Advanced Pollution Prevention

This unit has presented laws related to pollution prevention (P2) as well as the 1990 Pollution Prevention Act (PPA).For this assignment, locate a peer-reviewed article in the CSU Online Library pertaining to P2 and the PPA. Ensure that the components below are addressed in your review.

  • Introduce the article, which would include a brief identification of the article’s premise and significant points, along with your evaluation of the article’s premise and supporting points.
  • Using the article, in addition to the course textbook, explain various aspects of the PPA.
  • In your explanation of the PPA, include a discussion of the federal clean water, air, and waste laws pertaining to P2.

Limit the number of direct quotations from references. The vast majority of your paper should contain paraphrased information from your sources and should include your own thoughts on the laws that you present. The Understanding Peer-Reviewed Articles LibGuide will aid you in this course as you research within the CSU Online Library. Your paper must be at least two full pages in length. A title page and references page must be included; however, these pages will not count toward meeting the minimum page requirement. You are required to utilize at least two sources, one of which must come from the CSU Online Library and one of which will be your textbook. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.

 
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Lab

STEM Lab Environmental Engineering

Concentration of Earth’s Greenhouse Gases

Earth’s atmosphere is a mixture of gases. About 99 percent of the atmosphere is made up of nitrogen and oxygen. Certain other gases present in smaller amounts are critical to Earth processes. Water vapor and carbon dioxide gas are important in regulating the amount of energy absorbed by the atmosphere. Ozone gas helps control the amount of ultraviolet radiation that reaches Earth’s surface. Scientists are particularly interested in measuring changes in the amounts of greenhouse gases, including water vapor, carbon dioxide, methane, and nitrous oxide. These gases occur in such small amounts in the atmosphere that scientists describe their concentration in units of parts per million (ppm), or even parts per billion (ppb). Imagine pouring one can of soda into a large swimming pool, and you are thinking on the order of parts per million. If you can imagine adding one pinch of salt to 10 tons of potato chips, you’re thinking on the order of parts per billion!

In this activity, you will simulate dilution of a substance to extremely small concentrations. After calculating these concentrations, you will relate the data to the concentration of important gases in Earth’s atmosphere.

OBJECTIVES

Describe the meaning of the units parts per million and parts per billion.

Explain why these units are used to describe the concentration of some atmospheric gases.

Create solutions of diminishing concentration.

Compare the concentration of solutions created in the experiment to the concentration of certain atmospheric gases.

MATERIALS USED IN ACTUAL LAB IF DONE IN PERSON

· eyedropper or pipette

· food coloring

· ice cube tray white, or clear plastic trays with white paper underneath

· marker, permanent

· plastic cups, small (3)

· water jug, filled with water

Procedure for actual lab if done in person

1. Use the marker to number the outside of each section of the ice cube tray from 1 to 10. Each section is a “cell” in which you will create a solution with a certain concentration.

2. Fill the three plastic cups about half full with water. The water will be used for cleaning the eyedropper or pipette during the experiment.

Concentration of Earth’s Greenhouse Gases continued

3. Put 10 drops of food coloring in cell #1. The concentration of this substance is 1 million parts per million. It represents a pure substance. Write the concentration of this substance as a fraction.

Examine how this data has been recorded in Table 1.

TABLE 1: FOOD COLORING CONCENTRATION

Cell Number Food Coloring Concentration (parts per million)
1 1,000,000
2 100,000
3  
4  
5  
6  
7  
8  
9  
10  

4. Take one drop of food coloring from cell #1 and add it to cell #2. Rinse the dropper in one of the plastic cups until all traces of food coloring are removed. Add 9 drops of clean water to cell #2 and stir. The mixture is now diluted to the concentration of the original substance. The concentration of the new substance is 100,000 parts of food coloring per million parts of solution. Write the concentration of the substance as a fraction. Examine how this data has been recorded in Table 1.

 

5. Take one drop from cell #2 and add it to cell #3. Rinse the dropper completely. Add 9 drops of clean water to cell #3 and stir. How has the food coloring concentration changed? Record the food coloring concentration of cell #3 in Table 1.

 

6. Repeat this procedure for cells 4 through 10. Record the concentration of each cell in Table 1.

 

7. Greenhouse gases affect the temperature of Earth’s atmosphere. Study Table 2 on the following page, which shows the concentrations of these gases. Use the information given, as well as the data from Table 1, to determine which of the food coloring cells is closest in concentration to the concentration of each greenhouse gas.

Concentration of Earth’s Greenhouse Gases continued

TABLE 2: CONCENTRATION OF GREENHOUSES GASES IN EARTH’S ATMOSPHERE

Gas Concentration Cell Number
Carbon dioxide 355 ppm  
Methane 1.7 ppm  
Nitrous oxide 0.3 ppm  
Chlorofluorocarbon-12 0.0005 ppm  
Chlorofluorocarbon-11 0.0003 ppm  

Analysis

1. Describing Events What changes did you notice in the concentration of the solutions you created as you moved from cell #1 to cell #10?

 

 

2. Explaining Events Some of the solutions created were colorless. Each 1/10 dilution you made diluted the color of the food coloring, and hence the concentration. Was there any food coloring in those cells? How do you know?

 

 

 

Conclusions

3. Drawing Conclusions Imagine that the food coloring in the experiment represents carbon dioxide. What do the water drops added to each cell represent?

 

 

 

 

Extension

1. Research and Communication The concentration of each greenhouse gas in parts per million is incredibly small. How can gases that have such small concentrations have such a large impact on Earth’s atmosphere? Use library resources to research one greenhouse gas. In written or oral form, describe the role this gas plays in Earth’s atmosphere.

 

© Houghton Mifflin Harcourt Publishing Company

Holt McDougal Environmental Science 1 Atmosphere and Climate Change

© Houghton Mifflin Harcourt Publishing Company

 

Holt McDougal Environmental Science

 

1

 

Atmosphere and Climate Change

 

STEM Lab

 

Environmental Engineering

 

Concentration of Earth’s

Greenhouse Gases

 

Earth’s atmosphere is a mixture of gases. About 99 percent of the atmosphere is made

up of nitrogen and oxygen. Certain other gases present in smaller amounts are critical

to Eart

h processes. Water vapor and carbon dioxide gas are important in regulating

the amount of energy absorbed by the atmosphere. Ozone gas helps control the

amount of ultraviolet radiation that reaches Earth’s surface. Scientists are particularly

interested in

 

measuring changes in the amounts of greenhouse gases, including water

vapor, carbon dioxide, methane, and nitrous oxide. These gases occur in such small

amounts in the atmosphere that scientists describe their concentration in units of parts

per million (

ppm), or even parts per billion (ppb). Imagine pouring one can of soda

into a large swimming pool, and you are thinking on the order of parts per million. If

you can imagine adding one pinch of salt to 10 tons of potato chips, you’re thinking

on the order

of parts per billion!

 

In this activity, you will

simulate

dilu

tion of

 

a substance to extremely small

concentrations. After calculating these concentrations, you will relate the data to the

concentration of important gases in Earth’s atmosphere.

 

OBJECTIVES

 

Describe

the meaning of the units parts per million and parts per billion.

 

Explain

why these units are used to describe the concentration of some atmospheric

gases.

 

Create

solutions of diminishing concentration.

 

Compare

the concentration of solutions creat

ed in the experiment to the

concentration of certain atmospheric gases.

 

MATERIALS

 

USED IN ACTUAL LAB

IF

 

DONE IN PERSON

 

·

 

eyedropper or pipette

 

·

 

food coloring

 

·

 

ice cube tray white, or clear plastic trays with white paper underneath

 

·

 

marker, permanent

 

·

 

plastic cup

s, small (3)

 

·

 

water jug, filled with water

 

Procedure

 

for actual lab

if

 

done in person

 

1.

 

Use the marker to number the outside of each section of the ice cube tray from 1

to 10. Each section is a “cell” in which you will create a solution with a certain

concent

ration.

 

2.

 

Fill the three plastic cups about half full with water. The water will be used for

cleaning the eyedropper or pipette during the experiment.

 

© Houghton Mifflin Harcourt Publishing Company

Holt McDougal Environmental Science 1 Atmosphere and Climate Change

STEM Lab Environmental Engineering

Concentration of Earth’s

Greenhouse Gases

Earth’s atmosphere is a mixture of gases. About 99 percent of the atmosphere is made

up of nitrogen and oxygen. Certain other gases present in smaller amounts are critical

to Earth processes. Water vapor and carbon dioxide gas are important in regulating

the amount of energy absorbed by the atmosphere. Ozone gas helps control the

amount of ultraviolet radiation that reaches Earth’s surface. Scientists are particularly

interested in measuring changes in the amounts of greenhouse gases, including water

vapor, carbon dioxide, methane, and nitrous oxide. These gases occur in such small

amounts in the atmosphere that scientists describe their concentration in units of parts

per million (ppm), or even parts per billion (ppb). Imagine pouring one can of soda

into a large swimming pool, and you are thinking on the order of parts per million. If

you can imagine adding one pinch of salt to 10 tons of potato chips, you’re thinking

on the order of parts per billion!

In this activity, you will simulate dilution of a substance to extremely small

concentrations. After calculating these concentrations, you will relate the data to the

concentration of important gases in Earth’s atmosphere.

OBJECTIVES

Describe the meaning of the units parts per million and parts per billion.

Explain why these units are used to describe the concentration of some atmospheric

gases.

Create solutions of diminishing concentration.

Compare the concentration of solutions created in the experiment to the

concentration of certain atmospheric gases.

MATERIALS USED IN ACTUAL LAB IF DONE IN PERSON

 eyedropper or pipette

 food coloring

 ice cube tray white, or clear plastic trays with white paper underneath

 marker, permanent

 plastic cups, small (3)

 water jug, filled with water

Procedure for actual lab if done in person

1. Use the marker to number the outside of each section of the ice cube tray from 1

to 10. Each section is a “cell” in which you will create a solution with a certain

concentration.

2. Fill the three plastic cups about half full with water. The water will be used for

cleaning the eyedropper or pipette during the experiment.

 
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Use Discount Code "Newclient" for a 15% Discount!

Advanced Pollution Prevention

An integrative framework of sales ecosystem well-being

Kumar Rakesh Ranjana and Scott B. Friendb

aBusiness School, University of Queensland, 428 Colin Clark, Brisbane, 4067 QLD, Australia; bFarmer School of Business, Miami University, 800 E. High Street, Oxford, 45056 OH, USA

ABSTRACT Emergent perspectives that take on a systems-level view of relational exchanges are critical to an evolving understanding of sales. Referred to as an ecosystems perspective, this adaptive system shapes the nature of academic and practitioner vantage points regarding who is involved in sell- ing, the resources that shape shared exchanges, and the practices requisite for effectiveness. However, what ecosystem outcomes the sales field should work toward and how to achieve such objectives remains unclear. To address this need, the authors advance a conceptual study that arrives at a mid-range theory of sales ecosystem well-being—i.e. blending value co-creation and sales ecosystem elements and practices that serve this emergent outcome. Specifically, the authors offer conceptual linkages between ecosystem actors, resources, institutions, and practices. To accomplish these gains, this study conducts a systematic review of core work on ecosystems and overlays the framework with evidence from sales literature. Thereby, an integrative understanding of the constellation of elements and practices provides insights into managing sales ecosystems. The study concludes with a series of theoretical implications that serve as the foundation for a directed research agenda for the sales field.

ARTICLE HISTORY Received 16 June 2020; Accepted 4 September 2020

KEYWORDS Selling and sales force management; value co- creation; ecosystem; well- being; conceptual

Tomorrow’s selling processes are likely to be collaborative endeavors wherein sales personnel are likely to work hand in hand with multiple ecosystem partners to orchestrate complex sales solutions. Further, sales personnel are increasingly likely to orchestrate activities of a set of internal and external players within the institutional settings during the sales processes. In such situations, sales are likely to become a critical central node within the network of internal and external players that constitute the selling ecosystem. (Singh et al. 2019, 12)

As the relationship management perspective has been criticized for being too focused on individual entities (Gr€onroos 2004), two parallel tracks of research are encour- aging business practices to view relational exchanges from a systems perspective (i.e. a configuration of people, technol- ogy, value propositions that connect internal and external service systems and shared information; Spohrer et al. 2008). These two literature streams are present across the value co- creation (VCC) domain and the selling and sales force man- agement (i.e. sales) domain. On one spectrum, a systems orientation provides a foundation for understanding and applying VCC principles in an increasingly interconnected and dynamic environment (Vargo and Lusch 2011). On a separate continuum, recent literature has converged on an institutional perspective recognizing that sales activities are embedded in a broader social system (Hartmann, Wieland, and Vargo 2018). However, as research moves toward this systemic view of actors and exchanges, contextualized efforts to pinpoint how specific actors can participate more

effectively are necessary. Such insights may allow firms to better understand the impact of the entire constellation of stakeholders necessary to manage relationships (see Baron and Harris 2008; Tax, McCutcheon, and Wilkinson 2013; Wilkinson and Young 2002), while a lack of clarity regard- ing such ecosystem complexities may frustrate efforts and weaken outcomes (Henderson and Palmatier 2010).

The sales process can be viewed as an episodic, nonlinear exchange involving myriad stakeholders (see Dixon and Tanner 2012; MacInnis 2011; Moncrief and Marshall 2005). Such stakeholders are internal and external to both the sales (Bolander et al. 2015; Plouffe et al. 2016) and customer organizations (Friend and Malshe 2016), and operate across functions and boundary spanning interfaces (Singh et al. 2019). Scholars draw parallels between sales and value cre- ation that reflect systems’ evolution and involve numerous actors (e.g. Hartmann, Wieland, and Vargo 2018; Macdonald, Kleinaltenkamp, and Wilson 2016). This broad- ening perspective signals a complex system with: (a) a diver- sity of actors, roles, and associated resources; (b) resource integration and value creation processes occurring across matrices of linked actors and institutional processes; and (c) roles and processes that support ecosystem well-being. Our systematic review of sales literature shows a rich scholarship that parallels the above-mentioned attributes. At the same time, this research fails to integrate the ecosystem and selling perspectives or delineate links that explicate the

CONTACT Scott B. Friend friendsb@miamioh.edu � 2020 Pi Sigma Epsilon National Educational Foundation

JOURNAL OF PERSONAL SELLING & SALES MANAGEMENT 2020, VOL. 40, NO. 4, 234–250 https://doi.org/10.1080/08853134.2020.1822176

 

 

underpinnings of selling systems and improved states of well-being. We aim to develop a mid-range theory of sales ecosystem well-being by blending VCC and sales ecosystem elements and practices that can be directed toward this emergent ecosystem outcome.

An ecosystem perspective leverages a robust theoretical delineation of an otherwise complex selling system and develops an integrative conceptual framework that can inform ecosystem well-being. Thus, as the field moves toward a view of selling as a process of institutional align- ment, along with the activities it encompasses, our research contributes to extant theoretical models that encompass sales and value creation efforts from an ecosystem perspective (e.g. Hartmann, Wieland, and Vargo 2018). Specifically, our focus on sales ecosystems from the perspective of improved well-being (c.f., Anderson et al. 2013; Skål�en, Aal, and Edvardsson 2015) advances the move from individual-level outcomes in the sales field to more complex and encompass- ing systems-level outcomes. While well-being has been examined in biological ecosystems, it has not been explored within sales and service ecosystems (Frow et al. 2019). Our understanding of sales ecosystem well-being is therefore an important extension to sales theory and practice, as emer- gent complexities and shifts from the individual to the col- lective (i.e. multi-actor, multi-levels, diverse individual practices, diverse system-level practices) pose challenges to conducting sales ecosystem research. Our integrative concep- tual model of attributes contributes important knowledge to systems-facing frontline roles, enabling researchers to con- duct empirical studies in the domain, stakeholders through- out the sales and customer organizations to shift from individualized benefits to collective gains, and the well-being of the sales ecosystem to improve.

Toward these efforts, we focus on the following research questions: What is the nature of ecosystems elements (e.g. actors, resources, institutions) and practices? What are the processual linkages between ecosystem elements, practices, and well-being? Our research begins by identifying a theor- etical foundation as an anchor for our conceptual develop- ment. An extensive search of theoretical perspectives led us to the co-creative ecosystem view (Frow, McColl-Kennedy, and Payne 2016; Hartmann, Wieland, and Vargo 2018; Storbacka et al. 2016) that aligns our study with established holistic approaches to understanding sales (e.g. Bolander et al. 2015; Friend and Malshe 2016; Hughes, Le Bon, and Malshe 2012; Plouffe et al. 2016; Rapp et al. 2017). Accordingly, our manuscript next provides a theoretical foundation based on our systematic review of ecosystem research. Next, we extend the conceptualization of ecosys- tems to a relevant outcome of well-being. We then overlay this framework using evidence from sales research to pro- vide an integrative view of sales ecosystem well-being. Ultimately, we develop a theoretical foundation of the sales ecosystem and use this foundation to: (a) delineate four key elements of the ecosystem—actors, resources, institutions, and practices; (b) highlight a set of eight practices as an interplay and interconnectedness of actors, resources, and institutions that result in co-created value; and then (c)

utilize this understanding to explain selling as an ecosystem and how practices within it co-create value to foster sales ecosystem well-being.

Systematic review

In the last five years, over 50 scholarly articles in leading mar- keting and service journals have used an ecosystem perspective to explain various complex business processes (Breidbach, Antons, and Salge 2016; Spanjol et al. 2015) and multi-level interactions (Beir~ao, Patr�ıcio, and Fisk 2017; Tierney, Karpen, and Westberg 2016). A general theoretical foundation—i.e. mid-range theory—aids comprehension of such processes. While Brodie and Peters (2020) recommend drawing evidence and explanations from literature reviews and associated theo- ries, a good theoretical framework should also integrate mul- tiple adjacent viewpoints (Lindgreen et al. 2020). Therefore, we conducted a systematic review of ecosystem research using search terms (and variations) of service ecosystem (e.g. service system) and associated co-creation phrases (e.g. co-creation/ cocreation, co-production/coproduction). Searching both eco- system and VCC terms was necessary because the ecosystem view is often examined together or interchangeably with the co- creation perspective (e.g. Akaka et al. 2014; Fu, Wang, and Zhao 2017; Vargo, Wieland, and Akaka 2015) and/or the ser- vice-dominant logic (e.g. Chandler and Vargo 2011; Laud et al. 2015; Vargo and Lusch 2016). Our literature search included additional screeners (e.g. reading titles and abstracts) to retain work central to understanding ecosystems. In total, we identi- fied 53 core works focused on an ecosystem view.

We read each of the identified papers included in this review and coded content relevant to ecosystem attributes. Our overall repository of review can be divided into two broad categories: descriptive details (e.g. nature of study, study context) and conceptual content (e.g. ecosystem ele- ments, activities, and processes). Subsequently, we analyze the entire conceptual content in a two-step systematic coding process. In the first level of coding, we gleaned three clusters of evidence: ecosystem elements, ecosystem activities (as a source of practices), and ecosystem outcomes (resulting in well-being). In the second level of coding, we reviewed each evidence within a cluster and arrived at a typology of the ele- ments, practices, and outcomes. The typology was arrived at in an open-coding process—i.e. by iteratively typifying each evidence such that a typology was conceptually homogenous within itself and heterogeneous between any two typologies— that exhausted all evidences derived from the literature within each of the three clusters. Thus, we delineate the structure of an ecosystem and identify ecosystem practices that ultimately result in the ecosystem well-being. This theoretical foundation is next contextualized with narratives and evidences from business-to-business (B2B) sales literature, iteratively abduct- ing relationships, insights, and processual linkages to arrive at an integrative conceptual framework of sales ecosystem well- being (c.f., Cornelissen 2017; Jaakkola 2020). The entire out- put of the review process and the coding protocol are sum- marized in Figure 1.

JOURNAL OF PERSONAL SELLING & SALES MANAGEMENT 235

 

 

Before detailing the conceptual findings, we provide descriptive details of the papers reviewed. Within our sam- ple, 33 studies were theoretical and 20 were empirical. Of the 20 empirical studies, 14 works focused on service (e.g. frontline human-centered roles in healthcare, innovation, consulting) and six works examined other categorical domains (e.g. digital, technology, community practices). Furthermore, our sample includes 31 studies that apply a service ecosystem perspective, 16 that adopt a service system perspective, and the remainder that utilize closely associated terms (e.g. networks, stakeholder groups). All papers were reviewed to delineate a thematic categorization of ecosystem elements, practices, and outcomes.

Scholarship reflecting an ecosystem view provides a frag- mented perspective of its structural elements and processual practices. For example, a complex interplay of elements (e.g. actors, resources, institutions) and co-creative practices exists— i.e. actors communicate, interact, and reconcile perspectives as they exchange, involve, and integrate resources (Akaka et al. 2014; Heinonen and Strandvik 2015; Laud et al. 2015); actors apply resources and coordinate linkages with others (Edvardsson et al. 2014; Vargo, Wieland, and Akaka 2015) under institutional set-ups (Koskela-Huotari and Vargo 2016). Given these complexities, clarity into the ecosystem structure is the foundational step to understanding ecosystem well-being. Next, given that ecosystem practices and norms evolve over time (Frow, McColl-Kennedy, and Payne 2016; Frow et al. 2019), we identify, describe, and explain this theoretical frame- work using evidence from selling and sales management research (see Figure 2).

Ecosystem elements

Ecosystem elements offer an important, yet complex theoret- ical view. These structural elements draw from other allied fields such as the service-dominant logic (e.g. Vargo and

Lusch 2004); service systems (e.g. Makkonen and Olkkonen 2017); and actors, stakeholders, social structures and com- munities (e.g. Line, Runyan, and Gonzalez-Padron 2019). Ecosystem elements capture multi-level complexity, includ- ing the actors that bring together (i.e. combine-recombine) varied resources across varied ecosystem practices to result in co-created value and ecosystem well-being. These ele- ments within the ecosystem are interlinked—e.g. actor con- figuration can act as a resource (for a firm), institutions can influence what is and is not perceived as a resource, and certain actors (government/regulatory policies) can act as institutions. However, a focused application of the ecosystem perspective mandates delineation of its theoretical dimen- sions before it can illuminate sales ecosystems. Table 1 pro- vides an overview of ecosystem elements (i.e. actors, resources, institutions) identified in our literature search.

Actors

The ecosystem perspective emphasizes value created by indi- vidual actors while focusing on practices that indicate a dyadic- or systems-perspective with multiple actors and resource applications within institutional set-ups (Vargo and Lusch 2011). Actors can be people (e.g. consumer, managers, employees; Edvardsson, Tronvoll, and Gruber 2011), organi- zations (e.g. firms, suppliers; Huetten et al. 2019), or both (Beir~ao, Patr�ıcio, and Fisk 2017; Letaifa and Reynoso 2015). Ecosystem research classifies actors as a clustered typology of social and economic stakeholders (R€ondell, S€orhammar, and Gidhagen 2016), with variations existing across the lens in which they are viewed—e.g. micro-level individual actors (e.g. consumer, frontline employee), meso-level intra-organ- izational actors (e.g. service centers), macro-level local and proximal organizations (e.g. competitors), and meta-level regulatory actors (e.g. government entities) (Frow, McColl- Kennedy, and Payne 2016; Frow et al. 2019). Such actors are

Figure 1. Output of the review process and overview of coding process.

236 K. R. RANJAN AND S. B. FRIEND

 

 

important within ecosystem research as they operate at the center of understanding linkages and resource applications (Akaka and Chandler 2011; Tierney, Karpen, and Westberg 2016).

Resources Beyond conventional resources, ecosystem practices thrive on assets that can support interaction—e.g. technological abilities (Breidbach and Maglio 2016; Skål�en, Aal, and Edvardsson 2015) and knowledge repositories (King et al. 2019). Actors operate with the goal of increasing their dens- ity of resources—i.e. the degree to which mobilization of resources take place (Normann 2001). Lusch, Vargo, and Tanniru (2010, 23) suggest that resource density is maxi- mized when ‘an actor provides and integrates all the resour- ces necessary to co-create the best possible value in that context’. Resource ownership is important because higher ownership can change the overall desirability of actors (i.e. those who generate greater linkage and higher interaction) and hence, increase resource density. Resources are therefore another critical ecosystem element, as resource integration and application is perceived to be more essential than own- ership, and resource sharing is perceived to be more import- ant than mere exchange (Taillard et al. 2016). Interaction affects resource application and sharing; therefore, inter- action is a critical linkage to ecosystem well-being (Eaton et al. 2015; Laud and Karpen 2017).

Institutions Institutions transcend actors and their practices (Breidbach, Antons, and Salge 2016; Breidbach, Kolb, and Srinivasan 2013; Breidbach and Maglio 2016; Skål�en, Aal, and Edvardsson 2015) and provide overarching norms and expectations. Specifically, institutions include rules and principles (Aal et al. 2016; Åkesson, Edvardsson, and Tronvoll 2014; Breidbach and Brodie 2017; Edvardsson, Tronvoll, and Gruber 2011; Vargo and Lusch 2016) and beliefs and symbols (Akaka et al. 2014; Akaka, Vargo, and

Schau 2015). Institutions can both enable and constrain value creation practices by affecting integration and nor- malization within the ecosystem (Wieland, Koskela-Huotari and Vargo 2016). Relatedly, the service ecosystem perspec- tive suggests that actors are guided by institutional arrange- ments (Siltaloppi, Koskela-Huotari, and Vargo 2016; Vargo and Lusch 2016).

Ecosystem practices

Practices bind together actors and their resources within the institution of the ecosystem and evolve through a range of activities—e.g. communication (Kohtam€aki and Rajala 2016; Pinho et al. 2014), adaptation (Laud et al. 2015; Pl�e 2016), interaction (R€ondell, S€orhammar, and Gidhagen 2016; Storbacka et al. 2016; Vargo, Wieland, and Akaka 2015), and integration (Eaton et al. 2015; Fehrer, Woratschek, and Brodie 2018; Polese et al. 2017; Skål�en, Aal, and Edvardsson 2015). Over time, actors sense (Edvardsson, Tronvoll, and Gruber 2011; Line, Runyan, and Gonzalez-Padron 2019; Quero and Ventura 2019), assess (Kohtam€aki and Rajala 2016; Line, Runyan, and Gonzalez-Padron 2019; Pl�e 2016), and internalize tasks/ knowledge (Frow et al. 2014; Letaifa and Reynoso 2015) to co-create value. However, within an ecosystem, a collection of influences shape practices—e.g. align-realign activities (Carid�a, Edvardsson, and Colurcio 2019; Edvardsson et al. 2014; Frow et al. 2014; Kohtam€aki and Rajala 2016), com- bine-recombine activities (Aal et al. 2016; Åkesson, Edvardsson, and Tronvoll 2014; Fu, Wang, and Zhao 2017), and individual-interpersonal activities (Makkonen and Olkkonen 2017). These forces generate transitions and amplifications that underlie match-linkage within the eco- system (Kohtam€aki and Rajala 2016; Meynhardt, Chandler, and Strathoff 2016). Table 2 provides an overview of activ- ities that ultimately form the basis of the ecosystem practi- ces identified in our review (and defined in Table 3; c.f., Frow, McColl-Kennedy, and Payne 2016).

Figure 2. An integrative framework of sales ecosystem well-being.

JOURNAL OF PERSONAL SELLING & SALES MANAGEMENT 237

 

 

Table 1. Ecosystem elements coding table.

Citation Ecosystem Elements – 1st Level Code 2nd Level Code

Fu, Wang, and Zhao (2017) Co-creation of value stimulates network effect Actor (Network) Eaton et al. (2015) Interactive configuration of various resources Resource Quero-Gervilla, Ventura-Fern�andez, and

Kelleher (2015) Collaborative and interconnected nature, shared benefits, experience,

and practice Actor (Linkages)

Koskela-Huotari and Vargo (2016) Practices, symbols, and organizing principles (self-contained, self- adjusting system[s])

Practices Institutions

Peters (2016) Self-contained, self-adjusting system[s] of actors; complexity, openness Institution Wieland, Koskela-Huotari, and Vargo (2016) Multiple actors; dynamic and self-adjusting; practices-integrative,

normalizing, and representational Actors Practices Institution

R€ondell, S€orhammar, and Gidhagen (2016) Actors (social-consumers, economic-companies); resource integration Actors Resources

Tierney, Karpen, and Westberg (2016) Actors, roles, resources, and practices Actors Practices Resources

Breidbach and Brodie (2017) Economic actors (tenets), organizational structures (the use of information and communication technology (ICT)-enabled engagement platforms), principles to facilitate the exchange (monetary rewards for the sharing of resources), and resource (e.g. car)

Actors Institution Practices Resources

Laud and Karpen (2017) Arrangement of resources Resource Polese et al. (2017) Different actors, with different goals and shared needs Actors Laud et al. (2019) Actors Actors Edvardsson, Tronvoll, and Gruber (2011) Actors’ positions and roles (configuration of people, technology, other

internal and external service systems, shared information); unobservable rules and social structures

Actors Institutions Practices

Tax, McCutcheon, and Wilkinson (2013) Actors and ties (customer hub or focal node), and the network include set of actors (service providers) as nodes

Actor (Network)

Breidbach, Kolb, and Srinivasan (2013) Human entities; ICT Actors Resources

Skål�en, Aal, and Edvardsson (2015) ICT tools; actors (incumbents, challengers) and resources Actors Resources

Jaakkola and Alexander (2014) Multi-stakeholder service (consumers, communities, businesses, governmental organizations), exchange parties (providers, customers) and their networks

Actor (Network)

Breidbach, Antons, and Salge (2016) Service orchestrators (dedicated actors), customers; structures (health departments)

Actors Institutions

Helkkula, Kowalkowski, and Tronvoll (2018) Actors; institutional arrangements Actors Institutions

Line, Runyan, and Gonzalez-Padron (2019) Stakeholders (of non-market actors) Actors Vargo, Akaka, and Wieland (2020) Adopters; technology; institutional arrangements; structural emergence Actors

Institutions Practices

Åkesson, Edvardsson, and Tronvoll (2014) Fundamental societal norms and rules grounded in values embedded in the surrounding society

Practices Institutions

Edvardsson, Tronvoll, and Gruber (2011) Service system is a configuration of both customer and provider resources that enable, support, and guide VCC

Institutions

Aal et al. (2016) Innovation—i.e. the institutionalized changes in the ecosystem that stem from either a new configuration of resources or a new set of schemas (social norms, rules) and result in new valuable practices for the actors

Practices Actors Institutions

Pop et al. (2018) Institutions (culture, structure, processes, metrics) that exist at the micro- level (e.g. consumer), meso-level (language, practices, intellectual property)� and macro-level (legislation, general beliefs)

Practices Institutions Resources

Buhalis et al. (2019) Firm, customer Actor Akaka, Vargo, and Schau (2015) Symbols and service exchange Practices Huetten et al. (2019) Complex configurations of people, information, organizations and

technologies Actors Resource

Letaifa and Reynoso (2015) Networks or communities (a multi-level, multi-actor perspective on value, value creation, and value capture)

Actor (Network)

King et al. (2019) Visionary, common ground, service experience, understanding, corporate administrators, owners, service providers, and customers (with their collective knowledge)

Actor (Network) Resources

Pinho et al. (2014) Central healthcare system, pharmacists, doctors, nurses Actors Institutions

Beir~ao, Patr�ıcio, and Fisk (2017) Micro-level (individual actors, family), meso-level (public and private hospitals, primary care units, health support organizations), and macro-level (government, Ministry of Health, other organizations)

Actors

Frow, McColl-Kennedy, and Payne (2016) Co-creation activities play central role in influencing resources available, timing of utilization, and context of service

Actor Resources

Vargo, Wieland, and Akaka (2015) Social practices and processes drive value creation/innovation—i.e. combination of new/useful knowledge

Practices

Pl�e (2016) Service employee’s ability to integrate (disintegrate) different forms of customer resources may result in co-creation/co-destruction of value

Actors

(continued)

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Table 1. Continued.

Citation Ecosystem Elements – 1st Level Code 2nd Level Code

Makkonen and Olkkonen (2017) Interplay between resource integration and multilevel service system Resource Institutions

Edvardsson et al. (2014) Regulate, normative and cognitive institutions and institutional logic; influence of institutional logic on resource integration in service systems

Resources Institutions

Kohtam€aki and Rajala (2016) VCC and VCP research covers myriad viewpoints of economic and social exchange among actors in multi-actor service ecosystems

Actors Institutions

Quero and Ventura (2019) Assist in planning of VCC through value propositions approach with a variety of actors within the service ecosystem; crowdfunding service ecosystem model to strengthen bonds with customer and other stakeholders

Actors Resources Practices

Frow et al. (2014) Value propositions reflect resource offerings between actors within micro-, meso-, and macro-levels of service ecosystems

Resource Actors

Breidbach and Maglio (2016) Actors, resource, and practices underlie technology-enabled VCC in complex B2B service systems

Actors Resources Practices

Akaka et al. (2014) VCC results from integration of resources and interactions among multiple actors; symbols guide actors in co-creation practices

Actors Practices Institutions

Note: � While there is substantial agreement in extant research about the actors that constitute the three levels, at times, the distinctions are relative analytical

levels only and do not exist independent of each other, e.g. in this specific case, intellectual property rights is meso-level, whereas in other study it can be a macro-level factor.

Table 2. Ecosystem activities as basis of practices.

Citation Ecosystem Activities – 1st Level Code 2nd Level Code

Fu, Wang, and Zhao (2017) Resource/process (re)configuration processual rather than an event service/product customization; segmentation/standardization (that helped reach critical mass)

Organize/Reorganize Process

Eaton et al. (2015) Shared institutional logics, standards, and digital technology (Cognitive) Sharing Harris et al. (2010) Value can be co-destroyed through interactions between

different systems Interact

Quero-Gervilla, Ventura-Fern�andez, and Kelleher (2015)

Actors’ identification and the practice of identifying each one; determining what type of underlying VCC was present for each

Knowing (Others and Their Practices)

Koskela-Huotari and Vargo (2016) Resource integration; service-exchange practices (Resource) Integration Exchange Peters (2016) Resource integration (hetero- vs. homo-pathic) (Resource) Integration Wieland, Koskela-Huotari and Vargo (2016) Processes of exchanging and integrating Exchange

Integration R€ondell, S€orhammar, and Gidhagen (2016) Customer engagement activities—moderating, publishing, innovating,

supporting, interacting, absorbing Engagement

Tierney, Karpen, and Westberg (2016) Indirect or direct interactions and exchanges—micro- (direct exchange in dyads), meso- (indirect exchange in triadic groups), and macro- (complex reticular direct and indirect exchanges)�

Exchange

Breidbach and Brodie (2017) Exchange and integration of resources Exchange Integrate

Laud and Karpen (2017) Resource integration—participation behavior (information seeking, information sharing, responsible behavior, personal interaction) and citizenship behavior (feedback, advocacy, helping, tolerance)

Integrate

Polese et al. (2017) Integrating resources; acting with intentionality to obtain value; providing benefits to other parties; belonging to the emergent viable system

Integrate

Edvardsson, Tronvoll, and Gruber (2011) Actors learn and change their roles Learning Role Awareness

Tax, McCutcheon, and Wilkinson (2013) Connected overall service experience; formality of the service provider network; transactional versus relational goals; degree of customer freedom in selecting providers; complexity of the offering

Connected Experience

Breidbach, Kolb, and Srinivasan (2013) Interaction and resource exchange; practices of technology use; relationship management

Interact Exchange

Skål�en, Aal, and Edvardsson (2015) Integrating resources and co-creating value; latent or overt conflict (episodes of contention, transformation); seizing power and position

(Resource) Integration

Jaakkola and Alexander (2014) Customer engagement (customers diverse resource contributions, modify and/or augment the offering, affect other stakeholders perceptions, preferences, expectations or actions toward)

Engagement

Breidbach, Antons, and Salge (2016) Resource integration Integrate Vargo and Lusch (2016) Actor–environmental interaction and energy flow; service exchange Interact

Exchange Helkkula, Kowalkowski, and Tronvoll (2018) Interactions Interact Line, Runyan, and Gonzalez-Padron (2019) Prioritize, generate/share intelligence, sensing, resource integration Sense

Prioritize Integrate Share Interact

Vargo, Akaka, and Wieland (2020) Communication and adoption Adopt/Agree (continued)

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Table 2. Continued.

Citation Ecosystem Activities – 1st Level Code 2nd Level Code

Storbacka et al. (2016) Micro- (actor engagement), meso- (sets of actors and their resources), and macro- (ecosystem and institutional logic)

Engagement

Fehrer, Woratschek, and Brodie (2018) Sharing and nonhierarchical collaboration; leveraging complementarities through coordinating and collaboration practices

Sharing Collaborate Coordinate

Åkesson, Edvardsson, and Tronvoll (2014) Configurations of resources that enable, direct, and support customers’ value-creating processes

Configure

Edvardsson, Tronvoll, and Gruber (2011) Integration of different operand and operant resources to support the activities and interactions through which VCC occurs

Integrate

Aal et al. (2016) Integration and the innovative recombination of resources within and across service systems

Integrate Recombine

Meynhardt, Chandler, and Strathoff (2016) Systemic principles of VCC (critical distance, stability, amplification, internal determination, nonlinearity and feedback, phase transitions, symmetry-breaking, limited predictability, historical dependence)

Separation Communicate Amplification Transition (Mis)align Dependence

Buhalis et al. (2019) Customers frequent their favorite platforms and bring their preferences and networks into relationships with other service or goods vendors

Integrate Relationship

Akaka, Vargo, and Schau (2015) Multiple levels of interaction and embeddedness of networks and institutions continually co-constructed through the actions and interactions of multiple actors

Interaction

Letaifa and Reynoso (2015) Gather complementary resources; include direct and indirect stakeholders and influencers of the service

Complement

King et al. (2019) Role of the visionary (e.g. Bill Marriott), who is central to the genesis of the service experience, and corporate administrators (e.g. Marriott International), owners (e.g. Host Hotels and Resorts) who provide the financial capital and service providers (e.g. New York Marriott Marquis employees – managers, supervisors, front line employees), deliver the service experience, and are necessary to bring the service strategy to life; each actor (i.e. stakeholder) in the hospitality service experience ecosystem has a shared interest in the service experience, albeit from different perspectives

Interaction Complement

Pinho et al. (2014) Collaboration/communication among all Collaboration Communication

Beir~ao, Patr�ıcio, and Fisk (2017) Micro-level (service-for-service exchange occurs directly and reciprocally between actors in dyads), meso-level (actors connect directly or indirectly to serve one another and co-create value), macro-level (the context is an ecosystem where multiple simultaneous service-for-service exchange)

Exchange Connection/Linkage

Akaka and Vargo (2015) Application of knowledge and skills; relationships as networks of multiple actors; socially constructed value; intersecting and overlapping institutions in value creation and value exchange

Knowledge Sharing Relationship Exchange

Frow, McColl-Kennedy, and Payne (2016) Practices that endow actors with social capital, provide ecosystem with shared language, shape mental models, inspire/shape value propositions, form new relationships/experiential opportunities, imbalance ecosystem

Integrate Activities

Vargo, Wieland, and Akaka (2015) Beneficially applied knowledge/technology; interaction, exchange and application of resources among stakeholders; operational activities and active participation of customers/relevant actors; operand and operant resources; institutional arrangements

Knowledge Sharing Interaction

Pl�e (2016) Identify customer resources; access and adaptability to customer resources; resource integration

Identify Access Adapt Integrate (Resources)

Makkonen and Olkkonen (2017) Actions (resource integration, relationship infrastructure), structure (individuals perceptions, interpersonal actions, individual habitudes)

Integrate Relationship Individual-Interpersonal Actions

Edvardsson et al. (2014) Actors resources (co-operation, coordination, integration, collaboration, experiencing, process); resource alignment (enabling/ support vs. constraining/restrict)

(Resource) Alignment

Laud et al. (2015) Applying, transforming, adopting; accessing, mobilizing, and internalizing; resource integration

Mobilize Access Apply Transform Adopt Internalize Integrate

Kohtam€aki and Rajala (2016) Practices in co-creation (partner match, affinity/visual proximity, knowledge sharing); practices in co-production (openness, diagnosing needs, managing value conflicts, value experience supporting)

Affinity Knowledge Openness Assess Realign/Partner Match

(continued)

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� Knowing, Knowledge Sharing, Sense ! Sense � Assess, Identify, Evaluation ! Assess � Prioritize, Mobilize, Internalize ! Internalize � Communication, Access, Openness ! Communicate � Adapt, Transform ! Adapt � Engagement, Interact ! Interaction � Integration, Exchange, Sharing, Cooperate, Collaborate, Complement! Integrate � Adopt, Connection/Linkage, Coordinate, Dependence, Relationship, Affinity ! Relationship � Align-Misalign, Configure-Reconfigure, Construct-Reconstruct, Individual-Interpersonal, Organize-Reorganize, Partner Match-Alignment, Combine-Recombine,

Separation, Transition ! Construct-Deconstruct-Reconstruct ! Opposing Forces

Table 2. Continued.

Citation Ecosystem Activities – 1st Level Code 2nd Level Code

Carid�a, Edvardsson, and Colurcio (2019) Matching, resourcing, valuing Align Mobilize

Quero and Ventura (2019) Value proposition (promises, proposal, bridge connections, journey to destination), VCC (co-ideation, co-evaluation of ideas, co-design, co-test, co-launch, co-invest, co-consumption, co-authorship)

Engagement

Heinonen and Strandvik (2015) Business perspective, customer logic, offering Knowledge Sharing Frow et al. (2014) Offer and attract resources; value potential inherent to actors’

resources; composition of networks; new resource integration; balance/align ecosystem

Mobilize Align Integrate

Breidbach and Maglio (2016) Service customer (task allocator, enabler, governor, quality controller); service provider (facilitator, performer, conductor, expert)

Partner Match

Akaka et al. (2014) Coordination of interaction, communication of information, integration of resource, evaluation of value

Interaction Communication Evaluation

Note: �While there is substantial agreement in extant research about the actors that constitute the three levels, at times, the levels are relative analytical levels only and do not exist independent of each other–e.g. in this specific case, single actor (is micro), a small group (is meso), and a community of actors (is macro).

2nd level ! 3rd level activity summary that contribute to ecosystem practices (see Table 3)

Table 3. Overview of ecosystem practices.

Activity Summary (see Table 2) Practices Nature of Practices and Outcomes

Sense, Communicate, Integrate P1: Practices that empower other actors

Different actors have different endowments, which they use for self-gain—i.e. perform their tasks and improve the efficacy and amount of their endowments. However, actors must also understand the heterogeneity that exists in the ecosystem and that they can help improve the state of other actors. Knowledge is fundamental to empowerment and can be shared informally and/or without strict contractual obligations. Actors in the sales ecosystem empower others through sharing of knowledge.

Sense, Assess, Internalize P2: Practices that shape actor’s mental models

Mental models are the dominant thought process that actors operate with, and they determine what activities are executed and how—e.g. selling vs. customer orientation, long-term ethical vs. short-term gray behavior.

Communicate, Interact, Integrate, Relate

P3: Practices that forge new linkages

Linkages are a source of co-created value as they generate new relationships, resource combinations, and new applications. New linkages allow multi-level and networked information flow to generate co-created value and meet opportunities.

Assess, Communicate, Adapt P4: Practices that shape and generate value propositions

The practices that prepare and enable actors to create their own microcosm of value propositions in turn support the focal offering. Possibilities include empowering, which is favorable because empowered actors conserve resources and support other weak actor- linkages within the ecosystem thorough their capabilities.

Interact, Integrate, Relate, Opposing forces

P5: Practices that enhance resource density

Resource density is contingent on the exposure of actors’ resources to extensive sharing and the diversity of application that enhances their use to the maximum. For example, individual knowledge is useful, but it gains more potency through community application, time-varying application, and co-ideation.

Sense, Assess, Integrate, Opposing forces

P6: Practices that impact resource access and combination

While resource ownership is important, its application and recombination is equally important. When individuals and teams work in a manner that make resources easily accessible, it allows their use and superior application levels of value is co-created. For example, ad-hoc teams that come together from diverse geographies and functions for a new product launch might face initial coordination challenges, intense interaction, and higher disagreements. At the same time, this process of combining also implies the rebounding of ideas.

Internalize, Communicate P7: Practices that generate shared norms, language, and symbols

Institutions include norms and rules, and they generate guidance for how activities should be performed within the ecosystem. For example, institutions mandate task repetition in sales, which results in benefits of routinization. Routinization helps other actors unequivocally understand what to expect in a situation, thus resulting in better co- creation. On other occasions, resource constraints, uncertainties, and emergent linkages require actors to deviate from normalcy allowed by institutions and in turn, undergoing changes.

Opposing forces P8: Practices that shape, reshape, and encourage/ constrain the ecosystem’s structure

The organization of actors and usage of resources have bearing on their action and efficacy, and institutions shape such organizations and usage. While institutions allow flexibility in how actors link with other actors—and how differently and uniquely resources can be applied—they also apply constraints so that value is not destroyed. Institutions can also result in new alignment, linkages, and novel resource combinations.

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Ecosystem outcomes: well-being

Well-being is a complex construct that eludes a singular def- inition in the extant research (Smith et al. 2013). For example, while economists focus on well-being as it pertains to income and wage level (Van Zanden et al. 2014), organ- izational studies focus on employee satisfaction as a measure of well-being (Wright and Huang 2012). In the same vein, psychologists define different types of individual and psy- chological well-being (Brown and Ryan 2003). As such, this concept has acquired different meaning across disciplines and levels of analysis (e.g. individual well-being, system well-being; Frow et al. 2019). Per the emphasis of our study, we focus on the well-being of the ecosystem.

Vargo and Lusch (2016, 10–11) describe a service eco- system as a ‘relatively self-contained, self-adjusting system of resource-integrating actors connected by shared institu- tional arrangements and mutual value creation through service exchange’. Given the complexity of the sales eco- system, none of the above- or below-mentioned conceptu- alizations of well-being comprehensively captures its varied applications. For example, the transformative con- sumer view envisages happiness and prosperity of individ- ual consumers (Mick et al. 2012). Wright and Huang (2012) take an organizational perspective to emphasize salesperson satisfaction and well-being. McGregor (2004) suggests different types of resources as a source of well- being (e.g. manufacturer’s capabilities and endowments), while the ecology perspective offered by Prescott-Allen (2001) highlights system and institutional-level choices, opportunities, and overall ecosystem quality enhancement as contributors to well-being (e.g. channels integration and conflict resolution mechanisms). Thus, consumer well- being can be explained by transformative consumer research, firm-level well-being from an organizational behavior perspective, and ecological well-being from an institutional perspective. However, underlying each per- spective is the common theoretical denominator of value that results in well-being through shared worldview, resource integration, relationship, communication, and alignment (Frow et al. 2019).

An ecosystem has the capability to co-create value (Ramaswamy and Gouillart 2010; Vargo and Lusch 2011), and practices are the basis of ecosystem outcomes. The co- created value within an ecosystem can be classified along the dimensions of value-in-use (ViU) and value co-produc- tion (VCP) (Ranjan and Read 2016). Positive ViU out- comes—e.g. trust enhancements (Hewett and Bearden 2001), commitment (Andaleeb 1996), and long-term rela- tionships (Lusch and Brown 1996)—foster ecosystem well- being. VCP includes actors’ direct and indirect engagement with each other that contributes to the product or service value proposition. The emergence of an ecosystem is rooted in myriad properties (Peters 2016), meanings (Tierney, Karpen, and Westberg 2016), customer satisfac- tion (Breidbach, Antons, and Salge 2016; Tax, McCutcheon, and Wilkinson 2013), profit, and system via- bility (Beir~ao, Patr�ıcio, and Fisk 2017).

An integrative framework of sales ecosystem well-being

Sales ecosystem elements

Sales is a customer-facing profession that involves several actors (e.g. salesperson, sales manager, customer, channel intermediaries, regulators) who impact one another through co-creative practices within an ecosystem (Hartmann, Wieland, and Vargo 2018). Conceptual organization of actors in the selling system covers the spectrum of ecosys- tem levels—e.g. micro-level (e.g. buyer-seller), meso-level (e.g. buying center-selling center), and/or macro-level (e.g. buyer-seller organization). Sales ecosystem resources include technology and knowledge repositories (e.g. CRM platforms with customer portal accessibility), along with configurations within actors (e.g. sales enablement divisions that open the flow of cross-functional knowledge sharing) and between actors (e.g. self-service platforms to empower customers). The roles of institutions are becoming increasingly apparent (Humphreys 2010; Press et al. 2014; Vargo and Lusch 2016), and the process of selling is conceptualized in terms of interactions between ecosystem actors where ‘service can be efficiently exchanged for service—through the ongoing alignment of institutional arrangements and the optimiza- tion of relationships’ (Hartmann, Wieland, and Vargo 2018, 2). While the groundwork for conceptualizing selling as an ecosystem exists in part within extant literature, Singh et al. (2019) push for further development, asserting that the sell- ing ecosystem constitutes a key research priority. Our research answers this call by developing a nuanced frame- work encompassing the elements (i.e. actors, resources, insti- tutions) that determine practices and result in the well-being of the sales ecosystem.

Sales ecosystem practices

A selling ecosystem entails several co-creative practices (Breidbach, Antons, and Salge 2016; Spanjol et al. 2015). Sales ecosystem activities broadly reflect the challenges fac- ing sales organization stakeholders to work internally. Specific practices within the sales ecosystem are based on the activities of sensing (e.g. salesperson sensemaking and legitimization, narrative alignment), assessing (e.g. diversity sensitivity, multi-point probing, ViU auditing), and internal- izing (e.g. trans-memory systems, permaculture principles). These practices primarily concern actors at a micro-level, with customer-facing stakeholders adopting practices that reflect enterprise selling efforts (c.f., Rackham and DeVincentis 1998). Such activities include communication styles (e.g. nonlinear/consensus selling), adaptability (e.g. sales-service ambidexterity, broadening and blurring of func- tions), interactions (e.g. internal and external selling, polit- ical skill), and requisite integrations (e.g. common ground design rules, deep operational integration, orchestration, ser- vice-for-service exchange) (see Bolander et al. 2015; Friend and Malshe 2016; Plouffe et al. 2016; Rapp et al. 2017). At the same time, practices within the sales ecosystem can have both meso-level (e.g. activities directed at managers, firms,

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suppliers) and macro-level effects (i.e. activities shaping industry processes, competitive regulations). Activities aggre- gate over time and between sales organization actors and customer stakeholders under institutional norms and practi- ces that co-create ecosystem well-being.

While practices capture the essence of sales ecosystem well-being, the structural configuration of ecosystem elements is critical to understanding the practices. Selling practices were based on the theoretical foundation developed through our systematic review, and those practices were modified and contextualized for a sales ecosystem. Relationships captured

through this process offer a cogent conceptual understanding of the emergence of sales ecosystem well-being. Our typology of selling practices serves our theoretical goal (Doty and Glick 1994), as we conceptually extend research and offer rich insights by enjoining ecosystem and selling practices. Table 4 identifies: (a) a typology of co-creation practices as a conceptual aggregate of actor, resource, and institution; (b) corresponding examples from sales; (c) the locus of the effect of the practice within and across ecosystem levels; and (d) the associated valence of the positive or negative value gener- ated and its impact on sales ecosystem outcomes.

Table 4. Sales ecosystem practices.

Practices Illustration from Sales Management VCC or VCD Proxy Measures

P1: Practices that empower other actors

A salesperson sharing inimitable knowledge (a resource) with a customer educates and enables her to champion co-creation of value.

� Customer Education

A frontline employee (FLE) learns of a critical customer need through his daily interactions with customer personnel. Business insights are shared to develop account-based strategies that equip the customer to meet latent/emergent needs.

� Knowledge Dissemination � Needs Identification

P2: Practices that shape actor’s mental models

Salespeople who are customer-centric focus on needs identification practices (deriving beneficial customer outcomes) and shape the customer’s disposition toward the seller (display openness in a collaborative spirit, increased willingness to share information).

� Customer-Orientation

The supplier’s ethical climate shapes the ethical orientation and behavior of customer-facing employees, while also establishing a reputation that favorably influences customer stakeholders’ willingness to trust supplier personnel, share information, and co-create value.

� Ethical Climate � Customer Trust in Seller/Supplier � Information Sharing

P3: Practices that forge new linkages A customer stakeholder who had a negative experience with an FLE informally shares his sentiment with buying center members. First-hand experience endows the user with credibility that creates headwinds across various sales center persuasion attempts.

� Negative Knowledge Store Activation

Sales enablement platforms create a knowledge repository in the sales organization that allows resources to flow toward the sales personnel. Sellers can gain access to diverse knowledge across buyer-supplier functions to extend network relationships and improve outcomes.

� Relationship Strength

P4: Practices that shape and generate value propositions

Self-training programs allow customer users to become subject matter experts (SMEs) and less dependent on sales and service personnel for varied needs. Collections of knowledgeable customer stakeholders therein develop and use resources to drive results across the ecosystem.

� Decreased Customer Requests to Supplier

Consensus-selling techniques encourage salespeople to seek opinions of multiple customer groups to design a solution portfolio. Knowledge sharing between sales and customer stakeholders creates broad buy-in to participate in co-creation given the perceived benefits to all.

� Ecosystem Solutions

P5: Practices that enhance resource density

Co-ideation, brainstorming, and team-based engagements that create opportunities to form new resource application and improve actor’s attractiveness. These results in turn create new connections and linkages.

� New Connections and Linkages

Teaming allows novice salespeople to learn. Incentives for inter-functional linkages and joint performance allow more actors to take up difficult tasks and projects that enhance overall resource density.

� Cross-Functional/Network Benefits

P6: Practices that impact resource access and combination

Hierarchies restrict the flow of knowledge to serve self-interests. Downstream manager and FLE practices fail to share potentially beneficial information with customers, resulting in a suboptimal combination of resources and reduced VCC.

� Resource Optimization Modeling

Social network platforms can connect actors across varied customers, non- customers, suppliers, and competitors. Insights derived from such platforms can accelerate the development of creative solutions that would otherwise get stuck in information silos or bureaucratic red tape.

� New Product Creativity

P7: Practices that generate shared norms, language, and symbols

Experience between the buyer and seller brings separate organizational systems together and forms shared language unique to VCC episodes. Shared mental models insulate the ecosystem from competitors.

� Resistance to Competitive Threats

Institutional norms reflected in frontline activities create/maintain crossing points with exchange partners. ‘Thin’ crossing points reflect alignment on what is being shared, and ‘thick’ crossing points reflect unclear or misaligned norms and representations across actors.

� Thin Crossing Points

P8: Practices that shape, reshape, encourage/constrain the ecosystem’s structure

Customer accessibility to SMEs in the sales organization (a resource) is amplified by norms that view all touch points as customer-facing.

� Institutional Norms

Short-term incentive systems within the sales organization restrict interactions within/between actors, despite evidence that long-term incentives provide greater dividends and mutual gains. Such incentives reduce co-created benefits and increase consequences—e.g. co- destructive practices such as hoarding.

� Incentive Systems (!End User Defection! Rethink Norms)

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Sales ecosystem outcomes

Practices contribute to several outcomes—e.g. trust, com- mitment, and customer satisfaction. The outcomes can be organized along each dimension of VCP (knowledge shar- ing, equity, interaction) and ViU (experience, personaliza- tion, relationship) (Ranjan and Read 2016). However, unique extensions also exist, such as favorable outcomes reflecting ecosystem stability preservation (Friend and Malshe 2016). Such outcomes can serve as proxies for micro-level outcomes (e.g. sales performance, buyer-seller relationships) as well as meso- and macro-level institu- tional structures (Hartmann, Wieland, and Vargo 2018). Ecosystem actors increasingly improve their ability to exercise judgment, create a sense of shared understanding, and align goals to better mobilize resources within co- creation episodes. However, given the expanse of sales activities, it is not feasible to map all practices and pos- sible outcomes. In Table 5, we utilize eight co-creation practices, along with their detailing, to map the well-being of an ecosystem. These practices contribute to VCC (VCP, ViU) and in turn, constitute improved well-being of the sales ecosystem.

Multi-directional framework

As depicted in our integrative framework of sales ecosystem well-being (see Figure 2), sales ecosystem elements shape sales ecosystem practices, which subsequently affect sales ecosystem outcomes. However, per the tenets of the ecosys- tem view and insights expressed in the related research streams of VCC, systems, and social networks, it is plausible that the reverse may also occur (Brodie et al. 2019; Ramos et al. 2013). That is, the outcomes of the sales ecosystem may influence practices that also impact sales ecosystem ele- ments. An example involves a sales ecosystem in good health (i.e. ecosystem well-being). Such a pervasive state may promote certain sales practices (e.g. ethical sales behav- iors, extra role behaviors, organizational citizenship behav- iors, customer-oriented behaviors) because salespeople perceive greater reputational challenges. Furthermore, sales ecosystem elements (e.g. institutions) shape how stakehold- ers view ecosystem well-being. Therefore, we suggest a multi-directional framework of sales ecosystem elements, practices, and outcomes.

Extant literature supports the conceptual foundations of a multi-directional framework. Specifically, VCC is perceived

Table 5. Co-creative bases of sales ecosystem well-being.

Citations Ecosystem Outcome Practice

(see Table 4) Sales Outcome Citations

Co-Produced Value in Ecosystem and Corresponding Sales Ecosystem Value and Well-Being

Aal et al. (2016); Breidbach, Antons, and Salge (2016); Breidbach and Brodie (2017); Frow, McColl- Kennedy, and Payne (2016); Helkkula, Kowalkowski, and Tronvoll (2018); King et al. (2019); Line, Runyan, and Gonzalez-Padron (2019); Vargo, Akaka, and Wieland (2020); Vargo, Wieland, and Akaka (2015)

Innovation and Design: New service/product creation, archetype generation, improved performance, diffusion

P2 P4 P8

Sales Force Innovation and Solutions: Sales offerings that meet various stakeholder needs, sales force market orientation can result in innovation

Friend and Malshe (2016); Wang and Miao (2015)

Akaka and Vargo (2015); Edvardsson, Tronvoll, and Gruber (2011); Kohtam€aki and Rajala (2016)

Delivery and Exchange: Product/service exchange

P3 P5

Service-for-Service Exchange: Multi-stage customer journey perspective by the salesforce

De Keyser, Schepers, and Konuş (2015); Hartmann, Wieland, and Vargo (2018)

Jaakkola and Alexander (2014); Peters (2016); Pinho et al. (2014)

Product/Service Improvement: Improved working environment, product/service viability, increased service coverage, enriched healthcare delivery, resource savings

P1 P6 P8

Product and Process Improvement: Select B2B customers can help product improvement, better pipeline management

Bonner and Walker (2004); S€ohnchen and Albers (2010)

Use-Value in Ecosystem and Corresponding Sales Ecosystem Value and Well-Being

Heinonen and Strandvik (2015); Huetten et al. (2019); Pop et al. (2018); Spanjol et al. (2015)

Pre-Consumption: Service adherence, customer centricity, customer perception, judgment, value formation

P1 P2 P5 P7

Episodic VCC Receptivity: Empowering customers

Malshe and Friend (2018); Wathieu et al. (2002)

Åkesson, Edvardsson, and Tronvoll (2014); Breidbach and Brodie (2017); Buhalis et al. (2019); Eaton et al. (2015); Edvardsson, Tronvoll, and Gruber (2011); King et al. (2019); Kohtam€aki and Rajala (2016); Laud and Karpen (2017); Laud et al. (2015); Line, Runyan, and Gonzalez- Padron (2019); Storbacka et al. (2016)

Consumption (Use): Use value, value-in-context (brand-, self-, object-oriented value), customization, reputation (commitment/trust), relational and experiential values

P5 P6 P8

Informed Purchase and Use Process: Information use during purchase, providing customized information

Kennedy and Deeter-Schmelz (2001); Lee, Lee, and Schumann (2002)

Akaka, Vargo, and Schau (2015); Edvardsson et al. (2014); Fu, Wang, and Zhao (2017); Jaakkola and Alexander (2014); Vargo, Wieland, and Akaka (2015)

Post-Use ViU: Well-being, viral spread; contextual value experience, recognition, legitimacy, individual/collective learning, (re)evaluation of experience

P1 P3 P5 P6 P7 P8

Re-Engagement: Loyalty program that improves value perception and commitment, reduction in product-return

Friend, Malshe, and Fisher (2020); Pun, Chen, and Li (2020)

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of as an interactive process (Chen and Watanabe 2007; Randall, Gravier, and Prybutok 2011) that is cyclical and episodic (Payne, Storbacka, and Frow 2008; Powers, Sheng, and Li 2016). Thus, meaningful co-creation requires system- atic customer participation, including use of skills and knowledge that generates unique competitive advantages (Zhang and Chen 2006). In turn, the customer’s experience during a particular VCC episode provides insights about the incumbent supplier that impact the customer’s receptivity toward the next exchange (Friend, Malshe, and Fisher 2020). Research spanning the gap between episodic VCC and sales- customer ecosystems begins to illuminate this reciprocal nature, suggesting that the outcomes of VCC efforts influ- ence the openness to and nature of future episodes. Similarly, ecosystem practices and norms gradually evolve (Frow, McColl-Kennedy, and Payne 2016; Frow et al. 2019), and interactive processes generate a recursive feedback loop that can shape self-adjustments of service ecosystems and VCC (Chandler et al. 2019). Therefore, changes to any one facet can ripple through the network in a variety of direc- tions—i.e. ecosystem outcomes, practices, and elements are in a constant state of flux. We aim to capture this dynamic interdependency by conceptualizing the integrative frame- work of sales ecosystem well-being as multi-directional.

Discussion

A long-standing debate lingers regarding the extent to which salespeople participate in and contribute to value creation (e.g. Jones, Chonko, and Roberts 2004; Schmitz and Ganesan 2014; Sheth and Sharma 2008). On one side of this debate, the role of salespeople and their ability to create cus- tomer value is seen as diminished. On the other side of this debate, sales is seen to play a progressively important and complex role as processes become increasingly nested within overlapping institutional arrangements, are performed among multiple groups of actors and the inherent sources of tension embedded in such networks, and are contingent upon their ability to align the institutional arrangements of actors that facilitate exchange and VCC (Hartmann, Wieland, and Vargo 2018). Similarly, we aim to contribute to the value creation impact of sales; as salespeople’s tasks continue to evolve, the requisite actions for salespeople to engage expand, and the crossing points that need to be aligned to drive long-term ecosystem well-being become more interdependent. Combined with conceptual extensions around VCC and sales ecosystem elements, practices, and outcomes, this study provides insight and a research agenda to guide future scholarly efforts reflecting an ecosystem view of selling.

An ecosystem view of selling

Ecosystems are conceptualized as possessing eight key compo- nents: (a) spontaneous sensing and responding; (b) spatial and temporal structure; (c) loosely coupled; (d) value proposing actors; (e) language, symbols, institutions and technology usage; (f) co-produced service offerings; (g) mutual service provision;

and (h) co-created value (Vargo and Lusch 2011). Ecosystems are thus analogous to the core tasks of selling, as salespeople are not solely responsible for creating value for other actors, but rather co-create solutions that potentially offer value across a system of actors (Friend and Malshe 2016). However, extant literature falls short in drawing such parallels. For example, despite the powerful implications of an ecosystem perspective, the majority of research and practice continues to focus on individual relational entities and largely ignores how they oper- ate within a complex system with aggregate and synergistic effects (Henderson and Palmatier 2010). This is problematic, as such scholarship lacks the critical characteristics of systems— i.e. “each instance of resource integration, service provision, and value creation, changes the nature of the system to some degree and thus the context for the next iteration and deter- mination of value creation” (Vargo and Lusch 2011, 185). Our research integrates the characteristics of a system to better explain the nature of sales. Relatedly, and assuming that this focus on one relational entity at a time persists due to the lack of a comprehensible framework, this study provides a theoret- ical infrastructure for conceptualizing the multi-directional nature of influence between ecosystem elements, practices, and outcomes within a sales context.

Furthermore, the continued research focus on relational entities means that sales research is missing the relevance of domains closely associated with the field—e.g. customer decision making within a connected world, the aggregate influence of varied relational entities, and management of internal and external resources that influence relationships with outside entities (Henderson and Palmatier 2010). As such, advancing sales research forward is necessary. The cur- rent study adopts an ecosystem view of selling and both builds upon and supports research that emphasizes the importance of various intrafirm and external actors relevant to selling (Bolander et al. 2015; Plouffe et al. 2016), the broadening and blurring of sales tasks (Hughes, Le Bon, and Malshe 2012; Rapp et al. 2017), and an institutional perspec- tive that views sales as embedded in a broader social system (Hartmann, Wieland, and Vargo 2018). This perspective is important for sales organizations trying to attract resources of all sorts—i.e. drawing in capital, partners, suppliers, and customers (Moore 1993). Thus, the knowledge developed through our integrative conceptual model of attributes is essential for systems-facing frontline roles, enabling researchers to conduct empirical studies in the domain. We offer a sales ecosystem-focused research agenda via the fol- lowing set of future research priorities.

Sales ecosystem research priorities How does our understanding of specific sales phenomenon (e.g. sales training, pipeline management, content marketing, knowledge brokerage, team selling, sales interfaces, sales process, customer journey, sales enablement) change when the perceptual lens for theory building (or testing empirical models) adopts a holistic ecosystem perspective to capture simultaneous influences? What capabilities (specialized vs. generalized) are required from salespeople to successfully manage the complexities of the sales ecosystem? What

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capabilities (specialized vs. generalized) are required of non- sales personnel given the broadening set of actors involved in the sales ecosystem? What strategies and tactics exist for managing sources of tension throughout the sales ecosys- tem? What types of structural characteristics do sales organi- zations need to foster effective sales practices throughout the ecosystem? What is the direct impact of sales ecosystem ele- ments (e.g. institutions) on sales ecosystem outcomes (e.g. well-being)? What is the reverse-order impact of sales eco- system outcomes on sales ecosystem practices and/or ele- ments? To what extent are organizations outside the buyer- supplier dyad helpful or harmful to the sales ecosystem?

An integrative framework of VCC and sales ecosystems

Extant research has provided a natural set of parallels between selling and value creation, reflecting of systems that evolve and involve numerous actors (e.g. Hartmann, Wieland, and Vargo 2018; Macdonald, Kleinaltenkamp, and Wilson 2016). Within this expanded research lens, specific attributes that provide overlapping perspectives include: (a) a diversity of actors, roles, and associated resources; (b) occurrence of resource integration and value creation proc- esses across matrices of linked actors and institutional proc- esses; and (c) roles and processes that create evolving logic of practices and should be directed toward ecosystem well- being. Through our systematic review and coding of co-cre- ation/ecosystem literature (see Tables 1 and 2), we illumin- ate conceptual parallels that exist across VCC and sales literatures. Specifically, via an integrative view that brings these perspectives under the ecosystem umbrella, we are able to delineate attributes and interlinkages to explicate the underpinnings of selling systems.

Our integrative framework conceptualizes the sales eco- system as elements, practices, and outcomes. Among the constituent facets of ecosystem elements, our literature review first provides a critical assessment of the dimensions that underlie ecosystem practices: (a) actors (e.g. people, organizations) represent an evolving set of social and eco- nomic stakeholders that provide the groundwork for link- ages and resource applications within the ecosystem; (b) resources (e.g. technological abilities, knowledge reposito- ries) support interaction and sharing; and (c) institutions (e.g. norms, expectations, principles, belief systems) help establish processes that drive efficient interaction and value creation. A sales perspective suggests that actors, resources, and institutions are similarly understood to impact co-cre- ated selling practices within the ecosystem. Our study draws parallels across the VCC and sales domains to delineate points of comparison and bridges the connection between ecosystem elements and ecosystem practices.

Ecosystem practices bind elements and resources together and enable them to mirror evolutions occurring across the ecosystem itself. Specifically, ecosystem elements (e.g. actors) leverage varied practices to manage opposing forces and drive outcomes. Within a sales context, several co-creation practices hold strong similarities to well-entrenched activ- ities/processes that salespeople are responsible for using to

manage both internal and external firm relationships (see Tables 3 and 4). However, while these overlapping domains contain similarities, uncertainties remain, and scant studies have focused on how sales ecosystem elements shape ecosys- tem practices. Our research offers a substantive contribution by theoretically broadening ecosystem elements critical to understanding ecosystem practices as well as explicating a typology of sales ecosystem practices. To further move the field forward, we also offer a research agenda focused on ecosystem elements and practices with a set of future research priorities.

Sales ecosystem elements/practices research priorities What combination of ecosystem elements (i.e. actors, resources, institutions) and practices is most effective? What combination of ecosystem elements and practices has a counter-theoretical impact (i.e. value co-destruction)? How does the most (least) effective combination of ecosystem ele- ments and practices vary as systems evolve? How can amorphous elements and practices be identified? What ele- ments/practices are most effective within the ecosystem from the sales organization (customer organization, both) perspective? What ecosystem elements/practices impact intra-organizational aspects of the ecosystem (e.g. cross- functional, hierarchical) versus inter-organizational aspects of the ecosystem (e.g. dyadic exchanges)? When does each ecosystem element/practice reach the break-even point to its respective cost? What internal and external factors accentu- ate/attenuate the combination of ecosystem elements and resources to cause ecosystem states to transform to an improved state? How do ecosystem elements/practices vary in efficacy across stages of ecosystem development?

Ecosystem well-being

Moving forward, the previously mentioned combination of ecosystem elements and practices form the basis of ecosystem outcomes. Such ecosystem outcomes can be positive (e.g. trust enhancements, commitment, long-term relationships) or negative (e.g. resource misuse, episodic non-receptivity). Our study contributes to sales literature by developing a mid- range theory centered on the desirable ecosystem outcome of well-being. While well-being is an established outcome of relevance in extant literature (e.g. Anderson et al. 2013; Skål�en, Aal, and Edvardsson 2015), we integrate VCC and sales literature to understand the manner in which ecosystem elements and practices can be directed toward an emergent ecosystem outcome. Specifically, our focus on ecosystem well- being as a central outcome variable is novel to sales and ser- vice research (Frow et al. 2019). Sales research conceptually and practically understands the shifting trend toward an enterprise selling orientation (i.e. multi-actor, multi-level, sys- tem-level practices for selling and value creation that unfold over time; Bolander et al. 2015; Dixon and Tanner 2012; Plouffe et al. 2016; Rapp et al. 2017), yet also frequently fails to reflect this orientation in scholarly efforts. Rather, the most common outcome variables still tend to be narrower in scope.

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Ecosystem well-being emphasizes a shared worldview and represents an ecosystem perspective of sales outcomes that is allied with and contributes to the vantage point that selling is a process of institutional alignment (Hartmann, Wieland, and Vargo 2018).

In service to our focal outcome, we develop a conceptual framework of drivers of ecosystem well-being (see Table 5). These drivers span across various forms—e.g. proximal driv- ers, distal drivers, complementary forces, disruptive forces—to derive improvements in VCP (e.g. innovation and improve- ments of offering, service focused exchange) and ViU (e.g. well-informed purchase and use process, re-engagement, and commitment), ultimately contributing to ecosystem well- being. From a sales perspective, outcomes that connect VCP/ ViU with solution selling indicate that a reciprocal relation- ship may exist between fluid ecosystem outcomes and its evolving precursors (Friend and Malshe 2016). Such multi- directional points of connection reflect the type of research necessary to identifying and developing assessments of pro- spective sales ecosystem outcomes. Furthermore, given that ecosystem elements, practices, and outcomes are in a state of constant change, how does their velocity and amorphous make-up challenge academics to conduct assessment? To advance scholarship on ecosystem outcomes, we offer a research agenda via a set of related future research priorities.

Sales ecosystem outcomes research priorities What is the spectrum of positive and negative sales ecosys- tem outcomes? How does one continually measure and assess sales ecosystem outcomes (well-being) and their mal- leable facets? How do the various sales ecosystem outcomes align with different types of sales roles? What types of capa- bilities do organizations need to support salespeople across a dynamic set of knowledge flows and changing practices? What multi-directional relationships do sales ecosystem out- comes have with precursor elements/resources—e.g. what elements/resources are requisite for sustaining ecosystem well-being and how do they compare with the elements/ resources necessary for initiating ecosystem well-being? What is the multi-directional nature of the element-practice- outcome relationship? What kind of systems, platforms, and engagement practices support multi-directional systems? How can sales systems be managed to maximize benefits/ minimize challenges of recursive systems? How do fluid internal/external factors alter the relative efficacy of varied sales ecosystem outcomes? How can varied sales ecosystem outcomes be applied simultaneously to assess distinct facets of ecosystem objectives? What ecosystem outcomes reflect ecosystem maintenance versus ecosystem growth? What is the financial valuation associated with varied sales ecosystem outcomes? How do sales ecosystem outcomes contribute to the overall sustainability, resiliency, and/or health of the sales ecosystem?

Conclusion

We undertake an ambitious task of blending ecosystem per- spectives from marketing and service literature with

associated viewpoints from sales research. Our study explains the structure, processes, and attributes of sales eco- systems, in turn explicating practices that support sales eco- system well-being. Collectively, this study establishes the groundwork for future sales ecosystem research by drawing from diverse disciplines, tasking peer researchers to initiate empirical inquiries into sales and service management from an ecosystem-practice perspective.

Disclosure statement

No potential conflict of interest was reported by the authors.

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250 K. R. RANJAN AND S. B. FRIEND

 

 

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  • Abstract
    • Systematic review
      • Ecosystem elements
      • Actors
        • Resources
        • Institutions
      • Ecosystem practices
      • Ecosystem outcomes: well-being
    • An integrative framework of sales ecosystem well-being
      • Sales ecosystem elements
      • Sales ecosystem practices
      • Sales ecosystem outcomes
      • Multi-directional framework
    • Discussion
      • An ecosystem view of selling
        • Sales ecosystem research priorities
      • An integrative framework of VCC and sales ecosystems
        • Sales ecosystem elements/practices research priorities
      • Ecosystem well-being
        • Sales ecosystem outcomes research priorities
    • Conclusion
    • Disclosure statement
    • References
 
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Environmental Health

PLEASE READ FULL INSTRUCTIONS. NO PLAGIARISM! NO QUOTES, MUST PARAPHRASE. I WILL CHECK FOR RECYCLED WORK AND PLAGIARISM, SO WILL THE TEACHERS. PLEASE USE THE GRADING RUBRIC. THIS WILL ENSURE EVERYTHING NEEDED FOR THE PAPER IS COMPLETE. THIS ASSIGNMENT IS DUE 06/14/21 AT 9PM PST. IF YOU CANT MEET THIS DEADLINE OR FOLLOW DIRECTIONS, DONT AGREE TO DO MY ASSIGNMENT. PRICE ISNT NEGOTIABLE.

Scenario

Juan and Maria had been trying to have a baby for 2 years. Their first child, Elaina, conceived before they moved to their current home and born without a problem, was now 4 1⁄2 years old. But yesterday, Maria experienced her third miscarriage in the past 14 months. Before they moved into their current home, about 3 years ago, Juan and Maria had taken a sample of the well water and had it tested. At that time, the water was determined to be safe to drink. Six months after that, however, a large-scale, rural hog farm had been built less than one-half mile away and began operations shortly afterward. At first, the smell wasn’t noticeable, but now the stench from the huge waste lagoon was evident most days. State inspectors had made several visits to the operation in the past year. Juan wondered whether the water in their well was still safe to drink. He decided to have their well water tested again.

 

Read the scenario at the beginning of Chapter 14 (p. 407). Then reflect on the questions that follow.

  • Many people like Juan and Maria live where industrial poultry or livestock operations have become established. List three additional precautions Juan and Maria could have taken to protect their health before moving into their current home.
  • Suppose the well water is found to contain high levels of nitrates. Assuming that Juan and Maria cannot move, what steps could they take to improve their chances of a successful pregnancy? What might they do to restore the safety of their well water? What local, state, or federal agencies might be able to help them? A term used to describe situations in which undesirable industries or waste disposal sites are preferentially located in minority areas is environmental injustice. Is there anything about Juan and Maria’s situation that might suggest that theirs is a case of environmental injustice?
  • Are industrial hog farms a problem in the county or state where you live? What about cattle feedlots? What are your state’s regulations regarding the establishment of huge factory farms?
  • Not only must residents who live in rural communities be aware of water contamination, but they also must be aware of air pollution and soil toxicity. Prior to reading this scenario, were you aware of the dangers posed to these residents?

The Environmental Health assignment

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

 
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SWOT Analysis

Tasks:

Identify a nonprofit organization. Some examples include Fibershed, Project Drawdown, Greenpeace, Earth Guardians, Cool Effect, Sierra Club, and One Tree Planted.

Having identified the nonprofit organization, conduct a SWOT analysis. A SWOT analysis is a strategic planning tool that dives into an organization’s internal strengths and weaknesses as well as external opportunities and threats. For the nonprofit organization, you should be able to identify, explore, and analyze the following.

  • Strengths are advantages internally at the organization. Examples include access to a large community of rabid supporters, celebrity endorsement (Links to an external site.), or especially skilled staff.
  • Weaknesses are shortcomings within the organization that may impact its ability. Examples include poor organizational structure, vacant key staff positions, and limited budgets.

Thoroughly explain at least two major strengths and two major weaknesses (review Chapter 9) of the organization. For each strength, discuss why this strength can be considered a distinctive competence for the organization. For each weakness, discuss what the organization could do to minimize that weakness. You should have a minimum of a full paragraph for each discussion of each strength and weakness.

  • Opportunities are external situations of which the organization can take advantage. Being able to spot and exploit opportunities can make a massive difference to your nonprofit’s growth.
  • Threats are external situations that could negatively impact the organization. Threats are often completely outside of the organization’s control. Examples include changes to laws or regulations in the region, economic recessions, rising taxes, and even changes to social media platforms.

Thoroughly research and analyze two opportunities and two threats that this organization is facing. Each of these opportunities and threats must come from a force or forces occurring within a dimension or dimensions of the general environment within the organization’s external environment. Include in your analysis an explanation of how each of the opportunities and threats will likely impact the company and why. Discuss how the organization can capitalize on the opportunities that are occurring from the dimensions from within the general environment and how the organization can neutralize the threats that are occurring from the dimensions from within the general environment.

Note: The critical thing to remember is that strengths and weaknesses are internal factors, and opportunities and threats are external situations.

 
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Course Project Infogram

Tasks:

An infographic is a highly visual representation of information, data, or content that is intended to quickly communicate information to an audience. As a quick visual representation, Gillicano and colleagues (2014) suggest that an infographic is easily comprehended and read in less than a minute.

Effective infographics tell a story. Smaller than but similar to a poster, an infographic often communicates a central argument, topic, or thesis focusing on the overall patterns, themes, or salient points. There is an introduction, main argument, and conclusion (Canva, 2017). Each element (text, graphics, data representations, etc.) meaningfully contributes to communicating an accurate and concise presentation of information. Much like an essay, an infographic is often the end product of a research project or inquiry process.

Assignment:

In Week 8, you will submit an infographic on the topic of environmental injustice in your local community. The following evaluative components will be used to assess your infogram (Matrix & Hodson, 2014; Schrock, 2012; Texas Education Agency, 2015).

· Content: accurate and detailed information is provided and supports the thesis/argument/purpose

· Focus: All content (visual and textual) concisely complements the purpose of the infographic

· Visual Appeal: Fonts, colors, layouts, & visual elements meaningfully contribute to the infographic’s ability to convey the overall message

· Argument: The infographic effectively informs and convinces the reader of its intended purpose

· Organization: Information is systematically organized and supports readers’ comprehension of the main message

· Citation: Full bibliographic citations are included for all sources referenced

· Mechanics : The infographic is free of spelling or grammatical errors

References:

Canva. (2017). Infographic design. https://designschool.canva.com/how-to-design-infographics/

Gallicano, T., Ekachai, D., & Freberg, K. (2014). The infographic assignment. A qualitative study of students’ and professionals’ perspectives. Public Relations, 8(4), 1-22. http://prjournal.instituteforpr.org/wp-content/uploads/2014GallicanoEkachaiFreberg.pdf

Matrix, S. & Hodson, J. (2014). Teaching with infographics: Practicing new digital competencies and visual literacies. Journal of Pedagogic Development, 4(2). https://www.beds.ac.uk/jpd/volume-4-issue-2/teaching-with-infographics

Schrock, K. (2012). Infographic rubric. http://www.schrockguide.net/uploads/3/9/2/2/392267/schrock_infographic_rubric.pdf

Texas Education Agency. (2015). Rubric for infographic or poster. http://cte.sfasu.edu/wp-content/uploads/2015/04/Rubric-for-Infographic-or-Poster.pdf

 
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Life Cycle Assessment (Plastic Spoon)

Write a report in APA format using a minimum of 700 words excluding cover, reference page and any appendices to address the following. A minimum of five reliable sources are required (see Note below).

NOTE:

In general peer-reviewed sources should be used. However in certain cases it may be acceptable to use sources that are not peer-reviewed but otherwise reliable or relevant. Examples include governmental websites or those of organizations affiliated with governments, annual reports and websites of organizations relevant to the work, or reputable trade journals. Dictionaries, Wikipedia, and Blogs are not acceptable.

Use section headings for each area discussed.

Part A:

  • Discuss the processes for the following phases and explain the energy inputs and outputs involved:
    • Use
    • Recycling/Reuse
    • Disposal
  • Include a graphic showing the flow of processes for the following phases:
    • Use
    • Recycling/Reuse
    • Disposal

Part B:

Reflecting on your work in Parts 1, 2 and 3 for the product and the whole process from “Cradle to Grave” or “Acquisition of Raw Materials to Disposal”:

  • Evaluate the impact on the Environment, Economy & Society
  • Recommend technological innovations that could reduce the Environment, Economy &
  •  Society impact of manufacturing this product.

PART 1&2 is done in the file attached below. Please take in reference of the document while writing the part 3. 

 
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1. A Federal Agency Wants To Create A Disposal Facility For Nonhazardous Waste. A Site Has Been Selected, But Agency Officials Refuse To Prepare An EIS. The Officials Argue That There Will Be No Significant Impact On The Quality Of The Human Environment

1. You work as a paralegal at a prestigious environmental law firm. One of your clients, Kevin Lomax, who owns a facility that generates and transports hazardous waste, calls to inform you that he just received a letter from the EPA. The letter states that an EPA representative will be on-site to perform a detailed inspection of the premises within a couple months. Mr. Lomax is very concerned about this letter and asks your law firm to help him understand what he should expect during the inspection. Specifically, Mr. Lomax wants to know what the EPA representative can inspect and what punishment may be imposed on the facility if problems are found.

 

2. Tom Transporter is unemployed, and in order to make some money, he decides to use his pickup truck to haul away garbage for any local business that will pay him. Tom’s customers give him large tips for hauling away hazardous waste. As a “transporter” of hazardous waste, what does RCRA require of Tom?

3. Harriet Homemaker likes to use her barbeque to make dinner for her family. Harriet, however, uses lighter fluid and wastes a lot of it. She disposes of half-full lighter fluid bottles in her kitchen garbage, and the garbage men take them away when she puts her trash out for collection. Harriet’s ex-husband reports her to the EPA for violating the provisions of the RCRA. What is the likely result?

 

4. You are working as a paralegal for the law office of Daniel Kaffe. Nathan Jessup, a local entrepreneur who is in the business of transporting various flammable liquids, calls to set up an immediate appointment to discuss a potential issue. At the time, Mr. Kaffe is out of town and will not be returning for a couple days. Later that day, Jessup comes in to speak with you about the situation. Jessup tells you that one of his trucks that was transporting 1,000 gallons of highly flammable liquids overturned near a local school. He is not sure what to do and asks you for your advice. Given the urgency of the matter, what should you instruct Jessup to do?

5. Gary Gasoline owns a gasoline filling station called “Gary’s Gas.” Gary’s Gas sells gasoline and nothing else. It does not offer services such as oil changes. Gary’s gas tanks are located near the pumps, underneath the concrete, and they have started to leak. Does CERCLA apply to Gary’s Gas?

 

6. Nancy P. Lovely, in search of a tract of land to build her estate on, finds exactly what she is looking for. Curious why the tract has been abandoned for many years, she contacts the local tax assessor’s office and is told that the property is on the National Priorities List (NPL), and other potential buyers have been discouraged from buying the property as a result of this. Assuming that the NPL is a list of the most desired properties in the nation, she begins taking steps to purchase the property. What is the NPL? Is there automatic liability under CERCLA and other statutes for owners of the property on the NPL?

 
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EVIRO- Climate Change Question

150 + words

Uses at least APA cited reference

Answers all aspect of question thouroughly

Due 5/3/15 EST 8pm

 

Actions for Climate change

During a debate on climate change legislation in 2009, a U.S. congressman declared that human-induced global warming is a “hoax” and that “there is no scientific consensus.” (a) If you were a member of Congress, what points might you raise in the debate to demonstrate that global warming is real? (b) What points might you raise to demonstrate that global warming has been influenced by humans? (c) What actions might you propose in the United States to reduce CO2 emissions?

 
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Review Project 3. Radiation Report

OSH 4308, Advanced Concepts in Environmental Safety Management 1

 

Course Description A comprehensive overview of the occupational safety and health field to include the application of quantitative problem solving related to workplace safety and health. This course is also designed to be helpful for students in preparation for the ASP and CSP exams.

Course Textbook Yates, W. D. (2011). Safety professional’s reference and study guide. Boca Raton, FL: CRC Press.

Course Learning Outcomes Upon completion of this course, students should be able to:

1. Recognize safety, health, and environmental hazards dealing with ergonomic, electrical, natural, biological,

radiological, physical, mechanical, and other relevant sources.

2. Apply appropriate measurement and evaluation techniques to safety, health, and environmental hazards.

3. Explain important laws, codes, and regulations related to occupational safety and health and the environment.

4. Recommend appropriate means for controlling safety, health, and environmental hazards.

5. Perform appropriate calculations in relation to measurement, evaluation, and control of safety, health, and

environmental hazards.

6. Recognize and discuss safety, health, and environmental training and management techniques.

7. Recognize and discuss fundamental business principles, practices, and metrics commonly applied to safety,

health, and environmental practice.

8. Explain scientific facts and concepts important to the occupational safety and health professional.

 

Credits Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.

2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material. 3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the

textbook. Suggested Readings are provided in Unit I, II, IV, and V Study Guides to aid students in their course of study. The readings themselves are not provided in the course, but students are encouraged to read the resources listed if the opportunity arises as they have valuable information that expands upon the lesson material. Students will not be tested on their knowledge of the Suggested Readings.

4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-VIII to aid students in their course of study.

5. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.

6. Unit Quizzes: This course contains eight Unit Quizzes, one to be completed at the end of each unit. Quizzes are used to give students quick feedback on their understanding of the unit material and are composed of multiple-choice questions.

OSH 4308, Advanced Concepts in Environmental Safety Management Course Syllabus

 

 

OSH 4308, Advanced Concepts in Environmental Safety Management 2

7. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II-VIII. Unit VIII contains two Assignments. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with the Unit II-VIII Assignments. Specific information about accessing these rubrics is provided below.

8. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.

9. Student Break Room: This communication forum allows for casual conversation with your classmates.

CSU Online Library The Library is available to support your courses and programs. The online library includes: databases, journals, e-books, research guides, and other support services. The eResources are accessible 24/7 and can be accessed through the Online Portal. To access the library, log into myCSU Student Portal and then click on CSU Online Library. The CSU Library offers several reference services. E-mail (library@columbiasouthern.edu) and telephone assistance is available (1.877.268.8046) Monday – Thursday 8 am to 5 pm, and Friday from 8 am to 3 pm. Ask Librarian! is available 24/7: look for the chat box on the online library page. Librarians can help you develop your research plan or to assist you in any way in finding relevant, appropriate and timely information. Reference requests can include customized keyword search strategies, links to articles, database help and other services.

Unit Assignments Overview of the Unit Assignments In this course, you are asked to prepare a Comprehensive Report as the Unit VIII Final Project, which is made up of various scenarios throughout each unit. Units II through VIII each contain a scenario for you to solve and to provide recommendations. By the end of the course, you are asked to collect all of the individual responses from each scenario and to insert them into a Comprehensive Report as the Unit VIII Final Project. Theme and Setting for Unit Assignments You are employed by Be Safe Consulting, Inc. (BSCI), as an entry-level safety consultant. You report directly to Bob Sanders, the supervising Certified Safety Professional (CSP). For the last two months, you have been assigned to conduct a comprehensive safety evaluation for Acme Manufacturing Co. Based on the observations, calculations, and recommendations in Unit II through Unit VIII, prepare a Comprehensive Report to Bob Sanders, who will in turn use this information to prepare a final report to Acme Manufacturing Co. Board of Directors. While the Board of Directors may be looking for detailed business implications, Bob Sanders is looking for a detail of potential employee-hazard exposures and your recommendation rationale (calculations, observations, and/or regulations). Unit II Project Ventilation Report You are employed by Be Safe Consulting, Inc. (BSCI) as an entry-level safety consultant. You report directly to Bob Sanders, the supervising Certified Safety Professional (CSP). BSCI has been contracted by Acme Manufacturing Co. to conduct a study to determine employee exposures to various particulates and gases. In addition, your company has been contracted to determine if the current ventilation systems that are in place are adequate to protect employees from an over exposure to these chemicals. After conducting a field assessment, prepare a written report that Bob Sanders can utilize to prepare a final comprehensive report for the Board of Directors. During your field investigation, you find the following field observations: Welding Room The company has six welding booths, or areas that are partitioned only for the use of welding curtains. The booth is open to mixing in the front and top. The company is worried about the welder’s exposure to iron oxide (PEL 10 mg/m3). For a valid sample, you must have a minimum of six hours of sampling (The remaining two hours of the work day is considered

 

 

OSH 4308, Advanced Concepts in Environmental Safety Management 3

to be equal to or less than the sampled exposure. As a result of your air sampling over an eight-hour time period (i.e., the work schedule), you receive the following analytical report:

Name Location Conc. 1 Time 1 Conc. 2 Time 2 Conc. 3 Time 3

Anne Welding

Booth #1 4.3 mg/m3 150 min. 3.7 mg/m3 150 min 2.2

mg/m3 240 min

Frank Worldly

Booth #2 2.1 mg/m3 180 min 2.8 mg/m3 120 min 3.1

mg/m3 240 min

Jim Young Booth #3 1.7 mg/m3 205 min 1.25

mg/m3 125 min

1.03 mg/m3

150 min

Betty Johnson

Booth #4 12.8

mg/m3 165 min

11.2 mg/m3

72 min 9.8

mg/m3 123 min

Jack Jones Booth #5 7.8 mg/m3 190 min 14.2

mg/m3 149 min

8.8 mg/m3

140 min

Joey Apperton

Booth #6 3.9 mg/m3 155 min 4.6 mg/m3 90 min 2.1

mg/m3 46 min

Based on this information, determine the employee’s actual exposure to iron oxide, whether the samples were valid, and if not, why? Show your work either in the report or as an appendix. During further evaluations of the welding booths, you determine that each booth utilizes a local exhaust system to remove the iron oxide and other contaminants prior to mixing with the breathing air. You take the following measurements:

Location Air Velocity

(fpm)

Work distance from exhaust opening (in

inches)

Duct Diameter (in inches)

Flow Rate (cfm)

Booth #1 683 18 8 Unknown

Booth #2 Unknown 16 8 12,375

Booth #3 710 16 12 Unknown

Booth #4 184 26 8 Unknown

Booth #5 Unknown 22 8 9721

Booth #6 Unknown 18 12 11421

After taking the air samples for employee exposures to iron oxide, then measuring and calculating the performance of the local exhaust ventilation (paying particular attention to the specifics), what recommendations would you make to reduce the employee’s overexposure, if any, to the ventilation systems? Hazardous Materials Storage Area As part of your assessment, you have been asked to evaluate and determine if the hazardous materials storage area has adequate ventilation. In addition to the federal requirements, Acme’s insurance carrier requires that they have a minimum of 12 air changes per hour. In your evaluation, you collect the following information:

Area Width (ft.)

Area Length (ft.)

Area Height (ft.)

Ventilation Supply #1

(volume – cfm)

Ventilation Supply #2

(volume – cfm)

22 30 14 874 993

Determine if the current hazardous materials storage area is adequate and meets the requirements of Acme’s insurance carrier. What recommendations would you make to correct the discrepancies, if any?

 

 

OSH 4308, Advanced Concepts in Environmental Safety Management 4

Foundry Room Acme has a foundry room, which is nearing the point of being outdated in terms of engineering controls. For example, one employee stands near an operation that has a canopy hood exhaust and routinely puts his face in the flow of the hood, causing him to inhale particulates and gases that are directly being drawn into the hood. Part of your evaluation is to make a recommendation for a new type of exhaust system. Which one would you recommend, and why? Your report should be in APA style and be at least one page in length, double-spaced (not including title, references, and appendix pages). Respond to the details in each section and be sure to include at least each of the following sections in your report for this unit:

 Introduction: Briefly describe why the studies were performed (why you started the study).

 Report details: Briefly discuss the details of the scenario (what you found from the study).

 Conclusions and recommendations: Briefly describe your recommendations based on your findings (what you recommend to resolve any deficiencies).

 Appendix: Provide measurements and calculations (show your work). Unit III Project Radiation Safety Report The executives at Acme Manufacturing Co. were impressed by your first report, and they have asked you and BSCI to return for more work. BSCI has been contracted by Acme Manufacturing Co. to conduct a study to determine employee exposures to radiation. In addition, your company has been contracted to determine the effectiveness of engineering controls, including shielding. After conducting a field assessment, prepare a written report for Bob Sanders (CSP) to present to the Board of Directors. During your field investigation, you find the following field observations: Test Equipment and Repair Facility The company has an on-site test equipment and repair facility. Much of the test equipment contains a radiation source. Normal practice inside the facility is to limit the time of exposure of employees working on this equipment as a method of control. However, the company is looking at the possibility of installing lead shields or increasing the distance from the source, thus increasing employee time working on equipment. Based on the following information determine the employee’s exposure:

Location Employee Distance (Initial)

Distance (Proposed)

Intensity (Initial)

Intensity at proposed distance

Bench #3 Rita Ray D’Ashun 0.5 ft. 2 ft. 110 mrem/h Unknown

Bench #5 Robert Long 1 ft. 3 ft. 137 mrem/h Unknown

Bench #6 Paul Row 0.75 ft. 1.5 ft. 102 mrem/h Unknown

Based on this information, determine the employee’s actual exposure rate to the radiation source. Show your work (either in the report or as an appendix). The second option under consideration is to install lead shields in order to reduce the employee’s dose rate. Using the information provided in the table above, determine the intensity at the same distances listed above if a 5 cm lead shield was placed between the source and the detector. [µ for lead, (662 keV gamma ray) = 1.23 cm-1] Radar Testing Facility As part of your assessment, you have been asked to evaluate the estimated power density levels for both near and far fields. You have conducted your assessment and measurements with the following data:

Location Diameter

(cm) Antenna Power

(watts)

Power Density (Near Field)

(mW/cm2)

Power Density (Far Field) (mW/cm2)

Radar Unit #1 48 in 50,000

Radar Unit #2 26 110,000

 

 

 

OSH 4308, Advanced Concepts in Environmental Safety Management 5

Laser Laboratory Acme Manufacturing is currently considering constructing a laser laboratory, which will contain Class III, IIIA, and IIIB lasers. Identify the safety control measures that the client must consider before proceeding to the design phase of the project. Your report should be in APA style and be at least one page in length, double-spaced (not including title, references, and appendix pages). Respond to the details in each section and be sure to include at least each of the following sections in your report for this unit:

 Introduction: Briefly describe why the studies were performed (why you started the study).

 Report details: Briefly discuss the details of the scenario (what you found from the study).

 Conclusions and recommendations: Briefly describe your recommendations based on your findings (what you recommend to resolve any deficiencies).

 Appendix: Provide measurements and calculations (show your work). Unit IV Project Hazardous Noises Report After receiving good remarks from your previous work, you hear that Acme Manufacturing Co. has asked you and BSCI to return for some additional work. BSCI has been contracted by Acme Manufacturing Co. to conduct a study to determine employee exposures to noise. In addition, Acme Manufacturing Co. has requested that while on site, you conduct a needs analysis to determine the development of a new safety training program. Explain your methodology and the steps in conducting this needs analysis. After conducting a field assessment, prepare a written report for Bob Sanders (CSP) to present to the Board of Directors. During your field investigation, you find the following field observations: Machine Shop #1 The company has an on-site maintenance and repair facility. Inside Machine Shop #1, there are five employees that operate a variety of machines, ranging from stationary and portable grinders, drill presses, and metal shearers. Based on the information provided in the following table, determine the individual employee’s exposure: (DO NOT COMBINE NOISE LEVELS)

Location Employee Sample

#1 Sample Time #1

Sample #2

Sample Time #2

Sample #3

Sample Time #3

Stationary Grinding Wheel

Robert Jones 82 dBA 90 min 91 dBA 125 min 83 dBA 265 min

Drill Press #4 Clara Tucker 89 dBA 135 min 79 dBA 249 min 81 dBA 96 min

Metal Shear #2 Rick Starnes 75 dBA 283 min 94 dBA 39 min 84 dBA 158 min

Metal Shear #3 Jennie Gump 83 dBA 114 min 73 dBA 239 min 95 dBA 127 min

Bench Press #7 Bernie Edwards 73 dBA 203 min 79 dBA 172 min 83 dBA 105 min

Carpentry Shop #2 Inside Carpentry Shop #2, there are six machines operating almost continuously, including table saws, planers, exhaust systems, jointers, with 10 employees working in this area. To determine whether this table should be designated as a hazardous noise environment, thus requiring employees to be entered into the hearing conservation program, you must calculate combined exposures and treat the entire area as one noise source. The following table indicates the recorded measurements that you collected during your on-site assessment. Does the data from this table indicate a hazardous noise environment, and do you recommend entering employees into a hearing conservation program?

Machine Noise Level (dBA)

Table Saw #3 92 dBA

Jointer #4 87 dBA

Table Saw #5 90 dBA

Exhaust Ventilation System 80 dBA

Planer #2 84 dBA

Drill Press #1 79 dBA

 

 

OSH 4308, Advanced Concepts in Environmental Safety Management 6

Electronic Communication Repair Shop Acme Manufacturing is currently considering remodeling this shop in order to install a new noise absorbing wall and floor insulation. They have asked that you review the previous history of noise level exposures in this area and provide your recommendations. However, this data is given in measurements of N/m2, but the Project Engineer is requesting the information in W/m2. Given the following data, convert N/m2 to W/m2 and include it in your report:

Date Location SPL (N/m2)

4/12/10 East Wall 0.0683 N/m2

4/12/10 West Wall 0.0742 N/m2

4/14/10 South Wall 0.0813 N/m2

4/14/10 North Wall 0.0699 N/m2

Your report should be in APA style and be at least one page in length, double-spaced (not including title, references, and appendix pages). Respond to the details in each section and be sure to include at least each of the following sections in your report for this unit:

 Introduction: Briefly describe why the studies were performed (why you started the study).

 Report details: Briefly discuss the details of the scenario (what you found from the study).

 Conclusions and recommendations: Briefly describe your recommendations based on your findings (what you recommend to resolve any deficiencies).

 Appendix: Provide measurements and calculations (show your work). Unit V Project Thermal Stressors Report Bob Sanders (your supervisor) has another job for you. Acme Manufacturing Co. was impressed by your last report, and they have asked you to return to complete another job. BSCI has been contracted by Acme Manufacturing Co. to conduct a study at one of its facilities to determine employee exposures to various thermal stressors at different times. You are to conduct this study in January and July of 2012. After collecting and recording data from the field assessments, prepare a written report for Bob Sanders (CSP) to present to the Board of Directors. During your field investigations, you find the following field observations: Security Personnel The security personnel, while contracted by Acme, are still employees that need to be monitored. There are three main entries that are staffed with security personnel. These entries have a booth, which is roughly 5’x5’ with no heating or cooling. Each security officer works an eight hour shift, with two separate fifteen minute breaks (one during the first half of the shift, and the second during the second half of the shift) and one 30-minute meal break. The only opportunity to rehydrate is made during the break or meal periods. There are no drinking fountains or coolers in the security booths. Calculate the wind chill factor and wet bulb globe temperature (WBGT) for each location.

January findings

Location Temperature

0F

Wind Velocity (mph)

Wind Chill Factor (Calculated)

North Entrance -3 20

South Entrance -4 26

East Entrance -6 17

 

 

 

OSH 4308, Advanced Concepts in Environmental Safety Management 7

July findings

Location Wet Bulb

(0F) Dry Bulb

(0F)

Globe Temp (0F)

Calculated WBGT Index

North Entrance 98 89 92

South Entrance 102 91 94

East Entrance 99 88 87

Based on this information, determine which category each security location is exposed to and make a recommendation as to what changes, if any, you would make. Your report should be in APA style and be at least one page in length, double-spaced (not including title, references, and appendix pages). Respond to the details in each section and be sure to include at least each of the following sections in your report for this unit:

 Introduction: Briefly describe why the studies were performed (why you started the study).

 Report details: Briefly discuss the details of the scenario (what you found from the study).

 Conclusions and recommendations: Briefly describe your recommendations based on your findings (what you recommend to resolve any deficiencies).

 Appendix: Provide measurements and calculations (show your work). Unit VI Project Hydrostatics and Hydraulics Report BSCI has another job for you at Acme Manufacturing Co., and Bob Sanders (your supervisor) has asked you to complete it. BSCI has been contracted by Acme Manufacturing Co. to collect measurements of various industrial storage facilities and certain aspects of its fire suppression system. After collecting field measurements and calculating values, prepare a written report for Bob Sanders (CSP) to present to the Board of Directors. During your field investigations, you find the following field observations: Piping System Repair A piping system repair must be made to a vertical piping system. The pipe is 60 ft. long prior to its turn to a horizontal direction. There is a repair that must be done at 35 feet above the floor. The pipe is filled with a liquid having the same properties as water. Due to operational considerations, the pipe cannot be drained. The fluid is considered non-hazardous due to its chemical properties. Before the repair can be completed, a decision has to be made about the material to use and the method in which the repair can occur safely. At the location of the pipe repair, what is the pressure of the fluid? (NOTE: the height of the cylinder is the length of the pipe minus the height of the repair from the floor.) Water Storage Tank Some repairs have been made to the existing water storage tank. New valves and piping systems are to be installed in the distribution system. You have been asked to calculate the velocity of the fluid through the bottom drain opening and prior to entry into the distribution system. This velocity will help to determine the specific valve that must be installed prior to the distribution system. The tank at its highest point is 24 feet. Determine the velocity of the fluid at fluid heights of 24 feet, 18 feet, 12 feet, and 6 feet. Fire Suppression System In a horizontally installed piping system, water flows through a 10 inch pipe. The head loss in a 500 foot section is 40 feet. The residual pressure at Point A is 55 psi and the velocity at Point A is 7 ft./s. If the velocity at Point B is 8.5 ft/s, what is the residual pressure at Point B? Your report should be in APA style and be at least one page in length, double-spaced (not including title, references, and appendix pages). Respond to the details in each section and be sure to include at least each of the following sections in your report for this unit:

 Introduction: Briefly describe why the studies were performed (why you started the study).

 Report details: Briefly discuss the details of the scenario (what you found from the study).

 

 

OSH 4308, Advanced Concepts in Environmental Safety Management 8

 Conclusions and recommendations: Briefly describe your recommendations based on your findings (what you recommend to resolve any deficiencies).

 Appendix: Provide measurements and calculations (show your work). Unit VII Project Fire Prevention and Protection Report Acme Manufacturing Co. has another job for BSCI, and Bob Sanders (your supervisor) asks you to complete it. BSCI has been contracted by Acme Manufacturing Co. to conduct a fire protection and prevention inspection. During the inspection, you make several notes, which you use to prepare a written report. Later, Bob Sanders (CSP) intends to utilize your report as he presents the details to the Board of Directors. During your field investigations, you find the following data: Welding Shop In the welding shop, you collect measurements of the floor space which measures 125 ft. x 80 ft. In the center of the room, near a column, you notice that there is one fire extinguisher, which is a 2A10B:C rated extinguisher. Determine if this is an adequate number of extinguishers for this area. Explain. Molding Shop In the molding shop, employees prepare resins to shape the molds used in creating one of the products manufactured by Acme. The area has a strong odor of acetone, which is used significantly in the preparation of the resin molds. In this area, you notice that there is a sprinkler system, and the sprinkler head is green. What is the maximum ceiling temperature for this area? As mentioned, employees in this shop use a significant amount of acetone in the preparation process. Also while conducting the inspection of this shop, you notice an overhead gas space heater with an open flame. What are the UEL/UFL and LEL/LFL of acetone? What actions would you take immediately in this area? Explain. Your report should be in APA style and be at least one page in length, double-spaced (not including title, references, and appendix pages). Respond to the details in each section and be sure to include at least each of the following sections in your report for this unit:

 Introduction: Briefly describe why the studies were performed (why you started the study).

 Report details: Briefly discuss the details of the scenario (what you found from the study).

 Conclusions and recommendations: Briefly describe your recommendations based on your findings (what you recommend to resolve any deficiencies).

 Appendix: Provide measurements and calculations (show your work). Unit VIII Project Ergonomics Report Bob Sanders (your supervisor) has another job for you to complete for BSCI. This time, you have been asked to examine the ergonomic details at Acme Manufacturing Co. Specifically, Acme Manufacturing Co. has asked you to conduct an ergonomic evaluation of the packing line. Given the following worksheet (see the link below to download the worksheet), calculate the (1) RWL and (2) the Lifting Index. Using the data and results, provide your written recommendations for corrective action. Click here to download a copy of the job analysis worksheet included with data. Your report should be in APA style and be at least one page in length, double-spaced (not including title, references, and appendix pages). Respond to the details in each section and be sure to include at least each of the following sections in your report for this unit:

 Introduction: Briefly describe why the studies were performed (why you started the study).

 Report details: Briefly discuss the details of the scenario (what you found from the study).

 Conclusions and recommendations: Briefly describe your recommendations based on your findings (what you recommend to resolve any deficiencies).

 Appendix: Provide measurements and calculations (show your work).

 

 

OSH 4308, Advanced Concepts in Environmental Safety Management 9

Unit VIII Final Project Comprehensive Report For the Final Project, you are asked to prepare a Comprehensive Report, which is made up of various scenarios from previous units. Units II through VIII each contain a scenario for you to solve and to provide recommendations. For this assignment, you are asked to compile your responses from each scenario and frame them into a Comprehensive Report. The Comprehensive Report requires each of the following:

I. Title page: Use APA style for the title page and all other components of this report (be sure to cite and reference any outside sources).

II. Executive summary: Summarize the entire report by briefly identifying the main points of each individual report. III. Table of contents: Construct a table of contents for your report. IV. Reports: Provide each of the individual reports (with any necessary corrections or improvements). V. Appendix: Include each appendix from the individual reports (with any necessary corrections or improvements).

The purpose of this project and its constituent reports is to provide you with an opportunity to gather data, calculate data, make recommendations, and prepare reports as an advanced safety professional. Once complete, keep your Comprehensive Report as a demonstration of your ability to perform as an advanced safety professional, as well as a representation of your attention to detail. Bosses like that kind of thing, and so do future employers.

APA Guidelines CSU requires that students use APA style for papers and projects. Therefore, the APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed. Students can find CSU’s Citation Guide in the myCSU Student Portal by clicking on the “Citation Resources” link in the “Learning Resources” area of the myCSU Student Portal. This document includes examples and sample papers and provides information on how to contact the CSU Success Center.

Blackboard Grading Rubrics Assignment Rubrics One or more assignments in this course utilizes a Blackboard Grading Rubric. A rubric is a tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of an assignment. Your professor will use the Blackboard Grading Rubric to assign points and provide feedback for the assignment. You are encouraged to view the assignment rubric before submitting your work. This will allow you to review the evaluation criteria as you prepare your assignments. You may access the rubric in “My Grades” through the “Tools” button in your course menu. Click the “View Rubric” link to see the evaluation criteria for the assignment. Upon receiving your assignment grade, you may view your grade breakdown and feedback in the rubric.

CSU Grading Rubrics for Papers/Projects, Discussion Boards, and Assessments The Learning Resource area of the myCSU Student Portal provides the rubrics, and information on how to use them, for Discussion Boards, written response questions in Unit Assessments, and Research Papers/Projects. The course writing assignments will be graded based on the CSU Grading Rubric for all types of writing assignments, unless otherwise specified within assignment instructions. In addition, all papers will be submitted for electronic evaluation to rule out plagiarism. Course projects will contain project-specific grading criteria defined in the project directions. To view the rubrics, click the Academic Policies link on the Course Menu, or access them through the CSU Grading Rubric link found in the Learning Resources area of the myCSU Student Portal.

 

 

OSH 4308, Advanced Concepts in Environmental Safety Management 10

Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums. Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students. Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information. Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

Grading

Discussion Boards (8 @ 2%) = 16% Unit Projects (7 @ 4%) = 28% Quizzes (8 @ 3%) = 24% Unit VIII Final Project = 32% Total = 100%

 

Course Schedule/Checklist (PLEASE PRINT) The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.

 

 

OSH 4308, Advanced Concepts in Environmental Safety Management 11

OSH 4308, Advanced Concepts in Environmental Safety Management Course Schedule

By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this schedule for reference as you progress through your course.

 

Unit I Safety Regulations and OSHA Record Keeping

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 2: Regulations and OSHA Record Keeping  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Quiz by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit II Particulates, Gases, and Ventilation

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 4: Particulates and Gases  Chapter 7: Ventilation  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Quiz by Tuesday, Midnight (Central Time)  Project by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit III Radiation Safety

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 26: Radiation Safety

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Quiz by Tuesday, Midnight (Central Time)  Project by Tuesday, Midnight (Central Time)

Notes/Goals:

 

 

 

OSH 4308, Advanced Concepts in Environmental Safety Management 12

OSH 4308, Advanced Concepts in Environmental Safety Management Course Schedule

Unit IV Noise, OSHA’s Hearing Conservation Program, and Training

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 8: Noise and OSHA’s Hearing Conservation Program  Chapter 17: Training  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Quiz by Tuesday, Midnight (Central Time)  Project by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit V Thermal Stressors and Electrical Safety

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 11: Thermal Stressors  Chapter 14: Electrical Safety  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Quiz by Tuesday, Midnight (Central Time)  Project by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit VI Hydrostatics and Hydraulics

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 16: Hydrostatics and Hydraulics

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Quiz by Tuesday, Midnight (Central Time)  Project by Tuesday, Midnight (Central Time)

Notes/Goals:

 

 

 

OSH 4308, Advanced Concepts in Environmental Safety Management 13

OSH 4308, Advanced Concepts in Environmental Safety Management Course Schedule

Unit VII Fire Protection and Prevention

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 10: Fire Protection and Prevention

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Quiz by Tuesday, Midnight (Central Time)  Project by Tuesday, Midnight (Central Time)

Notes/Goals:

 

Unit VIII Ergonomics

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 22: Ergonomics

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time)

Submit:  Quiz by Tuesday, Midnight (Central Time)  Project by Tuesday, Midnight (Central Time)  Final Project by Tuesday, Midnight (Central Time)

Notes/Goals:

 
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