Propensity to Selling Scale

Sales occupation is one of the most frequent in the job market, and selection of successful sales people is typically among the highest priorities of their companies. Research aimed at explaining sales performance shows that traditional psychometric predictors are limited in achieving this goal. Common constructs that are typically related to work behaviour, such as abilities or personality traits, typically show non-significant or low relations with sales performance. Taking that into an account, we developed a new measure for assessing one’s propensity for selling, based on motivational constructs that underlie successful sales job. In the first study, we developed an initial set of items and assessed its content validity using a sample of sales professionals. In the second study, we assessed the scale’s dimensionality, divergent and predictive validity. A sample of 99 contact centre agents were asked to describe themselves using newly developed items and measures of personality and explicit motives. Besides psychometric measures, the data on agents’ objective sales performance was provided by their employer. First, a unidimensional, three-item solution was shown to be the most appropriate in the exploratory factor analysis of initially developed items. Second, an aggregated result of these three items, representing a total scale score, showed to be largely independent of personality and explicit motives measures. Third, propensity to selling, compared to personality and motives measures, showed to be the most important predictor in explaining the variance of objective sales performance. The scale was labelled Propensity to Selling Scale, and its theoretical and practical implications were further discussed.

Investigating the Unified Motive Scales

Explicit motives are well-studied in the field of personality and motivation psychology. However, the statistical overlap of different explicit motive measures is only moderate. As a consequence, the Unified Motive Scales (UMS; Schönbrodt & Gerstenberg, 2012 ) were developed to improve the measurement of explicit motives. The present longitudinal field study examined the predictive validity of the UMS achievement motive subscale. Applicants of a police department ( n = 168, Mage = 25.11, 53 females and 115 males) completed the UMS and their performance in the selection process was assessed. As expected, UMS achievement predicted success in the selection process. The findings provide first evidence for the predictive validity of UMS achievement in an applied setting.

Implicit–Explicit Motive Congruence and Moderating Factors

This chapter reviews the literature on congruence between implicit (unconscious) and explicit (conscious) motives. The conventional wisdom that implicit and explicit motives are statistically independent is shown to be incorrect. Meta-analyses of past studies indicate that, on average, implicit and explicit motives are weakly positively correlated rather than uncorrelated. The correlation becomes stronger when methodological shortcomings of past research, such as unreliability of measurement, are overcome. Nevertheless, the relation remains modest enough that the discrepancy between implicit and explicit motives carries important information about personality congruence. The relation between implicit and explicit motives has been found to vary systematically as a function of substantive moderator variables, such as self-determination, self-monitoring, and body awareness. Motive congruence is predicted distally by satisfaction of basic needs during childhood and proximally by stress among individuals who have difficulty regulating affect. Motive congruence predicts important outcomes, including volitional strength, flow, well-being, healthy eating, and relationship stability. The chapter closes with a discussion of future research directions, such as the distinction between congruence and integration constructs.

Explicit Motives, Antecedents, and Consequences of Direct Self-Injurious Behaviors

Background: Self-injurious behaviors in adolescence are a serious public health concern. Aims: The current study aims to expand our understanding of motives for direct self-injurious behaviors (D-SIB). We examined the explicit motives but also the actual antecedents and consequences of D-SIB over time. Method: As part of the Saving and Empowering Young Lives in Europe (SEYLE) study, adolescents between the ages of 14 and 18 years from Israel completed self-report questionnaires at baseline, 3-month, and 12-month follow-ups. Results: Decreases in social support predicted later increases in D-SIB, an effect mediated by negative affect. Both peer and parental support also exerted quadratic effects on D-SIB. Thus, low as well as high support predicted subsequent D-SIB. In turn, D-SIB was followed by increased peer and parental support. Limitations: Our methodology relies on self-reports, affected by social desirability and recall biases. Conclusion: The findings support a causal path for the development of D-SIB: from interpersonal distress to emotional distress and then to D-SIB. They also point to interesting avenues regarding subgroupings of adolescents who self-injure depending on their motives. Finally, our results reveal that D-SIB, although of negative import, might paradoxically be effective in serving certain functions such as gaining support from parents and peers.

Moderators of Implicit–Explicit Exercise Cognition Concordance

Investigating implicit–explicit concordance can aid in understanding underlying mechanisms and possible intervention effects. This research examined the concordance between implicit associations of exercise with health or appearance and related explicit motives. Variables considered as possible moderators were behavioral regulations, explicit attitudes, and social desirability. Participants (N = 454) completed measures of implicit associations of exercise with health and appearance and questionnaire measures of health and appearance motives, attitudes, social desirability, and behavioral regulations. Attitudes significantly moderated the relationship between implicit associations of exercise with health and health motives. Identified regulations significantly moderated implicit–explicit concordance with respect to associations with appearance. These results suggest that implicit and explicit exercise-related cognitions are not necessarily independent and their relationship to each other may be moderated by attitudes or some forms of behavioral regulation. Future research that takes a dual-processing approach to exercise behavior should consider potential theoretical moderators of concordance.

Non – Formal Education Activities For The Enhancement Of Knowledge And Skills: Investigation Of Non-Explicit Motives For Participation

In recent years, more and more adults are seeking for opportunities for additional professional engagement and strengthening their position. Non-formal education offers such a pathway since they are designed to better suit the specific needs of adults. But to make this possible, it is important to direct the relevant scientific research towards analytical investigation of needs and incentives which motivate adults to participate in non-formal education. This investigation is useful to be directed in points beyond the obvious (e.g. acquisition of additional qualifications) to identify particular issues (e.g. need for communication) which should be taken into account for the design of efficient seminars. The purpose of this study was to contribute to the above direction by identifying individual approaches and social needs which affect participation in such actions. By focusing on specific subjects of training, literature study and surveying using questionnaires and focused interviews, it was revealed that apart from the obvious goals of acquiring new knowledge and skills, there are other "internal" needs of adults who urge them to participate in seminars. These have to do mainly with two categories of needs: - The strengthening of self-confidence in relation with continuous developments of our time - The need to improve and strengthen social relations These findings are an important basis for feedback on specific elements that are not often recorded and which should be taken into account during the needs analysis in order to design adult education activities.