Chally Assignment

Sales Education Foundation 3123 Research Blvd., Ste. 250 Dayton, OH 45420 Phone: (800) 254-5995 www.saleseducationfoundation.org

Career Development Program

Indirect Sales Profile Summary

The Career Development Program Assessment

Goal: To maximize your successful and profitable sales growth.

The Sales Education Foundation has partnered with Chally Group Worldwide to provide you with a practical career aid. The information collected through this assessment will help you identify the type of sales that will be most natural for you.

Added benefit: Chally will also offer you an opportunity, at no charge, to forward your results, along with your resume, to any of the major sales forces in our database … if you are a positive fit for their selection criteria. Most students in the past have matched positions at several major sales forces.

Frequently Asked Questions

What does the Chally assessment measure?

The assessment measures motivation and relevant work habits that you have acquired. The results for most people are highly reliable and stable over time. It is not like a school test that is graded “pass” or “fail”; the assessment only evaluates a natural affinity for the position. The assessment also does not penalize individuals with little or no experience, and does not penalize individuals on the basis of age, race, sex, etc.

Is the assessment scored according to right and wrong answers?

Most parts of the assessment battery have no absolute right answer. It is most effective for you to answer the questions as quickly as possible. Trying to read through the questions to guess what answer Chally is looking for almost always lowers the score. In addition, the assessment includes validity scales to measure if you are answering candidly and completing the right questions in the right answer spaces, and even to measure your ability to understand the questions (in the event of a reading or language problem). The assessments can’t be “fooled,” and if you try to manipulate the assessment, the assessment is adjusted according to the degree of manipulation attempted.

What if I do not feel well or if I am in a bad mood when I take the assessment? Will this affect the results?

Situational factors, such as not feeling well, being in a bad mood, or having a “bad day,” will not affect the results. Only long-term, more innate attitudes and skills will come through. In addition, there are validity scales in place to detect an attempt to put yourself in a good light, so trying to outthink the assessment is likely to produce a poorer result.

How long does the assessment take to complete?

For most candidates, the assessment will take 60 to 90 minutes to complete. There is no advantage to spending excessive time on the assessment. It is best to respond quickly to individual assessment items with the “top of mind” answers in order to produce the most accurate results. Also, you can start the assessment and go back to it later if you do not finish in one session.

How Statistically-Predictive Skills are Identified

The skills defined and explained in this Profile Interpretation Summary are the result of comparisons among the critical requirements of the role to Chally’s extensive research database of skill/role pairings. This database consists of profiles (sets of skills) identified through hundreds of validation studies with large groups of incumbents. There are two main parts to each validation study: the quantitative part (i.e., numbers based) and the qualitative component (i.e., narrative information). A general description of each is presented below.

Quantitative Part

First: Incumbents who complete the Assessment are scored against 140 work-related skills mea- sured by the assessment.

Second: Measures of each incumbent’s success in the role are collected in the form of one or more actual job results or performance ratings.

Third: Skills with consistent high scores among high performers AND low scores among low performers are retained for further (qualitative) analysis.

Specific information related to the number of incumbents involved in this study, as well as outcomes of the statistical analyses used to make these determinations, are presented in detail in the Technical Summary for this profile. These data also include statistical proof that the profile meets the non-discriminatory requirements of the EEOC in the United States, as well as similar requirements for other countries across the world.*

Qualitative Part

First: Chally believes that providing the scientific proof that a set of assessment skills accurately predict job performance is not enough to make the assessment results fully useful. A strictly mathematical approach would ignore incumbents’, managers’, or other subject matter experts’ judgments regarding the most important components and skills of the role.

Second: To bring the job to life, researchers capture the thoughts, opinions, and insights of these stakeholders through a series of job analysis calls (as well as job descriptions and other relevant documents). During each job analysis call, Chally researchers obtain information about the duties, activities, and responsibilities of those in the focus position. Individual differences, in terms of knowledge, skills, abilities, and other attributes are also discussed and distinctions among high performers and low performers are described.

INTEGRATION: Skills deemed most relevant on the basis of both statistical analysis and expert judgment are submitted to a final series of analyses to ensure that protected classes (per Title VII- CRA, 1964) were not adversely impacted.

The skills presented on the following pages represent the optimal set which:

 empirically predict job performance metrics in a very similar job •

 are consistent with subject matter experts’ description of the role •

 demonstrate a lack of adverse impact for protected groups •

*You may speak with a Chally representative to inquire about a specific country’s non-discriminatory impact.

Scoring Explanation

Scoring Explanation

For ease in visual scanning, individuals’ score percentiles are plotted out graphically. The percentile score is reported based on a standard of salespeople who are performing the same job or comparable jobs at compensation levels similar to the position for which the candidate is applying.

Three key points are needed to evaluate the job skill scale scores accurately.

First, unlike “school tests” where 70 is passing, 50 is failing, and 95 is an “A,” percentile scores compare the current applicant to all other comparable salespeople. Thus, a score of 51 percent indicates a skill potential better than one half of all comparable salespeople. Remember, however, skills potential still depends on “content,” i.e., experience, product knowledge, etc. A “green” candidate will not execute at full potential the first day on the job.

Second, it is not practical to set an unrealistic cutoff or minimum score across all skills. For example, most top salespeople will have 2, 3, or 4 exceptional skills and 1 or 2 average skills. The odds against finding a candidate who can hit like Babe Ruth, win 25 games pitching, and still win the Golden Glove award are so high that no professional baseball manager would ever try. The table below gives an indication of the percentage of salespeople at different skill levels.

Setting criteria based on reasonable but high standards is useful and demanding enough. Getting an entire sales force, all of whom compared favorably to 70% of all salespeople would devastate the competition.

Third, don’t compare apples to oranges. Not all skills are equally important. Weak presentation skills may be covered by other sales team members in the consultive marketplace. Weak customer relations skills in the relationship market, however, could be serious, even if other skills are stronger.

Score % of Salespeople

All skills above 90% 1 in 2000

All skills above 70% 1 in 100

All but 1 skill above 70% 1 in 20

All but 2 skills above 70%, with none below 40%

1 in 10

Scoring Explanation

Score Explanations and Coaching Tips

Selling skills, as with any other skills, are complex, i.e., they are made up of multiple components. Most selling skills are actually comprised of 2 or 3 component factors (or facts, for short). For example, the skill of closing requires timing and the ability to test buyer readiness with trial closes, among other things. To be of greatest assistance, the Chally report focuses on explaining the weaker factors so managers will understand areas for improvement. For example, a score of 60%, while well above average, is not outstanding. The written explanation will highlight the deficiency blocking the candidate’s fuller potential.

In addition to highlighting the weaker factors in a candidate’s skills, Chally will suggest a “coaching tip.” Coaching tips are suggestions for training, supervising, or other techniques that have been found to be most useful for bolstering the weakness or deficiency. Because the technology revolution is affecting supervisory principles, not to mention training techniques, Chally will keep updating these coaching tips as new techniques prove useful.

The Chally Profile: Motivational Characteristics and Management Tips

Regardless of the similar skills and experience needed to do a job well, individuals are more different than similar in their overall makeup. Recognizing a candidate’s unique motivational needs is the most difficult to determine, but the most useful tool a sales manager has. The Chally report also provides an accurate description of the major motivational drives and restrictions, i.e., the candidate’s “hot” and “cold” buttons, along with suggestions to maximize the ability to motivate this unique candidate.

Job Description

Indirect Sales

TYPE OF CONTACT: Face-to-face sales calls (outside)

CONTACT WITH END-USER: Indirect through channel partner(s)

SCOPE OF PRODUCTS: Full line

WHAT IT IS WHAT IT ISN’T

 Quasi sales management role with no authority

 Teaches and excites channel salespeople

 Regular, repeated contact

 Closer that uses channel as lead generators

 A salesperson with a “scripted” sales pitch that is standard for all customers

 Reactive contact only when asked

This position sells to end-users through a distribution network of distributors, agents, value added resellers, or manufacturer’s representatives. It can also be called selling through an alternative channel. Often, the seller is a manufacturer of commodity products such as printing paper, janitorial supplies, or office supplies with no cost-effective way to service their customer base with a dedicated sales force. Examples of large distribution organizations are: Arrow Electronics, Corporate Express, Motion Industries, and Insight Computers. The seller has little direct authority over these sales forces except in rare cases where they are under contract to sell only the seller’s products. As a result, it is the responsibility of the seller’s salesperson to train and motivate its distribution partners often through joint calls, promotions, or special bonuses.

Top indirect salespeople are adept at capturing share of mind throughout the channel and helping their agents sell effectively and thus become more personally successful. They tend to develop extensive product and application knowledge so they can be a useful resource in developing individual salespeople and educating end-users when appropriate. They meet consistently to train and inspire their agents. They act as a resource to individual salespeople to model techniques and/or help close the tough or large deals.

Indirect salespeople are keenly aware of the competitive advantages and disadvantages of their products and services. They work to overcome negatives with extra service and incentives for channel sales personnel. They understand the need to provide relevant training and information to optimize sales success for both novice and seasoned salespeople.

Expanded Explanation of Profile Scores

RESPONDS AT ANY HOUR Organizes time to cover ongoing priorities and will make arrangements to cover whenever absence is unavoidable; understands that rewards are commensurate with effort and invests the time to get the job done; uses time efficiently during regularly scheduled hours so that extra hours are not inevitable, but is responsive to additional requirements or demands when necessary HIGH SCORES LOW SCORES  Makes himself available after hours to respond to the

needs of both internal and external customers

 Organized and efficient in how he spends his time during the day so that the need to work unscheduled hours is the exception rather than the rule

 Resists the distraction of nonwork-related issues that can interfere with his coverage of ongoing priorities

 Accepts that his strong sense of duty to those who are counting on him cannot always be met during regular working hours

 Prepares a back-up system to cover unpredictable or unpreventable overloads in his absence

 Believes his personal time is off-limits and may resist interrupting his leisure activities to deal with work demands

 Loses control of his action list and can become overwhelmed by ongoing priorities

 May not feel a need to put forth more effort, but will accept delays instead

 Allows outside distractions, commitments or time demands to consistently take priority and prevent an efficient use of his time and resources

 Fails to put into place systems or resources to cover customer needs when he is unprepared or unavailable, creating delays in response time

This is a measure of the amount of time a person is willing to devote to dealing with the demands of internal and external customers. People who score high tend to have a strong sense of duty to their constituents. Likewise, they know that unexpected issues will arise, and they try to remain available to deal with them appropriately. They are likely to have backups in place for the times they are not available so the customer can get contact satisfaction in their absence. Their goal is to prevent the escalation of a problem as a primary priority and they are not distracted by non- work issues.

Lower scores may indicate:

 A higher need for short-term, personal gratification from one’s activities or the tendency to use one’s mood to determine the amount of time to devote to a specific outcome

 A tendency to place a higher value on non-work endeavors

 A preference for personally handling customer interactions even if that forces delays in response time

Expanded Explanation of Profile Scores

ACCOUNT PENETRATION BY CROSS SELLING Increases sales with existing customers by stimulating the demand for currently purchased products and services; makes a proactive effort to build volume within established accounts by expanding the breadth of products purchased; monitors the potential for growth in volume by regularly tracking the purchasing history and spotting trends or problems in need of a solution; sees himself as responsible for facilitating the customer’s reorder and replenishment process HIGH SCORES LOW SCORES  Develops a sales plan for increasing business with

existing customers that promotes an expansion of the current product line

 Pays attention to trends or problems for which the current buying pattern does not provide a solution

 Works to generate continued business from existing accounts, emphasizing steady maintenance over periodic ‘home runs’

 Tracks changes in the customer’s organization or specifications that would alter the existing business contract

 Monitors product consumption to ensure uninterrupted delivery of the desired benefits

 Concentrates efforts on new business development at the expense of maintaining existing accounts

 Expects the requirements of existing accounts to be static and automatically met without a need for monitoring or intervention

 Waits for the customer to present a repeat sales opportunity rather than monitor his purchasing history and take proactive steps to facilitate the reorder process

 Misses opportunities to modify an existing business contract to include new products and solutions because he was not attentive to changes in the customer’s organization

This is a measure of one’s focus on increasing business with existing customers through developing a sales plan and tracking purchases against the expected pattern. People who score high work to increase the demand for currently used products or services. In addition, they are diligent in tracking purchase history to spot trends or problems and deal with them to maximize sales to current customers. They stay abreast of changes in the customer’s organization in order to vary the value proposition or product offering when appropriate to ensure continued growth in purchases.

Lower scores may indicate:

 A tendency to expect customer requirements to be static and automatic without the need for monitoring or intervention

 A preference for focusing on bringing in new customers and the thrill of the hunt

 A preference for reacting to opportunities as they arise versus setting a plan and consistently executing the steps

Expanded Explanation of Profile Scores

MAKES FORMAL SALES PRESENTATIONS Focuses on sharing information in an exciting and memorable manner; prefers group presentations; focuses equally on preparing delivery and content; stages a formal presentation to promote a more intangible product or service; responds to audience cues and reactions by altering a prepared presentation as it progresses HIGH SCORES LOW SCORES  Customizes the program to the audience, using minimal

boilerplate components

 Takes the time to prepare a studied presentation, injecting into the content and delivery the cues and jargon with which the audience can identify

 Sensitive to audience feedback and adjusts the presentation to sustain their interest

 Creates a memorable stage presence

 Enjoys applause and attention when successful

 Prefers to share information in a more spontaneous and off-the-cuff manner

 Does not prepare a presentation with the audience in mind, but starts with a standard framework and makes cursory adjustments

 Without the structure of a prepared presentation, he may fail to incorporate key components into the presentation or respond effectively to audience reactions

The most common misunderstanding in evaluating an individual’s ability to make presentations is the assumption that all presentations are the same. There are at least three kinds of presentations appropriate in business: 1. Formal or stage presentations - usually with AV equipment and a limited opportunity to individually interface with an audience. Typical at major meetings, conventions and even radio or TV appearances, these skills are exhibited in those we would call personalities and reflect descriptive terms such as "presence," or "charisma," and who are often useful for promotions and other advertising events. This skill is less relevant in every-day sales contact, but useful if one becomes a product specialist responsible for representing the company or product at industry meetings. 2. Group meetings—informal sales presentations to a group or more structured presentations to groups of customers or internal colleagues. These skills include the ability to project, attract and hold attention, and appear smooth, comfortable and "in charge" of the occasion. If the goal is more to persuade more than simply inform then more enthusiasm and emotionally charged content may be appropriate. 3. One-on-one or across the table—the most typical sales call which often requires verbal skills strong enough for good communication, even with minimal graphic or AV equipment. The emphasis is on understanding the prospect/customer’s needs or concerns and varying the presentation to address them effectively. The first and third of these skills tend to conflict. Those who are the strongest on stage are least comfortable with the more informal/casual across the desk selling of verbal only communication and vice versa. Many who are talented on stage target the degree of impact or drama of the program, whereas face-to-face presenters target listening more than projecting their ideas. People who score high on this scale tend to take a studied approach to preparing for a presentation. They take pains to tailor their benefit offering to the needs of the audience and structure their presentation in a formal manner. They use a one-on-group versus an informal or off-the-cuff style to communicate important information and stimulate the group to remember and act on the message. Those who score high also tend to seek feedback and read the audience well so they can adapt the presentation to maintain interest and communicate effectively. While the word “formal” may be used in the description, this is not meant to connote stuffy or overly factual. The presenter uses the information gathered to inject the appropriate amount of jargon and levity so the audience can identify with and accept the solutions that are presented. This skill has proven to be useful in multiple business settings. It applies to communicating with direct reports as well as situations where indirect influence is necessary to gain cooperation from external resources, other departments, or customers.

Lower scores may indicate:

 A preference for spontaneity and minimal preparation when communicating key messages

 A tendency to rely on a standard presentation with little customization

 Assuming the audience’s awareness and level of interest

 A tendency to be so involved in the presentation and being the focus of attention that one forgets the goal of persuading toward a buying decision

Expanded Explanation of Profile Scores

CLOSES THROUGH PERSONAL IDENTIFICATION WITH THE PRODUCT/SERVICE Uses strong personal identification with the product to influence others to promote and sell the product line; keeps the distributor fired up and committed to buying into a program or plan; works with other salespeople to help them close the large or elusive deal; breaks up the selling cycle into small increments and sets goals for each step; maintains the pressure to move forward through each step without becoming too pushy or overbearing; proactively reinforces the purchase decision, recognizing the risk that a product or program can be supplanted by the competition HIGH SCORES LOW SCORES  Personally believes in the benefits of his product or solution

and is willing to stand behind his offering when competing for the distributor’s interest or shelf space

 Recognizes that the customer may have second thoughts or is being courted by the competition, and plants additional benefits or recalls to support the commitment to the buying program

 Keeps the distributor motivated to promote his product line by working with distribution salespeople to close a challenging sale

 Breaks the sales process into manageable steps, seeking continued agreement from the customer at each step before moving on

 Applies enough pressure to keep a buying commitment from stalling but resists pushing the distributor into a neutral or negative position

 Expects the product or solution to stand on its own merits and does not find it necessary to reinforce the benefits and ensure that the distributor is comfortable with the result

 Does not take advantage of an opportunity to reinforce the added value of his program by working with the distributor’s salespeople to help close a deal

 Excessive patience and a willingness to wait for developments in the sales process can result in displacement by the competition

 Unknowingly loses customers early in the sales process because he does not continually assess their commitment throughout an extended sales cycle

This measure of closing sales was developed in indirect selling situations where the person needs to influence others to promote and sell his or her product line. Those who demonstrate this skill tend to strongly identify with the benefits of their products and feel that others will be as committed if they truly understand those benefits and are reminded regularly. Those who score high tend to break up the selling cycle into small increments and set goals for each step. They have a good sense of timing and maintain pressure to move forward through each step without becoming too pushy or overbearing. Likewise they understand the need to frequently reinforce the benefits they can provide and work with other salespeople to help them close the large or elusive deal. At times, this skill is predictive of success in a direct sales model. In those cases, the salespeople demonstrate this skill by applying their persuasive approach to the prospect or customer without an intermediary. They promote the benefits of their product to prospects and use each contact to move closer to a sale. With existing customers, they are using each contact to reinforce the benefits of past purchase decisions and to prepare for the next buying opportunity.

Lower scores may indicate:

 A tolerance for patience in the selling process with a willingness to wait for things to develop

 An expectation that the product/service sells itself without a need to reinforce the benefits and be sure the customer is comfortable with the result

Expanded Explanation of Profile Scores

TEACHING IN A STRUCTURED SETTING Demonstrates a commitment to the continuous education and training of others as a means of increasing their overall competency and productivity; prepares more structured sessions to cover the most critical areas of learning for the audience; stays on top of information needed by colleagues and customers in an effort to serve as a resource; takes responsibility for motivating others to learn and retain key information; reinforces what is being taught through periodic repetition; regularly assesses individual and group competencies and routinely addresses them by adjusting his training HIGH SCORES LOW SCORES  Prepares scheduled and consistent programs to train or

educate others

 Establishes measurable criteria for assessing progress in the learning process

 Demonstrates patience and a willingness to repeat or reinforce ideas and information until the audience understands

 Focuses training sessions on those competencies that will make a difference in the group’s ultimate effectiveness

 Concentrates more on the results produced or change accomplished through his training than with how attractive or entertaining the training can be

 Prefers one-on-one training or a more loosely organized curriculum to the structured requirements of a scheduled class session

 Expects the people he is training to be self-motivated to learn and becomes impatient when required to repeat or reinforce information he has already covered

 Does not implement a tracking process for assessing the effectiveness of his teaching efforts or the progress of his trainees

 Enjoys working on content delivery and may be more concerned with the audience’s assessment of his public speaking skills than with the subject matter

 Tries to make the training entertaining at the expense of providing only relevant information

There is an old expression that says, "there are some who do and some who teach." While it is often used in a derogatory sense to imply that people who teach can't do, the greater likelihood is that people who are competent at doing, have the ability to demonstrate to others how to do, and expand their overall potential by working through others, do have a strong offering to make. Those who demonstrate proficiency in this skill understand the need for continued reinforcement of those issues previously covered, in addition to presenting new concepts and ideas. They are comfortable seeing themselves as responsible for the group’s continued learning and their motivation for the process. This skill is focused on structures sessions to provide information to a group to help them do their job more effectively. This skill is applied by managers to clearly communicate changes and new information while integrating them into the current set of policies and procedures for their reports. These sessions are also used to reinforce and support any corporate training initiatives. This is usually done in regularly scheduled meetings that can be face-to-face or by teleconference. Salespeople and individual contributors apply this skill to help internal or external customers take best advantage of the deliverables that the individual is responsible for providing. Those who score high will work to provide regular updates and reinforcement for past communication so that their constituents get a clear and consistent message.

Lower scores may indicate:

 A tendency to rush through the training without gauging how much is being absorbed or retained by the group

 More of a preference for one-on-one coaching and/or more free form curriculum than formal class sessions

 A preference for a more off-the-cuff training style

Expanded Explanation of Profile Scores

MAKES JOINT CALLS Understands the critical role joint calls play in the ongoing development of salespeople; commits to using joint sales calls as opportunities to share expertise; demonstrates effective techniques; observes progress and judges the effectiveness of assigned salespeople; is dedicated to providing backup and expertise to help salespeople secure a close; accepts a supporting role in the sales process and sets level of involvement in accordance with what the primary salesperson needs HIGH SCORES LOW SCORES  Commits to doing regular joint calls; sets a call plan and

agrees upon the goal for each call with the primary salesperson

 Is willing to step out of the limelight and function in a supporting role to improve the likelihood of a sale or to take the lead, when appropriate, to increase the odds of making the sale

 Keeps his focus on coaching and support to get the order, relegating his own administrative or procedural tasks to a lower priority

 Regularly observes assigned salespeople in action to offer suggestions and feedback for skill development

 Uses joint calls to model sales techniques for less experienced salespeople

 Can be tempted to take the sale out of the salesperson’s hands (show him how it’s done) rather than stand back and function as a final safety net (let him learn from his mistakes)

 May focus on tracking administrative or procedural issues at the expense of joining the salesperson on actual calls

 May not feel comfortable evaluating reports’ performance and providing suggestions for improvement or alternate approaches

Those who are effective in this skill tend to enjoy the challenge of the sales process and sharing their expertise with colleagues. They will take as active or passive a role as is appropriate to help the primary salesperson get the sale. They know the value of a team approach and will provide application expertise or model behavior for new recruits. Likewise since their sales approach is often intuitive, joint calls may be the only way they can effectively communicate winning techniques. When responsible for training salespeople, joint calls can be used for call planning and observation of the plan execution. Those who score high don't let the administrative pressures of the job interfere with regularly scheduled ride-alongs.

Lower scores may indicate:

 A strong preference for making solo calls or a difficulty playing a supporting role in the sales process

 A tendency to place a higher priority on the administrative and procedural aspects of the sales management job

Expanded Explanation of Profile Scores

DEVELOPS COMPREHENSIVE PRODUCT KNOWLEDGE TO BE A CREDIBLE RESOURCE Develops a comprehensive knowledge of products and potential applications; understands that up-to- date knowledge is required to maintain credibility as a subject matter expert with distributors and end- users; acquires knowledge through sources of published information supplemented with personal internal and industry contacts; keeps current on product/service developments through more formal learning opportunities; assumes the role of resident expert and develops product knowledge for the purpose of serving as a resource to others HIGH SCORES LOW SCORES  Acquires the comprehensive knowledge of products and

product sales strategies required to keep on target with client needs

 Has the confidence in his expertise to establish himself as an effective resource

 Believes that there is always something new to learn

 Recognizes that his credibility as a resource to customers is dependent upon the frequency and thoroughness with which he updates his product and applications knowledge

 Seeks or maximizes appropriate educational materials that will help him to stay on top of his job

 Takes advantage of formal training opportunities that offer current product information

 Utilizes the expertise of manufacturing resources as well as the input of end users to enhance his existing product knowledge

 Prefers to focus on the big picture and may not develop an awareness of product modifications at a more detailed level

 Thinks he can stay ahead of the customer with only a superficial understanding of products and applications

 Believes that most recent developments are cosmetic and do not require in-depth investigation

 Embarrassed to admit he does not know something, and will not feel comfortable asking for help or seeking the appropriate resources

 Discounts study and training opportunities as an inefficient use of his time and resources

Keeping up with product developments and applications in the customer’s workplace is a strong value to those who score high in this skill. They view themselves as continuous learners and don’t overrely on past experience. They prefer learning and sharing their information through personal interaction versus reading and studying. They take pride in being a sought-after resource for their customers. They like to anticipate questions and be prepared. However, they are comfortable admitting what they don’t know and getting back with the appropriate information in a timely manner.

Lower scores may indicate:

 A tendency to rely on an overview of the information and remain a big-picture person

 A belief that recent developments are only cosmetic and don’t require in-depth investigation

 A tendency to think that a superficial understanding of products and applications will be enough to meet the customer’s requirements

The Sales Education Foundation is a component fund of the Dayton Foundation, a 501(c)(3) public charity

www.saleseducationfoundation.org

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