In this paper, three articles are being reviewed to understand the interaction between consumers and salespersons and the subsequent issues.

Three Rs of Interpersonal Consumer Guilt Relationship, Reciprocity, Reparation

The first article, Three Rs of Interpersonal Consumer Guilt Relationship, Reciprocity, Reparation is authored by Darren W. Dahl, Heather Honea, and Rajesh V. Manchanda. Dahl is a professor at the University of British Columbia and a specialist in Social Interaction and Marketing. Similarly, Honea is a professor at the San Diego University and a specialist in Integrated Marketing Communication whereas Machanda is a professor at the University of Manitoba and a researcher on Sustainability and Social Marketing. After conducting a thorough research, they assert that “when the interaction with a salesperson establishes social connectedness, failure to make a purchase induces guilt (of consumers)” (Dahl, Honea, & Manchanda, 2005). Also, they have attempted to discover “the behavioral consequences of interpersonally motivated guilt that is experienced in a consumption context” (Dahl, Honea, & Manchanda, 2005).

Norms

Next, the authors elaborate and explain the norm of relationships, reciprocity, and reparation between consumers and salespersons suggesting that after the “social connectedness” between the two, consumers regard their purchase as a pay back to sales. If not, they tend to feel guilty and might produce reparation to salespersons (Dahl, Honea, & Manchanda, 2005). Two studies were made to test their hypothesis and the results revealed that guilt reflected when consumers failed to make a purchase and made future purchases to compensate the salesperson. The significance of this research cannot be ignored as it is one of the first to indicate guilt in the connection between salespersons and consumers. The article explains several issues indicating that guilt may shape consumers’ behavior. However, it still leaves some other questions in the same aspect; how will guilt influence consumers in long term? Will guilt leads the consumers to make reluctant decisions about purchasing from the salesperson?

The Effect of Trust Belief and Salesperson’s Expertise on Consumer’s Intention to Purchase Nutraceuticals

The second article, The Effect of Trust Belief and Salesperson’s Expertise on Consumer’s Intention to Purchase Nutraceuticals: Applying the Theory of Reasoned Action, is written by Business professors – Ming-Tien Tsai, Chao-Wei Chin, and Cheng-Chung Chen. As the title suggests, this article discusses costumer’s inclination of purchasing and how it is related to their personal attitude, advices from people they respect, and the positive relationship they build with the level of advertisement of salespersons. The research provides important information asserting “trust as an antecedent of attitude and subjective norm” (Tsai, Chin, & Chen, 2010). The influence of personal attitude and advices from respective people is also agreed by Hassanein and Head (2007) and Niva & Mäkelä (2005). Moreover, the more knowledgeable the salesperson is in the field, the more likely costumers are going to make the purchase. This research again paved my way in my research as it informs that both social interactions and professional knowledge of salespersons is important in the conversation. However, the authors did not mention how much the consumers are going to trust salespersons from their advertisement. Considering the amount of advertisements we see every day, there are people even today who contradict the feeling of being advertised. Therefore, how will these people influence the positive curve between the talks of salespersons and consumers? Also, in what way will it shape the shopping environment? I expect to find out more information concerning these issues in my field observation.

CALLPLAN model

The third article is based on the research conducted across India, China, Korea, and Philippines and introduces the CALLPLAN model which “was suggested for allocation of sales calls across customers for a given sales force size, structure, and sales territory design” (Sy-Changco, Singh, Gregorio, Lu, & Shin, 2016). It also highlights how sales call length is impacted by salespersons adapting their sales calls (a form of adaptive selling) and the role of a customer’s willingness (Sy-Changco, Singh, Gregorio, Lu, & Shin, 2016). Referring to a previous research, the author points out that Mulcahy suggests only a small percentage of consumers are willing to spend time and feel their conversation with salesperson effective and worthy. However, the authors believe that the sales call length is more related to consumer’s reactions as compared to their conversation. Darmon, in a previous research, supports this assumption. In the article, the authors conclude from their research that “salespeople adapt the length of the sales call according to potential sales” (Sy-Changco, Singh, Gregorio, Lu, & Shin, 2016) as “customer willingness is an important consideration in determining the sales call length” (Sy-Changco, Singh, Gregorio, Lu, Shin, 2016).

Conclusion

This article also supports the two previous articles discussed in this paper stressing that consumers’ willingness is a crucial determinant in their interactions. However, none of the articles mentioned how does the interaction shape consumers’ willingness? All three of the articles are reliable sources as they were data-driven research studies.

References

Dahl, D. W., Honea, H., & Manchanda, R. V. (2005). Three Rs of Interpersonal Consumer Guilt: Relationship, Reciprocity, Reparation. Journal of Consumer Psychology,15(4), 307-315. doi:10.1207/s15327663jcp1504_5

Sy-Changco, J. A., Singh, R., Gregorio, R. L., Lu, P., & Shin, G. (2016). Impact of Sales Call Adaptiveness and Customer Willingness on Sales Call Length: A Cross-Country Study of India, China, Korea, and Philippines. Journal of Global Marketing,29(3), 128-138. doi:10.1080/08911762.2016.1171940

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The reciprocal relationship can be simply defined as a relationship in which the two parties make an association on the basis of mutual privileges, emotions etc. These reciprocal relationships influence a person’s life till the end of time. As far as children are concerned, their learning is mainly dependent on the engagement of family as it is the members of the family that enhance a child’s experiences and family well being. “Family engagement is responsible for the continuous, mutual and strong association between children and other adult members of the family” (Ref: Bell and Wolfe, 2004).

When a child is of six months, he/she develops a sense of identity and agency. This system helped to focus on the early years social relationship of the child. It also affects the manner  how this first social relationship brings transformations in the child’s responses to his/her surroundings. Though this relationship starts as one-sided; it turns out as a reciprocal one with the passage of time. Reciprocity allows this association to work in oth ways i.e. adult-child and child-adult. Thus, it is a common phenomenon that a child may develop several reciprocal relationships concurrently (Wilson, 2003).

Strong Social Emotional Development for Children

As mentioned above, it is in the early months of a child’s life that he/she develops a positive interaction with his/her caregiver and this association develops a sense of self. In the presence of this caregiver, a child feels satisfied due to associative learning. Such feelings of positivity developed in the child elevate into affection for the adult. The maintenance of a warm relationship by the caregiver may result in the development of a mutual love. The amusement and engagement provided by the caregiver strengthens this relationship. Emotional development of a child is thus based on the experiences he/she shares with an adult due to the generation of positive reciprocally pleasing emotions (Wilson, 2003).

It can be said that the most outstanding feature of this relationship is that it turns out as a pleasurable and amusing relationship for both parties. In the absence of this element, it is not possible for the relationship to grow with highest psychological standard. However, the absence of the mentioned relationship-energizing elements may indeed limit the mental and physical outcomes.  And this is possible if interaction between the child and the caregiver is based on exceptional amusement and mutual pleasure. Such experiences are indispensable for the development of positive emotions.

Emotional Management

The know-how of life, expression and motional management are the important factors in the social-emotional development of a child. The interpersonal and intra-personal processes help a child to become capable of establishing and maintaining positive, healthy and satisfying relationships with those around him/her. Emotional development takes place when a child is capable enough of identifying and understanding his/her own feelings. Emotional development is of utmost importance as it helps a child in the management of the strong emotions he/she feels and also helps him/her to express those emotions in a productive and positive way. This is due to the emotional development that a child learns to build up and uphold relationships.

Thus, such growing capabilities are helpful for children to develop into a proficient individual who is capable to negotiate progressively more intricate social interactions. They are able to distinguish the voice of their mothers to other women’s voices. The establishment of close relationships with adults, in fact, let children to feel emotionally secure, develop a sense of self and understand the world outside the four walls of a house or classroom. Thus, it is the responsibility of an adult to facilitate the child’s exploration, provide reassurance, fulfill the mental and biological needs, model relationships that are positive and provide the child with unconditional support during difficult periods of life.

Conclusion

To cut a long story short, reciprocal relationships make it easier for the toddlers and infants to develop sympathetic emotions and compassionate feelings about others. This is done when children learn to establish the human connection with their own selves and other people. Early relationships help the children to value the way of thinking of other people and fulfill their expectations. Children also learn the importance of teamwork and sharing through reciprocal relationships and turn out to be better citizens in the future for society. They are then also able to shape their identity with more associations with people who are a major part of their lives including parents, friends, teachers, siblings, spouses, children etc. Thus, the future development of children is all set when they associate themselves with the first caregiver (Bell and Wolfe, 2004).

Every child deserves care giving that is responsive, constantly approachable, encouraging and proper so that it can result in a steady, permanent and protected. This is important as reciprocal relationships provide such a sense of security to the child that he/she feels protected and confident and these elements enable him/her to explore the world with inquisitiveness and interest (“Social-Emotional Development in Young Children”, 2012). Thus, it is evident from the discussion above that reciprocal relationships generate and enhance secondary emotions in children and regulate emotional expression as well.

References

Bell, M., and Wolfe, C. (2004). “Emotion and Cognition: An Intricately Bound Developmental Process,” Child Development, Vol. 75, No. 2, 366–70.

Social-Emotional Development in Young Children. (2012). Michigan.gov. Retrieved August 18, 2013, from http://www.michigan.gov/documents/Social_Emotional_Development_in_Young_Children_Guide_88553_7.pdf

Wilson, R. L. (2003). The Emotional Life of Children. Wagga Wagga, NSW: Keon Publications.

 
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