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ABSTRACt. Cognitive style, the ways in which we take in information from the
environment and processthat information,has been shown to influenceinterac-
tions in various behavioral fields.This paper investigateswhether cognitive
style would impact an individual'sorientationtoward the customer or toward
the sale, as measured by the SOCO scale. The results suggest that cognitive
stylecan influenceone'sorientation.This knowledge should prove usefulto sales
managers in design;ng trRining programs for new sales personnel, as well as in
assigning sales personnel to specific selling tasks.
INTRODUCTION
cess information differently (Smith & Urban, 1978). The psychology, so-
cial-psychology, and education literatures have also amassed numerous
cases revealing that people of diFFering cognitive styles differ in their
approach to information processing, decision m~klng, learnlng, and com-
municating (e.g., Carlson & Levy, 1973; McCaulley & Natter, 1974; Le-
vin, 1978; Thompson, 1984). Since all of these processes impact interper-
sonal interactions, and since interpersonal interactions affect a
salesperson's customer relations, it seems likely that cognitive style will
influence an individual's orientation toward the customer (a customer
orientation) or toward making the sale (a sales orientation).
This paper reports an investigation of the influence of cognitive
style on customer orientation. The first section provides a brief review of
the customer orientation construct. We then briefly discuss cognitive
style and its associated characteristics. Next, we describe the research
methodology employed in the study, followed by a discussion of the find-
ings. We conclude with suggestions for future research and some impli-
cations for sales management.
CUSTOMER ORIENTATION
However, Saxe and Weitz also suggest that antecedents could include
interpersonal differences on such constructs as inner-outer directedness
(Kassarjian, 1962) and self-monitoring (Snyder, 1976).
COGNITIVE STYLE
HYPOTHESES
Table 1
Characteristics of t h e Cognitive Styles
ST (Sensory-Thlnlcer) NT (Intultive-Th!nlcer)
Th!n~ug
Feeling
Adapted from Hirschman (1985), Mitroff, Barabba, and Ki!m.nn (1977), Mokwa and
Evans (1984).
METHODOLOGY
Sample
Since our primary interest focused on theory testing r a t h e r t h a n on
application, a student sample proved appropriate (Calder, Phillips, &
Tybout, 1981). Further, respondents were drawn from students enrolled
in introductory marketing courses, providing a more diverse population
base t h a n a salesperson sample which would probably result in under-
representation of some cognitive styles. Of the 218 completed question-
naires, 202 were usable, or 92.7%. The average age was 22.64 years,
with a range of 20 to 47 years. There were 92 males and 110 females.
The cognitive style composition of the sample is shown in Table 2.
Instruments
Respondents completed the SOCO scale, which consists of 24 items.
Saxe and Weitz (1982) developed the scale and demonstrated its re-
liability and validity. When administered to two different samples of
salespeople, coefficient alpha was 0.86 and 0.83. A sample of 46 sales-
people was retested after a six week interval, reve-]ing a correlation of
0.67, which the authors claimed indicated a moderate degree of stability.
Saxe and Weitz relied on a broad and representative range of items and
a standard method of item selection to provide content validity. The
SOCO scale was positively correlated with a measure of long-term
versus short-term orientation, negatively correlated with Machiavellian-
ism, and not correlated with the Marlow-Crowne Social Desirability
Scale, indicating convergent and discrlminant validity. The pattern of
ROGER P. McINTYREAND MARTINS. MELOCHE 81
Table 2
Cognitive Style Composition of Sample
RESULTS
The findings of this study raise some interesting questions for fur-
ther research. In those fields in which a high degree of customer orienta-
tion is desirable, can trAin4ng compensate for a low customer orienta-
tion? If so, what type of trRinlng would prove most effective? For
example, what combination of classroom and field training would pro-
duce the greatest results?
Table 3
Multiple Comparisons and Mean Scores on Customer Orientation
Table 4
EstlmAted Cognitive Style Composition of the General Population
ST NT NF SF
Table 6
Cognitive Style D i s t r i b u t i o n i n S e l e c t e d C a r e e r F i e l d s
Note: Values under cognitive styles are expressed as percent of sample. Degrees of
freedom ffi 3
Source of VALS Data: McCaulley, Macdaid, and K~inT. (1985)
Source of Career Data: Myers and McCaulley (1985)
CONCLUSION
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