ATTITUDES TOWARD RUSSIAN CUSTOMERS IN THE FINNISH RETAIL TRADE SECTOR – A salesperson’s point of view

The amount of Russian tourists in Finland has increased significantly in the past years. The impact of Russian tourism to the Finnish retail trade sector is enormous, since Russian tourists often spend a lot of money particularly on shopping. Shopping tourism is mainly focused in the near border cities, such as Imatra and Lappeenranta, and in addition in Helsinki metropolitan area. The purpose of this study is to map the attitudes and perceptions of the sales personnel who are working in the Finnish retail trade sector towards Russian customers and to discover which elements affect these attitudes. The theories in this study are based on cultural elements and elements related to sales behavior and performance. Cultural differences between Finland and Russia, cultural distance and cultural intelligence form the cultural aspect of this study. Customer orientation vs. sales orientation (SOCO), adaptive selling, selling skills and job competency, salesperson’s affect and empathy toward customers, and job autonomy form the elements concerning sales behavior and performance. Furthermore, the attitude – behavior link, based on social psychology is addressed. A survey was conducted in two retail trade chains operating in Finland. These retail companies have stores and department stores in different geographical areas in Finland and the survey was conducted in altogether 19 cities. In addition to the theories that were discussed, two expert interviews were conducted in order to get a deeper understanding of the phenomenon at hand. Moreover the interviews helped in the formulation of the hypotheses and the questionnaire design. The questionnaires were sent directly to the stores, where they were placed so that they were available for the sales personnel. Altogether 487 usable responses were collected. The returned questionnaires were analyzed with IBM SPSS 21 statistics program. The results of this study indicated that the attitudes toward Russian customers are more negative compared to other foreign customers. However, the respondents’ attitudes toward and perceptions of Russian customers varied a lot. From the background variables age, education level, length of employment in current workplace, and length of experience in customer service had an effect on the attitudes of the respondents. In addition, the perceptions of Russian customers were more positive in the Eastern Finland compared to Helsinki metropolitan area. The cultural elements; cultural knowledge, cultural distance and cultural intelligence all affected the attitudes of the respondents. From the elements related to sales behavior and performance customer orientation, salesperson’s affect and empathy toward customers, and perceived job autonomy had an effect on the attitudes

Logistics service provider's strategy renewal

Tässä diplomityössä tutkitaan strategian määrittämistä. Tutkimus keskittyy logistiikkapalvelualan yrityksen strategian uudistamiseen ja strategiatyön kehittämiseen. Tutkimus pyrkii selvittämään miten yritys pystyy parhaiten saavuttamaan strategiset tavoitteensa. Lisäksi pyritään selvittämään miten yritys pystyy luomaan ja ylläpitämään kilpailuetua. Tutkimus toteutetaan tutkimalla ensin strategiaa, strategiaprosessia ja logistiikkapalvelualan liiketoimintaa kirjallisuudessa. Empiirinen osuus toteutetaan pääosin yrityksen johtoryhmän jäsenten kanssa strategiatyöpajoissa. Yrityksen hallitus asettaa strategiset tavoitteet ja myös hyväksyy projektin eri vaiheiden tulokset. Strategisissa analyyseissä otetaan huomioon sekä ulkoinen että sisäinen näkökulma, jotta saadaan kattava kuva yrityksen liiketoimintaympäristöstä sekä yrityksen vahvuuksista ja heikkouksista. Analyysejä hyödynnetään strategisten vaihtoehtojen muodostamisessa sekä yritys- että liiketoimintatasolla. Strategiset valinnat tehdään sen perustella, miten eri strategiset vaihtoehdot tukevat asetettuja strategisia tavoitteita. Tutkimuksen tuloksena määritellään yrityksen strategia, joka myös dokumentoidaan. Lisäksi luodaan strategisen suunnittelun ja johtamisen prosessi, joka mahdollistaa reagoinnin liiketoimintaympäristössä tapahtuviin nopeisiin muutoksiin.

SME Growth Strategy - Exploring New Market Segments

Tämän tutkimuksen tarkoituksena oli tunnistaa uusia markkinoita ja markkinasegmenttejä yrityksen kasvustrategiaa varten. Yritys on kasvanut erittäin voimakkaasti viime vuosina nykyisillä markkinoillaan ja haluaa nyt jatkaa kasvuaan uusilla markkinoilla. Työ koostuu kirjallisuuskatsauksesta ja empiirisestä osuudesta. Kirjallisuuskatsauksessa on tunnistettu useita pk-yrityksen kasvuun vaikuttavia tekijöitä, uusien markkinoiden kartoittamiseen ja arvioimiseen vaikuttavia tekijöitä, ja lisäksi liiketoimintastrategiaan ja markkinasegmentin valintaan vaikuttavia tekijöitä. Empiirisen osuuden data kerättiin 60 asiantuntijahaastattelusta, joilla kartoitettiin kokonaismarkkinoita ja saatiin tarkkaa markkinainformaatiota kohdemarkkinoista. Tutkimuksessa tunnistettiin kymmenen potentiaalista toimialaa ja 54 potentiaalista markkinasegmenttiä. Kirjallisuudesta tunnistetuilla kriteereillä, teknologisin perustein ja yrityksen omien näkökulmien perusteella näistä valittiin kohdemarkkinoiksi kahdeksan. Tutkimuksessa kehitettiin markkinasegmenttien arviointiin malli. Mallin avulla valitut kahdeksan markkinasegmenttiä listattiin järjestykseen niiden houkuttelevuuden perusteella. Jatkotoimenpiteenä yrityksessä tullaan kehittämään kasvustrategia perustuen tutkimuksen tuloksille.

NEGOTIATING IN FINNISH GROCERY RETAIL - Negotiation Narratives of S-group, Kesko and Lidl

In this research retail negotiations are explored through the question: What characteristics are distinctive to negotiating in Finnish grocery retail trade? To shed light on the research question I interviewed experienced retail negotiators and mapped out the most important characteristics of the retail negotiations. I described through examples the most prominent challenges negotiators face in their negotiations and elaborated what kind of tools the experienced negotiators use to overcome those challenges. The research results add up to a groundwork frame for retail negotiations with which further research can be more easily directed to any area of interest in the Finnish grocery retail negotiations. The framework can give ideas or frames for further research, or function as a general guideline of factors to consider when negotiating in Finnish retail field. The results were divided into 3 sections: Characteristics, Challenges and Tools. Different negotiation models help negotiators and researchers understand negotiation dynamics. This research adds to that pool by focusing on elements essential to consider specifically in the context of Finnish retail. Finland offered an exceptionally interesting setting to study negotiation, as grocery retail trade in Finland is highly centralized. Especially for those interested understanding a centralized setting such as Finland’s retail field, the framework presented in this research might provide a valuable spectrum of essential negotiation elements. Learning is a lifelong process, but that path can be evened by tuning in on what others have learned during their own endeavors in similar situations. Seasoned negotiators have many stories to tell about negotiating that can be drawn upon and by doing so, we can avoid having to spend time learning the same insights twice. This research drew on narrative, case-research and interviewing to find out how seasoned negotiators in the field of Finnish retail experienced negotiation, what challenges negotiations pose and what tools can be used to overcome them

Implementing a question-generation strategy with bilingual students: exploring the perspectives of a beginning teacher /

This study examined the challenges associated with the explicit delivery of questiongeneration strategy with 8 Arab Canadian students from the perspective of a bilingual beginning teacher. This study took place in a private school and involved 2 stages consisting of 9 instructional sessions, and individual interviews with the students. Data gathered from these interviews and the researcher's field notes from the sessions were used to gain insights about the participants' understanding and use of explicit instruction. The themes that emerged from the data included "teacher attitude," "students' enhanced metacognitive awareness and strategy use," "listening skills," and "instructional challenges." Briefly, teacher's attitude demonstrated how teacher's beliefs and knowledge influenced her willingness and perseverance to teach explicitly. Students' enhanced metacognitive awareness and strategy use included students' understanding and use of the question-generation strategy. The students' listening skills suggested that culture may influence their response to the delivery of explicit instruction. Here, the cultural expectations associated with being a good listener reinforced students' willingness to engage in this strategy. Students' prior knowledge also influenced their interaction with the question-generation strategy. Time for process versus covering content was a dominant instructional challenge. This study provides first hand information for teachers when considering how students' cultural backgrounds may affect their reactions to explicit strategy instruction.

A school-based cognitive behavior modification intervention strategy for learned helpless mentally retarded students

This study assessed the usefulness of a cognitive behavior modification (CBM) intervention package with mentally retarded students in overcoming learned helplessness and improving learning strategies. It also examined the feasibility of instructing teachers in the use of such a training program for a classroom setting. A modified single subject design across individuals was employed using two groups of three subjects. Three students from each of two segregated schools for the mentally retarded were selected using a teacher questionnaire and pupil checklist of the most learned helpless students enrolled there. Three additional learned helplessness assessments were conducted on each subject before and after the intervention in order to evaluate the usefulness of the program in alleviating learned helplessness. A classroom environment was created with the three students from each school engaged in three twenty minute work sessions a week with the experimenter and a tutor experimenter (TE) as instructors. Baseline measurements were established on seven targeted behaviors for each subject: task-relevant speech, task-irrelevant speech, speech denoting a positive evaluation of performance, speech denoting a negative evaluation of performance, proportion of time on task, non-verbal positive evaluation of performance and non-verbal negative evaluation of performance. The intervention package combined a variety of CBM techniques such as Meichenbaum's (1977) Stop, Look and Listen approach, role rehearsal and feedback. During the intervention each subject met with his TE twice a week for an individual half-hour session and one joint twenty minute session with all three students, the experimentor and one TE. Five weeks after the end of this experiment one follow up probe was conducted. All baseline, post-intervention and probe sessions were videotaped. The seven targeted behaviors were coded and comparisons of baseline, post intervention, and probe testing were presented in graph form. Results showed a reduction in learned helplessness in all subjects. Improvement was noted in each of the seven targeted behaviors for each of the six subjects. This study indicated that mentally retarded children can be taught to reduce learned helplessness with the aid of a CBM intervention package. It also showed that CBM is a viable approach in helping mentally retarded students acquire more effective learning strategies. Because the TEs (Tutor experimenters) had no trouble learning and implementing this program, it was considered feasible for teachers to use similar methods in the classroom.

Explicit versus implicit spelling strategy instruction and its effects on grade one children's invented spellings

The intent of this study was to investigate .the effectiveness of teaching thirty-five Grade One children a variety of effective spelling strategies in comparison to tradit~onal spelling instruction. Strategy instruction included training in phonology, imagery and analogy. In addition, the type of instruction pro~ided (implicit versus explicit) was also examined. Children were seen in small groups of four or five, for four, twenty-five minute sessions. All children were tested prior and immediately following the training sessions, as well as at 14-day follow-ups. Pretest and posttest measures included a dictated spelling test (based on words used in training), a developmental spelling test and a sample of each child's writing. In addition, children completed a metacognitive spelling test as a measure of their strategy awareness. Performance scores on the pretest and posttest measures were compared to determine if any differences existed between the three spelling instruction groups using the Dunn-Bonferroni and Dunnett procedures. Findings revealed that explicit strategy instruction was the most effective spelling program for improving Grade One children's invented spellings. Children who received this instruction were able to spell targeted words more accurately, even after a 14-day follow-up, and were able to recall more effective spelling strategies than children who received either implicit strategy instruction or traditional strategy instruction.

Improving grade eight students' spelling performance with a triad strategy approach

Thesis (M.Ed.)-- Brock University, 1996.

Preadjunct questions as a learning strategy for older adults

This study investigated the effectiveness of comprehension level preadjunct questions as a learning strategy for older adults in a classroom setting. Fifty-five adults from 55 to 70 years of age were randomly assigned to two groups, the preadjunct question group and a no-question control group. They viewed a video on high blood pressure and completed a recall posttest immediately after viewing the video and again seven days tater. Results demonstrated that there was no significant difference between groups. However, the no-question control group obtained a higher mean score on both the immediate and delayed recall tests than did the preadjunct question group. Nevertheless, significant differences in posttest scores were found related to educational levels and prior knowledge about high blood pressure. Results obtained were explained in terms of resource theory of cognitive aging.

Spelling performance of third grade students : a comparison of whole-language-plus-strategy instruction, strategy instruction only, and the whole language approach

This study investigated three methods for teaching children how to spell. Third grade students were divided into three conditions for a one-week training period consisting of 15- to 20-minute lessons. One of the two experimental conditions used a whole language approach along with explicit strategy instruction. The second condition used strategy instruction within a traditional setting. The control used strictly a whole language approach to le~ing hO\\l to spell. The spelling perfonnance of all three conditions improved after the one-week training period. However, students in the strategy instruction groups did significantly better on the study "'7ords than the whole language only group. The students in whole-Ianguage-plusstrateg)! instruction outperformed both other groups. Significantly better spelling perfonnance was observed even at the nine-week posttest. This study frrst supported the hypothesis that children can make significantly greater improven1ents in their spelling when explicitly taught how to use spelling strategies. Secondl)', this study indicated that whole language provided a relevant context for the study words, clearly giving the students in the whole-Ianguage-plus-strategy condition an additional advantage.

The effectiveness of explicit strategy instruction on the top level structure of a text

Thesis (M.Ed.)-- Brock University, 1995.

The effects of teaching a mathematics problem solving strategy on the problem solving ability of grade nine students

Forty grade 9 students were selected from a small rural board in southern Ontario. The students were in two classes and were treated as two groups. The treatment group received instruction in the Logical Numerical Problem Solving Strategy every day for 37 minutes over a 6 week period. The control group received instruction in problem solving without this strategy over the same time period. Then the control group received the treat~ent and the treatment group received the instruction without the strategy. Quite a large variance was found in the problem solving ability of students in grade 9. It was also found that the growth of the problem solving ability achievement of students could be measured using growth strands based upon the results of the pilot study. The analysis of the results of the study using t-tests and a MANOVA demonstrated that the teaching of the strategy did not significaritly (at p s 0.05) increase the problem solving achievement of the students. However, there was an encouraging trend seen in the data.

Reflection Reframed: The Process of Photography as Strategy for Teachers' Reflective Practice

Teacher reflective practice is described as an effective method for engaging teachers in improving their own professional learning. Yet, some teachers do not understand how to effectively engage in the reflective processes, or prefer not to formalize the process through writing a reflective journal as taught in most teacher education programs. Developing reflective skills through the process of photography was investigated in this study as a strategy to allow enhanced teacher reflection for professional and personal growth. The process of photography is understood as the mindful act of photographing rather than focusing on the final product-the image. For this study, 3 practicing educators engaged in photographic exercises as a reflective process. Data sources included transcribed interviews, participant journal reflections, and sketchbook artifacts, as well as the researcher's personal journal notes. Findings indicated that, through the photographic process, (a) teacher participants developed new and individual strategies for professional leaming; and (b) teacher participants experienced shifts in the way they conceptualized their personal worldviews.

Peer-Led Team Learning as an Instructional Strategy for Secondary School Science

This study investigated the impact of an instructional learning strategy, peer-led team learning (PLTL), on secondary school students' conceptual understanding of biology concepts related to the topic of evolution. Using a mixed methods approach, data were gathered quantitatively through pre/posttesting using a repeated measures design and qualitatively through observations, questionnaires, and interviews. A repeated measures design was implemented to explore the impact of PLTL on students' understanding of concepts related to evolution and students' attitudes towards PLTL implementation. Results from quantitative data comparing pre/posttesting were not able to be compared through inferential statistics as a result of inconsistencies in the data due to a small sample size and design limitations; however, qualitative data identified positive attitudes towards the implementation of PLTL, with students reporting gains in conceptual understanding, academic achievement, and interdependent work ethic. Implications of these findings for learning, teaching, and the educational literature include understanding of student attitudes towards PLTL and insight into the role PLTL plays in improving conceptual understanding of biology concepts. Strategies are suggested to continue further research in the area of PLTL.