1. Sales Education Foundation
3123 Research Blvd., Ste. 250
Dayton, OH 45420
Phone: (800) 254-5995
www.saleseducationfoundation.org
Career Development Program
System Specialist Profile Summary

2. 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.

3. 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.

4. 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

5. 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.

6. Job Description
System Specialist
TYPE OF CONTACT: Face-to-face sales calls (outside)
CONTACT WITH END-USER: Direct to purchaser
SCOPE OF PRODUCTS: Focused group of system components to
deliver a solution
TYPE OF CUSTOMER: All sizes of organizations within the niche
served by the system(s)
TYPICAL DECISION MAKER: Varies by size of purchase from technical/user
buyer to executive level
WHAT IT IS WHAT IT ISN’T
 Responsible for maximizing sales of a specific
subset of the systems marketed by the seller
 Selling systems that require a significant
amount of customization and training to
implement
 Providing extensive technical expertise to
configure the system for maximum benefit
 Selling systems that are familiar to the
organization and require little customization
beyond choosing the relevant components to
gain the maximum benefit
This position is responsible for selling a specific system and is not usually bound by territorial
constraints. The salesperson is the resident expert and may work as a resource to the existing
field organization to penetrate current customers with the appropriate set of business needs.
Likewise, the salesperson may have direct account responsibility for customers and prospects
with needs focused on the specific system being sold. Titles like Sales Engineer or System
Engineer are common for this role which often requires certification to demonstrate expertise.
Since applications may vary across vertical markets, individual specialists may concentrate on
serving customers in specific industries. These positions are common in selling computer and
telecommunications systems.
The salesperson develops extensive product and market knowledge in order to establish
credibility and to provide the necessary orientation/training so customers can fully utilize the
system they have purchased. Examples would be advertising and market research.

7. Expanded Explanation of Profile Scores
GAINS CUSTOMER COMMITMENT
Maintains priorities by keeping the focus specific and defined; helps others to understand key priorities
by repeatedly articulating the goals and how each contributes; has the ability to inspire and influence
others; gains followers by being easy to follow; gives credit to others and assumes responsibility for
external obstacles; motivates others by helping them to feel good about themselves
HIGH SCORES LOW SCORES
 Understands that he needs to be flexible and to provide
different solutions based on the varied needs of
different roles within the client organization
 Takes responsibility for making it easy to work with him
and is quick to make customers feel good about their
decisions and contributions to the organization
 Deals diplomatically with negative issues
 Earns power as a result of the customer choosing to be
influenced in the selling arena
 Keeps communication focused and simple so there is little
room for distraction or misunderstandings
 Assumes that all customers share the same goals and
fails to distinguish between different needs,
motivations and objectives
 Lacks a strong desire to take the lead in the selling
situation, preferring to be responsive to specific
requests
 Exercises personal control by imposing his will versus
attracting customers by finding the most appropriate
way to help them succeed
 Overwhelms the customer by introducing too many
concurrent strategies, options, or solutions, making it
difficult to maintain a clear focus
This skill of inspiring people to do their best for a cause and be accountable for their committed results is a hallmark
of good leadership.
Leadership in a management setting is manifested by inspiring others to embrace their role and work together to
reach the stated goals of the group. People who score high motivate people by helping them feel good about who
they already are. They make themselves easy to follow. They are quick to give credit to their reports and shield
them from external hassles and rebukes by assuming responsibility or blame. They help others understand the key
priorities by repeatedly articulating the goals and how each person contributes to them. They don't clutter
communication with irrelevant issues. Good leaders maintain the focus on key priorities despite any day-to-day
distractions.
Good leaders demonstrate their skill when they are in a selling role by focusing on learning the customers'
requirements and helping them be more successful in their job. They understand that they need to be flexible and
provide different solutions based on the varied needs of different roles within the client organization. They also
understand the need to keep communication focused and simple so there is little room for distraction or
misunderstandings. They take responsibility for making it easy to work with them and are quick to make customers
feel good about their decisions and contributions to the organization.
Lower scores may indicate:
 A lack of desire to take the lead in a management or selling situation, and a preference
for being responsive to specific requests
 A tendency to presume that most people are motivated in the same manner as oneself
and treat them accordingly
 A strong need for personal control with a preference to impose one's will versus attract
followers by finding the most appropriate way to help them succeed
 A belief that everyone is motivated by pretty much the same things so the same
rewards can be equally effective for each report
 A highly motivated individual who expects others to be equally self-driven and focused

8. Expanded Explanation of Profile Scores
IDENTIFYING CUSTOMER NEEDS
Seeks to provide an appropriate solution by understanding what the customer is trying to accomplish;
spends time in a needs analysis process that identifies key objectives specific to an individual customer;
gives the customer’s agenda priority over a standard response; changes the sales approach or solution to
accommodate the customer versus force fit the customer to an existing model
HIGH SCORES LOW SCORES
 Asks questions and studies the customer’s key priorities
 Incorporates the customer’s responses and input into a
business plan tailored to fit that customer’s needs
 Takes the time to explore options or alternatives for
helping the customer to achieve key objectives
 Accepts the rejection or modification of his suggestions in
an effort to best understand and help the customer
 Lacks a thorough approach to a customer needs
analysis, preferring to move immediately to an existing
solution
 Can be distracted from learning customer requirements
by the personalities or politics of a situation
 Tries to fit the customer’s methods or goals into a
standard model or solution
 Takes it as personal criticism when his suggestions are
challenged
 Can be too invested in his own agenda to comfortably
yield to the customer’s agenda
People who score high in this skill are interested in understanding what customers are trying to accomplish and how
they are prioritizing their responsibilities. This information is used to "step into the customers' moccasins" and look for
ways to effectively integrate the seller's products and services on a case by case basis. The focus is on suggestions
for helping the customer achieve his or her key objectives rather than imposing an external standard or offering a
cookie-cutter process.
Likewise, those who score high don't tend to take it personally when suggestions are modified or rejected. They are
not uncomfortable adopting the customers' agenda.
Lower scores may indicate:
 A tendency to try to get the customer to change their methods or goals in order to better
fit the sellers' model or solutions
 A frustration with having suggestions challenged
 A tendency to gloss over the needs analysis process and move quickly to proposing a
fairly standard solution

9. Expanded Explanation of Profile Scores
COMMITS TIME AND EFFORT TO INCREASE PROFESSIONAL DEVELOPMENT
Sets job as a top priority and devotes extra hours to skill development; accomplishes objectives dictated
by his present position while investing additional time and effort to increase his competence and improve
his professional standing
HIGH SCORES LOW SCORES
 Defines himself to a great extent by his work and derives
personal satisfaction from his career success and
accomplishments
 Dedicated to improving his professional standing, even at
some personal sacrifice
 Commits time and resources to career advancement by
preparing himself to deal with a wider scope of challenges,
even within current position
 Dedicates some of his after-hours time to laying the
groundwork for developmental activities
 Continually works to develop the skills and abilities that will
support his career progression while devoting the time and
resources to be effective in his present responsibilities
 Accepts moderate standards for his career goals so
that time requirements for accomplishing those
goals are not excessive
 External demands on his time can limit the
attention and resources he dedicates to career
advancement
 Prefers to spend all of his after-work hours in family
or social activities rather than designate time for
career planning and skill development
People who score high in this skill are intense and focused on their job as a major source of personal satisfaction.
They may be somewhat of a perfectionist and seek to continuously improve their ability to complete their job
requirements. They are willing to put in the time that is necessary to achieve the level of results they expect of
themselves. They are not distracted by external pressures and enjoy building their skill though devoting time to
practicing their occupation. They are typically open to suggestions and feedback so they can become more
effective.
They tend to pride themselves on following the rules and will work the system to deal with obstacles and
cumbersome processes or procedures in order to get the desired result. They can thrive in a bureaucratic
environment because they will do what it takes to reach their objectives.
They are self-developmental and usually seek a position that offers career advancement through promotion to a
position of broader scope. However, when in a role with little expectation of progression for an extended period,
they are likely to concentrate their developmental efforts on increasing their professional standing and job skills.
Lower scores may indicate:
 A need to segregate work related activities to specified work hours and use non-work
time exclusively for leisure
 A preference for a lot of social interaction that is unrelated to a work environment
 A willingness to accept more moderate quality standards for one's personal
development so that time requirements for skill development are not excessive

10. Expanded Explanation of Profile Scores
DELIVERS ADDED VALUE TO CUSTOMERS
Stays in touch with market trends, including environmental and competitive forces influencing the market,
so that he can be seen as a valuable resource to important constituents internal or external to the
organization; constantly seeks information that will be useful but is not readily available to colleagues;
enjoys being sought for advice and instruction; spends the time to build a base of knowledge that
ultimately helps others to be more effective
HIGH SCORES LOW SCORES
 Takes professional pride in maintaining an in-depth
awareness of market issues
 Believes there is a benefit to continually building and
adding to his knowledge base in market and
competitive issues
 Wants to be prepared to serve as a source of advice and
information to his customers
 Updates his own market information in order to be of
assistance to customers who may not have the time
or resources to research changing market trends
themselves
 May believe he can get by on a cursory understanding
of market trends and conditions because he doesn't
appreciate its added value to others
 Comfortable with his present knowledge of the market
and may believe the incremental gains he could
achieve by developing his knowledge base would not
justify the time spent
 Does not increase his understanding of market issues
for the purpose of sharing that information with
others
 Assumes his customers will utilize their own resources
to stay on top of changing market conditions
People who score high in this skill are motivated to stay in touch with market issues so they can be seen as a
valuable resource to important constituents like internal or external customers. They are on the lookout for
information that will be useful and yet not readily available to their colleagues. They spend the required time to
acquire the knowledge they need to help others do their job more effectively.
Their real pay comes in being sought for advice and instruction. They enjoy being a resource and guiding people to
learn new procedures and processes so they can be more adept at their job.
Lower scores may indicate:
 A lack of interest in training or teaching on an individual level
 A preference for providing information through a lecture format more than by hands-on
demonstration
 A tendency to rely on a dazzling presentation to cover an inadequacies in content
 A belief that staying current has little added benefit to being a resource to others

11. Expanded Explanation of Profile Scores
MAKES PERSUASIVE PRODUCT PRESENTATIONS
Excites the customer with an enthusiastic presentation style; demonstrates value and actively promotes
products and services by making an emotional appeal; holds the customer’s attention and interest by
keeping the presentation content relevant; varies style to build toward a buying decision
HIGH SCORES LOW SCORES
 Makes formal presentations that focus on creating an
impact while communicating information
 Has the potential to capture and hold the audience's
attention
 Takes charge and keeps control of the information being
communicated through a presentation that is polished
and rehearsed
 Varies his style and content to appeal to the audience
 Projects his enthusiasm about a solution to the audience,
moving them closer to a buying decision
 Monitors audience response and adjusts his presentation
to stay on target
 May be more comfortable with establishing a dialogue
that emphasizes listening and an exchange of ideas
than with making an impact on the audience
 Uses presentations to entertain rather than inform or
persuade
 Sticks too closely to a script and does not vary the
content or emphasis to address the needs of each
audience
 Too focused on the mechanics of the presentation itself
to pay attention to audience understanding and
concurrence
 Cannot easily adjust to a nonsupportive audience
response and may rush an ineffective presentation just
to finish it rather than alter the presentation to change
that response
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, so to speak, 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.
This particular skill measures the effectiveness of presentations that are designed to grab attention and excite people
about the benefits of the product offering. Those who score high tend to be able to project their enthusiasm about the
solution to the audience and move them closer to a buying decision. They are careful to vary their style and content
to fit most effectively with the audience. Even while trying to project and deliver their message, they are monitoring
audience reaction to be sure they are on target.
They realize that when selling a complex product they need to address the variety of benefits that touch each of the
individual decision makers without losing the interest of the others. Likewise when offering a simple product or
service, they can elevate interest by creating excitement about the benefits of ownership and use.
Lower scores may indicate:
 Relying on a script or set presentation too much and not varying the content and/or
emphasis to match the needs of the audience.
 Gives equal emphasis to each benefit even if those listening are only interested in one or
two.
 Focusing more on speaking and technique than determining if audience understands
and is motivated to agree.
 May be technically good at "public speaking" to inform or entertain.
 May be effective only in situations where the focus is on the product/service rather than
the salesperson as the major benefit.

12. Expanded Explanation of Profile Scores
EDUCATES CUSTOMERS THROUGH STRUCTURED TRAINING
Helps the customer to gain maximum benefit from the product or service by committing to continuous
education that provides information updates or product training; prepares more structured sessions to
cover the most critical areas of learning; stays on top of information needed by customers in an effort to
serve as a resource; takes responsibility for motivating customers to update their information; reinforces
shared information through periodic repetition; routinely adjusts education process to address individual
and group progress or understanding
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
 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

13. The Sales Education Foundation is a component fund
of the Dayton Foundation, a 501(c)(3) public charity
www.saleseducationfoundation.org