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DOCUMENT RESUME

ED 202 998 CE 028 644

AUTHOR Davis, Rods And OthersTITLE Indiana Distributive Education Competency Based

Model.INSTITUTION Ball State Univ., Muncie, Ind.: Indiana State Dept.

of Public Instruction, Indianapolis. Div. ofVocational Education's Indiana State Univ., TerreHaute.

SPONS AGENCY Indiana State Board of YOcational and TechnicalEducation, Indianapolis.

PUB DLTE Sep 79NOTE 40Ip.

EDRS PRICE MFOI/PC17 Plus Postage.DESCRIPTORS Basic Skills: Behavioral Objectives: *Business

Administration Education: Business Skills;Competence: *Competency Based Education: CurriculumGuides: *astributive Education: InstructionalMaterials: Interpersonal Competence: *Job Skills:Learning Activitiess *Marketing: Merchandising:Models: Secondary Education: Supervisory Training:*Vocational Education

IDENTIFIEPS *Indiana

ABSTRACTThis Indiana distributive education competency-based

curriculum model is designed to help teachers and localadministrators plan and conduct a comprehensive marketing anddistributive education program. It is divided into three levels- -onelevel for each year of a three-year program. The competencies commonto a variety of marketing and distributive occupations fora the basesfor levels I and 2, while common competencies for marketingwanagement positions supply the foundation for level 3. Modifiedlearning objecti7es, suggested learning activities, and appropriatematerials are matched for each competency. Topics covered in level Iinclude the scope and role of distributive education, careerdevelopment, and fundamentals of selling and sales communicationswritten and oral communications and mathematics 'in marketing anddistribution: personhl development, human relations, and ethics: .andAmerican business and the free enterprise system. Level 2 covers suchadditional areas as marketing strategy and promotional mix, productand service technology, stock control and facility safety, and salespromotion. Marketing management competency development in such areasas human relations, communications, mathematics, sales Promotion,merchandising, operations, and administration and supervision areoutlined in level 3. A bibliography and the addresses of publishersand references are included after level 3. (MN)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

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INDIANA DISTRIBUIIVE EDUCATIONOaMPEIENTL BASED CURRICULUM MODEL

Developed Through"Distributive Education Competency Based Curriculum Models By

Occupational clusters," Project Number 58-77-111-2

and

"Distributive Education Competency Based Curriculum ModelsField Test," Project Number 273 -78-11-3

Sponsored By

State Board of Vocational and Technical Education401 Illinois Building17 West Market Street

Indianapolis, IN 46204

Cooperative Projects ByBall State, Indiana State, Indiana Universities

and The Division of Vocational Education

ByDr. Rod Davis, Project Director

College of BusinessBall State UniversityMuncie, IN 47306

Dr. Stewart Rusted, Project DirectorSchool of BusinessIndiana State UniversityTerre Haute, IN 47809

Ms. Melanie Devitt, Project MonitorChief Consultant, Distributive Education

Division of Vocational EducationRoom 229, State House

Indianapolis, IN 46204

U.S DEPARTMENT OP WEALTH.EDUCATION a WELFARENATIONAL INSTITuTE OP

EDUCATION

OHS DOCUMENT HAS SEEN REPRO'OUCED EXACTLY AS RECEIVED PROMTHE PERSON OR ORGANIZATION ORIGIN.ATING IT POINTS OF VIEW OR OPINIONSSTATE() DO NOT NECESSARILY REPREspit oFF . NATIONALEDUCATION

WINPOSMON OR POLICY

1E OF

"PERMISSION TO REPRODUCE THISSeptember 1979 MATERIAL HAS BEEN GRANTED BY

2TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIOV

.z4

INDIANA DISTRIBUTIVE EDUCATICti

CCMPELT tY BASED curfaanum Ncom

Table of Contents

Page

Foreword ii

Information For Using the Model

Marketing and Distributive Education Program Description

Marketing and Distributive Education Program Goals

Introduction to Marketing and Distributive Education D.E.( I & II)

v

vi

Course Description and Goals 1-ii

Table of Contents'

Level 1 Model 1-1

Marketing and Distributive Education (D.E. III & IV)

Course Description and Goals

Table of Contents

Level 2 Model

Marketing Management (D.E. V & VI)

Course Description and Goals

Table of Contents

Level 3 Model

Bibliography and Sources of Material B-1

FOREWARD

The Indiana Distributive Education Competency Based Curriculum Modelhas been developed to provide classroom teachers and local administratorswith a guide for planning and conducting a comprehensive marketing and

distributive education program. The model has been constructed to allow

maxim= flexibility. A variety of suggested learning activities are pro-vided to enable teachers to select those most appropriate for their teachingstyles and their students learning patterns. In addition, a variety oflearning materials ana references are listed. This allows the teacher toknow of and secure the resources suited for teaching/learning the competencies'required of marketing and distributive workers.

The research process included a review of the competency research inmarketing and distributive education, a jury of experts review and approvalof the Crawford common competencies and common manager1-1 competencies, andan one-year field test in fifteen Indiana marketing and distributive edu-cation programs.

Many people contributed to the development of the model. Sincereappreciation is extended to advisory cosmittee members: Mr. Robert Ahearn,Herff Jones, Inc.; Mrs. Beth Clark, Carmel High School; Ms. Melanie Devitt,Division of Vocational Education; Dr. Adaline Eastman, Ball State University;Dr. Leona Gellion, Indiana State University; Mr. Lyle Harding, South BendWashington High School; Mrs. Rebecca Kammeyer, Mississinewa High School;Mrs. Twyla Lamb, Blue River VocationalTechnical Center; Dr. Ralph Mason,Indiana State University; Mr. Jay McGill, Martinsville High School; Mr.Phillip Myers, Division of Vocational Education; Mr. John Sullivan; BurgerChef Systems, Inc.; Dr. Thomas White, Indiana University; and Mr. RobertWray, Central Nine Vocational-Technical School.

Special recognition is awarded to the field test teachers: Mrs. AlenaBrock, Bellmont High School; Mr. Robert Cartwright, Southeastern IndianaVocational School; Mrs. Judy Conners, Harrison High School; Mrs. DebbieGabe, Mt. Vernon High School; Mr. Pat Goan, Evansville Harrison High School;Mr. Lyle Harding; South Bend Washington High School; Mr. Dan Keown, ColumbusEast High School; Mrs. Twyla Lamb, Blue River VocationalTechnical Center;Mrs. Jayne Maxson, Muncie Northside High School; Mr. Thomas Millea, ClarksvilleHigh School; Mr. Dennis Montgomery, Anderson High School; Mr. James Rogers,Southeastern Indiana Vocational School; Ms. Jean Stutz, J. Everett LightCareer Center; Mr. Laurence Wheatley, South Central Area Vocational School;and Mrs. Mary An Zabel, C. A, Prosser Vocational Center.

Thank you is extended to the State Board of Vocational and TechnicalEducation for sponsoring the projects from which the model was developed.

A special thank you is given to Mr. Lee Thompson for developing thefirst draft of LEVEL 2.

Special Appreciation is made to Sue Woodard, Judy Bowan, Pam Burris,Vicki McEntaffer, Jeanne Chappell, and Susan Stippler who worked faithfullyand diligently preparing the model for production.

INFORMATION FOR USING THE MODEL

Several factors combined to spark the initiative to develop The IndianaDistributive Education Coroctency Based Curriculum Model. For years teachershave discussed: "What to teach?" "How to teach it?" "When to teach it?"and "What materials to use?" The model seeks to provide a flexible, yetconsistent means for answering these questions. The movement toward com-petency based vocational education and the desire to expand the program scopebeyond retailing to encompass marketing was an influential factor too. Inaddition, the recent development and availability of curriculum materialsprompted the need to organize them for effective use. One other factor hasbeen the increased interest in three-year program structures.

Therefore, the purpose of the model is to provide a flexible curriculumguide based upon researched competencies needed for a variety of marketingand distributive occupations that incorporates the vast amount of materialsin a three-year program structure. The model is intended to be a guide only,not a mandated curriculum. Because of the different program characteristics,tYo- and three-year programs, laboratory and cooperative, and comprehensivehigh school and area vocational school, the model is intended to provide aframework which teachers can modify, adjust, and build upon to meet theirspecial circumstances and needs.

411Organization of the Model

L

The model is divided into three levels. One level for each year of athree-year program or the levels can be refined for a two-year program. TheDivision of Vocational Education course descriptions axe appropriate for thelevels: Introduction to Marketing and Distributive Education (D.E. I & II)for Level I, Marketing and Distributive Education G.E. III &IV) for Level 2,and Marketing Management CD.E._ V & VI) for Level 3. Course goals are listedfor each level too.

The competencies common to a variety of marketing and distributive occu-

pations form the bases for Levels 1 and 2. Common competencies for marketingmanagement positions supply the foundation for Level 3. For the competencies,modified learning objectivee, suggested learning activities, and appropriatematerials are matched.

The objectives basically include only the action verb statement. Teachere,co:Asidering their program and student variables, may determine the criteriaand means of evaluating competency development.

An assortment of student learning activities are suggested, When possible,individual, small group, and large group activities are presented so thatthe teacher may select the most appropriate. The suggested activities do notpreclude the use of other activities that the teacher may develop. In fact,teachers are encouraged to devise other activities that later may be incor-porated into the model.

The references matched to the competencies include textbooks, workbooks,DECA materials, manuals, pamphlets, bulletin boards, A-V materials, and

u;iii

r-

many others. it is not intended that the teacher obtain and use everyresource. Rather, the materials listed are intended to save the teachertime and effort searching out, reviewing, and organizing resources. Abibliography and the addresses of publishers and reference sources areincluded after Level 3.

Planning to Use the Model

To use the model effectively, planning is the key. The model may beused as presented or modified. However, in both situations many pointsmust be considered and decided upon. Program veribles like students,equipment, school settingr and teacher experience should be reviewed.

Time frames must be determined. Two-year programs in comprehensivehigh schools will not have sufficient classroom time to thoroughly coverall three levels. Area vocational school two-year programs with two-tothree-hour laboratories may be able to work through Levels 1 and 2 duringthe first year of the program. They may, however, have difficulty handlingLevel 3 during the second year because of meeting only one day per week.Therefore, it is important for the teacher to allocate carefully classroomtime for the priority competency-areas.

Also, during the planning, activities must be selected and materialsorganized. Activities selected may involve teacher and student preparation,as well as, material preparation or duplication. A .4? materials usuallymust be ordered well in advance. Teachers, too, should plan for other impor-tant activities that are not incorporated in the model. DECA meetings,conferences, sales projects, school assemblies, and others are not providedfor in the model.

The model provides a guide, the teacher must plan to effectively use it.

iv

INDIANA MARKETING AND DISTRIBUTIVE EDUCATION

PROGRAMS/COURSES

The programs/courses and instructional methods listed belay are approved for all Local EducationAgencies (LEAs) for stated grade levels and credit value. Other courses may be offered for credit pro-vided a course outline is approved by the General Commission of the Indiana State Board of Educationand the State Board of Vocational and Technical Education.

Programs/Courses

Introduction to Marketing andDistributive Education (D.E. I)

1 period project method

Marketing and Distributive Education(D.E. II)

1 period project method2 period project method

3 period project methodCooperative method

A. 1 period-related instructionB. On -the -Job Training

Marketing Management (D.E. III)1 period project method2 period project method2 period specialized program3 period project method3 period specialized programCooperative (1)

A. 1 period - related instruction

B. On»the-job TrainingCooperative (2)

A. 2 period-related instructionB. On-the-Job Training

Marketing and Distributive Education,Specialized

Revised, August 31, 1979

Year ofSemester(s)

InstructionalOffering,

10 - 12

11 - 12

11 - 12

11 -. 12

11 -, 12

11 - 12

12

12

12

12

12

12

12

12

12

10 - 12

Unit Value

1

2

2

2

2

2

2

2

2

2

2

2

2

?

2

2

- 2

2

2

2

.5

1

1

2

3

1

- 3

1

2

2

3

3

1

- 3

2

- 3

.. 1

GOALS FOR MARKETING ANDDISTRIBUTIVE EDUCATION PROGRAMS

1. Perform successfully the duties required in retail, wholesale, service, or other marketing occupa-tions at the entry, career sustaining, and specialization job levels.

2. Demonstrate the social skills and understandings necessary to successfully perform at the entry,career sustaining, and specialization job levels.

3. Communicate in both an oral and written manner that is readily understood and acceptable to customersand associates.

4. Perform satisfactorily the mathematical computations that are necessary in retail, wholesale, service,or other marketing occupations at the entry, career sustaining, and specialization job levels.

5. Know and use correctly the terminology employed in retail, wholesale, service, or other marketingoccupations at the entry, career sustaining, and specialization job levels.

6. Demonstrate qualities of leadership in both in»school and out-of-school activities.

7. Demonstrate an understanding of, and appreciation for, the Amevican private enterprise system as acornerstone of the American democracy.

8. Demonstrate a knowledge of the opportunities and requirements in marketing and distribution as acareer field.

9

INTRODUCTION TO MARKETING AND DISTRIBUTIVE EDUCATION--D.E. I & II

(LEVEL 1)

/NTRODUCT/ON TO MARKETING AND DISTRIBUTIVE EDUCATION

D.B. I & II

Introduction to Marketing and Distributive Education CV,E. /4; //I - .5 unit of credit. Basicintroduction to the scope and importance of Marketing and Distributive Education, career development,and the Distributive Education Clubs of America (DECA). Emphasis is placed on the importance of leader-ship and followership in organization structures found in a democratic society, as well as, oevelopmentof basic job skills necessary to secure, hold and advance in jobs in marketing and distributive occupa-tions. Job skills in human relations, work ethic, job application and interview, oral and written com-munications, mathematics, selling, sales promotion, marketing functions, and job safety. Also includedare bast: understanding of the profit motive, channels of distribution, economic understanding and othermarketing functions. This course should include simulated occupational experiences and projects in thevarious marketing functions such as those available through the Distributive Education Clubs of America(DECA) program of activities.

Course Goals for Introduction to Marketing and Distributive Education are:

1. Introduce students to the scope and importance of the field of marketing and distribution.

2. Introduce students to the co-curricular DECA activities in the Distributive Education program.

3. Acquaint students with career opportunities which marketing and distribution offers.

4. Assist students in selecting a tentative career objective in marketing and distribution.

5. Help students develop skills in the following competency areas needed by students to enter marketingand distributive occupations:

a. Human Relations

b. Communications

c. Mathematics

d. Selling

e. Sales Promotion

12

INTRODUCTION TO MARICETING AND DISTRIBUTIVE EDUCATIOND.E. I & II(LEVEL 1)

Table of Contents

I. INTRODUCTION TO D.E. I & II

A. Scope and Importance of Distributive EducationB. Understanding DEC&C. School Store OptionD. Career Development

Pages

1 - 2

2 - 77 - 88 - 25

II. MARKETING SKILLS

A. Fundamentals of Selling 26 - 29B. Fundamentals of Sales Promotion 29 - 34

C. Safety in Marketing and Distributive Occupations 35 36

III. BASIC SKILLS

A. Written Communications in Marketing and Distribution 37 - 38

E. Oral Communications in Distribution 38 - 44

IV.

C. Mathematics in Marketing and Distribution ,,,,,,,,,,,,,

SOCIAL SKILLS

45 - 48

A. Personal Development and Human Relations ,,,, 48 - 54B. Ethics 54 - 56

V. MARKETING AND DISTRIBUTION IN THE ECONOMY

A. ;Aerican Business and Free Enterprise System 56 - 60B. The Functions of Marketing and Distribution 60 - 62

C. Retailing, Service, and Wholesaling 62 - 64

141-iii

15

COYESTSNCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

. Introduction to Dis-tributive Education Iand II.

A. Scope and Impor-tance of Distri-butive Education.

1. Knowledge ofDistributiveEducation I, IIclassroomoperation.

Knowledge ofthe Distri-

butive Edu-cation I and IIProgram.

Given the appropriate informa-tion, the student will be ableto:

Demonstrate daily that theyunderstand classroom opera-tions by successfully servingin a variety of managementpositions and by productivelyparticipating in classroomactivities.

Define correctly Distributive

Education.

List correctly the three goalsof the D. E. Program.

Have students perform variousclassroom management roles suchas taking attendance, filingLAPS, cleaning up room, servingas class librarian, etc.

Have students prepare a studenthandbook with program rules, etc.

View film: "Distributive Education:The Choice is Yours."

Have students write a short paperon what D. E. means to them.

LAPS Handbook by IDECC.

Film: "Distributive Education:The Choice is Yours". Orderfrom DECAL Inc., or SearsRoebuck, & Co.

General Marketing Curriculumby Reeves, Robertson, cuter(Texas) , pp 1-5.

"Orientstion to P. r. Trans-parencies", by Cheshire(Colonial Films).

COMPETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFEHENCE MATERIAL

B. Understanding DECA.

Briefly and correctly explainthe history of DistributiveEducation.

Distinguish correctly betweenDistributive Education andother vocational programsoffered at the local highschool.


1. Knowledge of Define correctly what DECA isthe nature and and state the two major pur-purpose of DECA,poses of DECA.

13

Use a crossword puzzle to includekey names, legislation and dates.

Invite coordinator from one of theother vocational areas to explaintheir respective program.

Have students put up a bulletinboard on D. E.

Use students to give guided toursof vocational facilities atcareer centers.

View filmstrip on DECA (All AboutDECA).

View slides taken of your localchapter enpging in various DECAactivities.

Games, Puzzles and Simulationsfor Distribution by Wilkie.

Organization & Administrationof D. E. by Crawford and

Meyer (Merrill).

Bulletin Boards for D. E. byOhio D. E. Materials Lab.

"All About DECA" by DECA.

DECA: The First Thirty Yearsby Riley (DECA).DECA transparency masters byDECA.

1-2

COMPETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

2. Knowledge thatDECA is anintegral partof the Distrib-utive EducationProgram.

Briefly and correctly explainthe historical background ofDECA.

List correctly the five div-isions of DECA and their rela-tionship to DECA organization(National, State, District,Local).

Draw the DECA diamond and cor-rectly explain the four pointsof the diamond, the meaning ofthe wrapped package, and theDECA byline.

Explain correctly the differencebetween co-curricular and extra-curricular activities.

Describe correctly the role ofDECA and its relationship tothe total D. E. Program.

Conduct first DECA meeting duringclass.

Have students develop a contractgrading system which includes anevaluation of DECA activities.

Invite state or district officersto tell students how vital DECA

activities are to D. E.

DECA transparency masters byDECA.

Organization & Administrationof Distributive Education byCrawford & Meyer (Merrill).

DECA transparency masters byDECA.

COWPETENCY OUTLINE PERFORMANCE OBJECTIVE

3. Rnowledge of howDECA activitiescontribute tothe learning ofdistribution &marketing andhow to partici-pate in them.

2")

Explain correctly how DECAactivities contribute to thelearning of distribution andmarketing.

ti

List correctly DECA competitiveevents, to include CompetencyBased Competitive event areas.

LEARNING ACTIVITIES REFERENCE MATERIAL

Take DECA sponsored field trip tolocal shopping center or downtownto observe the variety of market-ing occupations available in thelocal area.

Introduce students to Merit AwardsProgram (MAPS). Student can beginBronze Award level activities.

Have student who has competed indistrict/state/national competi-tion explain how the competitionworks.

View slide presentation on CDC.

View slide presentation on CBCE's("Follow Mk Through the New SeriesCompetency Based Events").

A Program of Action for DECAActivities by DECA.

Merit Awards Handbook by DECA.

DECA Handbook by DECA.

Indiana DECA CompetitiveActivities Handbook (1978)

"1979 DECA-Career DevelopmentConference H. S. Division"slide presentation by DECA.

"Follow Me Through the NewSeries Competency Based Events".by DECA.

CBCE Handbook by DECA.

1-4


4. knowledge thatleadership isimportant inorganizationsin a democraticsociety.

5. Knowledge ofthe need forleaders andparticipants inDECA program.

Explain correctly the impor-tance of leadership in organ-izations in a democraticsociety.

Participate throughout theyear in the local DECA Chapterand volunteer to serve as anofficer or committee member.

Invite local official or staterepresentative to discuss impor-tance of leadership in a demo-cratic society.

Perform activities in "Introduc-tion to Leadership."

Hale students discuss in smallgroups the different leadershipstyles and their effect on demo-cratic societies.

Elect officers and initiate mem-bers. Invite a District or StateOfficer to conduct the initiation.

View officer filmstrips (':All

About DECA" series).

Attend Ball State DECA Rodeo inthe fall.

leadership Development andOfficer Training Handbook byDECA.

Practical Leadership bynewer & Robertson (Texas 'MC).

Leadership Training Units forVocational Youtk, Units 1 & 13,by Purdue.

A Guide for DECA. Chapter

Officers by MCA.

"All About DECA:' by tECA.

1-5


6. Skill in theproficient useof parliamentaryprocedures.

7. Skill in in-forming othersabout DECA.

Proficiently use parliamentaryprocedures during DECA meeting.

Correctly inform others aboutDECA throughout the year.

Use parliamentary procedure during Parliamentary Law Makes SenseDECA meeting. by Ohio D. E. Materials Lab.

Lead students through a simulated Parliamentary Procedure bymeeting script. Ohio D. E. Materials Lab.

View filmstrips on ParliamentaryProcedure ("All About DECASeries").

"All About DECA" by DECA.

A Guide for Chapter Officersby DECA.

The Haw in ParliamentaryProcedure Manual by Universityof Texas.

Perform activities in Parliamentary Leadership Training Units forProcedure. Vocational Youth Unit 3, by

Purdue.

Have students conduct a membership DECA Handbook by DECA.drive.

Practice telling members of theclass about DMA.


8. Skill in car-rying outactivitiessuitable forDECA.

C. School Store (Optionfor programs operat-ing a school store.Same skills offeredalso in marketingarea.)

23

Properly carry out activitiessuitable for DECA when givena leadership position.

Given the appropriate infor-mation, the student will beable to:

Conduct leadership simulationsfor training students.

Develop a program of activitiescalendar for the year.

Organize a 7-UP MDA Communityproject.

Attend summer Leadership Develop-ment Institute (LDI) Sponsored byDECA.

Leadershl.PSimulation/DECA

by DECA.

Developing a Program ofActivities for Local Chapters.

by ^HIO D. E. Materials Lab.

7-VP/MBA Community Service-Civic Conciousness Project.

Leadership Development &Officer Training Handbookby DECA.

A Program of Action for DECAActivity, by DECA.

23

1.7

COMPETENCY OUTLINE PERFORMANCE:OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

1. Knowledge ofschool storepolicy andoperating pro-cedures of thestore.

2. Skill in cashregister. and

change making.

3. Skill in shop-

lifting detec-tion, inventory,display, sellingand any othercompetenciesdetermined asnecessary by thecoordinator.

D. Career Development(With emphasis onself-understanding).

Explain school store policy andoperating procedures.

Accurately operate cash regis-ter and give change.

Work in school store efficientlywith minimal error.

Given the appropriate informa-tion, the student will beable to:

Work in school store.



The School Store: A RetailLaboratory for D. E. by OhioMaterials Lab.

In-School Store for Distribu-tive Education by Devitt,

Indiana Curriculum MaterialsCenterSee references for BasicSkills, III-C, #7,8,9.

See references relating toMarketing Skills II.

31 1-8


I. Opportunitiesfor a Careerin Marketing &DistributionOccupations.

a. GeneralKnowledgeof marketingand distri-bution occu-pations.

Develop a career awareness ofmarketing and related careers.

List the advantages and dis-advantages of various marketingcareers.

Show "The Start of Something Big"(slide-tape).

View filmstrips: "What Is ACareer?" & "Worlds of Opportunityin Themselves".

Develop a Career Development Plan.

Have a panel debate the advantagesand disadvantages of a career inmarketing.

Attend Indians State UniversityDECA Career Exploration Day inPall.

"The Start of Something Big"by OHIO D. E. Materials Lab.

"What Is A Career?" & "Worldsof Opportunity in Themselves"

by Instructional MaterialsCenter (University of Texas).

General Marketing Curriculumby Reeves, Robertson, Luter(Texas), p. 205.

Exploring Wholesaling &Retailing Careers by Eggland(South-Vestern), Path I.

Occupational Outlook Handbookby Department of Labor.

Distribution & DistributiveCareers by Grandfield & Gold(Fairchild), p. 53.

Marketing & Distribution byMason, Ross & Rath (Gregg, 2nd)p. 350.

Your Career in Markeiinp,byBeaumont, Langan & Taylor(Gregg, 2nd) Part 2.

33 1-9


b. Knowledgeof thecompensation/

& benefitsderivedfrom a

career inmarketingand distri-bution.

Discuss correctly what types ofcompensation and benefits areavailable in a career inmarketing and distribution.

Arrange for a panel to talk toclass by conference call aboutmarketing and distributionoccupations.

Complete exercise in Job Activity

Guide for Your Career in Marketing.,

Have students interview personsin marketing and distributionoccupations to find out aboutcompensation benefits.

Develop a DE/DECA Squares game(patterned after HollywoodSquares).

Contact GTE or Bell salesrepresentative.

Job Activity Guide for YourCareer in Marketing byBeaumont (Gregg) pp. 51-54.

Growing On the Job by Wilson(McGraw-Hill), Chapters 4 & S.

Marketing & Distribution byMason, Ross & Rath (Gregg,2nd), p. 530.

Job Opportunities in RetailingSeries by J. C. Penny.

Occupational Handbook byDepartment of Labor.

Your Career in Marketing byBeaumont & Langan, & Taylor(Gregg, 2nd), Part 12, p. 123.

35110


c. Skill indeterminingthe oppor-t unities

for advance-ment inmarketingand distri-bution.

2. The AttributesRequired for aCareer inMarketing andDistribution.

Determine correctly whetheradvancement is appropriatein a case study situation.

Develop a career ladder forat least one marketing occu-

pation.

Evaluate a job according tothe position, the company'sposition in the field, com-pany's future, company'sreputation, and the company'sexecutive.

Give student case studies andhave them determine whether theemployee should be promoted(discuss in small or large groups).

Have students develop careerladder for a marketing occupationof their choice.

Have students take jobs listed in"Help-Wanted" section and write anevaluation of the job/company. Usejob description forms found inCareer Information Unit for D. E.

Growing on the Job by Wilson(McGraw-Hill), Chapter 3.

Your Career in Marketing byBeaumont, Langan, & Taylor(Gregg, 2nd), Part 6, p. 62.

Career Information Unit forD. E. by OHIO D. E. MaterialsLab.

Careers in Marketing byBikkie (Gregg), Chapters 3-9.

Exploring Wholesaling &Retailing Careers by Eggland(South-Western), pp. 41 & 100.


a. Knowledgeof theattitudes,

skills andknowledgesnecessaryfor success

in market-ing anddistributionoccupations.

b. gnowledgeof thesocialcharacter-istics re-quired forsuccess inmarketing &distributionoccupations.

List correctly the five majorcompetency areas necet, ary forsuccess in marketing and dis-tribution occupations.

Demonstrate on a daily basisthose social characteristicsnecessary for success in mar-keting and distributionoccupations.

Give students a list of jobs inmarketing and distribution andhave them determine the degree thefive competencies are required toperform each job.

Complete exercises in Job ActivityGuide for Your Career in Marketing.

Use case studies on social skillsto measure responses to varioussituations.

Have small groups prepare lists ofsocial qualities needed for success.

Marketing & Distribution byMason, Ross, Rath (Gregg, 2nd),p. 534.

Your Career in Marketing byBeaumont, Langan, & Taylor(Gregg, 2,41), p. 144.

Job Activity Guide for YourCareer in Marketing (Gregg),Unit 6A, p. 185.

Your Career in Marketing byBeaumont, Langan, & Taylor(Gregg, 2nd), p. 151.

14.12


c. Knowledgeof thebasicsk:lls inmathematicsand communi.,

cationsrequired foremploymentin market-ing anddistributionoccupations.

3. Determining aCareer Objective.

a. Knowledge ofhow to useself-analysis as

a steptowardemployement.

4)

Discuss which basic skills arenecessary and important foremployment in marketing anddistribution occupations.

Express their ambitions forthe future.

Identify their interests,

skills, abilities, and values.

Use guest speakers from businessesto tell students about the impor-tance of mastering basic skillsin order to get employment inmarketing and distributionoccupations.


Use case study situations found inCooperative Work Experience aeriesto help students determine thedifference in aptitudes, abilities,and interests.

Have students take a self-analysisinventory to determine personalstrengths and weaknesses as well asaptitude, interests, and abilities.

Your Career in Marketing byBeaumont, Langan, & Taylor(Gregg, 2nd), p. 144.

Job Activity Guide for YourCareer in Marketing byBeaumont, Langan, & Taylor(Gregg, 2nd), pp. 56-60; 64-69.

Careers in Marketing by

Bikkie (Gregg), Chapter 1.

Cooperative Work Experience,Series by Herr (Gregg).

Career Planning Manual byI-V Tech (Terre Haute).

Knowing Your Self by Kidwell &Wallace (McGraw-"i11).

1-13


b. Knowledgethat self-analysis isimportant indevelopinga positiveattitudetoward work.

42

Organize themselves purpose-fully end consistently withtheir skills and interests toachieve an objective.

Explain how self-analysis isimportant in developing apositive attitude toward work.

s

Have students write a self-analysisof strengths and weaknesses.

Conduct Activities A, 11, C, D inCareer Exploration in Marketing &Distribution.

LAP #17 (HR), Comp. 274.

LAP #20 (HR), Comp. 313.

Conduct two "self-awareness" days.

Individualized RelatedInstruction for Entering theWorld of ork. "Self Inventory"by Kimbrell & Vineyard (Knight),Unit VI.

Your Career in Marketing byBeaumont, Langan, & Taylor(Gregg, 2nd), Part 9.

Career Exploration in Marketing& Distribution by ContractResearch Co., Unit 4.

World of Work by Iimbrell &Vineyard (McKnight), p. 67.

Knowing Your Self by Kidwell &Wallace (McGraw-Hill).

431.14


c. Knowledgeof theworld ofwork and itsimplicationson today'ssociety.

4

Demonstrate a positive attitudekHave students give a book reporttowards school work. (oral or written) on Erroneous

Zones. Students should be ableto explain that their self-imagereflects their attitude towardwork, etc.

Explain correctly the implica-tions of work on today'ssociety.

Complete exercises in Job ActivityGuide.

Have students discuss in smallgroups the implications of workon today's society.

Have students write a brief wiperon how work till effect theirlives.

Erroneous Zones by Dyer (Avon),(available at bookstores).

Job Activity Guide for YourCareer in Earketing byBeaumont, Langan, & Taylor(Gregg, 2nd), pp. 41-44.

Succeeding in the World ofWork by Kimbell & Vineyard(McKnight), Chapter 1.

Your Career in Marketing byBeaumont, Langan, & Taylor(Gregg, 2nd).

Schools & Careers by Herr(McGraw-Hill), Chapter 1.

1-15


d. Knowledge Identify correctly job char- Explore lifestyles by completing Knowing Your Self by Kidwell &that life-styles havean impacton careerchoice andthat careerchoice mayaffect one'slifestyle.

acteristics which have impacton the individual's lifestyle.

exercises in knowing Your Self, Wallace (McGraw-Hill),Chapter 16.p. 125.

Understand the impact of work Conduct Activities A & B in Career Exploration inor career on personal statis- Career Exploration in Marketing & Marketing & Distribution byfaction. Distribution. Contract Research Corp.,

Unit 3.

Listen to tape or read sections ofWorking which relate to marketing

Working by Terkel (Avon),(available at bookstores).

& distribution careers. Havestudents react in discussiongroups.

Identify the effects of off-the-job demands and respon-sibilities on the initialdecision to work and on thechoice of specific jobs,particularly as they affectwomen with homemaking & child-rearing responsibilities.

Discuss in groups the effects ofoff-the-job demands and responsibil-ities on work, etc. Reporter fromeach group should make a list toreport back to class.

10 4'a4J

1.1&


e. Knowledgethat per-sonalbeliefs &values areimportantin career-decisionmaking.

43

Understand the relationshipbetween personal beliefs onthe one hand and occupationalchoice and job satisfactionon the other.

Understand their dual role asconsumers and workers and thedifferent needs associatedwith each role.

Understand that compromise ortrade-offs are required incareer choice.


Use case studies at end of eachchapter in Knowing Your Self.

Activities A & B (CareerExploration).

LAP #1 (UR), Comp. 322.

Analyze situations found on p. 23(Making Decisions Work).

Job Activity Guide for YourCareer in Marketing yBeaumont (Gregg), pp. 43-46.

Knowing Your Self by Kidwell &Wallace (McGraw-Hill), Unit 3.

Career Exploration inMarketing & Distribution byContract Research Corp., Unit 5.

Halting Decisions Work byVeagraff fc Lynn (:icGrav-Hill)

Chapter 3.

491-17


f. Knowledgethat com-promise ortrade-offsare requiredin careerchoice be-cause anoccupationwill satisfysome needsbut notothers.

g. Knowledgeof behaviorin pursuitof self-interest &behaviorwhich doesnot conformto ethicalstandards.

53

Understand that compromise ortrade-offs are required incareer choice.

Demonstrate acceptable behaviorand ethical standards in theclassroom throughout the year.

Make a career balance sheet ofpositive and negative job factorsin order to see which trade-offsmight be necessary in making acareer choice.

LAP #5 (HR), Comp. 312.

Take field trips to a variety ofbusinesses offering diverse market-ing and distribution occupations.

Careers in Marketing byBikkie(Gregg, 2nd), Chapter 2.

Careers In Marketing byBikkie (Gregg, 2nd), p. 6.

Careers In Marketing byBikkie (Gregg, 2nd).

Exploring Marketing Occupationsby Smith, Verndran, & Winn(Gregg).

%,,

1-18


I

Use Fun Frustrations "Cross Wits" Pun Frustrations (IDECC).as a means of exploring marketingcareers. (Prep. needed--givequestions, etc.)

Identify occupations which Play "D. E..Bowl" game (patterned Film: "Mtiketing", Indianasuit their interests. after T. V. game-College Bowl). University A-V Center #BSC-

View "Marketing" film. 1481, (Alternate: #ESC-1496,"The Marketeers: Careers in

Develop a D. E. collage using avariety of marketing occupations.

Marketing and Distribution".

i. Skill in Select priority jobs in job Select three jobs in different jobidentifying clusters of interest to him/ clusters that are of interest tocareer

objectiveswithin amarketingcluster.

her. him/her and rank them in order towhich each might satisfy personalobjectives, describing his/herrationale.

j. Skill in Explore a minimum of one market Complete projects 2 and 3 in Careers in Marketing by Bikkiiexploringmarketing &distributionoccupationsin depth.

ing & distribution career indepth.

Careers in narketing. (Gregg), p. 29.

Have students work through occupa-tional cluster units in one of thefour references listed.

Career Information UnitHandbook by Ohio D. E.Mcterials Lar")0*.

4.fr1-195`)


View Fairchild "Ca-ters in Market-ing" slide series sets.

View Careers in Focus (set of 14F/S). Have individual studentsselect and preview filmstripswhich interest them.

View Careers in Marketing (set of4 F/S). Have individual studentsselect and preview filmstripswhich interest them.

Explore careers by working onBronze, Silver, or Gold awardsin the DECA MAPS Program.

"Careers In Department Stores""...Fashion ", "...FoodMerchandising", "... Se ry ice

Stations" (Fairchild).

Careers in Focus by Gregg.

Careers in Marketing by Gregg.

Merit Awards Program by DECA.

Working in a Service Industry

by Grandfield & Gold (Fairchild).

Exploring Service Careers byEggland (SouthWestern).

Exploring Marketing Occupationsby Smith, Verndran, & Winn(Gregg).

Exploring Whollesaling andRetailing Careers by Eggland(South-Western).

Your Career in MarkeUng byBeaumont, Langan, rriFror(Gregg, 2nd), Unite 4 & 5.

1.40


k. Ability touse theresultsfrom varioustesting

programs tohelp deter-mine acareerobjective.

1. Skill inusing self-analysis tomatch inter-ests, abil-ities, andaptitudes toa marketingoccupation(to includeskills andlifestyles,off-the-jobresponsibil-ities andthe kindsof thLngsthat willyield jobsatisfaction,

r 1a t)

Utilize various testingresults to help determine acareer objective.

Select a tentative careerobjective.

Write a paper or prepare acareer manual on marketingocaupation using self-analysisto match their interests,aptitudes and abilities withthe occupation.

Have guidance counselor administerany of the following tests: OhioVocational Interests Survey (OVIS),GATB, Stron-Campbell. Counselorshould assist students and teachersin analyzing the results.

Have students give oral reports ontheir tentative career choice andexplain why they chose it.

Complete Marketing Project 2.

Have students write n career paperon a marketing occupation usingself-analysis to match theirinterests, abilities, and aptitudeswith the occupation.

Have students prepare a careermanual which could be a continuouseffort throughout the semester oryear.

Careers Information Unit byOHIO D. E. Materials Lab.

Project Activity Guide forMarketing and Distributionby Mason, Rath, Ross (Gregg,2nd), p. 7.

See 3,1 references.

t:P10 il


4. Job Interview(Spring Option

a. Knowledgethat it isnecessaryfor one toprepare fora successfulinterview.

b. Knowledge ofgood person-al appear-ance habitsand what toto do toachieve them

53

Dress properly for a jobinterview.

Dress appropriately for the joband maintain a well-groomedappearance.

Sponsor a fashion show of appropri- Distribution & Distributiveate clothes to wear on a job Careers by Grandfield &interview. Gold, (Fairchild), p. 14.

Personality Development byRusson (South-Westerns 4th),Chapter 14.

Have a "Dress-Up" day at schoolfor DECA Members.

Careers in Marketing by Bikkie(Gregg, 2nd), p. 147.

Invite a personnel manager to talk Merchandising Your Jobabout job interview preparation. Talents by U. S. Dept. of Labor.

Have the class make posters ofproper dress for five differentjobs. Use color wheel to discussdress and color coordination.

LAP #3 (BR), Comp. 285.

Guest speaker from Home Ec. Dept.on grooming and appearance.

Dress to Impress by OhioD. E. Materials Lab, #109-Cl.

You: A Guide to PersonalDevelopment for Young Men/Women by Texas IMC.

53 122


c. Knowledgethat goodpersonalappearancehelps createeffectivecustomerimpressions.

d. Knowledge ofgood healthpractices.

GJ

Demonstrate an awareness thatgood personal appearance helpscreate effective customer

impressions.

Maintain good health foreffective job performance.

Complete Case Problems 1-5(pp. 84-85).

View film "Good Looks/Here and Now"

Arrange a demonstration in propermake-up selection and application.

Invite a hair stylist to demonstrateand explain proper hair care(unisex).

LAP #27 (HR), Comp. 319.

Case situation No. 20.

Complete Case Study #3, p. 74.

Have student give group reports ongood health rules, and why it isimportant for employees to maintaingood health.

Personality Development byRusson (South-Western, 4th),Chapter 6, p. 75.

"Good Looks/Here and Now"booklet and film byArmour-Dial.

Human Relations Cases by

Canei, OHIO D. E. Materials

Lab.

Personality Development byRusson (SouthWestern, 4th),Chapter 5.

Consumer Decision Making byWarmke, Wyllie, and Sellers(South-Western), Chapter 24.

1-23,


e. Skill indeterminingsources ofemploymentopportun-ities.

f. Skill injob inter-view process.

62

Locate a minimum of fiveemployment opportunities byusing help wanted ads, schoolwanted ads, school placementcervices, employment agencies(private & state), etc.

Successfully carry out a job

interview.

Using a tape recorder, interviewseveral students concerning themeals they ate the previous day.Play back the taped interviewsand have other class members

analyse the nutritional content.

Have each student plan a week'smenu using food guide.

Find marketing & distributionpositions open in newspaper, etc.

Invite employment counselor froman employment agency to explainhow students can find employmentthrough employment services (private1and state).

Prepare for Indiana DECA JobInterview Event.

Personality Development byRusson (South-Western, 4th),.Chapter 4.

Marketing & Distribution byMason, Ross, Rath (Gregg, 2nd),p. 518.

Getting the Job, by Lynch

(McGraw-Hill), Chapter 7.

Basic Retailing andDistribution by Levy, Feldman,Reich (Pitman, 3rd),Chapter 48, p. 368.

Indiana DECA Handbook byIndiana DECA.

1-24


Complete an application form Have students complete an How to Find & Apply for aneatly and thoroughly. application form. Job by Blackledge (South-

Uestern).

:'aking the Most of Your JobInterview by New York LifeInsurance Company.

i!orld of Work by Kimbrell &

Vineyard (McKnight), Chapter 3.

:vetting the Job by Lynch

(Mcr:raw-Hill), Unit 3,

Chapters 10 & 11.

Complete Case Study #1, p. 215. Personality Development by

Russon (South-Western, 4th),Chapter 14.

Conduct simulated job interviews. Getting the Job by LynchVideo tape if possible and critiqueeach interview.

(Gregg), Unit 4.

netail Merchandising byWingate and Sampson(South-Western, 8th),Chapter 19, p. 60.

..tc

1-25

OOMYETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

/. Marketing Skills

A. Fundamentals of Given the appropriate informa-Selling. Lion, the student will be able

to:

1. Knowledge of Explain the importance of the Complete Part 35. Marketing & Distribution bygood sellingtechniques.

selling function to themarketing process.

Mason, Rath, Ross (Gregg, 2nd),pp. 407-408.

Have students discuss the impor- Basic Selling by Ernest(Gregg).Lance of the selling function.

Have students report on a sales-person they think just filled anorder and another who used creativeselling.

Creative Selling by Ernest &Dorr (Gregg, 2nd).

Basic Selling by Texas IMC.

Explain the steps of a sale. Listen to tape: "Six Steps in Motivating Messages Unlimited.Making the Sale", and discussmajor points in class.

Each student should make a listof different selling techniquesthey have observed. Discuss inclass.

Salesmanship Fundamentals byErnest (Gregg) Part 1,Chapter 1.

Basic Sales Techniques, by

Texas IMC.

Li

an -,

si General Marketing Curriculumby Reeves, Robertson, Luter(Texas), Unit 3.

e2 '-f 1-26u .

COMPETENCY OUTLINE PERFORMANCE OBJECTIVE

2. Xnowledge ofthe importanceof product andservice informa-tion.

63

.1111=1


Demonstrate product and serviceinformation for at least threedifferent items.

Complete Learning Pacers, pp. 31-44

Complete "Selling, exercises A & Bpp. 25-26.

Creative Selling by Ernest &Dorr (Gregg, 2nd), 'Chapter 3.

ProloectslusanProrRetailing Principles &Practices by AshmunFerguson (Gregg, 6hh),Unit 3.

General Merchandising Curriculumby Reeves, Robertson, Luter(Texas), Unit 5.

Stddent should select three Basic by Ernestdifferent products and identify '(Gregg, 10th), Chapter 4.sales features, benefitingcustomers.

Complete Learning Pacers, p. 45. creative Selling by Ernest &Dorr (Gregg, 2nd), Chapter 3.

Select several of the projects Fundamcatals of Selling bylisted on pages 200-201 in Wingate (South-Western, 10th),Wingate's Fundamentals of Sellin%. Chapter 6-4.

Complete "activities" p. 63.

Salesmanshi. Fundamentals byrnest Gregg pter Part

3.#4,

Basic Retailing & DistributionWorkboO:by Levy, Feldman,.Retch (Pitman), .Unit 29.

6 9 i27

CO.!PETENCY OUTLINE PERFORMANCE OBJECTIVE

3. Knowledge thatproduct andservice infor-mation needs tobe effectivelytranslated tocustomers asbenefits.

4. Skill indetermining theproduct andservice informa-tion a salesperson should

use.

5. Knowledge ofthe concept ofand proceduresinvolved incredit as aservice offeredby the business.

Write five reasons why productinformation needs to be

effectively translated to acustomer as benefits.

Prepare selling statementsbased on product knowledge.

Define key terms dealing withcredit.

hake the calculations necessaryfor handling credit sales.

LEARNING ACTIVITIES REFERENCE MATPRIAL

Develop a product analysis sheet.Example:

Sales Feature Selling PointFacts Benefits

1.

2.

3.

4.

Each student should do ananalysis of a product.

Each student should prepare a

notebook of merchandise informationto help sales-people sell aparticular product. (Similar tomerchandise information manual).

Have students research articles

order to define terms listed onpage 223 of Fundamentals of Selling.

Complete Part 37.

LAP #15, (SELL), Comp. #821, 824.

Basic Selling,hy Ernest(Gregg), Chapter 4.

Retail Selling by Bodly andCorey (Gregg, 2nd), Unit 4,Chapter 7.

Fundamentals of Selling byWingate & Nolan (SouthWestern,10th), Chapter 7, Part C.

Marketing & Distribution byMason, Rath, Ross (Gregg, 2ad),pp. 447-448.

Salesmanship by Kirkpatrick &Russ (South-Western), ipp. 423-427. LA. 14..28


LAP #16 (SELL), Comp. 889.

Ask students what they think theyneed to know about the product:pencil, chalk, shirts, etc.

Students will prepare a basicsales demonstration which withuse of more advanced techniquescan be sdopted for DECA SalesDemonstration evant.

Complete "Selling' exercisesD, E, F, pp. 26-27.

D. Fundamentals of Saleraven the appropriate informa-'romotion tion, the student will be able

to:

Film: "Consumer Skills:Buying on Credit", IndianaUniversity A-V Center,#ESC-163.

Indiana DECA Handbook by

Indiana DECA.

Problems and Projects forRetailing Principles &Practices by Ashman and

Ferguson, (Gregg, 6th), Unit 3.

73 149

COMPETKAICY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

7

1. Knowledge ofthe importanceand purpose ofadvertising.

2. Knowledge of thedisadvantagesof advertisingmedia.

Demonstrate knowledge ofadvertising and its purposesin the marketplace.

Know the advantages and limi-tations of various medias bywriting down at leest two foreach media.

Start the students collecting Advertising by Antrimvarious forms of advertisements in (Gregg, 2nd), Chapters 1, 3.magazines, newspapers, etc.

LAP #1, (ADV) , Comp. 061-065.

List as many forms of advertisingthe student can think of.

Discuss the objections ofadvertising found in Wingate'sFundamentals of Selling.

Discuss in groups each media andtheir limitations. Let studentssuggest limitations.

Advertising Services by Wray(Gregg), Chapter 1.

Advertising Planning andTechniques by Samson (South-Western), Chapter 1.

Advertising in the Marketplaceby Burke (Gregg), Chapters6 & 8.

Retailing Principles &Practices by Richert,Meyer, Haines, & Harris(Gregg, 6th), Part 18.

Fundamentals of Selling byWingate (South-Western, 10th),Chapter 13.

rundamentrls2120Airl& byWingate (South-Vestern, 10th),Chapters 13 $t 14.

Marheting 6C0istribution byMason, Roth, Ross ((;regg, 2nd),Part 31.

141.0101-30

COMPETENCY OUTLIRE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

3. Knowledge ofthe advertisingethics.

4. Knowledge of theuse of promo-

tional andinstitutionaladvertising.

Demonstrate the knowledge ofat least two types of advertis-ing practices that are uneth-ical.

List four objectives of institutional advertising and threeobjectives of promotionaladvertising.

Using the various forms ofadvertising already collected,discuss limitations of each plusT. V., radio, etc.

Using advertising collected, discusif they are false or misleading.

LAP 08 (ADV), Comp. 32.

Collect several examples ofmisleading advertising or discussmisleading T. V. advertising.

View "CLIO Award ginning T. V.Commericals" (30 Minutes).

Using advertisements collected,discuss promotional advertisingversus institutional advertising.

Advertising in the Marketplaceby Burke (Gregg), Unit 2,Chapters 6, 7, 8.

Advertising by Antrim(Gregg, 2nd), Chapter 2.

Fundamentals of Selling byWingate (South-Uestern 10th),Chapter 16e,

ISU Films tt -V Center, D-415J-S-C-A, ATVR; ATVR (Vrental).

Fundamentals of Selling byWingate (South-Vestern, 10th),Chapter 13, p. 40$.

Marketing ". Distribution bynason, Roth, & noes, (Crags,2nd), ?art 30.

t.f


5. Knowledge ofthe purpose ofdisplay.

73

Explain the ,purpose of display.

LAP #1, (ADV), Comp. #001.

Discuss how displays tied to localactivities can be used to createfavorable community impressions.List displays used in yourcommunity.

LAP #1 (DISPLAY), Comp. #248,241, 259, 240.

LAP #3 (DISPLAY), Comp. 237-A.

Invite guest speaker from Ayers,Blocks, etc. to discuss theeffect of visual merchandising(display).

On a shopping trip, have eachstudent observe and report on

three store displays and why theyselected those three.

Fundamentals of Selling byWingate (South-Western, 10th),Chapter 14-d.

Retailing Principles &Practices, by Richert, Meyer,Haines, & Harris, (Gregg, 6th),Part 17.

1..32


6. Knowledge ofthe basictypes ofdisplays.

63

Demonstrate a knowledge offive types of displays bydescribing each.


Have students judge (using oldDECA Display rating sheets)slides of a variety of localdisplays.

Each student should observedisplays featured in your community,describe and make a sketch of atleast five types of displays.

Complete exercise D.

Display & Promotion bySmith (Gregg, 2nd),Chapter 2, Project 2.

Problem and Practices forRetailing Principles &Practices by Ashmun andFerguson, (Gregg, 6th),p. 118.

1-33

COMPETENC! OUTLINE

7. Knowledge ofdisplay design.

8 2

PERFORMANCE OBJECTIVE

Print point-( sale signsappropriate for various typesof displays.

Submit a general plan for adisplay using color, harmony,balance & proportion in thedisplay.

LEARNING ACTIVITIES

Have students arrange a basiccounter display using point-or-sale signs.

LAP #32, (DISPLAY), Comp. #205.

LAP #17, (DISPLAY), Comp. #172, 173.

Each student should plan to visita local store display person andobserve the construction of adisplay.

Have students create color wheelusing water colors or other paints.

LAP #3, (DISPLAY), Corp. 246-A.

Outside speaker from the displaydepartment on design.

LAP #24, (DISPLAY), Comp. 228.

REFERENCE MATERIAL

Advertising and DisplayingMerchandise by Samson (South-Western), Chaptero V, VI, VII.

Advertising and DisplayingMerchandise by Samson (South-Western), Section V, Projects30, 31.

Retailing Principles andPractices by Richert, Meyers,Haines, Harris (Gregg, 6th),Parts 34, 35:

The Promotion Function byBrown (Texas Series), Chapter 2.

8' 1*34


C. Safety in Marketingand DistributionOccupations.

1. Knowledge thatsafety is impor-tant on the job.

2. Knowledge ofbasic safetyprinciples.

8;


Demonstrate the knowledge ofjob safety by completing atest with 907. accuracy on the"ImportanCe of Safety on the

Job".

Demonstrate the knowledge ofbasic safety principles bycompleting a test with 90%accuracy.

Prepare a skit showing how Safety Education (Suggestedaccidents can happen in several Lesson Plans for Students of

job situations. D. E.) by NADET.

Invite an insurance agent or alitigation attorney to speak onthe number of accident claims madeagainst business people in yourcommunity dte'to negligence.

Invite resource speaker, such asOSHA employee, to speak on jobisafety.

LAP #2, (OPERATIONS), Comp. 75.

Have students design a safetycheck list of the school and/orjob.

Safety and You on the Job by

OHIO D. E. Materials bib.

Do You Make tour Job Safe?Bulletin Board (OHIO D. E.Materials Lab).

"Checklist for Store Safety"by NRMA.

1-35

COMPETENCY mum PERFORMANCE OBJECTIVE' LEARNING ACTIVITIES REFERENCE MATERIAL

3. Skil, in usingsafe techniqueswhen handlingpotentiallydangerous itemsin the classroomsuch as stapleguns, cleaningagents, knives,scissors, signpress, heavyitems, etc.

Handle all classroom equipmentsafely throughout the schoolyear.

Each student should discuss safetywith a local store manager, whatdoes he look for in the store, etc?Report back to class.


Have students write to:

National Safety Council425 N. Michigan AvenueChicago, IL 60611

Ask for their comments on "Whyemployees must be trained withregard to safety measures andaccident prevention."

Have several students demonstrateto the class how to handle variousitems safely.

Construct a bulletin boardillustrating various safety ideas.

Demonstrate what can happen whenequipment is not handled safely.


Safety & You on the Job, byOHIO D. E. Materials Lab.

Safety & You on the Job by

OHIO D. E. Materials Lab.

8-/1..36

COMPETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNIfIG ACTIVITIES REFERENCE MATERIAL

III. Basic Skills

A. Written Communi-cations in Marketingand Distribution.

1. Attitudes thatcorrect grammarspelling andpunctuation areimportant indistributiveoccupations.

2. Skill inwriting sen-tences andparagraphs usingcorrect grammar,punctuation andspelling.

3. Skill in writin'letters andmemorandumsthat effectivelycommunicate.

83

Given the appropriate informa-tion, the student should beable to

Demonstrate an attitude thatgrammar, punctuation andspelling are important byturning in error-free work.

Write effective sentences andparagraphs with 90% accuracy.

Write a business letter effectively communicating withcustomer with 1007 accuracy.

Guest speaker from the EnglishDepartment on the importance ofcorrect grammar and spelling.

Have student practice on projectsat end of each chapter.

Given several sentences, studentsshould detect if any grammaticalerrors were made; and if so, howthey should be corrected.

LAP #28, (COMO.), Comp. 95.

Give stuents several projectsconcerning customer communications.Have them write letters and/oransuers.

LAP 028, (COM.), Comp. 95, 133.

Communication in MarketingRowe & Timerson (Gregg, 2nd),Chapter 1, Project 1.

Communication at work byeagraff (McGrav-Hill),Unit 4, Chapters 10, 11, 12.

Communications in Marketingby Rowe & Timerson (Gregg, 2nd),Chapter 8.

Communications in MarketingRove & Timerson, Orem 2nd),Chapter 8.

1-37

COMPETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNIW ACTIVITIES REFERENCE MATERIAL

B. Oral Communicationsin Distribution.

1. Attitude thatoral communi-cation isimportant in

marketing 'enddistribution.

9

Write a memorandum to a fellowemployee which effectivelycommunicates with 100% accu-racy.


Identify 15 occupations inmarketing and distributionwhere oral communications areimportant.

Write a thank-you letter to acompany for a recent field tripvisit.

Use samples from Communicationsin Marketing to practice letterwriting.

Write a routine request letter.

Write a memorandum.

Hand out a list of 25 occupationsin marketing and distribution.Have students identify those thatdepend on the spoken word.

Have speech teacher speak to theclass on the importance of oralcommunications in distributiveoccupations.

LAP #2, (CONMO.), Comp. 147.

Communication in Distributionby (OHIO) D. E. Materials Lab.

Communications in Marketingby Rowe & Timerson, (Gregg,2nd).

9.:

COMPETENCY OUTLIVE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

B. Oral Communicationsin Distribution.

1. Attitude thatoral communi-cation isimportant inmarketing anddistribution.

92

Write a memorandum to a fellowemployee which effectivelycommunicates with 1007. accu-racy.


Identify 15 occupations inmarketing and distributionwhere oral communications areimportant.

Write a thank-you letter to acompany for a recent field tripvisit.

Use samples from Communicationsin Marketing, to practice letterwriting.

Write a routine request letter.

Write a memorandum.

Hand out a list of 25 occupationsin marketing and distribution.Have students identify those thatdepend on the spoken word.

Have speech teacher speak to theclass on the importance of oralcommunications in distributiveoccupations.

LAP #2, (COMM.), Comp. 147.

Communication in Distributionby (OHIO) D. E. Materials Lab.

Communications in Marketingby Rowe & Timerson, (Gregg,2nd).

4 6 92,1 -38


2.

3.

4.

Knowledge thatfirst impres-,

sioas are impor-tent and lastimpressions arelongest remember-ed.

Skill in speak-ing clearly &pleasantlyconveying spirit

and enthusiasm(Self-confi-dence).

Skill in usingthe tone ofvoice to impresssincere welcomeand eagernessto be of serviceto others.

-I

Demonstrate the importance offirst and last impressions bygiving two correct examples ofeach.

Demonstrate the ability tospeak clearly with enthusiasmin the classroom.

Properly demonstrate skill inusing a sincere tone of voicewhen welcoming a person.

Student will go out and shop atstores with similar products; thenlist and study the characteristicsthat make a successful impression.

LAP #55, (COMO.), Comp. 163.

Students will select a 200 wordpassage from a book, magazine,etc., read it to a group/classand discuss. Passage should beemotional, enthusiastic, etc.

Given several sentences, thestudent should underline wordsthat need to be emphasized in aspeech.

Have students observe anotherteacher and report two reasonswhy that teacher is or is notsincere and eager to help.(Do not use teacher's name).

Have students talk into a taperecorder and replay the tapeallowing students to hear them-selves. Students can rate theirvoices and determine how they canbe improved.

LAP #5, (COMO), Comp. 151.

See You at the Top byZigler (LDI).

Communication at Work byWeagraff (McGraw-Hill),Unit 1, Chapter 1.

Communications in Distri-bution by Texas IMC.

9-;.)1.39


5. Knowledge thatthe voice canalso be used toexpress con-victions andconvey confi.,

dence.

6. Attitude thatnothing isquite so impor-tant or contag-ious as enthu-siasm for thebusiness, forthe merchandiseand for thecustomers.

7. Knowledge ofhow to addresspeople in abusiness-likemanner.

Demonstrate that convictionand confidence can be expressedby voice usage.

Identify correctly fivecharacteristics of enthusiasticretail salespeople.

Properly address people in abusiness-like manner.

Have each student look upConviction & Confidence and writedown each and discuss in classthe similarities.

Each student should give a 1-minute talk on their careerobjectives with conviction andconfidence.

LAP 05, (COMO.), Comp. 150.

Each student should observe six Retail Selling by Bodle &sales people in a retail store, Corey, (Gregg, 2nd), Unit 2,identify and list enthusiastic Chapter 8.characteristics. Discuss in class.

Interview a sales manager on whatconstitutes an enthusiastic sales-person. Develop a list of these,discuss in ekes.

LAP #3, (COMO.), Comp. 158.

Role play in groups how tointroduce, address customers,Supervisors, managers, and fellowemployees.

Communications in Marketingby Rowe & Timerson (Gregg,2nd), Chapter 5.

140


8. Skill in usingeffective vo-cabulary andspeech in deal-ing with others.

9. Attitude thatcertain thought-lessly-usedterms or wordscan be misinter-preted by the

listener.

93

Use effective vocabulary andspeech by giving a 3-minutepresentation.

Demonstrate the ability tGdistinguish thoughtlessly-usedterms in everyday situations.

Have each student keep a count ofdifferent kinds of speakingsituations they encountered, i.e.to inform, to persuade, or toentertain.

Give students a new vocabularyword every day or one every week.Term this "Word of the Day". Placethe word in the same place everytime taking a minute to explainthe definition.

Project 04 in Communications in

Communication at Work byMeagraff (McGraw-Rill),Unit 1, Chapter 3.

Communications in NarketingMarketing, by Rowe & Timerson, (;regg,

2nd), Chapter 4.

Communications in Marketing

Have students prepare a list ofvocabulary words unique to yourcareer objective. The listshould contain a minimum of 15words.

LAP 03, (COMO.), Comp. 122.

Develop a list where several wordscan be easily misinterpreted. DDin class and discuss.

by love & Timerson, (Vega,2nd), chapter 5.

,, 991.41


10. Attitude that

enunciationsare importantwhen speaking.

11. Skill inlistening andfollowingdirections.

1o:

Demonstrate the ability toenunciate properly throughoutthe school year.

List the four steps to goodlistening.

Have student listen to a T. V.show and list any words that mayby misinterpreted.

Play the game of telephone. Dividethe class into teams and crisperword/phrase in a "chain" to lastperson. Award points to teamcorrectly repeating work at end.

LAP #2, (COMO.), Comp. 164A.

Invite speech teacher to demon-strate good enunciation andpronunciation.

!!eve the class read through sometongue twisters; use tape recorder.

UP 13, (COMO.), Comp. 152.

Break class into small groups.Have one student give directionson how to do something. Revievhow many students listened care-fully enough to follow directions.

Communications in Marketing byRowe & Timerson, (Gregg, 2nd),Chapter 5.

Communications in Marketing byRove & Timerson, (Gregg, 2nd),Chapter 2, Project 2.

1 01-42


12. Skill in usinggestures tohelp conveyfeelings in

spoken communi-cations.

13. Skill in theproper use ofthe telephone.

102


Demonstrate throughout theyear the ability to be a goodlistener and to correctlyfollow directions.

In a ono-minute "talk", conveythe meaning of ten types oftraits using gestures only.

Demonstrate the use of thetelephone correctly andeffectively in a classroomrole-playing situation.

Ask class to listen to a newsprogram and report back to theclass about what was said.

LAP #24, (CONMO.), Comp. 119.

In groups of five, play "Cheraid8"guessing the meaning of each gestureand what they are trying to getacross.

Have each student stand up andemphasize some form of gesture tothe rest of the class.

LAP #5, (COMMO.), Comp. 166.

Assign students to play the role ofcustomer and receiver of a tele-phone call.

iew "If an Elephant Answers"ovie.

nvite telephone company educationalepresentative to demonstrate theroper use of the telephone.

P #24, (COMO.), Comp. 115.

Retail Selina by Bodle &Corey, (Gregg, 2nd), Chapter 8.

Personality Development byRusson, (Sodth-Western, 4th),Chapter 8.

Bell Telephone Company.

Bell/General Telephone Companies.

103 1.43


14. Attitude thatcorrect grammaris essential toa person's busi-ness achievementand that poorgrammar lowersthe image ofthe businessand its per-sonnel.

.r x04

Demonstrate throughout theyear the use o correct grammar


Listen to tape "Using the Tele-phone Effectively". (#401) .

Have students prepare a list ofsome of the most importantqualities of a good telephonevoice.

If possible, utilize a trainingprogram for telephone catalog

order taking, i.e. Sears, Penms,or M. Wards.

As a group, hav4 students discusswhat they feel are misused vordsand phrases from their onexperiences.

Visit three different storemanagers and ask what words theyfeel are most misused.

Ask three or four store customers

what they feel are words mostmisused. Make a list of these.


Motivating Messages Unlimited.

Retail Selling by Bodle &Corey, (Gregg, 2nd),Unit 5, Chapter 27.

Your Career in Marketing byBeaumont, Langan, & Taylor,(Gregg, 2nd), Part 18.

Communications in Marketing byRowe & Timerson, (Gregg, 2nd),Chapters 4, 5.

105144

COMPETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNIUG ACTIVITIES REFEREWCE MATERIAL

C. Mathematics inMarketing andDistribution.

1. Attitude thataccuracy inarithmeticalcalculations areimportant.

2. Skill in usingand translatingpercentages

accurately.

3. Skill in addingand subtractingof figuresaccurately.

1qa

Given the appropriate informa-tion, the student should beable to:

List three reasons why accuracyin arithmetic is important.

Figure percentages on individualitems, with 100% accuracy.

Add vertical and horizontalcolumns with 100% accuracy.

Subtract with 100% accuracy.

Student should discuss several Your Career In Marketing byreasons why mathematical accuracy Beaumont, Langan, & Taylor,is necessary in marketing businesse .(Gregg, 2nd), unit 3, Part 4.

Have students practice converting% symbol items to decimal fraction.

Complete drills 64-70.

LAP #6, (RATH), Comp. 377.

Gives students additional problemseither on chalkboard or overheadprojector.

Complete Lesson #1.

Purchase or develop flash cards.Have students record answers ascards are shown at two or throesecond intervals.

Retail Selling by Bodle &Corey, (Gregg, 2nd), Unit 2,Chapter 10.

Merchandise Mathematics byPiper, (South-Western).

Distributive EducationMathematics by Zunn (Conrad).

1071-45


4. Skill in mul-tiplying anddividing andextendfngfigures accurately.

5. Skill in calcu-lating intereston money.

103

Multiply, divide, and extend

figures with 100% accuracy.

Calculate interest on moneywith 100% accuracy.

LAP #1, (MAM), Comp. 358.

LAP #3, (MATH), Comp. 353.

Complete drills 2, 3, 4, 5, 8.

Complete drills 10-25.


Complete Lesson #15.

Complete interest exercisespp. 52-53.

Pave students discuss and writedown what items could be purchasedon installment plans.

Rave students work problems oncalculating interest on money,Unit 44.

Merchandising Mathematicsby Piper (South-Western).

Merchandising Mathematicsby Piper (South-Western).

Distributive EducationMathematics by Zuan (Conrad).

Working Makes Sense by Hahn &Kahn (Pitman), p. 51.

Retail Selling by Bodle &Corey, (Gregg, 2nd), Chapter 10,Unit 2.

Basic Retailing and Distribu-ting Workbook by Levy,Feldmarlditich (Pitman, 3rd),

p. 96. 1ft'

1.46


6. Skill incalculatingpercent markupsand markdowns,selling, priceand profit.

7. Skill in makingchange.

8. Skill in the useof sales slips.

110

Calculate percent markup andmarkdowns, selling price, andprofit with 1007. accuracy.

Demonstrate the ability tomake change in an efficientand courteous manner.

Complete a sales check accurately and quickly including thecalculation of sales taxes,parcel post rates, and C.O.D.charges.

Give students several percentproblems with markups, sellingprice and profit.

Retail Review, Problem 3.

Sections 5, 6, 8, 9, 10, 24, 26, 27in Merchandising Mathematics.


LAP #5, (MATH) , Comp. 384.

In pairs, practice making changefor varying amounts.

Complete "Part B, Making Change."

Complete "Preparing Sales Checks."

Marketing Math by Stull(South-Western), Section 3.

Retail Selling by Bodle &Corey (Gregg, 2nd).

Merchandising_Mathematics byPiper (South-Western).

Applied Business Mathematicsby Piper, Fairbanks, Gruber(Scuth-Western, 9th),Section 62-63.

Retail Selling by Bodle &Corey (Gregg, 2nd), Chapter 12.

Tips on Making Change by NCR.

Mathematics in Marketing p. 38.

Retail Merchandising pp. 374-377.

Mathematics in Marketing pp. 22-37, 38-44.

iii 1-47


9. Skill in cashregisteroperations.

Social Skills

Operate a cash register in amanner that will allow thesale to be concluded in anexpedient and timely manner.

Close and-prove cash.

A. Personal Development Given the appropriate informa-and Human Relations tion, the student will be able

to:

112


Read "The Cash Register" andrespond to section questions.

LAPS # 13-17, (MATH), Camp. 386,354, 389, 361.


Retail Merchandising pp. 363-366.

Marketing Math by Stull(South-Western), Section 4.

Mathematics in MarketingChapter 3.


Money Safeguarding Proceduresby NCR.

Checker-Cashier (South-Western)D. E. Series.

Retail MerchandisingChapter 12, Part A.

113 1..48


1. Skill indevelopingpersonalitytraits compat-ible with workin marketingand distribution

2. Inowledge thathuman relationsand positiveattitudes areimportant injob success.

114

Demonstrate personality traitswhich are important to success..

ful job performance.

Make up a personality inventorysheet for each student to fill out.

LAP #4, (HR), Comp. 285.

Complete Learning Pacers Project 1.

In small groups, students canidentify and list favorable andunfavorable personality traits.

Case situation Nos. 2, 5, 6.

LAP #6, (Ha), Comp; 286.

Demonstrate good human relationILAP #I7, (HR), Comp. 274.qualities and a positiveattitude throughout the year.

Use case studies of former D. E.students on the job.

View filmstrip/record "YourAttitude is Showing". (book andfilmstrip).

Working at Human Relationsby Fruehling, (McGraw- Hill),Chapter 1.

Tillman Relations in Marketing

by Hiserodt, (Gregg, 2nd),pp. 13-14.

Your Career in Marketing byBeaumont, Langan, & Taylor(Gregg, 2nd), Unit 2,Parts 7, 8, 9.


Canei, OHIO D. E. MaterialsLab.

Working at Human Relationsby Fruehling (McGraw-Hill),Chapter 10.

Your Attitude is Showing byChapman (SRA).

1151.49

COMPETENCY OUTLINE

3. Attitude thatunderstandingothers and one'sself is basicto workingharmoniouslywith others.

4. Skill in demon-strating theability toexercise self-control in atrying situation

116

PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

Develop an awareness thatunderstanding others and one'sself is basic to workingharmoniously together.

Exercise self-control duringtrying situations throughoutthe year.

LAP #26 (RR), Comp. 309.

Complete case situations 7, 8, 11.

LAPS :"20, 21, 22 (HR), Comp. 313,231, 2C3.

Complete cases Nos. 15, 17, 29,

Have each student keep a journalof hot. and when they observed

loss of self-control in someone.

LAP #11, (NR), Comp. 294.

Case Study 018 (p. 173) inYour Attitude is Showing.

Complete "Applying Mat YouHave Learned," #3.

Case situations 1, 2, 3, 48, 28,

31.


Canei, OHIO D, E, MaterialsLab,



Psychology and Human Relationsin Marketing by Hiserodt(Gregg, 2nd).

Your Attitude is Showing byChapman (SRA), Chapter 18.

Your Career in Marketina byBeaumont, Langan, & Taylor(Gregg, 2nd), p. 153.

Human Relations Cases byCanei, OHIO D. E. MaterialsLab.

117150


ti

5. Knowledge thata worker'ssatisfactoryjob performancesindludes notonly what he/she

does, but alsohow he /she

influencesother people.

113

Develop an attitude that aworker's satisfactory jobperformance influences otherpeople.

Ask for examples of T. V.characters who have lost theirself-control in T. V. situations.Discuss this behavior to determinewhat could have been done underthat situation.

Case Study #6, (p. 59) in YourAttitude is Showing.

Have students make a list ofstatements describing ways toinfluence people, positive andnegative.

Have each student describe whathe/she does to feel important.

LAP #25, (HR) Comp. 310.

Complete case situations Nos. 14, 18and 39.

Personality Development byMusson (South-Western,Sth).Chapter 2.

Human Relations in Business byEggland-Williams (South-Western),Chapter 3.

Your AttIZude is Showing byChapman (eaTTzuiiuTT.



1-51

1441-6.


6. Skill ingeneratingenthusiasm inother people.

7. Skill inacceptingcriticism andturning it intoa characterbuilding element

120

Generate enthusiasm toward JIn small groups, develop a defini-people throughout the school 'tion of enthusiasm.year in DECA and other activi-ties.

Demonstrate an ability toaccept criticism (constructive)and use such to build a strongcharacter throughout theschool year.

Have each student describe inwriting an enthusiastic person anddiscuss why he/she feels that way.

LAP #8, (HR), Camp. 303.

Complete case situations Nos. 19,24.

Complete Problem #2, p. 351.

For one week, have student keep ajournal of criticisms and compli-ments they received and how theyreacted.

Role play in small groups, let oneperson give criticism and explainhow they felt.

LAP #13, (HR), Comp. 295.

How to Win Friends andInfluence People byCarnegie (SSP), (availableat bookstores).


Canei, ORIO D. E. MaterialsLab.

Retailing Principles and

Practices by Richert, Meyer,Haines, Harris (Gregg, 6th),Part 39, p. 345.

121

1,-52


8. Knowledge ofthe importance

Demonstrate the ability to beorderly and systematic in

Complete case situation Nos. 4, 14,16, and 31.

Given various statements of asupervisor criticizing anemployee, write replies to thosestatements on how they wouldaccept criticism.

Students should look up dictionarydefinition of orderly and

Human Relation Cases by


4of being order- daily routine tasks. systematic, discuss in class.ly and system-atic.

Complete case study #2, p. 74. Personality Development byRusson (South-Western, 4th),Chapter 5.

Have each student make up a listof what he/she does to be orderlyand systematic.

Display class notes taken by eachstudent. Are they orderly ormessy? Discuss.

LAP #2, (HR), Comp. 267.

Complete case situation No. 19 Human Relations Cases by

122 Canei, OHIO D. E. MaterialsLab.

1-53

1 !)3 A

COMPETENCY ouTun PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

9. Skin insolving his orher human rela-time problems.

Demonstrate the ability tosolve human relations problemsthroughout the school year.

Rave each student list at leastthree ways to develop and maintaingood human relations.

LAP #I9, (HR), Comp. 269.

LAP #26, (HR), Comp. 309.

Growing on the Job byWilson, (Gregg), Chapter 2.

Complete case situations Nos. 18,35, 37, and 43.

Human Relations Cases byCana, OHIO D. E. MaterialsLab.

10. Skill in Develop a plan for self- Have each student choose the most Personality Development bydeveloping aplan for self-improvement.

improvement and follow it forone month.

difficult person they know andbegin a campaign to improve therelationship with him/her.

Russon, (South-Western, 4th),Chapter 3.

Develop a plan for self-improvement. General MerchandisingCurriculum by Reeves, RobertsonLuter (Texas), Unit I.

Have each student make up aninventory of areas where improve-

ment is needed.

B. Ethics Given the appropriate informa-tion, the student will be ableto:

124 tor-AL aAw

14

COMYETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

1. Knowledge that hon-esty and integrityare personalitytraits necessary injob situations suchas recordkeeping,timekeeping, andstockkeeping inaddition to jobsthat require work-ing with money,products, or supplie

126

Demonstrate the knowledge thathonesty and integrity aretraits necessary in jobsituations by personal adher-ence to accepting code ofvalues.

Have each student list at leastthree things an honest employeewould NOT do in job situations.Discuss with class.

LAP #5, (HR), Comp. 312.

View films "How Honest are You"

and "Developing Your Character".

Complete case situation Nos. 5, 16,29, 38, 41, and 44.

Invite panel of businessmen/womento discuss what they expect fromtheir workers,

Have students collect news articlesfor a bulletin board on ethics.

Ethical Basis of EconomicFreedom by Ethics ResourceCenter.

General MerchandisingCurriculum by Reeves,Robertson, Luter (Texas),Unit 11.

Coronet Instructional Films.



127I1.55

cora:wristlet =LINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

2. Knowledge thatgood morals arenecessary inrelation to theattitude thatemployees re-flect towardtheir jobs,emp:oyers,fellow employeesand customers.

Marketing and Distrib-ution in the Economy.

A. American Businessand Free EnterpriseSystem.

1. Knowledge ofthe role ofbusiness in oursociety.

Demonstrate good morals through-put the school year.


5ynthesize the role businesslays in a market economy andhe American society.

Discuss in groups what good moralsare, and how they affect customerrelations.

Prepare a skit demonstrating goodmorals, and how they affectattitudes.

Complete experiences 4-9, 4-10,4-11, and 4-12.

Discuss the role business plays inthe student's community (may wishto consider what life would belike without business).

LAP #17, (MARKETING & ECONOMICS) .

Have student participate inBronze and Silver levels of MAPS.

Ethical Basis for EconomicFreedom by Ethics ResourcesCenter.

General Merchandising byVorndran and Litchfield,(Gregg), pp. 39-40.

Market tag in Action by.

Warmke and Palmer (South-Western, 8th), Chapter 3.

Marketing and Distributionby Mason, Rath, Ross (Gregg,2nd), Part 1.

NAPS Handbook by DECA.

1291.56

COMETENGY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

2. Knowledge ofthe Free Enter-prise Systemand differing'economic con-cepts practicedin variousnations.

130

Define correctly Free Enter-prise, Socialism, and Communism(economic systems).

Explain correctly how theAmerican Free Enterprisesystem was established anddeveloped.

Sxplain correctly the diff-erences between the Free Enter-prise, socialism, and communismeconomic systems.

Use panels to debate the pros andcons of various economic systems.

Enter "DECA-Phillips 66 FreeEnterprise Project event (seeState DECA advisor for FreeEnterprise Project Kits).

View American Enterprise movies:"Land" and "People."

LAP #1, (MARKETING & ECONOMICS).

Rave DECA sponsor a "Free Enter-prise Week."



Distribution and DistributiveCareers by Grandfield & Gold,(Fairchild), p. 7.

General Marketing Curriculumby Reeves, Robertson, Luter,(Texas), Unit 4.

"Educational Communications"Phillips Petroleum Company(economic resource biblio-graphy of free materials).

Pmerican Enterprise byPhillips 66 (available throughModern Talking Picture Service).

Our Economic System "FreeEnterprise--Is This Any Wayto Live," by Campbell (Searsand Roebuck), p. 12.

131 1*57

COWMEN' OUTLINE PERFORMANCE OBJECTIVE ',EARNING ACTIVITIES REFERENCE MATERIAL

3. Knowledge ofthe functionsof profit.

132

List and discuss the functionsof profit in our economy.

List the three major uses ofprofits by corporations.

Have students contribute to classbulletin board articles or news.paper clippings that describe someaspect of our free enterprisesystem or other economic systems.

View the film: "Enterprise."

View: "Profits!! What Happenedto All the Bread?"

Complete "Learning Experiences" inOur Economic System.

Complete Project 2, "After All,It's Your Business."

View Profits at Work slide-tapepresentation.


View Who Profits from Profitsslide-tape presentation.

The Economics of Marketing byKlaurens (Gregg), Chapter 1.

NPIB Education Department.

"Profits!! What Happened toAll the Bread?" by PhillipsModern Talking PicturesService.

Our Economic System "Them"by Campbell (Sears andRoebuck), p. 20.

General Marketing Curriculumby Reeves, Robertson, Luter(Texas), Unit 4, p. 83.

Profits at Work by U.S.Cheiber of Commerce(distributed by Phillips66).

Who Profits from Profits by.U.S. Chamber of Commerce

(distributed by Phillips 66).

L.SA


Define correctly economicneeds and wants.

Define correctly economicresources (natural, capital,human) and explain the im-plications of unlimited wantsand limited resources).

134

Practice written communicationskills by preparing an essay onthe role of profits in a freeenterprise system. Explain lion

profits are earned and for whatthey are used.

Have students participate in salesproject to illustrate functions ofprofit.

Complete Bronze Award EconomicActivities for MAPS Program.

Complete Project 1, "Understandingthe Economics of a Product."

LAP 02, (MARKETING

LAP 44, (MARKETING

& ECONOMICS) .

& ECONOMICS).

The Profit Pendulum byU.S. Chamber of Commerce.

That's What America's AllAbout by Phillips 66, p. 10.

The Economics of Marketingby Klaurens (Gregg), Chapter 3.

MAPS Handbook by DECA.

The Economics of Marketingby Klaurens (Gregg),Chapter 5, p. 14.

Our Tree Enterprise System byOhio D. E. Materials Lab.

135 1-59


4. Knotiledge of

the concept ofsupply anddemand.

B. The Functions ofMarketing andDistribution.

1. Knowledge ofthe marketingand distribu-tion process inthe economy.

130

Explain correctly how supplyand demand affects the freeenterprise system.

Explain correctly the meaningof "Economic Voting."


Correctly define Marketing.


Complete exercise in Distributionand Distributive Careers.

Have students selec' productswhich "Economic Voting" persuadedproducers to drop.

View: "The People on MarketStreet" filmstrip series on"Supply- and "Demand".

Distribution and DistributiveCareers by Grandfield & Gold(Fairchild), p. 18.

"People on Market Street,""Supply" (2 parts), and"Demand" (2 parts) by PeltDisney.

Marketing PrinciplesTransparencies by Gregg.

The Economics of Marketingby Klaurens (Gregg).

General Marketing curriculumby Reeves, Robertson, Luter(Texas), Unit 2.

1371-60


2. Knowledge thatthe functionsof marketingand distributioncontribute tothe well-beingof the indivi-dual citizen,community andnation.

133

Explain correctly the impor-tance of marketing in theeconomy.

List correctly the ten func-tions of marketing and dis-tribution and explain how theycontribute to the well-beingof the individual citizen,community and nation.

LAP #5, (MARKETING & ECONOMICS),

Practice written communicationsskills by having students write3-5 page essay on the importanceof the marketing and distributionprocess in a free enterpriseeconomy.


Have students choose a businessthey would like t own and thengive one example of how each ofthe ten marketing and distributionfunctions would apply to theirbusiness.

Have students find newspaperarticles relative to the tenfuncticns of marketing.

Marketing and Distributionby Mason, Rath, Ross(Gregg, 2nd), Part 1.

Your Career in MaehetinsibyBeaumont, Langan, & Taylor(Gregg, 2nd), Part 1, Unit 1.

Marketing in Action byWaraiket Palmer, Nolan(South-Western, 8th),Chapter 1.

Marketing in Action byVarmke, Palmer and Nolan(South- Western, 8th),

Chapter 2.

Your Career in Marketing byBeaumont, Langan, & Taylor(Gregg, 2nd), Part 3, Unit 3.

139 141

COMPETENCY OUTLINE PMFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

3. knowledge ofhow marketingprovides net.

goods andservices.

C. Retailing, Service,and Wholesaling

1. 1:nowledge of

the types of'retail, service,and yholesaleestablishments,

140

Explain correctly how marketingprovides new goods and servicesthrough product research anddevelopment.


Classify businesses accordingto one *f the three categories.

Have students select one productthat they use everyday and make alist of the marketing and distrib-tion functions necessary to getthat product from the producerto them.

Complete "Learning Experiences"in Our Economic System.

Take a 1-2 day field trip toSt. Louis, Chicago, Indianapolis,and/or Cincinnati to visit avariety of retail, wholesale, andservice establishments.

Have students take phone directory"yellow pages" and classifyselected businesses as retailing,service, or wholesaling by usinginformation from the resources tosupport their decisions.

Our Economic System "TheMagic of New Products" and"America's Amazing SuccessMachine," by Campbell(Sears and Roebuck), pp. 18 & 40.

Marketing and Distributionby Mason, Ross, Rath(Gregg, 2nd), Part 4, p. 36.

Basic Retailing and Dis-tribution by Levy, Feldman,Reich (Pitman), Chapter 13.

Retailing Principles andPractices, Part 6 "Typesof Retail Businesses" and

p. 585.

141 1.62


View films from I.U.

Complete project 16 and 18.

142

Working in a Store, Workingin a Service Industry, torkingfor a Wholesaler, by GoldFaye, and Grandfield, (Fairchild).

Film: "Jobs in the City:Distribution," IndianaUniversity AV Center,#ESC-1254.

Film: "Jobs in the City:Services," IndianaUniversity A-V Center,4ESC -1193.

Store Talk by Greif (Pitman),

Chapter 1.

Your Career in Marketing,Units 4 and 5.

Project Activity Guide forMarketing and Distributionby Mason, Rath, Ross(Gregg), pp. 61 fed 69.

1431-63


2. Knowledge ofbasic retailing,service, andwholesalingactivities.

.3. Knowledge of

retailing, ser-vice, and whole.'Baling as afunction of oureconomic system.

144

Compare and contrast theactivities that take place inretailing, service, andwholesaling.

Synthesize the role playedby retailing, service, andwholesaling in the Americaneconomic system.

Divide students into groups andhave them assume the role of abusinessman in one of the threecategories and, after researchand preparation, discuss theactivities their particular typeof business engages in.

Have the students read Unit 1,describing the role of retailingservice, and wholesaling in oureconomic system, and thenparticipate in a class discussionof the topic. Ask students ifwe could eliminate retailers andwholesalers and why don't we buydirect from the producer.

Your Career in Marketing,Part 2, "Marketing in Action."

Retail Merchandising,pp. 132-135.

Marketing in Action, Chapter 4.

Business Principles andManagement by Shilt, Everard,Johns (South-Western), Unit 1.

1451..64

NAIUCETING AND DISTRIBUTIVE EDUCATION -.D.E. III & IV

MARKETING AND DISTRIBUTIVE EDUCATION

D.E. III & IV

Marketing and Distributive Education (D.E. II/ & IV) .5 unit of credit. Intermediate instruc-tion in the scope and importance of Marketing and Distributive Education, a review of career objectivesin light of the students' self evaluations related to marketing occupations, and participation in theDistributive Education Clubs of America (DECA) program of activities. Emphasis is placed on Americanbusiness and free enterprise system, economics of distribution, retailing, service and wholesaling occur..tions, business and social skills, human relations, ethics, communications, mathematics, selling, productand service technology, sales promotion, operations, stock control and facility safety. This courseshould include real and/or simulated occupational experiences and projects in the marketing functionssuch as those available through the Distributive Education Clubs of America (DECA) program of activities.Cooperative onthe-job training may begin during this course to provide real marketing occupationsexperience.

Course Goals for Marketing and Distribution are:

1. Enable students to successfully perform the duties and tasks required in marketing distributiveoccupations.

2. Develop students' ability to secure, hold, and advance in jobs in marketing and distributive occupations.

3. Develop students' skills in marketing, basic, social, and economic competencies.

4. Enable students to continue to participate in appropriate cocurricular DECA activities.

5. Enable students to assess their personal characteristics and needs in relation to their careerobjectives.

6. Enable students to understand the economics of marketing.

7. Enable students to understand the psychology of consumer relations.

147148

MARKETING AND DISTRIBUTIVE EDUCATIOND. E. III & IV

(LEVEL 2)

I.

Table of Contents

INTRODUCTION TO D.E. III & IV

A. Scope and Importance of Distributive Education III & IVB. DEC& Activities ,,C. Career Development ******

,,, .

Pages

1 - 6

6 - 89 - 11

II, MARKETING SKILLS

A. Marketing Strategy & Promotional Mix**** 11 - 12B. Personal Selling 12 - 21C. Prodvct and Service Technology.****** 22 - 28D. Sales Promotion 29 . 33E. Operations: Stock Control/Facility Safety 33 - 36

III. BASIC SKILLS

A. COMMUniCatiOn8 36 - 40B. Mathematics ** 40 - 43

IV. SOCIAL SKILLS

A. Business and Social Skills 44B. Human Relations ** **** 45C. Ethics ***** * 46

V. MARKETING & DISTRIBUTION IN THE ECONOMY

A. American Business and the Free Enterprise System**** 47B. The Functions of Marketing and Distribution . ***** 48 - 50C. Fundamentals of the Channels of Distribution ** ***** 50 51

1491502-iii


I. Introduction to Distrib-

utive Education III & IV

A. Scope and Importanceof DistributiveEducation III & IV

1. Knowledge ofDistributiveEducation III &IV Class opera-tion

151

Given the appropriate informa-tion the student will be ableto:

Demonstrate their understand-ing of classroom operationsby successfully performing ina variety of classroom activi-ties and by completing variousadministrative functi-asassigned by the teacher.

Have students record activities inan annual D.E. planning calendar.

Have students assist in the com-pletion of various administrativefunctions such as keeping theinstructional area in order,checking out and filing instruc-tional materials, etc.

Ohio D.E. Materials Lab

LAPS HANDBOOK by IDECC

Class syllabus (prepared bythe teacher to explainaspects of his/her program)

152

2-1


2. Knowledge ofthe Distribu-tive EducationIII & IV Pro-gram goals.

153

Describe briefly the goals forDistributive Education III & IA

Have students prepare an opera-tions manual covering dailyactivities, program, rules, etc.

Have students read the program. goals and discuss how the accomp-lishment of these goals will beof value to them in the businessworld.

Indiana Competency Based D.E.Curriculum Project by Hustedand Davis

1542-2


3. Skill infollowing in-structions inan expedient,enthusiasticand coopera-tive mannernecessary forworking in acooperativeprogram.

4. Knowledge ofthe coopera-tive program,

project plan,

and the oper-ating proce-dures of each.

155

Participate in classroomactivities in an expedient,enthusiastic and cooperativemanner.

Distinguish between the coop-erative program and projectplan.

Have students brainstorm reasonsfor following instructions in anexpedient and enthusiastic manner.

LAP 45 (Cmmu), Compt. 124.

Show film: "Your Job: FittingIn" and synthesize importantpaints with a discussion.

Discuss ten foundations forbuilding good relationships withsupervisors.

Have students visit a neighboringD.E. project lab facility.

Enthusiasm Makes the Differ-ence by Peale, Chapter 5

Indiana State University,A-V #C-782

Retailing Principles andPractices, Part 39

B.C. Hints for UnderstandingYour Boss by Ohio D.E.Materials Lab #B01-174

A Cuide for CooperativeVocational Education byIndiana Department of PublicInstruction, Division ofVocational Education

Ise 2.3


5. Knowledge ofthe job re-sponsibilitiesinvolved with

the individ-ual's coopera-tive program,

6. Knowledge oflocal, state,and federalemploymentlevels.

157

List and discuss the responsi-bilities involved with theindividual's cooperativeprogram.

Describe those lays that arerelevant to their employmentto include E.E.0 child laborlaws, minimum wages, andaffirmative action.

Have students participate in adiscussion of advantages and dis-advantages of each plan. (If

possible, may also wish to havestudents who have participated inboth programs conduct a paneldiscussion).

Complete Sections 1 and 8.

Have students complete activitiesincluded in Know Your TrainingStation.

Have students sign trainingagreement and asstst in thedevelopment of a training plan.

Have students complete the exer-cises dealing with employee wel-fare on pp 515-516.

Your Career in Marketing byBeaumont, Langan, Taylor(Gregg, 2nd), pp.134-138

My Job Manual, Distributive

Education by Bouchard (Conrad)

Ohio D.E. Materials Lab,#S17-E4

Your Career in Marketing byBeaumont, Langan, Taylor(Gregg, 2nd), Part 19

Retailing Principles andPractices by Richert,Meyer, Haines, and Harris(Gregg, 6th) Part 60

1582-4

COMOETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

7. Knowledge ofeducationalopportunitiesavailable toyoung people

in marketingand distribu-tion after

high schoolgraduaUon.

153

Identify correctly opportuni-ties for training beyond highschool in adult, junior college

and university programs.

Show film and follow-up by havingstudents discuss key points.

Invite representatives from atleast one of the areas mentionedto assist the teacher in describ-ing training opportunities beyondhigh school.

Film: "Job Discrimination- -Doing Something About It"Indiana University A-V Center#CSC-2726 (Alternate film:"The Prejudice Film" BallState A-V Center)

Retail Merchandising byWingate and Samson (South-Western, 8th), Chapter 18,Part d.

Modern Business Managementby Hicks and Gullett (Gregg),Chapter 21.

Your Career in Marketing byLangan and Taylor (Gregg, 2nd),

pp.127-129.

Guide for Employers of Minors,Indiana Division of Labor(other publications alsoavailable)

Post-secondary catalogs fromIndiana Institutions

1602-5


B. DECA Activities

1. Skill incarrying outa program ofactivitiesconsistentwith DECAguidelines.

161

Given the appropriate infor-

mation the student willl)eable to;

Explain why DECA is of contin-uing value to the student.

Invite Jr. Collegiate or School and Careers by HerrCollegiate DECA member to tell (McGraw- Hill).

about their school or university.

Have students write a shortresearch paper on a post-secondary institution of theirchoice; or students not planningon post-secondary training couldwrite a paper on vocationalopportunities available throughtheir present jobs or expectedjobs.

Have advanced students give a Your Career in Marketing bypresentation to 1st year students Beaumont, Langan, TaylorOn the value of DECA. (nregg), pp.139-142.

Review important concepts re-lating to DECA.

Developing a Program ofActivities for Local DECAChapters by Ohio D.E.

Materials Lab, #S12 -E3

162- 2-6

COMPETENCY OUTLINE PIERFURMANCE OBJECTIVE

2. Skill in mak-ing presenta-tions onDistributiveEducation andDECA to civicand serviceorganizations,student groupsand other in-terestedparties.

3. Skill inapplying par-liamentaryprocedure inconductinglocal chaptermeetings.

163

Make a presentation to agroup "selling" them on thevalue of D.E. and DECA.

Actively and properly partici-pate in local chapter meetingsby using parliamentary proce-

dure.

LEARNING ACTIVITIES REFEREICE MATERIAL

Have students prepare individualpresentations to be given to thersst of the class. Critique andreaccomplish.

Read Parliamentary Procedure.

View films "Parliamentary Proce-dure in Action." Conduct a meet-ing and critique the performances.

Ideas for Local DECA Projectsby Ohio D.E. Materials Lab,

#S15-E4

Salesmanship by Ernest andAshmun {McGraw -Hill)

pp. 472-475.

Salesmanship Fundamentals byErnest and Ashman (McGraw -Hill) , Chapt4::r 1.

Parliamentary Procedure byOhio D.E. Materials Lab,#119-05.

Leadership Training Units forVocational Youth by Purdue,Unit 3.

Film: "Parliamentary Proce-dure in Action" IndianaUniversity A-V Center,#CSC 1659

The How of ParliamentaryProcedure by InstructionalMaterials Center, Universityof Texas

164-7


5. Skill inentering andparticipatingin DECA ac-tivities atthe local,district, andstate levels.

6. Skill in dem-onstratinginitiative

and creativ-ity in selec-ted problemsolving

situations.

15JJ

Participate in a variety ofDECA activities at the localdistrict, and state levels.

Given a problem, solve itusing one of several system-atic approaches, describingeach step in the process.

Class discussion on the value ofparticipation and the mechanicsof preparing to participate inDECA competitive events.

Have students participate inDECA competitive events.

Attend Ball State DECA Rodeo.

Brainstorm the types of problemswith which an individual is con-fronted.

Discuss approaches one mighttake in finding a solution to aproblem.

DECA Handbook by DECA

Indiana DECA CompetitiveActivities Handbook

D.E. is Competition by OhioD.E. Kterials Lab #B07-F6(a promotional bulletinboard)

Marketing by P. F.Warmke and others (South-western) pp, 231.236.

Business Principles -rid Man-agement by Shilt, Everard,and Johns (South-Western,.th) pp.495-498.

Salesmanship Fundamentals by

Ernest and Ashmen (Gregg,4th), Chapter 18.

2 -8


C. Career Develop-ment (Springoption)

1. Knowledge thatchoosing acareer is morethan just get-ting a job.

2. Skill in plan-ning and re-viewing careerobjectives.

3. Knowledge ofrequirementsnecessary forjob entry and

advancementin marketingand distribu-

Ostion.

Given the appropriate infor-mation the student will beable to:

Describe why a person worksin terms of Maslow's hierarchy

of needs.

Review career plans.

Describe qualities necessaryfor entry into and advance-ment in a marketing anddistribution occupation.

Lead students in a class dis-cussion of Part 38 of the textto personalize Maslow's concepts.

Have students review (or make)career plans using the listedresources then justify theirdecisions in terms of supply anddemand projections, personalstrengths and weaknesses,personal needs, etc.

Attend ISU DECA Career Explora-tion Day in the Fall.

Have students 4o a poster on acareer ladder of their choice.

Brainstorm a list of factorsemployers like and those theydislike. (Students may be

divided into groups--per refer-ence).

Retailing: Principles andPractices by Richert, Meyers,Haines, and Harris (Gregg,6th), Part 38:

Retail Merchandisii& byWingate and Samson (South-Western, 8th), Chapter 19,Part a.

Retailin_t__PrinciPles andPractices by Richert, Meyers,Haines, and Harris (Gregg,6th), Part 37

Occupational Outlook Handbookby Labor Statistics Bureau

Your Career in Marketing byBeaumont, Langan, and Taylor(Gregg, 2nd), Part 38.

Retailing Principles andIractices,by Richert, Meyers,Haines, and Harris (Gregg,6th), Parts 1 and 39.

168 2 -9


4. Skill inwriting aresume andletters ofapplication.

(Springoption)

163

Develop a resume or personaldata sheet and write a letterof application to a hypothet-ical company.

Have a general manager of adepartment store talk to theclass on the topic.

View film: "The Marketeers:Careers in Marketing andDistribution1

Have students develop resumesand letters of application.

Have students look for classi-fied ads relative to jobs intheir career field.

Retail Merchandising byWingate and Samson (South-Western, 8th) Chapter 19,Part e.

Marketing in Action byVarmke, Palmer, and Nolan(South-Western, 8th) Chapter18, Part d.

Fundamentals of Selling byWingate and Nolan (South-Western, 10th) Chapter 3.

Indiana University Ji-VCenter, ESC-1496

Retail Merchandising byWingate and Samson (South-Western, 8th) Chapter 19,Part b and c.

Retailing Principles andPractices by Richert, Meyers,Pains, and Harris (Gregg,6th) pp.15-17.

Salesmanship Fundamentalsby Ernest and Ashmun {Gregg,4th) Chapter 24.

Fundamentals of Selling by

Wingate and Nolan (South-Western, 10th) Chapter 3,Part d.

170 2-10

vOMPETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

II. Marketing Skills

A. Marketing Strategy& Promotional Mix

1. Knowledge thata marketingstategy is aplan of acompany'sgoals and waysto achievethese goals.

171

Define marketing strategy.

Explain Aix, marketing strat-egies are designed and imple-mented.

Explain how marketing strat-egies are designed and imple-mented.

LAP #13 (MKT & ECON).

Have students design a marketingstrategy for an imaginary product.

Discuss the marketing strategydesigned and implemented for the4C X-cars.

Survival in the World ofWork by Ohio D.E. MaterialsLab, #129-D2

D.E. II Course of Studiesby Oklahoma DistributiveEducation

Marketing and Distributionby Mason, Rath, Ross (Gregg,2nd) Part 39

Marketing in Action by Warmke,Palmer, Nolan (South-Western,8th) Chapter 17-d

172241


2. Knowledge that

the promotion-

al mix of abusiness is acombination ofdifferent formsof product pro-motion such asadvertising,

sales promotionpersonal sell-ing, and pub-licity.

B. Personal Selling

1. Knowledge,skills, andattitudes nec-essary to rep-

resent thebusiness favor-ably to cus-tomers andother peopleoutside thebusiness.

173

Describe the meaning of theterm promotional mix.

Describe the potentialelements of a promotional mix.

Identify the major advantagesand disadvantages of differ-ent forms of product promo-tion.

Derive techniques that willcreate a positive businessimage and generate a ration-ale that will support these.

LAP #14 (MKT & ECON).

LAP #9 (ADV), Comp. #018.

Complete Marketing Project 29,p. 35.

Complete DICE Case, p. 260.

Write a paper emphasizing theimportance of the individual'srole in helpir.g create and main-tain a favorable business image.

Marketing and Distribution byMason, Rath, Ross (Gregg, 2nd)Unit 9, Part 29

Marketing in Action by Warmke,Palmer, Nolan (South-Western,8th) Chapters 11-6

Retailing: Principles andPractices by Richert, Meyer,

Haines, & Harris Oregg, 6th)Part 31 and Part 39

Fundamentals of Selling byWingate & Nolan (South-Western, 10th), pp 145-150

Salesmanship Fundamentals byErnest and Ashmun (Gregg, 4th)Chapter 5

174


2. Knowledge ofthose tech-niques andpractices usedby the consumer

3. Knowledge ofrational andemotionalbuying motives.

175

List and describe thesequence used by consumer inmaking a purchasing decision.

Define motives,

Differentiate betweenrational and emotional buyingmotives.

Use various mini-projects forselling.

Have students describe the de-cision process used in a recentpurchase highlighting the stepsoutlined in reference material.

Complete exercises in Problemsand Projects for Retailing Prin-ciples and Practices, Part 23.

Laboratory Mini-Projects byOhio D.E. Materials Lab

Turn and Learn for SuccessfulSelling by Sears

Fundamentals of Selling byWingate & Nolan (South-Western, 10th) p.122

Salesmanship Fundamentals byErnest and Ashmun (Gregg, 4th)pp. 188 -191

Retailing Principles andPractices by Richert, Meyer,Haines, & Harris (Gregg, 6th)pp. 521 -529

Retailing Principles andPractices by Richert, Meyer,Haines, & Harris (Gregg, 6th)Part 23

Your Career in Marketing; byBeaumont, Langan, & Taylor(Gregg, 2nd) p,188

Fundamentals of Sellint byWingate & Nolan (South-Western,10th) pp.116-117

2.13

rOMPETENCY OUTLINE PERFORMANCE OBJECTIVE

4. Knowledge ofbasic andlearned hlyingmotives i.mary

and sele4ivebuying motives.

5. Knowledge oftypes of cus- motives.tomers and theimotives forbuying.

Compare and contrast basicand learned buying motives.

Compare and contrast primaryand selective buying motives.

Define patronage buying

177

LEAREING ACTIVITIES

Complete activities, Part 8.

Analyze personal basic and learnedbuying motives with respect to arecent purchase.

Analyze personal primary andselective buying motives withrespect to a recent purchase.

Recall some patronage buying Brainstorm examples of patronagemotives from recent purchases. buying motives.

LAP 5 (SELLING), Compt. 936.

have students pair off and roleplay the proper approach coy archtype of customer.

REFERENCE MATERIAL

Marketing & Distribution byMiion, Rath, Ross (Gregg, 2nd)

Marketing in Action by Warmke,Palmer, & Nolan (South-Western,8th) pp.195-199

Fundamentals of Selling byWingate & Nolan (South-Western,10th) pp.112-118

Retailing Principles andPractices by Richert, Meyer,Haines, & Harris (Gregg,.6th)

pp. 217

Fundamentals of Selling byWingate & holm (South-Western,10th) pp. 112 -116 & pp. 113 -123

Retail Selling by Bode SCorey (Gregg, 2nd) Chapters15-19

1782-14

CaPETENCY OUTLINE PERFORMANCE OBJECTIVE

6. Knowledge of houbehavior, is

motivated.

7. Knowledge ofhow motivationeffects bu7ingdecisions.

173

Explain correctly how thecharacteristics of past andpresent consumers may be usedto project characteristics of

future consumers. Describehow a company used past andpresent consumer data to pro-ject future consumer charac-teristics.

Explain hots an Individual's

behavior is affected by hisposition on Haslow's Hier-archy of Needs.

Skill in analyzing customerneeds

Given the description of apotential buyer hypothesizehis/her motives for possiblymaking a purchase.

LEARNING ACTIVITIES

View "Consumer Choice" Filmstrip.Play enclosed game in kit.

REFERENCE MATERIAL

Have students complete Part 20 ofthe Project Activity Guide forMarketing and Distribution.

Explain Maslow's Hierarchy (orhave them read the reference) andask them to generate examples ofhow their position on the Hier-archy of Needs.

Complete activities, Part 7.

LAP 40 (SELLING), Compt. #830, 870

Have students read and discussmotivations behind buying deci-sions.

Procter & gamble

Marketing Distribution byMason, Rath, Ross (Gregg, 2nd)Part 20

Retailing Principles and Prac-tices by Richert, Meyer, Haines& Harris (Gregg, 6th) Part 38

Marketing & Distribution byMason, Rath, Ross (Gregg, 2nd)Part 7

Retailing Principles and Prac-tices by Richert, Meyer, Haines& Harris (Gregg, 6th) Pert 23and 24

180 2-15


8. Knowledge of thespecial customerservices andaccommodationsneeded to buildcustomer good-will and helpincrease sales.

181

Develop a program that willbuild goodwill with abusiness



From their personal shoppingexperiences, have students developa list of services and accommoda-tions used by stores to buildgoodwill.

LAP 27 OW7T), Compt. 754,

Salesmanship, by Kirkpatrick &Russ (South-Western) Chapter 19

Retail Merchandising by Wingate& Samson (South-Western, 8th)pp, 111 -112, 265-366

Fundamentals of. Selling byWingate & Nolan (South-Western,10th) Chapter 7, Part I)

1822-16

COMPETENCY OUTLINE PERFORMANCE OWECTIVE

9. Skill in inter-preting companypolicies tocustomers.

10. Attitude of theimpqr;:ance ofperforming tasksin addition tothose that arerequired by thejob situations.

1.8 3


Interpret store policies to acustomer in a positive andcongenial manner.

Display in daily activitiesthat he/she is villing to domore than the minimum required.

Give the students a list of poli-cies to a hypothetical store andhave them role play interpretationto the customer (another student).

LAP 20 (COMM) , Compt. 117.

Have students complete selectedactivities in Problems and Projectsfor Retailing Principles andPractices, p. 616

LAP 22 (SELLIXO, Compt. 022.

Retailing Principles andPractices by Richert, Me:er,Haines & Harris (Gregg, 6th),

p. 34

Retail Merchandising byWingate & Samson, (South-Western, 8th) Chapter 19,Part e

Problems and Projects forRetailing Principles and Prac-

tices by Ashmun & Ferguson

(Gregg, 6th), Part 39

MorketIng and Distribution byMason, Rath & Ross (Gregg,2nd), pp 532-537

1842'

COMPETENCY OUTLIVE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

11. Skill in makingthe sale(the process).

1°'

Demonstrate the ability toconfidently complete thesteps of a sale.

LAP 56 (HR), Compt. 333.

Role play a sales transactionusing the appropriate steps.

Enter DECA Sales DemonstrationEvent.

View "Anatomy of a Sale" filostrip.

Develop a list of objectives for3 specific products.

Visit a local store and have thesalesperson demonstrate a productfor which you are interested.Present the salesperson rith ob-jectives and record ho'' eachobjection was handled. Havestudents report findings to class.

Fundamentals of Sellin& byWingate & Nolan (South-Western,10th) Chapter 3, Part C

Marketing and Distribution byMason, Rath & Ross (Gregg, 2nd)Part 35

Indiana DECA Handbook

Sears, Roebuck, Co.

Salesmanship by KirkpatrickRuss (South-Western), pp.!7-13

136 2-18


12. Attitudes thatwill improvehis/her abilityto develop asincere inter-est in custo-mers and theirproblems (EM-PATHY TOWARDCUSTOMERS) andadapt accord-ingly.

187

Describe why it is importantto show interest in customersand their problems.

Demonstrate the ability toadapt to the needs of thecustomer.

Have students listen to "Ten Stepsto a Planned Sales Presentation."

Have the class discuss "DiscussionQuestions" on p. 429.



Ohio D.E. Materials Lab, #V08-W1

Salesmanship, by Kirkpatrick &Russ (South-Western) Chapter 19

Marketing in Action by Warmke,Palmer & Nolan (South-Western,8th), pp81-91

Retail Merchandising by Wingate & Samson (South-Western,8th)

Retailing_ Principles andPractices by Richert, Meyer,Haines & Harris (Gregg, 6th)pp. 58 -63

1882-19

COMPETENCY ounan PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFLRENCE MATERIAL

13. Skills in hand-ling telephoneorders com-plaints, andmessages via thetelephone in amanner that willlead to customersatisfaction.

183

Exhibit the ability to handleorders, complaints, andmessages in a manner that willsupport the desired image ofthe business.

Have a representative of the localphone company give a presentation.

Marketing and Distribution byMason, Rath & Ross (McGraw-Hill, 2nd) pp.392-393

Fundamentals of Selling byWingate & Nolan (South-Western,10th) pp.84-85

How to Win Friends and Influ-ence People by Carnegie (Simon& Schuster), Chapter 1

Various resources from yourlocal phone company.

Retail Selling, by Bodle &Corey (Gregg, 2nd), Chapter 27

1902-20


Role play the handling of tele-phone orders, complaints, andmessages.

LAP 21 (SELLING), Cont. 835.

LAP 7 (AN) Compt. 008.

19.1

Salesmanship by Kirkpatrick &Russ (South-Western), pp.441-

445

Retailing Principles andPractices by Richert, Meyer,

Baines & Harris (Gregg, 6th)pp. 395.397

Retail Merchandising byWingate & Samson (South-Western

8th) pp.384-395

Fundamentals of Selling byWingate & Nolan (South-Western,10th) Chapter 12, Part

Salesmanship Fundamentals by

Ernest & Astnann (Gregg, ,4th)pp. 348395

1922-21

COMPETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REPERENCE MATERIAL

C. Product and ServiceTechnology

1. Knowledge ofhow product in-formation maybe obtainedfrom the mer-chandise itself

2. Knowledge of thekinds of valu-able informationthat may be ob-tained from theconsumers ofmerchandise.

193


List the types of informationattainable from the merchan-dise itself.

List the kinds of informationattainable from customers.

LAP 20 (P & S), Compt. 559.

Complete Section 3.

Have students generate ideas onwhat may be learned from theconsumer and how one might goabout obtaining such productknowledge.

Have students role play by obtain-ing information from other stu-dents which might be helpful inmaking a sale.

My Job Manual -- DistributiveEducation by Bouchard (Conrad)

Fundamentals of Selling byWingate & Nolan (South-Western410th) p. 190

Retail Selling{ by Bodle andCorey (Gregg, 2nd) Chapter 17

Fundamentals of Selling byWingate & Nolan (South-Western,10th) pr )0.191

itetail Selling by Bodle andCorey (Gregg, 2nd) Chapters17 & 20

1942-22

COIPETENCY OUTLINE

6. Knowledge of thlocations ofdepartments andmerchandisewithin the bus i-ness.

7. Skill in handling customerineuiries forgeneral productinformation.

8. Knowledge of howsizes, nemeevand descriptionsenable the salesman to relate tothe customer'sneeds in variousproduct areas.

195

PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

Explain the importance ofknowing the location of prod-ucts and services with respectto the customer.

Successfully handle customerineuiries with respect to aproduct.

Explain how sizes, names, anddescriptions enable sales-persons to relate to the needsof the customer.

LAP 28 (SELL), Compt. 826.

Have students do a store layoutand diagram by department and mer-chandise of where they work.

In a class'discussion, have thestudents generate reasons forknowing the store layout--afterhaving read the reference.

LAP 34 (P & S), Compt. 562.

Assign different product areas todifferent groups and have themdevelop a presentation to be givenbefore the rest of the class on hcmknowledge of sizes, names, anddescriptions enables them as salespersons to relate to the customer'sneeds.

LAP 36 (P & S), Compt. 506.

Retailing Principles andPractices by Richert, Meyer,Haines, and Harris (Gregg,6th), Part 32

Fundamentals of Selling. byWingate and Nolan (South-Western, 10th) Chapter 6,Part E

Salesmanship by Kirkpatrickand Russ (South-Western)pp 173-174

Retailing Principles andPractices by Richert, Meyer,Haines, and Harris (Gregg,6th), Part 26

Retailing_Principles andPractices by Richert, Meyer,Haines, and Harris (Gregg,6th), Part 25

Fundamentals of Selling byWingate and Nolan (South-Western, 10th), pp. 187-188

/9 2.24

CO1PETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

9. Knowledge ofhow to utilizeregulations andauthoritativeinformation ininforming cus-tomers about themerchandise theywant to purchase

10. Attitude of theimportance ofreading tradeand businessjournals andpublications tobecome moreaware of fashiorand style infor-mation, productknowledge, andbusiness trends.

11. Knowledge of theexistence ofvarious publica-tions on con-sumer productsinformation.

197

Describe the kinds of infor-mation from regulations andauthoritative sources. Suchas standards, grades, andlabels.

Describe the value of infor-mation in trade and businessjournals and publications tothe salesperson.

List and describe several pub-.lications on product informa-tion availsble to the consumer

Using the reference, have thestudents generate a list of thekinds of information.

LAP 31 (P & Compt. 515, 516.

Have an attorney talk to the classon this topic.

Have the students look throughcopies of trade and businessjournals and publications. Thenmake a report to the class onsome form of information which isimportant to the salesperson.

LAP 23 (P & S), Compt. 581.

LAP 15 & 16 (SELL), Compt. 824& 889.

Have the students make reports ona product of their choice, andexplain how the consumer publication would influence their pur-chase decision.

Have the students review copies ofConsumer Reports, Buying Guide,etc.

Retailing Principles_andPractices by Richert, Meyer,Haines, and Harris (Gregg,6th), pp.510-513

Retailing Principles andPractices by Richert, Meyer,Haines, and Harris (Gregg,6th) pp.579 -580.

Fundamentals of Selling byWingate and Nolan Tiouth..Western, 10th) pp.195 -421

Fundamentals of Selling byWingate and Nolan (South-Western, 10th), pp.193-195and 288-289

193 2-25

CO:SETENCI OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

12. Knowledge of theimportance ofincreasing one'sproduct know-ledge throughin-service training.

13. Knowledge of thevalue of salesconferences,sales or companymeetings, train-ing sessions,bulletin boards,copies of thecompany's adver-tising and pro-motional prices,and other avail-able information

14. Knowledge of thevalue of brandnames.

19'J

Define in- service training.

Discuss the kinds of informa-tion that can be communicatedthrough in- service training.

List the values of attendingsales conferences, companytraining sessions, and readingthe company bulletin board.

Define the expense involved increating a well-known brandname.

Describe some additional legalresponsibilities placed uponthose using brand names.

LAP 27 (P & 5), Compt. 380.

Brainstorm to produce the kinds ofproduct knowledge that might becommunicated through such training.

LAP 27 (P & S), Compt. 580.

Have students report on theirparticipation at sales conferences,etc., at their store.

Have students report on what typesof items are found on their companybulletin board.

Have students write a justificationfor using brand names after readingthe resources.

Complete Part 24.

Have the class discuss legalresponsibilities involved withusing brand names.

Business Principles andManagement by Shilt, Everardand Johns (South-Western, 6th)pp. 521 -524

Marketing in Action by Warmke,Palmer & Nolan (South-Western,8th), Chapter 8, Part D andpp. 234 -236

Fundamentals of Selling byWingate & Nolan (South-Western,10th) pp.192»193

Fundamentals of Selling byWingate and Samson (South-Western) Chapter 6, Part B

Marketing & Distribution byMason, Rath, and Ross (Gregg)pp.294 -296

2002-26


15. Knowledge ofthe testing am'rating agencies

16. Knowledge ofguarantees andwarranties.

17. Knowledge oftht variousconsumer move-ments and con-sumer protec-tion programs.

201

List and describe the valueof testing and rating agencies

Distinguish between thefollowing:

1. expressed warranty andimplied warranty

2. limited warranty and fullwarranty

3. guarantees and warranties

Describe some of the causes othe consumer movement and synthesize what the effects willbe for retailing.

Show film and discuss key points.

LAP 38 (P & 5), Compt. 561.

Have students examine reports andpublications of several testingand rating agencies and discussthe value of these to the customerand the to the salesperson.

Have students give oral reports onthe product ratings received byvarious products.

Have the students distinguishbetween: (1) expressed and im-plied warranties, (2) limited andfull warranties, And (3) guaran-tees and warranties.

LAP 28 (P & Compt. 554.

Complete Unit 14 exercises, pp.11-20.

Film: "Brand Names andLabeling Gases" IndianaUniversity A-V Center,#CSC 2542

Salesmanship by Kirkpatrickand Russ (South-Western)pp. 168-169

Fundamentals of Selling byWingate and Nolan (South-Western) pp.288-289

Consumer Research pp.11 and334

Fundamentals of Selling byWingate and Nolan (South-Western) pp.516-518

Problems & Projects forRetailing Principles andPractices by Ashmun andFerguson (Gregg, 6th)Part 41

202 2-27


18. Knowledge of Explain how consumer protec-how consumer tion programs affect the mar-protection pro- keting process.grams affect

the marketingprocess,

19. Knowledge ofthe difficultyin passing newlegislationprotecting theconsumer's buy-ing decision.

203

After studying and readingabout consumer legislation,hypothesize difficulties inpassing them.

Have students complete Part S ofthe Job Activity Guide.

Have students view one of severalfilms on consumer movements.

LAP 31 (P & S), Compt. 524 4

Have students complete selectedexercises in anit 14 of Problemsand Prolects.

Have students collect news artidles relating to consumer lawsuch as the call back of defectivecars. Students should discuss howthese call backs generated by con-sumer protection agencies effectthe marketing process.

Have students read selections onconsumer law and discuss diffi-culties that might exist in theirpassage.

LAP 31 (P & 8), Compt. 521.

Your Career in Marketing byBeaumont, Langan & Taylor(Gregg, 2nd), Part S

"The Consumer Movement"Indiana University A-V Center,#CSC 2560

Retailing Principles andPractices by Richert, Meyer,Haines & Harris (Gregg, 6th)Part 42

Retailing Principles andPractices by Richert, Meyer,Haines & Harris (Gregg, 6th)pp. 364 -369

Fundamentals of Sellina byWingate & Nolan (South-Westerns10th), Chapter 16, Part C

2" 2-28

C,OMprigley OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

D. Sales Promotion

1. Knowledge ofthe effect ofsales promo-tions on theconsumer's buy-ing decision.

2. Knowledge ofhow merchandiseis advertised(including brandnames, prizes,available sizes,colors, styles,and models) inorder to be'ttrpromote or sellit.


Explain how sales promotionsare conducted and how theyaffect the customer's buyingdecision.

Explain the overall advertis-ing process from the decisionmaking process to an adver-tisement to the placing of thead in s medium.

Complete Section 5.

Have students complete exercisesfrom Unit 24 of Problems and,Projects for Retailing Principlesand Practices, using the same unitof the test as a reference.

LAP 1 (ADV), Compt. 011, )75, 013.1

Have someone from an advertisingagency or someone responsible foradvertising within a marketing and

distribution organization speak tothe class.

LAP 3 (ADV), Compt. 044.

My Job Manual -- Distributive

Education by Bouchard (Conrad)

Marketing In Action by Wszmke,Palmer and Nolan (South-Western) Chapter 15

F:oblege_and Praiects forRetailing Principles andPractice* by Abbe= andFerguson (Gregg), Unit 24

Retail 14erchandising byWingate and Samson (South-Western, 8th), Chapter 13

Marketing in Action byWarmke, Palmer, and Nolan(South-Western, 8th), Chapter13

Market in and Distributionby Mason, Rath and Ross (Gregg)Part 30

Advertising Planning &Technieueaby Samson (South-Western), Section 2

2a6 249

COMPETENCY Ott. as PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

3. Attitude thatadvertisingshould be complimented withattractive dis-plays and effi-cient salesforce.

207

Explain why it is necessaryto coordinate advertising withattractive displays and anefficient sales force.

View the "Advertising Store"filmstrip.

Have students read differentreferences and, after discussingit among others in their group,

describe what can happen in situ-ations where advertising, display,and personal sales efforts are notcoordinated. Have them discussprinciples concerned with suchcoordination.

LAP 7 (ADV), COmpt. 039.

Fundamentals of Selling byWingate and Nolan (South-Western) Chapter 13

Salesmanship by Kirkpatrickand Russ (South-Western)Chapter 10

Proctor & GaMble

Retailing Principles andPracticea by Richert, Meyer,Haines and Harris (Gregg)Part 16

Marketing in Action by Warmke,Palmer and Nolan (South-Western, 8th) Chapter 13

Retail Merchandising by Win-gate and Samson (South-Western,8th) Chapter 13, Part A

Salevanshit by Kirkpatrickand Russ (South-Western) pp.

197-202

Fundamentals of Selling, byWingate and Nolan (South-Western, 10th) Chapter 13,Part A

2082-30


4. Skill in build»ing displays.

5. Knowledge todevelop the con-

trol theme ofthe basic ideafor ads.

203

Construct display using sounddisplay principles.

Dress maneauins for displays.

Explain the basis principlesrepresented by the acronymA/DA.

LAP 9 (ADV), Compt. 081, 052, 053.

Build a display promoting NationalDECA Week and/or National Voce»tional Education Week.

Read "Principles of Display" andrespond to Section D questions.

LAP 13 (Display), Compt. 193.

Divide the students into groupsand have them construct a displayusing tichniaues described in thereferences.

LAP 27 (Display), Compt. 226.

LAP 32 (Display), Compt. 104, 216,233.

Using the text as a reference,have the students develop an ad»vertisement utilizing the acronym.

Have students view film.

Fundamentals of Selling byWingate and Nolan (South-Western, 10th) Chapter 14,Part D

Retail Merchandising byWingate and Samson (South*Western, 8th) Chapter 14,Part E

Fundamentals of Selling byWingate and Nolan (South»Western, 10th) pp 412»413

Film: "Effective Writing:Learning from AdvertisingLanguage" Indiana UniversityA»V Center, #ESC 1355

2102.31


6. Knowledge andskill in thedesign of adlayout for newspapers.

7. Skill in expresing factual in-formation incopy writing.

211_


Design a newspaper ad for astore promotion.

When provided with informationon a product, produce copypresenting the facts in aclear and concise manner.

Complete exercises in Problemsand Projects for Retailing Prin-ciples and Practices, Unit 18.


Participate in the Indianapolis,

Star and/or News "Newspaper in theClassroom Program!: Field trip toyour local newspaper.

Divide students into groupsand have them develop an adver»tiaement for a local newspaper;have the class judge these basedon criteria they have developedalter referring to the reference.

Enter DECA Advertising ServicesCompetitive Event or Ad LayoutEvent (state event only).

Have students write advertisingcopy from basic information andallow them to compare it withothers.

Problems and Projects forRetailing Principles andPractices by Ashman andFerguson (Gregg), Unit 18

Fundamentals of Selling, byWingate and Samson (South-Western, 10th) Chapter 13,Part B

Advertising in the newspaperby Indianapolis Star & News

Salesmanship by Kirkpatrickand Russ (South-Western)

pp. 206 -207

Advertising Planning Technieueiby Samson (South-Western)Section 5

Indiana DECA Handbook

Salesmanship by Kirkpatrickand Russ (South-Western)

pp. 205-206

Retail Merchandising by

Wingate and Samson (South-Western, 8th) Chapter 13,Part E 212

2-32

COMPETEXCI OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

E. Operations: StockControl/FacilitySafety

I. Knowledge ofreceiving, mark-ing, pricing,and inventorycontrol.

2. Knowledge of theprocedures forreporting andhandling damaged

zrfrchandise.


List and discuss steps involve4with receiving merchandise.

Describe why merchandise mustbe marked and list the kindsof information that may be ineluded on the price ticket.

Explain how prices might beset.

Summarize what is meant byinventory control.

Explain procedures to be takenwhen receiving merchandisethat is damaged.


Have students complete selectedexercises in Problems and Projectsfor Retailing Principles and Prac-tices, Part 52.

Visit the receiving department of alocal warehouse and ask the managerto show students the proceduresfollowed in accepting eshipmentfrom a carrier.

LAP's 4-8 (OPS).

Have students move hypotheticalproducts through the entire processin a simulated store.

Have students read selected refer-ences on receiving, then "check-in"a mock delivery containing damagedmerchandise.

Problems and Projects forRetailing Principles andPractices by Ashmun & Ferguson(Gregg), Part 52

Basic Retailing & DistributionLevy, Feldman, Reich (Pitman,3rd), Chapter 16, 17, 18.

Retail Merchandising by Wingateand Samson (South-Western, 8th)Chapter 9

Receiving, Checking, andMarking by Texas InstructionalMaterials Center

Handling Materials by Tylerand Corenthal (Gregg), Unit 7

Retailing Principles and Prac-tices by Richert, Meyer,

Raines and Harris (Gregg)Part B

Retail Merchandising by Wingateland-Samson (South-western, 8th)

1 p.285 2142.33


3. Skill in usingforms andrecords neces-sary for inven-tory control.

4. Knowledge of ams

proper attitudetoward the im-portance in

stockkeeping inavoiding errorsor losses thatmay affect com-pany profits.

215

Draw a flow chart comparingand contrasting the perpetualand the periodic (sometimestermed physical) inventorysystems.

Explain how poor stock controlmay result in excessive, expen-sive, and less than optimumprofits.

LAP 11 (OPS), dompt. 634.

Develop an exercise around a mockinventory; have students determinethe cost of goods sold using theperpetual and periodic systems.

Have students obtain copies of allforms and reports used in stockcontrol at their training station.Compare forms with thoae obtainedby other membera of class.

Have the students calculate acompany'a net income for two situa-tions- -one where there has been anerror or loss and one where therewas control.

Business Principles andManagement by Shilt, Everard, I

and Johns (South-Western, 6th)pp.225434

Business Principles and:IgikManeme by Shilt, Everard,and Johns (South - Western, 6th)

pp. 234 -238

Retailing_Principles andPractice. by Richert, Meyer,Haines, and Harris (Gregg)Part 49

Handling Materials by Tylerand Corenthal (Gregg)Chapter 32

Fundamentals of Selling byWingate and Nolan (South-Western) Chapter 12, Part D

Retailing Principles andPractices by Richert, Meyer,Haines, and Harris (Gregg, 6th)pp.429-430

Business Principles andManagement by Shilt, Everard,and Johns (South-Western, 6th)pp.234-235

2162-34


5. Knowledge of howcareful use ofsupplies willhelp controlexpenses.

6. Knowledge of theOccupationalSafety and HealAct (OSHA) regu-lations.

Explain how the results ofcareless use of supplies aresimilar to those of poor stockpkeeping.

Explain the importance of thisact to both the retailing

til employee and retailing manager

7. Knowledge of thefunctions offacility main-tenance.

217

Describe actions recommendedby experts that reduce theprobability of accidents.

Ran students calculate the netircome Ina situation in whichthere has been a misuse of supplierand synthesize why the effect isthe same as theft and other formsof poor inventory control.

LAP 15 (OPS), Compt. 619.

Have the students complete selectedactivities from Problems and Pro-Jects for Retailing Principles andPractices, Unit 16.

Have the students study theresource materials then assure therole of a manager or employee andexplain the importance of this lawto them.

Invite OSSA representatives totalk about the role of OSHA inretailing, wholesaling, and ser-vices businesses.

Have en insurance agent speak withthe class on measures he suggeststo his clients to reduce theirinsurance risk.


Problems and ProJects forRetailing Principles andPractice* by Ashmun andFerguson (Gregg, 6th) Unit 16

All About OSHA by U.S. Depart-ment of Labor, OccupationalSafety and Health Administration

Business Principles andManagement, by Shilt, Everard,

end Johns (South»Vestern, 6th)pp.5454-546


and Johns (South - Western, 6th)

pp. 544 -545

213

131


8. Skill in per-forming goodhousekeepingtechniques forsafety andappearance.

9. Knowledge of how'proper care ofeouipment andproper stockarrangements carhelp preventaccidents.

213

Take an active part in main-taining the class area in anattractive and safe manner.

Describe principles for per-sonal safety, safe workingpracticea end safe uae ofequipment.

Describe whit to do in caseof a robbery, and how youcould protect the safety ofyourself and your customers.

LAP 1 (OPS), Compt. 750. Materials Handling by Tyler

and Corenthal (Gregg) Chapter36

Your Career in Marketing byBeaumont, Langan, and Taylor(Gregg, 2nd), pp- 374.375

LAP 2 (OPS), Compt. 660, 732, 777, Suggested Lesson Plans in778. Safety Education by the National

Association of D.E. Teachers

Prepare and give the clor alecture over personal safety rulessafe working practices and safeuse of equipment.

LAP 1 (OPS), Compt. 696, 728.


Implement the teaching unit.

Invite police officers to speakto class about how to safelyhandle a store robbery.

Retail Merchandising by Wingateand Samson (South - Western, 8th)

p. 304

Materials Maudlin by Tylerand Corenthal Gregg) Chapter35

Safety and You on the Job byOhio D.E. Materials Lab#125-C7

220

2-36


III. Basic Skills

A. Communications

1. Knowledge thatcommunicationsbetween thevarious depart-ments and divi-sions within abusiness willresult in amore efficientoperation with=awl benefit.to all.

2. Knowledge andattitude thatthe business'spersonnel poli-cies are estab-lished for thebenefit of thebusiness andthe employees.

.221

Given the appropriate Informa-tion the student will be abletot

Explain why communications isimportant to efficient busi-ness operations.

List seven functions of thepersonnel department and ex-plain the reasons policies areneeded.

After having the students researchthe references, brainstorm bene-fits that might result from effec-tive communications within acompany.

Listen to "Creating a FriendlyAtmosphere tolIoar Store." Discussquestions provided with tape.

LAP 40 (RR), Compt. 308.

Complete Chapter 5, pp.256-296.

4

Business Principles and

Management by Shilt, Bverard,and Johns (South-Western, 6th)pp. 477-482

Communications in Marketing

by Rowe and Timerson (Gregg,2nd) Chapter 1

Motivating Message. Unlimited

Business Principles andManagement by Shilt, Bverard,and Johns (South-Western, 6th)Chapter 25

Retail Merchandising, byWingate and Samson (South-Western, 8th) Chapter 5 -B

Retail MerChandisingstuivGuide and Projects by Samsonand Lawyer (South-Western,8th)

2222-37


3. Knowledge thata company'spolicies enablesthe goals of thefirm to be car-ried out andenables eachperson employedto make a con-tribution to itssuccessful oper-ation.

223

Synthesize the relationshipbetween the goals of the firm,the members of that firm, andthe firm's policies.

Define policies and goals.

Complete Problems A & B, pp.15-16.

Have students look up the defini-tions of policies and goals.


Complete Problems 1 and 2, p. 35.

Divide the class into groups andhave them take a problem-solvingapproach in determining thisrelationship (with the aid of theresources).

Problems and Protects forRetailing Principles sndPractices by Ashmun andFerguson (Gregg, 6th) pp.15-16

Modern Business Management byHicks and Gullett (McGraw-Hill) Chapter 6

Retailing Principles andPractices by Richert, Meyer,Haines and Harris (Gregg,6th) Unit 2, Part 4

2N 4

2-38


4. Knowledge andattitude thatattending deparmental and/orbusiness-widemeetings is agood way to keeinformed of promotions, chang-ing methods andoperatingchanges.

5. Skill in communJesting effect-ively with cus-tomers, co-workers, andsupervisors.

6. Knowledge of thsituation inwhich one shoutuse technicallanguage and thsituations inwhich one mayuse commonly

understoodlanguage.

2")'"

Display a positive attitudetoward departmental meetings.

Display the ability to commun-icate effectively with cus-tomers, co-workers, and super-visors.

Differentiate between theappropriate occasions forusing technical language andthose for using commonlyunderstood language.

Have students brainstorm reasonsfor having departmental businessmeetings.

LAP 53 (COMM), Compt. 149.

Complete manual "Communications inDistribution."



Have students complete the activi-tile in the Job ActivitY Guide,Part 14, related to communicationskills.


LAP 13 (COMM) , Compt. 123.

Communications in Marketingby Rowe and Timerson (Gregg,2nd) Chapter 1

Modern Business Managementby Hicks and Gullett (McGraw -Hill) Chapter 9

Communicating at Work byWilliams and Eggland (South-Western), Chapters 2, 3, 4,5

Ohio State D.E. MaterialsLab: "Communications inDistribution" (106-B7)

Your Career in Marketing byBeaumont, Langan, and Taylor(Gregg, 2nd) pp.144 -148

Your Career in Marketing byBeaumont, Langan and Taylor(Gregg, 2nd) pp.144-149 (andthe Job Activity Guide forthis text)

226239


7. Skill in usingeffective writ-ten communica-tions whencompleting selected forms andreports.

B. Mathematics

1. Skill in calcu-lating problemsinvolving weighand measures.

2. Skill in takingand calculatinginformation nec-essary on an in-ventory sheet.

227

Complete given forms andreports in a manner that willcommunicate the intendedmessage.

Know the standard units of U.Smeasurement.

Multiply, add, divide and sub-tract fractions and percentawith 100% accuracy.

Properly read an inventory tag

Correctly calculate inventoryextensions.

Complete an inventory sheet.

Describe the types of recordsnecessary in a typical businessand explain why they are needed.


Review basic skills taught inD.E. I & II.

Complete exercises in Chapter 4.

LAP 27 (NERCO, Compt. 401 & 414.

LAP 40 (MATH) , Compt. 351.

LAP 2 (MERCK), Compt. 461.

LAP 3 (tERCH), Compt. 400, 445,& 476.

Complete Lesson 16.


Retail Merchandising byWingate and Samson (South-Western, 8th) Chapter 15

Communication in Marketingby Rowe and Timerson (Gregg,2nd) p. 99

Mathematics in Marketing byLogan and Freeman (Gregg, 2nd)Chapter 4

Marketing Math by Stull(South Western) Section 1

Distributive EducationMathematics by Zuan (Conrad)

Retail Selling by Bodle andCorey (Gregg, 2nd) Chapter 16

Mathematics in Marketing byLogan and Freeman (Gregg, 2nd)

228 2«40

COMPETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES

S

REFERENCE MATERIAL

3. Skill in check-ing the accuracy

of invoices pro-cessed.

4. Skill in planninand using a per-sonal budget.

223

Figure mail, postal, and transportation charges.

Skill in figuring cash, series,and trade discounts.

Develop a realistic personalbudget.

Take inventory for school storeor local department store.

LAP 7 (MATH), Compt. 359.

LAP 28 (MATH), Compt. 366 & 378.

Complete Lesson 10.

LAP 20 (143KM), Compt, 409, 411, &465.

LAP 21 (MUCH), Compt. 486.




Show film on budgeting and givethe class local classified ads,a reasonable hypothetici1 check,etc., so they might produce apersonal budget,

Marketing Math, by Stull

(South-Western), Section 5



Film: "Consumer Skills:Budgeting Your Money" IndianaUniversity A-V Center #BSC-160

230

COMPETENCY outrun PERFORMANCE OBJECTIVE LEARNING ACTIVITIES. REFERENCE MATERIAL

5. Knowledge of

the concept ofcredit and howit is used.

{Study thiscompetency fromthe viewpoit ofthe student us-ing credit)

6. Knowledge of theconcept ofsavings.

231

Describe the means by whichrecords are maintained and thestore reserves payment forcredit purchases.

Explain benefits of savings tothe individual and to thosewho use the money.

Read and respond to workbookquestions in Part 30 (CreditAccounts).

Show film on credit buying andlead class in a discussion of thekey points.

Show film to class and fellow witha discussion of the key points

relating them to the student'spersonal life.

Problems & Prolects forRetailing: Principles and

Practices by Ashman andFerguson (Gregg, 6th)

Film: "Consumer Skills:Buying on Credit" IndianaUniversity A-V, #BSC-163

Retail Merchandising byWingate and Samson (South-Western, 8th) pp.156-169

Credit and CollectionsSouth - Western D.E. Series

Basic Retail Credit by D.E.Instructional Materials Lab,University of Texas

Film: "Consumer Skills:Saving and Investing" IndianaUniversity A7V Center,#BSC-165

Retail Merchandising byWingate and Samson (South -Western, 8th) p. 117

Retailing Principles andPractices by Richert, Meyer,Haines, and Harris (Gregg.6th) p. 413

2322-42


7. Skill in calculatingpayroll checks anddeductions.

233

Figure commissions with 100%accuracy.

Complete Lesson 8.

Verify students' actual payrollchecks.

Calculate earnings for simulatedstore or school store staff.


Materials from local bankinginstitutions.

Business Principles andManagement by Shift, Everard,and Johns (Soue.Vestern, 6th)Chapter 17


Retailing Principles andPractices by Richert, Meyer,Haines, and Harris (Gregg.6th) Unit 1, Part 3


234

243


IV. Social Skills

A. Business and SocialSkills

I. Knowledge andattitude that anemployee must bewilling to accepand adjust tochanges.

2. Skill in suggesting changes tomanagement.

tIP;0. J.)


Daily demonstrate the abilityand desire to accept and ad-just to changes in his/herenvironment.

Suggest changes to an authori-ty figure in a manner thatwill have a high probabilityof being accepted.

Complete Case Problems I & 2, p. 44

Have students develop a list oftime in their lives where they'vehad to adjust to chsnge and makethe best of the situation.

Have students read Future Shock.


LAP IS (HR), Ommpt. 301.

Have students read the reference(or lecture over the material) anddiscuss "Welve ways to win peopleto your way of thinking" and howthese principles may be put to usein their D.E. activities.

Have students role play the suggesing of a change to a superior.

. Personality Development byRusson (South-Western, 4th)

t-

Future Shock by Alvin Toffler(Bantam Books)

How to Win Friends andInfluence People by DaleCarnegie (Pocket Books)Part III

23,3

2.44


E. Rumen Relations

1. Knowledge of howto build soundworking relation-ships in "forced'associations.

2. Knowledge of howto develop andmaintain apleasant workingenvironment.

3. Skill in main-taining an ob-ject ive point of

view in problemsituations.

237

Given the appropriate informa-\tion the student will be ableto:

Synthesize techniques forbuilding sound and harmoniousrelationships.

Demonstrate in daily activi-

ties the ability to work withothers in a congenial and con-structive manner.

Have students listen to orread presentations of twosides to an issue, identifymain points, supporting pointsand biases displayed.

Demonstrate an objective pointof view during problem situa-tions throughout the schoolyear.

LAP 19 (BR), Compt. 269.

LAP 21 (BR), Compt. 313.

Complete exercises, Section 9.

Case situation #45.



Have the students participate inHuman Relations Camq.

Complete Case Situation 49.

Complete Chapter 2 exercises.

Row to Win Friends and_Influence People by Carnegie(Pocket Books) Part II

Ilxjtcjidanual by Bouchard(Conrad)

Human Relation Case, by Caned(Ohio D.E. Materiels Lab)p. 99

Ohio D.E. Materials Lab,#514 -E3

Human Relation Cases by Canei(Ohio D.E. Materials Lab)

p. 22

Communications in Marketingby Rowe & Timerson (Gregg)

238

245


C. Ethics

1. Knowledge,skills, and attitudes necessaryto avoid makingmisrepresenta-tions of people,products; andpolicies toothers (Use hon-esty in dealingwith others).

2. Knowledge thatcustomers andfellow workersmust be treatedethically.

233


Rephrase statements of halftruths into ethical statements

Exhibit ethical qualities indaily D.E. activities.

Demonstrate the ability todistinguish ethical treatmentfrom unethical treatment.

Read "Ethics in Selling" and answerthe Problems 1 and 2, p. 540.

LAP 24, Compt. 289.

Complete exercise F, p. 87.

Have students develop a panel dis-cussion on why customers should betreated ethically.

Have each student write 5 unethicalways to treat a fellow worker.

Role play various situations con-cerning ethical behavior.

Retailing Principles andPractices by Richert, Meyer,Haines, & Harris (Gregg, 6th)

Salesmanship Fundamentals byErnest and Ashmun (Gregg, 4th)

pp 76-79, 336-337 and 439-442

Problems and Projects forRetailing Principles andPractices by Ashmun &Ferguson (Gregg, 6th)

The Ethical Basis of tconomicFreedom by Ethics Resource

Center

Some Views on the Issue of

Business Ethics by Ohio D.E.Materials Lab

240

2.46

CAMPETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

.

V. Marketing & Distributionin the Economy

Given the-appropriate tnforma-Lion the student will abe ableto:

A. American Business andthe Free EnterpriseSystem

1. Knowledge of the Compare and contrast proprie- Play "Corporate Decisions--An "Corporate Decisions--Anconcept of sole torships, partnerships, and Interaction Game." Interaction Game" by Ohioproprietorship,partnership, corporations, andcooperatives.

corporations.

Complete Case Studies 5-1, 5 -2,(p. 95).

D.E. Materials Lab

Business Principles andManagement, by Shilt, Everard,& Johns (South-Western, 10th)

Complete "Continuing Project': Chapters 4-5

Complete Marketing Project 3. Project Activity Guide forMarketing & 'Distribution byMason, Rath &Ross (Gregg)p. 11

Have a small business owner talkto the class about his decision toselect one of the three forms ofownership.

Your Career in Marketing byBeaumont, Langan, & Taylor(Gregg, 2nd) Part 16

2. Knowledge of therelationshipsamong elements

Discuss the effects of organ-ized labor on management.

.in the organize-tion of a busi-ness, including

management andlabor. 242

241


B. The Functions ofMarketing andDistribution

1. Knowledge of hutility addsvalue to goodsand services.

2. Knowledge of thecompetitivenature of marketing.

243


Explain correctly how market-ing creates utility.

List and explain correctly howform, place, time, and posses-sion utility add value togoods and services.

Explain correctly why business(competing in the marketplacemust achieve product qualityand performance combined withreasonable price to be success.ful.

LAP 3 Garr & ECON).

Taking a product of students'choice, have students explain howthe 4 utilities added value to theproduct.

Complete "Marketing Project 41

s LAP 9 (MKT & ECON).

LAP 11 (MKT & ECON).

Complete "Learning Experiences" inOur Economic System.

Consult a local businessperson todetermine the effects of foreigncompetition. Find out how he/shecombats competition from foreigntrade. Tape and report to class.

Have students make a list offoreign-made products they use.

Your Career in cola/Marl byBeaumont, Langan, and Taylor(Gregg, 2nd) , p. 38

Marketing in Action by Warmke,Palmer, and Nolan (South-Western, 8th) Chapter 1, p. 5

Project Activity Guide forMarketing and Distributionby Mason, Rath, and Ross(Gregg, 2nd).p. 15

Our Economic System, "WhoCheers When Products Work?"by Campbell (Sears) p. 26

244


3. Knowledge of thefederal, state,

and local regu-lations affect-ing competition.

4. Knowledge of thefactors influenc-ing the future ofmarketing anddistribution inthe economy.

5. Knowledge of theeconomic factorsaffecting employ-ment in market-ing & distribu-tion.

215

Describe how the governmentcontrols monopolies, the func-tions of EPA and the BureauStandards, and the meaning offair trade laws and trademarks.

Explain correctly the effect ofbusiness cycles and fluctua-tions, government controls andregulations, and advanced tech-nology on the future of market-ing and distribution.

Explain correctly the relation-ship between capital investmentand employment.

Play game having students guessvarious trademarks.

LAP 16 (MKT & ECON),

LAP 20 (MKT & ECON).

View American Enterprise Free-LoanFilm Series.

Conduct "Learning Experiences: inOur Economic System,

View "Its A Capital Idea" filmstripseries (4).

Complete the "Learning Experiences"in Our Economic System.

3usiness Principles andMisagament by Shilt, Everard,and Johns (South-Western, 6th)Chapter 30

Retail Merchandising by Wingateand Sampson (South-Western,8th) Chapter 18a-c

Basic Retailing and Distribu-tion by Levy, Feldman and Reich(Pitman) Unit 5

Film: "Government" (ModernTalking Picture Service)

Our Economic System, "WhatEver Happened to the Nickle

Candy Bar?" & "You Pay forWhat You Get" by Campbell(Sears), pp. 24 & 46

"Its A Capital Idea" film byWalt Disney

Our Economic. System, "MoreJobs, There is a Way" byCampbell (Sears) p. 38

24G

249

C014PETENCI OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

C. Fundamentals of theChannels of Distri-bution

I. Knowledge of the

distributionprocess inmarketing.

247


Correctly define c'annels ofdistribution.

Discuss correctly the role ofdistribution in the marketingprocess.

Compare and contrast correctlythe differences in retailing,wholesaling, and agent middle-men.

Have students make a list ofspe.tia1 programs in their communitywhich exist to combat unemployment.

Have students write to Invest in Invest in America CouncilsAmerica Council and NFIB for econ- National Federation ofomic information on factors affect Independent Businessesing unemployment.

LAP 18 (MILT & ECON).

Complete Project 14.

Complete "Things to Think About,To Do, & To Discuss':

Marketing Principles, "Chan-nels of Distribution"transparencies (Gregg)

The Economics of Marketingby Klaurens (Gregg) Chapter 10

Marketing & Distribution byMason, Rath, & Ross (Gregg,2nd) p. 162

Distribution & DistributiveCareers by Grandfield & Gold(Fairchild) p. 27

218

2-50


2. Knowledge of theimportance andfunctions of thechannels.

3. Knowledge ofdirect and indir-ect channels ofdistribution.

4. Knowledge of theprocess requiredto move productsfrom producersto consumers.

24)

Discuss correctly the servicesthat middlemen perform and whythese are important.

Discuss correctly why someproducers sell directly toconsumers as opposed to thosewho use a series of middlemen.

List correctly the ways whichproducts can be physicallydistributed from producer toCOUSUMer.

Complete "Things to Think About,To Do, & To Discuss':

Have students select a consumerproduct and then contrast the bene-fits of using direct and indirectchannels of distribution for thatproduct.

Visit a Jr. Achievement Companyand see how they get their productfrom producer to consumer.

Complete activity "Things To ThinkAbout, To Do, and To Discuss".

Visit a warehouse, airport trans-port center, or trucking terminal.

Select a warehouse in your community and have students determine theservices it offers and types ofproducts it handles.

Complete "Marketing Project" p. 330

View DECA Supply Service slide-tapepresentation in distribution pro-cess.

Distribution & DistributiveCareers by Grandfield & Gold(Fairchild) p. 40

Marketing & Distribution byMason, Rath, Ross (Gregg, 2nd)p. 164

pistribution & DistributiveCareers by Grandfield andGold (Fairchild) p. 29

Materials Handling by Tylerand Corenthal (Gregg) Unit 6

Marketing and Distribution byMason, Rath, Ross (Gregg, 2nd)Unit 8

DECA Supply Service by DECA

2502 -51

MARKETING MANAGENENT *D.E. V & VI

(LEVEL 3)

asp

MARKETING MANAGEMENT

D.E. V & VI

Marketing Mana,ement (D.E. V & VII.» .5 unit of credit. Provides instruction in the scope andimportance of Marketing Management, continuing career identification and development, and further integration of the Distributive Education Clubs of America (DECA) program of activities. Providesadvanced instruction including real and/or simulated occupational experiences in the marketing functionsto enable students to enter, continue and/or advance in a marketing and distributive occupation.Emphasis is placed on the complexities of marketing management, competency development in human relations,communications, mathematics, retail management, sales promotion, merchandising, operations, adminis»tration and supervision. This course should include real and/or simulated occupational experiencessuch as those available through the Distributive Education Clubs of America (DECA) program of activities.Cooperative on- the -job training may begin or continue during this course to provide real marketingoccupational experience.

Course Goals for Marketing Management axes

1. Enable students to begin, continue, and/or advance in supervisory positions in marketing anddistributive occupations.

2. Introduce students to the complexities of marketing management.

3. Further develop students' skills in the marketing, basic, social and economic competencies.

4. Enable students to engage in marketing research project(s).

5. Enable students to continue to participate in appropriate co-curricular DECA activities.

6. Enable students to assess their progress in reaching their career objectives.

7. Enable students to understand complex problems of marketing and distribution.

8. Enable students to know, interpret, demonstrate, and apply marketing competencies necessaryin their selected career objectives.

232253

3ii

MARKETING MANAGEMENTD.E. V &VI(LEVEL 3)

Table of Contents

I. INTRODUCTION TO D.E. V & VI

A. Scope and Importance of D.E. V & VIB. Integrating DECA into D.E. V & VIC. Continuing Career Development

Pages

1

2 » 44 - 6

II. SOCIAL SKILLS

A. Marketing 'management Competency Development in Rumen Relations 7 - 12

II. BASIC SKILLS

A. Marketing Management Competency Development in Communications 13 - 15B. Marketing Management Competency Development in Mathematics 16 - 17

IV. MARKETING MANAGEMENT SKILLS

A. Introduction to Marketing Management 18 - 23

B. Marketing Management Competency Developmefit in Sales Promotion 23 - 35

C. Marketing Management Competency Development in Merchandising 36 - 40

D. Marketing Management Competency Development in Operations 41 « 43

E. Marketing Management Competency Development in Administration & Supervision . . . 43 - 61

254


I. INTRODUCTION TODISTRIBUTIVE EDUCATIONV and VI.

A. Scope and Impor-tance of D. E. Vand VI.

1. Knowledge ofobjectives for

D. E. V and VI.

2. Knowledge ofD. E. V and VI

classroomoperations.

3. Knowledge ofD. E. V and VI

requirements.

4. Knowledge ofcooperativeprogram/projectplan operatingprocedures.

5. Attitude thatdistributiveeducation is asound program.

255

Given the appropriate informa-tion and/or material, thestudent will be able to:

List the objectives of D. E.V and VI.

Explain the rules and proce-dure that will be followed inthe class.

Identify the course require-ments.

Describe the operating proce-dures and reporting system forcooperative program/projectplan.

Explain why distributive edu-cation is important to themand how they will benefit fromthe program.

Teacher presentation of objectivesfollowed by class discussion.

Have students put a belletinboard up describing rules andprocedures of class.

Develop calendar for year settingup due dates for each requirement.

Review and complete training plans,agreements, and weekly wage reports

Students write in a class notebookor a journal or on a handout whyD. E. is important to them and howthey will benefit from the program.

Course syllabus prepared byteacher.

Bulletin boards from theOHIO D. E. Materials Lab.

D. E. Calendar from theOHIO D. E. Materials Lab.

Organization and Administration.of D. E. by Crawford and Meyer.

"D. E.: The Choice is Yours"Pilm.

25G3-1


B. Integrating DECAinto D. E. V and VI

1. Attitude thatintegratingDECA into D. E.V and VI isnecessary anddesirable.

2. Skill indeveloping andcarrying out aprogram ofwork.

3. Skill in in-forming thevarious publicsof DECA chapteractivities.

257

Join local chapter and partici»pate as an officer or committeemember.

Write a local chapter programof work that includes activi-ties, goals, ways and means,accomplishments, budget, andcalendar.

Design an individual plan thatincludes ways for informingfamily, friends, employers, andacquaintances about DECA.

Serve on committee responsiblefor organizing this year'schapter.

Class discussion concerning inte-grating DECA into the course.

Have former students now success-ful who were active discuss withclass advantages of DECA and howtheir participation helped them.

Class discussion concerning ideasfor this year's chapter activi-ties.

Divide chapter into committeesresponsible for planning appro»priate activities.

Teacher presentation of pastchapter activities dealing withinforming the various publicsabout DECA.

Class discussion of appropriateindividual and chapter communi-

cation activities.

REFERENCE MATERIAL

National DECA HandbookCurrent school DECA Guide.

"All About DECA" filmstripseries.

Developing a Program ofActivities for Local DECAChapters, from the OHIO D. E.Materials Lab.

National DECA Handbook,

Developing a Program ofActivities fox Local DECAChapters, from the OHIO D. E.Materials Lab.

National DECA Handbook.

Ideas for Local DECA Protectsfrom the OHIO D. E. MaterialsLab.

253


4. Advanced know-ledge of DECAcompetitiveactivities andtheir appropri-ateness inaiding theaccomplishmentof studentgoals.

5. Advanced skillin participat-ing in DMAactivities atthe variouslevels.

6. Advanced skillin problemsolving andleadership.

253

Select appropraite DECA compet-itive event(s) and design anindividual plan for preparation.

Determine DECA activities andlevels to pertiLipate in.

Set personal goals for partici-pation in DECA activities atthe various levels.

fficiently provide alternatesolution to a problem andexplain which course of actionwould be most appropriate inaccomplishing a goal.

isplay leadership skills

commensurate with individual

bility.


Attend Ball State University DECARodeo.

Read various cetnititive eventexplanations f, clonal DECA Hand-book).

Class discussion of competitiveevents with special reports frompast participants.

Attend and participate in DECAactivities:

LocalDistrictStateRegionalNational

Review procedures for problemsolving through class discussion.

Solve case problems related tc,personal situations common toD. E. students.

Conduct mini-leadership develop-ment lab (ask your district presi-dent to help you arrange this andconduct it).

National DECA Handbook.

Competency Based CompetitiveEvents Handbook fromNational DECA.

'Follow Me Through the NewSeries Competency Based Events"filmstrip from National DECA.

National DIRCA Handbook.

DECA Leadership Simulation fromthe OhIO D. E. Materials Lab.

Leadership Training Guide forDECA Officers from the OHIOD. E. Materials Lab.

LDI Materials.

260 3..3


7. Advanced skill Define parliamentary procedurein parliamen- terms.Lary procedure ii

C. Continuing CareerDevelop-At(option to use inspring, too).

1. Advanced know-ledge of mar-keting careers.

26

Effectively participate in ameeting using parliamentaryprocedure skills.

Explain career interest interms of newly attained infor-mation.

Compare and contrast careerinterest with a previouslyunfamiliar marketing career.

Role play a meeting using variousparliamentary procedures.

Small group practice demonstra-tions of parliamentary procedures.

Continue investigation of currentcareer interest. Interview threenew people in current careerinterest field.

Select an unfamiliar marketingcareer area and investigate it.

Have program adivsory committeepresent panel discussion con-cerning various marketing careeropportunities.

Leadership Training Guide forDECA Officers from the OHIOD. E. Materials Lab.

Parliamentary_procedure fromthe OHIO D. E. Materials Lab.

National DECA Handbook pp. 65-68.

Many of the materials listedfor the first and secondyear will be appropriate forthis section, too.

Guidance Office Materials.

Occupational Outlook Handbookfrom the U.S. Dept. of Labor.

Your Career in Marketing byBeaumont, Langan, and Taylor.

gmlorinliNholesaling andRetailing, Careers by Eggland.

262

3-4


2. Advanced skillin planningand reviewingcareer plans.

3. Advanced skillin changingcareer plans

based uponself-evaluationand personalgoals.

4. Attitude thatchosen careeris worthy andsignificant.

263

Review career plans and deter-mine if changes should be basedupon new developments.

Conduct a self-evaluation todetermine changed attitudes,values, and personal goals.

Discuss in positive way careerinterest.

Explain the importance of careerinterest as a contributor toothers and U.S. economy.

Class brainstorming session todevelop list of situations thatcould cause a student to changecareer interest.

Using brainstorming list, studentsindividually review themselvesand career interests.

Small groups develop lists of"What I am looking for from mycareer."

Through class discussion, combinesmall group lists into classlist. Students individuallycheck items most important to them.

Individually compare importantitems with career to find matchesand gaps. Make decision tocontinue career plans or change.

Pair up students and explain toone another importance of theircareer interest. Rotate studentsthrough several pairs.

Select students to make oralpresentation to younger studentson their career interests.

Survival in the World of Workfrom the OHIO D. E. MaterialsLab, p. 3, "Life StyleQuestionnaire".

Values for DistributiveEducation from the OHIO D. E.Materials Lab, p. 36.

Toward Matching Personal andJob Characteristics, U.S.Dept. of Labor.

Values for DistributiveEducation, from the OHIO D. E.Materials Lab, pp. 25-35.

2#343-5

COMPETENCY °m.= PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

S. Advanced skillin writingapplicationletters and

(I. SOCIAL SKILLS

2.3-';"J"

Write an application letter andresume suitable for obtainingcareer interest employment.

Guest speaker to discuss whatshould be in letter and resume andhow to write them. This couldbe someone from an employmentagency or business person.

Write application letter andresume, show it to business-person, English teacher, etc.for feedback. Plan revisionsand rewrite.

All of learning activities forCl..5 could be combined into a"D. E. V and VI Career DevelopmentProject."

Retailing: Principles andPractices by Richert, Meyer,Raines & Harris, p. 10.

Marketing and Distributionby Mason, Rath, & Ross p. 524.

Retail Merchandising byWingate & Samson, p. 604.

Survivor in World of Workfrom the OHIO D. E. MaterialsLab.

Getting the Job by Lynch,(Gregg/McGraw-Hill).

2S6

COMPETENCY OUTLINE PfItFORMItACE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

A. Marketing Managesent CompetencyDevelopment inHuman Relations.

1. Working withothers.

a. Skill inworkingcooperatively withemployersand super«visors.

b. Skill intreatingothers asindividuals,

2c"/a

Identify the needs and motiva-tions of others in a worksituation.

List suggestions for how totreat others as individuals.

Have students describe anincident in their lives wherethey were not treated asindividuals. Discuss it.

Rave students write case problemsconcerning understanding othersbased on personal experience.Role play to show proper way ofhandling. Complete exercises atend of Chapter 3, Working atHuman Relations.

Use weekly training station reportsto develop situations commonly

encountered by D. E. students anddiscuss.

LAP 22, (RR), Comp. 283.

Class discussion concerning needsand motivations and how an under.'standing of them can lead to apleasant and cooperative work

environment.

Class discussion of importance of

treating others ss individuals andhow to do this.

LAP 7, ORR), Comp. 268.

Working at Human Relationsby Fruehling, (Gregg/McGrawHill), chapter 3.

Human Relations in Marketingby Hiserodt, (Gregg/McGraw-Hill).

Psychology and Human Relationsin Marketing, by Hiserodt, p. 13.

Retailing: Principles and

Practices by Richert, Meyer,Haines & Harris, p. 199.

EnnloYee Motivation from theOHIO D. E. Materials Lab.

Working at Human Relations byFruehling, (Gregg, McGraw-Hill)Chapters 12 and 13.

Retailing: Principles andPractices by Richert, Meyer,Haines & Harris, p. 199.

3-7

268


c. Skill inreinforcingpositive

behaviorand pro-vidingconstructivcriticism.

d. Knowledgethat to

controlgrievanceswithin theorganization

employeesshould begiven timelyinformationconcerningpolicies &procedures.

2:13

Select appropriate means forrecognizing the accomplishmentof others.

Explain procedures to provideconstructive criticism in apositive acceptable way.

Discuss. the most commoncompany policies and proce-dures that employees shouldbe aware of.

Explain how a grievancecould have been avoided if

the employee had known aboutcompany policies and proce-dures.

LAP 63, (HR), Comp. 265.

Describe a real example thatstudent has witnessed involvinga reinforcing positive behaviorand providing constructivecriticism.

Class discussion on how toprovide constructive criticism.Compile a list of rules to follow.

LAP - (HR), Comp. 106.

LAP - (0), Comp. 278.

LAP - (HR), Comp. 277.

Employed students serve on panelto discuss their company'spolicies and procedures.

Guest speaker to discuss manage-ment's side of policies andprocedures.

Case Situation No. 54, HumanRelations Cases.

LAP 40, (HR), Comp. 106.

LAP 45, (HR), Comp. 124.

Modern Business Management byHicks and Gullett, p. 162.

Retailing: Principles &Practices by Richert, Meyer,Haines & Harris, p. 347.

Human Relations Cases fromthe OHIO D. E. Materials Lab.

Business Principles andManagement by Shilt, Everardand Johns, p. 598.

3-8

270


e. Skill indisplayingan appro-priate

sense ofhumor.

f. Skill indemonstrateing good

work habits

g. Skill inmaintainingappearance& health.

27"

Describe appropriate sense ohumor in a work situation.

Explain an example of anappropriate sense of humor.

List good work habits that asupervisor should show.

Discuss how a supervisor candisplay these good workhabits.

Match appropriate appearance(grooming and dress) withoccupation.

Describe the appropriateappearance for chosen careerinterest.

Explain appropriate personalhabits necessary to maintainhealth.

LEARNING ACTIVITIES

Class discussion what anappropriate sense of humor is.

Small group discussions ofpersonal examples (good & bad).

Construct list of good work habits

Write what each of tiles, goodwork habits means to students.

Do case situation No. 47, Human,Relations Cases.

LAP 3, (HR), Comp. 263.

LAP 4, (HR), Comp. 285.

LAP 27, OKR), Comp. 319.

Make a list of personal currenthealth practices that are goodand those that could useimprovements.

Class discussion concerningappropriate appearance. Havestudents describe examples fortheir career interest are*.

REFERENCE MATERIAL

Retail Merchandising byWingate and Samson, p. 143.



Retailing: Principles andPractices by Richert, Meyer,Haines & Harris, p. 373.

272

COMPETENCY OUTLINE

h. Skill indemonstrat-ing appro-prie,te

ethics.

i. Skill inbeing sen-sitive tothe needs oother in-dividuals.

2. Employee Moraleand Motivation.

2'13

PERFORMANCE OBJECTIVE LEARNING ACTIVITIES

Define ethics as they apply tothe world '4 work.

Write a code of ethics appro-priate for their careerinterest area.

Appraise the needs ofindividuals.

Guest speaker or panel of businesspeople to discuss ethics inbusiness.

Class discussion concerning ethics.

Students write a code of ethicsappropriate for their careerinterest area.

Case problems concerning makingethical decisions.

LAP 7, (BR), Comp. 268.

LAP 22, (MR), Comp. 283.

LAP 29, (HR), Camp. 288.

Explain how the needs of Students write down one personalother individuals can be met. example when they were sensitive

to the needs of another person.

Compile the best of these examplesfor a cla3s discussion.

LAP 50, (BR), Comp. 270.

LAP 51, (BR), Comp 314.

REFERENCE MATERIAL

Retailing: Principles andPractices by Richert, Meyer,Haines, & Harris, p. 385.

Modern Businesb Managementby Hicks and Gullett, pp. 403-404.


and Johns, p. 33.

Basic Retailing andDistribution by Reich, Levy,and Feldman, p. 218220.

Same References as II A 1.a.

Human Relations Cases from theOHIO D. E. Materials Lab.

2743-1.0


a. Knowledge Describe the different leader Class discussion of various leader-of appro- ship styles, ship styles,priateleadershipstyles Match the leadership styles Small groups assigned a leadershipneeded to with the types of people style to determine who it ismotivate they are appropriate for, appropriate for and role play anothers, example,

b. Knowledgeof thefactors

whichappear toaffectemployeemorale.

List the factors that appearto affect employee morale,

Case situation NO. 47, RumenRelations Cases.

LAP 33, (HR), Comp. 262,

LAP 37, (HR), Comp, 311,

LAP 38, (HR), Comp, 264,

Students list factors that affecttheir morale at school,

Through class discussion, applythese factors to a work situation.

Working students explain thefactors that affect their moraleonthe-Job.

Cane situation No. 50, flamerlRelations Cases.

Business Principles andManagement by Shift, Everard,

and Johns, P. 594.

Employee Motivation from theOHIO D. E. Materials Lab,pp. 20-40.


Business Principles andManagement by Shift, Everard,

and Johns, p. 594.

2763-11


c. Knowledgeof theneeds,

desires,and goalsof employ*es withvaryingsocial

and cul»turalback-grounds.

d. Knowledgeof how tobuild

morale inemployees,

e. Knowledgeof how tomotivateothers fortheir bestperfor-mance.

2'17

Describe the needs, desires,and goals of employees withvarying social and culturalbackgrounds.

Discuss methods for buildingemployee morale.

Apply methods for buildingemployee morale to particular,situations.

Describe the techniques thata supervisor can use tomotivate others to do theirbest.

Students made a list of theirneeds, desires, and goalsrelated to employment.

Small groups using the student'slists develop a list for thevarious types of employeesassigned. Representatives ofvarious groups serve on panelto discuss needs, desires, andgoals.

Complete activities at end ofChapters 12, 13, and 14,Working at Human Relations.

LAP 37, (HR), Comp. 311.

LAP 38, (HR), Comp. 264.

Survey members of the advisorycommittee or other businesspeople as to the methods theyuse to build employee morale.

Case situation No. 13, Human.Relations Cases.

LAP 47, (HR), Comp. 47.

Class discussion concerning whatmotivates students to do theirbest. Apply these motivationsto the work situations.


Working at Human Relations byEnabling, chapters 12, 13, 14.



Psychology, Human Relationsand Motivation by Laird,Laird, Freuhling, and Swift,(McGraw-Hill).

Modern Business Managementby Hicks and Gullett, p. 155.

2733-12

CalPETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES Di CE MATERIAL

III. BASIC SKILLS

A. Marketing Manage-ment CompetencyDevelopment inCommunications.

1. WrittenCommunication

a. Skill incomposingand com-platingcorres-pondence,

reports,forms, *notes.

213

Determine the most effectiveform of written communicationto use in various situations.

Write interoffice memorandums.

Write weekly activity reports.

Write quarterly managementreports.

Write business reports.

Class discussion of use ofwritten communications inmarketing.

Display of various types ofwritten communication devices.

Given case problems, write a memoweekly activity report andquarterly management report fora business situation.

Select an appropriate topic andwrite a business report.

Students investigate types ofreports written in career interestgrta.

LAP 27, (COMM.), Comp. 094.

LAP 2d, (COMM), Comp. 095 4133.

LAP 29, (COMM.), Camp. 125 412B.

LAP 31, (00MM.), Comp. 129.

Communications in Marketingby Rowe and Timerson (Gregg/McGraw-Hill).

Communications in Marketing fromthe OHIO D. E. Materials Lab.

Report Writing for Business byLesikar.

280

3-13

CO1PZTENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

b. Skill inwritingpurchaseorderslegiblyso thaterrors inquantitiesshipping,pricinginforma-tion, etc4can beeliminat-ed.

2. VerbalCommunications

a. Skill inlisteningat tentive-

ly tocustomers,employees,and super-visors.

204.

List the information usuallyprovided on a purchase order.

Write purchase orders legiblyand correctly.

Describe the four steps togood listening.

Listen to at least fiveinstructions from a supervisorand follow them accordingly.

Teacher presentation with exampleor overhead transparencies ofpurchase order and what informationthey contain.

Practice problems-writingpurchase orders.

Class discussion of ramificationsof illegibly and incorrectlywritten purchase orders.




Practice four steps to goodlistening in small groups.

Using four steps in role playingsituation, practice listening tocustomers, employers.

Retailing: Principles andPractices by Richert, Meyer,Haines, and Harris, p. 590.

Basic Retailing and Distributionby Reich, Levy, and Feldman,p. 128.

Retail Merchandising byWingate and Samson, p. 266.

Business Principles andManagement by Shilt, Everard,and Johns, p. 590.

BuYing and Prising by Dorr,Richert, Meyer, and Haines, p. 49.

Communications in Marketing byRowe and Timerson.

Communications at Work byWeagraff, (Gregg/McGraw-Hill).

2323-14

024PETENCY OUTLIU PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

b. Skill incommuni-cating

verballywithcustomersemployeesand supervisors.

c. Knowledgeof how tocommuni.cats withothers tomotivatethem towork will.

ingly.

283

Explain basic rules foreffective verbal communica-tions.

Verbally communicate messagesto customers, employees, andsupervisor*.

List techniques concerninghow to communicate with othersin order to motivate them towork willingly.

Class discussion of basic rulesfor effective verbal communica-t ions

LAP 37, {COMM.), Comp. 096 & 127.

Practice communicating verballyto role playing customers,employees, and supervisors. Taperecord and critique.


Class discussion of role ofsupervisor in motivatingemployees to work willingly.

Students list what motivates themto work willingly.

Role play communications

situations.

Communications in Marke,:inm by

Rowe and Timerson.

Communications at Work byWeagraff, (McGraw-Rill).

Employee Motivation from the

OHIO D. E. Materials Lab.

2843-15


B. Marketing Manage-ment CompetencyDevelopment in

Mathematics.

1. Math Skills.

a. Skill inusingcalculat-ing equip-ment toperform

mathcomputa-tions.

b. Skill inconvertingAmericanstandardmeasure-ments tometricmeasure-ments.

2S

Perform marketing mathematics Practice various routine problems.problems on calculatingequipment. (May use personalpocket calculators orbusiness department equipment.) Apply routine functions to

marketing math problems.

Convert American standardmeasurement to metricmeasurements.

Teacher presentation of metricmeasurements.

Students investigate use ofmetrics in career interest area,

Practice metric conversionproblems: include problemsrelated to students' careerinterest areas.

Calculating Machine OperatingInstructions Booklet.

Mathematics in Marketing byLogan, and Freeman.

A Look at Metrics inDistributive Education from theOHIO D. E. Materials Lab.

3-16


c. Skill innecessarybankingfunctionssuch asdepositinfunds andendorsingchecks,

etc.

d. Skill inbalancingcash andtotalingsales forthe departsent and/or cashregisterat the

end ofthe day.

287

Explain bank deposit pro-cedure.

Balance cash and total salesfor the department and/orcash register at the end of

the day.

LAP 4, (MATE), Comp. 355.

Practice problems balancingcash and totaling sales.

LAP 17, (MATH), Comp. 361.

Experienced students may helpothers.

Mathematics in Marketing byLogan and Freeman, p. 45.

2833-17

4


IV. MARKETING

A. Introduction toMarketingManagement

1. Functions ofMarketingManagement

a. Skill indetermin-ing

tives andplanningto accomp

lish ob-jectives.

28D

Explain typical types ofmarketing objectives.

Differentiate between strategyand tactics.

Determine appropriate objec-tives and plan strategy andtactics for accomplishing them.

Class discussion of importance ofsetting objectives, typical typesof marketing objectives, and stepsin planning.

Guest speaker or panel of businesspeople discuss objectives and planning in their business.

Divide class in small groups torepresent a marketing managementteam. Have teams set objectivesand plan for a retail departmentin a fictitious store.

Complete marketing project 39Marketing and Distribution,pp. 467-468.

Business Principles andManagement, by Shilt, Everard,and Johns, p. 373

Modern Business Management byHicks and Gullett, p. 109

Retail Merchandising by Wingateand Samson, p. 533

Marketing and Distribution byMason, Rath, and Ross, p. 460

Marketing in Action by garmke,Palmer, and Nolan, p. 374

2903-18


b. Skill inorganiz-ing materials, re-sources,and per-sonnel inorder tosuccess-fullycarry outplans.

c. Skill indirectingoperationand supervising anmotivatinpeople in

order tosuccess-fullycarry outplans.

d. Skill inevaluatinassessingthe degreof achiewent ofobjective

2°,51

Describe tools used to organ-ize mat tials, resources, andpersonnel.

Explain the typical types ofmaterials and other resourcesused by a marketing manager.

Organize the materials,resources, and personnel nec-essary to carry out a market-ing plan.

Discuss methods for supervisingand motivating employees tocarry out plans successfully.

Direct operations includingsupervising and motivatingemployees to successfullycarry out plans.

Explain procedures for evalua-/ Lion /assessing achievement ofobjectives.

Evaluate the degree of achievemerit of objectives.

Class discussion of organizingtools, budgets, schedules, poli-cies, and procedures.

Small groups plan a budget for theyfictitious retail department men-tioned above.

Students plan a work schedule forthe employees of a businessdepartment.

Class discussion of methods fordirecting, supervising, andmotivating employees.

Case problem analysis includingselection of methods to direct,supervise, and motivate.

Small group role playing of caseproblem situation.

LAP 14 (MGT), Comp. 782.

Class discussion of procedures forevaluating/assessing achievementof objectives.

Case problem analysis includingevaluating/assessing the degreeof achievement of objectives.

Small group role playing of caseproblem situation.

Marketing in Action by Warmke,Palmer, and Nolan, p. 401

Business Principles andManagement by Shilt, Everard,and Johns, p. 578


Business Principles andManagement by Shilt, Everard,and Johns, Chapter 29


2923-19


2. Use of Marketins Researchin ManagementProcess

293

a. Knowledgethat man-agementrequires

accurateinforma-tion fordecision-making &problem-

solvingpurposes.

List typical business situa-tions that require accurateinformation for decision-making and problemsolving

situations.

Justify the use of marketingresearch as a means for pro-viding accurate informationfor decision-making andproblem-solving situations.

Class discussion concerning busi-ness situations that requireaccurate information for makingdecisions and solving problems.

Survey business people to findtypical situations where theycould use marketing researchinformation.

Use guest speaker or panel todiscuss use of marketing researchin business.

Case examples illustrating whathappens when inaccurate informa-tion is used to make decisions.

Review a DECA studies in market-ing manual to see how marketingresearch information can be used.

Retailing: Principles andPractices by Richert, Meyer,Haines, and Harris, p. 355



Marketing in Action by ilarmke,

Palmer, and Nolan, p. 216

Business Principles andManagement by Hicks andGullett, p. 493

Marketing Research by Harris

294 3-20


b. Attitudethat mar-ketingresearchis a de-sirablemeans bywhich man'.

agementcan gatheraccuratemarketdata.

Explain the value of market-ing research in gatheringaccurate information.

Choose to complete a market-ing research project individ-ually or with a small group.

c. Knowledge List the steps involved inof the conducting a marketing re-steps in- search project.volved inconduct-ing a mar-keting re-searchproject.

295

Small group discussions to deter-mine advantage of using marketingresearch information.

Role playing of management teamtrying to decide on whether touse marketing research or opinionfor solving a problem.

Survey business people to findour how many would use marketingresearch information over manage-ment intuition.

Teacher presentation of stepsinvolved in conducting a market-ing research project.

Class discussion of steps apply-ing them to an example of amarketing research project.

Provide small groups with a copyof a marketing research project(DECA studies in marketing manual)and ask them to identify the steptN.

Marketing Research by Harris,p. 35

Business Principles andManAgeLAen by Shilt, Everard,and Johns, p. 495

Marketing in Action by Warmke,Palmer and Nolan, p. 217

Merketing and Distribution byMason, Rath, and Ross, p. 238

Retailing: PrinciPles andPractices by Pichert, Meyer,Haines, and Harris, p. 355

Retailing: PrinciPles andPractices_ by Richert, Meyer,Haines, and Harris, p. 356




Marketing Research by Harris,

p. 35

296 3..21


297

d. Skill inidentify-ing a marketingresearchproblem.

e. Skill inplanningand organizing amarketingresearchproject.

Identify typical types ofmarketing research problems.

Write a clear and definitestatement of the problem fora marketing research project.

List the questions that mustbe answered to solve thismarketing research problem.

Develop a calendar that in-cludes all the activitiesthat must be completed tofinish a marketing researchproject.

Plan data-gathering procedure

Develop data-gatheringinstrument.

Draw appropriate sample.

Class discussion of various typi-cal marketing research problems.

Small gr-uip brainstorming of other

marketing research problems.

Survey employers, advisory commit-

tee members and other businesspeople to identify marketingresearch problems.

Students write marketing researchproblem of interest. Work insmall groups to critique and fur-ther define the problem.

Class discussion of steps must beplanned and organized to conducta marketing research project.

Individually and as a class, readand discuss data-gathering proce-

. lures, instruments, and sampleselection.

Review completed marketingresearch projects for procedures,instruments, and samples.

As individual or member of a groat ,

plan data-gathering procedures,instruments, and select sample foa marketing research project.

Marketing Research by Harris,

p. 85




Marketing and Distribution byMason, Rath, and Ross. p. 242



Narketing_Research by Harris,p. 97

2983-22


f. Skill inconduct-ing andreportingof a mar-ketingresearchproject.

B. Marketing Manage-ment CompetencyDevelopment inSales Promotion

I. Overall Sales

PromotionPlanning

a. Knowledgeof variou$target'markets.

293

Carry out marketing researchproject and gather data

Tabulate and analyze data.

Draw conclusions and makerecommendations based on thedata

Write report of marketingresearch project.

Define target market.

List the target market for aspecific business' sales pro-motion and advertising.

As individual or member of group,carry out marketing research pro-ject and gather data

Class discussion on procedures foxtabulating and analyzing the data,drawing conclusion, making recom-mendations, and writing the finalreport.

Review completed projects. Tabu-late and analyze data. Drawconclusions and make reccmuenda.tions.

Write final report. Present finalreport to interested parties.

Class discussion of various targetmarkets.

Interview various retail outletsin a shopping area to determinetheir target markets.

For other selected businesses insmall group discussion, determinetheir target markets.


Marketing Research by Harris,p. 97

Marketing and Distribution byMason, Rath, and Ross, Part 6

Marketing in Action by Warmke,Palmer, and Nolan, Chapter 17

300 34.23


b. Knowledgeof variouspromotion-al objec-tives.

Define promotional objective.

List various promotionalobjectives.

Explain the promotional objec-tives of a specific sales pro-motion and advertising campaign

c. Skill in List factors that should bemaking comp compared and analyzed concern-arison snd ing a competitor's promotionalanalyzing activities and prices.competitor'spromotions] Explain why making comparisonsactivities and analyzing competitor'sand prices promotional activities and

prices is important.

301

Individually or in a small group,select a real or hypotheticalbusiness and describe its targetmarket(s). Write up as a part ofon-going unit project.

Class discussion of various promo-tional objectives.

Discuss promotional objectives withbusiness people responsille forsales promotion and advertising.

Collect various ads for a businessand analyze What their promotional.objectives might be.

For the reel or hypothetical busi-ness, describe the promotionalobjectives appropriate for a salespromotion and advertising campaign.Write up as part of on -going unitproject.

Class discussion of factors tc becompared and analyzed.

Guest speaker to explain what his/her company looks for when makingcomparisons for analyzing competi-tor's promotional activities andprices.



ketail Merchandising by Wingateand Samson, p. 405

Basic Retailing and Distributionby Reich, Levy, and Feldman,

P. 299

Retailing: Principles andPractices by Richert, MeyerBaines, and Harris, p. 143


and Johns, p. 185

Advertising and DisplayingMerchandise by Samson, p. 8


302

324

eCOMPETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

Compare and analyze a competi-tor's promotional activitiesand prices.

d. Skill in Plan promotional schedule forplanning a real or hypothetical businespromotiona)and Intl Write it up as a part of on.tutional going unit project.advertising.

e. Knowledgeof when touse promotional and

institu-tional ad-vertising.

303

Describe when it is appropriatto use promotional advertisingand institutional advertising.

Plan promotional and institutional advertising as part ofoverall advertising schedulefor real or hypotheticalbusiness.

For the real or hypothetical busi-ness, compare and analyze a competitor's promotional activities andprices. Write up as part of ofgoing unit project.

LAP 2 (ADV) Comp. 004, 050, and062.

LAP 8 (ADV) Comp. 047.

Class discussion of planning promotion schedule.

Look over a real promotion scheduleAs a case problem, plan a promotioschedule.

Class discussion of when to usepromotional and institutionaladvertising.

Review copies of promotional andinstitutional ads and determine whyused when used.

For real or hypothetical business,determine when to use promotionaland institutional advertising as apart of the overall advertisingschedule. Write up for on-goingunit project.



Retail Merchandising byWingate and Samson, p. 410

Advertising and Displaying

Merchandise, by Samson, p. 13

304

3-25


f. Skill inkeepingpersonnelinformedof salespromotionactivitieswithin theretailbusiness.

g. Knowledgeof theamount ofmerchandisneeded toback uppromotion.

305

Explain methods for keepingpersonnel informed of salespromotion activities.


Describe how to keep the per-sonnel of a real or hypotheti-cal business informed of salespromotion activities.

Discuss the factors that deter-mine the amount of merchandiseneeded to back up a promotion.

Determine the amount of mer-chandise needed to back up apromotion planned for a realor hypothetical business.

LAP 7 (ADV) Comp. 038

Class discussion of methods forkeeping personnel informed.

Employed students report on howthey are kept informed.

For real or hypothetical business,determine methods to be used tokeep personnel informed of salespromotion activities. Write upfor on-going unit project.

LAP 2 (ADV) Comp. 063 and 014.

Discuss the factors that help determine the amount of merchandiseneeded to back up a promotion.

Survey business and see if they havany "rules of thumb."

For real or hypothetical business,calculate the amount of merchandiseneeded to back up the planned pro-motion. Write up for ongoing unitproject.

Retail Merchandisink byWingate and Samson, p. 418

30G

3-26


h. Knowledgeof how toselect merchandisethat isseasonal,timely,in keepingwith theobjectivesof the fi

30'7


Explain how to select merchan-dise that is seasonal, timelyand in keeping with the objecttives of the firm.

Select merchandise that isseasonal, timely, and inkeeping with the promotionobjectives of a real or

. hypothetical business.


Class discussion on how to selectappropriate merchandise for pro»motion.

For real or hypothetical business,select merchandise that is seasons, ,timely, and in keeping with thepromotional objectives of the fiWrite it up for on-going project.

Review recent promotions andmerchandise used by local busi»nesses.

Retail Merchandising by

Wingate and Samson, p. 418

303

327


- 2. Budgeting for Sales

Promotion

a. Knowledge ofcosts of pro-motions forvarious mediaand methods,such as adver-tising, display,special promo-tions, etc.

303

Explain the costs of promo-tions for various media.

Plan a sales promotion budget.


Class discussion of costs ofpromotion for various media endmethods.

Have representatives of localnewspaper(s), ad agencies, etc.serve on panel to discuss costs.

Examine ads end other promotionsof local businesses and calculatetheir costs. Verify if possible.

For promotion Planned in previousunit calculate a budget.

A

---.11!faeglFIRDLIL11111-011by Mason, Path, and Ross, p. 361


Retail Merchandising byWingate rid Samson, p. 416

Advertising and Dis_kle,yia.

Merchandise by Samson, p. 15

31.0

3..28


b. Knowledge that Differentiate between anthe firm may advertising allowance andreceive ad- cooperative advertising.vertisingallowance fromvendors andmanufacturers.

c. Skill in pre-paring a

sales promo-tion budget.

3. Selecting Appro-priate Media and/or Method

a. Skill indeterminingappropriatemedia foradvertisement.

3.11

Prepare a sales promotionbudget that utilizes oneaccepted method.

Select appropriate advertisingmedia for specific promotionalobjectives.

Describe relative strengthsand weaknesses of variousadvertising media.

Class discussion of advertisinghelp available from vendors.

Working students report onadvertising allowances usedby employer.

Have a salesman representinga vendor explain their adver-tising allowances.

Class discussion of threemethods of budgeting.

Play game of "Hollywood Squares"using questions about budgeting.

Do projects 9 and 10 pp. 113-118in Advertising and DisplayingMerchandise.

LAP 8 (ADV), Comp. 010 & 047.

Have students bring in varioustypes of advertising and pro-motional items and discussappropriate use.

Do problems and projects,p. 321 Marketing in Action.


REFERENCE MATERIAL

Marketing in Action byWarmke, Palmer & Nolan p. 336

Business Principles andManagement by Shilt, Everard& Johns, p. 179, 181

Advertising and DisplayingMerchandise by Samson p. 15

Retail Merchandising byWingate & Samson p. 417

Marketing in Action byWarmke, Palmer and Nolan p. 306

31 2 3-29


b. Knowledge ofwhen to usespecial pro-motions suchas coupons,free merchan-dise, etc.

c. Knowledge thatlocal adver-tising mustbe coordinatedwith chain,regional, or

nationaladvertising.

313

Describe when to use specialpromotions.

Explain purposes of specialpromotional devices.

Discuss how local advertisingmust be coordinated with chain,regional, or national adver-tising.

Give an example of how a localfirm coordinates its advertis-ing with its chain's advertis-ing.

LAP 14 (Am), Comp. 051.

Have students make a list ofproducts, then in small groupshave them determine mostappropriate media for promoting.Discuss why.

Class discussion of variousspecial promotions.

Have students bring in evidence,i.e. ads, coupons, etc., ofspecial, promotions. Break intosmall groups, compile specialpromotions and discuss why used.

Interview local retailer todetermine why and when they usespecial promotions.

LAP 3 (ADV), Compts. 016 and OTT.

Interview local retailers todetermine how they coordinatetheir advertising with theirchain's.

Have working students reporton how their employer's coor-dinate their advertising.

Have students watch fornational T.V. advertising thatis being advertised locally.Student could compile a listof examples.


Business Principles andManagement by Shilt, Everard& Johns p. 114

Retail Merchandising byWingate and Samson pp. 325-414

L4arketing in Action byWarmke, Palmer and Nolan p. 334

Marketing and Distributionby Mason, Rath and Ross p. 371

Marketinftand Distributionby nason, nath and Ross p. 354

Business Princinles and4anagemenkby Everard94 Johns p. 181

340

COMPETENCY OUTLINE

d. Knowledgeof the varous methodwhich canbe used toinform custamers ofspecial

events.

4. Developing Ad-vertisementsfor the VariouMedia

a. Knowledgethat onemust con-sult wit'i

appropriatperson andcollect appropriateinformatioprior topreparingadvertisincopy.

315

PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL.

List various methods for in-forming customers of specialevents.

List people that should beconsulted prior to preparingad copy.

LAP 14 (ADV), Comp. 052.LAP 7 (ADV), Comp. 048.LAP 3 (ADV), Comp. 009.

Marketing in Action by Warmke,Palmer and Nolan, p. 286

Class discussion of various methodm.Marketing in Action by Warmke,Have students give examples of Palmer, and Nolan, p. 340those they have seen.

Divide into small groups, havethem develop a plan of informingtheir customers of a special "mid-night" sale of Halloween items.

Design a ,pecial name tag, PAannouncement, or store sign thatcould be used for above-mentionedsale.

Have an ad salesperson from the

local newspaper describe the ser-vices they provide.

Have class discussion concerningthe information available fromlabels, tags, salebpeople, etc.,that can be used to prepare adcopy.

Have retail ad person audio tapesteps she or he goes through priorto preparing copy. Teacher orworking student could tape.

Marketing in Action by Warmke,

Palmer and Nolan, pp. 298-303

Retail Merchandising by Wingateand Samson, pp. 424-430

Retailing; Principles andPractices, Part 52

3163..31


b. Skill in Describe a good printed mediadesigning ad.

advertisingcopy and lay-out for var- Prepare an ad layout forLolls printed newspaper.

media.

Prepare an ad layout formagazine

c. Skill in Proofread ads and find anyproofreadinb errors or omissions.advertise-ments forcorrectionstdeletions,

and additions.

d. Skill in Describe what makes a gooddeveloping radio and television ad.advertise-ments forradio and/or Prepare a radio ad.

television.Prepare a television ad.

317

Have students bring in variousnewspaper and magazine ads. Dis-cuss strengths and weaknesses.

Have students individually or inpairs design a newspaper and maga-zine ad. Use evaluation sheet forDECA ad layout event.

Bring in ad layout person frombusiness to work with studentsdesigning ads.

LAP 6 (ADV), Comp. 056 and 055.

LAP 5 (ADV), Comp. 005 and 049

Obtain old ad layouts from localnewspaper that have mistakes. Havstudents proofread ads to find mistakes.

Give students fact sheet and havethem purposefully make mistakes inan ad. Exchange and find mistakes

Have time salesperson from localradio/T.V. station explain howthey prepare ads.

Class discussion of elements ofgood radio and T.V. ads.

Divide class into teams. Havethem describe their favorite radioand T.V. ads and what makes themeffective.

Retailing: Principles andPractices, Part 52

Retail Merchandising_byWingate & Samson p. 424


Retail Merchandising byWingate and Samson, p. 424

Advertising and DisplayingMerchandise by Samson, p. 23

3133-32

COMPETENCY OUTLINE

5. Evaluating theEffectiveness ofSales Promotion

a. Knowledge of howto evaluate theeffectivenessof the advertis-ing program interms of objec-tives andincreased sales.

b. Knowledge of howto evaluateeffectiveness ofspecific adver-tisements.

313


Describe the procedures forevaluating the effectivenessof the advertising Program.

Evaluate an advertising pro-gram using appropriate

procedures.

Describe criteria forevaluatinr ads.

Evaluate an ad using appro-priate criteria.

LEARNING ACTIVITIES

Have student teams prepare aradio ad and tape record it.Then have trims prepare a T. V.ad and video- -tape it. Teamscan then replay and evaluate.

LAP 6 (ADV), Comp. 055 & 056.

Invite a local businessperson todiscuss with class how he/sheevaluates effectiveness of theirad program.

LAP 14 (ADV), Comp. 040 & 020.

Class discussion of criteria forevaluating effectiveness of ads.

Do mini-marketing research projectSurvey effectiveness of a firm'sadvertising. See LAP 14 (ADV),

Colo. 046.

Do exercises at end of Chap. 9,Advertising,OH/PM #7.

REFERENCE MATERIAL

Advertising by AntrimOM/PM #7 Gregg, Chapter 9


Advertising Layout: PuttingIt Together, Ohio DE MaterialsLab, pp. 38 and 51

Advertising by AntrimOM/PM #7 Gregg, Chapter 9

3203-33

COMPETENCY minus PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

6. Using Displays

a. Skill indeterminingwhether andwhen to usedisplays.

b. Knowledge ofhow to obtaininformationand materialsfor displaysfrom suppliers.

321

Discuss the purposes of usingdisplays.

Given a case determine whento use a display and theappropriate type.

Describe the types of informa-tion and displays materialtypically available fromsuppliers, vendors, etc.

Explain how this informationand display material isusually obtained.

Class discussion of thepurposes of display.

Have students visit localretailers to view displays.Studentrwrite a report ofwhy they believe the displaysviewed were used.

Have working students reviewtheir business and makesuggestions concerningnew displays to theiremployers.

Have local display workerspeak to class on the topic,"When to use Display."

Have working students bringin supplier display materialsthat have been used. Discusshow they were obtained.

Visit a retail store and noteall supplier displays. Talkwith manager. Write a report.

Display and Promotion bySmith p. 15


Marketing and Distributionby Mason, Rath and Rossp. 383

Basic Retailing and Distributionby Reich, Levy, and Feldman p.-286

Retailing: Principles andPractices by Richert, Haines& Harris p. 153

MarketiPg in Action byWarmke, Palmer and Nolan p. 345


Marketipg and Distributionby Mason, Rath, and Ross p. 385

Display and Promotion bySmith, QM/PM #8.

322 1-34


c. Knowledge of evalu-ating the effec-tiveness ofdisplays byanalyzing salesresults withregard to thepurposes of thedisplay.

d. Skill in schedulingand featuringmerchandise indisplays at thesame time it isbeing advertised.

323

Discuss evaluating the effec-tiveness of displays byanalyzing sales.

Evaluate the effectiveness ofa display using sales resultsas a basis.

Given an ad describe the typeof display that would beappropriate for it.

Make a schedule for displaysthat will match a series ofnewspaper ads to be purchased.

Obtain the names and addressesof various suppliers (from alocal retailer). Dividestudents into teams and havethem write letters askingabout display material available.

(DISP) LAP 4, Comp. 257.(DISP) LAP 13, Comp. 188.(DISP) LAP 26, Corp. 221.

Class discussion of evaluatingdisplay effectiveness.

Build a display (school store,on-the-job, etc.) and evaluateeffectiveness.

Have students interviewdisplay manager concerningevaluating display effective-ness. Write a report.

Have students clip Out news-paper ads. Then visit storesto see if matching displaysare being used.'

Give student ads from thenewspaper and have them designan appropriate matchingdisplay-could do in smallgroups of teams.

For school store build adisplay to match studentnewspaper ad or PA announcement.

(DISP) LAP 20, Comp. 210.

MarketingLin Action by: Warmke,Palmer, and Nolan, p. 349

Display and Promotion, Smith,p. 34

Retail Merchandising, Wingate

and Samson, P. 466

Retail Merchandising, Wingateand Samson, p. 463

Display and Promotion, Smith,p. 29

Advertising and DisplayingMerchandise, Samson, p. 2

324 3-3s

CaeNENCY OUTLIER PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

C. Marketing ManagementCoapentency Developmenin Merchandising

1. Forecasting Trendsand Developments

a. Knowledge oftrends anddevelopmentsin merchandis

and retailing.

b.

325

Knowledge ofeconomicforecastindicatorssuch as localemploymentconditions,inflation,union strikes,etc.

Identify various currentmerchandising/retailing trendsand developments.

g

Describe local situations thatare affecting economicconditions of the community.

Class brainstorming session ofcurrent trends and developments.Divide into groups to verify byinterviewing local retailers.Make oral report.

Collect back issues of tradejournals from local retailers.Have students read to locatetrends. Write a report on one.

Have panel of local businesspeople discuss trends.

Have working students visitwith employer about currenttrends. Write a report or makeoral presentation (could be forbenefit of non-working students).

LAP 58 (MERCH) , comp. 435.

Class discussion of factorsaffecting community economy.

Have students bring in articlesfrom the local newspaper thatrelate to economic conditions.

eve representatives from localamber of Commerce discuss econo

forecast for your community.

Retailin : Princi les anractices Unit 20

se local economic information fromloyment Security Division,

amber of Commerce, Retailrchants Association, etc.

3263-36


c. Skill in esti-mating customerdemand based onanalysis of pastmales, forecastof future sales,special promo-tional activi-ties, seasonalpurchases for re-/lated items, etc.

2. Functions of Buying

a. skill in obtain-ing market, mer-chandising,product, andconsumer infor-mation from sup-pliers.

327

Identify sources of informa-tion that can be used to es-timate customer demand.

Estimate customer demand fora product based on appropriate.information.

Determine types of informationthat a supplier may provide.

Formulate a list of questionsthat a supplier's sales personshould answer for you.

LAP 57 (MEECH), Comp. 410.

Have working students interviewemployer concerning economicindicators that he or she watchesclosely.

Class discussion of various fac-tors affecting customer demand.

Havv students review trade journalsfor articles dealing with fore-casting customer !emend/new pro-ducts, etc. Write a report/makeoral report.

In school store organize teams andhave estimate customer demand forcertain products.

LAP 7 (MEMO, Comp. 488.LAP 11 (MUCH), Comp. 452.

Have a buyer discuss with the classthe types of information that he orshe requests from a supplier.

With a school store have studentsprepare list of questions forsalesperson that calls on teacher.


Retail merchandising, Wingateand Nolan, Chapter 6

Basic Retailing and Distribution,Reich, Levi', and Feldman,Chapter 14


Basic Retailing & Distribution,Reich, Levy, and Feldman, p. 121

Retailing: Principles and:ractices, Richert, Meyer,Haines, and Harris, p. 576

3-37

328

COMPETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFLUNCE MATERIAL

b. Skill in determin-ing necessa'!

--iirimum andminimum quantitiesfor basic stockand sale items toassure depth and

''' assortment of stock.

c. Knowledge ofsuppliers forvarious items bycomparing costs ofdifferent suppliersand comparingquality.

323

Discuss factors that affectdetermining maximum andminimum quantities.

Calculate stock turnover.

Identify factors to considerwhen comparing varioussuppliers.

Given a case problem, comparevarious suppliers and selectbest source.

Divide students into teams orpairs and write litters tosuppliers (could be fundraisers) to request varioustypes of information.

Teacher presentation of mater-ial collected from SalesProject companies related tovarious kinds of product,market, and consumer information.

Have local retailer or buyerdiscuss determining maximumsand minimums.

In school store determine

maximum and minimum quantitiesfor basic stock and saleitems.

Do "Sharpen Your Outlook"p. 93, ygyiPrcintsuinax.

LAP 16 (MERCH), Comp. 462.LAP 9 (NERCH), Comp. 433.

Class discussion on comparingvarious suppliers.

Do case problem Unit 23, p. 592Retailing: Principles andPractices.

LAP 10 (MERCH), Comp. 404and 450.

Buying and Pricing,Eugene L. Dorr and others,ON/PM#3, p. 15

Buying and Pricing, Eugene L.Door and others, p. 85'ON/PM#3

Retailing: Principles andPractices, Richert, Meyer,Haines, and Harris, p. 435


Buying and Pricing, Eugene L.Dorr and others, OM/PM#3,p. 32

Retail Merchandising,Wingate and Samson, p. 206

330 3-38


3. Functions of Pricing

a. Skill in establishing pricing polic5,to assure anadequate grossmargin.

b. Skill inestablishing themarkup for eachproduct orproduct line.

331

Explain elements of a pricingpolicy.

Determine a pricing policythat assures an adequategross margin.

Select a product line anddetermine typical markup.

Calculate markups.

Do "Improving Decision-MakingSkills", p. 212. Retail

Merchandising.

Class discussion of pricingpolicy.

/AP 42 (mERCH), Comp. 489

Do "Sharpen Your Outlook",pp. 105-106 in Buying and Pricing.

Do case problem p. 565 inRetailing: Principles andPractices.

Discuss factors that go intoestablishing a markup.

Select two groups to debate thetopic "Mark-Bps: Too High forToday's Consumers."

Have a retail manager or buyerdiscuss with class typicalmark -ups an various product linesand why.

Do "Improving Decision-MakingSkills", p. 336, RetailMerchandising.

Do problem, p.563 Retailing:

Principles and Practices.

Marketing and Distribution,Mason, Rath, and Ross, p.308

Retail Merchandises,Wingate and Samson, p.318

Retailing: Principles andPractices, Richert, Meyer,Haines, and Harris, p.553

Buying and Pricing, Eugene L.Dorr and others OM/PM#3, p. 97


Basic Retailing and DistributionReich, Levy: and Feldman, p.162


332 3.39


c. Knowledge of thtiming of price

reduction andthe percentageof markdown.

d. Knowledge thata department'sgross marginshould coveroperating ex-penses and pro-vide a percen-tage of profit.

333

Explain when price reductionsand markdowns are appropriate.

Calculate markdowns.

Describe the use of a depart-ment's gross margin.

LAP 51 (MERCH), Comp. 454.

Do Activities 1 p. 169 BasicRetailing and Distribution

Have students visit various retailstores where price reductions andmarkdowns are currently being made.Write a report to explain why theybelieve the price reductions andmarkdowns are being used.

In school store situation havestudents in small groups discussreducing prices. Have them decidewhat merchandise might be best pro -moted .thrcmgh a price reduction andwhen.

In school store situation have theaccounting personnel report on grosmargin, operating expenses, andpercentage of profit.

Have students survey various typesof retailers to determine percen-tage of profit store-wide.

Have a panel of retailers discussoperating expenses, inflation, andhow these affect gross margin.


Basic Retailing and Distributionby Reich, Levy, & Feldman p. 168

Retailing; Principles andPractices by Richert, Meyer,Haines and Harris p. 562

Retail Merchandising by Wingate5 & Samson p. 318

Retailing Principles and Practicesby Richert, Meyer, Haines andHarris p. 553

Buying and Pricing by Eugene L.Dorr and others OM/PM #3 p. 97

334 3-40

CCHPETEMOVISINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

D. Marketing ManagementCompetency Develop-ment in Operations

1. Function of In-ventory Control

a. Skill inestablishingan inventorycontrolsystem

b. Skill inmaintaininginventorycontrolrecords.

335

Identify the types of inventorycontrol systems.

Explain the function of aninventory control system.

Discuss steps necessary tomaintain inventory control.

Have students in small groups makeup a case problem concerning pricinfor an adequate gross margin.Exchange and solve the problems.

LAP 31 (MERCH), 467 and 490.

Do "Improving Your Decision MakingSkills" 1 p. 566 Retail Merchan-dising.

Do Exercises at end of Part 49Retailing: Principles and Practice

Have students take a physicalinventory of personal belongings.Then discuss how they could setup a perpetual inventory system.

In school store have appropriatestudents discuss inventory pro-cedures. Brainstorm ways toimprove.

LAP 4 (MERCH), Comp. 466.

Retail Merchandising by WingateSamson p. 541

Basic Retailing and Distributionby Reich, Levy & Feldman p. 171

Retailing: Principles andPractices by Richert, Meyer,Haines, & Harris, p. 428

336 341

COMPETENCY ovaniz PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

c. Knowledge of how toanalyze records todetect stock short-ages and overages.

337

Explain how to analyze recordsto detect stock shortages andoverages.

Obtain old inventory controlrecords from local businesses.Explain how they were maintained.

In school store have studentsrotate through warehouse andbe responsiblt for maintaininginventory Control records.

Have students design inventorycontrol records. Provide some

examples.

Visit local business andobserve how inventory control

is maintained.

Using inventory control formsdeveloped in previous sectionshave students take a physicalinventory of classroom. Thenteacher removes and adds items.Take another inventory andexamine records to detect short-ages and overages.

Same activity could be appliedto a school store.

Working students report on theirexperiences with inventory andshortages and overages. If coopprogram build into training plan.


Retailing: Principles andPractices by Richert, Meyer,Haines and Harris p. 428


Retailing: Principles andPractices by Richert, Meyer,Haines and Harris. p. 430

338 3.42


e. Skill ininterpretingcomputer output, such asprintouts,

etc.

E. Marketing ManagementCompetency Develop-ment in Administra-tion and Supervision

1. Recruiting andEmploying Indi-viduals forVarious Jobs

Read a computer printout

a. Knowledge of Describe a job analysis.,procedures

3 3o determine Perform a job analysis.job classif i-

cations,qualification and/or number of individualsneeded for v- ious positions.

Do "Case Problem" p. 451 inRetailing: Principles andPractices.

Obtain computer printouts fromlocal businesses. Explain tostudents how to read via overheador handouts. Have studentspractice reading printouts.Develop a series of questionsto ask.

If your school uses a computerto maintain inventory have thedata processing manager come toclass to explain system and bringsample printouts.

Do "Can You Answer These" p. 450in Retailing: Principles andPractices.

LAP 1 (MGT), Comp. 609.LAP 5 (MGT), Comp. 734.Have a personnel manager discusswith the class the types of jobclassifications found in retail-ing and how they are used.

Retailing: Principles andPractices by Richert, Meyer,Haines and Harris p. 446

340 343

. COMPETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

b. Skill in writing,job descriptions,specifications,etc.

c. Knowledge ofprocedures tofollow to recruitemployees inaccordance withlabor laws andaffirmative actionpolicies.

341

Write a job description.

Write the job specificationsfor the job description.

Describe the equal employmentopportunity commission regu-lations and affirmative actionpolicies regarding recruiting.

Class discussion of job analysis.Include why used and procedures.

Have students do a job analysis.Could be for position in schoolstore or coop job.


Bring in sample job descriptionsand show students. Discuss howthey are used.

Have students write a job description and specifications for jobanalyzed above.

Have working students bring intheir job descriptions and dis-cuss how their employers use them.


Have local business person discusswith the class the EEOC andaffirmative action programs thath.:s or her business is involved i

Have students to survey localretailers to see how they arecomplying with EEOC and affirm-ative action.

Have students review help wantedads to see how they comply with t

EEOC and affirmative action.

Modern Business Managementby Hicks & Gullet p. 289

Business Principles andManagement by Shilt, Ever-ard & Johns p. 513


Some material available fromlocal, state, and federalgovernmental agencies.

Some local businesses mayshare some of their materialtoo.

3423-44

COMPETENCY 01.7PLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

343

d. Skill ininterview-ing pro-spectiveemployees.

e. Skill inselectingindividualfor varioupositionsbased uponrecommendaLions, ex-perience,etc.

f. Skill in otaining neessary in-formationsuch ashealth cleances, taxdata, soci 1securitynumber, aninsurance ta.

Explain the characterisiticsof a good interviewer.

Conduct an interview applyingthe characteristics of a goodinterviewer.

Desc-ibe what a manager looksat when selecting an individualfor a position.

Discuss the typical types ofinformation that must be ob-tained from new hires.


Divide students in small groups/brainstorm questions typicallyasked in interview.

Have personnel manager discusswhat makes a good interviewer.

Use DECA job interview event androle play interview.

LAP 6 (MGT) , Comp. 692 & 693.

Obtain blank application formsfrom local businesses. Have stu-dents fill out for a fictitiousperson. Divide into small groupsand discuss which applicant bestmeets job specifications.

Class discussion of concerning thechecking of references. Develop alist of questions to ask a refer-ence.

Have working students present thetypes of information necessary forcompleting hiring process.

Modern Business Managementby Hicks & Gullett, p. 301

Business Principles andManagement by Shilt, Everard,& Johns, p. 519

Business Principles andMenagement. by Shilt, Everard,& Johns, p. 515

Modern Business Management byHicks & Gullett, p. 294

34 4 3-45

COMPETENCY %MINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

g. Knowledge of feder-al and state em-ployee laws suchas child labor,civil rights, wageand salary, etc.

h4 Skill in explainingbenefits to employ-ees such as socialsecurity, healthcare, pension plans,etc.

345

Summarize the pertinent fed-eral and state employmentlaws

Identify fringe benefitscommon to retail employees.

Explain fringe benefits toan employee.

Have a speaker from employmentsecurity division discuss healthclearances, taxes, and socialsecurity.

Obtain information for local insur'ance firm concerning retail employ-ee insurance.

LAP 6 Nazi Camp. 764.

Class discussion of various employ-ment laws.

Survey local businesses to findout how they keep current withnew laws and regulations.

Have a lawyer or other qualifiedperson discuss with the classCases involved with retaileraccused of violating employmentlaws.

Write a position paper "TheImportance of Knowing EmploymentLaws Related to Retailing."

Have representative of socialsecurity discuss its benefitscollect information concerningbenefits and discuss in class.

Business Principles and Manage-ment by Shilt, Everard,Johns p. 515

Various local, state, and fed-eral governmental agencies haveseveral reference, pamphlets,etc.

RetailinPractices, Part 60.

Retail Merchandising, p. 583

Various local, state andfederal governmental agencies

316 346


2. Training Employees

a. Knowledge ofappropriatetraining aidsand referencematerials.

3

Describe appropriate trainingaids and reference materials.

Have students collect informationfrom local retailer concerningtheir health care, pension plans,etc. Discuss what benefitsShould be explained to employees.Set up role playing situations.

Have students read through infor-mation concerning health care,pensions, etc. and summarizebenefits that should be commun-icated to employees.

LAP 10 (MGT), Comp. 690 and 607.

Survey local retailers to deter-mine the types of training mat-

erials they use and where theyget them. Borrow those you canexamine in class and discuss.

Write publishers, trade organi-zations, etc. for free materialsand catalogs. Develop a list orfile of materials available.

Have working students discuss thematerials they used in training.

Business Principles andManagement, Chapter 26


Modern Business Managementby Hicks & Gullett p. 302

3 1 83-47

COMPETENCY OUTLINE

b. Skill in train-ing employeesconcerning jobresponsibilitiesduties, policiesand procedures,systems, trends,products andterminology.

c. Skill in con-ducting seminarstraining sessionclinics, or shfor customers.

313


Plan a training sessionconcerning some employeerelated topic.

Plan a seminar or specialclinic/show for customers.

Conduct a seminar or specialclinic for customers.

LEARNING ACTIVITIES

LAP 9 (02), Comp. 691.

Divide class into small groupsand have them put on a trainingsession. They must determineobjective, locate materials,formulate agenda, etc.

Have a local retailer or trainingspecialists put on trainingsession for the class.

Do case 25-1 p. 530Business Principles andManagement.

LAP 11 (MGT), Comp. 721 andapply to customer meeting.

Brainstorm a list of seminarstraining sessions, etc. thatwould be appropriate forcustomers.

Survey local businesses to seewhat, how, when, where, etc. oftheir seminars and session forcustomers.

Divide students into teams toplan a customer seminar. Teamscould work with a local firmor fictious store. Role playsession in class.

REFERENCE MATERIAL

Business Principles andManagement by Shilt,Everard, & JOhns p. 521



3503-48


3. Supervising Employ-ees Congruent withJob Duties and Re-sponsibilities

a. Skill in plan-ning goals andobjectives forspecific jobs.

b. Skill in plan-ning job respon-sibilities foremployees andassign authority

3r"

Develop personal goals andobjectives wing 2 timarfnzgamtnt plan.

Zxplain advantages to planningand then delegating responsi-bility.

Describe techniques of dele-gating responsibility andauthority.

IA? 17 (.4T), Comp. 695.

:-va stu'a:Its set up their own Time Management Ohio DErrcla tili) nanegement plan. Materials Lab pp. 1-19:far. 6,4 follow it for one week2nd then write a report on its4f:ctivaness.

:lave working students discuss thegoals and objectives for theirjobs. Include how they areplanned.

In school store situations havestudents plan goals and objectivesfor their specific jobs.

Do LDI Goal Setting Exercise

Do case problem 18 p. 41 TimeManagement.

Class discussion concerning whypeople have trouble delegating.

In school store situation havemanagers discuss the techniquesthey used to delegate authority.Have other students describe theirfeelings toward accepting dele-gated responsibility and authority

Time Management Ohio DEMaterials Lab pp. 19 -23


352 3-49


c. Skill in schedul-ing employee working hours.

d. Skill in assignins work toemployees.

353

Discuss the points of consideration in schedulingemployee working hours.

Schedule employee working,

hours.

Present good techniques forassigning work to employees.

LAP 2 (MGT) Compts. 608 and 712(excellent for this competency).

LAP 14 (MGT) Compts. 763 and 782.

Do case problem p. 498 in Retail..ing: Principles and Practices.

Brainstrom the considerationsthat must be looked at whenscheduling employee workinghours.

Have working employees practicescheduling their department.

Obtain a work schedule from alocal business or working studentand analyze in class.

Build a work schedule for afictions department. Teachermake up a cSse.

LAP 17 (MGT) Comp. 723.

LAP 4 (MGT) Comp. 778

Class discussion of techniquesthat students have observed ofsupervisors assigning work.


Business Principles andManagement by ;hilt, Everard,& Johns p. 580

3543..50

OCIIPIECENCI OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFI:RNICE MATERIAL

e. Skill in super- Detail good supervisoryvising work of tochniques.

employees.

4. Evaluating Employees

a. Skill in estab-lishing criteriaand proceduresfor evaluatingemployees.

3 5 5

Develop an employee evaluationform.

Describe the procedures usedby retailer to evaluateemployees.

Have local retailer discusshow they want their supervisorsso assign work to employees.

Have students work in teams toplan a case illustrating thegood techniques for assigningwork to employees. Then roleplay the cases.

LAP 12 (MGT), Compts. 664 and'T29.(This is excellent for thiscompetency).

Class discussion about supervisorytechniques. Develop a list ofqualities of a good supervisor.

Have working students relate.examples of supervisor workingwith employees to solve problemsor motivate lethargic attitudes.Develop into case problems andask to apply good supervisorytechniques.

Do Project 19, p. 499 Retailing,:Principles and Practices.



Retailing: Principles andPractices, Part 5T

Employee Motivation Ohio DEMaterials Lab

Business Principles andManagement. by Shilt, Everard& Johns p. 582

Retailing: Principles and

Practices, Part

Duployee Motivation OhioDE Materials Lab

3 56 3-51

COMPETENCY OViLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

b. Skill in evalua-ting employee'sperformanceaccording tofirm policiesand procedures.

351

Evaluate employee performancegiven a case situation.

Class discussion of thecurrent coop evaluation formused in DE program. Discussappropriateness of criteria forthe job.

Obtain employee evaluation formsfrom local retailers. Compareretailer forms with coop DE form.

Divide into teams and havestudents develop an employeeevaluation form appropriate fora designated job.

Survey local businesses todetermine their procedures forevaluating. Summarize in awritten report.

LAP 12 (MGT), Comp. 610

LAP 7 (MGT) Comp. 611.(This lap includes good caseproblem).

Have class discussion concerningthe manager's attitude towardsevaluating employees.

Develop case problems evaluatingemployee performance. Work onindividually then in small groupsRole play an evaluation conferencbetween manager and employee.

Evaluating EmployeesOhio DE Materials Lab pp. 12-25

Evaluating Employees OhioDE Materials Lab pp. 2g-28

358

3.52

-COMPETENCY OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

5. Planning and Controling Facilities,Equipment, andServices.

a. Knowledge ofsite locationfor facilities.

L-

b. Knowledge ofequipment needs.

353

Describe the factors thatinfluence the site locationfor retail stores.

Identify various types ofsite location within localcommunity.

List the equipment typicallyused in a retail store.



Using a map of the local commun-ity identify the different typesof site locations.

Divide different site locationswithin your local communityamong groups. Have groups in-vestigate the factors affectingthe site. Write a report or makean oral report.

Have local person (realtor,merchants association, mailmanager) discuss site locationswithin your community.

Locate vacant site locations anddiscuss their advantages anddisadvantages.

Visit local retailers. Havestudents inventory selling,building, and non-sellingequipment including lighting.

Have students in teams plan theequipment needs for a specifieddepartment in a fictions retailstore.




Retailing: Principles andPractices by Richert, Meyer,Haines & Harris p. 543



360 343

COteBTENCT OUTLINE PERFORMANCE OBJECTIVE

c. Knowledge of lay-out to providefor appropriateand adequate spacefor work areasend merchandise.

d. Knowledge ofefficient flow ofcustomer trafficplans.

36

Analyze a store layout todetermine appropriatenessand adequacy of work areasand space for merchandise.

Analyze a store layout todetermine the efficiency ofcustomer traffic planning.

LEARNING ACTIVITIES

In school store situation havehave students plan equipment needsUse equipment catalogs and otherrelated materials.

Have working students write areport on equipment they have intheir stores. Evaluate haw wellthe equipment is doing the job.

LAP 25 {MGT) Comp. 625

LAP 26 (MGT) Comp. 626

Have students drew layouts ofvarious retail stores. Have classdiscussion of strengths and weak-.nesses of the layouts.

Do problem 1 p. 297Retailinm: Principles andPractices.

Have students visit local retailstores of same type. Measureselling space and nonsellingspace. Write report of resultsand make conclusions about theselling and nonselling spaces.

Class discussion of factorsaffecting efficient customertraffic flow.

REFERENCE MATERIAL

.,1InOeyRetailine: Principles andPractices by Richert, MeyerHaines & Harris p. 193

Retail Merchandisiog. by

Wingate & Samson p. 94

Retsiliast: Principles andPractices by Richert, Meyer,Haines & Harris p. 290

Business Principles andmenaftement, by Shilt, Everard

& Johns p. 201

Business Principles andManaeement by Shilt, Everard& Johns p. 203

3623..54


e. Skill inplanningpolicies andproceduresrelated tocustomerservices.

6. Planning andControlling forLiability Factors

°"1

..0

a. Knowledge ofprocedures foradherence tosafety

measures and

accident pre-

vention,especially as

ti

Identify typical types ofcustomer service policiesand procedures.

Identify in a retail store

the procedures and measurestaken to adhere to safetymeasures and OSHA regulations.

stated in OSHA.

Have students select a retailstore in your community whichprovides for best flow ofcustomer traffic. Give anoral report explaining flow.

Provide students with a storelayout. Have them analyzethe efficiency of customertraffic flow.


Survey local retailers todetermine their customerservice policies and procedures.Compare stores by type, size,perceived success. Write a report.

Have panel of local retailersdiscuss their customer servicepolicies and procedures.

Have working students discusstheir customer services and whythey believe they are provided.

Have OSHA inspector discusswith class the law and how itapplies to retailers.

Retailing: Principles andPractices by Richert, MeyerHaines & Harris p. 296



Retailing: Principles andPractices by Richert, MeyerHaines and Harris p. 505


3643-55


b. Knowledge ofinsurance needsfor fire, liability,theft, etc.

7. Managing FinancialFunctions

a. Knowledge ofadministration ofoverall budget.

a()orJi.)

Describe the insurance needsof a retail store.

Explain how an overall budgetis administered in a retailoperation.

Have working students determinewhat their store has done to meetOSHA standards.

In school store situationhave students inspect forOSHA violations.

Visit local retail stores andhave students identify areaswhere OSHA standards apply.Write a report.

Have local insurance agentdiscuss with class the insuranceneeds of retailers.

Play "Hollywood Squares"

with insurance terminology.

In school store situation havestudents investigate the typesof insurance appropriate.

Have students select a retailstore they like and investigateinsurance appropriate for thestore. Write a report.





Retailing: Principles andPractices by Richert, MeyerHaines & Harris p. 510


Marketing and Distributionby Mason, Rath and Ross p. 482

3 j 6 3-56


b. Skill in admini-strating pro-jected budget

with actual bud-get.

c. Knowledge of pro-cedures to ana-lyze projected

budget with theactual budget.

d. 7,nowledze of howto interpret fin-ancial reportsand records.

Discuss procedures for admin-istering projected budget withactual budget.

Identify the procedures neces-sary to analyze projected bud-get with actual budget.

Interpret a financial report.

Have retail manager discuss withclass administration of overallbudget.

Have student describe how theyadminister their personal budgets.Have them apply this to a retailstore situation.

In school store situation discussprocedures for preparing and ad-ministering an overall budget.

Have retail manager discuss admin-istrative procedures with class.

Have class discussion of admini-stering budgets.

Have students write a report onthe steps involved in administer-ing budgets.

LAP 15 (OPER), Comp. 617.

Have class discussion of analysisprocedures.

Develop a projected budget and anactual budget. Then in a case-like situation conduct the analy-sis. Write up results of the an-alysis.

Do problems 1 and 2 p. 425 Retail-ing: Principles and Practices.

Business Principles and Man-agement pp. 450-456

Retailing: Principles andPractices, pp. 423-424

Modern Business Management byHicks & Gullett p. 281


Business Principles and Man-agement p. 456

Retailing: Principles andPractices by Richert, Meyer,Haines, and Harris p. 423

333 347

COMPETENCY OUTLINE

8. Managing Adminis-tration Functions

a Knowledge ofthe administra-tion of wage,salary, andincentive plans.

b. Knowledge ofthe responsi-bility forcompliance withlaws regardingtaxes and pay-roll.

353


liAllMrEr


Explain the adminstration ofwage, salary, and incentiveplans.

Describe the laws thatemployers must comply withregarding taxes and payroll.

Do "Improving Decision-MakingSkills" 1 p. 501 Retail Merchan-dising.

Do "Problems and Projects"pp. 1165-466 Business Principles

and Management.

Obtain various financial, state-ments. Have students practiceanalyzing and interpreting them.Write report.

Class discussion of the wage,salary, and incentive plans thata retail manager is responsible.

Have local retailer discuss topicwith class.

Survey local retailers todetermine how they administerwage, salary end incentive plans.

Have class discuss payroll taxes.Do "Problems and Projects" p. 552.

Have working students report onthe texts deducted from theirpaychecks and explain omployar

responsibility.

Retail Merchandising p. 03-502

Business Principles andManagement pp. 457-467

Business Princiaes andManagement by Shilt, Everard& Johns p. 533


Business Principles andManagement by Ghat, Everard4 Johns p. 533

Modern Business Manwemantby Hicks 5 Gullett p. 373

37Q3-58

COMPETENCY canna

c. Knowledge oflegal matterssuch as negotia-ting rental orleasing contractfranchise agree-ments, ordinancecompliance, etc.

d. Skill in manag-ing credit poli-cies and pro-cedures.

317.:


Identify other legal mattersthat a retail manager must

be knowledgeable about.

LEARNING ACTIVITIES

Have a lawyer representingretail clients discuss thelegal matters typical toretailing.

Debate topic "Resolved : Know-ledge of Legal Matter is Unimpor-tant to Retailer."

Obtain copies of forms like arent contract or lease and discuss

contents in class.

Discuss the steps involved LAP 17 (OPER), Compts. 736, 735,

with managing credit policies and 683.and procedures.

LAP 18 (OPER), Compts. 739, 679,685,689.

LAP 19 (OPER) , Compts. 686, 688,

680, 738.

LAP 20 (OPER), Compts. 687,681,684. 682.

LAP 21 (OPER) , Comp. 737.

Survey local businesses todetermine their creditpolicies and procedures.Write a report.

In school store situationdevelop a limited creditplan and the procedures for

administering it.

Write a series of collectionletters.

REFERENCE MATERIAL

Copies of rent contracts,franchise agreements, etc.would be appropriate.

Marketing and DistributionLir Mason, Rath and Rossp. 438

Business Principles andBanagement by Shilt, Everard& Johns p. 381.

372 34.59

commit/a OUTLINE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

9. Using Membershipsin Organizations

a. Skill in main-

taining rela-tions withemployee orgal,

zations suchas trade andprofessionalunion.

b. Knowledge ofpromoting firethrough particration in pro-

fessional andcivic

4

organi-

O0ta

i,r) zations.

Obtain various charge accountapplications from local retailers.Discuss the information included.Develop your own applicationform.

Fill out application form forfictitious people. Set up approvcommittees. Have them review theapplications and make decision toapprove or reject.

Describe the role of a retail Play "Hollywood Squares" withmanager in maintaining relatio s labor-management terminology p.with employee organizations. 567 in Business Principles and

Management.

Identify professional and

civic organizations that ai-retail manager could partici-pate in to promote firm.

Have class discussion concerningtypes of employee organizations.

Have representation of a uniondiscuss their pros and cons.

Survey local retailers to see howmany store employees are unionmembers and what unions they beloto.

Make a list of professional andcivic organizations that a re-tailer could participate in.

Retailing; Principles andPractices by Richert, Meyer,Haines and Harris p. 265

Customer Services by LeroyM. Buckner OM/PM #9 p. 15

Retail Merchandising pp. 156-163

Business Principles andManagement, Chapter 27

Modern Business Managementby Hicks & Gullett, p. 397

Literature from local profes-sional and civic organizations.

374 3-60

COMPETENCY of UNE PERFORMANCE OBJECTIVE LEARNING ACTIVITIES REFERENCE MATERIAL

Have representatives of localorganizations discuss their goals,meuC:ezehip, etc.

Have students attend a meeting(s)of an organization. Write a re-port.

Have students write a report on theorganizations they would join as aretailer.

315376

341

BIBLIOGRAPHY AND SOURCES OF MATERIALS

377

BIBLIOGRAPHY

1st 2nd 3rdLevel Level Level TEXTBOOKS .

x x Advertising. W. Antrim; New York: Gregg /McGraw -Hill Book Ca., 2nd Ed., 1978.

x x Advertising and Displaying Merchandise, H. Samson; Cincinnati: South-Western Publishing Co., 1967.

x x Advertising: Planning and Techniques, H. Samson; Cincinnati: South-Western Publishing Co.. 1979.

x Advertising Services, R. Wray; New York: Gregg/McGraw-Hill Book Co.. 1979.

Applied Business Mathematics, E. Piper, R. Fairbanks, and J. Gruber; Cincinnati: South-Western

Publishing Co., 1970.

x x Basic Retailing and Distribution, L. Levy, R. Feldman, and E. Reich; Belmont, California: PitmanPublishing Corp., 3rd Ed., 1977.

x Basic Selling, J. Ernest; New York: Gregg/McGraw-Hill Book Co 1969.

x x x Business Principles and Management. B. Shilt, K. Everard, and J. Johns; Cincinnati: South-Western

Publishing Co., 6th Ed.1973.

x Buying and Pricing, H. Dorr, G. K. Richert, W. Meyer, and P. Haines; New York: Gregg/McGraw-Hill Book

Co.. 1971.

x Careers in Marketing, J. Bikkie; Gregg/McGraw-Hill Book Co., 1971.

x Checker-Cashier, V. Edison, K. Mills, and H. Samson; Cincinnati: South-Western Publishing Co., 1969.

x Creative Selling, J. Ernest; New York: Gregg/McGrew-Bill Book Co., 2nd Ed., 1978.

x Communicating at Work, J. Williams and S. Bggland; Cincinnati: South - Western Publishing Co., 1979.

x x x communication at Work, P. 44 Weagraff and J. J. Lynn; New York: Gregg/McGraw-Hill Book Co., 1977.

x x x Communications in Marketing, K. L. Rowe; New York: Gregg /McGraw -Hill Book Co., 2nd Ed., 1978.

x Consumer Decision Making, R. Varmke, E. Wyllie, and B. Sellers; Cincinnati: South-Western Publishing Co.,1977.

378 379B-1

1st 2nd 3rd

Level Level Level

Credit and Collections, D. Kohns; Cincinnati: South-Western Publishing Co., 1968.

x Customer Services., L. M. Buckner; New York: Gregg/McGraw-Hill Book Co., 1971.

x x Display and Promotion, G. Smith; New York: Gregg /McGraw -Hill Book Co., 2nd Ed., 1978.

x x Distribution and Distributive Careers, R. Grandfield and F. Gold; New York: Fairchild Publishers, 1972.

x x Distributive Education Mathematics, D. Zuan; Minneapolis: Conrad Publishing Co., 1978.

x x The Economics of Marketing, M. Klanrene; New York: Gregg/McGraw-Hill Book Co., 1971.

x Exploring Marketing Occupations, G. Smith, B. Vorndran, and C. Winn; New York: McGraw-Hill Book Co., 1976.

x Exploring Service Careers, S. Eggland; Cincinnati: South-Western Publishing Co., 1979.

x x Exploring_ Wholesaling and Retailing Careers, S. Eggland; Cincinnati: South-Western Publishing Co., 1976.

x x Fundamentals of Selling, V. Wingate and C. Nolan; Cincinnati: South-Western Publishing Co., 1976.

x General Merchandising, B. Vorndran and C. Litchfield; New York: McGraw-Hill Book Co., 1979.

x x Getting the Job, R. Lynch; New York: Gregg/McGraw-Hill Book Co 1977.

x Growing on the Job, M. Wilson; New York: .Gregg/McGraw-Hill Book Co., 1977.

x How to Find and Apply for a Job, H. Blackledge; Cincinnati: South-Western Publishing Co., 1975.

x Human Relations in Business, S. Eggland and J. Williams; Cincinnati: South-Western Publishing Co., 1977.

x x Human Relations in Marketing, D. Hiserodt; New York: Gregg /McGraw -Hill Book Co 2nd Ed., 1978.

x Knowing Your Self, W. Kidwell and V. Wallace; New York: McGraw -Hill Book Co., 1977.

x Making Decisions Work, P. Weagraff and J. Lynn; New York: McGraw -Hill Book Co., 1977.

x x x Marketing and Distribution, R. Mason, H. Ross, & P. Rath; New York: Gregg /McGraw -Hill Book Co., 2nd Ed.,1974.

380 381 B-2

let 2nd 3rd

Level Level Level

x

x

x

x

x

x

x

Marketing in Action, R. Warmke, G. Palmer, C. Nolan; Cincinnati: South-Western Publishing Co., 8th Ed., 1976,

Marketing Math, W. Stull; Cincinnati: South.gestern Publishing Co., 1979.

Marketing Research, E. Harris; New York: Gregg/McGraw-Hill Book Co., 1969.

Materials Handling: Traffic and Transportation, E. Tyler and E. Corenthal; New York: McGraw-Hill BookCo., 1970.

x

x

x x Mathematics in Marketing, W. Logan and H. Freeman; New York: Gregg / McCraw -Hill Book Co., 2nd Ed., 1978.

Merchandise Mathematics, E. Piper; Cincinnati: South - Western Publishing Co., 1967.

x

x

x

x

x Modern Business Management, H. Hicks and C. Gullett; New York: Gregg / McCraw -Hill Book Co., 1974.

My Job Manual, Distributive Education, P. Bouchard; Minneapolis: Conrad Publishing Co., 1977.

Organization & Administration of Distributive Education, L.Crawford and W. Meyer; Columbus, Ohio:Charles E. Merrill Publishing Co., 1972.

x

x

x Personality Development for Business, A Russon; Cincinnati: South-Western Publishing Co., 4th Ed., 1973.

Project Activity Guide for Marketing and Distribution, R. Mason, P. Rath, and H. Ross; New York:McGraw-Hill Book Co., 2nd Ed., 1974.

x x

x

Psychology and Human Relations in Marketing. D. Riserodt; New York: Gregg/McGraw-Hill Book Co., 1969.

Report Writing for Business, R. Lesikar; Homewood, Illinios: Richard D. Irwin, Inc., 4th Ed., 1973.

x x x Retail Merchandisinj, J. Wingate and H. Samson; Cincinnati: South-Western Publishing Co., 8th Ed., 1975.

x x Retail Selling, Y. Bodle and J. Corey; New York: Gregg/McGraw-Hill Book Co., 2nd Ed., 1977.

x x x getailing_Principles and Practices, G. H. Richert, W. Meyer, P. Haines, and E. Harris; New York: Gregg/McGraw-Hill Book Co., 6th Ed., 1974. (Including Problems and Projects)

x x Saleemanshie C. Kirkpatrick and F. Russ; Cincinnati: South-Western Publishing Co., 6th Ed., 1976.

382 383B -3

1st 2nd 3rdLevel Level level

x x Dassmanshielundsmentals, J. Ernest and R. Ashman; New York: Gregg /McGraw -Hill Book Co., 4th Ed., 1973.

x x Schools and Careers, B. Herr; New York: Gregg/McGraw-Hill Book Co., 1977.

x Store Talk, E. Greif; Belmont, California: Fearon-Pitman Publishers, Inc., 1979.

x Succeeding in the World of Work, G. Ximbrell and B. Vineyard; Bloomington, Illinois: McKnightPublishing Co., 1975.

x x Working at Human Relations, R. Fruehling; New York: Gregg/McGraw-Hill Book Co., 1977.

x Working in a Service Industry, R. Grandfield and F. Gold; New York: Fairchild Publishers, 1972.

x Working Makes Sense, C. Kahn and J. Hanna; Belmont, California: Fearon-Pitman Publishers, Inc., 1973.

x World of Work, G. Kimbrell and B. Vineyard; Bloomington, Illinois: McKnight Publishing Co., 1974.

x x x Your Career in Marketing, J. Beaumont, K. Langan, and L. Taylor; New York: Gregg/McGraw-Hill Book Co.,1976. (Including Job Activity Guide)

DEC& MATERIALS

x "All About DECA," FS/T.

x x CBCE Handbook

x "1979 DECA- Career Development Conference B. S. Division," FS/T.

x DEC&: The First Thirty Years by Riley.

x x DEC& transparency masters.

x x "Follow Me Through the New Series Competency Based Events," FS/T.

x A Guide for DEC& Chapter Officers.

x x Indiana DE Competitive Activities Handbook.

3S4 385 B-4

1st 2nd 3rdLevel Level Level

x ......tL)...LmeLeaderstevelont and Officer Training Handbook.

Leadership Simulation/DECA.

x Merit Awards lrogram Handbook.

x x x National DECA Handbook.

x A Program of Action for DECA Activities.

OHIO D. E. MATERIALS LAB

x Advertising Layouts Putting It Together, 122-C6.

x B. C. Hints for Understanding Your Boss, B01.44.

x Bulletin Boards for D. E., B02 -P4.

x Calendars. C214/6.

x Career Information Unit, $04-D6 and S05-D6.

x Communication in Distribution, 106.47.

x Communication in Distribution. 106-B7.

x Corporate Decisions An Interaction Game.

x D. E. is Competition, B07 -P6.

x DECA Leadership Simulation, S10-E2.

x x x pn.oiaPrcemofActivsIT,ftiesorl.ocalDECACDevhapters S12-E3.

x Dress to impress 109-Cl.

8 x Employee Motivation, A08 -H6.

e1st 2nd 3rdMyllivel Level

x Evaluating Employees. A09 -E6.

x x x Rumen Relations Cases, 1.10-R7.

x Ideas for Local DEA Prolects, S15-E4.

x Know Your Training Station, S17-E4.

x Laboraton* Minirolects.

x LgOerihip Training Guide for DEC& Officers, A15-Il.

x A Look at Metrics in Distributive Education, A16-12.

x Our Free Entezprise System, 112 -C2.

x Parliamentary Law Makes Sense, B22-C4.

x x Safety and You on the Job, 125-.C7.

x The School Stores A Retail Laboratory for D. E., S26-E7.

x Some Views on the Issue of Business Ethics.

x "The Start of Something Big," V06416.

x x Survival in the World of_Tiork, 129-D2.

x Ten Stens to a Planned Sales Presentation, V08Wl.

x Time Management, A26-15.

x Values for D. E., 528 -P2.

38'7

1st 2nd 3rdLevel Level level UNIVERSITY OP TEXAS INSTRUCTIONAL MATERIALS CENTER

x

x

x

x

Basic Retail Credit.

Basic Selling,.

Basic Selling Techniques.

Communications in Distribution.

General Marketing Curriculum.

The Nov in Parliamentary Procedure Manual.

The Nov of Parliamentary Procedures.

Practical Leadership.

The Promotion Function,

Receiving, Checking, and Marking,.

Stockkeeping.

You: A Guide for Personal Development for Young Men/Women.

383

1st 2nd 3rdLevel Level Level AUDIO-VISUAL MATERIALS

x Advertising Store, Procter and Gamble,

x Anatomy of a Sale, Sears, Roebuck & Co.

x Brand Names and Labeling Games, Indiana University, A.4, Center #CSC 2542.

x Careers in Department Storea; ...Fashions ...Food Merchandising; ...Service Stations, Fairchild Publishers.

x Careers in Focus Gregg /McGraw -Hill Book Co.

x Careers in Marketing, Gregg/McGraw-Hill Book Co.

x The Choice is Yours, the Sears Roebuck Foundation Film Library, c/o Asaociation Films, Inc.

x CLIO Award-Winning T-V Commerciale, Indiana State University A-V Center, D-415 3-S-C-A, ATVR: ATVR.

x Creating a Friendly Atmoaphere in Your Store, Motivating Meaaages Unlimited.

Conaumer Choice, Procter and Gamble.

x The Consumer Movement, Indiana University A-V Center #CSC 2560.

x Consumer Skilla: Budgeting Your Monte, Indiana Univeraity A-V Center #BSC 160.

x x Consumer Skills: Buying_on Credit, Indiana University A-V Center #BSC 163.

x Consumer Skills: Saving and Investing, Indiana University A-V Center BSC-165.

x Distributive Education: Channels of Diatribution, (Marketing Principles), tranaparencies, Gregg/McGraw-Hill Book Co,

x Effective Writing: Learning from Advertising Language, Indiana Univeraity A-V Center #ESC 1355.

Enterprise, NFIB Education department.

x Good Looks/Here and Now, booklet and film, Armour -Dial.

x American Enterprise, free-loan film serial', Government, Modern Talking Picture Service.

389 390E-3


x How Honest are You, and Developing Your Character, Coronet Instructional Films.

x If an Elephant Answers, Indiana Bell Telephone Company.

x It's a Capital Idea, Walt Disney Educational Media Co.

x Job Discrimination - Doing_ Something About It, Indiana University A-V Center #CSC 2726 (Alternate film:The Prejudice Film, Ball State A-V Center).

Jobs in the CitY: Distribution, Indiana University A-V Center #ESC 1254.

Jobs in the CitY: Services, Indiana University A-V Center #ESC 1193.

x Lend and People, American Enterprise Series, Phillips Petroleum Co. (available through Modern TalkingPicture Service)

x x Marketing, Indiana University A-V Center #ESC 1481 (Alternate film: The MArketeerst Careers in Marketingand Distribution).

x Orientation to D. E transparencies, Cheshire, Colonial Films.

x Parliamentary Procedure in Action, Indiana University A-V Center #CSC 1659.

x The People on Market Street -- Supply and Demand, Walt Disney Educational Media Co.

x The Profit Pendulum, U. S. Climber ol Commerce.

x Profits at Work, slide tape presentation, U. S. Chamber of Commerce, distributed by Phillips Petroleum Co.

x Profits!!! What Happened to All the Bread?, Phillips Petroleum Co., Modern Talking Picture Service.

x Six Steps in Making the Sale, Motivating Messages Unlimited.

x Using the Telephone Effectively, Motivating Messages Unlimited.

x Your Attitude is Showing, Chapman, SRA, filmstrip, record, and book.

x Your Job: Fitting In, Indiana State University A4 Center #C 782.

391 392B-9


x What is a Career, and Worlds of Opportunity in Themselves, Instructional Materials Center, University ofTexas.

x Who Profits from Profits, slide-tape presentation, U. S. Chamber of Commerce, distributed by thePhillips Petroleum Co.

OTHER MATERIALS

x All About OS_, U. S. Department of Labor, Occupational Safety and Health Administration.

x Career Exploration in Marketing and Distribution, Contract Research Co.

x Career Planning Manual, Ivy Tech, Terre Haute.

x Checklist for Store Safety, National Retail merchants Association.

x D. E. II Course of Studies, Oklahoma Department of Vocational-Technical Education.

Educational Communications, Phillips Petroleum Company, Economic resource bibliography free materials.

Enthusiasm Makes the Difference, N. V. Peale.

x Erroneous Zones, Dyer, Avon books.

x x Ethical Basis of Economic Freedom, Ethics Resource Center.

x Fun Frustrations, IDECC.

Future Shock, Alvin Toffler, Bantam books.

x Games. Puzzles and Simulations for Distribution, B. Wilkie.

x A Guide for Cooperative Vocational Education, Indiana Department of Public Instruction Division ofVocational Education.

x Guide for Employers of Minors, Indiana Division of Labor.

x x How to Win Friends and Influence People, D. Carnegie, Simon and Schuster. 394393

B-10


InSchool Store for Distributive Education,, M. Devitt, Indiana Curriculum Materials Center.x

x Job Opportunities in Retan Series J. C. Penney Co.

x x x

x

LAPS Handbook by IDECC.

Leadership Development Institute Materials.

x

x

x

x Leadership Training Units for Vocational Youth, Purdue Agriculture Department

Making the Most of Your Job Interview, New York Life Insurance Company.

Merchandising Your Job Talents, U. S. Department of L4.-bor.

x

Monet Safeguarding Procedures, National Cash Register.

Newspaper in the clastroom_nroiect: Indianapolis Star and News.

x x x Occupational Outlook Handbook, U. S. Department of Labor.

Our Economic SAroppluatiagredge:Alikkulubitto Live, Camphell, Sears, Roebuck and Co.

Qur Economic Systems More Jobs. There is a Way. Campbell, Sears, Roeblek and Co.

x Qur Economic System: The Magic of New Products and Mexicali: Amazing Success Machine, Campbell, Sears,Roebuck and Co.

Our Economic Svstamt Them. Campbell, Sears, Roebuck and Co.

x OurimmumdtSvstema What Ever Hapeened to the Hinkle Candy Bar? and You Pay for What You Get, Campbell,Sears, Roebuck and Co.

x Our Economic Systems Who Cheers When Products Work?. Campbell, Sears, Roebuck and Co.

See You at the Top, Zig Eisler.

x x 7UP/MDA Community Service -Civic OgneciousnesoProJect,

395 396B-11

let 2nd 3rdLaval Level Level

Nucleated Lesson _Pans in Safety Education, National Association of Distributive Education Teacher*.

x That's What America's All About Phillips Petroleum Co.

x Tins on Making Change, National Cash Register.

x Toward Matching Personal and Job Characteristics, U. S. Department of Labor.

x TjIrnandlearnforitiscessf, Sears, Roebuck and Co.

x Your Attitude is Showing, Chapman, SRA.

x Markin, S. Terkel, Avon books.

397

39813-1.7

Axmour Dial, Inc.Department PR221 North La Salle StreetChicago, IL 60601

Association Films512 Burlington AvenueLa Grange, IL 60525

Avon Books959 8th AvenueNew York City, NY 10019(available in hardback fromPantham Books)

A*V DepartmentChamber of Commerce1615 H. St., N.W.

Washington, DC 20062

Ball State UniversityEducational ResourcesA-V Dept.Muncie, IN 47306

Charles E. Merrill Co.1300 Alum Creek Dr.Columbus, Ohio 43216

Colonial Films70 Fairlie StreetAtlanta, GA 30303

Conrad Publishing Co.Box 29204Minneapolis MN 55429

399

PUBLISHERS' ADDRESSES

Contract Research Corp.25 Flandus RoadBelmont, Massachusetts 02178

DECA1908 Association Drive

Reston, Virginia 22091

Educational ServicesIndianapolis Star307 N. Pennsylvania St.Indianapolis, IN 46206

Ethics Resource CenterUniversity Square

Chapel Hill, NC 27514.

Fairchild Publishers7 East 12th StreetNew York, N.Y. 10003

IDECCThe Ohio State University1166 Chesapeake AvenueColumbus, OR 43212

Indiana Curriculum MaterialsCenter

TAW 200ISUTerre Haute, IN 47809

Indiana State UniversityA-V CenterBloomington, IN 47401

Instructional Materials CenterUniversity of Texas

LCG-305Austin, Texas 78712

Invest in America Council121 S. Broad StreetPhiladelphia, PA 19107

J.C. Penney Co.330 West 34th StreetNew York, NY

McGraw -HillGregg DivisionManchester RoadManchester, MD 63011

McKnight & McKnightPublishing CompanyBloomington, IL 61701

Modern Talking Picture Service2323 New Hyde Park RoadNew Hyde Park, NY 11040

Motivating Messages UnlimitedSt. Louis, MD

Muscular Dystrophy Assoc.6201 La Pos TrailSuite 100Indianapolis, IN 46268

National Federation of IndependentBusinesses

150 W. 20th AvenueSan Mateo, California 94403

B13A

NewsweekEducation Dept.701 Leila Ave.

Findlay, Ohio .45840

Ohio D.E. Material Lab1885 Neil Avenue

115 Townshend HallColumbus, Ohio 43210

Phillips Petroleum Co.Educational Communications4 A3 Phillips Building

Bartlesville, OK 74004

Pitman Publishing Co.6 Daurs Dr.Belmont, CA 94002

Proctor and GambleHome OfficeEducational MaterialsCincinnati, OH 45201

Richard D. Irwin, Inc.Homewood, IL 60430

SearsRoebuck Co.303 East Ohio StreetChicago, IL 60611

South-Western Publishing Co.510l Madison RoadCincinnati, OH 45227

PUBLISHERS' ADDRESSES (continued)

SRA1090 Wionna AvenueCincinnati, OH 45224

Walt Disney Educational Media Co.500 S. Buena Vista St.Burbank, CA 91521

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