1. Sales Education Foundation
3123 Research Blvd., Ste. 250
Dayton, OH 45420
Phone: (800) 254-5995
www.saleseducationfoundation.org
Career Development Program
Territory Consultive System Sales
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
Territory Consultive System Sales
TYPE OF CONTACT: Face-to-face sales calls (outside)
CONTACT WITH END-USER: Direct to purchaser
SCOPE OF PRODUCTS OR SERVICES: Full line
TYPE OF CUSTOMER: Usually small and mid-sized businesses
TYPICAL DECISION MAKER: Technical buyer who will use the system to
improve the efficiency of the organization
WHAT IT IS WHAT IT ISN’T
 Responsible for maximizing sales within a
territory by finding new customers and servicing
existing customers; usually 70/30 ratio of new
to existing business
 Sales cycle is 6 months to 1 year
 Selling systems that are familiar to the
organization and require little customization to
gain the maximum benefit
This position covers a territory, or market segment, and sells the full array of its business unit’s
product offerings. The salesperson is responsible for acquiring new small to mid-sized
customers as well as servicing existing ones. New Business Development is usually a large
component of quota attainment chiefly because the salesperson has support from others within
the seller’s organization to provide ongoing service to the existing customer base. The
salesperson’s chief responsibility is to do a thorough needs analysis and then help configure the
appropriate offering from the array of options to produce the system with the most relevant
benefit package to meet customer needs. The system is usually sold as a turnkey with
installation and implementation the responsibility of the seller. These sales are typically to
buyers with little previous experience with the product offering, so they need orientation and
support to gain the maximum benefit. This installation and support is usually provided by
specialists within the seller’s organization who are responsible for keeping the salesperson
informed of progress.
The mix of revenue from new business to existing business can be a much as 70/30. The sales
cycle is long (usually six months to one year), and the system that is installed is expected to
require only minor modification and expansion in the near term. Thus, the seller is free to pursue
new business while periodically monitoring the satisfaction level and changing needs of the
existing base.
Typical examples of this type of sales would include computer systems to auto dealerships,
document management, communications/telecommunications, and direct marketing campaigns
to mid-level companies.

7. Expanded Explanation of Profile Scores
DEVELOPS SALES LEADS
Demonstrates the initiative to uncover sales opportunities; actively attracts the interest of potential
customers; networks to increase contacts; stays on top of market conditions to uncover new leads;
consistently follows up with leads to assess their interest in the product/service offering
HIGH SCORES LOW SCORES
• Methodically and regularly networks to develop a prospect list,
regardless of the number of leads in the sales funnel
• Develops a frequent and familiar personal profile in
organizations or activities that attract the interest of prospective
customers
• Recognizes opportunities to uncover hidden or less obvious
prospects by monitoring the competition and keeping on top of
market conditions
• Remains pragmatic and objective, versus intuitive and
emotional, believing that the payoff comes from steadily working
the numbers regardless of how he feels at the moment
• Hard-driving and persistent, and tends to downplay social
involvement that may interfere with or drain time from his
prospecting efforts
• Organizes contact information in order to systematically follow
up on leads
• Limits networking opportunities by being drawn into social or
casual interactions, or by spending time with people he enjoys or
are already known to him
• Waits for prospects to raise their hands, believing that
marketing efforts or the product/service itself will attract interest
• May limit his networking efforts to those times when the sales
pipeline is empty
• May be inconsistent in creating and following a process that
systematically and continually casts a net with the expectation of
eventual success
• Becomes frustrated or discouraged if a successful ‘hit’ is not
achieved in a fairly short period of time
• May be satisfied with ‘cherry picking’ and find it tedious to
churn through a stream of new contacts to identify the warm or
lukewarm leads
This skill is a measure of one’s discipline to spend an appropriate amount of time each week in prospecting for new
leads. This ensures that there is a continuous stream of contacts in the sales funnel. Those who score high
meticulously organize their contact information to make it easier to follow-up, demonstrate an interest in the prospect
and determine the prospect’s needs. They are process oriented and rigorously follow the steps they have devised to
make new acquaintances and probe to learn enough about them to decide if they warrant full attention as a
prospective customer.
Good lead generators keep their antennae up and regularly assess market information to uncover names to target for
further investigation. They check for start-ups and announcements of relocation or expansion that could signal a need
for the seller’s products or services. They actively network with community or business contacts to become identified
with their products or services by an ever-increasing number of potential purchasers.
Many people who are capable of lead generating very well, but only actively do so when there is a need, and do less
when the pipeline is full, will achieve lower scores. Even though they are capable, they are naturally less consistent or
compulsive about maintaining the habit.
Lower scores may indicate:
 A lack of consistency in the process, not necessarily a result of inability or incompetence
 Interacting with others in a more reactive or superficial manner, e.g., going to a
networking event and chatting with only one or two people or known quantities
 A preference for taking a laid back approach and relying on the advertising or marketing
efforts of the organization to prompt prospects to raise their hands

8. Expanded Explanation of Profile Scores
QUALIFIES PROSPECTS WITH STANDARD PROBES
Uses a formula or series of questions to determine the prospect’s fit with the product; expects to sell to the
majority of prospects since they are known to need the seller’s products; reacts quickly and objectively to
the answers to standard probes by disqualifying the prospect or proceeding through the selling process
HIGH SCORES LOW SCORES
• Probes with tough questions around profitability, capacity and
readiness to buy when evaluating a prospect for potential
business opportunities
• Uses a formula approach to qualifying prospects that
addresses typical interest points, such as price and ability to
deliver
• Does not allow his time to be consumed by prospects who
should be disengaged or deferred based on the quality of
business they will provide
• Remains emotionally detached from the prospect’s situation,
allowing him to stay objective in assessing the potential for
profitable business
• Uses his interest in a prospect’s needs or problems or his
compatibility with contacts as the criteria for spending time with
them in the selling process
• Finds it difficult to narrow his focus to the quality as opposed to
the quantity of the business available
• Exhibits too much optimism and not enough pragmatism to cut
loose potential business that would not be profitably serviced
• Finds it difficult to be objective in assessing the potential of
demanding or challenging contacts
This measure of qualifying prospects centers on the use of some fairly standard questions to assess the potential
buyer’s readiness to make a decision and willingness to pay at a rate that includes a reasonable profit for the seller.
Once the determination is made those who score high allocate their efforts and resources to spend the most time with
the prospects that are most ready and capable of reaching a profitable deal. Those who could be good future
customers are contacted periodically to establish timing for the next steps. Low likelihood prospects are tactfully
dropped from the sales funnel so they are not a distraction.
This process is dispassionate and relies on fit with the ideal prospect profile and purchase readiness rather than
personal chemistry. Those who score high are consistent in determining the prospect’s fit with the seller’s existing
capabilities and spend the bulk of their time with the best ones. They are not tempted to focus too much on volume
and opportunity versus fit with the production capacity and profitability of the potential deal.
Lower scores may indicate:
 Using interest in prospects' problems or compatibility with contacts as the criteria for
spending time with them in the selling process
 Trying to be all things to all people or sell something to each lead
 Having difficulty recognizing the potential of contacts that are demanding or challenging
to deal with

9. Expanded Explanation of Profile Scores
MAKES PERSUASIVE 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.

10. Expanded Explanation of Profile Scores
COMMITS TIME AND EFFORT TO ENSURE SUCCESS
Thrives on working; tends to achieve higher results in direct proportion to the time he is willing to commit to
his work; remains focused on the goal and is not easily discouraged or distracted; uses work as an
opportunity for interaction and incorporates interpersonal contacts into task accomplishment; sees work as
a major source of personal satisfaction
HIGH SCORES LOW SCORES
• Seeks to balance work and life priorities while committing time
and resources to results accomplishment that surpasses what is
just acceptable or expected
• Is dedicated to achieving business results, even at some
personal sacrifice
• Defines himself to a great extent by his work and derives
personal satisfaction from his success and accomplishments in
his career
• Builds into his schedule the time required to lay the
groundwork and develop the plans for achieving his work
objectives
• Retains control of his objectives by preparing action steps and
evaluating his progress
• Remains focused when the commitment to his work is
threatened by internal or external distractions
• Enjoys finding opportunities to mix personal interaction with
goal accomplishment
• May embrace a somewhat rigid separation of professional and
personal commitments that limits flexibility in balancing the time
and resources devoted to work and leisure
• Is more inclined to work a set schedule of hours than to commit
resources as required by the objective
• Distinguishes personal time from work and career
commitments and is not likely to make consistent sacrifices in his
personal life to accommodate extraordinary advancements in his
work objectives
• Becomes distracted by unexpected obstacles or may not
effectively plan to deal with his job demands
• May not recognize that opportunities to advance his goals can
be present in the personal interactions that occur in the
workplace
This scale was originally developed using a sample of consultive salespeople who tended to achieve higher results in
direct proportion to the time they were willing to commit to their work. People who demonstrate this skill thrive on
working and place a high value not only on accomplishing the tasks specified in their job description, but devoting the
additional time necessary for planning, preparation, and skill development. They are hard workers and like the social
aspects of the job. However, they tend to use the social interaction as a means to accomplishing their goals rather
than as an end in itself.
High-scoring individuals typically use the extra time to develop more in-depth plans to achieve their objectives. They
also build personal sales tools and tracking processes that enable them to increase their sales volume and margins.
They tend to believe that the basic job is accomplished between 9 and 5, and the effort required to be a top performer
is spent from 5 to 9. They tend to be perfectionists and want to do the job right.
Lower scores may indicate:
 A desire for balance in one’s life with sufficient personal and family time
 A preference for a 40-hour work week with stable and predictable time requirements
 Career advancement is not a strong priority

11. Expanded Explanation of Profile Scores
MAXIMIZES RESULTS BY PARTNERING AS A CUSTOMER ADVOCATE
Consistently achieves above-average sales results by understanding the customer’s business,
empathizing with their problems and setting a plan to meet their needs; tirelessly focuses on building
strong relationships with customers by acting on their behalf to work the seller’s internal systems to meet
their requirements; sees partnering with customers as the efficient method to reach personal sales career
goals
HIGH SCORES LOW SCORES
• Is driven to achieve or exceed targeted results and uses sales
as a means to get there; hungry to be a top producer
• Holds results achievement to a high personal standard
• Believes in taking personal responsibility for the level of
success achieved
• Is unwilling to have his goal achievement derailed by internal
politics or bureaucratic procedures
• Promotes a sense of partnering with customers
• Takes the first step to establish a trusting relationship that
assures customers of his commitment
• Is genuinely interested in understanding customer needs and
works the company’s internal systems to satisfy those needs
• Collaborates with a network of support resources to satisfy
customer requirements
• May adopt a casual or relaxed approach that fails to project
personal dedication to achieving or surpassing sales targets
• Can be content with marginal success or lowers goals to reach
a level of success that is easier to accomplish
• May not sustain the intensity needed to consistently meet or
exceed sales objectives
• Wants to be successful on his own terms without tying his
efforts or results to effectively fulfilling customer requirements
• Achieves results that will support his career progression more
so than strengthen his partnerships with customers
• Can be impersonal or detached in his approach to the sales
process, minimizing the opportunity to build a customer alliance
This skill measures the ability to produce consistent and above-average sales results by staying focused on personally
imposed goals. People who score high are less likely to be distracted by internal politics or constrained by
bureaucratic procedures. They monitor their progress and are on the lookout for obstacles that can negatively impact
their results. While not necessarily pessimistic, they exhibit a healthy amount of skepticism about internal systems
and customer input.
Likewise, individuals with high scores are emotionally intense and seemingly driven to be one of the best. As a
consequence, they can be difficult to manage at times. They demand a lot of themselves, are strong customer
advocates, and get frustrated with perceived 'half-hearted' attempts to meet customer requirements.
They understand the value of 'going first' to establish trust and demonstrate their commitment to satisfying customers.
They usually develop a network of internal support resources so they can gain access to information and intervene
when customer requirements are in jeopardy.
Lower scores may indicate:
 A desire to be a top salesperson on one’s own terms versus objectively fulfilling
customer requirements
 A willingness to produce above-average results short-term while using sales as a vehicle
for promotion into management
 One who enjoys the thrill of the hunt with an impersonal approach to the sales process

12. Expanded Explanation of Profile Scores
ADAPTS APPROACH TO DIFFERENT BUYER MOTIVATIONS
Gathers essential information to determine the benefits customers need in order to be sold; is willing to
adjust sales approach to fit different buyer motivations; influences or persuades others by determining how
the other individual can benefit, and then communicates those advantages
HIGH SCORES LOW SCORES
• Will work to acquire the information needed to determine what
benefits will motivate prospects to buy
• Able to use knowledge gleaned about prospect needs to vary
sales approach according to different buyer motivations
• May not be committed to researching what benefits the
prospect needs in order to be sold
• Might not recognize that prospects have different buying
motivations and may sell the same way to all people
People who score high in this skill are interested in determining what is important to the prospect or customer. They
can vary their approach to persuading someone to adopt their ideas. This is not necessarily a measure of knowledge
of techniques. People with no formal sales experience often score quite well if they have practiced uncovering others'
buying triggers so they could gain cooperation. Often nurses and teachers, who do not think of themselves as
salespeople, are surprised by their high scores. With a little investigation, it becomes evident that when they are trying
to influence patients or students they intuitively focus their information on the interests and hot buttons of the listener.
In general, those who score high, effectively sell their ideas by being willing to determine how those ideas will benefit
the other person and then clearly communicate those advantages. They are not dependent upon specific approaches
to work prospects and customers through the sales process with each contact.
This is a measure related to uncovering buying triggers and flexibility of approach, not necessarily drive to be a top
seller. Those who are highly motivated to be a top producer may use this or a different skill set to reach their
objectives.
Lower scores may indicate:
 A tendency to believe that most people are like them and, thus similarly motivated;
effectiveness is determined by the prospect's similarity to the salesperson
 A lack of depth in the needs analysis process resulting in a superficial understanding of
the buyer’s needs and triggers
 An overly dogmatic approach supported by the belief that everyone needs what is being
sold and the purchase is for their own good

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