Sales Students’ Motivation to Choose Sales as a Career

(1)

Business School

SALES STUDENTS’ MOTIVATION TO CHOOSE SALES AS A CAREER Qualitative Case Study

Master’s Thesis

International Business and Sales Management

Busrath Jahan Anni (309059) 22.2.2021

(2)

ABSTRACT

UNIVERSITY OF EASTERN FINLAND Faculty of Social Sciences and Business Studies

Master’s Program in International Business and Sales Management

ANNI, BUSRATH: Sales Students’ Motivation to Choose Sales as a Career Master’s Thesis: 77 p., Appendices (2 p.)

Instructor: University Lecturer, PhD Sara Fraccastoro February 2021

Key words: Motivation, Intrinsic Motivation, Extrinsic Motivation, Sales Education, Sales Career

There has been a lot of motivation research in recent years. Motivated people are vital for companies as motivated people are more productive and profitable. Motivated sales students happily choose their career in sales and it gives them satisfaction in their work. Furthermore, all students are not interested to sales career but when they are motivated from the sales education, they would like to pursue their career in sales.

The literature review is about motivation, sales education, and sales career. The base theory of this research is Self-Determination Theory (SDT) which proposes that human is self- determined creature who has needs for autonomy, relatedness, and competence. As SDT proposes, motivation is divided into intrinsic and extrinsic motivation in this study. The intrinsic motivation and extrinsic motivation of sales students from sales management courses and sales career are discussed in this study. At the end of the literature review the importance of sales education and sales career is discussed. The theoretical framework summarizes the idea of this study and is based on theories presented in this research.

This research is a case study investigating IBS (International Business and Sales Management) students of University of Eastern Finland (UEF). In UEF, there are lots of students are doing Master’s in IBS programme. This programme has lots of courses which are related to international business and sales. So, not all students are interested in sales career, but few have interest in sales and few students need motivation to choose sales. The aim is to find how to improve and increase the motivation level for sales students to choose career in sales and it was looked for by examining the perception of sales students.

The study was conducted qualitatively. There were six IBS students who have interest in sales career interviewed for this study. The interview was made via Zoom because of COVID-19.

The conducted data transcribed and coded. The data was analysed with qualitative content analysis.

Overall sales students felt motivation is not so good in sales education and sales education needs to improve the motivation level and motivated more students to choose career in sales.

Nowadays Covid-19 is increasing and new students entering the job market. So, income, rewards, and job security decreased their motivation, and also lots of challenges affected motivation negatively. But they liked teaching style of IBS Programme which motivated them more about sales work but also, they felt, it needs to be more developed, there should be more practical sales task or sales training.

At the end of the study the student presents her suggestions to increase the motivation level for sales students of the IBS Programme, UEF.

(3)

1. Introduction 1.1. Background

Motivation has been a much-studied phenomenon during the recent years. Motivating students is a challenge for every educational institution and also motivating salespeople is a big challenge that every organization or manager faces. As the business environment has changed in recent years, so have the challenges of the organization (Rahimic et al. 2012). the best motivators are usually the things people lack and best way to motivate people is to ask them what motivates them the most (Wiley 1997). The motivation could be increased for example by job redesign, work environment change, or rewards (Wiley 1997).

Sales career is a successful career for students but not all students have interest in sales.

Students have some negative perception about sales profession and selling ethics (Cummins et al. 2015). A new study of sales student’s motivation is needed to know about sales student’s perception about motivation for choosing career in sales. Motivating sales students could be a profitable and productive employee for the organization. Employees have a great impact on company’s profitability. Gungor (2011) propose that the humans are the most important factors in company’s success. Investing human resources has been a strategic choice in recent years (Gungor 2011). Through employees’ motivation and development, the companies can gain competitive advantage through improved performance (Gungor 2011).

Intrinsic and extrinsic motivation both effects on sales student’s perception to choose career in sales. The intrinsic motivation refers to actions because people find it interesting and rewarding self-satisfaction from the activity (Gagne & Deci 2005; Kunz & Plaff 2002). Internally motivated person does not need to have any external publicity, pressure or reward is required to perform. People are active, inquisitive, curious, and playful animals are of their nature and they are interested in learning and explore without any external motivation (Ryan & Deci 2000). To be able to really feel spontaneously people can have no pressure (Deci & Ryan 1985) stress for example rewards or emergencies, reduce internal motivation. When the person is pressured to do something, the drive of the action is extrinsic, not intrinsic motivation.

Sales students pursue sales career because of both intrinsic and extrinsic motivation. Some people want high income and rewards and job security, so they choose sales career. Because get high income from sales job is quite easy and there are no insecurities for job in sales. They

(6)

could imagine their long-term career goals from sales work. Rewards always increase people’s extrinsic motivation. Because in recent years the rewarding of salespeople has been one practical concern of sales organization. De Gieter & Hofmans (2015) propose that rewarding employees is a key component of company’s human resource management. With right rewarding the company can stimulate employee’s desirable behaviours and attitudes and discourage unfavourable ones (De Gieter & Hofmans 2015). With right rewarding the company can also support its salespeople to achieve long-term and changing objectives (Pullins 2001).

Pullins (2001) and De Cooman et al. (2013) also address one concern when rewarding salespeople: rewarding should encourage salespeople to develop long-term relationships rather than to focus on short term volume. For example, the commission is focusing more on short- term volume rather than long-term relationship building (Pullins 2001). Yet many companies are saying that the long-term relationships with their customers are strategic priority for them although they use pure commission payment (Pullins 2001). So, rewarding system has a major impact on salespeople’s motivation to choose sales as a career.

Some students want their career in sales because they want to increase their confidence level and develop their skills and knowledge. Maslow (1943) suggests that people are interested in knowledge and understanding. Also, SDT supports the idea that people need to feel capable and competent (Deci & Ryan 1985). Students could learn from sales related courses about sales work, they could get practical experiences about how to interact with customers, and how to satisfy the customers and how to convince the customers to buy the products (Cummins et al.

2015). It could increase their confidence and motivates them intrinsically. It is needed to be increased the intrinsic motivation of sales students. People find interest on work when they are internally motivated, and they could enjoy their work which reduce their stress and tension.

Nowadays situation is more difficult and challenging because of COVID-19 and the business environment and job market rapidly changing. So, sales students need to be more motivated.

Motivating people is also difficult task because not all people are motivated by the same motivator. There are differences for example in between genders, age groups, income level, and occupation (Wiley 1997). But if people’s intrinsic motivation is increased then they get satisfaction from their work and they could enjoy their career.

(7)

1.2. Research Gap and Research Problems

Currently there is a lot of quantitative research about salespeople’s motivation. Previous research has concentrated on extrinsic rewards, like monetary rewards (see for example Pullins 2001; Benabou & Tirole 2003; Mallins & Pullins 2009). The research about intrinsic motivation has concentrated on the effect of extrinsic rewards to intrinsic motivation (see for example Mallins & Pullins2009). However, the motivation of sales students is less studied topic although there are a lot of research about intrinsic and extrinsic motivation of salesperson.

Yet most of the salespeople’s overall motivation comes from intrinsic motivation (Pullins 2001). Therefore, this study is focusing on the motivation of the sales students to choose their career in sales and to increase the intrinsic motivation of sales students about sales career. The intrinsic motivation and extrinsic motivation of sales students explored in this research is defined in later section.

The aim of this research to investigate IBS (international Business and Sales Management) Programme’s students’ motivation who have interest in sales career and to explore how extrinsic motivation and intrinsic motivation effects on them to choose career in sales and why they have selected to study sales. There are lots of students are doing IBS Programme’s courses but not all are interested in sales courses or sales job. There are lots of courses which are related to sales but only few students get motivated from these courses to think about their career in sales. There are some courses and teaching style which encourages students to sales work. But they could improve or make some unique style in study which can boost the confidence of sales students and increase their motivation.

This study is based on self-determination theory, which proposes that human is a self- determined creature, who has a natural need for autonomy, relatedness, and competence (Deci

& Ryan 1985; De Cooman et al. 2013). The theory was chosen as the base theory of this research as it is a leading theory in motivation research and provides modern view of human motivation (Ryan & Deci 2000).

(8)

1.3. Research Objectives and Questions

The aim of the research is to investigate the nature of the sales student’s motivation and explore how extrinsic motivation and intrinsic motivation effects on the sales students to choose their career in sales and why they have selected to study sales. The aim is to provide information about how sales students are motivated from sales management courses or sales study that they could think to choose sales as a career. The IBS (International Business and Sales Management) Programme of University of Eastern Finland has lots of courses which are related to international business and sales. They teach students the process of international business and sales work. Sales work is an essential part of all business, so students need to know about the sales. The IBS Programme has lots of sales related courses which teach students about selling process and sales work but not all students are satisfied with these courses. The aim of this research to provide information about sales student’s perception on motivation and sales education and how they are motivated and how to increase the intrinsic motivation of sales students to choose sales career.

The research questions of this study are presented below. The aim of the research questions is to find answers to the research problem.

Research Question 1: How does the motivation effects on sales students?

Research Question 2: Why sales students have selected to study sales and sales management?

(9)

1.4. Research Structure

The first chapter is introduction. The aim of introduction is to lead readers to the topic of this research and also research design. The chapter begins with shortly explaining background of motivation research and why motivation is important for sales students to choose sales as a career. The chapter also introduces research problem and research gap, which this study aims to answer.

Literature review introduces previous motivation research. First the motivation theory, especially self-determination theory, is introduced. The section after that discusses the intrinsic motivation and extrinsic motivation of sales students. The next sections discuss the importance of sales education and sales career for sales students. The last section is the theoretical framework of this study.

The chapter 3 presents the methodology of this research. The chapter presents the data collection and analysis methods. After methodology section the empirical results of this study to previous research findings. After discussion section the student presents her suggested improvements to the IBS (International Business and Sales Management) Programme of University of Eastern Finland and Sales Education. Finally, conclusions are drawn.

(10)

2. Theoretical Background 2.1. Motivation Theory

This section introduces the previous motivation theory. The chapter begins with the general introduction to motivation theory. Then the different types of motivation are intrinsic and extrinsic motivation are presented. The self-determination theory is also presented at the end of this chapter. This study presented is based on self-determination theory and its initial concept of sharing motivation between extrinsic and intrinsic motivation.

There are many definitions for the concept of motivation. Ryan and Deci (2000) defined “to be motivated” as motivation to do something. Motivation refers to the level of the person preparation for performing an action. The uninterrupted person does not feel acting motivation.

There is a difference between the person feeling the motivation and the person motivation type.

Not all people are motivated in the same way and with motivation is influenced by a variety of factors.

When the researchers research on motivation, they always use psychological needs concept.

Because with this concept they could measure how motivation effects on person, how person is motivated, and what they want for their motivation (Gagné 2014). Motivation is very necessary to sales students for choosing their career in sales. If they feel interests and enjoyment in this field, then they could happily stay in this career path. When they could feel that their career is secured in this field and they can enjoy their work so it could make them satisfied because motivation always comes from positive outcomes which is related to psychological needs.

Most of the research has involved to measure the person’s psychological needs or experiences or achievements (Gagné 2014). It could be easy to understand the person’s behaviour form measuring the psychological needs. Need strength is very much important which reflect that what a person want what his or her needs and it develops and considered as primary sector of behaviour. When a person wants to show his or her need strength, he or she works harder to gain general achievement and they would be motivated more when they think they will achieve the outcomes what they want (Gagné 2014).

It is believed that people always work hard and try to perform appropriately for their target activity to fulfil their needs and gain satisfaction. People always give their best for their own

(11)

satisfaction. According to self-determination theory, people do not want any negative outcomes. They always work hard; perform accurately to get positive outcomes and they could not take negative consequences easily (Gagné 2014). So, according to this motivation theory, people can be motivated more themselves when they get positive results from their hardworking. If people get satisfaction from anything then they could be motivated by this thing. So, it’s about psychological needs that positive or negative outcomes effects on people’s motivation.

Maslow is one of the earliest researchers in the field of motivation. His studies since 1943 suggests that conscious, specific, local-culture aspirations are less fundamental to motivation theory than the more basic, unconscious goal. Research (Maslow 1943) suggests this motivation should motivate the drive or categorize it according to the goal rather than motivation behaviour. Maslow (1943) suggested that emotional need provides motivation. As basic other, higher needs arise where needs are satisfied. Maslow (1943) suggested that requirements can be organized as a classification of relative progress. The primary needs are the safety needs, the love needs, the esteem needs and the self-actualization needs (Maslow 1943).

(12)

2.1.1. Intrinsic Motivation and Extrinsic Motivation

Motivation is usually divided into intrinsic and extrinsic motivation. Research from Ryan and Deci (2000) also suggest that the type of motivation intrinsic and extrinsic motivation effects on person’s experience and performance standards. This study is based on that section.

The intrinsic motivation refers to actions because people find it interesting and rewarding self- satisfaction from the activity (Gagne & Deci 2005; Kunz & Plaff 2002). Research from Deci and Ryan (1985) suggest that “intrinsic motivation is the source of energy that is central to the active nature of organisms” (Deci and Ryan 1985, pp.11). Kunz and Plaff (2002) suggest that the following underlying offerings have at least one qualification; internal lack of motivation, machinery or connected feeling. Internally motivated person does not need to have any external publicity, pressure or reward is required to perform. People are active, inquisitive, curious, and playful animals are of their nature and they are interested in learning and explore without any external motivation (Ryan & Deci 2000). To be able to really feel spontaneously people can have no pressure (Deci & Ryan 1985) stress for example rewards or emergencies, reduce internal motivation. When the person is pressured to do something, the drive of the action is extrinsic, not intrinsic motivation. Self- determination is needed for spontaneous intrinsic motivation (Deci & Ryan 1985). Internally purposeful activities are based on the need for self- determination. So that there is a higher-level individual with intrinsic motivations need to experience skills, competence, and autonomy (Ryan & Deci 2000).

The feelings of autonomy always influence people’s internal motivation because it is all about their self-worth, self-knowledge, their interests, enjoyment (Gagné 2014). The research shows that people develop their intrinsic motivation when they feel to achieve their skills in the environment, which makes them to feel about competence. Competence is very much important but not enough for internal motivation. Actually, competence is very important for both intrinsic and extrinsic motivation. If people do not feel competence, then they could feel helpless or stressful in their life (Gagné 2014). The previous research shows that it is very necessary to people have to feel both competence and autonomy for their internal motivation.

Sometimes rewards effects on people and they feel competence for it. When people feel interests on rewards then it reduces their intrinsic motivation (Gagné 2014).

Sometimes people are engaged in negative attitude or ego involvement, but it is also coming from people’s internal motivation. Ego involvement is also built in person when they internally

(13)

motivated which realised people’s values and also depending on what they do and how they do, so they are feeling stressed, pressured and controlled to what make them deserve (Gagné

2014). This issue creates because intrinsic motivation is always about the free choice, which make interesting, enjoyable and something unique to achieve the target and the thing is make the intrinsic motivation higher to achieve the target activity so they can give their more time to their free choice. However, it shows that if people’s ego problem also involved with respect for their target activity which give them negative performance feedback and they spend more time on it without any external motivation (Gagné 2014). This ego involvement can be determined as negative internal motivation without any examination. When people show their internal motivation by enjoying and feeling happy to do something then it shows positivity but when ego involvement include in these feelings then it shows negativity and they could feel pressured, stressed or tension. The previous researchers were careful about to measure internal motivation of people and also measure interest, enjoyment, and its positives effects (Gagné

2014). However, these results show there are two types of motivation: intrinsic and extrinsic motivation. With these motivations, the ego-based motivation is also included with them because ego-based is not encouraged by extrinsic motivation, although it is intrinsic motivation but still it is not like intrinsic motivation (Gagne 2014).

People are feeling interested, enjoyed, autonomy, skilled when they are internally motivated (Deci & Ryan 1985). They can understand the internal locus of causality for their behaviour (Deci & Ryan 1985). Internally motivated people enjoy the activity themselves. For example, many arts, such as music painting, are usually internally motivated, but people can be internally motivated for any activity. Intrinsic motivation varies in different people. People are internally motivated for certain activities not for others or some people cannot be internally motivated for a particular activity (Deci & Ryan 1985). Extrinsic motivation has some tools between action and motivation. The activity is done to achieve certain isolated results, so the materials have value (Ryan & Deci 2000). Individuals may receive some external rewards for example financial rewards, by doing the action (Gagne & Deci 2005). Most activities are not driven intrinsic motivation but extrinsic motivation (Ryan & Deci 2000). Self-determination theory suggests that there are different degrees of extrinsic motivation (Ryan & Deci 2000). Self- determination and various types of extrinsic motivation are further discussed in the next section.

As mentioned in the previous paragraph, intrinsic and extrinsic motivations are driven by a variety of motivators. The motivations are discussed in more depth in Chapter 2.2 and 2.3.

(14)

Intrinsic motivation is usually seen as better and long-term inspiration that from extrinsic motivation. It should be concentrated on increasing intrinsic motivation of sales students instead of extrinsic motivation to choose their career in sales.

2.1.2. Self-Determination Theory

Self-determination theory has been introduced in this section. This study is based on SDT’s concept and perception of motivation.

The Self-determination theory is one of the leading theories in motivation research and describes motivation from the human perspective (Deci & Ryan 1985). Therefore, this research is focused on the theory of self-determination. The concept of self-determination refers to “the experience of freedom in initiating one’s behaviour” (Deci & Ryan 1985, pp.31). People need to have the desired idea instead of control to be motivated. Feelings of self-determination reduce lack of self-determination as intrinsic motivation increases (Deci & Ryan 1985).

According to the SDT, people have three basic needs: the need for autonomy, the need for relatedness, and the need for competence (D. Cooman et al. 2013; Deci & Ryan 1985). The need for autonomy means people should make choices or need to experience choice (Deci &

Ryan 1985). The need for relatedness refers to the need to feel connected to other people (Deci

& Ryan 1985). The need for competence means that people have challenges and need to be effective in managing these challenges (Deci & Ryan 1985). The SDT suggests that in order for people to function optimally, basic needs must be satisfied (D Cooman et al. 2013)

The Self-determination theory divides motivation into amotivation, autonomous motivation and controlled motivation (Deci & Ryan 1985; Ryan & Deci 2000; Gagne & Deci 2005).

Amotivation means lack of motivation (Deci & Ryan 1985; Ryan & Deci 2000). Amotivation exists when the environment does not allow for self-determination or competence for a given activity (Deci & Ryan 1985). The person can be amotivated because he or she feels lack of competence, lack of value for activities or lack of faith that the performance will lead to the desired result (Deci & Ryan 1985). Also, recurrent failure can lead to amotivation (Deci and Ryan 1985). Amotivation is negatively related to satisfaction, autonomy support and the need for transformational leadership (Gagne et al. 2015).

(15)

Intrinsic motivation is always autonomous motivation, but extrinsic motivation can be either autonomous or controlled motivation (Deci & Ryan 1985). Autonomous motivation is important for proficiency, adaptation, and proactivity at work (Gagne et al. 2015). Autonomous motivation is positively related to the satisfaction of emotional needs (autonomy, relevance, and competence), job design, autonomy support and operational leadership (Gagne et al. 2015).

Autonomous motivation is also positively related to many outcomes such as vitality, mental fatigue, commitment, and effort (Gagne et al. 2015). The Autonomous motivation increases performance, trust, commitment, and satisfaction (Gagne & Deci 2005).

The self-determination theory suggests that there are four different types of extrinsic motivation (Ryan & Deci 2000; Gagne & Deci 2005). The different types differ depending on how motivation has been internalized (Gagne et al. 2010). The Internalization refers to taking in regulation regulated by external factors, so it becomes internally regulated (Gagne et al.

2010). The types of extrinsic motivation are external regulation, introjected regulation, identified regulation, and integrated regulations (Ryan & Deci 2000; Gagne & Deci 2005;

Gagne et al. 2010). Externally autonomous motivation varies in a variety of ways from controlled motivation, the external regulation being the most controlled regulation and integrated regulation being the autonomous motivation (Deci & Ryan 1985). External and introjected motivations are seen as controlled motivations as identified and integrated motivation are autonomous motivations (Graves et al. 2015). the person in the external regulation to meet the external needs or to get some external rewards (Ryan & Deci 2000;

Gagne et al. 2010). In introjected regulation the person who thinks they are applying pressure or can avoid guilt or anxiety or to gain pride (Ryan & Deci 2000; Gagne et al. 2010). The person with marked motivation shows the action as important and works for the purpose of the identified motive (Moran et al. 2012; Gagne et al. 2010). So, people work on identified motivations because they want to, not because they have to (Moran et al. 2012). The Integrated regulation is close to intrinsic motivation, but the person is still exotic because he or she wants the price of some material for his or her acting. In integrated regulation the person works for the reason that he or she values his or her action but does not find it inherently interesting or fun (Ryan & Deci 2000; Moran et al. 2012). The controlled motivations are related to less supportive and controlling leadership behaviours (Gagne et al. 2015). Introjected regulation is usually related to good outcomes; however, the outcome is not as good as in autonomous motivation (Gagne et al. 2015). Table 1 demonstrates the different types of motivations.

(16)

Table1: Amotivation, controlled motivation and autonomous motivation.

Amotivation Extrinsic Motivation Intrinsic Motivation

Lack of

motivation

Controlled Motivations Autonomous Motivations External

regulation

Satisfying external demands or obtaining external rewards

Introjected regulation

Avoiding quilt or anxiety, attaining pride, acting because of pressures

Identified regulation

Identified motive to act: acting because they want to, not because they have to

Integrated regulation

Valuing the action, yet not finding it inherently interesting

Intrinsic motivation

Finding action interesting and fun without any

instrumental value

Table 1 is based on Deci & Ryan, 1985; Ryan & Deci, 2000; Gagne et al. 2010; Gagne & Deci, 2005.

The self-determination theory consists of three sub-dimensional theories: Organismic integration theory, Cognitive evaluation theory, Causality orientations theory (Deci & Ryan 1985). This research concentrates on general self-determination theory and divides the motivation into intrinsic and extrinsic motivation. Therefore, different sub-dimensional theories are not discussed further.

(17)

2.2. Intrinsic Motivation of Sales Students

The following section is discussed about the effects of intrinsic motivation on sales students to pursue the career in sales. Intrinsic motivation gives people satisfaction, interests, enjoyment for their target activity. Intrinsic motivation is very important for sales students when they choose their career in sales or sales management. Students should internally motivated when they choose their career path otherwise, they would not feel satisfaction or interests on their activities. They will feel pressured or stressed every time to achieve something. Competence, challenges, skill, or knowledge development, teaching innovation, appreciation and feedback could increase sales student’s intrinsic motivation for choosing their career in sales. These things have a major impact on sales students and internally motivated them.

2.2.1. Competence

Autonomous motivation is related to competence, relatedness, and autonomy (Gagne et al.

2010). The Autonomously motivated people realized the support and optimism and they are more satisfied with their work and their well-being is better (Gagne et al. 2010). Controlled motivation is not related to these predecessors (Gagne et al. 2010). Therefore Gagne et al.

(2010) suggests that early tasks that satisfy basic emotional needs are more likely to foster an autonomous motivator. The results are generally better with autonomous than controlled motivation, although controlled motivation is not necessarily bad (Gagne et al. 2010).

Maslow (1943) suggests that people are interested in knowledge and understanding. Also, SDT supports the idea that people need to feel capable and competent (Deci & Ryan 1985). The people want to learn and develop their activities. Development is an important motivator.

People get more motivated when they understand and realize about needs of development.

Competence motivation helps to people to learn the process by itself which helps them to achieve their goals in future. It is much better than any rewards because it can give students interests, enjoyment, and satisfaction on their activity.

(18)

2.2.2. Challenging

People feel internally motivated when they face any challenges because it gives them satisfaction and interest when they face challenges and find out the solution. Sales job is quite difficult and challenging also it motivates sales students to choose their career in sales. The challenge seeking improves people’s activities as well as the outcome. And goal setting is very important in this path. Sales students need to have goals because goal setting motivates them to be productive and reach the goals (Brown et al. 2005). The research from Brown et al. (2005) suggest that the goal setting must be considered carefully to best motivate the people.

According to Brown et al. (2005) there are different types of goal setting system, but the goals could be self-set. If sales students have accurate goals, then they could face any challenges to achieve these goals which positively effect on them and it increases intrinsic motivation. Only effort or pressure has positive impact on both need satisfaction and motivation, because the pressure could be experienced also as challenge. Sales students’ intrinsic motivation could be increased if they perform challenging tasks because challenges can have motivated them to achieve their goals.

2.2.3. Skill and Knowledge Development

The skill and knowledge development of sales students is a part of their intrinsic motivation.

Sales students could develop their knowledge and skills by doing sales job. Sales job is quite different type of job where salespeople need to interact with different type of customers and then they have to adapt the customer’s culture, then they need to know about market segmentation and market adaptability, also about information technology, sales service and so on. Then they got to know about customer’s feedback and satisfaction regarding them (Madhavaram & McDonald, 2010). This thing makes the job interesting that is the reason that sales students are attracted to sales job. Mallin and Pullins (2009) testify that the sense of fulfilment, enjoyment and achievement increase intrinsic motivation in selling environment.

Encouraging salespeople to customer orientation and customer relationship building can increase the senses and thus also intrinsic motivation (Mallin & Pullins 2009). So, sales students could gather different type of knowledges form sales job which can develop their skills. Also, they could understand the different types of person’s emotion and feelings when

(19)

they interact with different type of customers. It makes the work quite interesting which increases intrinsic motivation of sales students because they could feel enjoyment and satisfied to gain different type of knowledge from sales field and develop their skills.

2.2.4. Teaching Innovation

Sales students could be motivated by teaching innovation about sales career. In the educational institution, teachers motivate sales students to choose their career in sales. They show them the positive outcome and they can make the thing interesting which attracts the sales students to sales work. Teachers give lectures about sales career and its positive effects, and also about selling process. Sales students could get practical experiences about sales job from the educational institutions or sales education (Cummins et al. 2015). It could improve their knowledge about sales.

Teachers provides motivation to students by their lectures about positive impact of sales job, how to start the career in sales and why they should choose it (Cummins et al. 2015). They give tasks for sales management practices and role play which can help them in future and also, the sales students enjoy these tasks in this environment with their friends. It makes them more confident for their future career. When sales students play the role or practice about sales management, they could understand how to interact with customers, and what they need to do in sales job. So, it gives them some experiences before they start their career. It could help to develop their knowledge and skills for sales field. In some educational institutions, the teachers invite some professional experienced person or guest who have knowledge about sales and sales management (Cummins et al. 2015). Then students could learn from them about sales or sales managements. They encourage sales students to choose their career in sales. Sales students could be motivated by those people who already chose their career in sales and gain lots of achievements from sales career. When teachers give motivation to sales students about sales career then students find interests in it and they enjoy the practices and group works with their friends in the institution which increases their intrinsic motivation.

(20)

2.2.5. Appreciation and Feedback

The appreciation of work is a good way to motivate sales students. Maslow as early as 1943 proposed that human have a desire for reputation and prestige, recognition, attention, and appreciation. According to Wiley (1997) people are motivated when their work is appreciated.

People need to have feedback and recognition from their work. According to Wiley (1997) the praise is the most powerful, yet lest costly and most underused, motivational tool. The recognition is more important for people who enjoy their task and intrinsically motivated (Miao et al. 2007). Sales students need to be appreciated by teacher or supervisor when they do some sales task and also, they need feedback from their supervisor. It could increase their confidence level and motivates them intrinsically. The lack of appreciation and feedback is the major reason why sales students demotivated by sales task which effects on their confidence.

(21)

2.3. Extrinsic Motivation of Sales Students

The following section presents the effect of extrinsic motivation on sales students. Sometimes people choose their career for external satisfaction which reduces intrinsic motivation. Some salespeople choose their career in sales because of high income or rewards or job security which motivated them externally. But they do not feel any interests in work, and they cannot enjoy in the workplace because they always feel pressure and stressed about their income and work and its undermining their intrinsic motivation. It seems monetary rewards for sales students who want to start their career in sales. So, high-income potential & rewards and job security are discussed in this section.

2.3.1. High-Income Potential & Rewards

Sometimes people choose their career based on income. High income in the job motivated people externally which negatively effects on intrinsic motivation. Salary, commission are included in income of salespeople. According to Pullins (2001) salary does not have any effect to intrinsic motivation. However, the commission with defined requirements and information aspect highlighted has positive effect to intrinsic motivation (Pullins 2001). Other kinds of commission systems have negative impact on intrinsic motivation of the salespeople (Pullins 2001). When people want to do work for earning lots of money and luxurious life then they have lost interests in their work. They cannot enjoy their work activity and feel pressured and stressed to earn more money. If sales students want their career in sales because of high income, then it could reduce their intrinsic motivation and they would lose job satisfaction. They will spend their time on earn money, but they could lose interests and enjoyment in their work.

Also, other studies suggest that the rewards have an effect on salespeople’s intrinsic motivation (Deci & Ryan 1985). When the people have doubt about his or her ability to do the task, the intrinsic motivation decreases with the level of the bonus offered doing the task (Deci & Ryan 1985). Rewarded employees choose easier problems in workplace than employees that do not expect any payment (Benabou & Tirole 2003). Also, the high rewards combined with unattractive task can reduce employees’ intrinsic motivation (Benabou & Tirole 2003). The research from Benabou and Tirole (2003) also suggest that the rewards have negative impact

(22)

on people’s self-confidence, because the rewards are usually paid from boring and unattractive task. If the person is not expecting any reward from the task, the reward won’t affect to intrinsic motivation negatively as the person is not seen the reward as controlling (Deci et al. 1999). The negative effect is seen only when the person is doing some interesting task (Deci et al. 1999).

If the person is compelling boring task, the tangible rewards do not undermine intrinsic motivation. People need to earn money for their basic needs, but it should be careful about high income or extra rewards because it effects on people interests and satisfaction. Sales students do not feel interests and enjoyment on their tasks if they go behind high-income potential or rewards because it would not give them internal satisfaction. Sales students should be motivated intrinsically to choose their career in sales rather than extrinsically.

2.3.2. Job Security

Job security is one of the reasons that sales students choose their career in sales. According to Bristow et al. (2011), for some students, sales job is interesting, and they understand it helps in their personal development which motivated them internally. But for some students, sales job is just a security for their career. It’s an opportunity for them to choose the course about sales and make their career in this path because it is just needed for them (Bristow et al. 2011).

According to Bristow et al. (2011) who are internally motivated by their job they have satisfied in their work, they can develop their personal label, they enjoy their work because they find it interesting, challenging and they can balance their lifestyle (Bristow et al. 2011). It gives them positive outcomes. But the person who just work in the workplace for security or other benefits he or she can never enjoy his or her work; however, they can feel stressed and tension to get more benefits and to secure their job (Bristow et al. 2011). It’s just given them external satisfaction, but they cannot live their life without stress and cannot enjoy their time. It is negatively effect on people’s intrinsic motivation. Because they think it’s just less realistic and unstable. Sales students should choose their career in sales when they can understand intrinsic motivation is very necessary rather than extrinsic motivation otherwise, they cannot enjoy their task and cannot satisfied by their job. Job security is important but when they get interests in job itself then they could do it appropriately and could enjoy more.

(23)

2.4. Sales Education

This following section is discussed about sales study, sales management in organization and its importance for sales students. In the organization, sales management means to manage sales activities, marketing activities, advertising, promotion but it is also included to motivated salesperson to stay in the sales job.

Sales management is defined as “the process of formulating, implementing, and evaluating sales plans and monitoring the performance of the sales force” (Madhavaram & McDonald, 2010, pp. 1080). Motivating and encouraging sales force in the organization also a part of the sales management (Madhavaram & McDonald, 2010). In the organization sales managers can motivate salespeople but appreciating their efforts which increase their intrinsic motivation. If salespeople motivated internally then they can develop their skill and knowledge about sales work. The knowledge components of knowledge-based sales strategy are to know about the customer culture, to know how to do market segmentation and market adaptability and information technology of the organization (Madhavaram & McDonald, 2010). Salespeople need to gain these knowledges to do their work appropriately.

In the educational institution, the sales management related courses and sales study provide some knowledge to sales students about the meaning of sales management, how to sales management works, how sales manager manage everything in the organization. Sales students choose sales management courses to know more about selling process and sales profession (Wood 2020). Experienced teachers motivate sales students by providing some real knowledge about sales or sales management and they can invite some guests who are doing sales job or who have experiences (Cummins et al. 2015). They explain the importance of sales or sales management and encourage sales students to choose their career in sales. Because sales students should be motivated internally from the institution which helps them to choose right path for their career.

In the organization, sales manager motivated sales force by giving them rewards such as, promotion or bonus or compensation. Monetary rewards are a part of extrinsic motivation and it can only give salesperson external satisfaction. The financial compensation effects salespeople’s intrinsic motivation. According to Pullins (2001) the salary does not affect motivation. However, the commission with the prescribed requirements and information aspects highlights have a positive effect on internal motivation (Pullins 2001). Other types

(24)

commission systems have a negative effect on the intrinsic motivation of the salespeople (Pullins 2001). Other studies also indicate that financial rewards effect on people’s intrinsic motivation (Deci & Ryan 1985; Benabou & Tirole 2003). When employees have doubts about their ability to do the job, the intrinsic motivation decreases with the level of bonuses offered doing the job (Deci & Ryan, 1985). Reward systems can harm people’s intrinsic motivation (Pullins 2001; Benabou & Tirole 2003). The size of the financial incentive and fixed compensation affect the motivation of the people. The low or symbolic incentives can be for example, non-financial rewards or recognition or appreciation may not negatively affect salespeople’s motivation (James Jr. 2005). In the organization, sales manager should think more about how to intrinsically motivate the salesforce. Sales students should be motivated by internally to choose their career in sales. Because they could enjoy their career and satisfied with their work and they could find something interesting and challenging in their work when they are intrinsically motivated.

Sales Students could learn about sales from sales education and also from sales organization.

The sales students understand about their satisfaction and feelings from work experience. They get practical knowledge from work experience. But sales students get proper theoretical knowledge about sales from sales study. Theoretical knowledge is also important to know some strategy about sales and selling process. The sales students get idea from theory that which strategy need to use in which situation. This is the most important thing in sales work which could help the person to be succeed in work. Also, sales education provides some practical sales task which help the sales students to know how to sell the product exactly. So, they get experience in sales work before they start their work in sales organization. Basically, the sale students gain more knowledge form sales study or sales education.

(25)

2.5. Sales as a Career

The following section is discussed about the importance of sales career for salespeople and the motivation of sales students to pursue their career in sales.

People choose their career in sales because sales job is one of the best jobs which make their career successful. They can get high-income potential and job security from sales job.

Nowadays sales jobs are available and challenging. Sales is very competitive field and also a great opportunity for high income (Francisco 2005). So, most of the students find it interesting and challenging and start their career by doing sales job. Some researchers also indicate that sales student’s perception about sales or selling process can impact on their thoughts for sales career (Cummins & Peltier, 2020). Sales students could get some experiences from the educational institution by doing some sales tasks or internship which motivated them more and encourage them for their future career.

The most important thing in the sales job is, the person should know about the selling process, how to interact with customers, how to impress the customer and convince them to buy the product, how to sell products, and interacting well in face-to-face situations (Francisco 2005).

Sales job can give a strong career growth. It can develop people’s communication skill. When a person interacts with some different type of customers, they can understand their customers emotion and feelings and what they want and what they need. The person can also adapt the different cultures because of customers. It can help the salespeople to develop their skills and it also can help them to be more professional in future. Sales can help salesperson to develop their ability, explain their own thoughts and provide their knowledge to others and overcome many difficult challenges. The salesperson can develop his or her leadership skill from sales job. Sales students can gather some knowledge about leadership skills from some courses.

Leadership skills can develop the person’s confidence which would help the sales students in their future career. Because confidence is very much important in sales job.

The sales student’s perception about the sales career based on when they positively satisfied with some sales activities which are interesting, fun, enjoyable, exciting, and challenging (Cummins & Peltier, 2020). The sales student’s positive satisfaction can impact on to pursue their career in sales (Cummins & Peltier, 2020). Sales job can help salespeople to develop their creativity, adaptability, time management, and conflict management. Salesperson always need to think creatively to impress customer for selling the products. Because it’s very difficult to

(26)

satisfy the customer by explaining about the product’s positive outcomes. But salesperson can easily learn from sales job how to interact with the customers and then adapt different types of customer’s culture. It can help them to understand the customer’s need and then they can easily satisfy their customers. So, salesperson get ideas form this, how to face difficult situations and manage the conflicts with customers and it is very helpful for professional career.

Motivation effects on sales students to pursue their career in sales. Sales students can choose sales career when they are intrinsically and extrinsically motivated. But intrinsic motivation should be increased more because it could give them satisfaction in their work rather than stressed.

(27)

2.6. Theoretical Framework

Theoretical framework of this study is based on the literature review presented above. The empirical study will be based on theoretical framework, research problem and research questions.

As previously discussed, the aim of this research is to study the sales student’s motivation on wanting to have a career in sales. Sales students can choose their career in sales because of intrinsic and extrinsic motivation both. The study proposes intrinsic and extrinsic motivation both have impact on sales students to pursue their career in sales.

The theoretical framework is based on self-determination theory and its divisions to intrinsic and extrinsic motivation (Deci & Ryan 1985). As previously defined, the intrinsic motivation means that person is doing the job because he or she finds it interesting and satisfying doing the task (Gagne & Deci 2005; Kunz and Pfaff 2002). The Extrinsic motivation is defined as action that is taken to obtain or receive certain extra rewards, for example, financial rewards (Ryan & Deci 2000; Gagne & Deci 2005).

Intrinsic and extrinsic motivation both have effects on sales student’s perception about sales career. Extrinsic motivation gives tension and stressed to sales students which decreases their intrinsic motivation. They can lose their interests on the task and can be dissatisfied with everything. Sales students want their career in sales because there are lots of opportunities to make a successful career in sales. They choose sales management course to know more about sales, selling process, how to interact with people and develop their skills and knowledge. The educational institution or sales study can motivate sales students more by giving some task or sales students can do internship to get experience in sales job. Also, teachers can invite some guests who are already made their career in sales, they can encourage the sales students by explaining their efforts and struggles in this career. It can intrinsically motivated sales students and they need intrinsic motivation to feel happy and satisfied when they will start their career in sales.

A new study on sales students’ motivation towards Sales Career is needed because according to Cummins & Peltier (2020) most of the students determined negative misconceptions about sales career. The student’s perceptions about sales knowledge, selling ethics, salespeople, sales profession impact on them to pursue their career in sales (Cummins & Peltier 2020). Sales

(28)

students need to be get positive outcomes about sales or sales career from sales education. Sales work has changed rapidly due to COVID-19 and more and more sales is conducted online.

New generation of business students are starting to enter the job market. So, they need to be more motivated from sales education that they could feel sales is a good career to choose.

Figure 1: Theoretical Framework of this study

SALES STUDENTS MOTIVATION -Intrinsic Motivation -Extrinsic Motivation

SALES EDUCATION

Sales Students intentions on wanting

to have a career in sales

(29)

3. Methodology

This chapter presents the research methodology of this master’s thesis. The chapter introduces selected research and analysing methods. Methodological choices are justified in the following sections.

3.1. Research Method

There has been a lot of quantitative research in the field of motivation (see for example Graves et al. 2015; Miao et al. 2007; Jaramillo et al. 2007; Mallin & Pullins 2009; David et al. 2019;

Stumpf et al. 2013; Neckermann & Frey 2013). The aim of the study is to investigate the nature of the sales student’s motivation and to explore how motivation effects on sales students to pursue their career in sales and why they have selected to study sales. Therefore, the data is collected qualitatively through interviews with the students of IBS (International Business and Sales Management) Programme in the University of Eastern Finland.

The research is a case study research. In case studies, there is one economic actor that is studied intensively in the research (Eriksson & Kovalainen 2008). In this research, the economic actor is sales students of UEF. The case study research offers the researcher an opportunity to have a real-life perspective (Eriksson and Kovalainen 2008). Sales students motivation happen in real life rather than clinical set-ups. Thus, the case study is seen as appropriate methods for this research.

The case is a multiple case study because there is only investigate six sales students of IBS Programme in the University of Eastern Finland. According to Yin (2012) case studies can be divided into single and multiple case studies. In multiple-case studies the study was conducted in one or two more cases in the same study (Yin 2012). In embedded the single- case study the researcher collect data related to the data group (Yin 2012). In this study information was collected from sales students.

The case studies are usually practical and normative (Eriksson & Kovalainen 2008). Although there have been a lot of criticism about managerial perspective of case studies (Eriksson, Kovalainen 2008), the study aims to offer information for Sales Education and IBS Programme

(30)

also. The result of the study may help the Sales Education and IBS Programme to understand how they can motivate their sales students to choose career in sales. It may help them to know about the sales student’s perception and to increase the intrinsic motivation of sales students.

Eriksson and Kovalainen (2008) divided the case studies into two sections: intensive case study research and extensive case study research. In intensive case study research, the aim is to understand unique cases deeply understood and provide dense, holistic, and relevant details (Eriksson & Kovalainen 2008). In extensive case study research, the aim is to test or generate generalizable theoretical constructs (Eriksson & Kovalainen 2008). In extensive case study research, there are many cases that are compared within each other (Eriksson & Kovalainen 2008). The perspective of this study is more intensive than extensive as this research studies motivation of the sales students in one particular institution.

(31)

3.2. Data Gathering

The data of case studies can be classified into two categories: existing data and the data generated to particular research (Eriksson & Kovalainen 2008). The existing data can be for example documents, annual reports, and statistics that are not produced for specific research (Eriksson & Kovalainen 2008). The existing data can be confidential or publicly available (Eriksson & Kovalainen 2008). The data generated can be collected through interviews, observations, or surveys as examples (Eriksson & Kovalainen 2008). The empirical data of this research was mostly produced for this particular research and was collected through research and interviews. The interviews were conducted by online with sales students of IBS (International Business and Sales Management) Programme. The student interviewed the sales students of the University of Eastern Finland. The existing data was used in the research complementing empirical data collected. The existing data was data about the effect of motivation on sales students to pursue the career in sales.

According to Tuomi and Sarajarvi (2009), there are three types of interviews: form interview, theme interview, and depth interview. Different types are good for different kinds of problems (Tuomi & Sarajarvi 2009). The interviews in this study were theme interviews. Theme interviews are often semi-structured (Tuomi & Sarajarvi 2009). In Semi-structured interviews the order of the questions in the interview is likely to change if the researcher finds it necessary (Tuomi & Sarajarvi 2009). The theme interview proceeds as selected themes and specific questions (Tuomi & Sarajarvi 2009). The interview structure and the questions are based on the theoretical framework presented in chapter 2. The interview questions are seen in Appendix 1.

The size of the collected sample depends on the research and its research question (Tuomi &

Sarajarvi 2009). The sample is sufficient enough when it is possible to answer to research questions and one possible way to justify the sample size is saturation (Tuomi & Sarajarvi 2009). The saturation is the situation when the interviewees do not generate any new information, this is how they are repeating themselves (Tuomi & Sarajarvi 2009). The aim of qualitative statistics is not to have statistic generalizations but to describe certain events or phenomenon to understand certain action or to make some facts theoretically (Tuomi &

Sarajarvi 2009). In qualitative research it is vital that interviewees have clear image of the

(32)

studies phenomenon (Tuomi & Sarajarvi 2009). The motivation is a topic that all people have some experience about. The sales students have a clear picture of their own motivation.

The choice of the interviewees should be intentional, and they must be suitable for the study (Tuomi & Sarajarvi 2009). The aim of this research is to study sales student’s motivation on wanting to have a career in sales. The interviewees were the students of IBS (International Business & Sales Management) Programme in the University of Eastern Finland. The study concentrates on sales students as the aim is to investigate IBS (International Business & Sales Management) students to know their perception about motivation and the effects of motivation on them to choose career in sales and why they chose to study sales. The respondents were from specific university and there are lots of IBS (International Business & Sales Management) students. But there are few students who have interest in sales, so they choose IBS (International Business & Sales Management) Programme. The researcher interviewed few IBS (International Business & Sales Management) students from University of Eastern Finland because not all are interested in sales so they cannot give accurate information for this study.

(33)

3.3. The Respondents

The respondents of the study are sales students of the University of Eastern Finland (UEF).

The researcher interviewed six sales students for the study.

There are two female sales students and four male sales students. Their age varied from 24 to 35. Their work experiences varied a lot as some of them had been in sales industry for decades and some were new in the selling field. The longest experience of selling was three years and the shortest was about 6 months. Most of the respondents have started their career in sales before and then they are started their master’s degree in International Business and Sales Management to know more about business and sales and gain more knowledge. Some sales students started sales job after starting their master’s degree in International Business and Sales Management. All respondents have work experiences in sales. The demographics of the sales students are shown in Table 2.

Table 2: Demographics of the sales students Sales

Student A

Sales Student B

Sales Student C

Sales Student D

Sales Student E

Sales Student F

Age 24 27 34 35 34 25

Gender Female Male Male Male Male Female

Working Experience in Sales

2 years About 3 years

3 years Almost 2 years

Almost 6 months

1 year

As mentioned earlier, all sales students are Finnish and they are living in Kuopio, Finland.

They are doing their master’s degree in International Business and Sales Management in the University of Eastern Finland, Kuopio, Finland.

(34)

3.4. Analysis

There are two strategies of analysis that are common to case study research the case record and coding (Eriksson & Kovalainen 2008). The first strategy is based on pre-formulated theoretical propositions and a related coding system (Eriksson & Kovalainen 2008). The later one is based on development of case descriptions and direct interpretations of research materials rather than formal coding method (Eriksson & Kovalainen 2008). The strategy of this study is following the second strategy of Eriksson & Kovalainen (2008) more than the first, as the research has more practical concerns rather than testing the pre-given theoretical framework. Also, the study from Tuomi & Sarajarvi (2009) suggest that there are three strategies of analysis: data-driven, theory-oriented, and theory-bound strategy. The goal is in the date-driven analysis form theory from the collected data (Tuomi & Sarajarvi 2009). In theory-bound analysis there are captives to theory, or the theory can be helpful in the advancement of analysis (Tuomi & Sarajarvi 2009). The theory-oriented analysis is traditional analysing method in natural sciences (Tuomi

& Sarajarvi 2009). The analysis is based on some theory, model of thinking of the authorities (Tuomi & Sarajarvi 2009). In this study, the analysing strategy is based on the data, but also the theory has an impact on analysis. Therefore, the analysing strategy used in this study is theory-bound.

The form of analysing can be divided into inductive and deductive analysis (Tuomi & Sarajarvi 2009). In inductive analysis the order ranges are from single opinion to general opinion and the order is reversed in the deductive analysis (Tuomi & Sarajarvi 2009). Tuomi & Sarajarvi (2009) suggest that there is also a third form of analysis: abductive analysis. In abductive analysis the theory formation is possible when there is some thread in making observation (Tuomi &

Sarajarvi 2009). The form of analysis is more inductive than the deductive in this study as individual opinions are investigated to form the understanding of general opinions.

The analysis process followed the process of the data-driven analysis. In data-driven analysis the process has three stages: simplifying the data, categorising the data, and forming theoretical concepts (Tuomi & Sarajarvi 2009). In the first stage the data has been simplified: all irrelevant is removed from data (Tuomi & Sarajarvi 2009). In the second stage the coded terms are carefully explored, and similarities and differences are found and categorised into a few categories according to their characteristics, attributes, or perceptions (Tuomi & Sarajarvi 2009). The information related to final stage is individual and theoretical concepts are based

(35)

on that information (Tuomi & Sarajarvi 2009). The analysis process is explained in more depth in later section.

According to Eriksson & Kovalainen (2008) the data can be coded for example by labels or names for the codes or definitions of what the code concerns (thematically). At the beginning of analysis, the data was coded thematically. Thematic coding helped to categorise the data.

In case studies there the analysis can be done within-case or cross case (Eriksson & Kovalainen 2008). As the study concentrates on sales students of one university, the analysis is done within- case. The aim is to describe, understand and explain the perception of sales students of the IBS (International Business and Sales Management) Programme in the University of Eastern Finland about motivation.

The analysing method used in this research is qualitative content analysis. The content analysis is an analysing method that can be used in all qualitative researches (Tuomi & Sarajarvi 2009).

Tuomi & Sarajarvi (2009) state that the content analysis enables systematic and objective analysis to almost any written data. Therefore, the data of this research was transcribed before analysis. The aim of content analysis is to gain general and compressed view of the studied phenomenon (Tuomi & Sarajarvi 2009). The method has received criticism, because in some cases the researcher has not done any analysis thus, he or she presents the organized data as the results of the study (Tuomi & Sarajarvi 2009).