DOCUMENT RESUME Distributive EducatioL in the ...Teacher-Coordinator, Kelvyn Park High School. Sincere appreciation for their critical reading and evaluative comments is expressed

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INSTITUTIONPUB DATENOTEAVAILABLE FROM

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Distributive EducatioL in the Secondary Schools: A

Tentative Program.Chicago Board of Fdocation, Ill.64327p.Chicago Board of Education, 228 North La SalleStreet, Chicago, Illinois 60601 ($4.00)

EDRS Price MF-$1.25 HC Not Available from EDRS.*Cooperative Education, Curriculum Guides,*Distributive Education, *Instructional Materials,*Program Guides, Program Planning, SecondarySchools, *Teacher Role

ABSTRACTThis program guide for distributive education was

developed as a cooperative effort of the Chicago Public Schools andthe business community to help the teacher-coordinator establish acooperative program and organize related activities and classroominstruction. Information is provided on the role of theteacher-coordinator, program activities such as the daily report oftraining station activities, public relations activities and furtheropportunities for study in distributive education. Included in theprogram guide are nine basic or group instruction units, among whichare units on (1) selling and buying, (2) stock control, (3)

advertising and merchandising, (4) store organization and management,and (5) economics of distribution. Individualized instruction isincorporated into the program through the use of training plans for26 types of training stations, while group instruction is t:sed forteaching the basic understandings, concepts, and skills required foremployment. Much use is made of sample forms, illustrations, andcharts. (JS)

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DISTRIBUTIVE EDUCATIONIN THE SECONDARY SCHOOLS

A tentative program

BENJAMIN C. WILLISGeneral Superintendent of Schools

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BOARD OF EDUCATIONOF THR

CITY OF CHICAGO

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640;14UNDER AGREEMENTS Ws1M '1 u S OFFICEOf tOLKA1fON f uNTNIN Alf RODUC1fOrdOufSKft 1141 Efts< SYSTEM AtOUIRES tAMISSION Of THE CCONSIGKI OWNER"

Copyright 1964Board of Education

of theCity of Chicago

Chicago, Illinois

FOREWORD

The Distributive Education Program in Chicago is a mutual effort by

the Chicago public schools and the business community to give vocationally-

minded students, who have the aptitudes for the distributive field, the

opportunity for business training while they are still attending high

school. Thus, the goals of distributive education are advanced by this

practical approach wherein the teacher-coordinator and job-supervisor

cooperate in directing each student through real and varied experiences.

This guide is designed to serve all who are directly concerned with

this program particularly the teacher-coordinators who must be acquainted

with the objectives of distributive education, who need to organise class-

room instruction and activities, and who should augment the program by

the use of recommended materials. This course of study also is planned

to assist in developing desirable character traits and proper attitudes

as well as strengthening employable skills and academic knowledge.

The economy of our nation is directly affected by the people who

organics and operate the lines of supply and the tools of distribution.

The young men and women trained for cartar opportunities through

distributive education support and expand the community and national

effort to furtaer economic security.

BENJAMIN C. WILLISGeneral Superintendent of Schools

iii

ACKNOWLEDGMENT

DEPARTMENT OF INSTRUCTION

James H. SmithDeputy Superintendent

Thaddeus J. LuberaAssociate Superintendent

DEPARTMENT OF CURRICULUM DEVELOPMENT

Evelyn F. CarlsonAssociate Superintendent

DEPARTMENT OF VOCATIONAL ANDPRACTICAL ARTS EDUCATION

Neal DuncanAssistant Superintendent

DEPARTMENT OF OPERATION SERVICES

Edwin A. LedererAssociate Superintendent

DEPARTMENT OF ADMINISTRATION

Hilton J. CohlerAssociate Superintendent

DEPARTMENT OF HIGHER EDUCATION

Eileen C. StackAssociate Superintendent

BUREAU OP BUSINESS EDUCATION

Enos C. PerryDirector

CURRICULUM COMMITTEE ON DISTRIBUTIVE EDUCATION

Curtis C. Melnick, Adviser, Superintendent, District 14George E. Lavley, Chairman, Supervisor, Bureau of Business EducationMargaret /Savoy, Assistant Chairman, Supervisor, Bureau of Business

EducationWilhelmine Shepherd, Secretary, Coordinator, DuSable High SchoolWalter Beck, Coordinator, Steinmets High SchoolSidney Bernstein, Teacher, Wilson Branch, Chicago City Junior CollegeGuy &holm, Coordinator, Asundsen High SchoolPaul Dravillas, Coordinator, Bowen High SchoolPaul Gordon, Coordinator, Wells High SchoolHenry Graf, Coordinator, Bogen High SchoolBernard Kaplan, Coordinntor, Dunbar Vocational High SchoolMargaret McKinley, former Coordinator, Hirsch High SchoolHamlin Moseley, Coordinator, Hyde Park High SchoolBernard Reinmald, Coordinator, tatty High SchoolMerle Silverevetg, Coordinator, Sullivan High SchoolJerold Tapp, former Coordinator, Waller High SchoolNettie Wall, Coordinator, Fenger High School

viV

Grateful acknowledgment for their contributions in the prepara-tion of this guide is extended to the following: Mr. FranklinR. Hine, Teacher-Coordinator, Austin High School; Hr. RobertKozelka, Chief, Department of Business and Distributive EducationService, Office of Public Instruction, State of Illinois; Mr.George B. Lawley, Supervisor, Bureau of Business Education;Dr. Ralph Mason, Associate Professor of Business Education,University of Illinois; Mrs. Patricia Rath, Supervisor, Departmentof Business and Distributive Education Service, Office of PublicInstruction, State of Illinois; and Mr. Zygmunt Sokolnicki,Teacher-Coordinator, Kelvyn Park High School.

Sincere appreciation for their critical reading and evaluativecomments is expressed to the following: Mr. John Lhotkal Directorof Consumer Education, Sears-Roebuck and Company; Dr. Ralph Mason,Associate Professor of Business Education, University of Illinois;IL, William Mitchell, Corporate Personnel Director, Carson PirieSct,izt and Company; and Mr. Hugh Muncy, Executive Vice-President,Illinois Retail. Merchants Association.

This publication was prepared in the Bureau of Business Educationunder the supervision of Dr. Enos C. Perry, Director.

vi

TABLE OF CONTENTS

Foreword iii

I. Introduction to Distributive Education 1

II. Establishment of a Cooperative Part-time Program

Work Experience vs. Cooperative Education 7

Suggested Programs for Students in Cooperative BusinessEducation 11

The Role of the Distributive Education Teacher-Coordinator 13

Prerequisites for Teaching in the Distributive EducationProgram 17

Organization for Cooperative Business Education Programs 19

Student Requirements and Employer-School Responsibilities 25

Student's Application for Enrollment 29

Parent's Approval for Student's Enrollment in DistributiveEducation 31

Organisation for Training Station Placement 33

III. Instructional Units

Basic or Group Instruction

Unit One: Counseling and Orienting the Student fora Career in Distribution (3-5 wezka) 40

Unit Two: Selling (5.8 weeks) 58

Unit Three: Buying (1-3 welks) 76

Unit Four: Stock Handling (1-3 weeks) 90

Unit Five: Advertising (1.3 weeks) 106

vii

Unit Six: Vititlia Merchandising (1-3 weeks) 140

Unit Seven: Store Organization and Operation(2-5 weeks) 158

Unit Eight: Store Finance, Accounting, and ConsumerCredit (3-5 weeks) 182

Unit Wine: Economics of Distribution (3-5 weeks) 198

Specific or Individual Instruction

Sample Step-by-Step Training Plans

1. Auto Parts and Accessories 213

2. Banks, Savings and Loan, Finance, and Insurance 215

3. Beauty Aids: Sales and Service 218

4. Camera Store 221

5. Checker-Cashier 224

6. Chinaware and Glassware 227

7. Credit Department 230

8. Drug Stores 234

9. Floor and Wall Coverings 237

10. Food Service: Waitress -Bus Boy 240

11. Food Stores 244

12. Gas Station Attendant 247

13. Hardware Stores 252

14. Mom* Furnishings 255

13. Jewelry and Silverware 238

16. Laundry and Dry Cleaning 261

17. Lumber and building Materials 263

18. Mail Order 266

19. Radio, Television, and Music 269

viii

20. Salesperson: Shoes 271

21. Salesperson: Men's Wear 274

22. Salesperson: Women's Wear 277

23. Soft Goods: Notions, Patterns, Yard Goods 280

24. Sporting Goods 284

25. Variety Store 287

26. Window Display 290

IV. Recommended Program Activities

Daily Report of Training Station Activities 295

Outline of Content for Training Station Manual(Student-Learner's Job Notebook) 297

Film Evaluation 299

Outline for Clftssroom Sales Demonstration by theStudent-Learner 301

Suggested Form for Evaluating a Sales Demonstration 305

Distributive Education Club Activities 306

Statement of Agreement: The Illinois Association ofFuture Distributors 315

V. Public Relations Activities

Distributive Education Advisory Council to the ChicagoBoard of Education 321

Distributive Education Advisory Council to Local High Schools 322

The Illinois Foundation for Distributive Education, Inc. 324

Illinois Retail Merchants Association 325

Sears Roebuck Foundation 326

Chicago Gasoline Marketers Association 377

Additional Public Relations Organisations 324

ix

VI. Further Opportunities for Study in Distributive Education

Scholarships for Distributive Education Students 331

Adult Distributive Education Programs 334

Merchandising Cooperative Program: Chicago City JuniorCollege 335

x

I. INTRODUCTION TO DISTRIBUTIVE EDUCATION

INTRODUCTION

Distributive education is a term identifying a program of

instruction in marketing and distribution. It is intended for those

people preparing or already engaged in distributive occupations.'

Distributive occupations have been defined as those "followed by

proprietors, managers, or employees engaged primarily in marketing or

merchandising goods or services. Such occupations may be found in

various business establishments, including, without being limited to,

retailing, manufacturing, storing, transporations, financing, and risk

bearing. Distributive occupations do not include trade, industrial,

or office occupations."2

Locally, the Distributive Education program has been established

by the Board of Education, City of Chicago, and businesses and associ-

ations engaged in the field of distribution. This program is partially

subsidized by the federal and state governments through the George-Deen

Act of 1936 and the George-Barden Act of 1946. The continued support

and expansion of these grants-in-aid is expected since decision-makers

are becoming increasingly aware of the need, in our American enterprise

system, for sufficient occupational preparation for every citizen.

'Facts You Should Know About Distributive Education, (Washington,D.C.: American Vocational Association), p.

2Distributive Education in Illinois, Series B, Bulletin No. 168,rev. June, 1961 (Springfield, Ill.: State Board of Vocational Edu-cation, Vocational Education Division, 1961), p. 6.

3.

1

Education for the field of distribution may take place in the

regular high school program, in the poet -high school or junior college,

in adult programs at the place of employment, or in evening classes.

In the secondary school the distributive education program is a

cooperative plan of action between the school and the business employ-

ing the student during half of his school day. Learning occurs both

in school and on the job, or training station, for classroom instruc-

tion is based on a cooperative training plan. The stydentts teacher-

coordinator, representing the school, and his training station sponsor,

representing the cooperating business, develop the step-by-step train-

ing plan. Together they identify the skills and knowledges the student

will experience during his employment.

Students enrolled in the cooperative distributive education pro-

gram are called student-learners; they are students in school and part-

time beginntng learners at the training station.

Another unique feature of the cooperative high school program is

that the student-learner receives credit for the instruction he obtains

on the job as well as for his clasework. The distributive education

enrollee is given time in class to study both general materials related

to the field of distribution and specific literature concerning his

current occupation and his ultimate career objective. Class activities

may in(:'.ude realistic problem-solving situations, study of trade

materials, research projects, and occupationally oriented demonstrations.

A teacher-coordinator who is both an accredited teacher and who

has occupational experience in the field of distribution organizes the

classroom learning experiences and coordinates them with those at the

2

training station. Counseling is another rule of the teacher-coordin

tor. He guides and counsels his students every step of the way. Since

the teacher-coordinator has frequent contacts with the employer, he

quickly learns the problems of and challenges to the employer and the

community. The teacher-coordinator takes on still arother role in

functioning as a part of the community. The course content he teaches

has vital learning outcomes because all of the resources of the

community are used.

The distributive education program must be distinguished from the

mere employment of students as part-time workers. Traditionally,

businesses hire students to handle late afternoon or weekend trade.

This employment is ewtremely informal and is usually the result of the

student's applying for a job at a business employment office. Beyond

the necessity of fulfilling the requirements of child labor laws and

such limitations as the schools or parents may place upon the employ-

ment of students, their conditions of employment are the same as those

of any part-time worker. (See "Work Experience vs. Cooperative Educa-

tion," by Robert F. Kozelka, Chief, Business and Distributive Education,

Illinois Board of Vocational Education and Rehabilitation.)

The employment of students through distributive education is highly

formalized and identifies specific duties of the school and participating

business which are not to be found in the run-of-ths-mill employment of

students. These duties are an essential part of a program which achieves

a better selection of students, better academic instructicns in marketing

and merchandising, and better supervision of the student both in the

classroom and on the job. The result is that the student receives a

3

more practical education for the occupation of his choice.

Distributive education is a career program. The enrollees are

being prepared for very specific and important careers where at least

one out of every five workers is employed. The student-learner can

see how important education is for success in business, and many of

the students go on to college with added incentive. Teachers, too,

can evaluate the success of their teaching as they assist students to

progress in school and in business.

In this venture, education and business have joined hands to

prepare the student for the job that challenges his interests and

abilities and provides the nation with that continuous source of career

personnel so necessary for the maintenance and growth of this country

and its unequalled economy.

4

II. ESTABLISHMENT OF A COOPERATIVE PART -TIME PROGRAM

WORK EXPERIENCE VS. COOPERATIVE EDUCATION

Comparison of Elements Reveals FundamentalDifference in Two Types of Programs

By R. F. Kozelka, Chief, Business and Distributivi Education, Divisionof Vocational and Technical Education, Board of Vocational Educationand Rehabilitation, Springfield

Work experience programs have been in operation in many of thesecondary schools of Illinois for a number of years. They are localin nature, and usually evolve from a simple and informal beginning.They serve a definite purpose in each community where they are op-erated, even though Jrpose may not be the same from communityto community. Because of this difference in objectives, the term"Work Experience" does not mean the same to all people. To one itis a means of furnishing an opportunity for the student to earnenough money to complete his secondary school education; to anotherit is the means by which a chosen few from the business educationdepartment are assigned to short periods of employment in offices inthe community.

A coopert.;:ive education program, on the other hand, means thesame to all people because the objectives are the same for every

community. Cooperative education- -the two words used together beara unique connotation--an educational term which is recognized in thelexicon of educational terms.

The following salient features of work experience and cooperativeeducation make possible a comparison of the two types of programs.

THE STUDENT

In the work experience program: In tae cooperative educationprogram:

1. Is hired as a producing worker. 1. Is hired as a learning student.2. Learns only the "how-to-do-it" 2. Learns also the "why-it-is-done"

aspects of his job. aspects of his work.

3. Is not always able to understand 3. Engages in classroom activitiesthe relationship of his work which are integrated with hisexperience to his classroom on-the-job experience.

activity.4. Does not always rotate from job 4. Follows a planned rotation

to job within the organization. schedule during the lengthof the year-long program.

40 7

5. Does not receive the benefits ofa training plan.

6. May or may not be suited to theoccupation.

7. Receives little assistance inmatters of personal developmentand social adjustment.

8. Receives little information orinspiration to take additional orspecialized training.

9. Is tempted to drop out of schoolto accept a full-time position.

10. May work under conditions whichmay deteriorate.

11. May attempt to maintain a schoolschedule and a work schedulewhich are injurious to his health.

5. Receives the benefits of astep-by-step training plan.

6. Is matched to the job by anoccupationally experiencedcoordinator.

7. Receives the immediate attentionof the coordinator in matterspertaining to personal develop-ment and social adjustment,

8. Is given an insight into hisneed and abilities for takingadditional or specializedtraining.

9. Is encouraged to remain inschool and increase hisoccupational competency.

10. Will work in an establishmentwhich is continuously approvedby the coordinator.

11. Fo:lows a reduced schedule ofschool activities and a super-vised schedule which are notpermitted to have an adverseeffect on him.

THE PARENT

In relation to the work experienceprogram:

1. Is not sure where the responsi-bility of the school begins orends.

2. Is not sure of the relation-ship of the job experiences andthe classroom activities.

3. Is not sure that the pupilknows what he got himself into.

4. Is not sure when the pupil'sworking hours begin or end.

5. Does not know what prestige thejob has, in terms of acceptanceof the pupil by his peers.

8

In relation to the cooperativeeducation program:

1. Knows that the school has notrelinquished responsibility forthe pupil.

2. Knows that the on-the-jobexperiences and the classroomactivities complement andstrengthen each other.

3. Knows that the student receivedthe benefit of good guidancebefore being placed on the job.

4. Knows the student is not beingexploited.

5. Knows that the student receive°the maximum of prestige from anapproved credit-carrying courseof study.

THE SCHOOL

Which operates a work experienceprogram:

1. Has little or no opportunityto integrate classroomactivities with the workexperiences of the pupil.

2. Has no opportunity to assist thepupil in matters of socialadjustment.

3. Loses an opportunity to maintainthe contacts with the pupil whichare so important for later adulteducation.

4. Ordinarily does not give creditfor unsupervised work experience.

5. Is comparatively helpless inrelation to adverse publicity inconnection with this type ofprogram.

6. Must make arrangements with eachemployer.

THE EMPLOYER

Who participates in a workexperience prograr:

1. Obtains a raw recruit whowants to earn money.

2. Must train the worker.

3. Does not feel obligated totrain the student.

4. Is deprived of the benefits ofnew training methods.

5. Can hire or fire the student atwill.

Which operates a cooperativeeducation program:

1. By means of the step-by-steptraining plan, is able tointegrate the classroomactivities of each pupil withhis on-the-job experiences.

2. is prepared, when the needarises, to assist the pupilto make necessary socialadjustment.

3. Gains an opportunity to developan interest in postgraduate andadult education.

4. Can give credit for occupationalexperience, which may be accept-able for college entrance.

5. Prevents the rise of adversepublicity through frequentvisits by the teacher-coordinator.

6. Has the advantage of the services. of an advisory committee.

Who participates in a cooperativeeducation program:

1. Obtains an oriented student whohas a career objective.

2. Receives the assistance of theteacher-coordinator in trainingthe pupil.

3. Participates in the planningwhich results in better prepa-ration of the student-learner.

4. ReCeives the advantage of learn-ing about new training techniquesfrom the teacher-coordinator.

5. Confers with the teacher-coordinator relative to theenrollee's progress.

6. Is not always able to judge thecapabilities of the pupil.

7. Does not always have a continuingrelationship with the schoolafter the job is filled.

6. Receives the benefit ofguidance and testing tech-niques which bring to lightthe abilities of the pupil.

7. Has a continuous relationshipthrough an organized program,with the school.

Cooperative Education began in Illinois during the 1938-39 schoolyear, and is now a recognized educational force in the field of busi-ness education in over one hundred schools. Acceptance of CooperativeEducation by the students is indicated in two ways: their employmentand advancement in the establishments where they began as trainees,and their attendance at colleges and universities to receive additionaleducation in specialized fields.3

3R. F. Kozelka, "Work Experience vs. Cooperative Education," IllinoisVocational Progress, Vol. rtl, No. 1 (September, 1948), pp. 2-5.

10

SUGGESTED PROGRAMSFOR STUDENTS IN

COOPERATIVE BUSINESS EDUCATION

About 25 percent of all gainfully employed people are identifiedwith the merchandising and retailing occupations.4 There are excellentpositions on all levels for those who qualify. Students who are inter-ested in selling, in operating a small business of their own, in be-coming store and department managers or buyers, should consider themerchandising sequence.

The Merchandising and Retailing_ProgramiStandard)

9th Year (4-3/4 Units) 10th Year (4-3/4 Units)

English 1 English 1

Math 1 Math or Science 1

Science 1 Social Studies 1

Social Studies 1 *BookkeepingArt Music kPhysical Education Physical Education


English 1 English 1

U.S. History 1 *D.E. Retailing and*Salesmanship 1 Merchandising 1

and any two of the *D.E. Cooperative Work 1

following*Business Law*Business Organization*Economics*TypewritingPhysical Education

*Business education sequence

ElectivePhysical Education

4plesiggManovIalleneof the 19601s, U.S. Dept. of Labor,(Washington, D.C.: U.S. Government Printing Office, 1960), p. 11.

11

The Merchandising and Retailing Program (ColleR)


English 1 English 1

Algebra 1 Geometry 1

Foreign Language 1 Foreign Language 1

Lab. Science Social Studies 1

Art k Maio 3/4

Physical Education Physical Education k


English 1 English 1

Social Studies 1 Social Studies 1

*Salesmanship *D.E. Retailing and

*Bookkeeping 1 Merchandising 1

on any two of the *D.E. Cooperative Work 1

following Physical Education k*Business Law 3/4

*Business Organization 1/2

*Etonomics 3/4

*TypewritingPhysical Education k

*Business education sequence

12

THE ROLE OF THE DISTRIBUTIVE EDUCATION TEACHER-COORDINATOR

S:..ice the teacher-coordinator is the continuing element in thecooperative part-time distributive program, his role cannot beunderestimated. Some of his areas of activity are as follows:

1. In the school

a. forming eaWac t y members concerning the_aims and ob-,Lectives of the cati educationmaga should be of primary importance to the teacher-co-ordinator. The orientation may be limited to members of theschool administration and/or the guidance and business edu-cation departments; or it may include all faculty members.

b. Locating Qualified students with vocational interests andoccupational gult in business is vital to the effectivenessof the cooperative distributive education program. Counseling,with recommended end interested students to determine abilitiesand goals, aids the teacher-coordinator in securing qualifiedstudents for the program.

c. atiAAattisgangkanirtteeergalgulaptitudes and abilities, is another major responsibility of theteacher- coordinator. Even though a cumulative record systemhas been installed, it is informative to confer with guidancecounselors, deans, division teachers, and others to gather thistype of information.

*d. alagfsggALALAshajmusunsUrria will aid the teacher-coordinator in establishing the philosophy of cooperativebusiness education in the community. Committee meetings viiialso assist his in such practical matters as: (1) establishingprogram standards, (2) securing recommendations for possibletraining stations which he can subsequently investigate, (3)obtaining suggestions for vocational classroom equipment, and(4) securing sources for reference materials.

Although advisory council meetings include the school and thebusiness community, they are initiated in the school by thechief school administrator and the teacher- coordinator.

*See page 322 for information on advisory councils.

13

e. Organizing training plan material, basic and specific references,and other teaching aids should begin early. Some of the work canbe done with the assistance of an advisory committee as well asthe training station. Local businesses are often most willing tolend or give informational materials valuable for classroom learn-ing. In addition, manufacturers and distributors make availablepublications, displays, and other informative materials which areuseful in the cooperative business education program.

f. Assisting with practical solutions to difficulties which mightarise in operating the cooperative program is another responsi-bility of the teacher-coordinator.

2. In the business community

a. Conducting community surveys can reveal the status of studentemployment. Later the results of preliminary surveys can be usedas a guide to the expansion of the cooperative education program.Answers should be sought to the following questions: (1) What arethe extent and number of career opportunities for students in thecommunity? (2) What is the status of school-community relationsaccording to past experience of employers with student workers?(3) Which potential employing agencies might become interested inteaching student-learners during their part-time employment? (4)

Are parents cooperating in helping the students succeed on thejob?

b. gLaiyisorycotSelectinatl is a part of the teacher-coordinator'ssuccessful operation of the cooperative program. The advice whichrepresentatives of the school administration, guidance department,business education department, employers and training station spon-sors, civic clubs and service organizations, and parents can giveis vital to the total program.

c. Understandiag_the structureofemployment is of importance to theteacher-coordinators in a number of communities, especially inthe distributive education program. The employment structure mayinvolve employee groups with an established tradition of practiceswhich have been accepted in the community. Sometimes the amountof wages paid to any student worker on a part-time basis is partof a community-wide employment contract.

d. Educating the usiness community concerning the purposes of thecooperative business education program in the local school is acontinuing project of the teacher-coordinator. The cooperativebusiness education program is a vocational program for studentsinterested in eventual Lull -time employment in business. Thepurpose of both the classroom and the training station instructionis to prepare student-learners to reach their vocational objectives.The fact that the cooperative education method calls for learningexperiences at the training station as well as in the school is the

14

point that needs to be brought to the attention of the totalbusiness community. The business community should not be "sold"the idea of the cooperative distributive education program, butrather "educated" as to its purpose.

3. With the training station

a. Identifying the needs of the training stations as a group and,individually, is imperative to the teacher-coordinator whowishes to establish an effective cooperative business educationprogram. The types of employment, learning experience, thedegree of responsibility the student-learner may be expected toachieve, the hours and length of employment, previous coursestaken by the student-learner, the personality of the trainingstation sponsor, and many other factors must be identified andevaluated before good placements can be made.

For example: It must be recognised that an employer should notbe expected to employ an unemployable student. What conlitutesemployability in the mind of the employer must be clearly under-stood by the teacher-coordinator.

b. Organising and cipervising the step-by-step training plan atthe training station and in the school is the major instructionalactivity of the teacher-coordinator. At the training station,the teacher-coordinator depends upon the information secured inconsultation with the training station sponsor; for together theydevelop the step-by-step training plan which determines what isto be learned and where it is to be taught.

h coordination visits aide the teacher-coordinator in a number of ways: (1) He is able to see how wellthe student-learner is adjusting to training station responsibili-ties. (2) He can determine whether the student-learner is progress-ing according to the step-by-step training plan. (3) He can alsosee how much the student is being taught according to the step-by-step training plan. (4) He can evaluate the progress of thecooperative program by analysing the collective attitudes of thetraining station sponsor.

c. Evaluatin ro ress throu

4. MSth the total communiu

a. Worming the parents of each student-learner concerning theob ectives of the coo erative business =lucation in the

total community. The parents need to understand the part theyplay in assisting the student-learner to meet his obligations,to develop the proper attitude, and to fulfill his contract.Home visitations to parents are always important; however, it hasbeen found that home visitations are more effective before thestudent-learner is placed than after he has been placed and a

IS

b.

problem has arisen.

Fortu-nately the advisory committee can be of assistance in organizingboth long-range and short-range public information activitieo.These activities vary with the responsiveness of the communitybut they should be planned to reach the total community.

Some communities react favorably to a dignified and conservativepresentation of the facts by the teacher-coordinator. This typeof presentation may be made through the newspapers, printed hand-out materials, or speaking engagements at meetings of civicorganisations.

Other communities seem to respond to an energetic and enthusiastic"campaign" type of presentation. Special meetings, feature storiesin the newspapers, and testimonial editorials may be the media bywhich facts are presented.

No matter by what techniques, or by what medium, the communityneeds to be informed.

The publication of one newspaper article per month is consideredgood new coverage. Supplementary articles may appear in theschool paper, or announcements may be included with other schoolnews on the time allocated to the school by the local radio ortelevision station. This practice varies, of course, from communityto community.

16

Prerequisites for Teaching in the Distributive Education Program

Send a transcript of your credits to the Bureau of Business Education

and a statement of your experience in uistributive Occupations (SeeD below). Include names and addresses of establishments, owners ormanagers, your duties and responsibilities and length of employment,(Part-time employment to be expressed in hours per week or month).

Qualifications for a Teacher-Coordinator of Distributive Education

A. Basic Education. He shall have been graduated from a 4-year collegeor university.

B. Professional Distributive Education. He shall have completed 8 semes-ter hours of college credit in Distributive Education courses, one ofwhich shall be in the field of cooperative Distributive Education. Theremainder of the required credit hours may be distributed in coursesin the field of Distribuctve Education.

C. Technical Subject Matter Courses in Distribution. He shall have sat-isfied the requirements to teach in a public secondary school. He

shall havo completed 20 semester hours of college credit in technicalcourses in the field of distribution, 12 of which are in the subjectmatter areas represented in Group I below, with a minimum of onecourse in each area:

Group I

Marketing Salesmanship - Retailing and 8 of which are in at leasttwo of the subject matter areas represented in Group II below:

Group II

Accounting Economics - Business Law - Personnel Relations (Coursesin Merchandise Information, Advertising, Display and related fields)

D. Ex erience in Distributive Occupations. he shall have had two yearsof successful experience as an employee in one or more distributiveoccupations. Supervised cooperative D.E. work may be included.5

5Adapted fromEducation Program,of Illinois, Board

Minimum Essentials and Requirements of a DistributiveSeries B, Bulletin No. 174 (Springfield,. Ill: Stateof Vocational Education, July, 1960), pp. 2.3.

1/

ORGANIZATION FOR COOPERATIVE BUSINESS EDUCATION PROGRAMS

Adapted from "Effective Cooperative Business Education Programs," byRalph E. Mason, in Business Education Forum, Vol. XVI, Nos; 5 and 6(1962).

Distributive education has "come of age." With this maturitycomes the responsibility for coordinators to be constantly on thealert for possible program improvement. A significant factor de-termining the ability of the teacher-coordinator to perform withcompetence and dispatch is the efficiency with which his activitiesare organized.

A coordinator needs to: (1) determine the objectives of hislocal program; (2) evaluate the community resources and schoolresources available to him with proper cultivation; then (3) setout to operate a plan which will reach these objectives.

Recently, while considering possibilities for a frame ofreference for action by Illinois coordinators, it was decided tobuild a framework by developing a plan for coordinator's file ofminimum essentials and an individual student-learner's file ofminimum essentials. The concept of "file of minimum essentials"suggests a base upon which a new coordinator may start a successfulprogram, if it i4 recognized that he must expand and develop thefile, changing it to fit the needs of a local program, keeping itdynamic and effective. An experienced coordinator might organisethe materials and plans already in his possession within thisframework.

In arriving at a list of minimum essential items to includein the files, the revised Illinois Bulletin for organising andadministering cooperative part-time programs in business educationwas perused and teacher..coordinators and supervisors of the busi-ness education were consulted. As a result the following sugges-tions for file contents were presented:

Coordinator's File(One or more file folders)

1, A statement of objectives for the local distributiveeducation program

2. Criteria for the selection of student- learners3. Criteria for selection of training stations

4. Basic or general instruction outline5. Current lesson plans6. Activities of Distributive Education Club7. Advisory committee membership and reference material

a. Professional organization information (i.e., SMEC,Chicago Gasoline Marketers, IRMA, etc.)

b. Illinois Foundation for Distributive Education projectsc. Lists of scholarships and awards availabled. Sponsor development plans

8. Lists of supplementary teaching ails and resource materials9. Copies of monthly coordination reports

10. Program development plans

Individual Student-Learner's File(One or more file folders)

1. Student-learner application to enter program7. Letters of recommendation or qualification forms3. Personal data on student:

a. Test scoresb. Other guidance data

4. Training station memorandum or agreement, including at leasta one-page, step-by-step training plan and a one-page sheetshowing specific instruction requirements and projects

5. Student-learner's monthly training station report6. Grade sheets or rating sheets7. Student-learner's plans for growth and development

a. Extra readingsb. Buying tripsc. Individual projectsd. Club activitiese. Special responsibilities

Cooperative business education programs thrive on the individualoriginality of the local teacher-coordinator. With a few suggestionsas guides, each coordinator needs to tailor his own plans for his ownprogram. No doubt a short explanation of certain items to be includedin the files would be appropriate at this point. Let us consider thecoordinator's file first.

Coordinator's File (one or more folders)

1. Statement of Ob ectives. Direction for initiating a newprogram an bui ing it over the years comes from a specific setof objectives, thought out carefully by a coordinator, his advisorycommittee, and the school administration. A statement of theseobjectives should be on file. As a lase in point, one might considerthe aims and objectives of a distributive education program to be:

to aid student-learners in developing distributive occupationskills and job intelligence applicable to all distrilvitive

20

occupations through correlated classroom instruction andon-the-job training.

to develop the specialized distributive skills and knowl-edge. needed by student-learners required for successfulemployment in the business organizations where they areplaced.

to provide supervised, step-by-step-laboratory training inthe form of a real job situation in the local businesscommunity.

to provide training that will enable graduates to progressin the distributive occupations.

to contribute to the general education objectives of theschool.

2. Criteria for Selection of Student-Learners. Eachteacher-coordinator should develop a set of criteria which willbe compatible with his school's administrative policies and thebest interests of his prospective student-learners. The set ofcriteria he develops should be made specific and should include,among other things, the following:

The student is interested in education for the field ofdistribution.

He (or she) has ability for the type of work he wishes to do.

He can profit from classroom and training station instruction.

He has satisfactorily completed all work for entrance into thelast two years of high school.

He is at least sixteen years of age.

He has a good attendance record,

He has good character and personality.

He is physically fit to hold a job.

3. Criteria for Selection of Trainina Station'. Trainingstations will be upgraded as coordinators select them more carefullyaccording to a set of criteria determined by taking into consider-ation his local business community and the quality objectives ofhis cooperative education students. Here, again, criteria should bedeveloped to fit the local program. These criteria should includt,among other considerations, the following:

21

The business must be interested in preparing young people foroccupations in distribution.

A sponsor must be designated who is interested and capable, and whois permitted to give the student-learner individual on-the-jobdirection and instruction.

There must be an opportunity for a variety of duties and responsi-bilities commensurate with the abilities and objectives of thestudent-learner.

The prospective training station must be a reputable and successfulbusiness.

The job placement must conform to seat,: and federal child labor lawsapplicable to the particular age group.

There must be assurance of an average of a minimum of 15 horns perweek on the job during the school year.

The employer must be willing to pay the student-learner at a ratecomparable to other beginning employees having similar duties andresponsibilities.

4. Basic or General Instruction Outline. An outline should bedeveloped before the opening of the school year for the course zontentto be presented to alt the class members covering elements of knowledgeand skills common to job intelligence and basic understandings in allof the business occupations. Available course outlines and textbookscan furnish excellent references for the development of this outline.

5. Current Lesson Plans. Weekly lesson plans should be set downby each teacher-coordinator in at least basic outline form. Changesoccur ao frequently in cooperative education that plans need reviewingat frequent intervals.

6. D.B. Club Activities. Participation in local, area, state,and national club activities develops leadership in cooperative stu-dents. A club constitution and a calendar of club events should bedeveloped and reviewed each year by the teacher-coordinator and theclub's executive committee.

*7. Advisory Council Membership and Reference Materials. Althoughan advisory council is not mandatory, most successful programs organiseone and make use of its helpful suggestions. A coordinator shouldprepare specific plans in advance of advisory council meetings.

*See page 322 for details of orgariaation.

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S. Su lementar Teachin: Aids and resource Materials. Acoordinator should maintain contact with recent economic and busi-ness developments in the local, state, and national businesscommunities by consistently reading such professional magazines asIllinois Vocational Progress, UBEA Forum, ,Journal of BusinessM2-slam, Asaingiejtaguitimika4, American Vocational AssociationJournal, Balance Sheet, ;business Teacher, and such current busi-ness magazines as Business Week, Journal of Retailing, StoresMatasine, and Display World. By so doing, he can be on the alertfor supplementary teaching aids and resource materials. Hisresourcefulness is inspiring to his student- learners and to hiscooperating brsinessmen.

9. Copies of Monthly Coordination Report. The monthlycoordination report required 'ay the State Board of Vocational Edu-cation, conscientiously prepared, becomes a valuable record forthe coordinator and for his administrators.

10. grogram Development Plana. Expansion and developmentof a local cooperative education yrogram will include supervisorytraining (individual and/or group sessions), curriculum revision,and adult education.

Individual Student-Learner' File tone or more file folders)

The individual student-learner's file should contain all thoseitems of information which the coordinator gathers or develops tofacilitate the proper selection, placement, and training of thestudent. These items would include, among other things, all formsprepared by the student, employer, teacher-coordinator, or otherfaculty member having to do with the student's entrance into andsuccess in the cooperative education program.

The training station memorandum or agreement, which includesat least a one-page, step-by-step training plan and a one-pagelist of individual projects and references, becomes an importantpart of this file.

The step-by-step training plan indicates what is to be learned,and whether it is to be taught in the classroom or at the trainingstation. It is derived from a realistic analysis of the tasks,duties, and responsibilities of the student-learner in his part-timedistributive occupation or office occupation, and it is developedjointly by the teacher-coordinator and training station sponsor. Atraining station sponsor should not be accepted by a coordinatoruntil the areas of experience and training have been establishedto his satisfaction with the manager or job training sponsor. Thisdecision should be resolved on the first or second visit to a

23

prospective training station by the coordinator prior to placing astudent-learner with the business. The establishment of these areasand the development of the training plan on succeeding visits willput specificity into coordination time. The coordinator should involvethe student- learner and the job training sponsor in the process ofdetailing the areas of experience and training. This involvement dur-ing the school year will be a learning experience for both the student-learner and the job training sponsor. The adult will become a bettersupervisory person for the business of dealing with each new employer.

In summary, it should be re-emphasized that the contents suggestedfor these beginning files are minimum essentials. Communities differ,schools differ, and coordinators differ. These suggested minimumsshould in no way restrict the imagination or creativity of individualcoordinators but should merely serve as a departure point from whichto develop and improve a progrmm.6

6Ralph E. Mason, "Effective Cooperative Business Education Programs,"Parts I and II, Business Education Forum, Vol. XVI, Nos. 5 and 6 (1962),No. 5, pp. 21, 2344; No. 6, p. 30.

24

STUDENT REQUIREMENTS AND EMPLOYER-SCHOOL RESPONSIBILITIES

Requirements for Enrollment

1. To enroll in the program a prospective student must be interestedin an educational program of preparation for occupations in thefield of distribution.

2. The student must be approved for the program by the teacher-co-ordinator in his school. To secure this approval, the studentmust have made a satisfactory academic attendance, health, anddepartment records during the student's three previous years inhigh school and must demonstrate an interest in and an aptitudefor distributive occupations.

3. The student's enrollment in the program must be approved by his

parents.

4. He must be at least sixteen years of age and of senior standing,or, in the case of a few programs, he may qualify in his junioryear.

5. A student who has enrolled in the program and has accepted atraining station position shall remain in that training stationduring the school.year. If this arrangement becomes unsatis-factory to either the student or the cooperating business anequitable solution and agreement shall be sought through aconference between the student, the employer and the teacher-coordinator.

6. The stwient shall spend two school periods each school day indistrtbutive education courses and a minimum of 15 hours a weekrecei(iing training on the job. Enrollees take their regular highschool courses during one half of each school day and are employedin a hone fide training station during the remaining half of theday an4 probably on Saturdays. The student-learner may earn credit

toward his graduation both for his work in the classroom and on the

job. This credit is accepted toward admission to most colleges,providing the other entry requirements of the college or universityof his choice have been met.

Responsibilities of the Training Station

1. To maintain employment and training standards which are consistentwith the aims of the program and which safeguard the best interestsof the student.

25

2. To provide capable supervision for the student-learner.

3. To plan with the teacher-coordinator a developmental program ofvaried activities in the business which will enable the student-learner to obtain appropriate learning outcomes.

4. To designate, (prior to the opening of school in the fall,) a fixednumber of training stations for students enrolled in the programand to provide a minimum of 15 hours of work eacH week in eachtraining station during the school year.

5. To compensate the student for time spent in training on the job atthe same rate which is paid to other part-time beginners in theoccupation in which the student is employed.

6. To acquaint the student-learner with the history of the business,its general operation, and any other information which will improvehis knowledge and understanding of the field of distribution.

7. To provide an evaluation of the student's progress based on standardsjointly established by the employer and the teacher-coordinator.

8. To discuss periodically with the student-learner his weaknesses andstrong points and to give encouragement and recommendations forimprovement.

. To arrange to adjust regularly with the teacher-coordinator anyproblems which might arise relative to the student-learners actionsor performance of duties.

10. To help promote distributive education in the community in such waysas: sending letters to the parents; accepting speaking engagementsat parent-teacher associations, women's clubs, and other civic organ-izations; helping with newspaper publicity and pictures; and pro-moting group activities for youth in distributive education, such asfield trips and banquets.

11. To speak before distributive education classes at school on variousphases of merchandising, such as advertising, merchandise display,and buying.

12. To serve on advisory committees.

13. To assist in providing classroom aids, such as trade magazines andliterature, display cases, merchandise, display materials, andtraining films. .

Responsibilities of the School and the Board of Education

1. To employ a qualified teacher-coordinator.

2. To provide adequate classroom facilities and equipment.

26

3. To adequately apprise guidance counselors and teachers of theschool system of the nature of the distributive education pro-gram and its importance.

4. To communicate to students opportunities in marketing andmerchandising the value of a program of education for distri-bution.

5. To carry on public relations programs with parent-teacherorganization, civic clubs, and parents.

Responsibilities of the Teacher-Coordinator

1. To identify enrollees having an aptitude and sincere interestin distributive occupations as a career and who are employable.

2. To counsel with students and give guidance concerning occupationsin the field of distribution.

3. To visit in person employers and potential employers regardingthe program and to secure training stations.

4. To maintain an impartial attitude toward students and businessesin making placements.

5. To assist students in realistic selections of their trainingstations.

6. To instruct classes and to coordinate the cooperative program.

7. To aid students in adjusting to the routine of combined schooland work and to instruct students in developing positive attitudestowards their immediate employment and long-range career goals.

8. In cooperation with employers, to prepare a step-by-step train-ing plan enabling the student to complete the objectives of theprogram, namely, preparation for entering a beginning distribu-tive occupation as a full-time basis after graduation from highschool.

9. To work closely with employers and student-learners to correlateclassroom learning experiences with on-the-job instruction; toadjust problems which may arise relative to student's actions orperformance of duties. Visits to employers are scheduledregularly.

10. To bring to class outside speakers, schedule field trips, providea library of reference material, and encourage other group ac-tivities, to develop interest in and potential leadership for thefield of marketing and distribution.

11. To advise the local distributive education youth group.

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rEgleg e r

1. To report for work on time and to remain constructively occupieduntil the work day is over.

2. To dress for work according to the rules for dress in the estab-lishment where the student-learner is employed.

3. To develop attitudes and inright into the importance of beginningand routine activities and their relationship to the successfuloperation of the business and to his ultimate career goal.

4. To work agreeably with others in order to promote efficient oper-ation and a feeling of friendliness between customers and thebusiness.

5. To act with complete honesty. A breach of this rule will resultin the immediate severance of the enrollee from the program.

6. To be reliable in all obligations to his employment and to betrustworthy in all transactions. The student-learner must informthe employer when he cannot report for work.

7. To equip himself with sufficient merchandise information so thathe can supply customers with adequate advice relative to theproducts quality and use.

8. To be accurate in all transactions. Sales checks and otherstatements should be made out neatly and accurately.

9. To remain in the same training station for the school year unlessthe training arrangement becomes unsatisfactory to either thestudent or employer, whereupon an equitable solution will be soughtin conference between the student, the employing businessman, andthe teacher-coordinator.

10. To offer constructive suggestions based upon his own experience,for the improvement of his program of occupational preparation.

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STUDENT'S APPLICATION FOR ENROLLMENT

Name

Address

Last First Div. No. Div. Teacher

Street Zone No. Phone No.

Date of Birth Age SexMonth Day Year

Place of BirthCity

Condition of health

State Soc. Sec. No.

Excellent Good Fair Poor

Do you have any physical handicaps?Yes No

If yes, please state nature of handicap.

Height Weight Wear GlassesYes No

Check year in school 11 12

Grades made last year

List subjects taken (bookkeeping, sales, typing, foods, clothing, shop,and other business subjects).

Subjects liked best

Subjects failed

Number of days absent last year

Times tardy lest year

School activities (clubs)

Community activities

29

Are you working now?Yes No

If yes, give name of employer.

Address of employer

Type of work performed

Are you interested in this occupational field as a full-time job?why?

Length of employment Hourly wage

If no, give name of last employer.

Address of employer

Type of work

Length of employment

Reason for leaving

If accepted in the Distributive Education program, where would you liketo work?

Give the names of three teachers who know you best.

Make a copy of your present program.

Period Room Subject1

2

3

4

5

6

7

8

9

Teacher

I certify that the above information is correct; and that, if givenan opportunity to enroll in the Distributive Education program, I shalldo my best to fulfill my obligation as a distributive education student-learner.

Date Student s signature

30

PARENT'S APPROVAL FOR STUDENT'S ENROLLMENT IN DISTRIBUTIVE EDUCATION

1. Name Division

2. Address Telephone

It is fully understood that:

1. Dress regulations and good grooming standards must be observed atall times.

2. The quality of class work is of primary importance in obtaining agrade.

3. Quitting a job or being discharged from a position could meandismissal from class with a failing grade in both majors.

4. Chronic tardiness will mean a change of program.5. A standard type of notebook is required. Textbook, notebook, pen,

and pencil are to be brought to class every day.6. Class interest and class participation are also of paramount

importance in obtaining a grade.7. Once a position is accepted, the Job in question must be kept

until the end of the year unless the instructor's permission isobtained to leave it.

Student

Division teacher

Date ..I have read and understood the foregoing, and I hereby request

permission for my son/daughter to enroll in the Distributive Education

Program under the conditions outlined above.

Parent

Date

31

ORGANIZATION FOR TRAINING STATION PLACEMENT

Adapted from "Work- Experience Laboratories," Vocational Education DivisionBulletin No. 260, Distributive Education Series No. 22, U.S. Departmentof Health, Education, and Welfare, 1956.

The Role of Counseling and Guidance Services

In enrolling students in the cooperative Distributive Education pro-gram and in identifying prospective training stations geared to the careerobjectives of the student-learners, teacher-coordinators will want toutilize, as one source, the counseling and guidance services available inthe school.

Counselors can be of help by acquainting students, faculty members,and parents with occupational opportunities in the field of distribution,and with the cooperative plan of training. They can also assist thecoordinator in selecting student-learners; however, the teacher-coordi-nator should have the final word in recommending those prospective stu-dents who would tend to benefit most from the program. Covnselors shouldbe aware of the possibility that more students may seek admission to thecooperative program than can succeed in it; therefore, they may want toprovide some students with information or opportunities in other courses.

Also, counselors may evaluate the effectiveness of the counselingactivities that preceded the student-learner's enrollment in the co-operative program by interviewing individual student-learners on the jobor at school and by surveying graduates of the program.

Mutual Understandin: of Trainin: Station Ob ectives

Approval and adoption of a training station should be based onmutual understanding and agreements among the employer, the schooladministrators, the teacher-coordinator, and the prospective student-learner. Everyone concerned must understand that the training stationis to serve primarily as a training medium rather than merely as anopportunity to earn money.

Experiencs gained at the training station should therefore beexpected to contribute significantly to the development of knowledge,skills, and attitudes needed in the occupation for which the individual'sstep-by-step training plan is designed.

PK2SPIRELJESSatiMalIWIIII211428 Stations

By the time the employer has decided to participate in the cooper-ative program, he should be fully aware of training station objectivesand operating procedures. A plan of learning activities and training forthe student-learner should be developed, and a person designated as the

V-%33

sponsor of the student-learner unless the employer himself has agreed tocarry out this function. Following are the steps in organizing trainingstations:

1. Acquaint the employer with the nature and scope of the program.Before the employer interviews student-learners for possible employmentand training, the teacher-coordinator should explain to him the followingresponsibilities and conditions regarding training stations:

The cooperative plan is an educational program and not merely aprogram to help students secure employment.

The employer is considered a partner in the program of training andshould assist the school by providing planned learning activitiesand on-the-job instruction.

Training agencies will provide an average of at least 15 hours ofemployment a week throughout the school year.

A monetary wage will be paid all beginning student-learners andthat this amount may be increased proportionately to their produc-tivity.

Candidates for the part-time employment have had vocational coun-seling at the school to assist them in determining tentative careerobjectives in the field of distribution.

The student-learner is enrolled in special classes at the schoolwhere he is receiving instruction directly related to his employ-ment activities and career goal.

The student-learner should have opportunities to move from onespecific job activity to another in order to participate in variousexperiences leading to his occupational goal.

In matters of social security, insurance, vacations, and labor laws,the student-learner should be placed in the same employment statusas that of other part-time employees.

The teacher-coordinator will visit the student-learner, observe hisjob responsibilities, and establish jointly with the training stationsponsor a step-by-step training plan of learning experiences.

The successful completion of the step-by-step training plan, bothat the training station and in the classroom, will constitute thebasis for successful completion of the program.

Periodic ratings of the progress of the student-learner at thetraining station will be made by the sponsor in cooperation with theteacher-coordinator who will also periodically evaluate each student-learner's progress in classwork.

34

2. Acquaint student-learners with certain features of trainingstations. Those who enroll in the cooperative program should under-stand that they must have enough time available for part-time employ-ment while they complete other school requirements. Students shouldalso understand that their learning activities are carefully plannedin order to contribute to their preparation for a career in a dis-tributive occupation. Each student-learner should also be made awarethat the coordinator will visit him and his sponsor at his trainingstation and that his part-time employment schedule continues through-out the school year.

3. Send students to be interviewed by prospective employers. Thelocation of a training station geared to the needs of each enrolleeinvolves the following steps of special importance. Student-learnersshould be interviewed by the prospective employer, become well acquaintedwith business policy, work regulations and time schedules, and be ac-cepted by a training station as early in their program enrollment aspossible.

The decision must be made concerning whether more than one studentis to be sent for an interview with each employer and for each trainingstation available. Each case probably will require a separate decision.Final selection of student-learners is to be made by the employer.

During either a preschool orientation period or the first few weeksof school, all students should be trained in interview techniques. In-struction on this subject may be given to the class as a whole or toeach student individually. This type of training should include suchinformation as when and where report for the interview, and how toassess their own qualifications and to develop a written statement ofthe qualifications for the position. Students also need suggestions on;,ow to answer the kinds of questions that employers usually ask, how tofill out written application forms, and what to do following the inter-view. The teacher-coordinator usually should arrange and schedule theemployment interviews. Student-learners should be interviewed byemployers and placed in training stations by the end of the second weekof the semester.

4. Designate and orientate a training supervisor or sponsor.Some one person at the training station should be responsible for super-vising the employment activities of the student-learner and for instruct-ing him on the job. Employers whose time does not permit close super-vision of student-learners may find it advisable to delegate this re-sponsibility to a department manager or to another responsible employee.The supervisor to whom this responsibility is given should be includedin planning meetings with the employer, the student-learner, and theteacher-coordinator. If a handbook of regulations and detailed sug-gestions for the supervision of student-learners is available, copiesshould be placed in the hands of the employer and immediate supervisor.

35

5. Determine time schedules for employment. A specified numberof working hours eiCETriiriEBUITITTMETTATa for all cooperativestudent-learners. The suggested minimum usually is 15. Total hoursof employment and class attendance preferably should not exceed 40 percent and certainly not more than 48 hours per week.

Student-learners ordinarily should not be expected to work earlierthan 7:00 a.m. nor later than 7:00 p.m. Afternoon employment is usuallymore satisfactory than morning. The welfare of each student must beforemost when such standards are determined. Some distributive educationplacements of necessity run after 7:00 p.m, on certain evenings. A fed-eral law states that one half of the total (minimum) hours of employmentshall occur during the normal school day.

6. Establish a training memorandum. This should include thefollowing:

names of student-learner, employer, business establishment, school,training sponsor, coordinator, and parents

dates of beginning and end of training period

statement of student-learner's career objective, including a briefdescription of the skills, attitudes, and information necessaryfor a worker in the occupation

a brief list of employment activities that will contribute to thestudent-learner's progress toward his career goal

a brief outline of the instruction that will be provided in schooland at the training station

a statement of the responsibilities of the student-learner, thetraining station, and the school to the educational program

7. Develop a systematic training plan keyed to career objectives.One of the most important steps in the proper selection of a trainingstation is that of preparing a written step-by-step training plan. Thedevelopment of a training plan for a particular student brings him faceto face with the problem of determining his ultimate career objectivehased on a study of occupations. Through the training plan the employeralso becomes more definitely aware of the student-learner's occupationalgoal and is encouraged to lead him toward his objective by providing anadequate variety of activities and training station instruction.

8. Prepare a step -by -step training plan. Observe the followingcourse of action:

1. The teacher-coordinator carefully explains to the trainingstation sponsor and the student-learner the purpose of a train-ing plan and the procedures for developing one.

36

2. The teacher-coordinator, the sponsor, and the student-learnercooperatively list the skills, attitudes, and informationneeded for a successful career ia the student-learner's chosenoccupation.

3. The teacher-coordinator, the sponsor, the student-learnerdevelop a list of organized activities that should contributeto the studnet-learner's progress toward his occupationalobjective.

4. The teacher-coordinator, the employer, and the student-learnerlist the types of knowledge and the skills needed by the student-learner in performing the activities referred to in No. 3 above.

5. The teacher-coordinator, the sponsor, and the student-learnercooperatively determine a plan for putting Nos. 3 and 4 abovein action.

6. The teacher - coordinator periodically reviews with the sponsorand evaluates the progress of the student-learner through thevarious phases of the plan.7

7U.S. Department of Health, Education, and Welfare, Work-ExperienceLaboratories, Vocational Division Bulletin No. 260, Distributive EducationSeries No. 22, 1956, pp. 8 -9, 11 -12,

37

III. INSTRUCTIONAL UNITS

BASIC OR GROUP INSTRUCTIONUNITS 1-9

SPECIFIC OR INDIVIDUAL INSTRUCTIONSAMPLE STEP-BYSTEP TRAINING PLANS

28/34

UNIT ONE - COUNSELING AND ORIENTING THE STUDENTFOR A CAREER IN DISTRIBUTION

In counseling Distributive Education students, certain fundamentalsmust be emphasized. First, our economy depends upon the efficientdistribution of goods and services and every job in distribution isimportant. The economics of distribution should not only be taughtin the last unit but should permeate the entire course. Second, theopportunities for personal growth and development will depend uponthe student's ability to relate whatever product or service he repre-sents to the needs and desires of all types of customers. The customeris the all important factor in merchandising.

Understandings, Concepts, and Skills Outline of Content

Understandings

Career opportunities in the field ofdistribution are limitless and avail-able to students with widely varyinginterests, aptitudes, abilities, andtraining. They offer many personaladvantages.

Concepts

Distribution is basic to an indus-trialised economy. It grows andchanges wi(h technological develop-ments.

Population change and growth havecontributed to the development ofdistribution.

Distribution is one of the largestemployers in our economy; itrequires executives, both men andwomen, and furnishes opportunitiesfor those who are ownership mindedas well as management-minded.

40

I. Analysis of occupationalopportunities

A. Types of businesses

Retail:

SupermarketSpecialty storeDepartment storeGeneral merchandise

storeSingle line storeVariety storeMail order houseDiscount house

Wholesale:

Merchant wholesalerAgents and brokersAssemblersManufacturing salesbranches

Petroleum bulk stationsand terminals

LEARNING EXPERIENCES

I. W.IngiulzsmanjaLgeLtr....o it s

* From the latest United States Census of business and other sourcesof information tabulate the number of establishments, total sales,the number of proprietors, and the number of employees engaged inthe merchandise or service areas chosen for Distributive Educationtraining in your school.

Analyse newspaper want ads in reference to the number of distribu-tive jobs available, the salaries offered, and the requirementsfor the jobs. Classify the jobs according to business functions.

Survey the types of businesses in a significant shipping area,tabulating these according to ownership, organisation and control,method of doing business, and the number of working personnel.What career opportunities are represented?

List career opportunities in retail, wholesale, and serviceestablishments.

Make a chart showing the job opportunities in your place ofemployment. the following headings may be usedl

STORE ACTIVITY JOSS IN THIS AREA

*JAM SuytrAssistant buyer

* For the gifted student

41


Jobs in distribution are available inall kinds of businesses, with all typesof people, and among all classes ofmerchandise and services; they areattainable at all levels in thebusiness organisation.

Distribution encompasses the widestvariety of selling and non-sellingactivities within all the functionsof marketing and accommodates thosewho are creativo and enjoy changingas well as those who are clerical-minded and like routine.

Distributive skills are transferableand are always in demand.

Distribution provides a variety ofincentives and stimulates the desirefor higher education.

Beeause working in the fielddevelops qualities of leadershipand initiative, recognition andadvancement can be rapid.

Underetandinae

Selection of employees indistribution is made on the basisof criteria which have been foundreliable in predicting success onthe job.

42

Service:

Personal servicesBusiness servicesAmusements

B. Functions of business

Buying

Advertising

Displaying

Selling

Packaging

Credit management

Traffic management

Store protection

Personnel management

Public relations

Teaching of distribution

U. Analysis of the aptitudes andpersonal qualifications neeessary for success

A. Career interest

B. School academic record

C. Attendance record

D. Discipline record

S. Central aptitude andachievement


Write an advertisement for the school newspaper designed orecruit students for the Distributive Education program.

Write a description for the job of your choice; State the dutiesand responsibilities as well as the personal advantages and dis-advantages which may result from this job.

Investigate marketing innovations in your place of employment.

Summarize books about the growth of a distributive business orthe life of an outstanding merchant.

Construct a display poster, shoving the career opportunitiesavailable in distribution.

Post articles from periodicals about current developments in dis-tribution and career opportunities on an appropriate bulletin board.

Report upon articles dealing with changes in the distributivefield; point out the implications of these for career development.

Discuss articles dealing with broad changes in career opportunities.

Discuss the weekly "Careers in Retailing" broadcasts.

Participate in the "Careers in Retailing" broadcasts.

Take a field trip through a merchandising or a service establish-ment in order to observe the variety of careers.

Compare the opportunities in distribution with those in officeoccupations and trades.

Take a look at your community. Now do careers in distributioncompare with those in other vocational areas?

Locate on a map of the city the training stations cooperatingwith your Distributive Education program.

View and discuss films and filmstrips about careers in distribu-tion.

Invite representatives from the state employment service and frombusiness to discuss career opportunities in the field of distribu-tion as veil as employment possibilities for persons of your egoand experience; participate in "Careers Day."

a ti ude and o a ua ifi atio

* Write a description of at least 200 words about a person with whoayou are acquainted who has succeeded in merchandising or service

43


Concepts

"1.1111=111W

Students should strive to analyzetheir career interests and abilitiesin relation to the requirements ofthe career possibilities in the ever-changing field of distribution.

Understandinia

One of the major objectives of theDistributive Education program isto assist the student in theselection of an appropriate careergoal.

F. Health record

G. Personal factors

H. Special abilities

I. Family interests

III. Consideration of achievementof career goals through theDistributive Educationprogram

A. Qualifying procedures

ApplicationPersonal interviewsPatental approvalTeacher-coordinatorapproval

B. Relationship to totalschool program

C. ObjectivesSee front of guide

D. Classroom procedures

E. Co-operative job train-ing program

Development of theDistributive Educationprogram on national,state, and local levels

Obligations assumed bythe student - trainee

Obligations assumed bythe employer


occupations.

Construct a rating sheet listing the aptitudes and parsonalqualifications necessary for success in a distributive job; gradeyourself on a scale of outstanding, above-average, satisfactory,and unsatisfactory.

Discuss the history of Distributive Education.

III. Consideration of achievement of career goals through the Distribu-tive Education program

Complete an application form and apply personally to the teacher-coordinator for acceptance into the Distributive Education program.

Consult division teacher, sponsor, and counselor about graduationrequirements as they relate to your choice of Distributive Educa-tion.

Discuss career plans with the teacher-coOrdinator; set up atentative plan of job experience and academic training for advance-ment in distribution.

Take interest inventory, business skill aptitude, and personalitytests given by the teacher-co&dinotor and/or the state employmentservice; discuss the career implications of your scores with yourteacher-coOrdinator.

Develop a career notebook.

Prepare a simple student guide of rules, systems, and proceduresprescribed by the Distributive Education program; these should beprecisely stated so that you are well aware of your obligations.

Discuss with your ftarents, division teacher, counselor, and sponsorthe advisability cf enrolling in the Distributive Education program.

Write an autobiographical sketch, mentioning the influence thathave helped to shape your present career objective.

Prepare a checklist of suggestions for getting along with yoursupervisor. How do you measure up? What can you do to improve?

Present a program to the M.A., discussing opportunities avail -able through Distributive Education.

45


Concepts

Guidance and counseling help thestudent choose his career goalsmore realistically.

The teacher - coordinator providescontinuous counseling to helpthe student reach vocationaldecisions.

Parents encourage their childrenin career objectives.

Employers provide incentive forthe personal and vocationaldevelopment of their student-trainees.

Division teachers, counselors,and sponsors cooperate with theteacher - coordinator in counselingstudents with a career interestin distribution.

Distributive Education trainingprepares the student for effectiveperformance on the job.

The teacher - coordinator providesfor learning experiences leadingto an understanding of the subjectmatter content and guides thestudent in specific projectsrelated to his on-the-job training.

46

Obligations assumed bythe home

Obligations assumed bythe teacher - coordinator

Step-by-step trainingplans

Reports concerning thestudent

F. Distributive Zlwation clubactivities

Distributive EducationClubs of America(DECA)

Illinois Association ofFuture Distributors(IAN))

Illinois Foundation forDistributive Education(IFDE)

Annual Employer-Employeei Luncheon-Conference

Social

Professional

Community

G. Special opportunities

Contests

Avails

Scholarships


* Prepare a bulletin board of employment manuals, pamphlets, andother descriptive materials showing the obligations of employees.

Discuss the form used to rate your job performance.

Discuss "Are personal ethics just as important as business ethicsin achieving success?" and give examples.

Set up the Distributive Education club, making provision forjoining DECA and LAM; organize committees to provide for social,professional, and community activities.

Discuss the objectives of the Distributive Education program andtheir application to you.

Discuss "What goals are important in life?" Explain how yourcareer objecti.ve is related to these goals.

47


Understandings

The Distvibutive Education programprepares the student for his initialcontacts with the business community.

Concepts,

The job interview is the first stepin the employment procedure:

The student is prompt for theinterview.

The student prepares a list ofpersonal data, experiences,references, and goals in orderto facilitate his presentationto the employer.

The student examines hisphysical, mental, and moralcharacteristics with a view toself-improvement.

The student informs himselfabout his prospective employerin order to establish a betterfirst impression.

The student has an opportunity to sellhis personality and potential as anemployee during the employment inter-view.

The student analyzes his aptitudes,skills, and interests in relationto the requirements of the Job,

The attitudes of beginningemployees are crucial indetermining their suitabilityfor Uplifting jobs.

48

IV. Training in employmentprocedures

A. Preparation for thejob interview

Personal appearance

Personality factors

Awareness of careerinterest and aptitude

Knowledge of prospectiveemployer:

Company pc:HetesEmployment proceduresCareer opportunities

Proper completion ofemployment forms:

Personal LateSchool experienceWork experienceHobbiesCareer objectivesReferences

B. Conduct during the inter-view

Business -like

Articulate

Courteous and considerate

Responsive

C. Legal considerations

Social securityregulations

Work permits (birthcertificates necessary)


IV. Training in employment procedures

Prepare reports outlining employment procedures on your job,indicating incentives and promotion policies.

* Invite a personnel director or other appropriate persons to talkabout employment procedures and to participate in employmentinterview role-playing with members of the class.

* Participate in personnel interviews with members of the classtaking the roles of employment interviewer and prospectiveemployee.

* Obtain job application blanks from several establishments anddiscuss the information requested.

List the aptitudes and personal qualifications which you expectthe employer to require of an applicant for your training job.

Hake a list of your hobbies, interests, and special abilities.How do these enhance your acceptability to the employer?

Last your references and personal data.

Take a look at yourself. What rules would you set up for self-improvement?

How may you obtain information about your prospective employer?Summarise the data collected.

Apply for the training job; be prompt and go alone.

Analyse your aptitudes, skills, and interests in relation to therequirements of your prospective job; plan what you will say tosell yourself to your employer at the job interview.

Visit the local Social Security office to obtain a working number.

List safety requirements for your job; discuss the implications.

If a work permit is needed or requested by the company, visit thecounselor for the necessary form.

Discuss how your take home pay is computed. Is your pay rateaffected by minimum wags legislation?

Participate in a "Drese.for.an.Interview Day"; discuss the meritsof good grooming and appropriate clothing and accessories.

49


Business requires certainstandards of achievement inlanguage and arithmetic skills.

Business skills, specialisedknowledge, and particulartalents enchance a student'sappeal to the employer.

Conditions of employment areregulated by school, company, andgovernmental consideeations.

Understandings

The Distributive Education programattempts to instill in the studentthe ability to evaluate a job asto requirements and promotionalpossibilities,

Concepts,

The student reassesses his careergoals in relation to the realitiesof the job.

Vocational maturity resultsfrom the student c'Jping withand adjusting to the problemsof the job.

Vocational maturity resultsfrom finding the beat adjust.sent to ability, achievement,values, and preferences.

The desire to take advantageof the opportunities indistribution is an incentiveto the student to developinitiative and leadership andto further his education.

so

Withholding taxes

Regulation. relating towages and hours

Safety requirements

V. Evaluation of a training jobin terms of career objectives

A, Requirements of thetraining job

Attitudes:

HonestySecurityFriendlinessInitiativeImaginationIndustriousnessDesire to succeedPunctualityDapendabilityWillingness to accept

direction

Skills:

LanguageArithmeticBusiness

Knowledge:

OtneralSocialised business


V. Evaluation of a trairi job in terms of career objectives

Begin the accumulation of information for the job manual.

Refer to your step -by -step training plan and list job duties. Setup a job study plan, listing what you must learn to do your jobwell; check your progress periodically with your teacher and youremployer.

List the menial tasks asaigned. Why is each important? What mightresult if they were done carelessly?

Classify the abilities used on thr job into the following categories:customer relations, manual, artistic, clerical, employee relations,and study and research. What does this suggest for self-improve-ment?

Evaluate training job in terms of career objectives, opportunitiesfor learning and training, and development with the company.

Set up a basic organization chart, spccifying your department ofwork. Show the variety of selling and non-selling activities aswell as the various levels of employment from the beginning jobto head of department.

Select a job in your present place of employment which interestsyou as a career goal; using as many references as are available inschool, in the public library, and in your place of employment,list the requirements for the job selected. How do you expect toprepare to meet these requirements?

51

Understandings, Concepts, and Skills

AMuna

111Outline of Content

Company promotion opportunitieshelp the student to set up aschedule for achieving hiscareer objective.

Skills

The student should develops

a basic business vocabulary

an ability to evaluate hisabilities against therequirements of particularwork situations.

an understanding of properattire.

the ability to fill outan employment application

the ability to conduct anemployment interview

the habit of following therules of good personalhygiene

52

B. Training available onthe job

C. Opportunities for learningthrough observation, depthof experience, and jobrotation.

Company opportunitiesfor career developments

Training programPromotion policiesLifetime careerSupport of furthereducation


* Write to the registrars of junior colleges, colleges, anduniversities for information about curriculums in the field ofdistribution,

* Apply and work for scholarships and swan.

53

BIBLIOGRAPHY

BOOKS

Distributive aiblioratw. Austin, Texas: University of Texas,Division of Extension, Distributive Education Department, 1963.

Haas, Kenneth B., and Petry, Enos C. Salns Horizons. Englewood Cliffs,N. J.: Prehtice-Hall, Inc., 1958. Chapters 1, 2, 4, 5, 16, 19.

Richert, G. Henry, et al. Ikaillaglpleang_practices. 4th ed.Chicago: McGraw-Hill Book Co., Inc., (Gregg Publishing Division),1962. Parts 1-13. 53-55, 68-70.

Wingate, John W., and Nolan, Carroll A. Fundamentals of &Ulu.. 7th ed,

Cincinnati: South-Western Publishing Co 1959. Chapters 8, 11,30.

Wingate, John 1., and Weiner, J. Dana. Retail, Merchandising. 6th ed.Cincinnati: South-Western Publishing Co., 1963. Chapters 1,17 - 19.

PAMPHLETS

C;areer_2222stuniditAtalliaa. National Association of RetailGrocers of the United States, 360 North Michigan Avenue, Chicago1, Illinois.

"Your First Job" Industry and the American Economy. Vol. III. NationalAssociation of Manufacturers, 282 E. 48th Street, New York 17,New York.

Your Future is What You Make It. National Research Bureau, Inc.,415 North Dearborn St., Chicago, Illinois

PERIODICALS

Balance Sheet. Cincinnati: South-Western Publishing Co. (Publishedmonthly, September to May.)

Bell, Elliott V. (ed.). Business Week. New York: McGraw-Hill BookCo., Inc. (Published weekly.)

Burgener, V. E. (ed.). Illinois Vocational Progress. Springfield:State of Illinois, Board of Vocational Education (Quarterly).

Lawrence, David (ed.). U S News and World Report. Washington:U.S. News and World Report, Inc. (Published weekly.)

Norton-Taylor, Duncan (ed.). Fortune. New York: Ralph D. Paine, Jr.(Published monthly.)

54

JOB AREAS AND TYPES OF POSITIONS IN MERCHANDISING

accounting

adjusting,- bills

advertising

artist - commercial

assistant buyer

buyer

cashiering

craparison shopping

copywriter

credit authorising

credit interviewing

display

employee training

exchange clerk

fashion consulting

fashion coordinator

food handAng

floor manager

garment. fitter

head of stock

hostess

interior decorator

interviewing

layout artist

mail clerk

marking - pricing

materials handling

merchandise adjusting

merchandise checking

order filling

55

packing

personal shopper

personnel

printing

receiving clerk

return goods clerk

selling

shipping clerk

show card writer

store detective

tabulating

telephone soliciting

unit control clerk

waitress

window trimmer

AUDIO-VISUAL AIDS

There are very few up-to-date films that can be recommended foruse in the Distributive Education classroom. The latest films can besecured only at a high rental fee or through purchase at considerablecost. The films which follow are listed in Classroom Motion Pictures,Filmstrips and Art Slide Sets, Chicago Public Schools, 1961-63. Thefo:lowing films have some relation to Distributive Education and areavailable, free of charge, from the Division of Visual Education otthe Chicago public schools and other sources.

FILMS

az Jupiter: Wilding Picture Productions, 1947. 27 min. b&w (X-B-40).Demonstrates the value of being friendly and courteous in all ofones dealings.

Getting a Job. Encyclopaedia Britannica Films, Inc., 1954. 16 min.b&w (X-G-65).Suggests possible sources and procedures for securing a job.

Planning Your Career. Encyclopaedia Britannica Films, Inc., 1953.lb min. b&w (X-P-97).Shows the importance of seeking guidance from a counselor inplanning a career.

The Story ot Distributive Education. Sears-Roebuck Foundation, Asso-ciation Films, Inc., 1958. 21 min. color.Explains the role of "D.E." in a suburban school program and how itprepares students for careers in merchandising.

Telephone Courtesy. American Telephone and Telegraph Co., InformationDept., Film and Display Division, 1946. 25 min. b6wSuggests possible sources and procedures for securing a job.

FM RADIO BROADCAST

New Directions in Careers. Broadcasts are designed for classroomlistening. They are presented on Radio Station WBEZ (FM 91.5 mc)at 8:35 AM and again at 2:05 PM each Wednesday. (15 min. broad-casts). This series is produced by the Division of Radio andTelevision of the Chicago Public Schools in cooperation with theBureau of Pupil Personnel Services, the Bureau of Business Educa-tion, the Department of Vocational and Practical Arts Education,and the Illinois Retail Merchants Association.

56

advisory cowmittee

automation

bonus

broker

commission

direct selling

discount house

distribution

Fair Labor Standards Act

fringe benefits

George-Barden Act

George-Deep Act

job analysis

marketing

merchandising

middleman

minimum wag.-

policy

VOCABULARY

57

retailing

sales promotion

service establishment

shipping center

Smith-Hughes Act

social security

specialty shop

etep-by-step train-ing plan

student-learner

tact

teacher-coordinator

training station

trait

unemployment insurance

vocational education

voluntary chain

wholesale

withholding taxes

UNIT TWO - SELLING

Great quantities and varieties of goods are produced as a resultof the highly industrialized and competitive nature of theAmerican economy. In order to justify the vast expenditures inctOtal equipment that are required to sustain this volume ofproductivity, selling has become a salient function in maintainingthe flow of merchandise from the producer to the consumer and inestablishing markets for goods across large geographic areas.

111.Understandings, Concepts, and Skills Outline of Content

Understandings

NNW& 1Selling finds buyers for thismerchandise aad selling explainsthe differences between products.It makes clear the terms of thesale end it arranges for thetransfer of ownership. It

iniatiates service, arranging forcredit and delivery.

Concepts

Selling arouses demand for newproducts, new brands or models,and influences the customer's choiceof source of supply,

The salesman is essential inconsummating the exchange of goodsbetween the large number ofmanufacturers, farmers,wholesalers, retailers, andultimate consumers involved inthe distribution of goods andservices.

Selling attempts to promote thesales of the merchandise and tobuild a favorable image forthe business. Selling can be bothpromotional and institutional.

58

I. Analysis of the sellingfunction

A. Creation of demand

B. Finding of buyers

C. Giving of information

D. Giving of service

E. Negotiation for price

F. Transferring of ownership


I. Analysis of the selling function

Prepare a reading report on selling as a function of marketing.

Study the methods of selling used at your place of employment;write a report showing how personal selling, advertising,display, and sales promotion are co-ordinated to effect thesales of merchandise and to create a favorable image of thebusiness establishment.

Collect articles relating to the selling activities of businessconcerns from daily newspapers, trade papers, and magazines.

* Discuss the following: "A critic of our marketing systemsuggested the elimination of aI1 selling effort. How wouldfollowing this critic's advice affect our economy?"

Show how selling effort adds value to merchandise.

Discuss "Can selling really create a demand for a product?"


59

1.1. O., MENNE.

Understandings, Concepts, and Skills Outline of Conteht

Personal selling can adapt theJelling effort to the individualcustomer's buying purpose.

NONNINIMMINIIIIM.

II. Methods of selling

A, Types of personal selling

Advertising can reach a large Specialtymarket quickly to arouse interestand desire for the merchandise. IndustrialIt is a great aid to massdistvibution. Wholesale

Display is becoming increasingly Serviceimportant as a method of visualmerchandising for self-service Detailand self-selection types ofbusiness. Route

Selling is done by personal Retailsalesmen, advertising, display, andsales promotion. The combination B. Advertisingand co-ordination of these methodsof selling is a matter of company C. Visual Merchandisingmarketing policy.

D. Sales promotionThe salesman is the informativelink between the various parties Point of purchaseengaged in the exchange of goods advertising andin our specialized economic displaysystem.

Dealer merchandisingPersonal selling activity is a aids:natural and inevitablecharacteristic of a private Premiumsenterprise economy in which Contestsbuyers may purchase from Couponsalternative sources without Samplescompulsion. Demonstrations

Fashion showsSales promotion rounds out the Trading stampssales program by maintainingliaison with dealers andconsumers.

Sales promotion Li a specializedbusiness function is most highlydeveloped among large manufac-turing companies that markethighly advertised consumer goods.

60


II. habotuaLsi:1111.2a

* Contrast the merchandise advertising of manufacturers and ofretailers in purpose and nature.

Make a study of the total selling effort behind tht merchandiseyou handle or sell on your job.

Prepare a bulletin board on trading stamps.

Illustrate several types of opportuaities for creative sellingoften encountered by alert retail sales people.

61

Understandings, Concepts, ^sad Skills Outline of Content

Understandings

The salesman's skill inselling improves as he:(a) understands the customer'sreasons for buying, (b) interpretsmerchandise and service informationto satisfy the customer's needs,and (c) organizes the salespresentation around principles ofselling.

Concepts

The salesman analyzes the customer'spurposes for buying; he arouses thecustomer's desires so that he feelsthe need for the merchandise ofservice.

The salesman guides the customerthrough the steps of the salefrom attention to purchase.

The salesman converts product andservice information into a sellingappeal; the customer buys satisfac-tion.

The salesman studies the customerto learn why and how he buys;customer's buying motives vary.

62

III. Preliminaries to the sale

A. Product knowledge

Sources:

Product examinationLabelsManufacturerOther salesmanMerchandise manualiTrade publicationsConsumer publicationsProduct advertising

Uses:

Creation of customerconfidence

Support of sellingpoints

Product analysis sheetList of buying motivesObjection analysis sheet

B. Ctstomer knowledge

Buying motives:

RationalEmotional

Conditions affectingbuyer's deciaiunst

IncomeEducationEthnic background


III. Preliminaries to the sale

Collect and analyze advertisements for the product you have chosento sell in terms of appeals to the customer's buying motives, theselling points made in the sales message, and the techniques foreliminating the customer's objections.

Collect merchandise information for your product. Send lettersto manufacturers and distributors of the product requestinginformation.

Collect an4 analyze advertisements for merchandise information.Collect labels and merchandise information tags attached to theproduct itself. Use the product in order to get the consumer'sviewpoint.

Refer to hooks and current consumer and trade periodical, forproduct information and summarize in reports about the product.

Consult reports from testing bureaus.

Talk to salesmen Who sell the product and to your job supervisorfor information related to selling the product.

Sell your product on the job.

63


Understandings

People seldom make up their mindsby themselves. The sale procedurois the technique employed by thesalesman to assist the prospect inmaking a buying decision.

Concepts

A good approach must be preparedfor each sales interview.

Approaches that employ spectacularor theatrical devices may secureattention but it is not the kindthat will insure continuinginterest.

The demonstration gives the pros-pect the opportunity to experiencefor himself the benefits to beobtained from owning the product.

64

IV. Outline of the sale

A, The approach

Objectives:

Creating favorablefirst impression

Gaining prospect'sfavorable attention

Developing definiteinterest

Types:

MerchandiseServiceGreeting

B. Demonstration

Objectives:

Maintaining prospectinterest

Verifying salesmen'sstatements

Roles to follow:

Preparing in advanceConcentrating ondeveloping prospect'sneeds

Providing for customerparticipation

Achieving prospectagreement

DramatisingDemonstrating readiness

to close


IV. Outline of the sale

Prepare a notebook of ten advertisements to illustrate how sellingis done by appealing to the customer's buying motives. Analyze eachadvertisement for buying motives and selling appeals. Make a chartshowing buying motives on the left and selling appeals that applyto these motives on the right.

Choose a classmate to work with you in a rolc-playing sales talk.Plan a sales talk for class presentation in which you sell aproduct or service to him. Act as a customer in a sales talk inwhich he sells you something. Use a product or eery-Axe you maybe selling on the job.

Set up the conditions of the sale. Analyze the customer roleyou have set up for your classmate, according to age, ethnicbackground, purchasing power, buying habits, previous buyingexperience, buying motives, and the customer's immediate buyingpurpose.

Determine how your product is distributed and what services areoffered with it.

Incorporate all the information in your merchandise manual.

Following the outline for the earns presentation, plan eachstage of the sale to illustrate the selling principles listedin the content outline.

Obtain the props and merchandise for your sales talk.

Participate in evaluation of the sales talks presented by othermembers of the class. How did the salesman discover the customer'sbuying purpose? What techntques did the salesman use to presentthe merchandise? How did the salesman eliminate the customer'sobjections? How did the salesman bring the sale to a close?What attempts were made to increase the sale through selling ortrading up?

63


Conviction is built upthroughout the entire sale.The handling of the prospect'sobjections will be theculmination of this confidencebuilding.

Every potential sale willcontain elements of salesresistance. A lack ofresistance may be indicativeof an absence of prospectinterest.

The resistance to the sale maytake the shape of objectionsor excuses. Objections arehonest points of difference,whereas excuses are merelysmoke screens behind whichthe prospect attempts ttlhide.

From the time a salesmanmakes his opening statementhe is working towards aclose, and that close maycome at any time duringthe sale.

No salesman ever closed allhis sales. Failing to closea sale is no disgrace, butit is a sign of poor sales -unship.

66

C. Conviction andobjection handling

Conviction building:

EnthusiasmSelling point

restatementProof

Types of objections:

PriceQualityNo needFirm unknown

Methods of handling:

"Yes but"QuestionDirect denialSuperior point'ExplanationBoomerang

D. The Close

Trial close

Nethodet

Selling point reviewMinor pointLast chanceProspect choicePresivmContrast of good

and bad pointsRequest for sale


Suggestion selling is basedon the idea that when asuggestion is made at theright time, a porsonusually responds favorablybecause the matter is on hismind.

It is important for thesalesman to continuallyexpand effort in goodwillbuilding because much ofhis as well as the firm's,business will come fromold customers.

Understandings

The salesman's job requiresknowledge about the factorsthat affect the distributionof goods and services; thesalesman uses this knowledgein making sales.

Concepts,

Initial training on the jobgotetally consists oforienting the student tothe policies and proceduresof the company and theessentials of sellingtechniques.

68I /

E. Suggestion selling toincrease sales

Related merchandise

Larger quantity

Better quality

New merchandise

Sales merchandise

F. Goodwill building

Thank customers

Check-up of customersetiefaction

Continuous customercommunication!

Sale goodsNew itemsStore services

V. Evaluation of a career inselling

A. Personality requirements

Good personal appearance

Gregariousness

B. Training

Initial orientation

Training by supervisor(See Appendix for step-by-step training plans,)


V. Eyaluation of a career in selling

Describe the most successful salesman you have met on the job.Analyse the reasons for his success. Report to the class.

Interview your supervisor or a member of the personnel departmenton the questions, "What qualities do you look for when hiring asalesperson?" and "flow do you ilentify these qualities?" Reportto the class.

Invite a salesmen, personnel director, or other appropriatemanagement personnel to speak to the Distributive Education classon the sales personality.

69


Continuous training helps thestudent become more effective inhandling customers, in usingproduct and service information,in making sales, and in buildinga satisfied clientele.

Continuous training keeps theemployee in touch 'with thecurrent merchandising andpromotional activities of thecompany; it also keeps himinformed of changes in methodsof doing business.

A student who proves his abilityto perform will in all facets ofthe selling job qualifies forpromotional training.

Promotional training providesthe student an opportunity todevelop his special abilitiesand interests as well as hisuanagement potential.

Every type of business offersmany opportunities for careersin selling from sales clerkto sales engineer.

A career in selling providesopportunities for personaldevelopment, variety in dailytasks, contacts with manydifferent people, liberalcompensation, and promotion.

The student infers therequirements for achievinghis career objective fromcharting lines of promotion.

The student who is workingtoward promotion does anoutstanding job and takesadvantage of opportunitiesto develop the skills neededfor advancement.

70

ObservationBromi experience in a

specialized areaJsb rotationTraining films andverifying sessions

Promotional training

C. Opportunities

Survey of job opportu-nities in selling:

Seeing the variety ofopportunities

Knowing the personaladvantages and incen-tives

Promotion throughoccupational develop-ment:

Setting up the lines ofpromotir ^ "rd

one's vbjectiveAchieving ix.petency

in sellingDevelyping leadershipand initictive

Achieving competencyin the control aspectsof the job

Appraising one's personalqualifications againstthe requiremtnts of thenext job

Outlining a program oftraining al formal

schoolingrrovidtng ability toaccept responsibilityfor making decisionson the management level


Discuss the results of the personality and interest inventorytests you have taken with your teacher, counselor, divisionteacher, and parents; what do they indicate about your suit-ability for selling?

Hake a study of your personal style; set up your personal colorchart; list what accessories you could add to your business outfitto enhance your appearance.

Using advertisements for clothes, put together an outfit thatwould be multable for a salesperson on the job.

Rate yourself on a check list which enumerates the health andpersonal appearance traits important to achieving success inselling.

Have yourself photographed for a slide in an outfit you havechosen as appropriate for your selling job. Discuss your choiceon a tape recorder. Project the slide on a screen, correlatingit with the explanation cn the tape. Have the class comment onyour appearance and on your voice personality.

List the skills that are required on your selling job. Checkwith the job activities outlined on your step-by-step trainingplan. How will you develop these skills?

Rate yourself on a check list for mental, social, and charactertraits. Do you have the mental, social, and character traitsimportant to success in selling!

Develop a list of rules for getting along with people; hew canone recognise teamwork in an orgaritationt

How can a salesperson adjust to the situation when he finds hehas too many bosses? Illustrate from your job experience,

How can you strengthen relations with the older, more experiencedsalespeople in your department? Illustrate from your jobexperience.

* How does the company you work for determine what its cutitomerewill buy? What analysis is made of sales records? How is this

information used? Report to the class.


Tht student's career objectivemotivates him to obtainpromotional training andfurther schooling.

Planning and working towarda career objective developsthe maturity necessary foroccupational development.

Attitudes

The student should:

Recognize that the roleof the salesman is anhonorable one.

Realize that selling is anintegral part of our freeenterprise system.

See that the salesman helpsrather than hinders theconsumer in making wisebuying decisions.

Skills

The student should:

Develop a sales vocabulary.

Have the ability to convertproduct features into sellingpoints.

Be able to make an organisedsales presentation.

Be able to handle productobjections.

72

LEARN' ; EXPERIENCES

* Find illustrations in professional periodicals of the ways inwhich market research is used to help solve business problems.State the problem and outline the procedure used to solve it.Report to the class.

How does management in your place of employment try to determinecustomers' preferences? Report to the class.

Report on market information for your type of business from tradepapers and trade services available at your place of work.

Collect the training materials used in your initial JO- trainingfor your Job Manual. What information did you receive on thepolicies and procedures of the company? What training did youreceive in selling techniques? Report to the class and compareyour training with that of the other students.

What is the line of advancement for a retail salesman? How doesadvancement for the specialty or field salesman take place?

Invite representatives from different types of businesses tospeak on opportunities in selling ,;.n their fields.

Read literature on selling careers provided by the ChicagoSales Executives Club. Report to the class.

Why is it unnecessary to worry about having a blind alley jobwhen one is a salesman?

Why do so many company presidents come up from the sales ranks?

What are the lines of promotion toward your carver goal? Chartthis for your Job Manual.

What training is necessary before you would be eligible for yourfirst promotion? Describe the personality characteristics of theperson who now holds this job. What training did he have?Interview the people whose footsteps you are hop4ng to follow;ask them what they consider important preparation for success inselling.

Prost.' a poster that shows the lines of promotion towod thecareer objectives of the members of the class.

73

BIBLIOGRAPHY

BOOKS

Ernest, John W., and DaVall, George. Salesmanship Fundamentals. 2d ed.

Chicago: McGraw -Hill Book Co., Inc. (Gregg Publishing Division),1959.

Haas, Kenneth B., and Perry, Enos C. Sales Hotizons. Englewood Cliffs,

N. J.: Prentice-Hall, Inc., 1958.

Logan, William B., et al. Store Merchandising. 5th ed. EnglewoodCliffs, N. J.: Prentice-Hall, Inc., 1959.

Richert, G. Henry, et al. Retailing Principles and Practices. 4th ed.

Chimago: McGraw-Hill Book Co., Inc., (Gregg Publishing Division),1962. Units 9 - 14.

Wingate, John W., and Weiner, J. Dana. Retail Merchandising. 6th ed.

Cincinnati: South-Western Publishing Co., 1963. Chapters 11 -

14.

FILMS

All I Can Do. Wilding Inc., 1950. 23 min. b&w. Chicago Public Library.The basic techniques in selling are demonstrated.

Care and Handling of Buyers. For Republic Steel Corp., Modern TalkingPicture Service, 1960. 45 min. b&w.Tips on selling gathered from a nationwide survey are dramatized inan entertaining way.

Importance of Selling. Encyclopaedia Britannica Yilms, Inc., 1952.19 min. b&w (X-I-15).Shows how our economy depends upon good salesmanship to move theever increasing supply of goods and services.

Preapproach. McGraw-Hill Publishing Co., 1952. 11 min. b&w. Chicago

Public Library.An important step in selling is made clear.

Prospecting. McGraw -Hill Publishing Co., 1952. 10 min. b..m. Chicago

Public Library.Three methods of regular systematic prospecting by salesmen areillustrated.

Two Guys Named Joe. Jam Handy Organization, 1950. 30 min. b&w. Chicago

Public Library.Right and wrong techniques of selling are dramatically portrayed.

74

VOCABULARY

agent middlemen Merchandise approach

approach need

attention objections

buying motive planned sales presentation

buying signals product analysis

ctriter-of-influence method prospect

close prospecting

cold cL:avessing rational motives

commission merchant referred lead

competition sales engineer

conditional close sales manager

conviction specialty sales

demonstration suggestion selling

desire superior point method

direct-denial method suspect

drummer trial close

emotional motives want

endless-chain method warranty

follow-up "yea but" method

interest

75

UNIT THREE - BUYING

The end of buying is selling, The merchant buyb not to displaybut to sell. Charged with this responsibility buying becomes ananalytical process attempting to answer the questions of what,where, when, and how much to buy.

Understandings, Concepts, and Skill' Outline of Content

Understandings

The buyer does not act on the I. Preparation of the buyingbasis of his own whims or fancies. planThe potential purchases must beexamined in the light of such A. Customer wantsfactors as available capital,employment level, competition, Past sales recordsand past purchases.

Customer surveyConcepts

Want slipsThe buying plan must be madefar enough in advance to take Studies:advantage of seasonal discountsand to assure delivery when Incomethe demand develops. Education

OccupationAge

Family size

Understandings

The buying decision emanatesfrom the buyer but it must beunderstood that the buyer acts

76

B. Economic conditions

C. Planned inventory levels

D. Competitive policies

E. Planned sales

Information for the buyingazzicision


I. Imaration of t11210syinz21Aa

Determine how your company decides what to buy. What analysis ismade of sales records? How is this information used? Report tothe class.

Invite a buyer from some business establishment to speak to theclass.

* Develop a questionnaire that could be used to guide the buyers intheir merchandise selections.

Bring in a want slip used in your firm and explain the procedure

for follow up.

Find illustrations in professional periodicals of how marketresearch is used by the buyer. State the problem and outlinethe procedure used to solve it. Report to your class.

Report on the comparison shopping efforts of your employer.

II. Information for the buying decision

Categorize into fashion, staple, shopping, and convenience goodsthe items sold in your department.


77


in a manner similar to that of adata processing machine, ab5orbinginformation for decision-makingpurposes.

Conceal

Consumer buying habits differ inrelation to various classificationsof goods. Because of this factit is important that the buyerdoes not attempt to utilize arigid set of buying principles forall classes of goods.

In many instances a store willhave developed a particularlystrong personality. When thisis the case the buycr mustexamine all possible purchasesin the light of the store'spolicies.

The establishment of goJdreliable sources of supply isparamount to the successfuloperation of a merchandisingconcern. It requires a constantvigilance on the part of thebuyer to unearth these resourcessince competitive buyers areunmoving in their resistance todisclose their sources.

The resource offering the lowestprice may not be the best firmto deal with. Such factors asquality control and dependabilityrank equal with if not greaterin importance than price.

78

A. The what of buying

Kinds of goods:

FashionStapleFhoppingConvenience

Store policies:

MerchandisePromotionalPrice linesBasic itemsPrivate or .rational

brand.;

B. The where of buying

Information aboutresources:

SalesmenWholesalersCentral marketsBuying officesTrade papersTrade services

Selection ofresources:

Suitability of lineCompleteness of lineAssurance of deliveryCredit accommodationDealer aids


List the specific policies pursued by your firm,

Determine what is done by managemnet in your place of work todetermine customer's preferences. How does this tie into the buyingfunction? Report.

* Discuss (or report on) the advantages and disadvantages of asingle source of supply, making specific reference to your trainingstation.

Report on warket information for your type of business from tradepapers and trade services available at your place of work.

Report on what trade papers your department subscribes to regularly.What merchandise information do you receive on the job from films,booklets, advertising, suppliers' salesmen, and departmentalmeetings?

79

0110111.^

Understandings, Concepts, and Skill, Outline of Content

AMIM11111,

The buyer will have monetary C. The hcw much of buyinglimitations placed upon hispurchases. Within these Initial budgetmonetary boundaries he mustexercise his own judgment. Open-to-buyHe must be wary of drasticallyreddced goods that have the Space limitationsability to delineate betweenfad and fashion so that Quantity discountsappropriate quantities will beordered. Fad or fashion

Understandings, III. Bargaining in buying

The buyer must be mentally A, Shipping termsequipped with technicalinformation regarding billing, Routedating, and discounting, forthis will complement his Shippermerchandise knowledge and willplay an important: role in Packingbringing the goods into thestore at the lowest possible F. O. B.:

cost.

ConceptsShipping pointDestination pointStore

Discounts are as valid as themotive generating the discount; B. Dating termsfor instance, the purpose of thecash dIsconnt is to bring about Regularprompt payment and that of theseasonal discount to move out.of- Extraseason goods. Using the abovelogic, the buyer must determine Advancewhen a discount is really thatand when it is meraly a sham. E. 0, M.

R. 0, G.

C. Discounts

'Cash

Trade

Quantity

80


Explain how the budget is developed for your department.

* Prepare and give the solution to an open -to -buy problem.

Cite examples from your experience on your job of items that havebeen over-stocked and items that have been under-stocked. How doyou explain these errors in buying? Report this to the class.

III. brain b u

Bring to class a blank copy of an invoice and demonstrate how itis completed, explaining all the terms used. Do the same for apurchaee order.

Obtain a blank purchase order from your employer and fill it outusing a fictitious supplier's name.

* Write a report on the liability. of the vendor, the shipper, andthe buyer regarding a shipment of goods.

Explain the purposes of the various dating methods. Classifykinds of firms as to the methods of dating and attempt to justifyeach method.

Compute the real savings that result when cash discounts aretaken.

Practice the computation of the various discounts until a levelof competency is reached.

81

Understandings, concepts, and Skills Outline of Content

Often manufacturers will offernon-price concessions. This typeof concession must be bargainedfor just like price reduction.Since concessions of a non-pricecharacter either reduce sellingcosts, increase volume, orreduce markdowns, they have thesame net effect as a pricereduction, that is to increaseprofits.

Understandiage

After the goods are purchasedon the most favorable terms,the buyer must then price themerchandise for final sale.The buyer is guided initiallyby the store's average markup,but the pricing of each iteminvolves taking into consider-ation all factors that haveany bearing on the profit ofthe firm.

Concepts

Although the buyer must utilizethe concept of the averagemarkup in his pricing policy,seldom will individual itemscoincide as to markup with theaverage.

When pricing a particular item,specific factors such as mark-downs, selling effort, andcompetition must be considered.

82

D. Special concessions

Advertising allowances

Display material

Return privileges

Demonstrators

Price declineguarantees

IV. Pricing of merchandise

A. Calculations foraverage markup

Sales forecast

Expense forecast

Price reductional

MarkupShortagesEmployee discountsProfit goal

B. Pricing of individualitem

Cost factors:

Wholesale priceOverheadSpecific expensesMarkdowns

Demand factors:

CompetitionPrevailing pricesRelationship of price

to volume

Fair - traded merchandise


Bring in current material on merchandising promotions,advertising, and displays in your company.

Discuss the importance of manufacturers' display aids relative toyour firm.

* Research the history of the advertising allowance with emphasis onits relevance to anti-trust legislation.

Discuss who pays for price decline guarantees.

IV. Pricing of merchandise

Make up a set of ten problems in discounts and markups showingthe solution for each one.

Describe the markdown policy in your firm.

Compare the markdown policies of competing firms.

* Have a panel discussion or debate on the merits of fair-tradepricing.

Write a paper on the pros and cons of fair-trade pricing as itaffects the consumer, the retailer, and the manufacturer.

Point out what items in your department require a greaterexpenditure of effort to sell. Explain what these efforts areand why is it necessary to use them.

Illustrate the idea that once the public gets used to a priceit tends to rebel at any other price.

83


Skills

The student should develop

A buying vocabulary

The mathematical abilityto compute discounts,markups, and markdowns

The ability to constructa buying plan

The ability to readinvoices, purchase orders,and related forms.

Understandings V. Buying at* a career

Before a student decides upon A. Job opportunitiesa career, it is necessary thathe have a realistic view of the Buyercareer he is considering. Thisis as true of a career in buying Assistant buyeras it is of any other. There-fore, the student should know Resident buyerwhat particular aptitudes,skills, and training are Fashion co-ordinatorrequired to be successful inthe field of buying. He Comparison shoppershould objectively evaluatehimself to determine whether Merchandise consultanthe can be successful andhappy in a career in buying. Merchandise lab

technicianConcepts

The position of buyer serves asa stepping stone for merchandisemanager and other higherpositions.

84


V. Buying as a career

* Make a survey of your store to determine how many people performa buying function, indicating what percentage of their to'..al timeis devoted to buying duties.

Make one organization chart for your entire organization andanother covering only the buying department.

Rate yourself on a check list for mental, social, and charactertraits. Do you have the mental, social, and character traitsimportant to success in buying?

Make a list of the personality, education, and experience re-quirements of the buying job that you eventually want to hive.Set up a tentative plan for your career development.

Rate yourself on a check list which enumerates the health andpersonal appearance tralt important to achieving success inbuying.

By interviewing buyers at your training station find out whatcharacteristics and skills are necessary for a career in buying.

85

Undeestandings, Concepts, and Skills

NOMMOMINIIMI

Outline of Content

The buyer's appearance willusually be satiefectory,especially if he hau beena sslosman and is aware ofthe inportanca of dress andmanners.

The duties of a buyer areoften very demanding,frequently requiring longand irregular hours. Travelis often necessary.

The buyer has to have astrong will and must not beeasily persuaded.

The ability to admit one'smistakes is usually a signof good Judgment in a buyer.

$6

B. Personalityrequirements

Good grooming

Good memory

Decisiveness

Judgment

Bargaining ability

C. Skill requirements

Understanding:

ColorDesignFabricsConstruction

Merchandising

Sales


List the skills that are required on your buying job. Check withthe job activities outlined in your step-by-step trainingplan. How will you develop these skills?

Collect the training materials used in your initial job trainingfor your job manual. What information did you receive on thepolicies and procedures of your company? What training did youreceive in buying techniques? Report to your class and compareyour training with that of your classmates.

* Examine college catalogs to find out what courses are offered forpeople interested in buying as a career. List the name of thecourse, a brief description of it, and the name of the institution0.fering it.

a?

BIBLIOGRAPHY

BOOKS

Ernest, John W., and DaVall, George. Salesmanship Fundamentals. 2d ed.Chicago: McGraw-Hill Book Co., Inc., (Gregg Publishing Division),1959. Chapters 6 - 7.

Haas, Kenneth B., and Perry, Enos C. Sales Horizons. Englewood Cliffs,N. J.: Prentice-Hall, Inc., 1958. Chapter 6.

Reich, Edward, et al. Basic Retailing. New York: Pitman PublishingCorp., 1960. Units 8 - 11.

Richert, G. Henry, et al. Retailing Principles and Practices. 4th ed.Chicago: McGrawHill Book Co., Inc., (Gregg Publishing Division),1962. Units 60 - 64.

Rowse, Edward J.,Cincinnati:

Wingate, John W.,Cincinnati:

FILMS

and Nolan, Carroll A. Fundamentals of Advertising.South-Western Publishing Co., 1959. Chapters 4 - 5.

and Weiner, J. Dana. Retail Merchandising. 6th ed.South-Western Publishing Co., 1963. Chapters 6, 7, 8.

pdustrial Purchasing. Encyclopaedia Britannica Films, Inc., 1952.21 min. b&ii (X-I-16).Using the manufacture of a refrigerator as a vehicle, theactivities of the purchasing department are portrayed.

The World Is tours. Modern Talking Picture Service. 27 min. color.Deals with founding and growth of modern retailing and marketingmethods including buying excursions.

88

VOCABULARY

advance dating maintained markup

advertising allowance margin

Agent market

basic stock list merchandise broker

buying plan merchandise plan

cash discount national brand

chain discount piggyback

comparison shopping post dating

consignant private

demonstrators quantity discount

dollar markup purchase order

B. 0. H. reporting service

extra dating resident buyer

fad resource

fair trade R. 0. Gs

fashion sales representative

fashion coordinator staple

fashion cycle style

F. 0. D. trade credit

initial aarkup trade discount

job lot trade paper

lines trade show

list ptice unit packing

listing system vendor

loss leader want slip

89

=1It

UNIT FOUR - STOCK HAhDLINO

Modern mass distribution requires a smooth and vapid flow of goodsfrom the manufacturer to the selling area, so that consumer demandwill be satisfied when and where it occurs.


Understandings

Unopened cartons of merchandise sittingon a receiving dock benefit neithermerchant nor consumer. A delay on thedock actually adds to the final priceof the goods. This price increase willbe borne by both merchant and consumer.

Coc...s2211

Accuracy in the receiving area cannotbe emphasised too much. If claimsagainst the shipper are not reportedat this time, they may be impossibleto recover later.

Incoming goods must be carefullyrecorded on the receiving recordsince this will be a reference pointwhen attempting to ascertain whetherparticular items arrived aad wherethey were sent after receipt.

The receiving area must keep intouch with the accounting depart-ment to determine whether incominggoods were attually ordered.

With increased labor costs it hasbecome necessary to utilise mechan-ical devices so as to increase theproductivity of the laborer.

90

I; Receiving of merchandise

A. Count of cartons

B. Inspection ofdamages

C. Report of damagesto shipper

D. Check of transporta-tion charges

R. Record of shipment inthe receiving record

Number of pieces

Shipper

Weight

Vendor

F. Verification of ship-ment with accountingdepartment

O. Kinds of equipmentused

LEARNING EXPERIENCE

I. Receiving of merchandise

Explain the functionsto the proper selling

Define procedures fororders.

of receiving and distributing merchandisedepartments.

reporting incomplete shipments and hack

* Make a flow chart of the merchandise it yAi.): training station,

starting at the "dock" and continuing on through to the customer'spurchase.

List reasons why it is important to know how to handle stockproperly.

Invite the store manager or local merchant to speak to the classabout stock control and the necessity of a stock control systen.

* Discuss in a written report who assumes the liability for marchandise damaged in transit.

Discuss in class the variations in ref: living procedures betweentraining stations.


91


It is necessary to place a greatemphasis on safety in the receivingarea because of the use of machinery,the continual activity, and the greatbulk of many of the crates.

Mater tatlactim

Because theA margin of profit tothe retailer is small, it isimperative that mistakes anderrors be reduced to an absoluteminimum.

Concepts

The initial step in checking isto compare the purchase orderwith the invoice to see if thevendor has sent the merchandiserequested.

Minh of the merchandise receivedwill be of a delicate nature. It

is important to use great carein opening cartons so that thesegoods will not be damaged.

Freight elevator

Fork lift truck

Hand truck

Pallets

Gravity feed rollerconveyors

Continuous beltconveyor

Scales

II. Checking of merchandise

A, Comparison of purchaseorder with invoice

B. Opening of containers

C. Sorting of merchandise

D. Check of quantity

Direct check

Blind check

B. Check of quality

P. Kinds of equipment used

Tables:

PortableWhen checking for proper Stationaryquantities, employees tend tobecome mentally lazy, The Tote boxestendency here is thnt if partof the invoice agrees in Mechanical conveyorsnumber with what is countedthe employee assumes, without Carton openerscounting, that all the rest isalso correct. One method ofcombating this is to use the

92


Bring in a list of specialized equipment used in the receivingarea and give a short description of how it is used.

* Make out a detailed report of safety regulations, safety devices,and safety hazards in the training station receiving area.

II. Checking of merchandise

A committee of two or three may present a demonstration of howto conduct a direct check and a blind check.

Explain what a checker would look for when conducting a qualitycheck of various kinds of merchandise, i.e.. dresses, shoes,rainwear, furnitum

93


blind check method, which does notinform the checker of how many pieceswere billed.

The check for quality is particularlyimportant at this point because it willprevent a dissatisfied customer aswell as simplifying the return to thevendor.

Understandings

One of the factors that contributedto the realisation of mass market-ing was the one-price policy. Thebuying public has accepted the ideato the point that when goods arenot plainly masked as to pricethere is a tendency not to buy.Thus, the accuracy and visibilityof the price becomes especiallyimportant to the distributionof goods.

Concepts

Because of the continuing trendtowards self-service establish-ments, the price ticket with itsauxiliary information may be theonly source of information avail-able to the consumer.

It should be understood that theperson affixing the price doesnot determine what it will be.The determining of price is acomplicated process involvinga knowledge of costs, expenses,and profit margins.

94

III. Marking of items

A. Advantages of marking

Silent salesman

Elimination ofmisquotes

Customer assuranceof one-price policy

B. Providing of unitprice by buyer

C. Pricing of individualitems

Group marking forsmall inexpensiveitems

Tags for apparel items

Gummed labels for hardsurface items

Pin tickets forloosely woven items

,4Pclitsg of supple-

mentary informations

CostVendorDate bought


III. Marking of items

Discuss the topic "Customers Prefer to Haggle over Prices."

Visit the Maxwell Street area and observe the methods of present-ing the price to prospective buyers.

Invite a speaker from qne of the data processing firms to speakabout new methods of ng information on price tickets and waysin which these facilitate inventory control.

* Prepare a report on how some firms attempt to use erroneouslymarked tickets or counter signs as gimmicks to bring about sales.

* Obtain a variety of pri:e tags and prepare an oral report inter-preting this information for the class.

Make up your own code for the various items found at your train-ing station.

Prepare a manual on your company and your specific department,making certain to include all forms, pricing and marking tags,and any other material relevant to your job and department.

93


The price ticket may be developedto supply information to the merchantas well as to the customer. Confi-dential information such as cost anddate of receipt may be printed onthe ticket in a code. This allowsthe merchant to have a finger tipcontrol over his goods.

Hand marking merchandise, exceptwhere one-of-a-kind distinctive-ness is to be stressed, has givenway to various sorts of machineprinting techniques.

Since a great deal of merchandiseis not sold at the original price,it becomes necessary to re-mark.Since many stores keep theirinventory records in dollaramounts, it is vitally importantto have an organised procedurefor reporting these changes.

Understandings

If consumer demand could bedetertined with precision as towhat, where, and when, the needfor maintaining a stock of goodscould be eliminated. But sincethis is impossible, ft is necessaryto have a large array of goodsfrom which the ever-changingAmerican consumer may choose.

Concepts,

The reserve stock area is losingfavor. In today's highlycompetitive market the trend isto utilise every possible squarefoot of space for selling. Toaccomplish this, much or all thestock is kept in the sellingarea.

96

D. Comparison of manual andmachine marking

Machine advantages:

NeatnessAccuracy

Manual advantages:

DistinctivenessElimination of expen-sive equipment

E. Re-marking of merchandise

Soiled goods

Sale goods

Discontinued goods

Returned goods

Mistakes

IV. Storage of t:ock

A. Reserve stock

Location in nonsellingarea:

Back roomBasementUpper floors

Proper arrangement ofmerchandise:

Similarity to that ofselling floor

Provision for easy access

Special features:

Communications linkwith selling floor

System of transport toselling floor


A committee may develop a report on various equipment used in pro-ducing price tickets. Dramatise the presentation by bringing in asmall unit and demonstrating its operation.

Report on the procedure used in your training station when an itemis reduced in price. Emphasise particularly how the inventoryrecords are adjusted to indicate the price adjustment.

Visit one of the large department store's merchandise returnsdepartment to observe the extent of the etmarking operation.

Report on merchandise return procedures in your store, includingforms and necessary signatures.

IV, Storese of stock

Prepare a floor plan of your training station, indicating thelocation of the stock areas and the merchandise arrangement withinthese areas.

Discuss whether particular training stations utilise an arrange-ment of reserve stock corresponding to that of merchandise on theselling floor.

Pill in a unit control form.

Discuss proper handling of merchandise.

Visit a large discount store and observe and report on thedifferences in stockkeeping methods as compared with those ina regular stole.

DISCUSS in class how goods are requisitioned from reserve stockand transported to the selling area in the individual trainingstations,

97


The reserve area should serve as anadjunct to the sales staff. Whenfloor stock is depleted, thereshould be a direct link of communica-tion and a rapid means of transportinggoods between the stock area and theselling floor.

The trend to using forward stock notonly has the advantage of eliminat-ing nonselling space but alsoconveys to the consumer thepsychological idea of abundancewhich has a salutary effect onhis buying habits.

One of the sure ways to reduceprofit margins is to allow oldmerchandise to rest at the bottomof the pile, a pkactice whichultimately results in markdowns.This is why much attention isgiven to stock rotation.

Understandings

Through experimentation and obser-vation it has been found thatparticular arrangements orgroupings of merchandise tend tostimulate buying acid thus resultin greater returns to the firm.The conclusions of theseexperiments should be broughtto the attention of all employeesso that stock arrangement plansdo not appear as whims or as anarbitrary decision.

98

Disadvantages:

Reduction of sellingarea

Slowing of stockmovement

Increase in expenses

B. Forward stock

Location in selling area:

Open shelvesCounter drawers

Capacity:

Two or three days'supply

Replenishment fromreserve

Rotation of merchandise:

Elimination of spoilageElimination of shopworn

goods

V. Arrangement of goods

A. Plan of arrangementRelated items together

Impulse goods alongmain aisles

Profitable lines inconspicuous locations

B. Advantages of properarrangement

Sales aid

Time saver

Facilitation ofmerchandise control


Prepare a classroom display of business forma used by stores inordering merchandise from reserve stock and in returning merchan-dise to stock.

* Write a report on the importance of self-service as it wouldeffect your job regarding merchandise, policies, and operation.Mention the importance of open displays and prepackaged merchan-dise.

Visit three or four local stores and prepare a brief written reporton how the forward stock is maintained.

* Make a pictorial presentation to the class depicting the changesthat have occurred in the physical makeup of counters and displayunits.

Report on the differing storage and stockkeeping problemsassociated with perishable stock such as meats, fruits, andvegetables.

Prepare a short talk on the particular problems involved in keep-ing stock "fresh" in your own training ste;?;ion.

V. Arrangement of goods

Draw a floor plan of the selling area of the training stationindicating the placing of impulse goods, shopping goods, staplesand related items.

Visit a large shopping area with the purpose of observing methodsand techniques of stock arrangement. Prepare a critique based onyour observations.

99


Concepts

New goods should be placed beneathor behind old goods to facilitatethe selling of fresh goods at alltimes.

The arrangement of stock shouldbe logical and simple so that anew salesperson may learn it easily.

It should also be arranged in orderto facilitate replenishment andcounting.

Skills

To develop a logical systematisa-tion and arrangement of goods so asto aid in the selling function.

Understandings

The function of distribution is tomove goods into the hands of theconsumer as efficiently as possible.Because each task in this processis equally as important as theother tasks, it is not realisticto view the stock handling phasewith derision.

Concepts

There are various kinds of jobopportunities that fall withinthis category. Positions in thisarea can be found for persona atall intelligence levels.

Monetary compensation will varydepending upon experience andskill requirements.

Various character traits providethe basis for advancement andthe knowledge of merchandisingthat prepare the student for a

100

VI. St,- A handling as a career

A. Job opportunities

Store manager

Supply manager

Department managers

Assistant departmentmanagers

Receiving. clerk

Head of stock

Ticket makers

Merchandise checkers

Merchandise markers

Merchandise distributors

Stockmen


VI. Stock handling as a career

Interview personnel department representative and report on jobopportunities to which a stock person might be promoted.

Hake a detailed organisational promotion chart for your company.List duties at the various levels and be sure to include dutiesof the stock boy and girl.

Collect various handbooks, pamphlets, and brochures given to youas a beginning employee.

101


career in business.

102

am.

B. Personality requirements

Thoroughness

Accuracy

Organizational ability


Secure a check list of mental and physical traits considereddesirable for a stock worker. Rate yourself.

Select one of the characteristics listed in the preceding activityin which you are especially weak. Write a paper giving details ofa plan for improving yourself in that characteristic.

Prepare a discussion on typical undesirable mannerisms of highschool students and specific suggestions for overcoming them.

Compare working relationships of two people in your department whowork together well and two people who do not seem to work welltogether.

103

BIBLIOGRAPHY

BOOKS

Reich, Edward, et al. Basic Retailing. New York: Pitman Publishing Corp.,

1960. Units 7, 12 - 15.


Chicago: McGraw-Hill Book Co., Inc., (Gregg Publishing Company)

1962. Parts 20, 21, 22.

Robinson, O. Preston, et al. Store Salesmanship. 5th ed. Englewood Cliffs,

N. J.: Prentice-Hall, Inc., 1959. Chapter 8.

Walters, R. G., and Wingate, J. W. Fundamentals of Selling. 6th ed.

Cincinnati: South-Western Publishing Co., 1953. Chapters 8 - 9.

Wingate, Isabel, et al. Know Your Merchandise. 2d ed. Chicago:

McGraw-Hill Book Co Inc., 1953.

Wingate, John W., and Weirer, J. Dana. Retail Merchandising. 6th ed.

Cincinnati: South-Western Publishing Co., 1963. Chapters 2, 9,

17, 18.

104

basic stock list

bill of lading

blind check

checker

consignment goods

dollar control

forward stock

head of stock

inventory control

invoice

LCL shipment

log

open check

packing slip

physical inventory

VOCABULARY

105

receiving apron

receiving dock

reserve stock

sales slip control

spot check

stock control

stock rotation

stock shrinkage

stock turnover

stub control

tailgate delivery

under stock

unit control

vendor

want slip

UNIT FIVE - ADVERTISING

Advertising is vital to the future of our country and our freeenterprise system. As an important element in large scaledistribution and mass production, its objective is to sell goodsand services; this is accomplished by stimulating demand byinfluencing consumers in their purchase decisions.


Understandings

Advertising is responsible forfomenting change, stimulatingdemand, and fostering a livelyflow of new products.

Advertising performs a distinctpublic service. It educatesand informs the people aboutthe great variety of merchan-dise and services available tothem.

Concepts,

The nature of advertisingchanges and grows with tech-nological development.

Population changes, newproducts, and new uses ofproducts have contributed tothe growth of the advertisingindustry.

Advertising is one of themulti-billion dollar industriesin our economy.

106

I. Advertising in our freeenterprise system

A. Elevation and mainten-ance of our standardof living

Rise in nationalper capita income

Increase in demandfor goods and ser-vices

B. Advantages to business

Creation of new markets

Reduction in manufactur-ing costa:

Large volumeMass production


I. Advertising in our free enterprise system

Bring to class several advertisements that have been designed toserve the public's interest.

* Assuming that you are an executive of a large mercantile concernkeenly interested in furthering our nation's economy and insecuring your share of the customer's dollar for your company,discuss why you should have an extensive advertising program.What media would you include in your advertising budget?

Bring to school several articles from professional or trademagazines discussing the economic values brought about throughadvertising.

107


Advertising is essential tothe mass distribution of goods.

Advertising increases themarket demand for goods andservices resulting in increasedproduction, increased employment,and a higher standard of livingfor all Americans.

Advertising has made possiblethe growth of vast industriesand popularized the use ofbrand names (e.g., Kleenex,B.V.0.)

Advertising is a business initself as well as an importantand vital part of otherbusinesses.

Skills

The student should becomesensitive to the changes inproduct development and produc-tion and to the technologicalinnovations and scientificadvancements that haveinitiated these changes.

The student should learn howto utilize the advantages ofadvertising by coordinatingthe advertising function withproduct advancement as thebest means of performing themass distribution task.

108

Reduction in distribu-tion costs:

Retailer's turnoverlarger and faster

Buying, financing, andother businessoperations accomplish-ed more economical

C. Advantages to society

Reduction in prices

Providing of productinformation:

New products availableUses of productsWhere and when obtained

Variety and improvementof quality

Financing of massentertainment and news:

Radio and televisionNewspapers and magazines

Contribution to socialpatterns and communitywelfare:

Interests stimulated(travel, music, books,and higher education)

Religion supported(family prayer andbrotherhood)


If American business had not used advertising extensively duringthe past twenty-five years, do you think that the prices ofautomobiles, electric light bulbs, and vacuum cleaners would behigher, lower, or about the same as they are now? How has thetechnical improvement of these items been influenced by extensiveadvertising?

Bring to school several advertisements which introduce newproducts.

Bring to school several advertisements which attempt to showthe uses of a product.

Bring to school several advertisements designed to stimulateinterest in travel, music, and books.

Bring to school several advertisements encouraging pc)ple toinvest in a particular organization or enterprise.

Bring to school several advertisements designed to encouragepeople to support a specific program or issue.

109


Charities and publicservices aided

New industries attract-ed

Public shareholding of.American businessencreased

Investments and newplants and enter-prises increased

Construction for schools,sanitary systems, andstreets financed.

D. A necessary and powerfulforce for the future

Creation of non-agri-cultural jag:

Increase in labor forceIncrease in productivity

and education of laborforce

Increase in total annualsales of goods andservices

Activation and encourage-ment of consul Liondesirest

Absorption of increased"discretionary buyingpower"

Overcoming of "habitlag" or inherentresistance to change

Adaptitton to the up-graded standard oflivings

Increase in incomeIncrease in educational

level

110

LEARNING EXPERIENCE

Advertising and Economic Growthin the 1960's

1960 1970

ADVIATIVNOEXPENSES

$12

PERSONAL ... ...-CONSUMPTION '''EXPENDITURES $3/0 I

GROSSNATIONALPRODUCT

..............

003

U.S POPULATIONIII*-

14

fr. ft re C..... Car 016o.

.. 4........

..II

........ $.03 I

214 111

Source: Luther H. Hodges, "Advertising Is Vital to Business,Helpful in Social, Educational Advances, Says Hodges,"Advertising Age, Vol. XXXIV, No 3 (January 15, 1963),p. 5.

111


Understandings

A primary purpose of goodadvertising is to prisell goodsand services. Good advertisingtends to reduce the coat ofmarketing goods and services.

The principles that govern goodselling also govern all formsof advertising. In ordbi- to do

the best advertising, it isnecessary to master the generalprinciples of salesmanship.

Concepts.

Sales promotion is the co-ordination of personal sellingwith non-personal presentationof goods and services.

Sales promotion has a three-pronged objective: (1) tobring customers into thestore, (2) to influence themto make purchases, and (3) tobuild good will for the store.

The major aim of retail ad-vertising is to attractcustomers to the store.

To be effective, an advertise-ment must attract attention,develop interest, create desire,and induce favorable action.

112

II. Advertising as a selling,:omplement

A. Place of advertising iniales promotion

Salesmanship(personal selling)

Publicity (non-personal selling):

Visual merchandisingAdvertising

B. Purposes of advertising

Direct sale of goods

Creation of demand

Attracting of customersto enter a store

Introduction of goods,styles, and services

Teaching of new usesof a product

Preparation for asalesman

Prospecting for cus-tomers

Recognition of a tradename, trade mark, or aslogan

Maintenance of customersatisfaction withprevious purchases

Creation of good will


II. Advertising as a sellinkcompement

Bring to class three advertisements as follow.:

An advertisement intended primarily to get the prospect tovisit the seller's pleas of business, to send in an inquiryby mail or telephone, or to ask to have a salesman call.

An advertisement intended to keep a customer who has boughtan article happy with his purchase and to renew his confi-dence in it.

An advertisement intended actually to sell an article,perhaps by mail. Be prepared to explain to the class howeach advertisement does the thing it is intended to do.

Prepare a list of mayoral products bearing product names thatimply the purposes of the articles, and bring to class five adsthat represent such products (Examples: Dermassage, Kool-Aid),

Bring to class advertisements illustrating each of the purposesof advertising listed. Most advertisements combine severalpurposes. Select only those that feature a particular purposeand exclude as much as possible other purposes.

Hake a brief scrapbook consisting of at least ten advertise-ments, using newspapers and several kinds of magi:sines as yoursources. Try to finds

at least two institutional advertisementsat least two ads emphasising product differentiationat least three ads that tempt you to buy directlyone consumer adone business ad,

113


For most retailers, advertisingis the accond or third largestexpense outlay.

Advertising is the most efficientand economical way of sellinggoods and services. It reachesthe most people for the smallestnumber of dollars invested percontact.

Advertising is a valuable sellingtool, but it cannot overcoae poormerchandising, bad location,careless service by employees,nor Will it sell goods thatpeople do not want.

Skills

To conceive and develop anadvertising program leithin therestrictions of a prescribedbudget and a predeterminedset of sales objectives.

114

C. Classifications of adver-tising

Consumer advertising

Business advertising

Promotional advertising

Institutionaladvertising

D. Requirements foreffective advertising

The right goodsand services

Timing

The right media

The right techniquein layout, headline,illustration, and copy

B. Cost of advertising

Advertising policy

Sise of establishment

Competition

Distances from whichadvertisers wishes toattract customers

Collect and bring to class an example of each kind of advertisingmtntioned. (This project can also be used in identifying typesof media, See III in outline of content.)

* You, as manager of a haberdashery store with an annual salesvolume of $50,000, have just convinced the owner to advertise.He tells you to go ahead. You must select the items, the media,the layouts, and the copy for your advertising. How will you goabout it?

A suburban store that has an average annual sales of approxi-mately $100,000 spends 3 percent of its sales for advertising.Its advertising budget is divided as follows: handbills 30 per-cent; calendars and book matches, 7 pentent; window displays,15 percent; newspaper advertising, 15 percent; direct mail,20 percent; and miscellaneous, 13 percent.

How much is the annual advertising budget?What is the amount spent for each type of advertising?


115

Understcndings, Concepts, and Skills Outline of Content

F. Use of advertising

Sales goal

Advertising necessaryto meet goals

Honey spent last monthMoney spent last yearCompetition

Items of service topromote

Schedule of advertisingexpendituress

Month-to-monthDay-to-daySpecial events

(payroll days, andlocal night openings)

G. Goods to advertise

Goods in demand

Nov fashions

Distinctive merchandise

Seasonal goods

Popular-priced goods

Good values

116


Select five items that you would advertise for your opening.Explain why you selected these items for promotion, pointing outthe human interest appeal of each item.

* Organize a sales campaign with a limited budget from rates listedin the Standard Rate and Data Service publication. (5201 OldOrchard, Skokie, Illinois. YO 6-8500. Subscription Department,$3.00 school issue of rates for various media.)

Investigate and report on who does the planning and salespromotion in the training station.

Report on types of sales promotion used in the training station.

Develop sales promotion plan for a fiscal year.

Collect advertisements announcing special sales and comparewith day-to-day advertising.

Report on what a specific advertisement should do for a store.

Construct a window display (committees may be used) co-ordinatingit with a published advertisement.


118

H. Goods not to advertise

Leftovers at regularprices

Quantities of desirablemerchandise too smallto fill demand createdby advertisement

Merchandise for whichprompt fill-ins frommanufacturer are notpossible

Goods not in storewhen advertisementappears

Goods not "advertised"to salespeople

I. Advantages of advertising

Gains attention

Reaches more people atless cost per contact

J. Disadvantages ofadvertisOg

Impersonal natureless impelling

Specific needs of eachprospect not met

Objections and questionsnot met


* Develop an advertising scrapbook. The table of contentsshould include:

I. Objectives of AdvertisingII, Media of Advertising

III. Kinds of Advertising

A. ProperB. Unv!'eC. Seasonal and holiday

IV. Parts of an Advertisement

A. HeadingB. IllustrationsC. CopyD. LayoutE. Signature plate

V. Color in Advertising

Prepare a talk on the limitations of an advertisement.

119


Understanding`

The advertiser seeks to defineand locate his market and toselect the most effective mediaof contacting potential customersin that market.

More than one, kind of media maybe employed either simultaneously,in sequence, or in differentsegments of the market.

Concepts

The choice of a medium dependsupon what is to be advertisedand the habits and customs ofthe prospects who are to bereached.

Mass advertising is that formof advertising which appeals tomany individuals of a group atone and the same time.

The newspaper is the moatwidely used media for theretail store.

The character and circulation ofa spenific newspaper or magazinedetermine its value as a 4edtum.

The best newspaper is the one thatreaches to the largest extent thegroups to whom the store caters.

III. Selection of effective media

120

A. Types of media (mass anddirect advertising)

Periodicals:

NewspapersArea shopping newsMagazinesTrade JournalsTrade newspapers

Direct advertising:

LettersEnvelope enclosuresPostcardsSelf-mailing foldersBroadsidesBooklets and catalogsCalendars and noveltiesPamphlets

Outdoor advertising,

PostersBulletins (painted)Electric spectaculars

Transportationadvertisingt

Car cardsStation posters

Broadcasting (radio andT.V.):

Spot programingRegular seriesCo-sponsorsGive -away programs


III. Selection of effective media

List magazines used for special interest products, i.e., hobbies,stamps, and automotive products.

Bring in samples of trade publications from your trainingstations and report on one article found in them.

Submit examples of direct mail advertising illustrating:

Individually typed letterForm letter with individually typed inside addressForm letterBusiness reply card or envelope enclosureDifferent kinds of postage: permit, bulk rate, meterand different postal rates paid by advertiserAn envelope used to convey a promotional message.

Plan an advertising campaign involving at least three media.

visit a local newspaper office, photo-engraving company, oradvertising agency.

Submit examples of the use of advertising premiums or freeoffers.

Submit examples of the use of advertising on mailing envelope.

Report on a selection of duplicating techniques includingpersonalizing form letters, using illustrative examples.

Report on mailing techniques in direct sail advertising.

Submit examples of advertising inserts in business correspondenceincluding business reply envelope or card, questionnaire form,and fabric sample.

Write a television commercial.

Illustrate (draw) advertisement to be flashed on televisionas part of a comme:ciall and write copy for the commercialfor seconds.

Give an example of a business or product which would mostbenefit from an advertisement in each of the media listed.

Write up a report on the effectiveness of an advertisementin your own training station as indicated by customer response.

121


Advertising must be undertakenregularly and consistently inorder to be effective.

It is generally desirable to usemore than one kind of medium.

The purpose of direct advertisingis to reach prospective buyers on anindividual basis.

A layout fa a general appearanceand makeup for an advertisement.It indicate- 'ate exact positionof each el Acne of an advertise-ment.

Skills

To evaluate the types of mediaavailable in relation to theproducts and serviced to beadvertised cc..d the customer&to be reached.

To become acquainted with thedifferent kinds of advertisingand the time and way in whichthey can be used most effectively.

122

Visual merchandising:

Window and interiordisplays

Special features(fashion shows,exhibitions, anddemonstrations)

Occasional publications:

Programs of theaterand athletic events

Books and bookletsdevoted to productsoz industry

Miscellaneousadvertising:

TagsLabelsBookletsWrappersContainers

Handouts or leafletsfrom the store

B. Approaches to selection

Institutional versuspromotional

Psychological appeals

C. Criteria in mediaselection

Cat

Audience (market) sire,ad character

Durability


Bring in samples of advertisements in various media and comparethem as to appeals and classification of buyer.

Bring in various examples of industrial advertising And discussthem in class,

Report on the distinction between local newspaper advertising andnational magazine advertising with examples of each.

Bring in samples of newspaper advertising to illustrate theselection of a newspaper to meet market needs, market areasserved, income class of readers, cultural class of readers,predominance of a single sex in reading population, andpredominance of a single age group.

Determine the cost of a given amount of space and compare pricesin local newspaper, neighborhood section of metropolitan news-paper, and metropolitan paper for Sunday and daily editions,and color.

Bring in samples of newspaper advertisements to illustratemethods of attracting the attention of readers to the advertise-ment, indicaUngt

importance of the position of the ad in the paperuse of headlinesuse of illustrationsuse of coloramount of white spaceimportance of the size of the advertisementuse of testimonialsuse of coupon mail-inuse of comparative pricing'tie-in of productappeal to emotionuse of institutional promotion

123


eadonmomilaor vmmamilo

Outline of Content

Understandings

In the preparation of anadvertisement the advertisermust have clearly definedobjectives in mind.

The advertisement in order to beeffective must proceed throughthe psychological steps ofattracting attention, arousinginterest, creating desire, andproducing action.

Concepts

The small advertiser who desiresto create his own advertisementscan obtain professional advice.Assistance in layout, copywriting, illustrating, and otherad preparations is made availableby the newspapers, radio andtelevision stations, andadvertising' agencies.

The headline must attractattention and cause the prospectto read the copy.

The illustration should includea picture of the product and anappeal to human interest. It

connects the reader's experienceto the product advertised.

124

IV. Preparation of the advertise-ment

A% Services of professionaladvertising

Newspapers

Radio and television

Advertising agencies

"Hat" services

B. Steps in prept:ringadvertisement

Information aboutproduct or service

Selling points

Other informations

Credit, quantity, orguarantee

Price, color, sizes,models, or styles

C. Elements of advertisement

Headline:

Attention attractedInterest arousedObserver lad intoreading rest of copy


IV. preparation of the advertisement

Contact a newspaper or an advertising agency and compile a listof the services that these organizations make available to a smallretailer.

Visit a newspaper and ask to be shown around the advertisingcomposing room.

Visit a large department store and interview the advertisingmanager.

Find out how the people in a store who prepare the advertisementsget information about the merchandise advertised.

Construct an advertising layout for specific media.

Construct a simple advertisement illustrating a special problemsuch as a sale of suits with attention given to both copy andillustration. (Use blackboard or similar device.)

Produce an advertisement for a training station. (Where studentdoes not have a single product or line, let him make aselection.)

Make a list of action words, introdi;ctory sentences, anddescriptive phrases suitable for advertising copy in directmail pieces.

Prepare a "rough" of an advertisement (newspaper or magazine)for one item or a related group of items you select.

Select three newspapers advertisements. On each, with a crayon,draw a line representing the eye movement of the reader.Typically, the eye moves from the headline or illustrationtoward the'bottom of the page, sweeping through the copy to thelogotype. Poor designs cause the eye to move off the pagewithout taking in the entire copy.

125


.10.The copy must create desire andarouse the prospect to action.The copy should be written fromthe customer's point of view.

The signature plate shouldimmediately identify the storeto the prospect.

Skills

To construct an actual advertise-ment by co-ordinating the mechanicalfunction of constructing a layoutwith the mental application ofpositioning the elements of theadvertisement in the most effectivemanner.

To learn and utilize thepsychological appeals inadvertising construction.

126

Illustration:

11Picture related toproduct advertised

Picture tied in withcopy

Picture appeals tohuman interest

Selling points shown

Copy;

Item expressed inheadline and illustra-tion followed up

Facts about merchandiseincluded

Language sim9le

Customer point of view

Signature plate(Logotypes):

Distinctive type face,trademark, emblem, orsymbol identifyingstore

Facts about the store(hours and days ofweek)

Layout:

Eye movementDominant elementPrice figureStandard formatWhite spaceBorder


Choose a product in which you are interested. For this product,Write three headlines that meet the purpose of a good headline.

Select an advertisement and mark clearly each of its parts.

Write two examples of headlines and body copy that would beeffective in an advertisement introducing a new item ofmerchandise in your store.

127


Understandina

Advertisers have a moralobligation towards the usersof products and servicesadvertised.

The public interest is greatlyinvolved in advertising.

Policing of business activitymay be either public or private.

Ethics is a question of practice.

Concepts

Self-policing is an indicationof ethical practices by businessesand industries.

128

D. Processes of printingand engraving

Letter press

Offset

Rotogravure

Line engraving(Ben Day process)

Half -tone plates

V. Standards, ethics, andcontrols in advertising

A. Nature of ethics

B. Ways of maintainingethical practice

Avoidance of falsecomparatives

Avoidance of decep-tive packaging

Avoidance of mis-leading copy

Avoidance ofdebasing of publictaste


V. Standards, ethics, and controls in advertising

Bring in examples of advertising which you think is lackingin ethical practice such as the use of apparently falsecomparatives.

Submit examples of: false comparatives, deceptivelabeling, deceptive packaging.

Submit examples of: ethical labeling, seals of approval,laboratory reports.

129


111111111MMIIINI

The public interest is servedthrough the services of privateagencies and state, and Federalregulating bodies.

Consumers are educated and benefitby services of regulatory agencies.

Skills

To recognize and interpret thepsychological composition ofsociety, so that the standardsand ethics of advertising willbe consistent with the valuescoveted by the society.

To learn to discern a factualstatement as contrasted withan exaggerated or deceptivestatement in order to remainin keeping with the practiceof good standards and ethics.

To become familiar with thevarious regulatory entitiesand their requirements, orrestrictions, so that soundadvertising practices will bemaintained within the legalstandards.

To develop a persuasive state-ment, being careful to avoiddeception and exaggeratedinterpretation.

071141M111=iv 1.711

130

C. Controls of advertising

Public:

Federal Trade CommissionFederal Communications

CommissionInteratat _ Commerce

CommissionPure Food and DrugAdministration

Anti-trust legislationPrice Control ActsWool Labeling ActsNational Bureau of

standardsPublic HealthAdministration

American MedicalAssociation

U. S. Post Officeregulations

Proposed anti-deceptivepackaging legislation

Other controls:

Better BusinessBureaus

Industrial self-regulating

Consumer GroupsSeals of approval

(Underwriters Labora-tory and Good House-keeping magazine

D. Testing by individuallaboratories

For own use

For general hire


Read and report on Better Business Bureau of Chicago publicationsregarding poor advertising.

Report on the law of fraud and its application to advertising.

Investigate and report on the work of the Federal Trade Commie-

sion and its policing action.

Investigate and report on the work of the Federal CommunicationsCommission as it relates to advertising.

Investigate and report on the work of the Pure Food and Drug

Administration.

Investigate and report on the work of Anti-Trust Legislationas it relates to advertising.

Report on Price Control Acts in advertising.

Report on the Wool Labeling Act.

Report on the National Bureau of Standards as it relates toadvertising.

Report on the Public Health Administration, the American DentalAssociation, and the American Medical Association regardingadvertising.

Report on U. S. Post Office regulations regarding advertisingmaterials.

Write to a legislator and report on the status of proposedanti-deceptive packaging legislation.

Contact the Better Business Bureau of Chicago and report on

their work.

131


OMIIIIMMIIMMEMILIMm! ....11.1Understandings

The advertising industry isa multi-billion dollar businerlirepresenting a unique combina-tion of art and science in anoperational function.

The nature of the presdnt dayadvertising agency is largelydetermined by modern business,which it serves, and the public.which it addresses.

The advertising agency hasbecome a bridge between businessand the buying public.

!Concepts

Our economy has changed fromone of scarcity to one ofabundance, altering the functionof advertising from its originalobjective of pure announcementto one of persuasion.

The large expenditures ofbusiness have initiated ademand for trained men whoare qualified to spend largesums intelligently andprofitably in advertising.

The advertising agencyevolved from an organisationthat formerly sought merchantsand manufacturers who wouldadvertise to an organisationthat has taken over thefunctions of artist and copy-writer and also determinesthe medium to bi enployed.

132

VI. Advertising as an industry

A. Nature of the advertis-ing agency

Independent organiza-tion servicing others

Concentrated inmetropolitan areas

Size measured indollar volume of sales

Emphasis placed onpsychological methodsand principles

Uses creativity,imagination, andartistic skills

Agency interpretedliterally as a go-between connectingthe advertiser andthe media

B. Variety of services

Media contact andselection

Research'

MotivationalMarket

Part work and layout

Copywriting

Public relations

Television and radioproduction

Campaign design


VI. Adyprtisins as ap industry

Write a paper on the early history of the advertising industry.

* Investigate and report on media circulation auditing services.

Visit and report on the equipment and activities found in acommercial photography studio.

Visit and report on the activities and variety of work in aCommercial art studio.

Read and report on Hidden Persuaders. Status Seektri, orHAIse Hskers by Vance Packard.

Present and analyse eight or more magazine advertisementsin terms of the use of motivational research methods.

Conduct a traffic count for the location of a billboard toadvertise a given product.

* Visit The Reuben H. Donnelly Corporation and report on itontoltconducting procedures.

Near a talk by a representative of an advertising agency.

Neste a talk by a representative of a company advertisingdepartment.

133


UnderatandinRs

Advertising offers a widevariety of career opportun-ities employing many differentskill's and abilities.

Advertising offers good paywithin a fairly short time forthose who have the newiedskills and the will to applythem.

Conceals

Advertising calls for acombination of creative,selling, analytical, andexecutive talents.

Experience in selling is con-sidered a must for anyone goinginto advertising.

Experience fn writing or editingis valuable to anyone going intoadvertising,

134

Verification (auditing)

Department of a business

Promotions and campaigns

C. Department of a business

Co-ordinating of displayand advertising

Budgeting the advertis-ing dollar

Co-ordinating media andother services as out-lined above

Dealer's help in pro-viding materials andco-operative advertising

VII. Advertising as a career

A, Kinds of work

Advertising agencies:

ResearchMedia selectionCopywritingArt and layoutT.V. and radio productionMechanical productionAccount managementMerchandisingPublic relationsPublicity writingContent plantingPackage designingHome economizeOthers not peculiar to

advertising (GeneralOffice, Accountantsand Secretaries)


VII, AdnaitiMLAL2tEULLE

Speak on a given occupation including: job title, specialskills or educational requirements, duties, promotionalopportunities, pay, and special features such as free - lancingand geographical concentration.

Prepare a study of prevailing pay in different advertisingindustry Jobs and typical 1.romotional steps associated withthe jobs.

13S

../1111.1,Understandings, Concepts, and Skills Outline of Content

136

.......1.1111

Opportunities in otherkinds of companies:

Advertising departmentsof advertisers

Advertising mediaAdvertising suppliers

(photoengravers andprinters.)

B. Requirements of personal-ity and experiences

Character traits:

Enjoyment of solvingproblems

Interest in sellingInterest in people and

thingsCreativity Oiriters

and artiste)

Experiences:

SellingWriting and editingEducation (liberal artsand business)

BIBLIOGRAPHY

BOOKS

Haas, Kenneth B., and Perry, Enos C. Sales Horizons. 2d ed. EnglewoodCliffs, N. J.: PrenUce-Hall, 0777A37aRapter 17.

Hersheway, C. B., and Noonan, D. E. (eds). NRB Retail Advertising ladSales Promotional Ma, nual. Vol. III. Chicago: National ResearchBureau Inc., 1961.

Reich, Edward, et al. Ret.steltinu. New York: Pitman PublishingCorp., 1960. Chapter 31.

Richert, O. Henry, !=el. Iglaili Princ es and Practices. 3d ed.

Chicago: McGraw -hill Book Co., Inc. Gregg Publishing Division),1954. Chapter 15.

Richert, 0. Henry, 11 al. AltniljAct Principles and Practices. 4th ed.

Chicago: McGraw -NAll Book co Inc. (Gregg Publishing Division),1962. Unit 12.

Shift, Bernard A and Wilson, W. Harmon. Business Princi les andMaggank. 4th ed. Chicago: McGraw-Hill Book Co., Inc, GreggPublishing Division), 1961. Chapter 19.

Wingate, John W and Nolen, Carroll A. Fundamentals of 7th

ed. Cincinnati: South-Western Publishing Co., 1959. Chapter 20.

Wingate, John W., and Weiner, J. Dana. Retail Merchandising,.

Cincinnati: South-Western Publishing Co., 1963. Chapter 13.

PAMPHLETS

The Advertisi Bu mess and its Care r 0,..rtu iti s, 3d 'id. NewYork: AM4TiCtft Association of Advertising Agencies, Inc., 1961.

,PERIODIME

hillateina Ale. Vol. XXIV, No. 3 (Januety 1S, 1963), Chicago:Advertising Publications, Inc. (Yearbook.)

Crain, 0. D. Jr. (ed.).Publishing Corp.

Decker, F. C, (ed.). AdChicago: Printers

Printers' Ink, Chicago:

ti Chicago: Advertising(Publiihed Monthly.)

Ink Publishing Corp. 1963.

Printers' Ink Publishing Corp.

138

VOCABULARY

advertising agencies letterprese.

advertising media line engraving

advertising plan mail order

Ben Day process market research

bleed page mass advertising

blind headline mass distribution

border mass production

broadside mats

car cards novelty advertising

circulars offset printing

classified advertising outdoor advertising

alias magazines package inserts

copy per capita income

direct advertising point-of-purchase

Fair Trade Code preferred position

Fair Trade Commizsion premiums

Federal Trade Commission pomotional advertising

Food, Drug, and Cosmetic Act psychulogica1 appeals

halftones R,0,10, (runsof paper)

headline rotogravure

house organ signature plate (logotype)

illustration trade journals

institutional advertising trade marks

layout typography

loss leader vhite space

139

UNIT SIX - VISUAL MERCHANDISING

Seeing merchandise properly displayed is as important to in-creasing sales as is hearing or reading about it. By takingadvantage of the fact that sight influences action more than anyof the other physical senses, a well balanced and colorful displaycan prove to be an even more effective selling tool in its powerto attract attention, gain interest, and induce action than manyof the other types of advertising.

Understandings, Concepts. and Skills Outline of Content

Understanding'

Visual merchandising has becomean important new industry inrecent year'. Its significanceas a sales promotion media ismade apparent by observing themany kinds of retail establish-sante that utilise its sellingpower, such ass grocery stores,drugstores, service stations,department stores, and varietystores. Also significant arethe many businesses and creativepeople who earn their way inthis field, such as manufacturerswho deal exclusively in displayequipment and supplies, displayconsulting firms, publishers ofdisplay magasines, professionaldisplay schools, and free-lancedisplay artists and designers,

all of which are indicative ofits growth and importance.

A merchandise display cannot beoveremphasised. For many a smallneighborhood retailer it is hisonly means of advertising. For allretailers it must onvey a favorableimpression to the consumer.

140

I. Selling through display

A. Psychological princi-ples of display

Human instincts

Sense of sight

B. Trends in display

Ancient times

Tventy-five years ago

Recent Interests

C. Objectives

Selling of goods

Immediate sale ofspecific goods

Benefits frommerchandise

Creation of prestige


I. §11,112.thistok_apila

Describe a recent experience in yhich visual merchandisinginfluenced you.

Nike an oral or written report describing the recant develop-ment of visual merchandising and predicting its future.Procure your information from personal observations, interviews,and magasine articles.

Compare dieplay with advertising and personal selling.

141


.1111

Concepts

Display creates favorable surround-ings and correspondingly affectscustomer reaction and employeemorale.

It shows the product effectivelyand prepares the customer for thepersonal attention of the sclesman.

The function of any display is tosell merchandise es soon 41 possi-ble, to create good will between thecustomer and the store, and to presenta favorable image to the community.

Understan4au

A window display is a powerfulselling implement and can be usedto advantage in creating interestand attracting people into the store.

The customers' first impressions ofthe character of a store and thekinds of goods it carries are ob-tained through the windows.

An interior display includes thewhole interior and not just anindividual display. Store (lace-

ration, layout of equipment, andthe actual display of themerchandise are all pert of theinterior display.

kautpLa

Window display is the retailmerchant's chief method of con -tacting customers.

142

Introduction of newstylen

Introduction of newuses

Building of good will

D. Advantages

Emphasis on psycho-logical factors ofselling

Use of merchandiseitself

Use of props, back-grounds, and lights

Capitalisation onother advertising

Types of displays

A. Window displays

Promotional andinstitutional

Classifications:

Closed backgroundsOpen backgroundsPartial backgrounds

Idea sources'

Trade journals, maga-sines, and liters-tura from menu-facturere

Community events andseasons

Importances

Small neighborhoodstores


II. hoi of disolayi

Hake or secure photographs of profesoional window displays fromcentrally locatod or downtown shops and use photos and slides forclass discussion and criticism.

* Hake a tour of shopping centers and observe window and storedisplays. Evaluate and judge the effectiveness of displaysas they relate to age groups, sex, occupations, and standardsof living.

Illustrate the principles of an effective display by making asketch of a window.

Survey the effectiveness of window displays. Chick how manypeople stop to watch a display. Hake a comparison of saleswith a display and those without a display.

Set up a window display area in the classroom or in the corridor.Mop a fresh display on exhibit periodically in the display areaand indicate the proper credit to the designers and the class,

* Por the gifted student

143


Large plate glass windows withunobstructed views of the interior(open backgrounds) are the pre-vailing trend row.

Since it costs the merchant moneyto attract people into the store,an interior display must create adesire for merchandise.

Interior displays are built sothat they tell important factsabout the merchandise! itsmaterials, its uses, and itsprice.

Skills

To learn the rules for con-structing an effective windowdisplay.

learn to judge and classify thedisplays used in the store wherethe student works.

AMIN/NNW

Outline of Content

144

Large departmentstores

Principles!

Customer's point ofview

Timely - seasonalCentral theme or ideaCteanSufficient background

and lightingColor and harmonyFrequent chaff.;

Realistic displayCharacter of store

reflected

B. Interior displays

Whole interio!

Decoration (lights,fixtures, walls,ceiling, andfloors)

Layout (table place-sent, racks, andshowcases)

Merchandise display(placing of mer-chandise)

Classifications!

Closed displaysOpen displaysArchitectural (model)displays

Platform displaysLedge and walldisplays

Shadow box displays

Principles

Harmony with windowdisplays


Make a tour of department stores and observe interior displays.

Observe arrangements, themes, store personality, and the specific

uses of displays. Visit the display departments.

* Diagram floor layouts for a department store and a supermarket.

Set up interior displays--mock grocery and merchandise arrange-

ments. Assemble point-of-sale dispiny set-ups.

145


Understandings

The displayman must know theadvantages and limitations ofthe space with which he is towork. He must determine the'Jest sales features of thegoods to be displayed andthen by proper selection ofprops, decorative materiels,and show cards create anattractive and effective display.

Conte

Careful planning is of utmostimportance.

The principles of design mustbe followed as to emphasis,direction of attention, andbalance.

Skills

Recognition of the elements ofa good display.

Ability to use the principles ofdesig 1 to achieve an attractivedisplay.

146

Neatness and cleanlinessPutting related ideastogether

Distinction betweenwpdow and interiordisplays disappearing

III. Design in display

A. Dominance

B. Balance

Formal balance

Informal balance

C. Proportion

Relationship betweentwo or more elements

Golden mean ratio

D. Other, factors

Repetition and rhythm

Harmony

Contrast

Graduation (progres-sion)

Interference

E. Arrangement

Radiation

Stair-step

Pyramid and zig-zag

Repetition (contin-ental parcern)


III. Design in display

Visit the art museum and study appropriate art and models.Build a display file of library and reference material.

Study paintings by artists to see the moods created by lines.

Illustrate how proportions may be changed by changing lines.Hake the application to interior decoration, or a window, ora costume of the human figure.

Show the achievement of balance in the distribution of line,color, and mass from a horizontal line.

Using the principles of design, show how the interior of astore may be redesigned. Notice the effects of color (light

and dark).

147

.11.Understandings, concepts, and Skills Outline of Content

Understandings

Color is recognized as one ofthe major factors in consumerchoice and in attracting theattention of a passer-by to adisplay.

Proper lighting is necessary toallow the merchandise on displayto he seen readily and easily.

Concepts

Colors are used because of theirtendency of developing moods andillusions that help sell the dis-play to the customer.

Besides illuminating the merchan-dise on display, lighting, likecolor, can develop moods andcreate illusions.

Skills

To develop a sense of color andan understanding of tints, shades,intensity, and proportion asapplied to display.

To develop an understanding oflighting and its uses in display.

Understandings

Construction of a display does notrequire a person to be especially

148

IV. Color and lighting in disp)ay

A. Color psychology

Illusion of smallnessor, distance (receding)

Illusion of largenessor nearness (advancing)

B. Fundamental principles

Chromatic:

PrimarySecondaryTertiary

Achromatic:

Black and whiteSeries of gray

Tones:

ShadeTint

Complementary colors

C. Lighting

Concealed lights(indirect)

Spot lights or floodlights (direct)

Colored lighting

Lighted signs

Fluorescent lighting

V. Mechanics of an effectivedisplay

A. Steps in creating adisplay


IV. Color and lighting in display

Make an analysis of colors. Make a color circle or colorchart. Arrange bits of colored paper on :ardboard to findpleasing color combinations. Discusa the impact of differentcolors.

Bring a prism to the classroom to demonstrate the colors ofa spectrum.

Use the color wheel to show relationships of hues to eachother.

* Bring to school pictures from posters, catalogs, pamphlets,folders, newspapers and magazine advertisements, package inserts,and booklets to illustrate the properties of color and to analyzehow color is used.

V. Mechanics of an effective display,

Plan the construction of props, sprays, mobiles, bows, andholiday decorations. Assemble mannequins, props, stands, andfixtures for use in interior displays.

149

11


gifted or have any specialartistic talents. It is essentialhowever, that before actual con-struction is begun, a plan forpreparing and presenting the mer-chandise for sale be made and allmaterials used in the constructionbe assembled,

Concepts,

Before building a display it isnecessary to determine a themefor the display, the merchandiseto be displayed, the size andnature of the space to be used,and the display materialsavailable.

Both featured and accessory itemsmust be representative of theentire stock in the sellingdepartment.

All display props should bearranged in units, giving atten-tion to eye level, neatness, andselling features of the items.

It is necessary at times todeviate from the original generallayout in order to improve thefinal display.

Good color combinations and light-ing must be utilized if the displayis to be effective.

All merchandise and equipment usedshould be thoroughly cleaned beforeit is placed into position.

Show cards must be used to supplyinformltion regarding hiddenfeatures and price.

150

Plan for display:

Kind of merchandiseSize and nature ofspace

Sketch of proposeddisplay

Selection of merchandise:

Representative of stockSufficient stockCorrelation of itemswith theme

Harmony'of related items

Preparation of displayspace and materials:

Dismantling of previousdisplay

Returning of merchandiseand props to properplace

Washing and cleaningof floor

Checking of lightingequipment

Assembling and preparingof new props andnecessary tools

Assembling of merchandiseto be displayed

Construction of displayin units:

Structural propsFunctional propsDecorative props

Adjustments of display

Utilization of color

Cleanliness of display


Let up classroom displays arranged in cardboard shadow boxes.

Build a miniature shopping center.

Construct or secure a display pog board (41 x 61) to make a

periodic display of merchandise. Use display cases and show

cases to display merchandise.

151


Skills

To develop the ability to evaluateavailable space and utilize it toachieve the best results.

To recognize the elements of gooddisplay.

To develop the ability to plan andconstruct a simple display.

152

Utilization of show cards

B. Elements of good display

Suitability:

Reflection of store imageand merchandise policy

Featuring of fast-sellingmerchandise

Examples of merchandiseand seasons

Use of theme consistentwith current salespromotions

Display in harmony withother displays

Maintenance of fashionpolicy

Power to attract atten-tion

Power to sell

Cleanliness

Good lighting

Finished and profession-al look:

Skillful use of colorUniqueness of themeUse of unusual propsUnusual use of propsCare in folding, draping,and concealing pins andtags

Formal balance

Informal balance

Pyramid

Arrangements

Stair-step

mnridZip -zog Repeti ion

Repetition, harmony, Interferenceand contrast

C

A

Source: G. Henry Richert, Warren G. Meyer, and Peter G. Haines,

Retailing Principles and Practices (4th ed.; New York:

McGraw-Hill Book Co., Inc., Gregg Publishing Division,

1962), pp. 254 and 256.

153


.01Understandings

Visual merchandising is not onlyone of the most importantaspects of a retail store opera-tion, but one of the moreinteresting phases. The studyand pursuit of this professionis stimulating because of themany different fields of know-ledge and research with whichone in contact, A good display-man must be acquainted with suchareas as merchandising, adver-tising, promotion, buying, andrelated subjects such as colorand illumination.

Concepts

A good displayman must serve anapprenticeship under a gooddisplay manager.

It is imperative that those in-terested in display haveexperience in sales and someknowledge of merchandising,advertising, and promotiontechniques.

A good displayman must acquainthimself with the community andseasonal activities.

A good displayman must have animagination, some creativeability, a knowledge of humannature, an alertness to currenttrends, and the ability tointerpret the constantlychanging desires and demands ofthe buying public.

154

VI. Visual merchandising as acareer

A. Kinds of work

Display specialists:

ArtistsProp menShow card writersCarpentersElectricians

Architectural firms(layout and fixtures)

Manufacturers ofdisplay equipment andsupplies

Consulting firms

Display magazines

Individual and chainstores

B. Requirements of personal-ity and experience

Character traits:

Saler.-mindedness

Artistic senseColor, design, and

illuminationconsciousness

Experiences:

Apprenticeship underan able displaymanager

Sales experienceCourses in advertis-ing, marketing, andsalesmanship


VI. Visual merchandising as a career

Discuss the career opportunities in display work. List the

skills which are necessary for success.

Prepare a talk on the opportunities available in visual

merchandising.

Primary

Tertiary Tertiary

SecondoryA wheel of primary,secondary, andtertiary colors.

Source: G. Henry Richert, Warren G. Meyer, and Peter G. Haines,

Retailing Principles and Practices (4th ed.; New York:

McGraw-Hill Book Co., Inc., Gregg Publishing Division,

1962), p. 262.

155

BIBLIOGRAPHY

BOOKS

Haas, Kenneth B., and Perry, Enos C. Sales Horizons, 2d ed. EnglewoodCliffs, N. J.: Prentice-Hall, Inc., 1963. Chapter 17.

Hersheway, C. E., and Noonan, D. E. (eds.). NBR Retail Advertising andSales Promotion Manual. Vol. III. Chicago: National ResearchBureau, Inc., 1961.

Reich, Edward, et al. Basic Retailing. New York: Pitman PublishingCorp., 1960. Chapter 30.

Richert, G. Henry, et al. Retailing PrinciChicago: McGraw-Hill Book Co., I1954. Chapter 16.

les and Practices. 3d ed.nc., (Gregg Publishing Division),

Richert, G. Henry, et al. Retailing PrinciChicago: McGraw-Hill Book Co.,1962. Unit 11.

les and Practices. 4th ed.nc., (Gregg Publishing Division),

Shilt, Bernard A., and Wils,n, W. Harmon. Business Principles andManagement. 4th ed. Chicago: McGraw-Hill Book Co., Inc.,(Gregg Publishing Division), 1961. Chapter 19.

Wingate, John W., and Weiner, J. Dana. Retail rciuilandisi.

Cincinnati: South-Western Publishing Co., 1963. Chapter 14.

MANUALS

Moore, P. G. Principles of Merchandising Display. Austin: Universityof Texas Press.

PERIODICALS

Knapp, P. T. (ed.). Display World. Cincinnati: The Display Publish-ing Company.

156

advancing colors

balance

closed display

complementary colors

continental arrangement

contrast

decorative props

displ.tr theme

dominance

functional props

gradation

harmony

hue

institutional diaplay

intensity

interference

ledge display

motif

open display

VOCABULARY

137

order

primary colors

progression

promotional display

proportion

pryamid arrangement

radiation

radiation arrangement

receding colors

repetition

rhythm

secondary colors

shade

shadow box

stalrstep arrangement

structural props

tertiary colors

tint

sigaag

UNIT SEVEN - STORE ORGANIZATION AND OPERATION

The problem of store organization sets in as soon as the businessbegins employing more than one person. The type of ownership ofthe business must be decided upon; and in order that the businessaccomplish the purposes for which it was intendcd, it is necessarythat the responsibilities of work be divided and assigned to thoseindividuals best qualified to carry them out. It must be under-stood that, although organization methods will be different fromstore to store, it is necessary that everyone working in thisorganization understand his duties and the persona to whom he isresponsible.

flftamININ MAW


ynderstandime

A characteristic of Arsericanbusinesses is that nearly allof them are owned by individuals.However, the types of legalownership vary and the selectionof the kind of ownership is de-pendent on three basic premises:(1) the type of managerial ser-vices desired, (2) the size an4nature of the business, and (3)the capital necessary to startor reorganize it.

The types of ownership fall intothree basic categories: (1) sole( individual) proprietorship, (2)pattnetahip, and (3) corporation.All three have certain advantagesand disadvantages which must beconsidered before a particularform is chosen.

Concepts

The most popular form of legalownerahip of retail stores is thesole (individual) proprietorship.

I. Types of ownership

A. The sole (individual)proprietorship

Advantages:

Business easy to startOwn bossOwner receives all

profitsDecision making sim-

plified and quickerTaxes less

Disadvantages:

Capital difficult toobtain

Loss risk greaterExistence limitedSkills and special

abilities lacking

Businesses suited forsole proprietorship:

Businesses renderingpersonal servi:es


I. Wyss of ownership

Make a lift of the advantages and disadvantages of a sole(individual) proprietorship.

Compile a list of all the common types of businesses thatwould be but suited for a sole proprietorship.

159

Understandings, Concepts and Skills Outline of Content

Although sole proprietorshipsand partnerships are the mostnumerous in types of ownerships,they account for the lowestpercent of total sales.

The type of business that canoperate befit under a sole pro-prietcrship is one which theowner can manage alone an in

which a great amount of capitalis not required.

The proprietorship and the partner-ship form of ownership are usedmostly for small retail stores,e. g., groceries, hardware stores,drugstores, radio and TV repairsupply shops.

Stores doing a large volume ofbusiness and those belonging toa chain organisation are generallyowned by corporations.

Skills

To become acquainted with thevarious types of ownership as totheir advantages, disadvantages,and suitability to the differentkinds of business operations.

To acquire a thorough awarenessof the legal implications in-volved in owning and operatinga business.

160

Businesses selling onekind of merchandise

B. The partnership

Advantages:

Sources of capitalgreater

Skills and abilitiespooled

Concern in businessgreater

Taxes less than corpor-ation

Credit reputation better

Disadvantages:

Financial liabilityunlimited

Disagreement amongpartners

Limited existencePartners bound to etchother by contracts

Division of profitsunsatisfactory

Withdrawal from partner-ship difficult

Businesses suited forpartnership

C. The corporation (ownedby stockholders)

Advantages:

Liability of stock-holders limited

Permanency ofexistence

Sources of capitalavailable

Withdrawal easier


Make a list of the advantages and disadvantages of a partnership.

Compile a list of the common types of businesses that would bebest suited for a partnership.

Make a list of the advantages and disadvantages of a corpora-tion.

Compile a list of the common types of businesses that would bebest suited for a corporation.

After evaluating the advantages and disadvantages of each typeof ownership, dittos, which one would be best for a small store;for a large store.

161


Understandings

Retail stores, in addition tobeing classified according tosite and type of legal owner-ship, are also categorised onthe basis of the line or linesof goods they sell and the vayin which they initiate theirselling function.

162

Disadvantages:

Charter restrictionsPersonal interest

lackingTaxes heavierGovernment regulations

and reportsOperating expenses

greater

Businesses suited forcorporations:

Businesses requiringlarge amounts ofcapital

Business having un-certain futures

D. The holding companies

B. The merger and the consol-idation

P. The co-operative

Consumer co-operatives

Retail co-operatives

Service co-operatives

Wholesale co-operatives

Co-operative marketing

II. Types of retail institutions

A. Specialty stores

Charts.teristics

Advantages

Disadvantages

Trends


* Investigate the requirements in Illinois fors

Establishing a business (sole proprietorship)Establishing a partnershipOrganising a corporationObtaining a charterSelling and issuing stock.

II. WILIL'etAills_t tutionsDiscuss the advantages and disadvantages in operating a specialtystore.

Compile a list of the types of specialty lores that are decreas-ing in number, either because their function has been taken overby a department store or for other reasons.

Compile a list of the types of specialty stores that have recentlycome into existence o' that are presently increasing in number.Explain your selection.

Compile a list of the distinguishing characteristics of adepartment store.

Write an essay on the thangts taking place today among departmentstores. Explain the reasons for these changes.


163


It is necessary to have aknowledge of the economic andsocial conditions that affectretailing before attempting tounderstand the nature of modernretailing. The increase inpopulation, the industrializa-tion of the economy, and theimprovement in transportationand communications are basicfactors responsible for thegrowth and evolution. ofretailing.

concepts

Although the number of retailstores in this country hasremained fairly constant in thepast few years, new types ofstores and new methods of mer-chandising have evolved intoprominence.

As the use of the marketincreases, businesses that arecapable of handling the largermarkets develop and those notcapable decline in use Depart-ment stores and chain methodsof retailing are expressionsof efficient methods of mer-chandising in a large market.

The Bureau of Census classifiesstores into very broad kinds ofbusiness groups. The mostnumerous stores are in the foodgroup and in the group relatedto the automobile and its ser-vicing. Stores handling',vowel and those handling hosefurnishings are next in number,while "eating and drinking places"are rated most important in thearea of service establishments.

In spite of the fact that chain

164

Types

B. Department stores

Characteristics

Advantages

Disadvantages

Trends

Types

C. Chain stores

Characteristics

Advantages

Disadvantages

Trends

Types

D. Hail-order stores

E. Supermarkets

F. Discount houses


Compile a list of the identifying characteristics of a chainstory system.

Compare the difference, if any, between a chain of departmentstores and a department store with several branches.

Research and report on the origin and development of the supermarket.

Research and report on the origin and development of the discounthouse.

Praddani

bteutivir Vice-Prosident

Sr_ Logel S LAccountIng .1114. FPa SONIAII

1

MO ONO Ss us S

Viee-Pras.Sales

Purchasing

Adv. Mgr.

Sa

I7N. V. Offk 1

[C.likago Offc. J

1

fhtrofrvea

S

lo Ims solo .. OM OM me a Om

ProductionPri.

akifEnginent

MOM7-1

Frlaarri-1

I Mot 1

Officer L Liao

Staff Meat S Stal4 Itelaikash1par

Source: Bernard A. Shilt and W. Harmon Wilson, BusinessPrinciples and Management (Cincinnati: SouthWestern Publishing Co., 1961), p. 95.

165

1.


stores have been in operationsince 1859, their reel growthdid not take place until thethirties. Today they accountfor more than thirty percentof the nation's retail trade.

A new trend in the food industrytoday is the "supermarket." Bycombining departmentalizationwith self-service and concen-trating on volume sales, thesupermarket accounts for abouttwo-thirds of all grocery trade.

Capitalising on the premise thatcustomers are price-conscious,the discount houses have developedinto established retail institu-tions. Located near bit .: items

and operating on a vary low over-head, discount houses temptcustomers with low prices on suchitems as appliances, houseware,toys, hardware, sporting goods,jewelry, and photographic equip-ment.

The great use of the automobileand the migration to the suburbs haveled to the shopping centers. Bygrouping many kinds of stores to-gether and providing ample space forparking, the shopping center catersto customers from both the suburbsand the city, permitting them toshop in leisure and to purchasealmost anything imaginable.

Skills

To develop an awareness of theeconomic, social, and industrialchanges and their effects onretail operations.

To become familiar with the variouskinds of retail operations and thetole they play in distribution.

166


STORE MANAOCR

Controller SW.SweelninnoMM

BA. 1AethMi

GAM

Lire departmentstoreor g imitation.

&Ow /CAntAinitMort Ina

Werthewm

CotemmSorift.

W114444end Pockingamity

Aiterstionsend RepDO

INMcityOfWee

lAmnrinAna

Pirrone'Dimwit

&ivy tkintDkrloy

Mon PelonaMooMantift)Emote+()AVOW'

Prolmtvm

EmploymentTeMmini%ORA

MMMMINI.

Sources 0. Henry Richert, Marren G. Meyer, and Peter G. Haines,Retailing Principles and Practices (4th ed.; New York:McGrauHill Rook Co., Inc., Gregg Publishing Division,1962), pp. 404-403.

161


Upderstandinas

It is essential that all workbe properly arranged and dividedamong the employees availableand best qualified so that thebuying and selling activities ofa retail business can be effi-ciently performed and a profitrealize?.

For many business, where differ-ent kinds of work are requiredand a number of people evecalled on to do the work, aplan dividing the work andresponsibilities and delegatingauthority should be drafted.This is necessary in order toavoid any confusion and misunder-standing among the employees andto insure efficient operationand performance of duties. Thisplan besides designating jobassignments, responsibilities,and lines of authority, shouldalso make clear the lines ofpromotion so that an employeeknows what is ahead of him inthe way of advancement.

Concepts

Although the retailing activitiesare the same in all stores, thereis no standard type of organisa-tion plan. Plans are determinedby the site of the store, themerchandise, the policies, andthe kind of ownership.

The purpose of arranging thefunctioning of a business is todelegate the responsibility orthe obligation for performanceof a given kind of work; whenresponsibility is delegated, thecorresponding authority or right

III. Organization of store

168

A. Reasons for organization

Delegation of authority:

Purpose of individual'sjob

Individual's dutiesIndividual's authorityIndividual's supervisorIndividual's subordinatesStandards of performance

Organization chart:

Lines of responsibilityand authority

Co-ovdination and clar-ification of functions

Work to be doneLines of promotion (career

opportunities)

B. Types of organizationstructures

Line organization

Staff organization

Line and stafforganisation

C. Operation of small store

Merchant

Head salesperson

Second salesperson

Third salesperson

Delivery man

D. Operation of large-scalestore

LEARNING EXPERIEMS

III. Store organization

Develop an organizational chart for your training station,

taking into consideration the over-all size of the business.

PRESIDENT AND6iNfRAL 14APiA6C1

1

SALESMANAGER

I

TREASURER

1

____L___CREW

MANAGERAUDITOR

dbb bbb X03 &;6Line organization

SECRETARY

I.

SALESMANAGER

TREASURER

ADVERTISINGMANAGER

1

MERCHANDISEMANAGER

1

HEADSUYER

Staff organization

OTHERMANAGERS

Source: Bernard A. Shilt and W. Harmon Wilson, Business

Principles and Management (Cincinnati: South

Western Publishing Co., 1961), pp. 93-94.

169


Wear ...owner

to do it is explicitly orimplicitly delegated.

One of the greatest mistakes inbusiness is to assign responsi-bilities to employees withoutgiving them sufficient authorityto carry out those responsibilities.

The responsibility of the owneror management of a retail businessis to oversee the operations,fabricate an organization forthe efficient performance of theoperations, and determinepolicies.

Administration is a term generallyapplied to the formation ofpolicies.

Management is understood to meanthe supervision, control, andexecution of operations inaccordance with policies.

When an organization plan properlyassigns work responsibilities,delegates authority, and clearlydefines policies, the time andattention of a senior executiveis saved and prompt and co-ordinated action ensues.

The primary responsibility of themerchandising division is thebuying and selling of merchandise.

Presenting the merchandise to thecustomer, attracting the peopleinto the store, and maintaininggood will in the community arethe main functions of the sales-promotion division.

The store operation or maintenancedivision is responsible for thecondition and appearance of the

170

WW.!=ola

Merchandising division:

General merchandisemanager

Divisional merchandisereanager

BuyerAssistant BuyerSalespeopleStock employeesUnit control bureauComparison bureauFashion bureauOther bureaus (testing

and standards)

Sales promotion division:

Sales promotion managerAdvertising managerPeriodical advertisingmanager

Direct advertisingmanager

Radio advertising managerSign advertising managerCopy chiefArt directorProduction managerDisplay managerDirector of special

features

Store operation ormaintenance division:

Manager of store opera-tion

Operating superintendent

Superintendent of work-rooms

Purchasing agentTraffic managerSupervisor of protectionService superintendentFloor managerPacking managerAdjustment manager


Prepare an organization chart of your school or training station.Write an explanation of what the chart means, indicating thelines of responsibility and control and any staff positions thatmay be found in the chart.

Compare the organization problems of the small store with thoseof the large store. Do their problems differ because of thedifference in size of the stores?

* Visit an official of a large; department store to obtain infoma-tion concerning the store's organization. Secure an organizationchart to shoe and explain to the class how a large store operates.

171


building and its equipment, cus-tomer service, and the purchasingand distribution of supplies asthey are needed by the variousdepartments.

The basic function of the financeand control division is to collectfacts and make reports on theaccounting and financial phasesof operations.

Frequently the personnel divisionis a part of the store operationdivision. However, there is atendency for personnel to be aseparate division depending onthe size'of the store. In anycase, the function of personnelis to employ and train personneland maintain morale,

Skills

To develop an awareness and theabiUty to interpret the organi-zational structure of most retailbusinesses so that the purposes,policies, lines of control,duties, and work responsibilitiesof a business can be understoodand appreciated.

172

Delivery superintendentMaintenance superintend-

ent

Control division:

ControllerChief accountant and

assistant controllerHead accountantAccounts payable managerChief auditorAssistant controller

for expensesAssistant controller

for operationsChief cashierPaymasterInsurance supervisorTax supervisorMerchandise controllerStatisticianCredit managerCredit sales promotionmanager

Charge account supervisorInstallment account

supervisorAuthorizing managerAccounts receivable man-

agerCollection manager

Personnel division:

Personnel directorEmployment managerTraining directorEmployee service manager

E. Organization of Clain store

Operating division:

Director of operationsSuperintendent of storesDistrict supervisorsStore managers


* Make a list of three different jobs in each of the five divisionsand explain how each of these jobs cont_ibuteg to the selling ofthe goods in the store.

Describe the functions performed by each division of a largedepartment or specialty store as follows:

MerchandisingSales promotionStore operationFinance and controlPersonnel.

Must these functions be carried out in a small store?

173


Warehousing and trafficdivision:

Superintendent of ware-house

Traffic manager

Personnel division:

Personnel managerHeadquarters personnelField personnel

Merchandising division:

Director of merchandis-ing

BuyerManager of the merchan-

dise control bureauSales promotion managerDisplay managerAdvertising manager

Real estate division(manager)

Control division:

ControllerChief accountantRetail accountantGeneral accountantAccounts payable

accountantTax accountantInsurance managerBudget supervisorChief auditorOffice managerPurchasing agent

174


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Merchandise division organizational chart. This chart summarizes the discussionof the organization of the merchandise division in the text.

MANAGER OFPERIODICALADVERTISING

I SA LES-PROMOTION 1MANAGE,:

DIRECT -ADVERTISINGMA NAG Eh

ADVERTISINGMANAGER

RADIO.ADVERTISINGMANAGER

MANAGEROF SIGNADVERTISING

ID OFSCIAL FEATURES

COPTCHIEF

ARTDIRECTOR

:OPTWRITERS I

PRODUCTIONMAN /.O FR

......PROOFREADER I

1 TYPOGRAPHER I

Soles-promotion division organizational chart. Ibis chart should be examinedas the section on the soles - promotion division It rood.

Source: Fred M. Jones, Retail Merchandising (Homewood: III.:Richard D. Irwin, Inc., 1957), pp. 163 and 173.

175

SERVICESUPERINTENDENT

4 FLOORMANAGER

PACKING IMANAGER

ADJUSTMENTMANAGER

...1DELIVERY IMANAGER

LF%RNING EXPERIENCES

MANAGER OF II

STORE OPERATIONS

OPERATING MAINTENANCESUPERINTENDENT SUPERINTENDENT

SUPERINTENDENTOE WORKROOMS

PURCHASINGAGENT

ISUPERVISOR OFPROTECTION

TRAFFICMANAGER

Store.rnanagement division organizational chart. This chart portrays the basicactivities of the store-management division as described in the text.

C.01-7TROLIA

ASSISTANTCONTROLLERTOR EXPENSE

CONTROLLERI

SUP ER VI SORCOMM IMERCRA NOISE

MEPINTIERVIVIER

ASSISTANT Oat/ AMIN:WA NTCONTROLLER SJID ASSISTANTTOR OPT:RAT/CM CONTROLLER

IACODONTS-TA T A PLCMANAGER

Inexact 1MANAGER

Control division organizational chart. The activities of the control division arevirnmarized In this chart.

Sour :e: Fred M. Jones, Retail !Merchandising (Homewood, Ill.:Richard D. Irwin, Inc., 1957), pp. 185 and 189.

1.'47/ 177

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Fred M. Jones, Retail Merchandising (Homewood, Ill.:

Richard

D. Irwin, Inc., 1957), p. 206.

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Source:

Fred M. Jones, Retail Merchandising (Homewood, Ill.:

Richard

D. Irwin, Inc., 1957), p. 207.

BIBLIOGRAPHY

BOOKS

Tones, F. M. Retail Merchandising. Homewood, Ill.: Richard D. Irwin,

Inc., 1957. Chapters 1, 2, 7, 8, 9.

Richert, G. Henry, et al. Retailing Principles and Practices. 3d ed.

Chicago: McGraw-Hill Book Co., Inc. (Gregg Publishing Division),

1959. Chapters 3, 5.


Chicago: McGraw-Hill Book Co., Inc. (Gregg Publishing Division),1962. Units 1, 16.

Shilt, Bernard A., and Wilson, W. Harmon. Business Principles andManagement. 4th ed. Cincinnati: South-Western Publishing Co.,

1961. Chapters 4, 5, 6.

Wingate, John W. and Weiner, J. Dana. Retail Merchandising. 6th ed.

Cincinnati: South-Western Publishing Co., 1963. Chapters 2, 4.

MANUALS

Store Organization. Austin: University of Texas Press, 1957.

180

chain store

co-operative store

consolidation

controller

corporation

department store

discount house

holding company

itinerant store

leased department

line and staff organization

line organization

VOCABULARY

181

mail order

merger

partnership

scrambled merchandise

sole proprietorship

specialty store

staff organization

stock holder

supermarket

superette

variety store

UNIT EIGHT - STORE FINANCE, ACCOUNTING, AND CONSUMER CREDIT

Maintaining a business, as well as starting one, requires a contin-uous source of capital, In addition to securing and manipulatingthe funds cosential in financing and operating a business, account-ing records of all expenditures, money gains and losses, andinvestments must be maintained to provide management with thenecessary decision-making tools and also to present an accuratefinancial account of the business for tax pruposes. Apropos tobusiness finance and accounting is consumer credit. Realisingthat continuous success is dependent on sales volume and store-consumer Contact, the retail industries have introduced andprovided a number of consumer credit programs, so that todaymore thau a third of all reail sales are conducted on a creditbasis.

4111110110101110011110111110.101M IM111111.

Underetandings, Concepts, and Skills

1111111I 11=11.111orgaMAR

In no other country outside ofAmerica will one find economicc%;...ditions so conducive to

successful business activityas attested by the ov*s! 4million (non. agricultural)organisations in operationtoday. Opportunities areavailable to anyone capable offinancing a business andcognisant of facts in managings business operation.

ilhe amount of capital necessaryto embark on a business ventureand to maintain the operation isdetermined primarily by themanagerial efficiency of theowner, the kind of business tobe conducted, the volume ofbusiness expected, and the costof the equipment.

Outline of Content

I. Financing facts

A. Consultation with abanker

Advice on starting andoperating

Procurement of a loan

S. Capital

152

Factors affectingamount needed,

Efficiency of venue-sent

Kind of businessStatus of business (newor operation)

Use of funds (buildings,equipment, accountsreceivable, merchan-dise, and cash)


I. Pinancipt facts

Confer wird a banker and find out what kind of advice he would

give you in starting a business of your own.

Ask a representative of a bank what bookkeeping statements

he examines before granting a loan. Have him explain the basis

on which he is willing to sake loans.

183

Understandings, Concepts, and Skills Outline of Ccntent

A store owner should considerthe risks involved in operating abusiness. An evaluation of bothnoninsurable risks and insurablerisks should be assumed and theproper protection applied for.

Concepts

Capital is essential for thepurchase of fixed assets (building,equipment, and fixtures) and forthe running of the business(purchasing merchandise, payingsalaries, and taking care of theother expenses incurred inoperating a business).

Skills

To become familiar with thevarious capital requirementsthat are essential to financingand operating a business.

To become proficient inevaluating the needs for capitaland the utilisation of thesources of capital in theoperation and maintenance of abusiness.

TN develop an awareness ofthe risk involved inoperating a business andtho utilisation of theinsurance programs that areavailable.

184

Business profitsMerchandise resourcesFixture and equipment

companiesBank loansPrivate lendersPartnerships and

corporation (stocks)

Kinds:

FixedWorkingLiquid

C. Risks

Noninsurable:

Changes in needs andwants

Changes in competitionShifts in population

Insurable:

Property damageLiabilities d 1 to

injuriesBusiness lifeSocial compensationBuying protection


Prepare a short listing of a retailer's sources of capital.Indicate the purposes for which each type of capital may beused.

Prepare a report suggesting vhat a retailer could do to reducethe risk of business failure.

183


Understandings

A business cannot operatesuccessfully without properbookkeeping and accountingrecords. Much of theincompetent management,reported as the major causeof business failure, is dueto lack of financial facts.

Because of the multiplicityof operations in today'sdistributive establishment,the managers are dependentupon accurate and up to daterecords. These records aresupplied by the accountingdepartment.

Since the modern businessestablishment consists ofmany divisions it is necessaryto oversee the operation.This function would fall uponthe controller's division andwould consist of such dutiesas keeping departments withinbudgets, checking inventories,and auditing records.

Concepts

Although the kind and numberof records required vary withthe site of the store, recordsof cash receipts anddisbursements, expenses, sales,purchases, stocks, andinventories must be kept todetermine whether the storeis earning a profit.

Sales must be recorded andanalysed in order to providea basis for intelligent buyingand selling, and all managerialdecisions are based on informationsupplied by the accountingdepartment.

II. Accounting records

A. Purposes

Profits and losses

Tax information

Credit information

Financial statements

Budgetary control:

Sales budgetExpense budget

B. Types of records

Accounts receivable(customers)

Accounts payable(creditors)

General ledger:

186

Asset accountsLiability accountsProprietorship accountsIncome accountsExpense accountsIncome tax recordsWithholding tax recordsSocial security taxesPayroll records

C. Statements

Profit and loss statement

Balance Sheet


II. Accounting records

Bring to school an annual corporate report and then analyze itin class.

Prepare a summary of the taxes that affect the local businessman.

* Prepare a display showing the business papers used in merchandiseand cash control.

* Prepare a personal balance sheet and profit and loss statement.

* Explain the relationship between profits and availability ofcapital.

Obtain several copies of old balance sheets or profit and lossstatements from your training station and analyse them in class.


187


Well-kept financial records arealso necessary when applying foran extension of credit from abank or a finance company, whenpurchasing (on credit) equipmentand merchandise, and when sub-mitting tax statements.

Skills

To develop an awareness of thenumber and importance of recordswhich are necessary in maintain-ing a business operation.

To become proficient inmaintaining records anddeveloping financial statementsrequired for managerial decisionsand tax reports.

Understandings

At one time retail establishmentshesitated in extending creditsto the consumer. Today, however,retail credit selling is on theincrease, and virtually everywage earner can "buy now and paylater."

Although credit is a convenience,a privilege, and A service tothe consumer, it is an integralpart of retail merchandising.In extending credit a businessmust formulate the policies andprocedures that will be followedand must take into considerationthe advantages and disadvantagesof extending credit.

D. Aids to better recordkeeping

Cash register system

Bookkeeping serviceorganisations

Automatic data proc-essing

E. Stocks and inventories

Physical inventory

Book or perpetualinventory

Unit stock controlsystem

Check list spates

III. Consumer credit

A. Credit philosophy

A merchandisingservices

188

Consumer sales stim-ulated (retail credit)

Business expansionstimulated (commercialcredit)

Consumer services

Convenience providedFinancial needs -.et

Advantages for retailers

Customers loyalCustomers less price.

consciousCustomers buy sore freelyConfidence created


Explain how the cash is handled in the store in which you work.

Prepare a list of the types of financial information providedby the registers in your training station. Explain how eachtype of information is used to control store operation.

Inquire of a local business how that business controls itsinventory. Report to the class.

CjuaumeI:_sm_lit

Discuss the advaatages and disadvantages of installment sellingfrom the standpoint of the retailer as well as that of thecustomer.

Fill out credit application in class to illustrate informationthat is pertinent for credit granting.

189


Concepts

The credit selling of merchandiseis an dependent on customer-employee contact as is pay-nowsalesmanship. The creditapplications and customercomplaints are handled on aperson-to-person basis and theprinciples of salesmanship arereadily applicable.

There are numerous types ofcredit programs, each with itsown purpose and suitability tothe convenience of the customer.

When extending credit, methodsof collections should be initiatedproperly and promptly in orderthat the business will have moneyto operate, to build, and to holdthe good will of the customer.

Skills

To become familiar with thevarious types of credit programsand develop a proficiency inhandling and recording creditaccounts.

To learn to write a simplecollection letter.

To learn to read and recordinformation on a customer'saccount card.

190

Better trade attractedBusiness peaks equalized

Disadvantages forretailers:

Capital tied upLosses incurredCredit costs higherCustomer loss

B. Credit policy

Credit qualifications:

CharacterCapacityCapital

Cred41 plans:

Revolving (deferred)account

Installment plan(conditional salescontract or chattelmortgage)

Nonretail credits

BanksFinance companiesCo-operative retail-bank credit

Credit bureau:

Local Chamber of CommerceRetail merchantsAssociation

National Retail CreditAssociation

C. Credit collection

Losses negligible

LEARNING EXPSAIENCES

Interview the credit manager of a local firm and determine onwhat basis credit is granted.

Obtain from your training station the different types of creditforms that Ire available. Explain to the class the procedureis opening up a credit account at your place of employment.

Plot relationship between consumer credit, employment, andgeoss national product.

Report on the procedure your store initiates in making andverifying credit sales.

191


Understandings

Throughout the area of finance,accounting, and consumer creditare a countless number of jobsore career opportunities.Although each of these areasmay be viewed as separateexperiences, they are so closelyrelated that a person experiencedand knowledgeable in one Areashould be able to transfer andapply what he has learned to theother.

Concepts

Anyone plbnning a career inthese areas should have anatural liking and ability formathematics. He should alsobe accurate in his work andenjoy working at a desk.

A person who expects to enterinto these occupationn shouldhave some education in andunderstanding of economics,business management, finance,accounting, and business law.

192

-

Accounts recorded andclassified

Collecting procedureset up:

Monthly statementsImpersonal remindersRepossessionGarnishment

IV. Finance, credit, andaccounting careers

A. Finance and credit

Opportunities:

BanksLoan companiesStock exchangesStock brokerage concernsInsurance companiesCredit agencies

Job areas:

AccountingBookkeepingClerical workInvestigatingManagingChecking credit accountsCollecting and recording

credit informationCredit interviewingCredit investigating

Personality and experience:

Accuracy and willingnessTett, courtesy, and

patience


Write a series (3 to 5) of collection letters attempting tocollect a delinquent account without losing the customer'sbusiness.

IV. Financet_credit. and accounting careers

Construct a wall chart indicating types of positions availablein finance and credit.

193

.40/1/M


ti

194

Education in economics,business management,finance, accounting,law, and creditprinciples andprocedures

B. Bookkeeping and Accounting

Opportunities and typesof work:

Posting clerkLedger clerkCost accountantGeneral accountantAuditorControllerC. P. A.

Personality andexperience:

Accuracy and willingnessEducation in mathe-

matics and subjectsused for finance andcredit


Interview local personnel managers and determine the qualifica-tions necessary to secure a position in the accounting department.

195

BIBLIOGRAPHY

BOOKS

Jones, F. M. Retail Merchandising. Homewood, Ill.: Richard D. Irwin,Inc., 1957. Chapter 4, 8, 19, 24.

Richert, G. Henry, at al. Retailing Principles and Practices, 4th ed.Chicago: McGraw-Hill Book Co., Inc. (Gregg Publishing Division),1962. Parts 48, 65, 66, 67.

Shilt, Bernard A., and Wiluon, W. Harmon. Business Principles andManagement. 4th ed. Cincinnati: South-Western Publishing Co.1961. Chapters 12, 23, 24, 25, 26.

Wingate, John W. and Weiner, J. Dana. Re, tail Merchandising.

Cincinnati: South-Western Publishing Co., 1963. Chapters 4, 5,15.

196

VOCABULARY

accounts payable gross sales

accounts receivable installment plan

assets liabilities

balance sheet liquid capital

certified public accountant net income

chattel mortgage net sales

check list system obsolescence

conditional sales contract open (regular) account

controller perpetual inventory

credit bureau physical inventory

cycle billing profit and loss statement

depreciation repossess

equity revolving (deferred) account

fixed capital risk

general ledger unit stock control system

gross margin working capital

197

UNIT NINE - ECONOMICS OF DISTRIBUTION

The role of an economic system is to provide the people livingunder that system the material goods and services required toattain a decent standard of living and to do this in the mostefficient manner possible. The distribution of goods andservices is an integral part of any system and is particularlyimportant in our highly technical, mass production society.


Understandings

The American economic systemis called a mixed free enterprise system. This impliesthat there is some governmentintervention in an otherwiseindividual- oriented sphere ofaction.

Competition in the Americansystem is not "free" or"complete" in the economicsense but contains monopolyelements due to productdifferentiablon and incompleteknowledge on the part of theconsumer.

I. Definitions

A. Economics - the study ofsatisfying unlimitedhuman wants with limitedresources.

B. Distribution - all theactivities necessaryafter production tobring goods and servicesto the consumer.

II. Characteristics of oursystem

A. Types of competition

Monopolistic

Oligopolistic

B. Profit orientation

C. Specialization

D. Mass production

E. Free entry into business

F. Continental market

O. Dynamic growth198


Characteristics of our s stem

Secure information from Dunn and Bradstreet on the number ofbusiness failures in the last six months. List the reasons forthese failures.

Prepare a report on the characteristics of the competitiveenterprise system.

Distinguish between "pure" competition and "normal" competition.

199


ffillMOiosammmlwoomo.

The United States is uniquebecause no internal barriersto trade such as tariffs, duties,or quotas have existed since theConstitution was effected. Thiscontinental market has made massproduction and mass distributiona reality.

Technological advances

Institutional adapta-tions

H. Power blocks

Government:

In an economy as large as ours Regulationit was inevitable that large Taxationpower blocks would develop. The Expendituresvery existence.of these elementsprevents any one group gaining Business:control. The interplay betweengroups has played an important Associationspart in raising the American Lobbiesstandard of living to the levelwe enjoy today. Labor:

UnionsLobbies

Consumer:

Research testingassociations

Consumer publications

Understandings III. Price establishment throughsupply and demand

The price of an article willdictate whether a businessman A. Supply determinantswill offer the article for saleand also whether consumers will Profit opportunitiespurchase it. For these reasonsit is important to look at the Factor costs:factors that bring about aspecific price. Land

LaborConcepts Capital

The Law of Supply and Demandpoints out that price is areault of the interactions ofthose who are supplying goodsand those demanding goods.

200

B. Demand determinants

Marginal utilities

Substitute products

Income levels


Make a lint of government laws pertaining to distribution. Keepthis list in your job notebook. (See Illinois Retail MerchantsAssociation for this information to supplement material from thetextbook.)

Secure speakers from various trade associations. Have thesespeakers explain how the trade association functions and thebenefits gained from membership.

* Prepare a report on the areas of influence of labor unions.

Read and report on a market research project that illustrates howthe consumer plays an important role in developing products.

Price establishment throughsaglyandjkollyi

Have an accounting teacher explain the different elements of cost.

Write a report giving the reasons.for the steady increase in thecost of distribution.

Discuss the following: Does the individual consumer have any sayin what is to be produced and at what price it will be sold?

* Draw a circular (pie) graph showing the usual amount or percentagespent for raw materials, direct labor, and overhead in the manu-facture of some product. Show the amount or percent left forprofit. (Secure figures from a cost accounting book or from somemanufacturer's yearly report.)


201


The supplier desires a highprice 'Jut he will settle forone that will cover his costsand yield a reasonable profit.

The price a buyer will paydepends upon the relativesatisfaction he will receivefrom the goods in light of theirmonetary cost and all thepossible substitute goodsavailable.

Understandings

It is estimated that 50-55% ofthe retail price of consumergoods are distribution costs.Many critills, therefore, haveassailed the distributionfunctions as wasteful. Forthis reason it becomes import-ant to thoroughly cover therole of distribution in oursystem.

Understallims

Distribution is composed ofmany specialized functions.Persons are trained in certainareas so that all the benefitsthat accrue from the divisionof labor are obtained.

Concepts

It should be pointed out that itwould be possible to delete oneor more of the listed functions,but the burden of accomplishingthat particular activity wouldthen become the burden of theconsumer.

Outline of Content

C, Factors inhibiting thelaw of Supply and Demand

Monopoly

Business collusion

Administered prices

IV. Role of distribution

A. Value through utilitycreation

B. Compliment to massproduction

C. Cost reduction throughspecialization

D. Promotion of new products

E. Discovering of new usesfor existing products

F. Consumer information

V. Functions of distribution

A. Kinds

Buying

Selling

Transporting

Storing

Grading

Financing

202

Risk bearing

Researching


Invite thz. school's economics teacher to di(:uss the subject ofpure competition and mass production.

* Attempt to determine whether certain firms can set their ownprices.

IV. Role of Distribution

* Contrast the distribution system of the United Otates with thatof some underdeveloped country.

* (ompare the Russian dixtrihution system with ours.

V. Functions of distribution

Have a speaker from a finance company explain the value of credit.

Have a panel discussion on the value of advertising to theconsumer.

Appoint a committee to visit a parcel delivery service and report

to the class,

Select some type of merchandise. Describe how each of thedistributive functions is necessary to make this merchandiseavailable to consumers.

203


One particular function usuallyoverlooked by the consumer isthat of risk bearing. Each andevery distributor who assumesthe responsibility for goods and/or invests time and capital runsthe risk that the goods might bedestroyed or that the consumerreject them. The distributor doesnot aosume this risk out ofaltruistic reasons but for thepossibility of monetary gain.

Just as there are several functions,there are several channels of flowthrsth which the functions may becarOed out. Within these channelsthere are specific middlemantrained to bring about the desiredresults.

Any particular channel ofdistribution or any particularmiddleman exists only as longas necessary, useful activitiesresult. As economic conditionschange, the distributive processchanges to meet the new needs.

Understandings

Distribution is in a constantstate of flux. Distribution onlyexists because it performs necessaryactivities, but what is or is nota necessary activity is relative tothe particular time and place. Thusthrough time there have been manydistributive innovations that havecome into being to meet the chaligingpatterns of life.

B. Methods

Distribution channels

Factors determiningchoice

Continual modificationto lower coats

Merchant middlemen:

RetailerWholesalerJobber

Functional middlemen:

Selling agentBrokerResident buyerCommission men

Organised exchanges:

StockGrain

VI. Highlights of Distribution

A. Anglo-Saxon "Chapman"7th century

E. English Sunday markets- -10th century

C. Merchant guilds 12th

century

D. Staple markets 13thcentury

204


Prepare channel of distribution charts for merchandise sold atyour place of employment.

* Investigate for oral presentation the history of various modernmiddlemen.

Go on field trips to various distribution centers, i.e., Boardof Trade, Fulton Fish Market, Randolph St, Market.

Have a speaker or speakers representing particular middlemenfunctions talk to the class.

VI. Highlights of distribution

Prepare a scrap book of articles taken from current periodicalsshowing important economic changes which affect the marketingof goods and services.

* Use Public Library facilities to make visual presentation ofearly modes of distribution in Chicago.

203


Concepts

The highlights listed in theoutline represent some of themajor innovations in distribution.The reasons for the emergence andthe impact on society of theseinnovations should be brought tothe attention of the students.

206

E. Craft guilds - 14thcentury

F. Royal Exchange - 16thcentury

G. First periodical adver-tising - 17th century

N. Frontier trading post -17th century

I. Yankee peddler - early19th century

J. General store

K. Department store -1850's

L. Hail-order house

H. Chain store

N. Shopping center

O. Discount store


* Describe the role of the distributor in biblical. times.

Prepare a report outlining the possible changes that might soonemerge in distribution,

View films showing new shopping centers with the greater emphasison diversification.

Write short biographical sketches of individuals who haveprofoundly affected the field of distribution.

207

BIBLIOGRAPHY

BOOKS

Goodman, K. E., and Moore, W. L. Today's Economics. Boston: Ginn andCo., 1957. Unist 1, 5, 9.

Richert, G. Henry, et al. Retailim_Princiales and Practices. 4th ed.Chicago: McGraw-Hill Book Co., Inc., (Gregg Publishing Division),1962. Units 15 and 18.

Samuelson,

York:

Smith, A,Hill

Paul A,, Economics An Introductory Analysis. 3d ed. NewMcGraw -Hill. Book Co., Inc., 1955. Chapters 2, 3, and 19.

H. Economics For Our Times. 3d ed. New York: McGraw-Book Co., Inc., 195I. Parts 3 and 6.

Wingate, John W., and Weiner, J. Dana. Retail Merchandising. 5th ed.

Cincinnati: South-Western Publishing Co., 1957. Chapters 18 and20.

FILMS

The Basic Elements of Production. Encyclopaedia Britannica Films, Inc.,1954. 14 min. b6w (X-B-94).Deals with the interreletionship of natural resources, labor,capital, and management in the production of goods.

Distributing America's Goods. Encyclopaedia Britannica Films, Inc.,1945. 11 min. bda (X-D-6).Shows the costs of distribution and ways the consumer cancooperate with distributors to reduce these costs.

How We Got What We Have. Wilding Inc., 1950. 22 min. b&w (x-H-101).Progress we have made due to our political and economic freedomis contrasted with that of a dictatorship.

It's Your Decision - Part I. Roland, 1954. 26 min. b6tw (X-I-71) .

The problems connected with organising a business are explained.The contributions made by management, labor and capital areillustrated.

It's Your Decision - Part II. Roland, 1954. 16 min, b&w (X-1-72).Presents the problems for business to determine the necessityfor replacement and expansion of equipment to insure survivaland growth.

208

VOCABULARY

administered price monopoly

agent monopolistic competition

automation national income

barter oligopoly

broker personal income

capital price

capitalism profit

circular integration pure competition

demand resource

demand curve revenue

disposable personal income risk bearing

economics Royal Exchange

economic good socialism

entrepreneur specialization

exchange standard of living

gross national product (GNP) staple market

guildsupply

horizontal integration supply curve

interest utility

laissez fair. value

law of diminishing returns vertical integration

marginal utility wealth

209

APPENDIX

STEP -BY -STEP TRAINING PLANS

Listed here are the step-by-step training plans for DistributiveEducation students who work in the following types of trainingstations. These are only samples of the training plans whichshould be developed by the teacher-coordinator and the jobsupervisor as new training stations are acquired.

1. Auto parts and accessories

2. Banks, savings and loan, finance,and insurance

3. Beauty aids: sales and service

4. Camera store

5. Checker-cashier

6. Chinaware and glassware

7. Credit department

8. Drug stores

9. Floor and wall coverings

10. Food service: waitress-bus boy

11. Food stores

12. Gas station attendant

13. Hardware stores

212

14. Home furnishings

15. Jewelry and silverware

16. Laundry and dry cleaning

17. Lumber and building materials

18. Mail order

19. Radio, television, and music

20. Salesperson: eludes

21. Salesperson: men's wear

22. Salesperson: women's wear

23. Soft goods: ne'ions,patterns, yard goods

24. Sporting goods

25. Variety store

26. Window display

DISTRIBUTIVE EDUCATION

STEP-BY-STEP TRAINING PLAN NO. 1

AUTO PARTS AND ACCESSORIES

Supervisor's Name Name of Student

Employer's Address Address of Student

Business Telephone Telephone Number

The auto parts and accessory business has grown rapidly along

with the auto industry. Boys who have worked on their own cars andhave had experience in repairing and servicing cara often find careeropportunities in the field of auto parts and accessories. The job-

supervisor and teacLa-coordinator are able to indicate, by checking,

the training activities they are scheduling for the job and in the

classroom. Training the student in the different aspects of storeoperation benefits the employer by making the student-trainee anefficient, valuable employee. It benefits the student by helping him

toward his career objectives.

Suggested areas of training and experience follow:

Training and Experience

1. Keeping stock In class On-the-job

Receiving, checking, and storing partsArranging merchandise according to

catalog numberAssembling "knocked-down merchandise"Learning stock control proceduresHelping keep inventory recordsKnowing how to order parts

2. Learn product

Studying auto parts catalogsReading the literature frommanufacturers

Securing information fromadvertisements

3. Sailing and Riving service

Filling customers' ordersGiving product information

213

Amawal.

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1111.116

Selling related or substitute itemsAccepting carburetors and other parts

for rebuildingFilling and installing batteriesMaking pickups and deliveries

4. Advertising and Displaying

Learning the best 'mediaGetting ideas from trade publicationsCutting ads from local papers to

study copy, selling appeals, andlayout

Helping to prepare advertisementsMalting a study of display techniquesSetting up interior display techniquesHelping to trim store windows

5. Laarni S ecific Job Techniques

Making keysMixing and matching colors for car

paints

Training and ExperienceLI class On-the-job

6. Completing Special Projects

Reading in trade magazines, manufacturerspublications, and auto parts andaccessory catalogs.

Preparing a job notebookDeveloping a merchandise manual on some

product or serviceReferencest Principles of Merchandise Display,

Receiving. Checking, ,liarkirti

Distributive Education DepartmentDivision of Extension, The University of TexasAustin 12, Texas

Signaturest

Employev,

Parent

Teacher-coordinator

School

(Copies to employer, teacher.coordittator, student)

214



BANKS, SAVINGS AND LOAN, FINANCE, AND INSURANCE

Supervisor's Name

Employer's Name

Business Telephone

Name of Student

Address of Student

Telephone Number

Service organisations offer the student trainee many careeropportunities. The step-by-step training plan lists the various areasof experience as a guide for setting up a specific training programfor the Distributive Education student, The job-supervisor and teacher-coordinator are able to indicate, by checking, the training activitiesthey are scheduling for the job and in the classroom. Training thestudent in the different operations of the business benefits theemployer by making the student trainee an efficient, valuable employee.It benefits the student by helping him toward his career objectives.


Training and Experience1. Improving personal appearance In class On- the -job

Caring for nails, hair, face, and teethAvoiding extremes in make-up, manicure,hair style

Controlling weight through proper dietand exercise

Improving posture by walking end sittingstraight

Learning to use deodorants properlyTaking proper care of clothes, shoes, and

accessoriesSelecting the proper clothes for business

2, velopina a Aood speaking voice

Learning the technique of speakingdistinctly and clearly

Practicing telephone etiquetteSpeaking before the class and other groups

0111111111.11M1111101111111111....111

11111110011.1

213

3. Selling service

Securing knowledge of your serviceDeveloping a sell4ng personalityPracticing techniques of selling serviceAnswering inquiries by telephone

Training and ExperienceIn class On the job

4. Acquiring special skills and understandings

Making a study of the services offered by:BanksSavings and Ivan associationsFinance companiesInsurance companies

Learning the procedures and vouchers of:BanksSavings and loan associationsFinance companieFInsurance companies

OMNI!,

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Acquiring a knowledge of the vocabulary of:BanksSavings and loan associationsFinance companiesInsurance companies

Becoming proficient in the arithmetic of:BanksSavings and loan associationsFinance companiesInsurance companies

IN%

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...N..

S. Comvletin.g indivi_ dual projects

Reading trade magatines, journals, newspapers, and house organsPreparing a job notebook based on activities of the training stationDeveloping a research project on some service

Signatures:

Employer Parent

Teacher-coordinato., School

(Copies to: employer, teacher- coor.inator, student)

216



BEAUTY AIDS: SALES AND SERVICE

Supervisor's Name_ Name of Student

Employer's Name Address of Student


Both the beauty culture service and the selling of cosmetics haveoffered the student trainee many career opportunities. The step-by-step training plan lists the various areas of experience as a guidefor setting up a specific program of training for the DistributiveEducation student. The job-supervisor and teacher-coordinator are ableto indicate, by checking, the training activities they are schedulingfor the job and in the classroom. Training the student in the differentaspects in beauty culture service and in the selling of cosmeticsbenefits the employer by making the student-trainee an efficient, vala-able employee. It benefits the student by helping her toward her careerobjectives.


1. Defining cosmetics

Becoming acquainted with the FederalTrade Commission definition

Understanding the Federal Food, Drug,and Cosmetic Let

Learning how the provisions of theact benefit buyer and seller


2. Securin information on manufacture and preparation of:

SoapsCreamsShampoosBath salts and water softenersDentifricesDeodorants, antiperspirants, anddepilatories

LotionsPowder or make-up basesRougeLipstickHair dyesHair lotions

111i1111.C. 1

Hair restorersHome wave kitsEye makeupNail preparationsPolish removerCuticle removerNail whitenerCosmetics for the legsPerfune, toilet water, colognes

Training and ExperienceIn class On-the-job

3. Selling cosmetics

Practising the rules of good salesmanshipDeveloping a good sales personalityLearning to demonstrate products being

soldAdvising customers on the correct

application of cosmetics

4. Making a study of the skin

Studying a cross section of the skinKnowing what is best for dry, normal,or oily skin

Learning what cosmetics can do forthe skin

Securing data on allergies

71.111

5. Learning the skills used by a beauty parlor operator

Washing the hairLearning different hair stylesStudying methods of tinting and dyeingObserving techniques in giving

permanentsObserving techniques in setting hair

6. Keeping stock

Placing incoming merchandise in thestockroom or on display

Keeping the store and stockroom cleanand in order

Helping keep stock control recordsAssisting wish the ordering

219

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7. Completing individual projects

Writing letters to secure product informationReading trade magazines, newspapers, and manufacturers' publicationsPreparing a job manual summarizing all of the work done on the job

and in the classroomDoing a research project on some product or serviceStudying text: Chapter 21, "Cosmetics" Know Your Merchandise.

Revised second edition, Wingate, Isabel B., Gillespie, Karen R.,and Addison, Betty G., New York: McGraw-Hill Book Co., Inc., 1959.

Signatures:

Employer Parent

Teacher-coordinator School

(Copies to: employer, teacher-coordinator, student)

220


STEP-BY-STEP TRAINING PLAN NO, 4

CAMERA STORE

Supervisor's Name Name of Student,



The photographic business offers the student trainee many careeropportunities. This step-by-step training plan lists the various areasof experience as a guide for setting up a special program of trainingfor the Distributive Education student. The job-supervisor and teacher-coordinator are able to indicate, by checking, the training activitiesthey are scheduling for the job and in the classroom. Training thestudent in the different aspects of the store operation benefits theemployer b making the student trainee an, efficient, valuable employee.It benefits the student by helping him toward his career objectives.


1. Keeping stock

Receiving and checking incomingmerchandise

Checking perishables or datedphotographic material

Learning inventory procedures to keepstock up to date

Keeping stock control recordsRecording standard items

2. Securing product information


Learning the different types of filmsand papers

Becoming familiar with sensitizedmaterials

Securing selling facts aboutcameras, projectors, and screens

Learning the basic developing proceduresReading the trade catalogs to learn about

light meters, flash guns, supplementarylenses, filters, and timers

221

Mill1111-

3. Giving service

Writing up legibly and accurately ordersfor film to be processed

Answering questions regarding enlarging,retouching, copying, and duplicating

Showing customers how to load and settheir cameras

Explaining the use of different typesof filters

4. Selling and demonstrating

Developing a sales personalityShowing how to thread and run different

types of cameras and projectorsPointing out the merits of different

types of equipment and film

5. Learning other skills

Setting up displaysWrapping giftsAcquiring information on postal rates,methods of shipping, and insurance

Writing letters for product information

6. ....12C112111iillifakial212ital

Reading trade magazines and manufacturers'publications


OlirlI01C

11.1

Preparing a job notebook summarizing learningon the job and in the classroom

Developing a merchandise manual on some product or service

Suggested magazines:

U. S. CameraPopular PhotographyPhoto TechnikPhoto DealerPhoto Developments

222

Writing letters for free or inexpensivematerials on photography:

Signatures:

Employer

Parent

Ansco - Ozalid Division of General Aniline Film Corp,Bell & Howell CompanyEastman Kodak CompanyKeystone Camera Company, Inc.Revere Camera Company, Division of Minnesota Mining

and Manufacturing Company

Teacher-coordinator

School


223


STEP-BY-STEP TRAINING PLAN NO. S

CHECKER-CASHIER




11

The checker-cashier is an !mportant person in any retail or whole-sale business. With the advent of the discount house this position hasbecome even more important because the cashier must be able to answermany questions about the merchandise as well as the store. This step-by-step training plan lists the various areas of experience as a guideto setting up a special program of training for the DistributiveEducation student. The job-supervisor and teacher-coordinator are ableto indicate, by checking, the training activities they are schedulingfor the job and in the classroom. Training the student in the differ-ent aspects of store operation benefits the employer by making thestudent-trainee an efficient, valuable employee. It benefits the stud-ent by helping her toward hef career objectives.


1. Observing store policiesTraining and ExperienceIn class On the job

Learning the rules, regulations, and policies regarding:Employee's discounts and purchasesDress regulationsTime schedulesUnion regulationsPersonal grievances

2. Operating the cash register

Unlocking registerChecking your bankClearing the registerDepressing your identification keyDepressing "department" key(s)Registering the correct product pricesPressing motor bar after each operationDepressing "total" keyDepressing the "amount tendered" keyCounting out the changeGiving the customer the receipt

224

-.11.

.111=1111=11.

3. Practicing checking out merchandiseTraining and ExperienceIn class On the job

Practicing with dummy merchandisePracticing with real merchandiseLearning to figure sales and excise taxesHandling refunds such as:Bottle depositsCouponsDiscountsVoidsAllowancesReturnsOver-rings

4. Making change

Repeating the amount receivedLaying the bill on the change plateCounting out the change starting with

the amount of the saleGiving receipt and thanking the

customerLearning procedure when customer claims

she gave you a larger denominationthan you gave her change for

Knowing how to handle suspectedshoplifters

Knowing what to do in case of robberyor holdup

5. Stockkeeping duties

Learning to put up stockKeeping stock in orderRotating stockPricing and making price changesFacing stock to give appearance full binHelping with inventory controls

6. Learning duties of head cashier

Cashing checks for customersMaking periodic checks on individual

banks to see that correct amountis maintained

Reading the registersPutting new tapes in the registersChecking the tape with the amount in

the cash drawer when customer claimsshe received wrong change

225

ONI.M=0,

Making a summary of departmental receiptsLearning to make up the payrollHelping to train new checkers


7. aameAal.pmjesSAComletit

Reading trade journals, house organs, and government publications

Securing pamphlets from National Cash Register Company:"Instructions To Checker-Cashiers" and others

Preparing a job notebook summarizing what was learned on the joband in the classroom


Signatures:

Employer Parent

Teacher- coordinator. School


226



CHINAWARE AND GLASSWARE




The chinaware and glassware departments are important merchandis-

ing sections in any department store and furnish the Distributive

Education student with a good opportunity to find a career in these

areas. The step-by-step training plan lists the various areas of

experience as a guide for setting up a specific program of training

for the Distributive Education student. The job-supervisor andteacher-coordinator are able to indicate, by checking, the training

activities they are scheduling for the job and the classroom.

Training the student in the different aspects of store operation

benefits the employer by making the student-trainee an efficient,

valuable employee. It benefits the student by helping him toward

his career objectives.


1. Securing information on chinaware

Learning the terminologyNoticing the difference between chinaware

and earthenwareUnderstanding the composition of pottery

and semivitreous wareMaking dishesDecorating and applying the shiny finish

to dishesGrading ceramic productsLearning the different place settingsKnowing the types and classifications ofdishes

Preventing breakage by proper care and

handlingPreparing chinaware fort shipping

2. Securing information on glassware

Learning the terminology

227



Knowing the basic ingredients from whichglassware is made

Studying the properties of the differenttypes of glassware

Understanding the steps in glass makingMaking glassware durable by the process

of annealingDecorating glassware by cutting, polishing,

engraving, etching, or sandblastingApplying colorExamining glass for imperfectionsMatching glassware with silverware and

chinawareKnowing the meaning of open stockGrouping glassware in sets for special

occasions

3. Keeping stock

Knowing the location of specific itemsin the stockroom

Handling stock so as to prevent breakageHelping take inventoryLearning stock control methods

4. Selling

Learning practical salesmanshipStudying special techniques in selling

chinaware and glasswareUsing the correct terminologyDeveloping a sales personalityAnswering questions and giving adviceExplaining how to care for fine china

or glasswarePutting on sales demonstrationsTaking orders by phone

5. Learning other skills and knowledge

228

6. Completing special projects

Reading trade magazines, consumer reports,newspapers, and advertisers' literature

Writing to trade associations and manufacturersfor product information

Reading and outlining:Chapter 24, "From Clay to Chinaware"Chapter 25, "The Glassware Department"Know Your Merchandise Revised second editionWingate, Isabel B., Gillespie, Karen R., and Addison, Betty G.New York: McGraw-Hill Book Co., Inc., 1959

Completing a job manual containing a summaryof all of the above activities

Preparing a merchandise manual on some product or service

Signatures:

Employer

Parent

Teacher-coordinator

School


229

Supervisor's Name

Employer's Name

Business Telephone



CREDIT. DEPARTMENT

Name of Student

Address of Student

Telephone Number

The credit department offers the student trainee many careeropportunities. This step-by-step training plan lists the various areasof experience as a guide for setting up a special program of trainingfor the Distributive Education student. The job-supervisor andteacher-coordinator are able to indicate, by checking, the trainingactivities they are scheduling for the job and in the classroom.Training the student in the different aspects of store credit benefitsthe employer by making the student trainee an efficient, valuableemployee, It benefits the student by helping hin toward his careerobjectives.


1. Learning credit

Studying genera! types of creditLearning legal regulationsKnowing credit bureau functionsUnderstanding credit limitationsLeatning collection methodsBecoming acquainted with formsReading literature on credit

2. Servicing new accounts

Checking applicationsVerifying informationUsing credit bureau informationUsing cross directoriesChecking job and personal references

230


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1=1111111

11111.10111M.

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... ow.=1.1.

I 111111040

Training and Experience

3. Evaluating new applicants In class On the job

Learning criteria for evaluationEstablishing credit limitsDetermining payments

4. Servicing` old

Recording cash paymentsHandling payments made by mailChecking charge sales slipsChecking installment sales contractsIssuing duplicate booksKnowing basis for granting additionalcredit

5. Han111112a011121E-ISMISe

Developing a proper telephone voiceGiving credit informationAnswering customer complaintsMaking collection callsSending out collection form lettersAnswering questionsHandling refunds

6. Securing information

Writing letters for free informationAcquiring a knowledge of credit

terminology:

Statute of Limitationsthree C's of creditdescriptive billingskeleton billingwage assignmentsgarnisheeingcredit cardbad debtdelinquent accounts

.1

pooling of debtscycle billingcarrying chargerevolving creditletter of credit

coupon bookscripinstallment salescountry club billing

.101/....111.1.


Doing research reading on credit published by credit bureaus,

finance companies, Dunn and Bradstreet, The National Cash

Register Company, The University of Texas, and national, state,

and local governments

231


Developing a credit manual on some phase of credit

Suggested references of credit associations and periodical creditpublications:

National Retail Credit AssociationL. S. Crowder, General Manager-Treasurer.375 Jackson Avenue,St. Louis 5, MissouriCredit managers of all types of businesses extending credit atretail; credit bureau managers.

National Association of Credit Management,(formerly National Association of Credit Management,229 4th Avenue,New York 3, New York

Businesses dealing in commercial credit -manufacturers, wholesalers, banks, insurance companies, andutilities (NACM also conducts National Institute of Creditand Credit Research Foundation.)

Associated Credit Bureaus of America7000 Chippewa Street,St. Louis 19, MissouriLocal retail credit bureaus

National Foundation for Consumer Credit1627 K Street, N. W.,Washington 6, D. C.

Activities embracing a continuing study of all phases ofconsumer credit and an educational program on use of credit

National Consumer Finance Association815 15th Street, N. W.Washington 5, D. C.

Small loan companies lending money to individuals

Credit Management Division of The National Retail Merchants Associa-tion

100 West 31st StreetNew York 1, New York

Activities devoted to study and analysis of credit policies andprocedures of department and specialty stores

232

Credit World,Published by National Retail Credit Association375 Jackson AvenueSt. Louis 5, Missouri

Credit and Financial Management,Published by National Association of Credit Management229 4th AvenueNew York 3, New York

Credit Currents,Published by Credit Management DivisionNational Retail Merchants Association100 West 31st StreetNew York 1, New York

Signatures:

Employer

Parent

Teacher-coordinator

.0.111

School_


233

1HW



DRUG STORES




The drug industry offers the student trainee many careeropportunities. The training plan lists the various areas of experienceas a guide for setting up a specific program of training for theDistributive Education student. The job-supervisor and teacher-coordinator are able to indicate, by checking, the training activitiesthey are scheduling for the job and for the classroom. Training thestudent in the different aspects of store operation benefits theemployer by making the student-trainee an efficient, valuable employee.It benefits the student by helping'him toward his career objectives.


1. Keeping stockTraining and ExperienceIn class On the job

Learning the different sections and themerchandise carried in each

Harking merchandise and placing on propershelves

Keeping merchandise clean and well dustedHelping take inventoryWorking on inventory control recordsChecking labels to see that merchandise

is correctly pricedGuarding against shop lifting

(surveillance)Observing safety regulations

2, Fellinik

Developing a selling personalityLearning selling techniques peculiar to

self-serviceAnswering questions and giving product

informationHelping tustomere secure carts or basketsMaking sales demonstrations

234

3. Increasing sales

Suggesting;

timely specialslarger quantitiesalternate itemsnew itcmscombination offersgift itemsseasonal itemshigher priced items

4. Displaying products

Learning the fundamentals of displayHelping set up interior displaysCorrelating items displayed with items

advertised

5. Developing cashier procedures

Learning the fundamentals of makingchange

Operating the cash registerMaking adjustments and refunds

6. Learnilg fountain service technical

Keeping the soda fountain, tables, andcounters clean

Using selling sentences and acceptableconversation with customers

Using ice cream dippers correctlyMaking carbonated drinks, freezes, ades,

and floatsMaking sundaes, banana splits, andmilk shakes

Selecting and proper holding ofservicevare

Learning sales check proceduresWriting menusPreparing holiday specialsHelping with bookkeeping records

7. Securing merchandise informatiork

Learning the principle features, benefits,uses, manufacturers' names, and prices oft


..

baby products233

11111/1.

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candycosmeticshosieryhospital room suppliesphotographic suppliesstationerysurgical suppliestoysvitamins

8. Learning specific procedures

41.111111

9, Completing special projects

Reading medical magazines, journals,manufacturers' publications, and houseorgans


Preparing a job manual based on activitiesat the training station

Developing a merchandise manual on someproduct or service

Making a detailed study of the Drug Manuel published by theDistributive Education Department of the University of Texas,Austin, Texas

Signatures:

Employer

Parent

Teacher-coordinator

School

(Copies to: employer, teacher - coordinator, student)

236



FLOOR AND WALL COVERINGS




The floor and wall coverings department offers a career opportunityfor a boy who is quick in figuring, accurate in measuring, and mature inhis judgments. The step-by-step training plan lists the various areasof experience as a guide for setting up a specific program of trainingfor the Distributive Education student. The job-supervisor and teacher-coordinator are able to indicate, by checking, the training activitiesthey are scheduling for the job and in the classroom. Training thestudent in the different aspects of this work benefits the employer bymaking the student-trainee an efficient, valuable employee. It bene-

fits the student by helping him toward his career objectives.


Training and Experience1. Getting acquainted With stock In class On the job

Learning facts about the following floorcoverings:

tile (rubber, vinyl, asbestos)linoleum (vinyl, inlaid, felt base)rugs and carpets (wool, nylon)

Knowing where and how the above coveringsare used or installed

Using the correct adhesive for the materialand job

Figuring the amount of material neededfor specific jobs according to area tobe covered

Learning facts about the following wallcoverings:

ceramic tileplastic tilecongoleummetal (aluminum-copper)

237

ONO

2. Learning facts about textilesTraining and ExperienceIn class On the job

Studying the properties of:woolnylon (continuous filament)nylon (501 DuPont)cotton

Learning about the different weavesSecuring information on finishing processes

3. Keeping stock (in warehouse or stock room)

Learning the code of (RAMC) numbersReading and filling ordersMeasuring and cutting carpets either in

store or warehouseRolling carpets or linoleum on spindelsTaking inventoryKeeping stock control records

4. Selling and merchandisiu

Learning the fundamentals of sellingDeveloping a sales personalityReading customer's floor and wall plans

(sketches)Advising customers as to best covering

and amount neededInstructing the customer on "do-it-your-

self" techniquesLearning methods of closing the saleWriting the code numbers and job description

and correctly recording the order on thecash register

Checking out the register each nightwith cashier

Helping the customer select carpetbacking (sponge, Jute, "double back")

Handling over-the-counter sales such atthrow rugs, plastic runners, and specialdecorative items

S. lassiusgm_particulars

Becoming acquainted with delivery schedulesfor different materials according towarehouse stock or special order

238

Handling complaints by phone or in person

(late or incorrect deliveries)



Reading in trade journals, magazines, newspapers, and company

publications

Making a thorough study of the manualFloor Coverings by the Distributive Education Department,

Division of Extension, The University of Texas, Austin, Texas

Studying and outlining the following chapters from

Know Your Merchandise Revised second edition

Wingate, Isabel B., Gillespie, Karen R., and Addison, Betty G.

New York: McGraw -Hill Book Cc., Inc., 1959

Chapter 4 "How Cloth is Made: Weaving"

Chapter 6 "Facts about Finishes"Chapter 7 "Coloring of Cloths Dyeing and Printing"

Chapter 9 "Furnishing the Home with Cottons"

Chapter 12 "Rayon in Use"Chapter 15 "Furnishing the Home with Wool"

Completing a job manual containing a compilation of all of the

above activities


Signatures:

Employer

Parent

Teacher-coordinator

School

(Copies tot employer, teacher-coordinator, student)

239



FOOD SERVICE: WAITRESS-BUS BOY




AIMENIOND

The food service industry offers the student trainee many careeropportunities. The step-by-step training plan lists the various areasof experience as a guide for setting up a specific program of trainingfor the student. The job-supervisor and teacher-coordinator are ableto indicate, by checking, the training activities they are schedulingfor the job and the classroom. Training the student in the differentaspects of food service work benefits the employer by making thestudent-trainee an efficient, valuable employee. It benefits the stud-ent by helping him toward his career objectives.


Training and ExperienceI. Learnink.pbout the restaurant business In clasp On the job

Securing facts on the importance of thefood service industry

Learning how restaurants affect thenation's health

Gathering data on industries thatbenefit by restaurant purchases

Classifying the different types ofservice restaurants

Making a survey of the restaurants inthe neighborhood

2. Wilifyijalorarantsalesperson

Meeting the physical and personalrequirements*Appearing well in uniformLearning to improve personal appearancethrough!Caring fog nails, hair, face and teeth

240

111.1111.1111

Avoiding extremes in make-up andhair stylesControlling weight through proper dietUsing deodorants properlyTaking care of shoes, clothes, andaccessoriesMaintaining good posture

Meeting the educational requirements:

Learning to speak distinctly andclearly

Developing a legible handwritingFiguring sales slips quickly and

accurately


Meeting the restaurant manager's requirements:

Displaying initiativeShowing interestBeing obedientFollowing directionsRecognizing the importance of honestyAccepting responsibilityGetting along with the customers 411=1.

Co-operating with the other employeesConserving supplies and preventing wasteHandling equipment carefully

Satisfying the customer's requirements:

Remembering names and facesShowing a genuine interest in thecustomer's likes

Giving prompt attention

3, Developing good work habits

Planning the work to be doneSaving time and steps by proper routingAvoiding useless and ineffective motionsConsidering proper timingMaintaining standards for cleanliness

241

41.1.ANN

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110111.000

4. Selling food and service

Developing a selling personalityLearning the techniques of sellingSuggesting additional items or substitute

itemsExplaining the menu to the customerUsing attractive selling phrasesBuilding good will by prompt, courteous

serviceSelling good health, uniform good quality,

attractive surroundings, and comfort

5. Advertising displaying


Learning the vocabulary, French, orItalian terms

Studying effective appealsPreparing advertisements for local papersKnowing the advertising mediums used by

restaurantsHelping to arrange food displaysObserving the rules for good counter

displays

6. Learnin& other procedures

Setting the tableRemoving dishesUsing the dish washing factiliticsObeying safety regulationsTipping


Reading restaurant trade magazines, government publications, andRestaurant Association publications

Preparing a job manual based on activities at the training station

Develop career manuals

Signatures:

Employer Parent



242



FOOD STORES




The food industry offers the student trainee many career opportun-ities. The step-by-step training plan for this activity lists thevarious areas of experience as a guide for setting up a specific programof training for the Distributive Education student. The job-supervisorand teacher - coordinator are able to indicate, by checking, the trainingactivities they are scheduling for the job and for the classroom.Training the student in the different aspects of store operation bene-fits the student by helping him toward his career objectives.


1. Merchandising groceries

Learning product informationReceiving merchandisePricing merchandiseStocking shelvesMaking price changesPulling backroom stockPlanning displaysProcessing damaged merchandiseLearning code datesUsing advertising materialHandling bottle returnsLearning maintenance and housekeepingHandling salvageOrdering merchandiseUsing inventory controlManaging shelf spaceGiving good customer service

),1 244


MLIM.1MIMB

.1111 .11

/11.11

2. Merchandisinturoduce

Learning product informationReceiving produceStoring produceOrdering producePricing producePreparing produce for salePlanning displaysBuilding displaysMaintaining freshness controlControlling shrinkageUnderstanding seasonal influencesSetting up And pulling racks

3. Merchandising frozen foods

Learning product informationOrdering merchandisePricing merchandisePlanning displaysStocking products in cabinetsRotating productsControlling space allocationTaking inventory

4. Merchandising dairy products

Learning product informationReceiving merchandiseStoring merchandisePricing merchandiseRotating merchandise for freshnessPlanning and building displaysTaking inventoryUsing inventory controlControlling space allocation

5. Learning "check out" activities

Bagging groceriesLearning customer serviceOperating cash registerMaking changeProtecting cash

245


em,

Making tally-sheet corrections, refunds,"over- rings"

Handling couponsReading tapes and changing tapesSecuring departmental totalsControlling and collecting cartsPreparing cash for banking

6. Learnin


ecific techni ues not listed above

7. Completing special projects,

Reading trade journals, magazines, newspapers,and house organs published by the food industry

Making a thorough study of the Food Training Kitpublished by the University of Texas, Austin, Texas

Preparing a job manual summarizing learning experiences on-the-joband in the classroom


Signatures:

Employer

Parent

Teacher-coordinator

School


246



GAS STATION ATTENDANT


Employer's Address Address <<f Student


The petroleum industry offers the student trainee many career

opportunities. The step-by-step training plan lists the various areas

of experience as a guide for setting up a specific program of training

for the Distributive Education student. The job-supervisor and

teacher-coordinator are able to indicate, by checking, the training

activities they are scheduling for the job and in the classroom.

Training the student in the different aspects of store operation

benefits the employer by making the student-trainee an efficient,

valuable employee. It benefits the student by helping him toward his

career objectives.


1. Analyzing the modern service station


Discovering the career opportunitiesSecuring data on the history and

development of the modern service

stationAnalyzing the duties and the responsibilities

of a service station attendantLearning to operate the different types

of service stationsAnalyzing the activities of the service

station dealerUnderstanding the basic parts of an

automobileLearning about the services offered by

a modern service stationLooking at the future of the service

station business

2. Learning t housekeeping and maintenance

Understanding what a well-kept servicestation will do

Cleaning and maintaining the outside of

the station

247


Maintaining the island pumps and drivewayaRemoving crankcase drainings and other

refuseMaintaining exterior lighting and

landscapingCleaning and maintaining the inside of

the stationBuilding customer goodwill by keeping

rest rooms cleanOrganizing and arranging the stockroomRecognizing the right and wrong of

service station housekeepingMaking safety a habit through appearance

and maintenanceMaintaining equipment by proper handling

and care

3. Rendering the services offered

Selecting and using service tools andequipment

Understanding the modern automobileengine

Servicing the cooling systemReplacing the radiator hose and fittingsReplacing the fan beltOperating the hydraulic liftPerforming high-pressure gun chassis

lubricationChanging the crankcase oilDraining the transmission and

differentialLubricating covered springsInspecting and filling master brake

cylinderLubricating under-hood partsGiving a complete lubricationReplacing oil filtersTesting batteriesRemoving, charging, and installingbatteries

Testing, cleaning, and re-gapping sparkplugs

2411

Installing windshield wipersDismounting and mounting tiresRepairing tires and tubesBalancing wheels and switching tiresStarting stalled carsWashing and polishing cars


Understanding how gasoline is refinedLearning the important qualities of good

gasolineLearning about oilUnderstanding tire and tube constrictionKnowing the important functions controlledby the fan belt

Examining the different types of batteriesand their construction

Securing facts about oil filtersLearning the essential features of sparkplugs

Diagnosing difficulties in lights andreplacing bulbs

Studying the literature on anti-freezeto secure selling tips

5. Advertising and displaying


Utilizing trade magazinesSetting up displays of seasonal merchandisePlanning and co-ordinating advertisementsfor local papers

6. Selling

Developing good personal qualitiesTreating the customer as a guestAdvising customers how to reduce servicecosts through proper driving habits

Learning to discover needs for productsand services

249


Giving proper driveway serviceGiving good windshield serviceIncreasing sales of gasoline and oilthrough careful, efficient serviceand through suggestion selling

Developing techniques for sellingradiator service

Building confidence in your lubricationservice by informing customer as tothe completeness of your work

Cleaning and testing batteries as anopportunity to sell replacements

Selling improved gas mileage by replacingspark plugs

Checking tires, including spare, forsafety, as a means of selling new tires

Avoiding costly repairs for your customerby inspecting under the hood andselling needed items

Handling cash or credit cards quicklyand accurately to build confidenceand repeat sales

7. Controlling inventory

Maintaining stock control recordsOrdering supplies and partsReceiving supplies and partsMarking, pricing, and coding incomingmerchandise

Measuring the gasoline in the storage tanks

8. Learning specific techniques not listed above

Knowing items taxed by city inspectorsWriting letters for product informationUnderstanding union regulations

9. Completing individual protects

Reading trade journals, magazines,newspapers, and house organs published by oilcompanies

Making g complete study of Texas Kit furnished byChicago Gasoline Marketers Association

250

Preparing a job manual containing a compilation of all of the

above activities


Signatures:

Employer

Parent

Teacher-coordinator*School


251



HARDWARE STORES




The hardware industry offers the student trainee many career

opportunities. The step-by-step training plan lists the various areasof experience as a guide for setting up a specific program of trainingfor the Distributive Education student. The job-supervisor andteacher-coordinator are able to indicate, by checking, the trainingactivities they are scheduling for the job and the classroom. Training

the student in the different aspects of store operation benefits theemployer by making the student-trainee an efficient, valuable employee.It benefits the student by helping him toward his career objectives.


1. Keeping stock

Receiving and checking incomingmerchandise

Recording receipts on inventory controlcards

Assembling "knocked down" merchandisePricing and labeling stockRepairing broken itemsKeeping stockroom in order

2. Buying

Learning how to handle back ordersKeeping records of "want slips" and

out-of-stock itemsUsing stock control cards for placing

ordersStudying budget allotmentsLearning key buying resourcesBecoming familiar with brand names

3. Selling

Acquiring product information

252


.1=Iil

Developing a selling personalityLearning selling techniquesTaking orders by telephone

4. Advertising a

Cutting advertisements for job notebookBecoming familiar with advertising mediaHelping to prepare advertisements for

local papersSetting up interior displaysAssisting in the trimming of store

windows


Taking periodic inventoryKeeping inventory control sheetsLearning to figure stock turnover

6. Acquiring special skills

Driving delivery truckCutting glassRepairing broken windowsRepairing screensMaking duplicate keysJoining and cutting pipe



Reading trade journals, magazines, newspapers, and house organs

Preparing a job manual based on activities of the training station


Signatures:

Employer Parent



253



HOME FURNISHINGS




The home furnishings industry offers the student trainee many

career opportunities. The step-by-step training plan lists the various

areas of experience as a guide for setting up a specific program of

training for the Distributive Education student. The job-supervisor

and teacher-coordinator are able to indicate, by checking, the training

activities they are scheduling for the job and the classroom. Training

the student in the different aspects of furniture store operations

benefits the employer by making the student trainee an efficient,

valuable employee. It benefita the student by helping him toward his

career objectives.

Suggested areas of training and experience follow;

1. Studying the history and construction

of furniture

'Learning the great cabinet makers and the

styles they developedIdentifying the different periods in

furniture historyMaking a study of the different kinds of

wood, leather, and textile materials

used in home furnishingsReading about antiques and the restoration

programsSecuring facts on the construction of

furnitureFinding out how furniture is finished

and repaired

2. Learning the stock

Locating the furniture on the floor and

in the stockroomHelping to place furniture, drapes, and

accessories in the proper settingsLearning the names of the r.:nufacturers

and their locations

c7.0-1ij 255


NONIONS.

MN.

Making floor arrangementsReading the price tickets aad

understanding the codes

3. Assisting in the buyer's office

Answering calls from customers ar.1salespeople

Giving stock informationPreparing tags and sales clipsEntering stock cardsChecking in incoming merchandiseKeeping inventory recordsPulling cards to fill sales orders


4. Securing facts about color and color schemes

Understanding the vocabulary of colorLearning the effects of certain color and

color schemesBuilding color schemesStudying the rules for using color

5. Selling home furnishings

Learning the vocabularySecuring and using product informationDeveloping selling techniquesReading price lists and making cross

references from catalogsGiving sales demonstrations

6. Learning other techniques

Attending furniture showsMaking tours of furniture, bedding,

and drapery manufacturersLearning to read blueprintsPlanning room layouts to scale uoi,g

graph papers

256

/0.

00.111,

.1.1=1~1..

Omen..

111.1.....01.


Reading furniture trade journals,house organs, and manufacturers' publications

(Seng Furniture Sales Handbook)

Making a detailed study of Home FurnishingsSales Training Kit published by theUniversity of Texas, Austin, Texas

Outline chapters on lumber, textiles, and furniture from

Know Your Merchandise Revised second edition

Wingate, Isabel B., Gillespie, Karen R., and Addison, Betty G.

New York: McGraw-Hill Book Co., Inc., 1959

Preparing a job notebook based on a compilation of the

above activities


Signatures:

Employer

Parent

Teacher-coordinator

School


'37



JEWELRY AND SILVERWARE




The jewelry department offers the Distributive Education studentan opportunity to prepare for a career in this important phase offashionable merchandise. The step -by -step training plEn lists thevarious areas of experience as a guide for setting up a specificprogram of training for the Distributive Education student. The job-supervisor and teacher-coordinator are able to indicate, by checking,the training activities they are scheduling for the job and in theclassroom. Training the student in the different aspects of thejewelry department benefits the employer by making the student-trainee an efficient, valuable employee. It benefits the student byhelping him toward his career objectives.


Training and Experience1 Securing product information In class On the job

Learning the metals usedUnderstanding gold plating methodsStudying the properties of silverShaping and decorating metal jewelryPreparing jewelry for settingsSecuring facts about stones used in

jewelryCutting and polishing precious fine

stonesJudging the sires of stonesLearning the popular namesBecoming familiar with popular style

trends and typed of jewelryKnowing how to care for fine jewelry

and silverwareLearning how costume jewelry is madeStudying the construction of watchesSecuring facts about silverwareLearning how hollowware is madeLearning how flatware is made

258

MUMIIMMOMMMANYMIIMISMEM

Knowing the names and uses of variouspieces of flatware

2. Keeping stock

Arranging and keeping stock in orderCleaning and polishing stockHelping take periodic inventoriesLearning stock control methods

3. Selling and merchandising

Learning the fundamentals of salesmanshipDeveloping a sales personalityLearning distinguishing characteristicsand selling sentences for each of theproducts sold

Preparing sales demonstrationsKnowing what items have excise taxes

and what items have only sales taxes

4. Advertising and disulayill

Learning the parts of an advertisementCutting out jewelry and silverware

advertisements and studying the copyPracticing writing copy for mainproducts being sold or promoted

Studying the fundamentals of displaySetting up simple displays

5. Learning other merchaadisina tqchniques,

Answering the telephoneMaking simple repairsFitting watch bracelets


416.11111M

6. Completing_ individual projects

Reading trade journals, magazines,newspapers, and house organs

Making a thorough study of chapters 20 and 26,

Know Your Marchadise Revised second editionWingate, Isabel B., Gillespie, Karen R., and Addison, Betty G.

New-Yorks McGraw-Hill Book Co., Inc., 1939

239

Writing letters to secure product information

Preparing a job manual containing a summary of all ofthe above activities


Signatures:

Employer

Parent ,.Teacher-coordinator

School


260



LAUNDRY AND DRY CLEANING




The laundry and dry cleaning business offers career opportunities

for young men who wish to own or operate a dry cleaning establishment.

Young women can learn valuable information about textiles in addition

to securing training in handling customers, keeping accurate records,

and handling the cash register. The step-by-step training plan lists

the vmrious areas of experience as a guide for the Distributive Educa-

tion student. The job supervisor and teacher-coordinator are able to

indicate, by checking, the training Activities they are scheduling for

the job and the classroom. Training the student in the different

aspects of this area benefits the employer by making the student

trainee an efficient, valuable employee. It benefits the student by

helping him toward his career objectives.


1. Learning about services offered

Cleaning and pressingWashing and finishing men's shirtsBlocking men's hatsTailoringDyeingCleaning and installing draperiesCleaning and removing spots

2. Securing inktnnation on textiles

Learning bow to identify the fibers

Knowing how yarn is made

Studying different weavesMaking the clothColoring, dyeing, printingTreating fabricsSecuring facts about:

CottonWoolSilkLinenSynthetic fibers 261


INIII111111111.

111111111111111

1141Milam....00111*111

=11..111111.011111.1.0

3. Obverving the operation of a drycleaning plant with retail outlets

Keeping production schedulesChecking on quality controlPromoting and selling the servicesoffered

Understanding office proceduresPracticing safety measuresDeveloping good public relationsKnowing union regulationsSupervising route salesman

4. Receiving and disbursing garments andoperating cash register

Examining each incoming garment andmaking necessary records

Determining cost of serviceGiving adviceSelling additional servicesDisbursing garments to customersRecording the receipts on the cash

register

S. Learning other techniques


il==11


Reading trade publicationsCompleting a job manual based on activities

at the training stationDeveloping service manualsSuggested reference:

National Institute of Dry CleaningSilver Springs, Maryland

Signatures:

Employer

Parent

Teacher-coordinator

School

(Copies to: employer, teacher-coo rdin262

ator, student)

DISTRIBUTI%E EDUCATION


LUMBER AND BUILDING MATERIALS




The lumber and building materials industry offers the student

trainee many career opportunities. This step-by-step training plan

lists the various areas of experience as a guide for setting up a

special program of training for the Distributive Education student.

The job-supervisor and teacher-coordinator are able to indicate, by

checking, the training activities they are scheduling for the job and

in the classroom. Training the student in the different aspects of

lumber and building materials operations benefits the employer by

making the student trainee an efficient, valuable employee. It

benefits the student by helping him toward his career objectives.


1. Studying the industry

Training and ExperienceIt class On the job

Understanding the need for this industry

Tracing the growthBecoming acquainted with the services

offeredImproving the standards

2. Learning facts about lumber

Studying the physical propertiesLearning how trees growClassifying the different species of

lumberGrading lumberReading blue printsMeasuring and figuring costsSecuring facts about "veneered wood"

Understanding building trade termsMemorising lumber abbreviations

263

.....wwwamo

Training and Experience3. Learning facts about other building In class On the job

materials

Learning to merchandise the foll-awing:Metal building materialsWindows, doors, and miliwoodGlass, plastic glazing, and caulkingBoard products and wall tilesFlooring and floor coveringsRoofing, shingles, and sidingInsulationPlaster and plastering productsCement and masonry productsClay and tile products

4. Keeping_stock

Helping keep bins stockedLearning inventory proceduresObserving safety regulationsSetting up displays

5. SellinA

Learning the customer's needAMMO

Developing a selling personalityPracticing the rules of good salesmanshipLearning telephone techniquesUnderstanding the merchandising of

lumber and building materials

41MIIM

6. Securing and summarizinA data

Writing letters to secure product informationReading trade magazines and manufacturers' publicationsMaking a job notebook containing a summary of the learning

experiences received on-thejob and in the classroomPreparing a merchandise manual on some product or serviceMaking a thorough study of the Lumber and Building MaterialsXenual published by the University of Texas, Austin, Texas

Signatures:

Rmployer Psrent

Teacher - coordinator School

(Copies to employer, teacher-coordinator, student)

264



MAIL ORDER




The mail order industry offers the student trainee many careeropportunities. The step-by-step training plan lists the various areasof experience as a guide for setting up a specific program for theDistributive Education student. The job-supervisor and teacher-coordinator are able to indicate, by checking, the training activitiesthey are scheduling for the job and the classroom. Training the studentin the different aspects of mail order work benefits the employer bymaking the student-trainee an efficient, valuable employee. It

benefits the student by helping him toward his career objectives.


1. Getting acquainted with your company

Learning about your company and theopportunities for you

Understanding the employee rules andregulations

Charting the mail order organizationStudying the functions of eachdepartment

Memorising the names of the key peopleFinding out where each department is

locatedPreparing flow charts

2. Stockkeeping and handling

Checking incoming merchandiseKeeping merchandise clean and in orderPreventing accidents by obeyingsafety regulations

(141266


111

3. Order filling

Getting acquainted with the merchandise,and stock numbers

Reading orders accuratelyPicking customers' orders and retail

requisitionsUnderstanding how to handle back ordersSorting merchandise in shipping roomUnderstanding shipping regulationsHandling merchandise so as to prevent

damage

4. Checking. wrapping, and shipping

Checking merchandise against customers'orders for: size, color, catalognumber, price

Learning techniques in wrappingWeighing packages for shipment and

adding postageKnowing and applying parcel post

regulationsUnderstanding how to wrap and tie

packages together to save shipping

costsMaking out bills of lading and other

shipping forms

5. Selling from the catalog

Developing a sales personalityLearning the techniques of sellingAcquiring product information

(studying the catalog)Answering questions and objectionsWriting orders legibly and accuratelyFiguring shipping cost, special taxes,weight charges

Suggesting related items and substitute

items which are higher priced

6. Learning specific procedures

267


IIMI=1,

SlowlIMINION.0111MO111

+Oa

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Owe 111111.1011111110,

EOM ali11.111=111.11110.11.


Reading trade journals, mail ordercatalogs, house organs, andmanufacturers' publications

Preparing a job notebook on the mail orderindustry and training station

Preparing a merchandise manual on some productor service

Signatures:

Employer

Parent

Teacher-coordinator

School

,Jm.,/01,MIi


268



RADIO, TELEVISION, AND MUSIC


Employer's Address Address of Student-----------


The teen-age market for records, pocket transistor radios, andinexpensive musical instruments is growing at a phenominal rate.Distributive Education students interested in music can find careeropportunities in learning to merchandise these products. The steF-by -step training plan lists the various areas of experience as a guidefor setting up a specific program of training for the DistributiveEducation student. The job-supervisor and teacher-coordinator areable to indicate, by checking, the training activities they arescheduling for the job and in the classroom., Training the student inthe different aspects of this area benefits the employer by making thestudent- trainee an efficient, valuable employee. It benefits the stud-ent by helping him toward is career objectives.



Learning how records arc madeUnderstanding the construction of

transistor radiosStudying the different makes andconstruction of inexpensive musicalinstruments (banjos, guitars, andukuleles)

Acquiring essential facts on variousmakes and models of television sets


2. Receiving. ertiak,and keeping stock

Checking and marking incoming merchandiseKeeping stock clean and in orderHelping take periodic inventoriesLearning stock control techniques

269

01111110.

.111

Training and Experience3. Selling In class On the job

Learning selling techniquesDeveloping a sales personalityDemonstrating the radio, television set,or musical instrument

Answering questions and giving productinformation

Taking orders by phonePreparing selling sentences

4. Advertiliagjaddimaimlai

Studying the principles of advertisingand displaying

Cutting advertisements from localpapers and studying the layouts

Practicing writing advertisements foritems on special sale

Learning to set up simple displaysUnderstanding the meaning of visualmerchandising

5. Learning, other techniques and skills

.1.11111.


Writing letters to secure product information

Preparing a job manual containing a summary ofall of the above activities

Developing a merchandise manual on some productor service

Signatures:

Employer

Parent

Teacher-coordinator

School


270

MINIMMY1101



SALESPERSON: SHOES

Supervisor's Name._ Name of Student



The shoe industry offers the student trainee many career opportun-ities. The training plan lists the various Drees of experience as aguide for setting up a specific program of training for the DistributiveEducation student. The job-supervisor and teacher-coordinator are ableto indicate, by checking, the training activities they are schedulingfor the job and for the classroom. Training the student in the differ-ent aspects of store operation benefits the employer by making thestudent trainee an efficient, valuable employee. It bene;its thestudent by helping him toward his career objectives.


1. Receiving and keeping stock

Checking incoming merchandise withpurchase orders

Marking, coding, and labelingmerchandise

Handling back ordersKeeping records of merchandise

transferred to other storesHelping to take inventory of shoe

stock on handRecording data on inventory control

recordsSorting sizes, running sizes into

stock, and running a size compositeObserving safety regulations

2. Buyiat

Learning tock balance techniquesFiguring mark-ups and mark-downsAcquiring product information

271


.111/

Becoming acquainted with theterminology of buying

Calculating merchandise turnoverWriting a resize mail order

3. Selling

Developing a good selling personalityLearning the techniques of sellingPreparing sales demonstrations for classStudying competitors' windows to determine

neighborhood style preferencesKnowing and suggesting accessories wornwith shoes

4. Displaying

Learning the principles of displayHelping with store displaysStAying the displays of competitorsPolishing and treeing shoes for displaySetting up displays in class

5. Learning othlr skills and rocedures

Using the cash registerMaking returns and adjustmentsControlling shrinkagePracticing experse control


Training std ExperienceIn class On the job

41111=.1-

Reading trade magazines, journals, manufacturers' publications, andmerchandise manuals

Making detailed otudy of the Shoe Manyal published by The Universityof Texas, Austin, Texas

Preparing a job notebook based on the activities at the training station

Signatures:

Employer Parent



272



SALESPERSON: MEN'S WEAR

Supervisor's Nnme Name of Student


Business Telophone Telephone Number

The men's wear department offers the student trainee many careeropportunities. This step-by-step training plan lists the various areasof experience as a guide for setting up a specific program of trainingfor the Distributive Education student. The job-supervisor and teacher-coordinator are able to indicate, by checking, the training activitiesthey are scheduling for the job and in the classroom. Training thestudent in the different aspects of store operation benefits theemployer by making the student trainee as efficient, valuable employee.It benefits the student by helping him toward his career objectives.


1. Keeping stock

Checking incoming merchandise withpurchase

Marking and coding merchandiseLearning how to handle back ordersCaring for and arranging merchandise


2. Buying

Observing and learning buying techniquesStudying latest fadsSecuring product information from

salespeopleAiding inoccasional buying

3. Selling

Developing a good selling personalityLearning techniques of sellingUsing knowledge of line, design, and color_Selling related items and accessoriesHandling phone calls effectively

274

11.1111M,

.11111=

4. Advertising and displaying

Cutting out and studying advertisementsof men's wear

Learning most effective advertising mediato use

Helping trim windows and counter displaysSuggesting new ideas for displaysPreparing merchandise for mannequinsand other forms

5. Keeping records

Using the cash registerHandling back orders, returns, andadjustments

Learning credit procedures, will call,and lay-away plau


Keeping stock control recordsHelping with periodic inventoryLearning the labeling of stock

7. Wrapping and making deliveries

Wrapping garments for shipment .

Acquiring information on postal ratesand methods of shipping



Reading trade journals, men's fashion magazines, newspapers,and manufacturers' publications


Developing a merchandise manual

Signatures:

Employer Parent



275



SALESPERSON: WOMEN'S WEAR




The women's apparel department offers the student trainee manycareer opportunities. This step-by-step training plan for thisdepartment lists the various areas of experience as a guide for settingup a special program of training for the Distributive Education student.The job-supervisor and teacher-coordinator are able to indicate, bychecking, the training activities they are acheduling for the job andin the classroom. Training the student in the different aspects ofstore operation benefits the employer by making the student-trainee anefficient, valuable employee. It benefits the student by helping himtoward his career objectives.

Suggested areas of training and experiencefollow:

1. Keeping stock


Marking and coding merchandiseLearning how to handle back ordersArranging merchandise

2. BuiAafi


Observing and learning buying techniquesStudying latest fashionsSecuring product information from

salespeopleAiding in occasional buying

3. Sekling_aLgiying service

Developing a good selling personalityLearning latest techniques in sellingUsing knowledge of line, design, and colorKnOWing the important relationship of

accessories to women's wearBeing able to handle phone callseffectively

-7/../ 277

. JIM

Training and Experience4. Advertising and displaying In class On the job

Cutting advertisements from local papersand studying these advertisements

Learning the different advertising mediabeing used

Helping change window and counter displaysIMMMimoomMWEMIOMM.

Suggesting new display ideasOlmommomiam

Helping to set up and arrange counterdisplays

MmmomMoolOMI

5. Keeping records

Learning credit proceduresUsing the cash registerHandling returns and adjustments

INSM.mmom.


OMMENoomooolMoim

Keeping stock control recordsHelping to take inventoryLearning how orders are placed for staplegoods

7. wriuRIBLETLEig4NLAILWallk

Learning to wrap merchandise for shipmentAcquiring information on postal rates,

and methods of shipmentGift wrapping


Reading trade journals, fashion magazines, newspapers, andmanufacturers' publications


Developing a merchandise manual

Signatures:

Employer -- Parent



278


STEP-BY-SUP TRAINING PLAN NO, 23

SOFT GOODS: NOTIONS, PATTERNS, YARD GOODS

Supervisor's Name__

Employer's Address

Business Telephone

Name of Student

Address of Student

Telephone Number

The notions, patterns and yard goods sections offer the DistributiveEducation student an excellent opportunity to begin his career trainingin the soft goods field. The step-by-step training plan lists thevarious areas of experience as a guide for setting up a specific programof training for the Distributive Education student. The job-supervisorand teacher-coordinator are able to indicate, by checking, the trainingactivities they are scheduling for the job and in the classroom. Train-ing the student in the different aspects of store operation benefitsthe employer by making the student-trainee an efficient, valuableemployee. It benefits the student by helping him toward his careerobjectives.


Training and Experience1. Kee:Ali( stock

Learning the location of the stock onthe counters and in the storeroom

Helping to keep stock clean and in orderTaking periodic inventoriesKnowing how to keep stock control

records

2. Studying textiles

Learning facts about the fibersKnow how yarn is madeIdentifying the different weavesSecuring data on different finishes,coloring, dyeing, and printing

Studying the properties of:woolcottonsilklinensynthetics

)11280

In class On the job

Learning the importance of grain infabrics

Ascertaining whether a figured patternhas been printed on grain of thefabric

Using the vocabulary of textiles

3. isAlaa

Developing a sales personalityLearning and practicing the fundamentalsof selling

Taking orders by telephoneDeveloping skill in selling related itemsPreparing selling sentences

4. Merchandising notions

Securing product informationLearning the different types and.sizes

of zippersLearning the different zipper materialsInforming customers on ironing techniquesto prevent plastic zippers from melting

Knowing the correct kind and number ofthread to use.in sewing differentfabrics

Recommending the proper seam bindingsfor blankets, rugs, and dresses

Selling the right tape to meet thecustomer's needs: plain, bias, twill,cotton, or satin

Helping set up counter displaysDeveloping pr>motional ideasKnowing the right classification when

ringing up sales on the cash register

5. Merchandising_patterns

Developing a reading knowledge ofpattern envelope and guide sheet

Knowing figure types: girl, teen,petite, half-size, junior, misses,woman

281


IRMIIW

Determining difficult/ of construction soas to advise pattern customers

Suggasting the best fabric to use for aparticular pattern

Informing the customer of correct notionsneeded to complete article made frompattern

6. Merchandising ls

Using the measuring machineKnowing the fabrics that can be torn

instead of cut"Pulling a thread" before cuttingLearning to add fractions quickly and

accuratelyReading patterns to determine yardage

neededEstimating yardage for customers whodo not have patterns

Correlating interfacing with fabricsand purpose of article

Practicing the vocabulary of textiles

Training and ExperienceIn chiss On the job

MOWN.. IM11.11.ammollIIII011*

.111ill./ENONNOND 11.N. dmwellw1111

1111111.111110111/.1111.

11=1111111.111.

411.1

7. Coss Tleting special projects

Writing letters for product informationReading trade magazines and books on textiles and related products'utlining chapters 1 to 15, Know Your Merchandise, Revised second

edition, Wingate, Isabel B., Gillespie, Karen K., and Addison,Betty G., New York: McGrawHill Book Co., 1959

Making a thorough study of the lions Manual,, The University ofTexas, Division of Extension, Austin, Texas

Reading Part One - Chapters I-6, 8, 12, 2uide to Modern Clothing.Sturm, Nary H., and Crieser, tdwina H., New York: HtGraw.Hi11Book Co., Inc., 1962


Signatures:

tmployst Parent


!,Jorpies to: employee, teacher-coordinator, student)

282


STEP-BY-STE? TRAINING PLAN NO. 24

SPORTING GOODS




The sporting goods store or department is becoming more importantdue to the increased emphasis on leisure time and lonzer vacations.Distributive Education students interested in sports may find a profit-able career in this field. The step-by-step training plan lists thevarious areas of experience as a guide for setting up a specific programof training for the Distributive Education student. The job-supervisorand teacher-coordinator are able to indicate, by checking, the trainingactivities they are scheduling for the job and for the classroom.Training the student in the different aspects of store operation bene-qts the employer by making the student-trainee an efficient, valuableemployee. It benefits the student by helping him toward his careerobjectives.


Training and Experience1. lateacuplagstadiviandl In class On the job

Checking incasing merchandiseHarking, coding, and labeling

merchandiseArranging stock and keeping it in orderSetting up "knocked down" merchandiseFiling claims: overages, shortages, and

breakagesHandling back ordersKeeping records of merchandise

transferred to other stores orreturned to vendors

hacticing safety regulations

2. bah&Securing product informationLearning to figure mark-upsStudying buying techniquesOrdering through use of stock control

recordsKnowing when, where, and how to buy

0284

armal.111.110111

411111110100111101111=1

.1101111101MIMill .11=01.

Ilimmiliro.1011011.1*

1111111 IINERI11111111 01111.11.1111.01110MINIMMOMINIMO.

Training and ExperiPmle3 Islam In clasr On the job

Studying the principles of salesmanshipDeveloping a sales personaltuyDemonstrating sporting goods productsAnswering questions and giving product

informationTaking phone ordersLearning selling sentences for different

products

4. AdvertlikUAA21110E028

Studying the pvinciples of advertitiv::Reading f.nd studying advertisements in

local newspapersLearning to write copy for sportinggoods ads

Studying the fundamentals of displaySetting up timely displaysHelping trim windows

5. Securing up-to-date information

Attending bowlin; tournamentsSecuring facts on tennis, baseball,

fishing, and other sports, from localpapers

Attending sport shows to get acquaintedwith latest equipment

.111

1104

MMINMII .1

0.111110.

11.411=1111111111101 1110


Writing letters for product informationReading sporting goods magasines, and trade publicationsMaking a thorough study of the bellinA Goode publication issued

by the University of Texas, Distributive Education Service,Austin, Texas

Preparing a job manual summarising the data secured on-the-joband in the classroom


Signatures:

Employer Parent

Teacher-coordinator _School

(Copies to employer, teachercoordinator, student)

1:45



VARIETY STORE




IMINI

The variety store offers the student-trainee many careeropportunities. The step-by-step training plan lists the various areasof experience as a guide for setting up a specific program of trainingfor the Distributive Education student. The job-supervisor andteacher-coordinator are able to indicate, by checking, the trainingactivities they are scheduling for the job and for the classroom.Training the student in the different aspects of store operationbenefits the employer by making the student-trainee an efficient,valuable employee. It benefits the student by heaping him toward hiscareer objectives.


1. Practic oo4gdltousekeesk1

Learning proper technique!? ofhousekeeping

Arranging stock and suppliesCleaning glassPracticing safety regulations

2. Receiving and keeping stock


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Waxing, coding, and labeling merchandisePiling claims: overages, shortages, and

breakagesHandling back ordeLsKeeping recrods of merchandise transferred

to other stores or returned to vendors

3. Buying

Using IBM card system for orderingVisual ordering basic stock control

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Learning buying techniquesFiguring mark-ups and mark-downsAcquiring product information

4. Selling

Developing good selling personalityAcquiring product knowledgeLearning sales techniques

5. pink/killSetting up counter displaysSuggesting new display ideasLearning display techniques

6. Learning cash register procedures

Using the cash registerHandling returns and adjustmentsComputing sales and luxury excise taxes

7. Acquiring other skills and procedures

Wrapping and packagingControlling shrinkageLearning safety regulationsPracticing expense control


411IIREMIMINNIII

11

108. Completing individual protects

Reading trade journals, magazines, newspapers, and house organs(ratain,StoulAge, VarietyAlore)

Preparing a job manual bared on activities at the training station


Signatures:

Teacher-allordinator

iarent

School


288

a



WINDOW DISPLAY




The display department offers the student trainee many careeropportunities. The step-by-step training plan for this departmentlists the various areas of experience as a guide for setting up aspecific program of training for the Distributive Education student.The job-supervisor and teacher-coordinator aro able to indicate, bychecking, the training activities they are scheduling for the job andfor the classroom. Training the student in the different aspects ofstore display benefits the employer by making the student-trainee anefficient, valuable employee. It benefits the student by helping himtoward his career objectives.


Training and Experience1. agallja and maintaining the In class On the job

aullyilore room

Arranging props and materials for easyaccessibility

Maintaining, refJrnishing, andreclaiming props

Rotating materials and disposing ofobsolete materials

Maintaining work areas

2. Planning the window display

Choosing the best window for displaySelecting the merchandise for the windowSelecting the window display themeDeciding on the "appeal" to be usedPreparing the background for the displayPreparing the mannequins and propsArranging for the feature show cardsArranging for the preparation of theprice tickets in the sign shop

Planning Shoed in anticipation of comingpromotional events

,A1 290

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TraiMng and Experience3. Preparing the window for the display In class On the job

Washing the windowSweeping or vacuuming the floorDusting and cleaning the props,mannequins, and fixtures

Painting the walls of the window areaChecking the lightingChanging burned-out light bulbs

4. Designing the window

Preparing the window display forpromotional effectiveness

Visualizing the relationship of thecomponent parts of the window--- -the props, fixtures, background, andmerchandise----to insure artisticarrangement

Developing the theme for the window

5. Trier ins the window

Collecting the merchandiseCo-ordinating the accessoriesPreparing the merchandise, removing

loose threads and strings, pressingand concealing tags

Assembling the merchandise, fixtures,poster and show cards, and pricetickets

Pinning the merchandise to fit themannequins

Dressing the mannequins with accessoriesSetting up the backgroundSetting up the props, signs, show cards,

and price ticketsAdjusting the lightingInspecting the display

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6. Leattli0A anaterial Procedures of the display e.partment

Preparing the budgetKeeping a file of effective displaysChecking the selling effectiveness of

the display windows

291

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7. Learning other techniquesTraining and ExperienceIn class On the job


Reading in trade journals, display magazines, newspapers, andmanufacturers' publications

Preparing a job manual based on activities at the training station

Developing a display manual

Signatures:

Employer Parent

Teacher- coordinator


292

IV RECOWENDED PROGRAH ACT IV IT IBS

DAILY REPORT OF TRAINING STATION ACTIVITIES

NAME TRAINING STATION

Report is to be filled out daily by every student. If student is un-employed, state places contacted by the student for jobs, where studentis assigned for study, or other pertinent information.

Month HoursWorked

Comments: State what you are learning, dutiesetc. if absent, state reason forabsence.

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Month HoursWorked

Comments: State what you are learning, dutiesetc. If absent, state reason forabsence.

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Total hours at rate per hour

total earned before deductions

296

OUTLINE OF CONTENTFOR TRAINING STATION MANUAL

(STUDENT-LEARNER'S JOB NOTEBOOK)

I. Prief,1141191111LJagLIMAMIII

a. Founder and dateb. Type of merchandise solda. Class of pcaple who patronise the stored. Expansion poltcye. Future possibilities

II. Mies and e u

a. Conductb. Dresso. Discountsd. Promotion policye. Insurance and hospitalisationf. Unemployment compensation and other benefitsg. Profit sharing, pension funds, eta.h. Safety regulationsi. Social activities). SuggesOns

III. iglimelimpitmind their uit

a. Samples of different types of sales slips (cash, charge, COD.)b. Foram used in stockroom, shipping room, etc. (Requisitions,

purchase order, purchase invoice, bills of lading straight andorder, credit mew, parcel post labels, air sail.)

c. Explanation of when and how to use these form' explanation ofterse FOB, COD, etc,

IV. Credit policy

a. Cash, charge, COD, installments, laravty-consignments, etc.b. Interpretation of liberal and strict policies

297

V. Step-by-step training plan

a. Major dutiesb. Minor dutiesc. Specifics to be worked out by student-learner, teacher-coor-

dinator, and training station sponsor

VI. Sources of specific information about the product or service sold

or rendered

a. The manufacturerb. The buyer, floorman, other salesmenc. Customersd. Trade magazines and cataloguese. Newspapers (advertisements)f. Actual use of the product by you or members of your family

VII. Advertistag_policy

a. Displays, radio, newspaper, TV, letters, handbills, calendars

b. Gifts to church and charity

VIII. Selling techniques

a. Appraisals from practical experienceb. Excerpts trom textbooks on retail selling (Give name of books at

bottom of page.)c. Observation of techniques of successful salesmen

d. Buying motives pertaining to your productse. Ways, of meeting objectivesf. Methods of closing the sale

IX. Hints to students who wish to learn to sell the roduct or service

you are now selling

X. Sam les of letters written to manufacturers service or anizations

XI. Other important data; i.e., mark-ups, stock control systems

XII. Bibliography

298

FILM EVALUATION

Your Name Div. Date Class

Title of Film Time

Produced for Produced by

Distributor 1.1111/

WhsA topic or unit are you studying in this class?

In a few sentences, tell what the film was about.

Did the film help you in any way to understand this topic more clearly?Explain.

Have you seen this film before? If yes, in what class.

Was there too much advertising? Was the film up-to-date?

Did the film hold your interest for the entire time?

How would you rate this film? Excellent Good FairUnsatisfactory

why?

Questions and Possible Answers on the Film

Write one or two questions that will bring out the main points and alsowrite your answers.

Q.A.

Q.A.

-111 1.111111MIII

299

OUTLINE FOR CLASSROOM SALES DEMONSTRATION BY THE STUDENT-LEARNER

Name of Salesperson Date

Name of Customer Goods Sold ...

I. Speaking Effectively

Speak clearly, and loud enough so that the students in the back ofthe room will be able to hear you. Don't be afraid to use your handswhile speaking. Try to face the class. Talk to the customer, not tothe merchandise. Learn to smile.

II. Using the Right Approach

The approach you use will depend upon whether or not the customer isalready looking at the merchandise or whether he is waiting for some-one to serve him. Some common methods follow:

Merchandise Approach

Greeting Approach

Question Approach

Say something about the merchandise thatmay arouse the interest of the customer."Good morning"; "Hello"; "How are youtoday?""May I be of service?"; "May I help you?";Do not say, "Can I help you?"

Write out the approach you plan to use.

III. Dressing Appropriately

People have more confidence :II you if you are dressed properly. Boys

should wear a suit, a shirt that is preferably white, and a necktie.Suits are also appropriate for girls. A white blouse is usually goodfor a salesgirl to wear. High heels should be worn. Girls shouldavoid too much make-up.

Describe briefly the clothes you plan to wear on the day of yourdemonstration.

IV. Determining Customer Wants

The customer will generally tell you what he wants. If he does not,a few pertinent questions are then in order. Do not ask so many

/301

questions that the customer becomes confused.

"Is there any particular style or color that you prefer?""Do you wish this for everyday wear or for dress occasions?""May I show you how this works?"

Write out the question or questions you plan to ask your customer.

V. Securing Product Information

MINII

...11

Some common sources are: trade Journals, advertisements, other sales-men, buyers, customers, manufacturers' brochures, and consumer reports.

List the sources you used in securing your product information.

VI. Presenting Goods and Sales Points

Have a good background for your merchandise. Handle the goods withcare. Try to get the customer to handle the goods or try on thegarment. You should ba able to give five or more selling points, suchas unusual features, uses, benefits, and savings. The best way tolearn the good features is by trying or using the product yourself(if possible).

List the selling points or sentences that you plan to use.

VII. Answering Customer's Questions

If a customer is interested in your product he probably will have somequestions unless he is already sold on the article before ho came intothe store. The type of questions asked will depend upon the type ofmerchandise you are trying to sell. A few examples of the type ofquestion you may have to answer are:

"Is the garment washable?""What material is it made of?"

302

"Will this material wrinkle easily?""Will the color fade?""Why does this article cost so much?"

State a few questions that your customct might raise and give thepossible answer.

Question:

Answer:

Question:

Answer:

VIII. Answering Customer's Objections

Almost every product has some objectionable features. It is your jobto know how to meet these objections and, if possible, to turn theminto selling points. If the customers object to the price, it may bethat you have not done a good selling job. Write out some possibleobjections to your product and give your answers.

Objection:

Answer:

Objection:

Answer:

Objection:

Answer:

IX, Closing the Sale

There are many techniques. You can tell by the expression on thecustomer's face or the look in his eyes. If you have satisfactorilyanswered his questions and objections, it is then time to close.Several attempts may be necessary. Some techniques follow:

Pick up the article that you think the customer likes best andask him if this one will be all right.Close on a minor point; i.e., "Will this color be satisfactory?""Will this be a Charge or Cash?""Do you wish to wear the garment?""May I call the fitter and let him see if any adjustments needto be made?"

State a possible method of closing that you plan to use.

303

X. Suggesting Additional Merchandise or Related Items

A good salesman will not hesitate to show a customer related itemsthat he may need, new merchandise that has just come in, or higherpriced merchandise. Suggestions of this type must be made skill-fully or the customer will feel that you are using high pressure.

In your sales demonstration, what additional merchandise or relateditems do you plan to show?

XI. Building Goodwill

This is done by giving the customer the best attention and servicethat is possible under the circumstances. Let him know that it hasbeen a pleasure for you to wait on him. Tell the customer that youbelieve he has made a wise purchase and invite him to come in again.Explain the services of the store. This is a good way to secure newcharge customers. Last, but not least, always thank the customer.

What technique do you plan to use in order to build goodwill foryourself or the store?

304

SUGGESTED FORM FOR EVALUATING A SALES DEMONSTRATION

Name of Salesperson Goods Sold

Check () the number of points which most accurately reflects your opinion.

Low High

I. Approach 1 2 3 4 5

Was his appearance acceptable?Was his manner courteous?Was his approach fitting?

II. Customer WantsDid he ask only the necessary questions?

III. PresentationDid he get his message across?Was his voice clear, well modulated?Did he have acceptable articulation?Did he have his material organized?

IV. Sales PointsDid he point out unusual features and uses?

V. Customer's QuestionsDid he answer questions to the completesatisfaction of the customer?

VI. Objections,Did.he demonstrate how to meet objections

skillfully?

VII. ClosingDid he use proper techniques?

VIII. Additional. Merchandise Related Items,

Higher PricedWas the salesman skillful in suggesting

the above items?

IX. Product InformationDidhe demonstrate that he was wall informedand had used available sources?

X. GoodwillDid he explain the services of the store,thank the customer, and invite him to come

back?

305

env .1. IMMO.. e.o.m.

DISTRIBUTIVE EDUCATION CLUB ACTIVITIES

Distributive Education students do not have as much time toparticipate in school activities as do other students. Therefore,D.E. clubs are usually formed to provide for this activity. As theclub usually meets during class time, the activity does not interferewith the student's tight schedule of school and work.

D.E. students have an opportunity to join the state organizationof clubs known as the IAFD, Illinois Association of Future Distributors,and the nationwide organization known as DECA, Distributive EducationClubs of America. Each organization designs its meetings, projects, andsocial activities to train future leaders in the important field ofdistribution and to satisfy the social needs of the student.

Illinois Association of Future Distributors

In the State of Illinois, the IAFD is divided, for club purposes,into areas. Each area has its own meetings of coordinators and students.Student leaders from these areas meet and choose their state officersand a state leadership conference is held with student leaders invited

from all D.E. clubs. Annual IAFD dues are 250 per member. The dues

are sent to the state adviser.

Distributive Education Clubs of America

DECA, Distributive Education Clubs of America; is made up ofrepresentatives from each club that wishes to join the national organ-

ization. The dues for DECA are $1.00 and are sent to Mrs. Patricia Rath,160 N. LaSalle Street, Room 1804, together with state association dues.Two ct cks should be made out, one to DECA, the other to IAFD. Nochapter may join the national association without also joining the stateassociation. However, chapters may elect to join only the state associ-

ation. DECA, like IAFD, has its meeting and elections. The nationwideconference is a big affair and lasts for several days, Speeches,projects, dinners, sales demonstrations and other demonstrations are

part of the program.

Local Chapter Activities

Local clubs, called chapters, usually meet twice a month during

the school semester. Friday seems to be a good day for club activities.

After the officers of the chapter are elected, committees areappointed to work on various projects. Each school may work out its

own bylaws or rules and regulations for the operation of the club.Some chapter activities together with their objectives follow:

306

1. Business and Professional Activities: to gain a deeperunderstanding of the field of distribution and of DistributiveEducation. Business and professional activities would include:inviting outside speakers to chapter meetings, taking fieldtrips to marketing centers, preparing merchandise displays anddemonstrations, conducting certain types ot creative marketingprojects and participating in area or state D.E. meetings.

2. Financial or Fund-Raising Activities: to support other chapteractivities such as field trips, donations to service organizations,and employer-employee banquets.

3. Civic Activities: to understand the youth group's civicresponsibilities to the school and the community. Civic activi-ties might include joint meetings with civic groups, assistingcivic groups with surveys and projects, or offering the servicesof the chapter: as marketing or sales consultants.

4. Service Activities: to participate in projects intended tobenefit the school, the community, or the country. Donatingtime or money to recognized, approved local or national serviceorganizations is one way of conducting service activities.

5. Public Relations and Social Activities: to build understandingconcerning the objectives of tho youth group fellowship. Public

kelations and Social Activities would include: D.E. schoolassemblies, television and radio appearances, employer-employeebanquets, and chapter parties and picnics.

Planning of the Activity Program

During the school year some ot the general related areas of infor-mation studies in the Distributive Education course are as follows:

School, Business and Community RelationshipsEconomics (of Distribution)MarketingSalesmanshipSales PromotionBusiness Organization and OperationCareers in Distribution

In each of the general areas of instruction youth group activitiescan be planned which relate to the content of the course. The amountand extent of the youth group activities is a matter to be decided bythe teacher-coordinator, who is the chapter adviser, in cooperationwith the local chapter. A group discussion might be held to consider:(I) what would be a suitable, well-balanced program of club activitiesfor the year? (2) what types of projects might best be taken on by theclub as a group? and (3) what projects might individual members of thechapter wish to undertake? Chapter committees on Business and Pro-fessional Activities, Financial or Fund Raising, Civic, Service, Public

307

Relations and Social Activities, or other activities, might then beformed. The task of each committee could be to submit a suggestedprogram of activities for the year in its assigned area. The studentexecutive committee might then collect, study, and align the recommenda-tions of the various committees and submit to the chapter a suggestedgeneral activity program for the year. A chart, "Suggestions for Dis-tributive Education Program Enrichment Through Youth Group Activities,"is available from the State Adviser for use by committee chairmen.

Financing of the Activity Program

The amount of capital required by any chapter of the IllinoisAssociation of Future Distributors depends on the activities which itplans for the year. The amount will vary from year to year accordingto the interest of the members and their cooperation in planning andcompleting projects.

There are three basic ways in which a chapter maynecessary funds: (1) dues, (2) savings plans, and (3)While the area, state and national youth organizationsmembership dues for financing their activity programs,any or all of the following methods:

1. Dues

raise thespecial activities.generally rely onlocal chapters use

The dues paid by each member should provide for the per capitaoperating expenses of the chapter, and should be within the localschool's policy for club dues. The amount should not be so largethat it would prevent a student's belonging, either as an activeor an associate member. The amount of dues which is to be paidby each member should be carefully worked out by the chapterofficers and executive committee and should be approved by a strongmajority of the members.

2. Savings plans

Savings plans are determined by the local chapter. Usually, apredetermined percentage of weekly or monthly eanings of eachmember is saved for a special club activity.

3. Special activities

From time to time special fund raising activities may be foundnecessary if certain projects are to be undertaken. The sendingof delegates to a state meeting, or holding an employer-employeebanquet are examples of projects that usually are not paid forout of the dues account in the treasury. Some special fund -raising. activities used by various chapters are: (1) the sponsor-ship of projects such as fashion shows or after-game dances; (2)providing services such as operating the checkroom, running theschool store, or holding a car wash.

308

Well-planned financial or fund-raising activities can correspondwith the general content of the Distributive Education program; forexample, (1) when the class is studying the economics of distribution,the chapter would be able to discuss the profit motive and plan theestimated profit that is needed to finance its program of activities;(2) when marketing is the class topic, the type of fund-raising activityand the potential market might be determined; (3) when salesmanship andsales promotion are class subject areas, an effective sales force andpromotion committee could be established for the fund-raising activity,and so on.

The seeking of donations of merchandise or of money, together withsimilar money-raising devices, should be avoided.

Suggested Minimum Chapter Activities

Perhaps during the chapter's first year there will be only a fewyouth group activities in which the chapter may wish to participate.The list of suggested minimum chapter activities which follows is meantto serve as a starting point for chapter development:

1. Organizing a local chapter provides an opportunity for teamworkby the entire group.

2. Electing local officers requires individual thinking for the benefitof the group.

3. Participating in the Area Meeting is a sharing experience with otherI.A.F.D. chapters.

4. Attending the State Student Leadership Conference provides chapterdelegates with additional opportunities for leadership development.

5. Conducting an employer-employee banquet requires group cooperationand coordination to reach a planned goal.

As the chapter grows and interest expands, additional professional,financial, civic, service, public relations and social activities maybe planned throughout the year, supplementing the classroom instructionand enriching the total educational experience.

The Benefits of Youth Grou Activities

I. Youth group activities which benefit the individual members:

A. Business and professional Activities1. Field trips to businesses or markets of business clubs2. Conferences with or speeches by business executives or

association representatives3. Merchandise displays and demonstrations4. Creative Marketing Projects

309

5. Chapter professional meetings featuring panel discussions,and demonstrations by businessmen or students

6. Meetings with other I.A.F.D. chapters and areas--state andnational meetings

E. Civic, Service, Social, and Public Relations events1. Meetings with civic or service organizations2. Joint projects with civic or service organizations3. Meetings or chapter parties to which alumni, parents, advisory

committee members, or next year's enrollees are invited4. Formation of a D.E. alumni group

II. Activities which benefit the entire youth group:

A. Business, Professional, and Financial1. Creative Marketing Projects or "D.E. Days"2. Meeting with other youth groups, I.O.O.A., F.B.L.A., F.T.A.,

etc.3. Fund-raising activities, such as sales and merchandise, school

novelties, or services4. Area, state, and national Distributive Education youth groups5. Participation in state and county fair exhibits

B. Civic, Service, Social, and Public Relations1. School assembly programs2. TV and radio appearances3. Employer-Employee luncheons or dinners4. Joining and supporting the Illinois Foundation for Distributive

Education, Inc.

III. Activities which benefit the school, the community, and the nation:

A. Cooperation with business organizations in local or national eventssuch as "D.E. Days" or "Careers in Retailing Week"

B. Chapter participation in civic projects such as marketing surveysto attract future business

C. Assisting recognized local or national service organizations suchas Project Hope, etc., through donations of time or funds

D. Representing the snool and the community in area, state, andNational Distributive Education youth group meetings

Evaluation of a Chapter Program

The criteria used in evaluating a chapter program are contained inthe pamphlet, Criteria for the Evaluation of a Distributive EducationProgram, Series A - Bulletin No. 108, State of Illinois, Board ofVocational Education, Springfield.

310

Is there a Distributive Education club which provides an oppor-

tunity for the development of leadership, responsibility, and an

understanding of and participation in group activities?"

'.Are pupils permitted to carry on the activities of the Distributive

Education club with a minimum of direction from the coordinator?"

The measure of a chapter is not the number of activities which are

carried on each year, or the size of the treasury, but the kinds of

activities which are best suited to the needs of the members. It is the

responsibility of the chapter adviser to discern the changing needs of

the members, and suggest various activities which will meet those needs.

Some activities stimulate and excite the students, such as trips to other

communities, while other activities are more conventional, such as com-

mittee work and similar responsible duties. All activities must be tuned

to the students, individually and collectively. The worth of the chapter

can be measured by the satisfaction which each student derives from his

membership.

ANNUAL STATE STUDENT LEADERSHIP CONFERENCE

A. Purpr)ees

The purposes of the annual State Student Leadership Conference are:

1. To provide en opportunity for student-leaders to understand more

completely the objectives of distribution and of Distributive

Education

2. To provide an opportunity for student chapter leaders to meet other

delegates and exchange ideas pertaining to yotth group activities

and their improvement

3. To provide studentleaders &ft opportunity to meet with outstanding

adults in business, education, and government

4. To provide an opportunity for each delegate to participate in a

state student leadership conference

5. To provide an opportunity for the development of leaders.,ip

characteristics in the delegates

6. To provide an opportunity for individual students to obtain

additional information concerning their career objectives in

distribution

7. To enjoy the fellowship of other delegates

The conference is p1aaned first by the Student Executive Committee

of the State Association and the State Adviser, in cooperation with

representative teacher-coordinators. In addition, state officers are

elected at this meeting.

311

B. Program

The annual State Student Leadership Conference of state officersand selected local chapter delegates is held in February of each year.The following list of activities is representative of a conferenceprogram:

Friday Afternoon

1. Registration2. Annual Membership Meeting, Illinois Foundation for Distributive

Education, Inc.3. Informal Review of Chapter Displays4. Reception5. Dinner

(a) Recognition of Guests(b) Speaker(c) Entertainment(d) Interview of National Officer Candidates

Saturday

1. Annual business meeting2. Chapter Demonstration Hour, featuring original chapter demonstrations,

projects, and opportunity to compete for national contest entry3. Interest Grotlps on Current D.E. Topics4. Luncheon

(a) State president's message(b) Teacher-coordinators' message

lAglIslation Protects of Local Chemigt

Participation projects, such as displays and demonstrations, may bepresented by the chapters and are chosen by them long before the stateconference is held. Each chapter may participate in the chapter activitydisplay and a demonstration or competition. Early in the school year thechapter makes a choice of the projects it desires to present, and alsomakes at least one alternate choice. The following list indicates someof the project. that may be presented by the local chapter&

1. Chapter Displays. (A Display project) Each chapter is invitedto bring a table display or wall display of its own design.Some of the local chapter activities might be presented, or anyother suitable theme may be used. Arrangements for displayspace are made by the local chapter with the LA.F.D, DisplayDirector. A participation award is given to each schoolinstalling a display.

2. Chapter Demonstrations. It is the intent of the Student ExecutiveCommittee that the Student Leadership Conference emphasise indi-vidual and chapter participation. With this thought in mind, aChapter Demonstration Hour has been org*nised, Demonstrationsmay be presented, preferably by at least one school in each area.

312

Each demonstration may total not more than five (s) minutes inlength. Each chapter participating will receive t carticipationCertificate. Since time is limited, participating chapters arechosen on a basis of "First come, first served" and the varietyof presentation chosen.

The "wrong way" may be presented in any demonstration if the"right way" follows immediately afterward--and is within thefive (5) minute limit. By showing the "right way" a burlesqueof the demonstration is avoided. It is the intent of theStudent Executive Committee that the demonstration is vocation-al in nature and shows what the students learn and what theybelieve in. Some suggested demonstrations are ranked in orderof difficulty, the easiest first:

Time Limit 5 Minutes

A. Applying for a Job. A skit depicting the job interview.It might include various types of job applicants, bashful,know-it-all, and the intelligent worker, or types thechapter might prefer.

B. Wrapping Demonstration. A demonstration showing eitherwrapping packages for everyday use and/or gift wrapping.These should be semi-instructional in nature, and may bedone as a demonstration by a store supervisor for thebenefit of new workers.

C. Bating. The methods of marking a variety of articles maybe demonstrated by an "experienced" worker who describesthe why of using pin tickets, string tags, etc., to abeginning worker.

D. Complaint Adjustment. Adjustments of complaints are to behandled by a patient and sympathetic sales person. Thecomplaint in question may be based on a sale of goods,services or anything in a distributive occupation whichmight be a oasis of complaint.

S. pales Demonstration,. A demonstration using real orimaginary merchandise of the chapter's choice, emphasisingthe knowledge gained in a Distributive Education program.

F. Other Demonstration. Other demonstrations may be presentedby the chapter. Such demonstrations might include a descrip-tion of a creative marketing project, wrong and rightreceiving room or merchandise display procedures, or if anoriginal demonstration is chosen by your chapter, be surethat it falls within the five-minute time limit.

3. pscACOmpetitions. Any individual or chapter belonging to theDistributive Education Clubs of America may compete at the

313

State level to represent Illinois in the national competitions heldat the DECA Leadership Conference. He may choose the national con-test he wishes to enter, prepare to demonstrate his ability in thecontent area he has selected, and notify the State Adviser in timeto arrange for his presentation during the State Student LeadershipConference. The final selection of national contest entrants iswithin the authority of the teacher-coordinators Advisory Council.

314

STATEMENT OF AGREEMENT

THE ILLINOIS ASSOCIATION OF FUTURE DISTRIBUTORS

As Adopted at the 17th Annual Student Leadership Conference

Springfield, February 23-24, 1962

STATEMENT I: NAME

We agree that the name of this organization shall be the IllinoisAssociation of Future Distributors.

STATEMENT lb ORGANIZATION

Agreement 1, Composition

We.agree that this organisation shall be composed of local chaptersof the Illinois Association of Future Distributors,

Agreement 2. Local Chapters

We agree that a local chapter shall be an organization of student-learners in a program of education for distribution.

Agreement 3. Admission

We agree that upon application for an approval by the ExecutiveCommittee, new chapters may be admitted.

STATEMENT III: PURPOSES

We agree that this organisation /hall further the welfare of itsember-chapters and members by

A. Creating an abiding interest in distribution at a vocation.B. Creating an appreciation of the contribution of distribution

to a higher standard of living.C. Engendering respect for vocational education and desire for

vocational growth during school and adult life.D. Providing for exploration of vocational opportunities in

distribution.E. Developing leadership in distribution which is honest, competent,

agressive, self-reliant, cooperative, and patriotic.E. Encouraging high ethical standards in business.

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G. Providing for mental and physical health through satisfactorysocial and recreational activitieR.

H. Fostering a realisation of the civic, social, and moralresponsibilities of t,usiness to society.

I. Nurturing appreciation for the contributions of the arts andsciences to business.

STATEMENT IV: MEETINGS

Agreement 1. Frequency

We agree that the Executive Committee shall have the power to callan Annual Student Leadership Conference and other meetings.

Agreement 2. Quorum.

We agree that delegates from a majority of the member chapters shallconstitute a quorum.

Agreement 3. Delegates.

We agree that each member chapter shall be entitled to two votingdelegates at meetings of this association.

STATEMENT V: OFFICERS

hALIWItio Wicers

We agree that the following officers shall be elected annually duringa fall meeting of the Executive Committee: President, Vice-President,Recording Secretary, Corresponding Secretary, Treasurer. We furtheragree that Directors may be elected at the same time.

Agreement 2. Executive Committee

We agree that the Executive Committee shall consist of one representa-tive elected by each area The executive committee may meet on orbefore November 20 of each year.

We further agree that the officers and directors of the organisationshall be elected from among the members of the Executive Committee.

Agreement 3. Alternates

V. agree that if an elected state officer is unable to attend a meetingof the Executive Committee or of the Illinois Association of FutureDistributors, the area represented by that officer shall have theauthority to rase an alternate.

AlfmemenkA.

We agree that the expenses of a state officer or his alternate to an

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official board meeting may be paid in part or in whole from the fundsin the organisation treausry.

Agreement 5. Adviser

We agree that the state adviser of this organisation shall be theState Supervisor of Business and Distributive Education or his dulyappointed agent.

Agreement 6. Advisory Committee

We agree that the elected area representatives from among the teacher.coordinators of the local Distributive Education programs, who areadvisers of the local chapters, may constitute a State AdvisoryCommittee with final authority, subject to the approval of the stateadviser.

STATEMENT VI: AFFILIATION

Agreement 1. Membership,

We agree that the organisation may be a member of the regional andnational distributors association and may associate with othercompatible organisations.

Agreement k. Delegates

We agree that the voting delegates to regional and national conferencesshall be from the Executive Committee in line of staff succession. Wefurther agree that additional voting delegates, and other delegates, aspermitted, may be qualified through the office of the state adviser.

STATEMENT VII: DUES

Agreement I. Amount

We agree that the Executive and Advisory committees shall determinethe state organisation dues for individual members of local chapters.

Agreement 2, Collectioq

We agree that dues shall be collected from members by chaptertreasurers and remitted to the organisation treasury before theAnnual Student Leadership Conference.

STATEMENT VIII: INSIGNIA

Agreement 1. Emblem

We agree that the organisation emblem shall be the uniform nationaldesign.

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Agreement 2. Colors

We agree that the organization colors shall be blue and white.

Agreement 3. Motto

We agree that the organization motto shall be "He Profits Most WhoServes Best."

STATEMENT IX: BYLAWS

We agree that the organization at its Student Leadership Conferencemay adopt necessary bylaws, rules, and regulations.

STATEMENT X: AMENDMENTS

We agree that amendments to this Statement of Agreement may be proposedby the Executive Committee and approved by a majority vote at he Annual

Student Leadership Conference.

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V. PUBLIC RELATIONS ACTIVITIES

DISTRIBUTIVE EDUCATION ADVISORY COUNCILTO THE CHICAGO BOARD OF EDUCATION

In addition to the eg-ly local Distributive Education Advisory

Councils functioning in the fi gh ec ools, Chicago has a city-wide

Advisory Council ftposed of outstanding business executives represent-

ing the various phases of wholesaling, retailing, and service industries.

The function of this council is to advise and to make recommenda-

tions to the Bureau of Business Education regarding the expansion and

increased effectiveness of Distributive Education programs.

The Advisory Council activities are largely promotional and strive

to create good public relations. The council informs school personnel

concerning business needs and standards for job selection and performance.

It also helps to evaluate the classroom and on-the-job training and to

provide assistance wherever possible. Mannequins, showcases, cash reg-

isters, and display materials have been provided through the aid of the

council. The entire council meets at least once a semester, and smaller

groups meet with A.S. coordinators, counselors, and principals as the

need arises.

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DISTRIBUTIVE EDUCATION ADVISORY COUNCILTO LOCAL HIGH SCHOOLS

The purpose of an advisory council in a distributive education pro-gram is to encourage the school faculty, administration, parents, localbusinesses, and civic and service groups to work with the distributiveeducation teacher-coordinator as a team for efficient and effectiveoperation of the program. The advisory council operates effectively andefficiently if each member has a definite part in planning the overalloperations of the program, such as:

helping provide speakers for the D.E. class

helping secure proper training stations

working with the class on community research projects

advising display mcterials, classroom equipment, and merchandise

making arrangements for students interested In display, to trimlocal store windows and work on interior displays

investigating sources of free trade magazines and other tradepublications

helping to acquaint the coordinator with important businessmenin the community and making arrangements for the coordinator totalk to various trade groups.

Tne careful selection of advisory council members is important.Getting the right business people And having worthwhile projects for themto do will help make the advisory council a success. The council mayconsist of representatives from the thamber of Commerce, retail tradeassociations, personnel managers, labor representatives, P.T.A. members,and school counselors and administrators. At least one member of theschool administrative staff should be a permanent member of the group.

Each advisory council, as it organises, should formulate its ownrules and bylaws. A few suggestions for the operation of the council are:

1. The teacher - coordinator should review with the committee membersin the objectives of vocational education and the distributiveeducation program.

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2. A chairman, secretary, and other officers should be electedby the group. It is recommended that a representative ofbusiness be chosen as chairman. The teacher-coordinatorshould fulfill a vital role in acting as secretary.

3. Each meeting should be carefully planned. An agenda mightbe sent to each member before the meeting or the majordiscussion topics mentioned in the advance notice.

4. The committee should be kept informed about the details andthe pro&ress of the group.

5. Publicity should be given the committee for its accomplishments.

6. Members should be invited to attend the Distributive Educationclasses in order that they may see the need and reasons fortheir activity.

7. The size of the council might range from 5 to 8 members.

8. Advisory councils could meet once a month or oftener dependingupon the need and unlit to be accomplished. However, one mustconsider that the businessman's time is valuable and that heshould not be called to a meeting unless some worthwhile projector activity has been arranged.

9. Meetings should begin and end promptly. Business peoplerespect time schedules which are met.

10. If possible, all council correspondence, especially initialinvitations to prospective members, should go out over thesignature of the school principal.

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THE ILLINOIS FOUNDATION FOR DISTRIBUTIVE EDUCATION, INC.

The Illinois Foundation for Distributive Education is a nonprofit

corporation of businessmen and educators. The purpose of the Foundation is

to stimulate interest in Distributive Education among students, teachers,

and businessmen.

One of the first projects of tha Illinois Foundation was to furnish

Outstanding Student Award plaques. Any Distributive Education program is

eligible to apply for one of these plaques for their school. Another

activity of the Foundation is the scholarahip program established in 1961

for students planning to continue their education in business. The Founda-

tion has presented educational publications to reference libraries of

Illinois Distributive Education programs. A youth group information file

containing current materials in Distributive Education and D.E. club

brochures are available from the Foundation. Other projects include sponsor-

ship of meeting rooms for Illinois delegates at various leadership confer-

ences, such as National Conference of the Distributive Education Clubs of

America. Also, the Foundation presents appreciation certificates to all

sponsors of the Foundation program.

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ILLINOIS RETAIL MERCHANTS ASSOCIATION

The Illinois Retail Merchants Association has long been a promoter

of Distributive Education. IRMA is a co- sponsor of the annual Distribu-

tive Education Employer-Employee Luncheon Conference. This event is an

expression of appreciation to the employers and job supervisors for

providing employment and training to Distributive Education students.

Other activities of the organization include:

Co-sponsorship of New Directions in Careers, a Vocational Guidance

Series for high school and junior college students. This is a Radio

Broadcast Series for classroom listening, designed to inform students on

career plannins and career opportunities and to assist students in

developing a better underatandilg of opportunities in a wide variety of

careers.

Promotion of the annual Careers in Retailing Week with special

events for administrators of the Board of Education, outstanding business

leaders, Distributive Education teacher-coordinators, and students.

This organization provides representatives for classroom and school

assembly programs, assists school personnel in securing support o.2 the

business community, and actively participates in local, state, and

national club activities.

The Illinois Retail Merchants Association is a source of many types

of educational materials relative to the subject of retailing that are

useful to DE'students and teacher-coordinators.

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SEARS ROEBUCK FOUNDATION

The Sears Roebuck Foundation annually presents the Board of Education

with a grant. This money is used to encourage, promote, and stimulate

through education, publicity, research, and leadership programs, the growth

and advancement of Distributive Education among the students and teachers

of the Chicago Public Schools through the following means:

Presenting awards to outstanding high school distributive educationstudents

Providing plaques, testimonials, and other forms of awards to students,teachers, and businesses cooperating in the Distributive Educationprogram

Covering expenses of Distributive Education delegates or represent-atives (students and teachers) who attend Student Leadership confer-ences, conventions, and meetings of an educatirmal nature

Making available teaching aids, devices, anj ether educationalmateriAls

Defraying expenses incurred in sponsoring conferences, meetings,workshops, luncheons, and other promotional activities for theadvancement of the Distributive Education program.

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CHICAGO GASOLINE MARKETERS ASSOCIATION

The Chicago Gasoline Marketers Association encourages their members

to employ Distributive Education students in gasoline service stations

throughout the Chicago area. To assist service station employers and

teacher-coordinators in training Distributive Education students, the

organization provides training kits to each school. The materials in

the kit were prepared by the Distributive Education Department, Division

of Extension, The University of Texas, Austin, Texas.

A $500 scholarship is provided each year to a D.E. student. The

grant is sent to the college or university designated by the recipient

of the scholarship.

This association holds luncheon conferences with representatives

of their industry, teacher-coordinators, and student representatives,

and actively participates in local, state, and national youth group club

activities of D.E. students.

Speakers are provided for assembly programs, classrooms, conferences

and a representative serves on the Distributive Education Advisory Com-

mittee to the Chicago Board of Education. This organization and the

American Petroleum Institute distributes publications, brochures, and

other media to D.E. teacher-coordinators, students, and employers.

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ADDITIONAL PUBLIC RELATIONS ORGANIZATIONS

Lions, local Chambers of Commerce, Kiwanis, and other community and

civic organizations can be of help to the Distributive Education program.

The D.E. coordinator should meet with his local business people at fre-

quent intervals to discuss promotional activities for the D.E. program

and to seek aid in securing training stations, speakers, display materials,

films, and trade publications.

The SMEC, Sales Marketing Executives of Chicago, have cooperated with

the D.E. program by inviting coordinators to attend some of the important

sales meetings end to hear experts in the field of distribution. They

also furnish speakers for assemblies and other Distributive Education

promotions.

Coordinators will discover that, in order to make a D.E. program a

real success in the community, all the resources of the community must be

used.

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VI. FURTHER OPPORTUNITIES FOR STUDY IN DISTRIBUTIVE EDUCATION

SCHOLARSHIPS FOR DISTRIBUTIVE EDUCATION STUDENTS

As business people become more aware of the need for better trainedpersonnel, an increasing number of scholarships and other grants are be-ing offered for extended study and research in the field of distribution.Descriptions of these awards follow.

1. Illinois Foundation for Distributive Education, Inc.

A $500 (Distributive Education) graduate scholarship awardedannually to a Distributive Education graduate interested infurther education in distribution or distributive education.

After the first year, non-interest loans of lesser amounts areavailable to qualifying recipients continuing their education.

L. DECA Scholarship-Loan Awards.

The Scholarship-Loan Awards Program of the DECA Foundation isa plan whereby worthy members of the Distributive EducationClubs of America may have an opportunity to further theireducation in marketing and distribution for careers in dis-tributive education. Any high school senior or graduate iseligible who is or has been an active member of DECA andintends to pursue a full-time, two-year or four-year courseof study in marketing, distribution, or distributive education.

All awards will be made on the basis of merit, scholasticrecord, scholastic aptitude, DE club participation, and train-ing station record. In addition, applicants will be requiredto submit a statement of intent regarding the program of studythey intend to follow, career goal, upon receipt of the award,together with the name and location of the college they planto attend.

In accepting an award, a student will not be asked to pay anyinterest or sign an obligation for return of funds. He willbe asked, however, to accept a moral responsibility to theeffect that as his ability permits he will make a contributionor a series of contributions to the DECA Foundation in anamount at least equal to the amount of the award. In thisway similar awards will be made available to other DECA members.

The number of awards to be made duiing any given year will bedetermined by the Board of Trustees of the Foundation.

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Application forma and additional information may be obtained from

State or Chapter advisors.

3. Chicago Gasoline Marketers Association Scholarship

The sum of $500 is offered once a year to an outstanding distri-butive education student who has worked in an automotive service

station. The student should be interested in securing a collegeeducation. The money awarded will be paid to the college Of the

student's choice.

4. National Restaurants Association Scholarship Awards

The It J. Heinz Company has been awarding five $1,000 scholar-ships throughout the country. The applications may be securedfrom Miss Kathryn Bruce, Educational Director, National Res-taurant Association, 1530 North Lake Shore Drive, Chicago 10,

Illinois. Applications should be submitted by February 1 each

year. The scholarship is available to both boys and girls forcollege training in the field of Restaurant Management andAdministration.

5. Patricia Stevens Inc.

The scholarships are offered on the basis of two each in theschools of Business and Fashion Merchandising for January andJune distributive education graduates. The competition forthe scholarships is limited to female high school graduates.All applicants must have a 2.5 average or better to be per-mitted as competitors and must show evidence of leadership andaccomplishment in extra-curricular activities.

All applicants must submit an application blank accompanied byan essay of 150 words (typed) "What Fashion Career Training Meansto Me." Applications may be secured from the teacher-coordinator.

6. Jewel Tea Company Scholarships

Ten full and forty partial scholarships are offered to girls orboys employed by Jewel on a part-time or temporary basis. Thestudent must average 15 hours of work per week during the seniorhigh school year. The students are judged on CEEB competitiveexams, work performance, and school record. The Jewel TeaCompany prefers to have distributive education students competefor these awards. The winners are provided with part-time orsummer employment in order that they may earn a substantial partof their college expense in addition to the scholarships whichallow a maximum of $1,500 a year.

In addition to the scholarship ((Which has minimum academicstandards) Jewel also has a two-year sponsorship D.E. Program

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to Western Michigan University at Kalamazoo. Qualification forsponsorship by the company is based on job performance andsincerity of interest demonstrated by the student The programoperates on a one-half year in school and one-half year intraining basis; the student pays his own tuition out of themoney earned during the training period.

A Guide to Scholarships for Counselors in the Chicago PublicSchools, compiled by the Bureau of Pupil Personnel Services,lists other scholarships. This reference book should beavailable at your school.

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ADULT DISTRIBUTIVE EDUCATION PROGRAMS

The job held by a high school enrollee in a cooperative program mayby that student's long term objective. However, one of the advantagesof the high school Cooperative Part-time Distributive Education programis that through classroom and training station counseling and supervision,some students will become aware of aptitudes, interests, and opportunitiesnot foreseen nor considered during their high school attendance.

To realize the new objectives, many will seek additional trainingafter their high school graduation. Such training may be provided throug4the Adult Program. This is a program of instruction to upgrade adultsalready in distributive occupations for useful and successful employmentin distributive occupations.

The program may consist of a single course or a series of courses.The objectives are determined by a study of the needs of the particularclass. All instruction and teaching aids are directed toward the gen-eral and specific interests and abilities of the enrollees.

The adult distributive education programs may be partially reim-bursed under the George Deen Act. Minimum age is 16 years and enrolleesmust be employed in a distributive occupation, must have been temporarilyunemployed, or must have been given definite promise of employment. Theseprograms may be organized tor owners and managers of distributive businessas well as for supervisors and employees in distributive occupations.

Representatives of various occupational fields in distribution havecooperated to establish educational programs for distributive occupationsin their respective businesses. Adult classes have been sponsored by thepetrleum industry, wallpaper industry, Paint Power, Sears Roebuck andCompany, and the Illinois Retail Merchants Association.

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MERCHANDISING COOPERATIVE PROGRAM

CHICAGO CITY JUNIOR COLLEGE

Plana are underway to initiate a four-trimester merchandisingcooperative program at the Loop Branch of the Chicago City Junior

College. During the first few months, this pilot program will beavailable only to a limited number of students, and the major emphasiswill be on training young men and women for mid-management positionsin merchandising. Department store and perhaps mail-order houses willserve largely as the laboratory training stations. However, as theprogram develops, the curriculum will be expanded to other fields ofmerchandising, a variety of different types of distribution centerswill be utilized, and other branches of the Chicago City Junior Collegewill serve as education centers.

The merchandising curriculum is a cooperative program of careerpreparation designed specifically for the student who desires a careerin the field of merchandising and distribution at the mid-managementlevel. In addition to acquiring specialized knowledge and requisiteskills in the field of merchandising, the student will also increasehis general knowledge and develop a broader understanding of business.The graduate of this program should have acquired the knowledge andattitudes to enable him to perform successfully a wide variety ofduties of a supervisory and middle-managerial nature.

The student who completes this program will Save the opportunityto determine the special area of merchandising in which he has the mosttalent and interest. Some of the positions to which he may aspire arethose of supervisor, assistant buyer, buyer, department manager, assist-ant store manager, and store manager. A student might desire a careerin data processing, advertising and sales promotion, accounting, salesmanagement, or personnel work within the merchandising field. Sincea multitude of business functions are performed in merchandising, thestudent who completes this program could qualify for many positions inbusiness not directly connected with merchandising.

ed for Junior College Merchandisin: Cooperative Prom=

Merchandising is an area in which many of the junior collegegraduates can excel. Through the cooperative program, they can pre-pare for positions of responsibility. Junior college students approvedfor this program will have reached a maturity level and will haveacquired an educational background sufficient to train for supervisoryand middle-management positions.

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This program is designed to fill the gap between the high schooldistributive education program and the senior college merchandisingprogram.

The junior college student in the cooperative merchandising pro-gram is expected to assume core responsibility, to be more productive,and to perform duties requiring more ability than those of the studentin the high school distributive education program. In addition, hewill receive a broader and more intensive academic background in bothgeneral education and business.

The senior college graduates who are entering the field of mer-chandising are not attracted to the middle-management positions insufficient numbers to fill the demand because these positions may beginat a comparatively low salary level. Moreover, the turnover of seniorcollege graduates who do accept these positions is high. For thisreason, merchandising executives look to the junior college as a sourceof personnel qualified for these positions.

This program will be beneficial not only to the merchandisingcommunity but also to high school graduates seeking employment at thislevel in merchandising and allied fields, to those already employed whodesire to improve their positions, and to those who wish to join orrejoin the work force.

Oblectives of the Program

'he program seeks to achieve the following objectives:

1. Prepare qualified students for a career in the field of mer-chandising. The student develops business knowledge, skills, andattitudes requisite to success in supervisory and middle-managerialpositions in merchandising.

2. Help thfi student understand and appreciate the Americaneconomy, enterprise system, and the American way of life.

3. Increase the student's general and specialized knowledge sothat he may live a richer, fuller, more meaningful life and make avaluable contribution to society, his community, and to his family.

4. Provide a foundation for future career growth. (The

instructor-coordinator and the business sponsor correlate activitiesand provide guidance and supervision needed for the intellectual,occupational, and social growth and development of the student.

5. Elevate the economic conditions of the community throughthe preparation of a more productive and profitable work force.

Requirements for Admittance to the Program.

Anyone who meets the qualifications for admittance to the Chicago

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City Junior College and who indicates an interest in and an aptitudefor this program is eligible to apply. Candidates will be selectedby the college after a careful consideration of the following: (1)

scholastic record, (2) aptitude test, (3) interest inventory, (4)recommendations of high school and college teachers, and (5) personalinterview. Since enrollment in this curriculum is limited, applicationsfor utnission must be approved prior to registration. Those candidatesapproved for placement will be accepted into the program.

The Curriculum

The student in this program has the opportunity (1) to increasehis general knowledge, (2) to develop business competency and literacythrough an understanding of the broad field of business, and (3) toacquire specialised knowledge and requisite skills in the field ofmarketing end merchandising. Through coordinated classroom and on-the-Job instruction and part-time supervised employment, the student in-creases his knowledge of such merchandising functions as buying, selling,advertising, display, financing, transportation, and storage.

gems' Education. Regardless of one's prospective occupation orprofession. the acquisition of a broad general knowledge and thedevelopment of basic skills are needed. Courses in the following gen-cral areas will be included in the curriculum: communications, thesocial sciences, humanities, the natural sciences, and mathematics.

General Business Education. Because of the interdependence ofmerchandising with other fields of business, the student must acquirea rather broad business background through such courses as businessorganisation and management,_ business communications, principles ofeconomics, accounting fundamentals and principles.

Specialised Specialised knowledge in the areaof merchandising which the student should acquire is included in thefollowing course,: salesmanship, principles of marketing, principlesof retailing, advertising, practicum in merchandising. The practicumin merchandising course coordinates classroom activities with on -the-Job experience. Each trimester the students meet with the instructor-coordinator for two SG- minute periods weekly, and they work parttimeapproximately 15 hours weekly in approved training stations. Someclassroom sessions will be held in the education centers of businessestablishments with guest speakers discussing specialised and technicalaspects of different phases of merchandising. Evaluation of the studentby the instructor-coordinator in cooperation with the training stationspossor is given much consideration in the final grade.

Elective Courses. Among the elective courses which enable thestudent to develop special talents and interests are commercial art,data procession, personnel management, office management, and businesslaw.

II?

As the program develops and expands, new courses may be added.

Class Load and Work Load

Students enrolled in this curriculum will carry from 14 to 17semester hours each trimester and will work approximately 15 hours weekly.Special permissic to increase the number of hours of employment may begiven in appropriate instances as determined by the school.

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Documents

DOCUMENT RESUME Distributive EducatioL in the ...Teacher-Coordinator, Kelvyn Park High School. Sincere appreciation for their critical reading and evaluative comments is expressed