WHY SOFT-SKILLS SIMULATION

MAKES A HARD CASE FOR SALES TRAINING

J Bentley Radcliff

Published By:

1825 Old Alabama Road, Atlanta, GA 30076  678.461.4820  www.competenet.com

WHY SOFT-SKILLS SIMULATION J Bentley Radcliff

Introduction............................................................................................ 3

Simulation as a Training Tool .................................................................. 3

Simulation in Soft-skills Environments .................................................... 4

Realistic Experience - Lower Risk............................................................ 4

Teaching Effective Selling Efficiently ....................................................... 4

Effective Teaching Requires an Effective Learning Model .......................... 5

When a Sales Force is Large or Widely Dispersed..................................... 5

When Disparate Skill Sets are Required of the Sales Representative.......... 5

When the Sales Force is Inexperienced................................................... 6

Gaming Theory Applied to Soft-skills Simulations ..................................... 6

Continuous Learning: .............................................................................. 6

After Program Completion........................................................................ 6

Learning Should Be Engaging and Fun..................................................... 7

Training Should Provide Measurable Results ........................................... 7

Summary: How Does Simulation Work? ................................................... 8

Appendix I: Achieving Training ROI: Simulation and the Kirkpatrick Model ........... 9

Appendix II: Best Practices for Simulation Modeling & Program Flow ................. 11

References:.......................................................................................... 12

©2005 CompeteNet Publications Executive Viewpoint: Why Soft-skills Simulation Makes a Hard Case for Sales Training Page 2 of 13
WHY SOFT-SKILLS SIMULATION
Introduction
In today’s hectic and competitive
business environment, learning
something new is a challenge.
Our senses are barraged with
news, information, images, and
communications. Whether it is
written or online; audio, video or
multimedia; or just dealing with
the challenges of tighter day-to-day processes, today’s
sales professionals are under siege. Customers are
demanding more knowledge and responsiveness to their
business and agencies. What is the sales person to do?
What kind of tools do they need? How can they cut
through the clutter and effectively sort out what will be
the most advantageous information or intelligence in
reaching prospects, responding to customer needs and
demands, and closing business?
Training professionals face the challenge of being heard
over all this clutter as well as getting through similar
demands on time. Not only must they get the right
information to the sales person at the right time, they
must also help sales teams develop the skills to
interface with the customer effectively. A sales person
must be able to perceive and interpret customer
behavior and respond instinctively.
Many companies find traditional sales training methods
have fallen short. The competitive levels of today's
business environment demand new educational
methods that can deliver strategic advantage quickly,
cost-effectively, and with global reach. But how do you
get through the clutter? Book learning, seminars, and
lectures alone are too static! E-learning and Web-based
training are most often not relevant and/or boring. So,
what can be done?
High-quality, realistic simulation offers the benefits of
engaging scenarios, highly interactive content, and
relevance to the sales situation to change the rules.
Simulation has been successfully used for decades in
tactical training environments that demand
performance. Simulation offers an attractive alternative
for soft-skills training and becomes a just-in-time
testing ground.
©2005 CompeteNet Publications Executive Viewpoint: Why Soft-skills Simulation Makes a Hard Case for Sales Training
J Bentley Radcliff
Simulation as a Training Tool
Simulation, or experiential learning, has a long and
productive history in the training world. Medical,
aeronautical, and military trainers have successfully
used simulation to train individuals responsible for
preserving lives, training in life-threatening
environments, and protecting expensive and/or
irreplaceable property. For decades, airline pilots have
practiced scores of landings on a simulator before ever
setting foot in an actual airplane cockpit.
An industry-wide analysis of aviation has shown that
over 70% of aviation accidents can be attributed to
human error. In medicine, between 70% and 82% of
anesthesia incidents in the operating room are
1
attributed to human error. Simulation helps reduce
these human errors significantly by inserting the
participant into a realistic scenario, allowing them to
maneuver in a simulated crisis situation, and providing
the learning and experience necessary to react
appropriately in a real-life situation in the future.
Although widely recognized as an exceptionally
successful training methodology, up until recently,
simulation training has also been very expensive. The
price of realistic training simulators has been thought
to cost upward of several million dollars. However, it is
now possible to utilize the high-performance processing
capabilities in today’s desktop computers to achieve
high levels of realistic simulation performance at a
reasonable cost. For example, Burt Rutan’s SpaceShip
One, which recently claimed the Ansari-X prize for
civilian space flight, utilized a personal computer-based
flight simulator system to train its pilots.
2
Simulation is also becoming a preferred training
method in many commercial areas, including
manufacturing, engineering, call centers, healthcare,
supply chain automation, animation, and process
engineering. For example, Pitney Bowes, the mail
equipment and services company, recently replaced its
traditional, instructor-led training program for district
3
sales directors with a simulated training environment.
In 2002, Gartner Research dubbed simulation the new
"killer application" in e-learning, predicting that by
2006, 70 percent of all e-learning content would
4
incorporate simulation.
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WHY SOFT-SKILLS SIMULATION
Simulation in
Soft-skills Environments
In the follow-up to his best seller, “Emotional
Intelligence: Why It Can Matter More than IQ,”
psychologist Daniel Goleman noted that data from
studies of 500+ organizations confirmed that factors
such as self-confidence, self-awareness, self-control,
commitment, and integrity create more successful
5
employees and more successful companies. Empirical
data shows that improving skills such as listening and
building consensus really does impact the bottom line.
6
This is especially true for sales professionals working
with complex sales cycles. Today’s sales cycle may
require understanding detailed government regulations;
negotiating with multinational organizations; working
within regulated financial environments; interacting
with local, state and municipal entities; or selling into a
highly competitive environment. Errors in the sales
process will not normally lead to serious injury or loss of
life, but the costs to a business can still be very high.
Failure to understand and properly interpret the
customer environment in a large account may lead to
losses in revenues, by missing the current opportunity
and by potentially losing the entire account to someone
who can better articulate and solve the customer’s
business problem.
Soft-skills simulation training can be designed to
provide the sales rep with hands-on experience in
dealing with the different levels of a sale before he or
she actually faces a “live” scenario. Instead of
practicing on a real customer, the sales rep is given the
opportunity to make, identify, and correct mistakes in
sales strategy before the strategy is actually executed.
Realistic Experience - Lower Risk
Simulation allows sales representatives to apply newly
acquired knowledge in a realistic simulated business
environment. As they make realistic business decisions
and see the results of their actions, important business
principles become a part of their natural thinking. They
become so used to making the right decision that it
becomes second nature to them. This allows the
individual to move from awareness to competency, and
then on to mastery of the key skills involved.
©2005 CompeteNet Publications Executive Viewpoint: Why Soft-skills Simulation Makes a Hard Case for Sales Training
J Bentley Radcliff
Simulated experiential learning offers a broad range of
possibilities for in-depth education, while minimizing
business risk. Although it’s often said that experience is
the best teacher, reality can, in fact, be a harsh
teacher. Few opportunities exist to learn by experience
without risk and the inevitable repercussions of failure.
Errors can lead to considerable personal and corporate
losses. Soft-skills simulation, on the other hand,
increases the adaptive capabilities of a sales force
without risking real customers by using them as training
test cases.
Teaching Effective Selling Efficiently
Soft-skills simulation training teaches effective selling
by creating an experiential learning environment.
Selling is an action-oriented discipline requiring
analysis, decision-making, and execution. Simulation-
based training focuses on decision making and
analysis, while traditional educational programs focus
only on analysis. Modeling the real world, decision
making in a simulated environment occurs under
pressure, often including conflict, emotional factors,
political undercurrents, and difficult circumstances.
Simulation creates a unique environment for developing
and executing decision-making skills. Soft-skills
simulation is being used widely to teach soft skills such
as team building, leadership, customer service, project
and resource management, consultative sales, and
strategic thinking.
Up until recently, soft-skills simulations were not
technology-based, but were often implemented within a
7
group instructional setting. Over the last few years, e-
learning solutions have used animation or avatar-based
simulations, or even still photography, all of which have
fallen short in effectiveness and real-world likenesses.
The best model (and possibly the only successful
model), uses Hollywood-quality, video-based content.
Video can deliver the realness needed to create
simulations that drive soft-skills development. Military
organizations such as the top performing Navy Seals
have used interactive video to train cultural and
political skills.
In the past, cost and bandwidth have been the
stumbling blocks. Now that bandwidth limitations on
running video over the Web have been eliminated, new
video-based simulation is proving to be the answer to
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WHY SOFT-SKILLS SIMULATION
addressing soft-skills needs. Video is still higher cost
than using avatars or still shots, but has seen a
dramatic drop in production costs with a much higher
return on investment. And when compared to the costly
logistical concerns of classroom-based training, such as
instructor training, travel, and meeting expenses, it is
far less expensive.
Effective Teaching Requires an
Effective Learning Model
Best practices for simulation models have been tested
and proven effective in areas such as aviation and the
military. The most effective models follow a content
flow originally developed for the Navy and other military
divisions for role play and decision making, These can
be parlayed into commercial soft-skills learning
environments effectively. Typical content flow includes
the following:
1. Brief: Provide the mission/task overview
 Introduce the mission or task in a high-level overview
 Brief the participant on the details of the task at hand
 Complete pre-test to set level for program metrics
2. Model: Show the participant the expected behavior
3. Experience: Let participants experience it first hand
 Participant performance is assessed in real-time
4. Debrief: Review participant performance
 Provide review of individual and team performance
 Provide coaching mechanism
 Complete post-test to compile before & after metrics
5. Follow-Up: Repeat simulation or conclude training
 Provide follow-up based on performance evaluation
 Provide continuous learning mechanism used to achieve
mastery level of desired behaviors and skills
When a Sales Force is Large or
Widely Dispersed
Large, geographically dispersed sales forces are
expensive to train. Physically transporting sales
personnel to a central classroom environment is costly
and time-consuming. Decentralizing the training
©2005 CompeteNet Publications Executive Viewpoint: Why Soft-skills Simulation Makes a Hard Case for Sales Training
J Bentley Radcliff
department into a geographically distributed network of
training centers is also expensive, and difficult to
coordinate. Today, simulation training technology has
improved to the point where high-quality, realistic,
video-based simulations can be delivered via the Web
at an extremely low cost per participant. For companies
with limited resources for training large sales forces,
simulation via distance learning is an efficient way of
leveraging training efforts.
When Disparate Skill Sets are
Required of the Sales Representative
In complex sales situations, the sales team often
requires an in-depth background as well as top sales
skills. This combination is often difficult to find or
cultivate. Competition to hire sales representatives can
force companies to accept one at the expense of the
other. Simulations can be designed to teach or sharpen
selling skills in individuals who may be strong in
technical skills, but lacking sales experience.
Conversely, simulations can be designed to improve the
technical skills of salespeople who may be lacking a
technical background. Simulation effectively increases
the range of available sales rep choices for companies
who are competing to hire individuals with disparate
skill sets.
Fig. 1.0 – Panel of Experts Scenario
A simulated Panel of Experts can be used to present varying points of
view, representing key information sources, such as third-party
experts, analysts, customers, Research & Development, etc. The
panel can answer frequently asked questions and respond to common
objections and concerns.
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WHY SOFT-SKILLS SIMULATION
When the Sales Force
is Inexperienced
An experienced sales force must be developed over
time. It represents a long-term investment on the part
of the company. When budgets are tight or turnover is
high, the sales force often ends up with a higher
proportion of inexperienced personnel. The long climb
toward experience can be accelerated with a carefully
designed simulation-based training program. One
example is developing a very basic tactical sales skill,
such as establishing rapport with the customer. Another
might be getting past the gatekeeper in a sales call. A
gatekeeper simulation can present the sales rep with
the obstacles he or she will most likely encounter and
then the opportunity to apply the skills and techniques
to succeed. The cost of this type of simulation is far
less than that of traditional role-play teaching because
it effectively leverages the one-to-one teacher-student
relationship across the entire sales workforce.
Gaming Theory Applied to
Soft-skills Simulations
As applied to sales and marketing, traditional game
theory amounts to applying a variant of the zero-sum
process to win the sale. Sometimes the loser is the
competition. Sometimes the loser is the actual
customer, who ends up buying something they didn’t
really need. The zero-sum process is consistent in that
it always ends up with a winner who wins at the
expense of a loser. In business, however, it does not
always work this way. There are times when the
competition cannot be completely eliminated or the
customer changes the scope of the project. When
applied to business and sales, game theory requires
more subtle processes that can allow “win-win”
conditions for the company, the customer, and even in
some cases, the competition.
To make things even more complicated, game theory in
business simulations must account for a disruptive
event in a sales cycle, namely when the rules change.
Any sales representative who has been called into an
emergency meeting with the customer during a product
rollout to discover that the competition has managed to
sell something new to a different department or a key
©2005 CompeteNet Publications Executive Viewpoint: Why Soft-skills Simulation Makes a Hard Case for Sales Training
J Bentley Radcliff
person has left the company has experienced this. The
impact of a rule change can be devastating in the game
of business.
Soft-skills simulation training can model this and any
other complex contingency -- the scope of the project
begins to creep, the customer merges with another
company, or an industry undergoes consolidation.
Simulation can effectively model all of these scenarios.
Interactive, video-based simulation can also add the
political, emotional, and personal aspects of the
situation. When dealing with highly charged emotional
environments, it excels over animations or still shots.
Figure 2.1 – Screen Shots of Animated Avatars vs.
Video-based Simulation
Although ideal for certain types of training, animated avatars do not
produce the intricate level of body language, tone, emotion, and
political motivators necessary to fully simulate a soft-skill scenario.
Continuous Learning:
After Program Completion
The challenge, no matter which teaching methodology
is employed, remains how to reinforce learning after the
participant has left the classroom or finished the
program. Creative simulation implementation can solve
this problem by offering Web-based continuous learning
modules that allow the participant to “re-enter” the
training environment at a later point in time. These
modules can also be utilized to train the sales
representative in crisis management or, as in the
example above, in disruptive competition. An effectively
designed continuous learning module will enable sales
representatives to quickly and consistently improve
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WHY SOFT-SKILLS SIMULATION J Bentley Radcliff

their soft skills at any time. These continuous learning
modules can also be used to measure ongoing
performance and the retention of effective sales
practices, and to indicate a need for retraining.
Figure 3.1 – Learning to Achieve Mastery:
A Framework for Continuous Learning
is compelling: the more realistic the sales experience,
the more engaged the participant becomes,
accelerating learning and retention. A 2004 survey of
285 learning executives conducted by the global
consulting firm Accenture Learning uncovered a striking
connection between learning organizations it identified
as "high performance" and the use of technology-
delivered training.8 Imagine making your sales
representatives feel like they are playing a game while
they are hard at study. This is the motivational
advantage simulation training has over traditional sales
training methods.

Training Should Provide

Measurable Results
Good simulation technology
allows the progress of the
participants to be monitored
to determine if they are
“getting it.” The simulated
scenario has a defined set of
proper and improper choices.
Data collected as the simulation progresses allows for
the measurement of current performance as well as any
improvements in performance during subsequent
learning modules. Pre- and post-training testing
measure changes in participants’ knowledge and
proficiency as a result of completing the simulation
Skill mastery is an ongoing process that follows a series of steps. training.9 These results can then be correlated with
First, a learner becomes aware of a new learning objective, which
actual performance in a field situation.
they must fully understand in the context of their own situation
before they can gain a competent level of knowledge. From there,
only through continual practice and reinforcement of all contingency A number of high-profile
factors can one become a master of the skills desired. When mastery markets are now using
of a certain objective is achieved, it is imperative to be aware of
simulation for soft-skills
external factors that are constantly changing the relevant
environment. Environmental changes necessitate the cycle beginning training and have yielded
again, although with continued reinforcement, the awareness and measurable results. For
competency stages are compressed. Therefore, less effort is required example, almost all call
to maintain mastery than to achieve it in the first place.
center training has now
switched from traditional
computer training to simulation.10 The reservations arm
Learning Should Be of Hilton Hotels lowered
Engaging and Fun agent turnover by a third
and achieved minimum
performance benchmarks
While other forms of training are often perceived as 41 percent faster after
difficult, time consuming, or just plain boring, implementing simulation
simulation engages the senses and entertains the training in its reservations
participant. That’s because the basic idea of simulation centers two years ago. 11

©2005 CompeteNet Publications Executive Viewpoint: Why Soft-skills Simulation Makes a Hard Case for Sales Training Page 7 of 13
WHY SOFT-SKILLS SIMULATION J Bentley Radcliff

Summary: simulators enable a pilot to react to visual and sensory

How Does Simulation Work?
“Tell me and I will forget… Show me and
I may remember… Involve me and I will
understand.” – Confucius, 450 BC
Web-based simulation offers a myriad of advantages
over traditional instructor-led training or other forms of
e-learning environments for soft- skills development:
In the past, simulation training involved a specialized
piece of hardware and software designed to teach a
specific process or skill. For example, aircraft
inputs provided by a program. The program can be set
up to provide a normal flying environment or one with a
crisis that requires a specific response to correct.
Similarly, simulated soft-skills scenarios can be
designed to meet almost any training objective, and can
be deployed with many levels of complexity. Participant
interaction and retention are usually quite high in
simulation training, as it engages the participant in a
competitive “gaming” environment, encouraging
improvement and taking advantage of the typical
competitive spirit of sales. After all, just like in real life,
no one wants to “crash and burn.” No sales rep wants
to lose the big sale by missing the clues of a simulated
customer scenario.

ADVANTAGES & BENEFITS

OF SIMULATION LEARNING:
 It is a safe, effective, proven training methodology that is capable of
handling complex, changing scenarios.

 It provides realistic, motivating training experiences for soft-skills training needs.

 It is entertaining and engaging, as compared to traditional e-learning.

 It enables learning to occur in a low-risk situation that is effective for large,

dispersed sales forces, as well as for training inexperienced sales personnel on
complex products or within a complex sales cycle.

 ROI may be higher than traditional training methodologies because of

the ability to develop realistic scenarios and enable participants to actually
practice with them repeatedly.

 By providing an almost exact replica of a work environment,

12
employees are better prepared for actual job tasks.

 It provides the opportunity for ongoing continuous learning and reinforcement,

13
and can be used to supplement other training tools and methodologies.

©2005 CompeteNet Publications Executive Viewpoint: Why Soft-skills Simulation Makes a Hard Case for Sales Training Page 8 of 13
WHY SOFT-SKILLS SIMULATION J Bentley Radcliff

Appendix I:
Achieving Training ROI: Simulation and the Kirkpatrick Model

The Kirkpatrick Model incorporates four levels of training effectiveness evaluation – Reaction, Learning, Behavior, and
Results, which lead to Level 5 – ROI. It has become a widely accepted method for quantifying the success of training
programs.14 Soft-skills simulation training provides effective responses to each level of Kirkpatrick evaluation.

Fig 4.1 – The Kirkpatrick Model for Assessing ROI in Training Expenditures

The first level of the Kirkpatrick Model, Reaction, is based on the participants’ reactions. In the opinion
of the participants, was the training a success? Sales simulations are designed to ensure the participant
sees the shortest path to success by the end of the simulated customer scenario. Therefore, participants
in sales simulations typically leave the training with a willingness to change behavior and a higher level
of confidence in their ability to handle a sale. This usually equates to better motivation and, as a result,
a positive reaction from the participants.

The second level of the Kirkpatrick Model, Learning, assesses the extent to which the participants have
advanced their skills, knowledge, and/or attitude. In traditional training models, progress is measured
through team assessment, self assessment, or formal/informal testing. A well-designed simulation will
assess skill gains by tracking the failures participants encounter during the simulation, including the

©2005 CompeteNet Publications Executive Viewpoint: Why Soft-skills Simulation Makes a Hard Case for Sales Training Page 9 of 13
WHY SOFT-SKILLS SIMULATION J Bentley Radcliff

types of failures and the frequency of failures. If, for example, a participant fails to get past the gatekeeper once or
twice in the initial phase of a tactical sales simulation, but then learns to safely negotiate this obstacle in another pass,
the skill gain is self-evident and the learning is noted.

The third level of the Kirkpatrick Model, Behavior, attempts to measure the transfer of the participants’
learned behavior. Are the newly acquired sales skills being applied in the work situation? This type of
evaluation can be tricky, as it requires some degree of arbitrariness as to when, how, and how often to
evaluate success. With simulation training, there is a higher degree of assurance that new skills will be
applied in the field because the behavioral component is built into the simulation. In a similar fashion to
“muscle memory” in athletes, sales reps that have undergone sales simulation training are likely to
continue to apply the learned behavioral modification that was addressed in the simulation.

The fourth level of the

Kirkpatrick Model, Results,
measures success in terms of
increased productivity, improved
quality, lowered costs, reduced
frequency of mistakes, increased
sales, and ultimately, higher
return on investment (ROI), or
Level 5 of the Kirkpatrick Model.
In addition to assessing the
participants’ results during the
initial training, well-designed
sales simulation training programs incorporate
continuous learning components that can
monitor results and mastery on an ongoing
basis. These components allow participants to
revisit the sales situation at a later date, with
similar, but expanded, challenges. These
continuous learning programs simultaneously
test and reinforce the sales reps’ ongoing
execution of the desired sales strategy, while
providing business managers with the feedback
necessary to periodically assess and evaluate the
effectiveness of the sales team and its sales
strategy, and then reinforce skills as needed.

©2005 CompeteNet Publications Executive Viewpoint: Why Soft-skills Simulation Makes a Hard Case for Sales Training Page 10 of 13
WHY SOFT-SKILLS SIMULATION J Bentley Radcliff

Appendix II:
Best Practices for Simulation Modeling & Program Flow

The aviation industry and the military have spent years developing best practices for simulation models that have been
tested and proven effective. The content flow that has been determined to be most effective follows a model that was
originally developed for the Navy and other military divisions.

As shown in Figure 1.1, this content flow typically includes five components. The first component, the Briefing, sets the
stage for the training and provides the knowledge transfer component. This is followed by the Best Practices Model,
where participants are given an opportunity to see an example of a successful client interaction. After the Best
Practices Model, participants go through the simulation, applying the knowledge they gained in the earlier sections. The
next section is the Debrief/Score, where participants receive feedback and coaching on their behavior in the simulation.
If they don’t take the best possible course of action through the simulation, they are given an opportunity to repeat it.
The fifth component (not shown), Follow Up, provides the critical continuous learning portion of the program. It enables
participants to revisit the simulation as needed and can also include new modules that carry on where the original
simulation left off and introduce new challenges to the participants.

Fig. 5.1 – An Effective Program Flow for Soft-skills Simulations

BRIEF BEST PRACTICE SIMULATE DEBRIEF/SCORE

MODEL

 Overview of what will  Best practices  Interact with a client  Pass/Fail completion
happen model  Coaching overview
 Ask the appropriate
 Knowledge transfer  Learn by watching probing questions  Receive certification
 How you earn another perform the
 Determine client’s of completion or
your awards right way repeat simulation
interest and introduce
 Interfacing with relevant solution
the client  Close with a value
statement

©2005 CompeteNet Publications Executive Viewpoint: Soft Skills Simulation Makes a Hard Case for Sales Training Page 11 of 13
WHY SOFT-SKILLS SIMULATION J Bentley Radcliff

References:
1. G. Fletcher, R. Flin and P. McGeorge ,“The Identification and Measurement of Anesthetists’
Non-Technical Skills -- Review of Human Factors Research in Anesthesia,” Apr 21, 2000, p18.

Richard I. Cook and David D Woods, Ohio State University, “Operating at the sharp End:
The Complexity of Human Error” op cit - (Boeing Product Safety Organization, 1993).

2. Scaled Composites Web site: http://www.scaled.com/projects/tierone/data_sheets/html/simulator.htm

3. The Wall St. Journal Online: May 23, 2005—“Business Solutions: Learning by Pretending”.

4. Phil Davies, “Simulation: bringing e-learning to a new level” Computer User July 1, 2003
http://www.computeruser.com/articles/2207,1,1,1,0701,03.html
op cit - James Lundy, Debra Logan, Kathy Harris, Gartner Group.

5. Shari Caudron, “The Hard Case for Soft Skills,“ Monster.com Website.

6. Ibid.

7. “Learning Simulations: Experiential Education,” CLO Special Report, October 2004.

8. “High-performance Learning Organizations Deliver with Technology,”

Inside Training eNewsletter, February 4, 2005

9. “The Benefits of Instructional Simulations,” CLO Special Report, October 2004.

10. Davies, p3.

11. Treasury Board of Canada, Glenn Crone “Evaluation of Executive Training”

http://www.tbs-sct.gc.ca/eval/pubs/eet-efcs/eet-efcs_e.asp , April 2005.

12. Davies, p3.

13. The Benefits of Instructional Simulations, CLO Special Report, October 2004.

14. Ibid.

©2005 CompeteNet Publications Executive Viewpoint: Why Soft-skills Simulation Makes a Hard Case for Sales Training Page 12 of 13
 CompeteNet Publications. WSWP-V1001. ©2005 CompeteNet, Inc. All rights reserved.
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