interest in a sales career than the latter. The
proposed model lens of major (business or non-business) does appear to
modify perceptions of characteristics and other factors relating to
sales as a career choice.
LIMITATIONS & FUTURE RESEARCH
One major limitation of this study is the small sample size. As
noted in the hypothesis section, our proposed model mentioned the
influence of ethnicity on students' perceptions; however, data for
this study was collected only from African-American students. Also, the
time frame for the data collection was longer than anticipated, which
may have introduced time-based biases.
The framework used in this study can and should be used to
replicate it in settings with more diversity in student population. This
will permit testing of differences in attitudes and perceptions across
gender and ethnicity.
In addition, designing a similar study across many universities
would allow researchers to study whether student perceptions vary
geographically. Use of a larger and diverse sample, covering multiple
campuses will allow us to better study the perceptions of students
toward personal selling as a career option. It will also enable the
researcher to study differences by a student's field of study,
class status or family background. Any significant difference by class
status may point to the effect of education and exposure to, or lack
thereof, sales and marketing classes.
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John E. Spillan, University of North Carolina at Pembroke
Jeff W. Totten, McNeese State University
Manmohan D. Chaubey, Penn State University DuBois
Table 1: Descriptive Statistics
Interest & Attitudinal Statements Mean * SD N
Interest in a selling job after graduation 2.77 1.418 142
I associate a job in personal selling with:
Frustration 2.87 1.314 146
Insincerity and deceit 3.04 1.275 146
Low status and low prestige 3.36 1.307 146
Much traveling 2.12 0.964 144
Salespeople being "money hungry" 2.76 1.289 143
Low job security 3.04 1.214 146
High pressure forcing people to buy unwanted
goods 2.63 1.312 145
"Just a job" not a "career" 3.23 1.200 145
Uninteresting/no challenge 3.52 1.214 145
No need for creativity 3.76 1.235 143
Personality is crucial 1.71 1.003 146
Too little monetary reward 3.23 1.109 142
Interferes with home life 3.01 1.086 146
"Easy to get" job 3.06 1.053 145
Inappropriate career option 3.39 1.144 145
Difficult to advance into upper management
positions 3.23 1.153 145
Open-Ended/Demographics Top % Next % N
Thoughts #1 (+ = positive,
n = neutral, -= negative) + 44.4 - 40.8 142
Thoughts #2 + 42.3 - 38.7 137
Thoughts #3 + 41.6 - 33.7 101
Gender Female 64.6 Male 35.4 144
Class Rank Senior 35.9 Soph. 28.3 145
Student Major
(Business or Non-Business) Bus. 55.6 N-B 44.4 144
Family in Sales Yes 51.1 No 48.9 137
* Five-point rating scale where 5 = "Definitely would like"
(Interest) or 5 = "Strongly Disagree" (16 statements).
Table 2: Independent t Tests & Family Ties to Selling
Items Family Ties: Family Ties:
Yes (Mean)# No (Mean)
Interest in sales career 3.46 1.97
Frustration 3.44 2.22
Insincerity 3.46 2.63
Low status 3.89 2.78
"Money hungry" 3.07 2.43
Low job security 3.46 2.57
High pressure 3.11 2.09
"Just a job" 3.67 2.71
Uninteresting 4.03 2.94
No need for creativity 4.30 3.14
Too little monetary reward 3.68 2.76
Interferes with home life 3.49 2.49
"Easy to get" job 3.32 2.76
Inappropriate 3.84 2.93
Difficult to advance 3.67 2.78
Items Levene's Test t-value Sig.
F-value Sig.
Interest in sales career 2.446 .120 7.040 .000
Frustration 2.532 .114 5.998 .000
Insincerity 0.087 .768 4.001 .000
Low status 7.926 .006 * 5.431 .000
"Money hungry" 0.215 .644 2.912 .004
Low job security 0.029 .865 4.512 .000
High pressure 11.628 .001 * 4.859 .000
"Just a job" 4.827 .030 * 4.949 .000
Uninteresting 22.728 .000 * 5.810 .000
No need for creativity 33.297 .000 * 6.025 .000
Too little monetary reward 5.098 .026 * 5.211 .000
Interferes with home life 0.767 .383 5.872 .000
"Easy to get" job 2.066 .153 3.124 .002
Inappropriate 15.513 .000 * 4.954 .000
Difficult to advance 10.478 .002 * 4.837 .000
# Five-point rating scale where 5 = "Definitely would like"
(Interest) or 5 = "Strongly Disagree" (16 statements);
* Levene's test for variance equality is significant
(cannot assume equal variances).
Table 3: Independent t-Tests & Major
Items Business Non-business
Major (Mean)# Major (Mean)
Interest in sales career 3.40 1.98
Frustration 3.24 2.39
Insincerity 3.46 2.55
Low status 3.81 2.78
"Money hungry" 3.25 2.13
Low job security 3.46 2.53
High pressure 3.13 2.00
"Just a job" 3.68 2.64
Uninteresting 4.10 2.76
No need for creativity 4.29 3.06
Too little monetary reward 3.65 2.70
Interferes with home life 3.39 2.53
"Easy to get" job 3.30 2.73
Inappropriate 3.80 2.87
Difficult to advance 3.64 2.73
Items Levene's Levene's
Test(F Value) Test (Sig.)
Interest in sales career 2.312 .131
Frustration 0.001 .977
Insincerity 2.566 .111
Low status 5.628 .019 *
"Money hungry" 0.346 .557
Low job security 2.128 .147
High pressure 7.137 .008 *
"Just a job" 4.295 .040 *
Uninteresting 10.250 .002 *
No need for creativity 30.304 .000 *
Too little monetary reward 2.624 .108
Interferes with home life 0.044 .834
"Easy to get" job 1.296 .257
Inappropriate 10.618 .001 *
Difficult to advance 5.958 .016 *
Items t-value Sig.
Interest in sales career 6.677 .000
Frustration 4.023 .000
Insincerity 4.580 .000
Low status 4.968 .000
"Money hungry" 5.601 .000
Low job security 4.907 .000
High pressure 5.632 .000
"Just a job" 5.613 .000
Uninteresting 7.533 .000
No need for creativity 6.317 .000
Too little monetary reward 5.581 .000
Interferes with home life 5.054 .000
"Easy to get" job 3.314 .001
Inappropriate 5.037 .000
Difficult to advance 4.899 .000
# Five-point rating scale where 5 = "Definitely would like"
(Interest) or 5 = "Strongly Disagree" (16 statements);
* Levene's test for variance equality is significant
(cannot assume equal variances).
Table 4: Two-Factor Analysis Results
Factor Descriptions Loading Variance %
Factor 1--Negative Stereotype of Salespeople 58.022
Too little monetary reward .881
Low status and low prestige .854
Difficult to advance into upper management .850
Frustration .838
Insincerity and deceit .832
"Just a job" not a career .826
Inappropriate career option .825
High pressure forcing people to buy unwanted
goods .817
Low job security .809
Uninteresting/no challenge .807
No need for creativity .791
Salespeople being "money hungry" .787
Interferes with home life .786
"Easy to get" job .667
Factor 2--Job Realities 9.603
Much traveling .849
Personality crucial .750
Total Variance explained by two factors 67.63%