Thesis (M. Soc. Sc.)--University of Hong Kong, 2004.

For increasing competitions of department stores, how to reinforce the extent of selling skills of salespeople will affect individual or organizational achievement performance strongly. This study was intended to explore the relationships between selling skills and achievement performance of the salespeople. In this study, work experience, training and locus of control are independent variables, achievement performance is dependent variables, and the selling skills are as a mediator. This study examined the mediator effect of the salespeople¡¦s selling skills among of the work experience, training and locus of control. Besides, we defined the product type and reward as a moderator between the job experience, training as well as locos of control. The subject of this study is 316 salespeople of a department store in Kaohsiung. This research used the method of questionnaire. The results indicated that: 1. Training was positive significant to selling skills. 2. Training was positive significant to achievement performance. 3. Selling skills were positive significant to achievement performance. 4. Selling skills were found that play a part of mediating effect between training and assigned sales quota achieved. 5. Selling skills were found to have significant mediating effect between training and customer relationship operation. 6. Mutual effect between the product type and selling skills were positive significant to customer relationship operation. Those are some suggestions to the department stores, retailer, salespeople that have been working in this field; and also the directions were given in the future research in this study.

Thesis (Ph. D.)--Rutgers University, 2007. / "Graduate Program in Education." Includes bibliographical references (p. 160-173).

Thesis (M. Soc. Sc.)--University of Hong Kong, 2004. / Also available in print.

Thesis--Ohio State University. / Includes bibliographical references (leaves 328-336). Available online via OhioLINK's ETD Center.

Thesis (M.S.)--Humboldt State University, 2007. / Includes bibliographical references (leaves 49-56). Also available via Humboldt Digital Scholar.

The purpose of the study is to investigate the relative effect of problem-based learning (PBL) and traditionally designed science instruction (TDSI) on students&rsquo / academic achievement and performance skills in the unit of genetics after controlling for students&rsquo / prior knowledge, prior performance skills, reasoning ability, and learning approach. The sample consisted of 192 eight grade students from a public elementary school in Ankara. Four classes instructed by two science teachers were randomly assigned as experimental and control groups. The experimental group students were taught the subject through PBL, while the control group students received the TDSI. Students in experimental group dealt with ill-structured problems based on real-life working in small groups and individually. On the other hand, students in control group received an instruction based on teacher explanations and textbooks. Genetics Achievement Test, Test of Logical Thinking, and Learning Approach Questionnaire were administered as pre-tests to students in both groups to determine their prior knowledge and prior performance skills, reasoning ability, and learning approach, respectively. After the treatment, Genetics Achievement Test was administered again as a post-test to compare the effectiveness of PBL and TDSI on students&rsquo / achievement and performance skills in Genetics. Multivariate Analysis of Covariance (MANCOVA) was used to investigate the effect of problem based learning and traditionally designed science instruction on students&rsquo / academic achievement and performance skills in Genetics when students&rsquo / prior knowledge, prior performance skills, logical thinking abilities and learning approaches are controlled. Results of the study revealed that students in PBL classes had higher mean scores on Genetics Achievement Test developed to measure academic achievement and performance skills in the unit of genetics. Therefore, the PBL students appeared to be better compared to the TDSI students in terms of genetics understanding and at using relevant information in addressing the problem, articulating uncertainties, organizing concepts, and interpreting information.