DOCUMENT RESUME INSTITUTION Branch. 317p.ED 412 426 CE 075 007. TITLE Management and Marketing. Guide to Standards and. Implementation. Career & Technology Studies. INSTITUTION Alberta

DOCUMENT RESUME

ED 412 426 CE 075 007

TITLE Management and Marketing. Guide to Standards andImplementation. Career & Technology Studies.

INSTITUTION Alberta Dept. of Education, Edmonton. Curriculum StandardsBranch.

ISBN ISBN-0-7732-9838-XPUB DATE 1997-00-00NOTE 317p.

PUB TYPE Guides - Classroom Teacher (052)

EDRS PRICE MF01/PC13 Plus Postage.DESCRIPTORS Behavioral Objectives; *Business Administration;

*Competence; Competency Based Education; Course Content;Curriculum Guides; Distributive Education; *EmploymentPotential; Entry Workers; Foreign Countries; *Job Skills;Learning Activities; Learning Modules; *Marketing; SecondaryEducation; Teaching Methods; Technical Education; VocationalEducation

IDENTIFIERS Alberta

ABSTRACTThis Alberta curriculum guide defines competencies that help

students build daily living skills, investigate career options in managementand marketing occupations, use technology in these fields effectively andefficiently, and prepare for entry into the workplace or relatedpostsecondary programs. The first section provides a program rationale andphilosophy for career and technology studies, general learner expectations,program organization information, curriculum and assessment standards, andtypes of competencies. The second section provides opportunities for studentsto explore the complex and continuously expanding study of management andmarketing systems and strategies in order to develop background and skills tomake a difference as an entry-level employee. It includes a rationale andphilosophy for the logistics strand, strand organization, and planning forinstruction. The 19 modules are organized into introductory, intermediate,and advanced levels that cover a comprehensive set of competencies incustomer service, communications, advertising, and business management.Modules also define exit-level competencies, specify prerequisites, andoutline specific learner expectations. Other sections of the guide containthe following: module curriculum and assessment standards; assessment tools;linkages and transitions with other strands, other educational programs, andto the community, the workplace and the credentialing process; a learningresource guide listing 90 resources keyed to modules, plus additionalSources; and sample student learning guides. (KC)

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A A

GUIDE TO STANDARDS AND IMPLEMENTATION

1997

U.S. ARTMENT OF EDUCATION0th Educational Research and Improvement

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ALBERTAEDUCATION CATALOGUING IN PUBLICATION DATA

Alberta. Alberta Education. Curriculum Standards Branch.Management and marketing : guide to standards and implementation.

(Career and Technology Studies)0-7732-9838x

1. Management Study, and teachingAlberta. 2. MarketingStudyand teachingAlberta. 3. Vocational educationAlberta. I. Title.II. Series: Career and Technology Studies Program.

HF5415.122.A333

This document was prepared for:

1997 658.8

AdministratorsCounsellorsGeneral-AudienceParentsStudentsTeachers

Program/Level: Career and Technology Studies/Secondary

Copyright ©1997, the Crown in Right of Alberta, as represented by the Minister of Education. Permission is given by thecopyright owner for any person to reproduce this publication or any part thereof for educational purposes and on a non-profitbasis.

This document supersedes all previous versions of the Career & Technology Studies Guide to Standards and Implementation.

This publication is a support document. The advice and direction offered is suggestive except where it duplicatesthe Program of Studies. The. Program of Studiesa prescriptive description of the expectations of studentlearning, focusing on what students are expected to know and be able to dois issued under the authority, of theMinister of. Education pursuant to section 25(1) of theSchool Act, Statutes of,Alberta, 1988, Chapter S-3.1 asamended, and is required for implementation.. -Within this document, theProgram of Studies is shaded so thatthe reader may readily identify. all prescriptive statements or segments.

Every effort has been made to acknowledge original sources and comply with copyright regulations. Please notify AlbertaEducation if there are cases where this has not been done.

Questions or comments about this Guide to Standards and Implementation are welcome and should be directed to:

Career and Technology Studies Unit, Curriculum Standards Branch, Alberta Education, Devonian Building,11160 Jasper Avenue, Edmonton, Alberta, T5K OL2.Telephone: (403) 422-4872, Fax: (403) 422-0576.Outside of Edmonton dial 310-0000 to be connected toll free.

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TABLE OF CONTENTS

Career and Technology StudiesPage

Program Rationale and Philosophy A.1General Learner Expectations A.3Program Organization A.3

Curriculum Structure A.3Levels of Achievement A.4

Curriculum and Assessment Standards A.5Types of Competencies A.5

Basic Competencies Reference Guide A.6

Management and Marketing

Strand Rationale and Philosophy B.1Strand Organization B.3

Themes B.3Integrating Concepts B.3Learning Contexts B.3Scope and Sequence B.5Module Descriptions B.6

Planning for InstructionPlanning for CTSPlanning for Management and Marketing

Module Curriculum and Assessment Standards:



Assessment Tools

Linkages/Transitions

Learning Resource Guide

Sample Student Learning Guides

Acknowledgements

C.1C.2

Introductory Level D.1

Intermediate Level E. 1

Advanced Level F.1

4

CAREER ANDTECHNOLOGYSTUDIES

A. PROGRAM RATIONALE AND PHILOSOPHY

Through Career and Technology Studies (CTS),secondary education in Alberta is responding tothe many challenges of modern society, helpingyoung people develop daily living skills andnurturing a flexible, well-qualified work force.

In Canada's information society, characterized byrapid change in the social and economicenvironment, students must be confident in theirability to respond to change and successfully meetthe challenges they face in their own personal andwork lives. In particular, they make decisions aboutwhat they will do when they finish high school.Many students will enter the work force, others willcontinue their education. All students face thechallenges of growing independence andresponsibility, and of entering post-secondaryprograms and/or the highly competitive workplace.

Secondary schools also face challenges. They mustdeliver, on a consistent basis, high quality,cost-effective programs that students, parents andthe community find credible and relevant.

CTS helps schools and students meet thesechallenges. Schools can respond more efficientlyand effectively to student and community needs andexpectations by taking advantage of theopportunities in the CTS curriculum to designcourses and access school, community and distancelearning resources. Students can develop theconfidence they need as they move into adult rolesby assuming increased responsibility for their

learning; cultivating their individual talents,interests and abilities; and by defining and acting ontheir goals.

As an important component of education in Albertasecondary schools, CTS promotes studentachievement by setting clear expectations andrecognizing student success. Students in CTSdevelop competenciesthe knowledge, skills andattitudes they are expected to demonstrate, that is,what they know and what they are able to do.

Acquired competencies can be applied now and inthe future as students make a smooth transition intoadult roles in the family, community, workplaceand/or further education. To facilitate thistransition, clearly stated expectations and standardshave been defined in cooperation with teachers,business and industry representatives andpost-secondary educators.

CTS offers all students important learningopportunities. Regardless of the particular area ofstudy chosen, students in CTS will:

develop skills that can be applied in their dailylives, now and in the futurerefine career-planning skillsdevelop technology-related skillsenhance employability skillsapply and reinforce learnings developed inother subject areas.

Career and Technology Studies /A.1©Alberta Education, Alberta, Canada (1997)

5

In CTS, students build skills they can apply in theireveryday lives. For example, in the CTS program,particularly at the introductory levels, students havethe opportunity to improve their ability to makesound consumer decisions and to appreciateenvironmental and safety precautions.

CAREERS

F

t

re

A career encompasses more than activities justrelated to a person's job or occupation; it involvesone's personal life in both local and globalcontexts; e.g., as a family member, a friend, acommunity volunteer, a citizen of the world.

The integration of careers throughout the CTSprogram helps students to make effective careerdecisions and to target their efforts. CTS studentswill have the opportunity to expand theirknowledge about careers, occupations and jobopportunities, as well as the education and/ortraining requirements involved. Also, studentscome to recognize the need for lifelong learning.

Students in CTS have the opportunity to use andapply technology and systems effectively andefficiently. This involves:

a decision regarding which processes andprocedures best suit the task at hand

the appropriate selection and skilled use of thetools and/or resources available

an assessment of and management of theimpact the use of the technology may have onthemselves, on others and on the environment.

P

r

0

e

TECHNOLOGY

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Integrated throughout CTS are employability skills,those basic competencies that help students developtheir personal management and social skills.Personal management skills are improved asstudents take increased responsibility for theirlearning, design innovative solutions to problemsand challenges, and manage resources effectivelyand efficiently. Social skills improve throughlearning experiences that require students to workeffectively with others, demonstrate teamwork andleadership, and maintain high standards in safetyand accountability.

As well as honing employability skills, CTSreinforces and enhances learnings developed in coreand other complementary courses. The curriculumemphasizes, as appropriate, the effectiveapplication of communication and numeracy skills.

In addition to the common outcomes describedabove, students focusing on a particular area ofstudy will develop career-specific competenciesthat support entry into the workplace and/or relatedpost-secondary programs. Career-specificcompetencies can involve understanding andapplying appropriate terminology, processes andtechnologies related to a specific career, occupationor job.

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A.2/ Career and Technology Studies(1997) ©Alberta Education. Alberta, Canada

GENERAL LEARNER" EXPECTATIONS

General learner expectations describe the basiccompetencies integrated throughout the CTSprogram.

Within an applied context relevant to personalgoals, aptitudes and abilities; the student in CTSwill:

demonstrate the basic knowledge, skills andattitudes necessary for achievement andfulfillment in personal life

develop an action plan that relates personalinterests, abilities and aptitudes to careeropportunities and requirements

use technology effectively to link and applyappropriate tools, management and processes toproduce a desired outcome

develop basic competencies (employabilityskills), by:

selecting relevant, goal-related activities,ranking them in order of importance,allocating necessary time, and preparingand following schedules (managinglearning)

linking theory and practice, usingresources, tools, technology and processesresponsibly and efficiently (managingresources)

applying effective and innovative decision-making and problem-solving strategies inthe design, production, marketing andconsumption of goods and services(problem solving and innovation)

demonstrating appropriate written andverbal skills, such as composition,summarization and presentation(communicating effectively)

participating as a team member by workingcooperatively with others and contributingto the group with ideas, suggestions andeffort (working with others)

©Alberta Education. Alberta, Canada

maintaining high standards . of ethics,diligence, attendance and punctuality,following safe procedures consistently, andrecognizing and eliminating potentialhazards (demonstrating responsibility).

PROGRAM ORGANIZATION

CURRICULUM STRUCTURE

Career and Technology Studies is organized intostrands and modules.

Strands in CTS define competencies that helpstudents:

build daily living skillsinvestigate career optionsuse technology (managing, processes, tools)effectively and efficientlyprepare for entry into the workplace and/orrelated post-secondary programs.

In general, strands relate to selected industry sectorsoffering positive occupational opportunities forstudents. Some occupational opportunities requirefurther education after high school, and some allowdirect entry into the workplace. Industry sectorsencompass goods-producing industries, such asagriculture, manufacturing and construction; andservice-producing industries, such as business,health, finance and insurance.

Modules are the building blocks for each strand.They define what a student is expected to know andbe able to do (exit-level competencies). Modulesalso specify prerequisites. Recommendations formodule parameters, such as instructionalqualifications, facilities and equipment can befound in the guides to implementation.

The competencies a student must demonstrate toachieve success in a module are defined through themodule learner expectations. Senior high schoolstudents who can demonstrate the module learnerexpectations; i.e., who have the designatedcompetencies, will qualify for one credit towardtheir high school diploma.

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Career and Technology Studies /A.3(1997)

Specific learner expectations provide a moredetailed framework for instruction. Within thecontext of module learner expectations, the specificlearner expectations further define the knowledge,skills and attitudes the student should acquire.

The following chart shows the 22 strands thatcomprise the CTS program and the number ofmodules available in each strand.

StrandNo. of

Modules

I. Agriculture 33

2. Career Transitions 28

3. Communication Technology 33

4. Community Health 31

5. Construction Technologies 46

6. Cosmetology 58

7. Design Studies 31

8. Electro-Technologies 37

9. Energy and Mines 26

10. Enterprise and Innovation 8

11. Fabrication Studies 41

12. Fashion Studies 29

13. Financial Management 14

14. Foods 37

15. Forestry 21

16. Information Processing 48

17. Legal Studies 13

18. Logistics 12

19. Management and Marketing 19

20. Mechanics 54

21. Tourism Studies 24

22. Wildlife 17

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A.4/ Career and Technology Studies(1997)

LEVELS OF ACHIEVEMENT

Modules are organized into three levels ofachievement: introductory, intermediate andadvanced. As students progress through the levels,they will be expected to meet higher standards anddemonstrate an increased degree of competence, inboth the general learner expectations and themodule learner expectations.

Introductory level modules help students builddaily living skills and form the basis for furtherlearning. Introductory modules are for studentswho have no previous experience in the strand.

Intermediate level modules build on thecompetencies developed at the introductory level.They provide a broader perspective, helpingstudents recognize the wide range of related careeropportunities available within the strand.

Advanced level modules refine expertise and helpprepare students for entry into the workplace or arelated post-secondary program.

The graph below illustrates the relative emphasis onthe aspects of career planning at each of the levels.

Introductory Level Intermediate Leve Advanced Level

Personal Use

riCareer Awareness/ExplorationPreparation for the Workplace or Further Education

©Alberta Education. Alberta. Canada

CURRICULUM AND ASSESSMENTSTANDARDS

Curriculum standards in CTS define whatstudents must know and be able to do.Curriculum standards are expressed throughgeneral learner expectations for CTS, and throughmodule and specific learner expectations for eachstrand.

Assessment standards define how studentperformance is to be judged. In CTS, eachassessment standard defines the conditions andcriteria to be used for assessing the competenciesof each module learner expectation. To receivecredit for a module, students must demonstratecompetency at the level specified by theconditions and criteria defined for each modulelearner expectation.

Students throughout the province receive a fairand reliable assessment as they use the standardsto guide their efforts, thus ensuring theyparticipate more effectively and successfully inthe learning and assessment process. Standards atadvanced levels are, as much as possible, linked toworkplace and post-secondary entry-levelrequirements.

TYPES OF COMPETENCIES

Two types of competencies are defined within theCTS program: basic and career-specific.

Basic competencies are generic to any career areaand are developed within each module. Basiccompetencies include:

personal management; e.g., managing learning,being innovative, ethics, managing resources

social; e.g., communication, teamwork,leadership and service, demonstratingresponsibility (safety and accountability).

Career-specific competencies relate to a particularstrand. These competencies build daily living skillsat the introductory levels and support the smoothtransition to the workplace and/or post-secondaryprograms at the intermediate and advanced levels.

The model below shows the relationship of the twotypes of competencies within the 22 strands of theCTS program.

CAREER-SPECIFIC

Career and Technology Studies /A.5©Alberta Education, Alberta, Canada (1997)

BASIC COMPETENCIES REFERENCE GUIDE

The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and modules.Students' basic competencies should be assessed through observations involving the student; teacher(s), peers and others as they complete therequirements for each module. In general, there is a progression of task complexity and student initiative as outlined in the DevelopmentalFramework*. As students progress through Stages 1.2, 3 and 4 of this reference guide, they build on the competencies gained in earlierstages. Students leaving high school should set themselves a goal of being able to demonstrate Stage 3 performance.

Suggested strategies for classroom use include:

having students rate themselves and each otherusing in reflective conversation between teacher and studenthighlighting areas of strength

tracking growth in various CTS strandshighlighting areas upon which to focusmaintaining a student portfolio.

Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student:

Managing Learningcomes to class prepared forlearningfollows basic instructions, asdirected

acquires specialized knowledge,skills and attitudes

identifies criteria for evaluatingchoices and making decisions

uses a variety of learningstrategies

follows instructions, with limiteddirectionsets goals and establishes stepsto achieve them, with direction

applies specialized knowledge,skills and attitudes in practicalsituationsidentifies and applies a range ofeffective strategies for solvingproblems and making decisions

explores and uses a variety oflearning strategies, with limiteddirection

follows detailed instructions onan independent basissets clear goals and establishessteps to achieve them

transfers and applies specializedknowledge, skills and attitudesin a variety of situationsuses a range of critical thinkingskills to evaluate situations,solve problems and makedecisionsselects and uses effectivelearning strategiescooperates with others in theeffective use of learningstrategies

demonstrates self-direction inlearning, goal setting and goalachievementtransfers and applies learning innew situations; demonstratescommitment to lifelong learningthinks critically and actslogically to evaluate situations,solve problems and makedecisions

provides leadership in theeffective use of learningstrategies

Managing Resourcesadheres to established timelines;uses time/schedules/plannerseffectively

uses information (material andhuman resources), as directed

uses technology (facilities,equipment, supplies), asdirected, to perform a task orprovide a service

maintains, stores and/or disposesof equipment and materials, asdirected

creates and adheres to timelines,with limited direction; uses time/schedules/planners effectively

accesses and uses a range ofrelevant information (materialand human resources), withlimited directionuses technology (facilities,equipment. supplies), asappropriate, to perform a task orprovide a service, with minimalassistance and supervisionmaintains, stores and/or disposesof equipment and materials, withlimited assistance

creates and adheres to detailedtimelines on an independentbasis; prioritizes task; uses time/schedules/planners effectivelyaccesses a range of information(material and human resources),and recognizes when additionalresources are requiredselects and uses appropriatetechnology (facilities.equipment, supplies) to performa task or provide a service on anindependent basismaintains, stores and/or disposesof equipment and materials onan independent basis

creates and adheres to detailedtimelines; uses time/schedules/planners effectively; prioritizestasks on a consistent basisuses a wide range of information(material and human resources)in order to support and enhancethe basic requirementrecognizes the monetary andintrinsic value of managingtechnology (facilities,equipment, supplies)

demonstrates effectivetechniques for managingfacilities, equipment andsupplies

Problem Solving and Innovationparticipates in problem solvingas a processlearns a range of problem-solving skills and approaches

practices problem-solving skillsby responding appropriately to aclearly defined problem. speci-fled goals and constraints, by:

generating alternativesevaluating alternativesselecting appropriatealtemative(s)taking action

identifies the problem andselects an appropriate problem-solving approach. respondingappropriately to specified goalsand constraintsapplies problem-solving skills toa directed or a self-directedactivity, by:

generating alternativesevaluating alternativesselecting appropriatealternative(s)taking action

thinks critically and actslogically in the context ofproblem solving

transfers problem-solving skillsto real-life situations, bygenerating new possibilitiesprepares implementation plansrecognizes risks

identifies and resolves problemsefficiently and effectively

identities and suggests new ideasto get the job done creatively,by:

combining ideas orinformation in new waysmaking connections amongseemingly unrelated ideasseeking out opportunities inan active manner

A.6/ Career and Technology Studies(1997)

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10 ©Alberta Education. Alberta, Canada

Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student:Communicating Effectively

uses communication skills; e.g.,reading, writing, illustrating,speaking

uses language in appropriatecontext

listens to understand and learn

demonstrates positiveinterpersonal skills in selectedcontexts

communicates thoughts, feelingsand ideas to justify or challengea position, using written, oraland/or visual means

uses technical languageappropriately

listens and responds tounderstand and learndemonstrates positiveinterpersonal skills in manycontexts

prepares and effectively presentsaccurate, concise, written, visualand/or oral reports providingreasoned arguments

encourages, persuades,convinces or otherwisemotivates individualslistens and responds tounderstand, learn and teachdemonstrates positiveinterpersonal skills in mostcontexts

negotiates effectively, byworking toward an agreementthat may involve exchangingspecific resources or resolvingdivergent interestsnegotiates and works toward aconsensus

listens and responds to under-stand, learn, teach and evaluatepromotes positive interpersonalskills among others

Working with Othersfulfills responsibility in a groupproject

works collaboratively instructured situations with peermembersacknowledges the opinions andcontributions of others in thegroup

seeks a team approach, asappropriate, based on groupneeds and benefits; e.g., ideapotential, variety of strengths,sharing of workloadworks in a team or group:

encourages and supportsteam membershelps others in a positivemannerprovides leadership/followership as requirednegotiates and works towardconsensus as required

leads, where appropriate,mobilizing the group for highperformance

understands and works withinthe context of the group

prepares, validates andimplements plans that revealnew possibilities

cooperates to achieve groupresults

maintains a balance betweenspeaking, listening andresponding in group discussionsrespects the feelings and viewsof others

Demonstrating Responsibility

Attendancedemonstrates responsibility inattendance, punctuality and taskcompletion

Safetyfollows personal andenvironmental health and safetyprocedures

identifies immediate hazards andtheir impact on self, others andthe environment

follows appropriate/emergencyresponse procedures

Ethicsmakes personal judgementsabout whether or not certainbehaviours/actions are right orwrong

recognizes and follows personaland environmental health andsafety procedures

identifies immediate andpotential hazards and theirimpact on self, others and theenvironment

establishes and follows personaland environmental health andsafety procedures

transfers and applies personaland environmental health andsafety procedures to a variety ofenvironments and situations

assesses how personaljudgements affect other peermembers and/or family: e.g..home and school

assesses the implications ofpersonal/group actions withinthe broader community; e.g.,workplace

demonstrates accountability foractions taken to addressimmediate and potential hazards

analyzes the implications ofpersonal/group actions withinthe global context

states and defends a personalcode of ethics as required

* Developmental Framework

Simple task Task with limited variables Task with multiple variables Complex task

Structured environment Less structured environment Flexible environment Open environment

Directed learning Limited direction Self-directed learning.

seeking assistance as required

Self-directed/self-motivated

©Alberta Education. Alberta. Canada

11

Career and Technology Studies /A.7(1997)

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MANAGEMENTANDMARKETING

B. STRAND RATIONALE AND PHILOSOPHY

In our highly competitive, rapidly changingsociety, management and marketing are genericskills. No matter what you do, how you manageyourself or how you use the resources available toyou; you market yourself, your services or theproducts you make.

Management and Marketing, a strand in Careerand Technology Studies, is designed to increasestudents' abilities to apply effective and efficientsystems and strategies of management andmarketing within personal, family, workplace,community and global contexts. The managementaspect of this strand identifies effectiveprocedures for organizing resources and workingwith people; whereas, marketing is concerned withpricing, promotion and distribution of ideas,products and services to satisfy consumer needsand wants.

Marketing in this strand takes a retail perspective.Linking student experiences as consumers tomarketing in the retail marketplace is a centralfocus in the marketing systems and strategiestheme. Through consumer experiences and otherbusiness-like activities, students will be asked tofocus on marketing through the eyes of a retailworker, manager or owner. Students will learnretail merchandising strategies that help peopleengaged in marketing meet the challenge ofensuring that the right goods or services are in the

right place, at the right time, in the right quantity,at the right price and offered to the right people.

Management in this strand emphasizes businessand information management to generate profitwithin a competitive environment. Knowledge,skills and attitudes will be developed to helpstudents identify and analyze strategies to succeedwhen working within continuously changingsystems. Students will gain experience andconfidence through a wide range of practicalexperiences as they plan, organize, take action,lead, work cooperatively, monitor progress andcommunicate. Their goal will be to ensure qualityand professional service.

This strand provides an opportunity for students toexplore the very complex and continuouslyexpanding study of management and marketingsystems and strategies. The intent is to helpstudents develop enough background and skills sothat, as entry-level employees, they can make aneffective contribution right away. Many of thesystems and strategies introduced here lead tofurther learning and specialization, both throughworkplace experiences and/or post-secondarystudy.

Management and Marketing builds on theEnterprise and Innovation strand competencies.Learning experiences will help students relate

Strand Rationale and Philosophy CTS, Management and Marketing /B.1©Alberta Education, Alberta, Canada 12 (1997)

what they already know about how organizationsrun, how goods are sold and how the economyworks. Management and Marketing can helpstudents become aware of and assess a wide rangeof career opportunitiesopportunities in small,medium and large public or private organizationsas management and marketing specialists, inrelated support positions, or as a complement tothe technical skills required by people who ownand manage their own businesses.

Within the philosophy of Career and TechnologyStudies, students in Management and Marketingwill:

identify, analyze, apply and improve systemsand strategies related to business andinformation management and marketing thatcan be applied personally, throughout CTSand in other study areas

develop abilities in planning, organizing,leading, monitoring and communicating

research, analyze, interpret and evaluateinformation needed in business management,marketing and information managementsystems and strategies

develop and apply creative problem-solvingand effective decision-making skills within thecontexts of business management, marketingand information management systems andstrategies

analyze the role of the individual, family andcommunity as they relate to management andmarketing within the Canadian and globaleconomy

identify areas of interest and talent and relatethese to career opportunities in businessmanagement and marketing

demonstrate effort to develop basiccompetencies.

13B.2/ Management and Marketing, CTS Strand Rationale and Philosophy(1997) ©Alberta Education. Alberta. Canada

STRAND ORGANIZATION

The Management and Marketing curriculumdevelopment model, shown below, illustrates thelinkages among the themes, integrating conceptsand learning contexts.

THEMES

Management and Marketing has three major themesaround which the curriculum has been developed.All involve identifying, assessing and improvingsystems and strategies that affect:

business managementmarketinginformation management.

Career exploration is reinforced throughout allthemes. Students identify personal interests andopportunities as they relate to careers in specificmanagement and marketing areas.

INTEGRATING CONCEPTS

Integrating concepts are competencies that arereinforced throughout the modules. A continuingemphasis is placed on applying principles of qualitymanagement and high standards of professionalservice. Students are encouraged to develop theirability to plan, organize, take action, lead, workcooperatively, monitor, make adjustments andcommunicate effectively.

LEARNING CONTEXTS

Learning contexts provide a perspective for studentlearning. Using personal experience as thefoundation, students relate what they are learning tofamily, workplace, community and globalexperiences and perspectives.

INTEGRATING CONCEPTS

ENSURING QUALITY/PROFESSIONAL SERVICE

SY

TS BUSINESS MANAGEMENTEMS

&

s MARKETINGTRATEG INFORMATION MANAGEMENTIES

Strand Organization©Alberta Education, Alberta, Canada

THEMES

14CTS, Management and Marketing /13.3

(1997)

SCOPE AND SEQUENCE' MANAGEMENT AND MARKETING

INTRODUCTORY INTERMEDIATE ADVANCED THEME

BusinessManagementSystems and

Strategies

MarketingSystems and

Strategies

InformationManagementSystems and

Strategies

Managing for Quality

MAM2010 :

The Business Organization

MAM3010

r -Business in the Canadian.

EconomyMAM3020

. -Business in the Global

MarketplaceMAM3030

Management & MarketingBasics*

MAM1010- - Promotion: Advertising

MAM2020

. . . Promotion: Sales TechniquesMAM3040

Promotion: VisualMerchandising

MAM2030

Quality Customer ServiceMAM1020

. . - Retail OperationsMAM2040

- - -Distributing

Goods and ServicesMAM3050

I. Setting Up a Retail Store

MAM3060

Office Systems 1.MAM2050

Office Systems 2

MAM3070

Communication Strategies I Communication Strategies 2 Communication Strategies 3

MAM1030 MAM2060 MAM3080

Records Management 1MAM2080

Records Management 2MAM3090

Prerequisite . . . Recommended sequence* Module provides a strong foundation for further learning in this strand.

Refer to specific modules for additional prerequisites.

Scope and Sequence©Alberta Education, Alberta. Canada

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t5 CTS, Management and Marketing /B.5(1997)

MODULE DESCRIPTIONS

Module MAM1010: Management & MarketingBasicsStudents identify basic management andmarketing concepts, and describe retailmerchandising strategies of value to the retailemployee, manager or owner.

Module MAM1020: Quality Customer ServiceStudents identify and describe the target customerand the selling floor, including sales and nonsalesactivities.

Module MAM1030: Communication Strategies 1Students improve oral and written businesscommunications skills necessary for efficient andeffective management of information. The focusis on business writing strategies and composing atthe computer when preparing memorandums,e-mail messages and business letters.

Module MAM2010: Managing for QualityStudents demonstrate basic managerial skills, byassuming roles and responsibilities ofmanagement to coordinate available resources toachieve quality results.

Module MAM2020: Promotion: AdvertisingStudents are introduced to communicationchannels, delivery strategies and advertisingmedia that can be used to inform potentialcustomers about products and services available inthe marketplace.

Module MAM2030: Promotion: VisualMerchandisingStudents identify different types of visualmerchandising, and describe how to constructattention-getting displays and how to evaluatevisual merchandising.

Module MAM2040: Retail OperationsStudents identify retail operations that aretypically performed off the selling floor, awayfrom customers.

Module MAM2050: Office Systems,Students identify and describe strategies andprocedures in the office environment andmanaging processes and protocols related toelectronic equipment, written communicationtransmittal and business travelling arrangements.

Module MAM2060: Communication Strategies 2Students improve their basic oral and writtencommunications strategies necessary to efficientand effective management of information. Thefocus is on technical writing strategies andcomposing at the computer when preparinginformal business reports and proposals.

Module MAM2080: Records Management 1Students demonstrate basic records management:skills for a manual records system, emphasizingalphabetic coding procedures.

Module MAM3010: The Business OrganizationStudents identify and describe organizationalstructures, management theories and organizationsas working units. Students also explain theirbeliefs of what successful organizations mightlook like in the future.

Module MAM3020: Business in the CanadianEconomyStudents expand and relate their knowledge ofeconomics to how business decisions are madewithin the community, the province, nationallyand internationally.

Module MAM3030: Business in the GlobalMarketplaceStudents identify the opportunities and challengesthat confront business people in establishing aglobal business operation.

Module MAM3040: Promotion: SalesTechniquesStudents learn techniques for successful selling.

Module MAM3050: Distributing Goods andServicesStudents explore the channels of distribution andmodes of transportation used to direct goods fromthe producer to the consumer.

/6B.6/ Management and Marketing, CTS Module Descriptions(1997) ©Alberta Education, Alberta, Canada

Module MAM3060: Setting Up a Retail StoreStudents develop retail store images, examinepotential locations and design store layouts.Students should be given hands-on experience byresearching a location for an actual retailingopportunity and design a layout for this retailstore. This module focuses on students owning aretail business and learning the necessary steps forsuccess.

Module MAM3070: Office Systems 2Students demonstrate effective office environmentstrategies and processes, use electronic officeequipment, and manage processes related toelectronic communications and business meetings.

Module MAM3080: Communication Strategies 3Students continue to improve basic oral andwritten communications strategies necessary toefficient and effective management ofinformation. Focus is on technical writingstrategies and composing at the computer whenpreparing formal business reports and proposals.

Module MAM3090: Records Management 2Students describe the advantages of an automatedrecords system. Numeric, subject and geographiccoding are emphasized.

Module Descriptions 17 CTS, Management and Marketing B.7©Alberta Education, Alberta, Canada (1997)

SECTION C: PLANNING FOR INSTRUCTION

CTS provides increased opportunity for junior andsenior high schools to design courses based on theneeds and interests of their students and thecircumstances within the school and community.Some strands may be appropriately introduced atthe junior high school level. Other strands aremore appropriately introduced at the senior highschool level or to Grade 9 students. Refer to thissection for recommendations regarding theManagement and Marketing strand, or the Career& Technology Studies Manual for Administrators,Counsellors and Teachers for a summary of therecommended grade levels for each strand.

PLANNING FOR CTS

Defining Courses

Schools determine which strands and modules willbe offered in a particular school, and will combinemodules into courses.

Each module was designed for approximately25 hours of instruction. However, this time frameis only a guideline to facilitate planning. The CTScurricula are competency based, and the studentmay take more or less time to gain the designatedcompetencies within each module.

A course will usually consist of modules primarilyfrom the same strand but, where appropriate, mayinclude modules from other CTS strands. Refer tothe Career & Technology Studies Manual forAdministrators, Counsellors and Teachers(Appendix 4) for more information on coursenames and course codes.

Module selection and sequencing should consider:

prerequisite(s)supporting module(s) (other CTS modules thatmay enhance the learning opportunity ifoffered with the module)module parameters

instructional qualifications, if specializedequipment and facility requirements, ifspecialized.

Planning for Instruction©Alberta Education, Alberta, Canada

The module parameters are defined for eachmodule in Sections D, E and F of this Guide.

Degree of Flexibility

The CTS program, while designed using themodular structure to facilitate flexible timetablingand instructional delivery, does not mandate thedegree of flexibility a school or teacher will offer.The teacher and school will determine the degreeof flexibility available to the student. Within theinstructional plan established by the school, thestudent may:

be given the opportunity to progress at a ratethat is personally challenginghave increased opportunity to select modulesthat develop competencies he or she findsmost relevant.

Integrating Basic Competencies

The basic competencies relate to managinglearning and resources, problem solving andinnovation, communicating effectively, workingwith others and demonstrating responsibility aredeveloped throughout the CTS program, and arewithin each module.

Assessment of student achievement on the basiccompetencies is integrated throughout the othermodule learner expectations. Refer to Section G(Assessment Tools) of this Guide for thedescription of student behaviours expected at eachof the four developmental stages defined for thebasic competencies.

Assessment of basic competencies could includeinput and reflection involving the student,teacher(s), peers and others. Description of theobserved behaviour could be provided through acompetency profile for the module. Positive,ongoing interaction between the student and teacherwill support motivation for student growth andimprovement.

18 CTS, Management and Marketing /C.1(1997)

Assessing Student Achievement

Assessing student achievement is a process ofgathering information by way of observations ofprocess, product and student interaction.

Where appropriate, assessment tools have beendefined to assist the teacher and student in theassessment. Refer to Section G (AssessmentTools) of this Guide for copies of various tools(worksheets, checklists, sample questions, etc.).

A suggested emphasis for each module learnerexpectation has also been established. Thesuggested emphasis provides a guideline to helpteachers determine time allocation and/or theappropriate emphasis for each MLE and studentgrade.

Recognizing Student Achievement

At the high school level, successful demonstrationof the exit-level competencies in a modulequalifies the student for one credit. Refer toSection A of this Guide for more detailedinformation about how curriculum and assessmentstandards are defined in CTS. Refer to the Career& Technology Studies Manual for Administrators,Counsellors and Teachers (Appendix 12) for moreinformation on how student achievement can berecognized and reported at the school andprovincial levels.

Portfolios

When planning for instruction and assessment,consider a portfolio as an excellent tool to provideevidence of a student's effort, progress andachievement. Portfolios will aid students inidentifying skills and interest. They also providethe receiving teacher, employer and/orpost-secondary institution proof of a student'saccomplishments. The make-up and evaluation ofthe portfolio should be a collaborative agreementbetween the student and teacher.

Resources

A comprehensive resource base, including print,software and audio-visual, has been identified to

C.2/ Management and Marketing, CTS(1997)

support CTS strands. It is intended that theseresources form the basis of a resource centre,encouraging teachers and students to access awide selection of resources and other informationsources throughout the learning process. Unlessotherwise noted, these resources are considered tobe suitable for both junior and senior high schoolstudents.

Authorized resources may be obtained from theLearning Resources Distributing Centre ordirectly from the publisher or distributor. Refer toSection I (Learning Resource Guide) of this Guidefor the complete resource list including curriculumcorrelations and resource annotations. Additionalsources refer to noncommercial or governmentagencies that offer resources that may be ofassistance in this strand.

Sample Student Learning Guides

In addition to the resources, Sample StudentLearning Guides are available (refer to Section Jof this Guide). These samples, designed forindividual student or small group use, provide aninstructional plan for selected modules andinclude the following components:

Why take this module?What are the entry-level competencies?What are the exit-level competencies?What resources may be accessed?What assignments/activities must be completed?What are the timelines?How will the final mark be calculated?

PLANNING FOR MANAGEMENT ANDMARKETING

The following suggestions are provided to assistteachers, schools and school system administratorsas they plan to deliver modules from theManagement and Marketing strand.

Selecting Modules

The scope and sequence chart in Section Bprovides an overview of the Management and

19 Planning for Instruction©Alberta Education, Alberta, Canada

Marketing modules, indicating prerequisites andtheme areas. Brief descriptions of the modulesfollow the scope and sequence chart in Section B.

Management and Marketing in Junior High

Three introductory level modules may be offeredat the junior high level: Management &Marketing Basics, Quality Customer Service andCommunication Strategies 1. The number ofmodules will vary according to the time availablethroughout Grades 7, 8 and 9.

Time Available Modules

25 hours Management & Marketing Basics

50 hours Management & Marketing Basics

Quality Customer Service or

Communication Strategies 1

75-100 hours add modules from other CTS strands(e.g., Enterprise and Innovation,Communication Technology,Information Processing, Legal Studies,Financial Management)

Where appropriate, junior high school students mayalso take intermediate level modules.

Modules may be combined into courses and offeredwithin a school year or over a span of a few years.

Management and Marketing in Senior High

Following are a few examples of module groupingsinto sample courses:

5-6 credits (no Management & Marketing Basicsprevious experience) Communication Strategies 1(BusinessManagement Managing for Quality

emphasis) The Business Organization

Business in the CanadianEconomy

Business in the GlobalMarketplace

5-6 credits (no Communication Strategies 1previous experience) Office Systems 1(InformationManagement Systems Records Management 1

and Strategies) Communication Strategies 2

Office Systems 2

Records Management 2

Planning for Instruction©Alberta Education, Alberta, Canada 20

5-6 credits (noprevious experience)Marketing/Retailingemphasis)

Management & Marketing Basics

Quality Customer Service

Retail Operations

Promotion: AdvertisingPromotion: VisualMerchandising

Promotion: Sales Techniques

5-15 credits Quality Customer Service(foundation for entry Retail Operationsinto workplace incustomer service) Promotion: Visual

Merchandising

and modules selected from otherCTS strands (e.g., Foods,Tourism Studies, Logistics)

5-15 credits Managing for Quality(foundation for entryinto workplace into Communication Strategies 1

administrative Office Systems 1 and 2support positions) Records Management 1 and 2

and modules selected from otherCTS strands (e.g., InformationProcessing, FinancialManagement)

Modules could also be grouped intocomprehensive courses that emphasize a particulartheme.

Organizing for Learning

Before selecting modules, teachers should checkthe module parameters outlined in each module(see Sections D, E and F of this Guide).

Scenario ASept.

1

3V

Jan./June

Modules may be taught sequentially,e.g.:




BEST COPY AVAILABLE

CTS, Management and Marketing /C.3(1997)

Scenario BSept.

1

2

3

Jan./June

One module, such as Management& Marketing Basics, may be taughtthroughout the course (e.g., 20minutes per class) in conjunctionwith two other modules.

Teachers can also allow students to progress at arate that is personally challenging; e.g.:

Scenario CSept.

Jan./June

All students take one or twomodules together, then are able toselect modules from a menu ofmodules.

Scenario DSept.+

0-1=It=1

Jan./June

From a list of modules defined bythe teacher, the students selectwhich ones they will work on and,in consultation with the teacher,establish timelines for completionand submission of assignments, etc.

Identifying Linkages

Section H of this Guide describes some linkagesthat are possible within the Management andMarketing strand and:

other CTS strandsjunior and senior high school math and scienceprograms. Additional linkages with languagearts and social studies and complementaryprograms will be defined over time.

Special Relationship to Enterprise and Innovation

The Management and Marketing strand expandsand enhances competencies developed within theEnterprise and Innovation strand. For manystudents, courses will include modules from bothEnterprise and Innovation and Management andMarketing. The Extended Scope and Sequence inSection H shows how the two strands can beintegrated. Modules can be organized in anintegrated course or presented separately.

Enterprise and Innovation modules focus onencouraging individuals to establish ventures (bothprofit and non-profit), providing students with acomprehensive understanding of how to start andmanage a business and market a product or service.Management and Marketing provides more depthand specialization, emphasizing profit andcompetition within the Canadian and globaleconomies. While Enterprise and Innovationemphasizes small business organizations,Management and Marketing includes largeorganizations, both private and public.

Other Linkages within CTS

Students will also find that selected modules fromManagement and Marketing complement theirlearnings from other CTS strands. For example, astudent focusing on Mechanics who plans to own agarage would benefit from learning effective andefficient strategies to manage the shop and marketthe repair services. Students targeting any one ofthe Management and Marketing themes will benefitfrom modules from other CTS strands.

21

C.4/ Management and Marketing, CTS Planning for Instruction(1997) ©Alberta Education, Alberta, Canada

A sample of these combinations are provided in thetable below.

Management andMarketing Themes

Complementary Strand

BusinessManagement Systemsand Strategies

Enterprise and InnovationLegal StudiesFinancial ManagementInformation Processing

Marketing Systemsand Strategies

Enterprise and InnovationCommunication TechnologyFashion StudiesDesign StudiesInformation ProcessingLogisticsTourism Studies

InformationManagement Systemsand Strategies

Information ProcessingCommunication Technology

Note that project modules from the CareerTransitions strand may be combined with modulesfrom other strands to provide increased opportunityfor students to develop expertise and refine theircompetencies.

Project modules are not designed to be offered asdistinct courses and should not be used to extendWork Experience 15, 25 and 35 courses.

Improving Smooth Transition to the Workplaceand/or Related Post-secondary Programs

Section H of this Guide also provides potentialtransitions students may make:

into the workplaceinto related post-secondary programs or otheravenues for further learning.

Planning for Instruction CTS, Management and Marketing /C.5©Alberta Education, Alberta, Canada (1997)

MODULE CURRICULUM AND ASSESSMENT STANDARDS:

SECTION D: INTRODUCTORY LEVEL

The following pages define the curriculum and assessment standards for the introductory level ofManagement and Marketing.

Introductory level modules help students build daily living skills and form the basis forfurther learning. Introductory modules are developed for students who have no previousexperience in the strand.

Module learner expectations define the competencies a student must demonstrate toachieve success in a module. Assessment standards define the criteria and conditions tobe used for assessing the competencies defined in the module learner expectations.

Specific learner expectations provide a detailed framework for instruction and helpstudents build the competencies defined in the module learner expectations. Additionalinformation and suggestions for instruction are provided in the Notes column; teachersmay wish to use this space to record their ideas for instruction or student projects.

Module MAM1010: Management & Marketing Basics D.3Module MAM1020: Quality Customer Service D.9Module MAM1030: Communication Strategies 1 D.15

Introductory CTS, Management and Marketing /D.1©Alberta Education, Alberta, Canada 23 (1997)

MODULE MAM1010: MANAGEMENT & MARKETING BASICS

Level: Introductory

Theme: Marketing Systems and Strategies

,Prerequisite: None

Module Description: Students identify basic management and marketing concepts, and describeretail merchandising strategies of value to the retail employee, manager orowner.

Module Parameters: No specialized equipment or facilities.

Curriculum and Assessment Standards

Module LearnerExpectations

Assessment Criteria and Conditions SuggestedEmphasis

The student will: Assessment of student achievement should be based on:

identify key business a concept test consisting of questions related to 10

and marketing terms business basics:terminology.

Assessment ToolSample Test Items: World of Business: A

Canadian Profile, 3"1 ed., Workbook,Chapters 1, 2

StandardRating of 50% or higher on concept test

relate management a personal management project consisting of how 20concepts to: people use planning, organizing, leading and

his or her personal monitoring skills every day when striving to achievelife success in:organizations he or personal and family livesshe is involved in local organizations including schoolsdifferent types ofbusinesses (large andsmall)

local businesses.

Assessment ToolPresentations/Reports: Management and

Marketing Projects (MAM1010-1)Standard

Rating of 1 in each applicable task

Introductory©Alberta Education, Alberta, Canada

BEST COPY AVAILABLE

24CTS, Management and Marketing /D.3

(1997)

MODULE MAM1010: MANAGEMENT & MARKETING BASICS (continued)




describe the a marketing project consisting of selecting and/or 20characteristics of making a product and/or a service and listingmarketing and decisions decisions that a manufacturer, wholesaler and/ormade within themarketing mix

retailer would make regarding product/service, price,promotion, place, consumer and competition.




describe the role of a written, oral and/or visual presentation consisting 20retailing: of:

in Canadian history role of retailing in the marketplacein Canada today evolution of retailingin Canada in the role of technology in retailingfuture functions of retailing (buying, selling and

merchandising).



Rating of lin each applicable task

identify and analyze a written, oral and/or visual presentation on 20retail merchandisingstrategies used in themarketplace today

merchandising strategies related to product, price,service, place and promotion.




25

D.4/ Management and Marketing, CTS(1997)


MODULEMAM1010: MANAGEMENT & MARKETING BASICS (continued)




identify management a personal inventory of self to include: 10

and marketing careers of assessment of talents and interestspersonal interest exploration of management and marketing careers

related to talents and interestsidentification of career interests.

Assessment ToolAssessment Task: Career Profiles (MAMCARE)

StandardThree career profiles, all sections completed

demonstrate basic observations of individual effort and interpersonal Integrated

competencies. interaction during the learning process. throughout

Assessment ToolBasic Competencies Reference Guide and any

assessment tools noted above

Concept Specific Learner Expectations Notes

The student should:

Business Systems define basic terms used in the marketplace:and Strategies producer, consumer, consumption, distribution,

factors of production (land, labour, capital), etc.

identify and define the types of economicsystems; e.g., market, command, mixed

identify the economic system used in Canada

analyze the relationship between production,distribution and consumption (P-D-C Cycle)

identify the relationship between supply anddemand.

Introductory©Alberta Education, Alberta, Canada 26 CTS, Management and Marketing /D.5

(1997)



The student should:

Management define and describe past and present experiencesSystems and of management:Strategies personal management

management at homemanagement of the schoolmanagement of organizations to which he orshe belongs

identify and describe the role of management inan organization: planning, organizing, leading,monitoring, communicating

identify features of different forms of businessownership; e.g., sole proprietor, partnership,corporation, franchise, cooperative, conglomerate,multinational, crown corporation.

Marketing Systems describe his or her past or present marketingand Strategies experiences

identify the importance of marketing to a marketeconomy

To production? tconsumption ?

o

analyze the relationship between satisfying Can you have one without

consumers and making a profit the other?

identify the components of the "marketing mix"(four Ps and two Cs)

Product, price, promotion,place, consumers,competition.

research decisions made in each component of themarketing mix

Compare these decisionsto making a cake; e.g.,what happens when one

describe the focus marketing takes for different of the ingredients ismissing? What happens

types of businesses: when you change anmanufacturers product and service ingredient, such as

development vanilla, to chocolate?

wholesalers marketing products and servicesto retailers and other businessesretailers marketing to end user (the ultimateconsumer)

describe the effect marketing decisions have onsociety (environmental concerns, cultural issues)

For example, reduce,reuse, recycling.

differentiate between marketing and retailmerchandising.

D.61 Management and Marketing, CTS(1997)



The student should:

The Role of discuss the important role of retailing in Canada Closest link is to the

Retailing in consumer.

Marketingdescribe the evolution of retailing in Canada Historical perspective

(e.g., bartering and theanalyze the role of technology in the evolution of marketplace, impact of

retailing including: World War I, railway

electronic banking (debit and credit cards)home shopping

and automobiles,introduction of thesupermarket).

scanners/UPCs (Universal Product Codes)improved product qualityjust-in-time delivery

identify and explain the three major functions of Merchandising is having

retailers: the right goods, in theright quantity, at the

buying right price, at the rightselling time, in the right place

merchandising. and ensuring consumersknow about it.

Retail analyze and show examples of product Scavenger hunt in a

Merchandising merchandising strategies used to increase sales variety of retail storescould be used when

Strategies including: exploringscrambled merchandising merchandising

narrowing the product line strategies.

sampling and product demonstrationsshelf positioning (eye-level)packaging (name, colour, size, pictures) National brands, housebrand selection and identification brands, no name.

analyze and show examples of pricingmerchandising strategies used to increase salesincluding:

multiple pricing Three for $1.00.

unit pricing on shelveswarehouse pricingloss leaders


28

CTS, Management and Marketing /D.7(1997)



The student should:

Retail analyze and show examples of serviceMerchandising merchandising strategies used to increase salesStrategies including:(continued) hours of operation

franchisingdependable, consistentloyalty programs; e.g., points for purchasesdelivery, gift wrapping, installation or repairsatisfaction guaranteed

analyze and show examples of placemerchandising strategies used to increase salesincluding:

Big has lots to offer, smallsize of store is specialized andlayout of storecommonly purchased itemsplaced around the perimeter of the store

knowledgeable.

For example, produce in ause of direct lighting to enhance products supermarket.

analyze and show examples of promotional POP displays include endmerchandising strategies used to increase sales of counter, tumble

including:visual merchandisingwindow displays, point

(bins), multiple pricing,tie-in displays (related

of purchase displays (POP)items).

posters and advertisements around the storethat coordinate with promotional campaigns in Pictures and graphics on

the mediapackaging, brandnames.

shelf cards indicating specialspackaging and labelling.

Careers and analyze a variety of careers available within the Retailing, wholesaling,

Opportunities field of management and marketing

identify careers of interest within the field ofmanagement and marketing.

manufacturing,advertising, etc.

2



MODULE MAM1020: QUALITY CUSTOMER SERVICE

Level: Introductory


Prerequisite: None

Module Description: Students identify and describe the target customer and the selling floor,including sales and nonsales activities.

Module Parameters: School store lab recommended, but not required.

Supporting Module: MAM1010 Management & Marketing Basics





identify and describe: a customer portfolio consisting of: 30how retailers target description of target markets includingtheir markets participants, demographics and psychographics fora variety of consumer a product, retailer and service businessbehaviours analyze a minimum of five advertisements from a

newspaper and/or magazine and indicate fivedifferent buying motives used.identify three recent purchases and indicatewhether each

was a want or needfactors that influenced each purchase

description of the AIDA concept and how it isused to influence purchases.

Assessment ToolPresentation/Reports: Customer Portfolio

(MAM1020-1)Standard


demonstrate effective an effective performance in a retail simulation or 60retail sales/service work situation consisting of both selling and non-techniques as: selling activities.

a retail sales clerkand/or serviceprovider

Assessment ToolAssessment Guide: Retail Sales Clerk Techniques

(MAM1020-2)cashier Cashier/Terminal Station (MAM1020-3)

StandardRating of 3 in each applicable task



3 0 BEST COPY AVAILABLE

MODULE MA1V11020: QUALITY CUSTOMER SERVICE (continued)




identify personalinterests and

a career profile that includes job descriptions,education/qualification requirements, employment

10

opportunities as they opportunities, advancement potential and salaryrelate to careers inretailing

range.








The student should:

Knowing the describe target marketCustomer

identify and describe the components of a targetmarket:

participantsbuyers, users, influencersdemographicsage, sex, income,geographical location, education, ethnicorigin, economic backgroundpsychographicslifestyles including attitude,interests and habits

identify target markets for a variety of productsand/or services.

31




The student should:

Consumer describe basic needs and identify severalBehaviours examples

describe secondary "wants" and identify severalexamples

differentiate among recent purchases and indicateif they were needs or wants

Buying Motives describe Maslow's hierarchy of needs andidentify purchases made at each level

Self-fulfillment, esteem,belonging, safety,physical.

identify and give examples of:rational buying motives

Quality, price,convenience.

emotional buying motives Love, pride, fear.

identify your buying motives on recent purchases

Influences explain the influences of income on purchases Disposable income,discretionary income.

describe how advertising influences consumerpurchases

Persuasion, information.

describe the AIDA concept (Attention, Interest,Desire, Action) and indicate its relationship toconsumer behaviour

identify influences on recent purchases.

Quality Service

PersonalCharacteristics

demonstrate high standards of personal health,grooming and cleanliness

demonstrate proper interaction and relationshipswith:

Dependable, loyal,collaborative, reliable.

customersco-workerssupervisorssuppliers


3 2 CTS, Management and Marketing /13.11(1997)

MODULE MAM1020 QUALITY CUSTOMER SERVICE (continued)


The student should:

Role of Sales differentiate between the role of a sales Waiting on customers

Clerk clerk/service provider and a salesperson versus presenting tothem.

describe or demonstrate how sales clerks obtain On-the-job training, otherproduct knowledge employees, manuals,

sale reps, labels anddemonstrate quality customer service when: packaging.

preparing sales receipts/billsdealing with various customer typeshandling customer complaints and returns

demonstrate use of proper approach (greeting,service, merchandise)

Committed,knowledgeable, just-looking, undecided,rushed, disagreeable,know-it-all.

Role of a demonstrate quality customer service skills as a Use cash register manuals.

Cashier cashier:identify and label various cashregister/terminal parts and functionsuse float and cash draw organizationoperate cash register/terminal or cash box Use least amount of coins

accept cheques and/or credit cards and bills possible.

make change and count change back tocustomerwrap/bag merchandisetake leave of customerclose and cash out a cash register/terminalaccurately complete cash reconciliationprepare a store deposit.

Completing Non-selling Activities

demonstrate the ability to follow store policiesand procedures

For example, security,employee conduct.

demonstrate upkeep and maintenance of a store Interior and exteriordisplays, floors,counters and shelves.

maintain well-stocked shelves Rotation of stock.

assist in preparing promotional campaigns Students help construct

including visual merchandising. and maintainpreplanned displays orhelp preparepromotional campaignsas a class project.


33 Introductory@Alberta Education, Alberta, Canada


Career Exploration

The student should:

analyze a variety of career opportunities inretailing

identify personal interests, talents and experiencesas they relate to careers in retailing.

Define key terms relatedto career path/ladders,entry-level positions,mid-management,management positions.

Introductory CTS, Management and Marketing /D.13©Alberta Education, Alberta, Canada 3 4 (1997)

MODULE MAM1030: COMMUNICATION STRATEGIES 1

Level: Introductory

Theme: Information Management Systems and Strategies

Prerequisite: None

Module Description: Students improve oral and written business communication skills necessary forefficient and effective management of information. The focus is on businesswriting strategies and composing at the computer when preparingmemorandums, e-mail messages and business letters.

Module Parameters: Access to a computer workstation.

Supporting Modules: INF1010 Computer OperationsINF1030 Word Processing 1





demonstrate use of the a correspondence writing project consisting of 70

writing process when planning, composing, revising and proofreading:composing a memorandumcorrespondence,including:

e-mail messages (send and reply)a personal business letter regarding a business

prewriting matter (e.g., letter of complaint from a customer)writing a business letter regarding a particular businessrevising matter.proofreading Assessment Tool

Assessment Guide: Communication StrategiesWriting Projects (MAMCOM-2)


demonstrate appropriate a role-playing situation consisting of a minimum of 20

ways to deal with two business communication scenarios; one for acallers: face-to-face situation, the other for a telephone

face to face situation. Show evidence of proper etiquette whenon the telephone making introductions and using the telephone.

Assessment ToolAssessment Guide: Communication

Strategies 1Role Playing (MAM1030-1)Standard



BEST COPY AVAILABLE

35


MODULE MAM1030: COMMUNICATION STRATEGIES 1 (continued)






10

opportunities as they opportunities, advancement potential and salaryrelate to applyingeffective communicationstrategies in career areas

range.

Assessment ToolAssessment Task: Career Profiles

(MAMCARE)Standard

Three career profiles, all sections completed




assessment tools noted above.


The student should:

Planning to Write identify and describe the different types ofBusiness business documentsDocuments memoranda (memos)

electronic messages (e-mails)personal business lettersbusiness lettersinformal business reportsform business reportsproposals and press releases

outline and research the steps in the writingprocess: prewriting, composing, revising,proofreading

describe strategies to use when planning to writebusiness documents

identify the main pointidentify the audiencedetermine the type of document (letter, memo)plan the message by listing pointsarrange points in logical order

D.16/ Management and Marketing, CTS(1997) 36



Planning to WriteBusinessDocuments(continued)

The student should:

describe basic sentence structure, grammar,spelling and punctuation rules.

Writing EffectiveMemos

identify and use prewriting strategies whenpreparing e-mail messages and memos:

good organizationget to the point quicklysupply accurate informationindicate specific actions

select a format to use before writing a memo ore-mail message

compose the first draft of the memo using a wordprocessing program/template

identify and use revising strategies (e.g., check forbrevity, active language and clarity)

identify and use proofreading strategies:proofread for facts, dates, names, figures andstatistical informationproofread for sentence structure, grammar,spelling, punctuation and format.

Writing EffectiveBusiness Letters

differentiate between a personal business letterand a business letter

describe the functions of a business letter:sell products or servicesrequest material or informationanswer customer inquiries or complaintsincrease goodwillact as a permanent recordwritten contract


r.:




Writing EffectiveBusiness Letters(continued)

The student should:

identify and use prewriting strategies whenpreparing personal business and business letters:

identify the purpose and audienceidentify what details need to be includedcomplete any necessary researchorganize the letter using letter formulasoutline the details of the letter in the orderthey should appear

select a letter format to use before writing

compose the first draft of the letterincluding anopening, body and closingusing a wordprocessing program

identify and use revising strategies for a businessletter

identify and use proofreading strategies:proofread for facts, dates, names, figures andstatistical informationproofread for sentence structure, grammar,spelling, punctuation and format.

For example, AIDAformula: attentioninterest, desire, action.

Effective OralCommunicationsin Business

describe effective oral communication strategiesused in business

describe the significance of non-verbal language

practise using proper telephone etiquette whenmaking/answering calls, during the call andfollowing the call

practise making proper business introductions.

Opening, listening,responding.

Body language.

Career Exploration analyze a variety of career opportunities related tobusiness communications

identify personal interests, talents and experiencesas they relate to careers in businesscommunications.


38D.18/ Management and Marketing, CTS(1997)



SECTION E: INTERMEDIATE LEVEL

The following pages define the curriculum and assessment standards for the intermediate level ofManagement and Marketing.

Intermediate level modules help students build on the competencies developed at theintroductory level and focus on developing more complex competencies. They provide abroader perspective, helping students recognize the wide range of related careeropportunities available within the strand.

Module MAM2010:Module MAM2020:Module MAM2030:Module MAM2040:Module MAM2050:Module MAM2060:Module MAM2080:

Managing for Quality E.3Promotion: Advertising E.9Promotion: Visual Merchandising E.15Retail Operations E.21Office Systems 1 E.27Communication Strategies 2 E.31Records Management 1 E.35

39Intermediate CTS, Management and Marketing /E.1©Alberta Education, Alberta, Canada (1997)

MODULE MAM2010: MANAGING FOR QUALITY

Level: Intermediate

Theme: Business Management Systems and Strategies

Prerequisite: None

Module Description: Students demonstrate basic managerial skills, by assuming roles andresponsibilities of management to coordinate all available resources to achievequality results.







identify and outline a report or presentation consisting of: 10quality management the role of customers, employees and managers insystems and strategies managing for qualityused to improve quality the role of teams and collaboration

who makes decisions in quality organizationshow quality is measured.

Assessment ToolPresentations/Reports: Managing for Quality

(MAM2010-1)Standard


analyze the roles ofmanagers and strategies

an analysis of four case studies using videos,magazine articles, books and/or newspaper clippings.

30

used by managers toimprove quality

Discuss strategies used by managers to plan, organize,lead, monitor and communicate to improve quality.


(MAM2010-1)Standard


Intermediate©Alberta Education, Alberta, Canada

BEST COPY AVAILABLE

40CTS, Management and Marketing /E.3

(1997)

MODULE MAM2010: MANAGING FOR QUALITY (continued)

Module LearnerExpectations Assessment Criteria and Conditions Suggested

Emphasis


apply management a management analysis report that identifies an area 30systems and strategies that needs improvement, defines the problem, clarifies

goals/rationale for changing the system, developsstrategies for change, and plans, implements andmonitors the change.


(MAM2010-1)Standard


identify, through a critical review of a current management system 20research, a current consisting of a summary of the practice including anmanagement system, and overview, strategies used, pros and cons, and personaldescribe its effect on theorganization

views regarding the system.


(MAM2010-1)Standard




10

opportunities as they opportunities, advancement potential and salaryrelate to careers inmanagement

range.







E.4/ Management and Marketing, CTS(1997)

41Intermediate

©Alberta Education, Alberta, Canada


Quality Systems andStrategies

The student should:

describe the role of the customer in managing forquality

describe the role of front-line employees inmanaging for quality

describe the role of managers in managing forquality

describe how groups/teams can be usedeffectively

describe decision-making processes whenworking in teams

describe how quality is measured.

Planning, organizing,leading, monitoring,communicating.

Team size/type, teamleader role, teamdecision.

End of line versus duringproduction.

Strategies forPlanning

research planning as one of the basic managementroles and elaborate on the importance of planningfor quality:

establishing objectivesdeveloping a mission statement and settinggoalsdetermining how objectives will be met

compare management planning with teamplanning

explain similarities and differences inforecasting/planning at the three managementlevels (strategic, tactical, operational)

explain why contingency planning is vital.

Increased market share,p rofit, socialresponsibility.

Creating a vision.

Coordinating theorganization'sresources, personnel,finances, information,materials, facilities andwhat activities arerequired.

Strategies forOrganizing

research organizing as one of the basicmanagement roles and elaborate on theimportance of organizing for quality

compare directing with facilitating

explain how people working for a commonobjective can be organized for efficiency

describe and provide examples of:organizational chartscentralized versus decentralized controlpower, authority, responsibility,accountability, delegation.

Identify who is involved,who is in charge, whatresources are required,and howcommunication willflow.

Synergism.


42

CTS, Management and Marketing /E.5(1997)

MODULE MAM2010: MANAGING FOR QUALITY (continued)


The student should:

Strategies for research leadership as a basic management role How does a leader differ

Leading and elaborate on the importance of leading forquality

from a manager?

describe the different styles of leadership Authoritarian, democratic.

compare controlling with empowering

explain how "power" is obtained and used and therelationship of "power" and "authority"

describe motivations and factors that affectindividual motivational levels:

individual differences (attitudes, needs)job characteristics (task and its significance,skill levels, autonomy, feedback,communication)organizational policies and practices (rules,intrinsic/extrinsic rewards)

describe how effective leaders influence others toact:

share influences and motivate individualsmatch individual aspirations with organizationgoalsapply intuition, anticipate change, assess,respondvisionidentify different/better ways ofproceedingself-understandingrecognizing one's ownstrengths and weaknesses

compare the types of groups that exist in an For example, team

organization and explain how groupdevelopment/processes can be encouraged.

collaboration,planning,mares decision-sh

aking.

Strategies for research monitoring as a basic management roleMonitoring and elaborate on the importance of monitoring for

quality

explain how technology can be used to helpmonitor data, information, organizationalactivities

describe ethical issues of monitoring and controlof employees.


43 Intermediate©Alberta Education, Alberta, Canada


Strategies forCommunicating

The student should:

research communicating as a basic managementrole and elaborate on the importance ofcommunicating for quality:

relationship between communication, actionand quality results

identify reasons for conflict and stress

describe how a managers can deal effectively withconflict resolution.

Coordinate action betweenmanagers and workers.

Applying QualityManagementS stems andStrategies

use quality management systems and strategies ina group environment

evaluate current management systems andstrategies used by managers to increase quality.

For example, managingchange, learningorganizations,restructuring,downsizing, re-engineering, bionomics.

Career Exploration analyze a variety of career opportunities related tomanagement

identify personal interests and experiences as theyrelate to careers in management.

Define key terms to careerpath/ladders, entry-levelpositions, mid-management, uppermanagement.

Intermediate 44 CTS, Management and Marketing /E.7°Alberta Education, Alberta, Canada (1997)

4110

MODULE MAM2020: PROMOTION: ADVERTISING

Level: Intermediate


Prerequisite: None

Module Description: Students are introduced to communication channels, delivery strategies andadvertising media that can be used to inform potential customers about products'and services available in the marketplace.

Module Parameters: Access to a cassette player with a microphone and camcorder for broadcastadvertising; computer workstation with graphics software is recommended forprint advertising.





The student will:

describe principlesinvolved in theadvertising process andapply these principles toprint and broadcastmedia

Assessment of student achievement should be based on:

a concept test consisting of questions regarding theprinciple concepts and terminology in the advertisingprocess including:

definition of advertising and publicitycontroversial issues, laws, regulations and ethicsin advertisingidentification and selection of target marketsobjectives of advertisingexamples of geographical advertising (local,regional, national, international)media: advantages and disadvantages of eachmedium and cost considerations (print andbroadcast media).

Assessment ToolSample Test ItemsMarketing Today: A Retail

Focus, 2nd ed., Teacher's Resource, Chapter12 test


10


BEST COPY AVAILABLE

4 5


MODULE MAM2020: PROMOTION: ADVERTISING (continued)




investigate and report on a presentation or report consisting of a minimum of 10

basic broadcast media three of the following:types and concepts types of broadcast media

role of Canadian Radiotelevision andTelecommunications Commission (CRTC)brief history of both radio and televisiontypes of ownership of both radio and televisionlocal examples of radio stations and televisionnetworks and the types of audiences they attract.

Assessment ToolPresentations/Reports: Overview of Broadcast

Media (MAM2020-4)Standard

Rating of 2 for each applicable task

evaluate advertisements an evaluation of advertisements consisting of a 20for print, radio and collection of three advertisements for each mediumtelevision mediums (print, radio and television) which includes:

type of media, target market, objectiveeffective use of each component or productiontechniqueshow the AIDA concept was used (Attention,Interest, Desire, Action).

Assessment ToolAssessment Task: Evaluation of Print

Advertisements (MAM2020-5)Assessment Task: Evaluation of Radio and

Television Commercials (MAM2020-6)Standard

Three advertisements evaluated for each media,all sections completed

46




Emphasis


design and create an a project consisting of: 50effective promotional preplanning of advertisement through use ofadvertisement for two of rough draft, radio script or storyboardthe following media: final draft

print presentation of the advertisementstelevision self-assessment of created advertisement.radio

Assessment ToolAssessment Guide: Print Advertisements

(MAM2020-1)Assessment Guide: Production of Radio

Commercials (MAM2020-2)Assessment Guide: Production of Television

Commercials (MAM2020-3)Standard




10

opportunities as they opportunities, advancement potential and salaryrelate to careers inadvertising

range.








BEST COPY AVAILABLE


(1997)



The student should:

The Advertising explain what advertising is and what purpose it For extra time in

Process serves completing this module,use a Career Transitionsmodule.

Collect a range ofdifferentiate between publicity and advertising advertisements and

publicity notices andestablish a portfolio orscrapbook.

describe the various criticisms, controversies,laws and ethics regarding advertising

Gender stereotyping,misleading advertising,and regulations.

Target Market provide examples that illustrate a variety of targetmarkets for the following types of advertisements:

Who will buy it, when,where? Are features ofproduct or service

consumer products transformed intoconsumer services customer benefits?business productbusiness serviceadvocacy (institutional) advertising

Objectives describe a variety of objectives marketers use For example, attract new

when developing advertising campaigns customers, informcustomers of a newproduct.

Geographic provide specific examples of geographical For example, small local

Market promotional strategies: businesses advertisinglocally versus large

local corporations advertisingregional nationally.nationalinternational

Media identify and provide examples of various printand broadcast media

describe the advantages and disadvantages ofeach medium

compare costs in relationship to return oninvestment (audience versus cost ofcreating/producing and placing advertisement).

Creating a PrintAdvertisement

explain the steps in planning a printadvertisement:

For example, newspaper,magazine, flyer, direct

type of print mediamail.

state the objectivedefine the target audienceselect the buying motive (use of USP) Unique selling points.

E.12/ Management and Marketing, CTS(1997) 48 Intermediate



The student should:

Creating a Print identify and analyze each component of a printAdvertisement advertisement:(continued) borders

headline(s)illustration or graphiccopylogo (signature)

demonstrate the use of effective layout Use of AIDA concept:

arrangements: attract attention, createinterest, stimulate

use of borders desire, induce action.use of white spaceuse of different fontsplacement of the various components

present and evaluate own print advertisement.

Overview of describe the types of broadcast advertising Radio, television.

Broadcast Mediadescribe the role of the CRTC

describe the history of both radio and television

explain the types of ownership and programmingfound in radio and television

identify a variety of radio stations available to thevarious listeners in the immediate area

describe the types of television stations:network-affiliatednetwork-ownedindependent

describe other means of television advertisingsuch as cablevision, pay-TV, videocassetterecordings, satellite, infomercials.


4 9 CTS, Management and Marketing /E.13(1997)



Advertising onRadio

The student should:

analyze radio advertising including:radio time slotseffectiveness of commercial

identify and calculate the cost of radiocommercials in various time slots

identify elements involved in preparation of aradio commercial

demonstrate the use of radio productiontechniques when planning and producing a radiocommercial

present and evaluate own radio commercial.

Use of AIDA concept:attract attention, createinterest, stimulatedesire, induce action.

Analyze radio ads: e.g.,script types, live versustaped, length,repetition, voices.

Advertising onTelevision

analyze television commercials including:time slotseffectiveness of the commercial

identify and calculate the costs of televisioncommercials in various time slots

demonstrate the use of television productiontechniques when planning and producing atelevision commercial:

storyboard preparationuse of equipment

present and evaluate own television commercial.

Use of AIDA concept:attract attention, createinterest, stimulatedesire, induce action.

Camcorder-types andlengths of shots,lighting, productionsequence.

Career Exploration analyze a variety of career opportunities in printand broadcast advertising

identify personal interests, talents and experiencesas they relate to careers in print and broadcastadvertising.

Define key terms relatedreto career path/ladders,

entry-level positions,mid-management,management positions.

5 0



MODULE MAM2030: PROMOTION: VISUAL MERCHANDISING

Level:

Theme:

Prerequisite:

Module Description:

Module Parameters:

Supporting Modules:

Intermediate

Marketing Systems and Strategies

None

Students identify different types of visual merchandising, and describe how toconstruct attention-getting displays and how to evaluate visual merchandising.

No specialized equipment or facilities.

MAM1010 Management & Marketing BasicsMAM2020 Promotion: Advertising





identify and explain a visual merchandising manual using a choice of 20basic visual diagrams, pictures and/or video consisting of themerchandising concepts following visual merchandising concepts:

objectives and types of visual merchandisingelements, principles and guidelines of visualmerchandising.

Assessment ToolAssessment Task Checklist: Visual Merchandising

Manual (MAM2030-1)

StandardRating of 2 in each applicable area

create a collection of a yearly visual merchandising planner for a business. 20visual merchandising Minimum of eight visual merchandising ideas in theideas for a calendar year planner, which represents a full year's visual

merchandising plan. Ideas should include type ofdisplay, theme, merchandise, props, supplies to beused and a sketch showing the elements andprinciples of design being applied.

Assessment ToolAssessment Task: Yearly Visual Merchandising

Planner (MAM2030-2)

StandardRating of 2 in each applicable task area

Intermediate@Alberta Education, Alberta, Canada

BEST COPY AVAILABLE

5::1,1


MODULE MAM2030: PROMOTION: VISUAL MERCHANDISING (continued)




design and construct a creating an interior and/or exterior visual presentation 40visual merchandising for a specific organization/business.presentation Assessment Tool

Assessment Guide: Visual MerchandisingPresentations (MAM2030-3)


evaluate various forms an evaluation of a minimum of three visual 10of visual merchandising merchandising presentations that demonstrate use of

design techniques.

Assessment ToolAssessment Task: Evaluation of Visual

Merchandising Presentations (MAM2030-4)

StandardThree evaluations, all sections completed



10

opportunities as they opportunities, advancement potential and salaryrelate to careers in visualmerchandising

range.



demonstrate basic observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout




VisualMerchandising

The student should:

describe what visual merchandising is andprovide examples, illustrations and/or pictures ofvarious displays/presentations

Linkages with FashionStudies.



41)


The student should:

Objectives explain how displays/visual presentations can The words display and

influence the customer: visual presentationhave the same meaning.

route traffic Retailers use both; incatch attention general the term display

expand window theme is being replacing by

pleasant store environment the term visualpresentation.

quick product identificationentice entry to storereinforce store imagesupport sales presentations

Types describe the different types of visual Assess the effectiveness of

merchandising presentations and provideexamples:

several retail outletdisplays.

interior (opengondola, shelving, racks,ledge, platform, etc.; closedshowcases andshadow boxes, architectural or built-updisplays)exterior (closed, semi-closed, open)season (pre-season, runner, clearance)

show how the interior presentations can becoordinated with exterior presentations

Visual describe how ideas are generated for visualMerchandising merchandisingIdeas

list visual presentation ideas for a variety ofevents and themes.

Holiday themes, events,other displays,brainstorming withothers.

Display Design

Elements identify and describe the elements of design as Consider links with

they relate to visual merchandising:CDesignommuStudiesnicatio

andn

use of linesvertical, horizontal, curve,diagonal

Technology.

Props versus products,use of shapegeometric, organic, positive,negative

foreground versusbackground.

use of colourterminology, schemes, moodsbackgrounduse of three-dimensional spaceuse of weight, size and texture



MODULE MAM2030. PROMOTION: VISUAL MERCHANDISING (continued)


Principles

The student should:

identify and describe the principles of design asthey relate to visual merchandising:

patternsinterface, stairstep, gradation,pyramid, zigzag, repetition, radiationbalance, formal and informalharmony and contrastrhythmproportionemphasisunity.

Creating VisualPresentations

Guidelines apply basic guidelines when creating visualpresentations

use the KIS concept (Keep it Simple)keep the customer's viewpoint in minduse lighting to enhance the displayuse props to enhance the merchandise and Props can be built, bought

theme or borrowed. Use andconstruct differentkinds of props.

Planning and apply the steps in planning a visual presentation:Creating identify the objective

select theme, merchandise and locationcompute cost of constructing presentationassemble supplies and materials neededprepare display area, merchandise and propsconstruct the visual presentationmaintain a display. Clean windows,

background and floor;merchandise neat andclean; props in goodrepair; maintain lightingfixtures.

54E.18/ Management and Marketing, CTS(1997)



The student should:

Evaluating Displays evaluate the effectiveness of the visualpresentation:

locationdesignthemeimpact/appeal

recommend possible changes to the process ofcreating the presentation and to the display itself.

Career Exploration analyze a variety of career opportunities in visual Define key terms related

merchandising

identify personal interest, talents and experiencesas they relate to careers in visual merchandising.

to career path/ladders,entry-level positions,mid-management,management positions.

Intermediate CTS, Management and Marketing /E.19©Alberta Education, Alberta, Canada 55 (1997)

MODULE MAM2040: RETAIL OPERATIONS

Level: Intermediate


Prerequisite: None

Module-Description: Students identify retail operations that are typically performed off the sellingfloor, away from customers.

Module Parameters: No specialized equipment or facilities.Note: A school store provides students with an on-site lab for most concepts in

this module.

Supporting Modules: MAM1010 Management & Marketing BasicsMAM1020 Quality Customer Service





identify and report on a identify and report on retail store policies and 15

particular retailer's procedures used in the marketplace including: salespolicies and practices and services, credit and collection, store security,

human resources and recordkeeping.

Assessment ToolResearch Process: Retail Policies and Procedures

(MAM2040-1)Standard


act as a buyer when a performance in a retail simulation or work situation 15

purchasing goods and consisting of:demonstrate ordering identifying vendors and products to purchaseprocedures identifying stages in the product/fashion cycle for

these productsevaluating a minimum of two suppliers forquality, quantity, price and delivery for a varietyof productsdetermining merchandise to orderpreparing a purchase orders based on vendorselection and maintenance of an adequate stock.

Assessment ToolAssessment Task: Buying, Receiving and Payment

of Goods and Services(MAM2040-2)


Intermediate©Alberta Education, Alberta, Canada 5:6


BEST COPY AVAILABLE

MODULE MAM2040: RETAIL OPERATIONS (continued)




develop a checking,marking and stocking

a performance in a retail simulation or work situationconsisting of:

15

system to use after goods completing receiving dock procedureshave been received checking goods using different methods (e.g.,

direct, blind, quality, spot)marking goodsstocking goods on or off the selling floor.




verify and process a performance in a retail simulation or work situation 15invoices for payment of consisting of:goods and services verifying accuracy of invoicesreceived calculating due dates

calculating discounts and net invoicesrecording payments in a cash journalpaying invoices by cheque.




describe pricing a performance in a retail simulation or work situation 15strategies used by consisting of:retailers calculating markups based on cost and retail

calculating markdownscalculating break-even pointsdetermining pricing policiestagging merchandise.

Assessment ToolAssessment Task: Pricing and Controlling Goods

and Services (MAM2040-3)







demonstrate effective completing and evaluating an inventory system 15

use of systems and consisting of:strategies to control counting and calculating goods in stock using agoods minimum of one inventory method (e.g., FIFO,

LIFO, perpetual)preparing an inventory list

- calculating stock turns- stocking merchandise on or off the selling floor.- recommending procedures to improve system.

Assessment ToolAssessment Task: Pricing and Controlling Goods

and Services (MAM2040-3)Standard


identify personalinterests related to


10

careers in retail opportunities, advancement potential and salaryoperations includingbuying, receiving,stocking, storing andpayment of merchandise

range.







BEST COPY AVAILABLE


58 CTS, Management and Marketing /E.23(1997)



Retail Systems andStrategies

The student should:

research and report on policies for a variety ofretail stores including:

sales and servicescredit and collectionstore securityhuman resourcesrecordkeeping.

Systems andStrategies forBuying Goods

describe the duties of a buyer

identify how goods are classified:type of goods convenience, impulse,shopping specialty and staplebrand names national, private, generic

identify and discuss the product and fashion lifecycle

research buying data/sources:supplier information, sources, reputationproduct classification, price, availability

use purchase order/requisition forms when buyinggoods

explain what the following shipping terms meanand what impact they have on the buyer:

FOB factoryFOB destinationFOB shipping point.

Good linkage withInformation Processing:use of database,spreadsheet.

Systems andStrategies forReceiving Goods

describe procedures and methods used forreceiving goods (receiving, checking, storage,stocking)

analyze what remedies the buyer has or whatactions can be taken for:

damage/breakagesubstitution/poor qualityoverage/shortagelost/misplaced order.

Signing of delivery receiptor packing slip forverification of numberof cartons or boxesshipped.

Direct checks versusindirect (blind) checksagainst purchase orders,packing slips orinvoices.

E.24/ Management and Marketing, CTS(1997) 59 Intermediate



Systems andStrategies forPayment ofGoods

The student should:

verify the accuracy of invoices

identify the different types of discounts availableto retailers

calculate discounts and the net totals of invoices

record the purchases of goods received

pay invoices by cheque or cheque requisition.

Trade, cash etc.

Systems andStrategies forPricing andMarking

calculate the markup of goods based on cost andretail price

calculate break-even point

identify and discuss what type of price tagsshould be used

identify pertinent information to be included inprice tags (including cost codes)

identify how and when goods are marked down

calculate the markdown of goods

describe the application and effect of pricingpolicies:

market penetration (low entry)skimming (high entry)comparable (competitive range)flexible (one-price, variable)relative (desired level).

Retail price, cost codes,department, seasonpurchased, vendor, etc.

Systems andStrategies forControlling andStoring Goods

identify the different methods of inventory controlavailable

demonstrate the use of various methods

explain and calculate stock turnover

describe stocking and storage consideration fromthe buyer's perspective when orders are received:

sales floorbackup stock off the selling floorwarehouse.

For example, first in, firstout (FIFO), last in, firstout (LIFO), perpetual.

Intermediate©Alberta Education, Alberta, Canada 60




Career Exploration

The student should:

analyze a variety of career opportunities in retailoperations including buying, receiving, stockingand storing and payment of merchandise

identify personal interests, talents and experiencesas they relate to careers in retail operations.


E.26/ Management and Marketing, CTS 61 Intermediate(1997) ©Alberta Education, Alberta, Canada

OMODULE MAM2050: OFFICE SYSTEMS 1

Level: Intermediate


Prerequisite: INF1030 Word Processing 1

Module Description: Students identify and describe strategies and procedures in the officeenvironment and managing processes and protocols related to electionicequipment, written communication transmittal and business travellingarrangements.

Module Parameters: Access to electronic office equipment.





conduct an analysis of a an analysis report of an office that includes: 10

selected office name and flow chart of organizationenvironment rationale for how the office is organized

explanation of how tasks are definedhow the office focuses on qualitystrategies used to increase productivityidentify and access office equipment used.

Assessment ToolResearch Process: Office Systems 1 Office

Environments (MAM2050-1)Standard


demonstrate use of a practical lab experience in a simulated or actual 40electronic equipment office. Show evidence of efficient use of threewithin office different electronic office equipment.environment(s) Assessment Tool

Assessment Task: Office Systems 1 PracticalLab Experience (MAM2050-2)



BEST COPY AVAILABLE


(1997)

MODULE MAM2050: OFFICE SYSTEMS 1 (continued)




develop procedures for an office manual or demonstration of work experience 20

managing written for written communication transmittals including:communications planning and organizing strategies and procedurestransmittals for incoming and outgoing mail

making decision regarding the appropriate postalor private services to use for a minimum of 10different documents.

Assessment ToolAssessment Guide: Office Systems 1 Written

Communications/Transmittals (MAM2050-3)Standard


make travel a travel project consisting of creating a business trip 20arrangements for a scenario and making arrangements for the tripbusiness trip including:

gathering necessary informationmaking decisions regarding who to book through,transportation and accommodationspaying special attention to international travelpreparing an itinerarypreparing budget and expense claims.

Assessment ToolAssessment Guide: Office Systems 1 Travel

Project (MAM2050-4)Standard


identify personalinterests related to office


10

careers opportunities, advancement potential and salaryrange.




BEST COPY AVAILABLE




The student will:

demonstrate basic..

competencies.


observations of individual effort and interpersonalinteraction during the learning process.



Integratedthroughout


The student should:

Office Environment research how various business offices are Select from offices of:

organized with respect to:organizational structure

various sizes (e.g.,home business, largebusiness, community

priorities/philosophydesign and layout

organization,telecommuting);various sectors of the

identify the components of a work area:hardware

economy (e.g., oil,service industry, real

software estate, insurance, health

telecommunications industry, auto

resources/references dealership).

ergonomics

describe how the office supports a commitment toquality management:

focus on customeraccuracy, completeness, simplicityusing references/research

identify and assess strategies that increasepersonal productivity:

time and work managementsetting prioritiesresource management

use a variety of electronic office equipment. Telephones, photocopiers,calculators, electronicmail, facsimiles,dictaphones.





Managing WrittenCommunications

The student should:

research strategies and procedures for small andlarge businesses regarding:

processing incoming mailpreparing outgoing mail

research postal services available for transmittingdocuments:

various classes of mailspecial servicesother carriers available (private couriers andmessenger services)

analyze the effect of electronic technology andcommunicating terminals on transmission ofwritten documents.

For example, registered,special delivery.

Managing TravelArrangements

gather the necessary information to arrange abusiness trip

select:how to handle bookings and reservationsmode of transportationaccommodations

describe the special arrangements necessary whentraveling internationally

prepare budgets and expense claims for businesstripsprepare itineraries for business trips.

Self, travel agent,consumer group.

Professionalism demonstrate proper personal grooming and dressappropriate to the office environment

research issues related to ethics and lawsregarding the use of electronic office equipment.

For example, copyrightlaws.

Career Exploration analyze a variety of career opportunities related tothe office work

identify personal interests, talents and experiencesas they relate to office careers.




IIIMODULE MAM2060: COMMUNICATION STRATEGIES 2

Level: Intermediate


Prerequisite: MAM1030 Communication Strategies 1

Module Description: Students improve their basic oral and written communication strategies,necessary to efficient, effective management of information. The focus is ontechnical writing strategies and composing at the computer when preparinginformal business reports and proposals.

Module Parameters: Access to computer workstation.





critique informal reading and critiquing a minimum of three informal 15

business reports reports in an area of interest in regards to contentorganization, clarity, completeness and use of propersentence structure, grammar, spelling andpunctuation. Suggest ways the report could beimproved.

Assessment ToolAssessment Task: Communication Strategies,

Read and Critique Technical Reports(MAMCOM-1)

StandardRating of 2, all questions answered

demonstrate use of the composing and formatting a minimum of two 70writing process; e.g.,prewriting, writing,revising, proofreading,when composingbusiness reports orproposals

informal reports in an area of interest. Show evidencethat the writing process was followed duringpreparation (prewriting, writing, revising,proofreading).

Assessment ToolAssessment Guide: Communication Strategies

Writing Projects (MAMCOM-2)Standard

Rating of 2 in all applicable tasks

BEST COPY AVA1LA


66

LE






deliver an oral report,using effective

an oral presentation consisting of a minimum five-minute presentation on a designated topic. Show

15

communication evidence of effective oral communication strategiesstrategies including non-verbal skills.


Oral Presentations (MAMCOM-3)Standard

Rating of 2 in all applicable tasks






The student should:

Preparing to Write research the types of business situations that Select from offices of:

Technical require technical reports: various sizes (e.g.,home business, large

Reports investigative report, analysis of a particular business, communityproblemevaluation of an existing situation or a

organization,telecommuting);

proposed action various sectors of theeconomy (e.g., oil,

response to a situation or incident service industry, realprogress being made on a long-term project estate, insurance, health

proposal, persuades the reader to adopt a industry, auto

changedealership).

67




The student should:

Preparing to Write distinguish between the need for informal andTechnical formal reports in business environments:Reports situation(continued) audience

details of investigation

compare the characteristics between informal andformal writing including:

writing styleslength and layout.

Writing Effective research and use prewriting strategies whenInformal Reports preparing informal reports:

identify the purposelist key pointsdiscussion of finding

outline the sections of an informal report:summaryintroductiondiscussionconclusion(s)recommendationsappendicescharts, supporting data,diagrams

draft the informal report using the following Use word-processing

strategies: programs, templates.

write in an unbiased mannersubstantiate opinionsbe specificconstruct and attach any appendices

identify and use revising strategies such as askingquestions like the following:

is the report properly focused?is the report complete?are conclusions and recommendations logicalwith the findings?are there any inconsistencies orcontradictions?





The student should:

Writing Effective identify and use proofreading strategies:Informal Reports proofread for facts, dates, names, figures and(continued) statistical information

proofread for sentence structure, grammar,spelling, punctuation and format.

Oral give oral instructions in person or on a recordingCommunications to enable another person to complete a specified

task

receive instructions from a person or on arecording and develop a plan to complete aspecified task

rehearse a prepared oral or written report on abusiness topic using effective oral communicationstrategies.

69E.34/ Management and Marketing, CTS Intermediate(1997) ©Alberta Education, Alberta, Canada

MODULE MAM2080: RECORDS MANAGEMENT 1

Level:

Theme:

Prerequisite:

Module Description:

Module Parameters:

Intermediate

Information Management Systems and Strategies

None

Students demonstrate basic records management skills for ,a manual recordssystem, emphasizing alphabetic coding procedures.

Access to a computer workstation with database software, if completing thismodule electronically.





identify and describe a concept test consisting of questions related to 30basic filing/records planning and organizing a filing/records managementmanagement concepts system manually or electronically and creating and/or

using a manual or electronic alphabetic recordsmanagement system.

Assessment ToolSample Test Items: Pitman Office Handbook

Workbook, pp. 148-150 or sample activityp. 151, or Quick Filing Practice Teacher'sManual, Quiz 1 4, pp. 17-23


demonstrate ability to a records management project (manual or electronic) 60organize and use an consisting of:alphabetic filing/records organizing a system for alphabetic recordsmanagement system indexing records

cross-referencing recordsusing the system to store, retrieve and/ormanipulate records.

Assessment ToolAssessment Guide: Records Management Project

(MAM2080-1)Standard

Rating of 1 in each applicable task with 65%accuracy

BEST COPY AVAILABLEIntermediate©Alberta Education, Alberta, Canada


(1997)

MODULE MAM2080: RECORDS MANAGEMENT 1 (continued)


Emphasis




10

opportunities as they opportunities, advancement potential and salaryrelate to careers inrecords management

range.








The student should:

Records describe records and describe why records are Local filing and records

ManagementBasics

kept

identify a variety of records management systems

management systemcurrently in use such asvideo store or doctor'soffice.

compare a manual filing system with an electronicrecords system

research laws regarding use and access to recordsmanagement systems

identify potential problems associated withrecords management systems

identify the four main types of filing methods(alphabetic, numeric, subject, geographic)




RecordsManagementBasics(continued)

The student should:

analyze appropriate procedures to create a recordsmanagement system:

objectives and goalsassessment of system needed (types ofinformation to be stored, best format forstoring information):

centralized or decentralizedmanual or electronicfiling method

procedures for using the system (what recordsto keep, who will keep them, where to storerecords before filing, when to file, when topurge).

The purpose of keepingrecords, establishingfiling/record storagesystems.

Organizing anAlphabeticFiling/RecordsManagementSystem

identify records that are managed alphabetically

research the steps to be completed when filing(inspecting, indexing, sorting, coding and storing)

describe the function of cross-referencing

practise using the rules for alphabetic filing byindexing a variety of records and filing them

identify and describe filing equipment andsupplies necessary to create and maintain anefficient manual filing system.

If using a filing practiceset, laminate indexingcards andcorrespondence.Students can usesoluble felts forindexing and wipe themclean for reuse aftertasks have beencompleted.

Storing andMonitoringAlphabeticRecords

store new data or records in a filing/recordsmanagement system

retrieve records from a manual filing system

analyze strategies to prevent records from beingmisfiled or managed.

Career Exploration analyze a variety of career opportunities related torecords management

identify personal interests, talents and experiencesas they relate to careers in records management.



7 2



SECTION F: ADVANCED LEVEL

The following pages define the curriculum and assessment standards for the advanced level ofManagement and Marketing.

Advanced level modules demand a higher level of expertise and help prepare students forentry into the workplace or a related post-secondary program.

Module MAM3010:Module MAM3020:Module MAM3030:Module MAM3040:Module MAM3050:Module MAM3060:Module MAM3070:Module MAM3080:Module MAM3090:

The Business Organization F.3Business in the Canadian Economy F.9Business in the Global Marketplace F.13Promotion: Sales Techniques F.19Distributing Goods & Services F.25Setting Up a Retail Store F.29Office Systems 2 F.33Communication Strategies 3 F.37Records Management 2 F.41

Advanced 73 CTS, Management and Marketing /F.1©Alberta Education, Alberta, Canada (1997)

IIIMODULE MAM3010: THE BUSINESS ORGANIZATION

Level: Advanced


Prerequisite: None

Module Description: Students identify and describe organizational structures, management theoriesand organizations as working units. Students also explain their beliefs of what,successful organizations might look like in the future.


Supporting Modules: MAM1010 Management & Marketing BasicsMAM2010 Managing for Quality





identify and assess local a presentation of organizational charts of local 15

examples of different businesses/organizations that present the four maintypes of organizationalstructures

organizational structures (functional, line and staff,geographical and matrix). Assess each organization'slevels of management and channels ofcommunications.

Assessment ToolPresentations/Reports: The Business

Organization (MAM3010-1)Standard


analyze the differentmanagement theories

analyzing a minimum of three management theories,each consisting of an overview, strengths and

30

and forecast future weaknesses of each, organizational strategies for eachtrends theory, personal views of the theory they like best,

and personal opinions regarding future trends.




BEST AVAILA

Advanced©Alberta Education, Alberta, Canada

74 CTS, Management and Marketing /F.3(1997)

MODULE MAM3010: THE BUSINESS ORGANIZATION (continued)




examine the purpose of a concept test or report consisting of the roles and 15

the following areas in a responsibilities of managers in the functional areas ofbusiness organization,and the roles and

research and development, production, finance,marketing, purchasing, administration and human

responsibilities formanagers in each ofthese areas:

research anddevelopment

resources.


Organization (MAM3010-1)

production Standard

finance Rating of 2 in each applicable taskmarketingpurchasingadministrationhuman resources

identify why businesses a critique consisting of a minimum of three businesses 20succeed/fail and how that have succeeded and/or failed. Describe howorganizations measure these businesses rate success/failure and measuretheir success/failure performance.




evaluate a current a presentation of a current issue facing managers 10challenge facing consisting of identifying the issues, the reason it is amanagers in today's challenge to managers, any controversy surroundingsociety the issue, possible solutions to resolve the issue,

personal views on the issue.




BEST COPY AVAILABLEF.4/ Management and Marketing, CTS(1997)


Module Learner Assessment Criteria and ConditionsExpectations

SuggestedEmphasis




10

opportunities as they opportunities, advancement potential and salaryrelate to careers in largeorganizations

range.








The student should:

Organizational analyze the types of organizational structuresStructures including:

functional (organized by functions)line and staff (organized by product line)

Production, accounting,divisional, by product

geographical (organized by region)committee and matrix (organized by teams)

west, central, eastern,project-oriented.

Use organizational charts.diagram a firm's organization for each type of Top-level, mid-level,structure supervisory.

research the levels of management in themanagerial hierarchy for each structure

describe the channels of communications andflow of information for a variety of organizations.



MODULE MAM3010. THE BUSINESS ORGANIZATION (continued)


ManagementTheories

The student should:

research and critique popular theories ofmanagement including:

classicalscientific managementmanagement by objectivesmanagement by wandering aroundJapanese modeltotal quality managementsite-based managementfuture trends

determine and justify the best organizationalstructure(s) to use for each theory

determine and justify the theory (or combinationof theories) that best fit the needs of present-daysociety.

ManagementFunctions

research management roles in the followingfunctional areas and explain management tasksand responsibilities in each:

research and developmentproduction/manufacturingfinance/accountingmarketingpurchasingadministrationhuman resources

explain how each function fits within theorganization, key components of the function andcharacteristics of successful/effective members.

Top-level, mid-level,supervisory (line).

Indicators of Success identify common reasons why organizationssucceed/fail:

business organizationsretail organizations

describe how an organization can rate its success

describe how performance (owner, manager,support team) can be measured and recognized.

For example, profit,customer/client loyalty,employeecommitment/loyalty.

F.6/ Management and Marketing, CTS(1997)

77 Advanced©Alberta Education, Alberta, Canada


The student should:

Professional identify and analyze ethical challenges that affectConduct of organizations and personnel:Organizations interpersonal interactions within the

organizationcompany policies and protocolscustomers interactionsbusiness associates and competitors

describe examples of how social responsibility Unemployment; human

has been addressed/not addressed by an rights; environmentalconcerns regarding

organization. land, air, water.

Career Exploration analyze a variety of career opportunities related to Define key terms to career

large organizations path/ladders, entry-levelpositions, mid-

identify personal interests and experiences as they management, upper

relate to careers in large organizations. management.

Advanced©Alberta Education, Alberta, Canada 78 CTS, Management and Marketing /F.7

(1997)

MODULE MAM3020: BUSINESS IN THE CANADIAN ECONOMY

Level: Advanced


Prerequisite: None

Module Description: Students expand and relate their knowledge of economics to how businessdecisions are made within the community, the province, nationally andinternationally,


Supporting Modules: MAM1010 Management & Marketing BasicsMAM2010 Managing for Quality





identify basic economic a concept test related to basic economic systems and 20terms and concepts strategies.


Canadian Profile, 3'd ed., Workbook,Chapters 2, 12 and 19


demonstrate knowledge a report or presentation consisting of: 50of the Canadian explanation of Canada's mixed economyeconomy goals of the Canadian economic system

examples of goods and services provided in thepublic and private sectorcircular flow, role of profittimeline of Canada's business cycle over the past50 years and actions taken to stabilize theeconomyexplanation of how income is earned and spentrole of the Bank of Canada and other financialinstitutionsconstruct and explain supply and demand graphs.

Assessment ToolResearch Process: Business in the Canadian

Economy (MAM3020-1)Standard



I COPY AVAILABLE

79CTS, Management and Marketing /F.9

(1997)

MODULE MAM3020: BUSINESS IN THE CANADIAN ECONOMY (continued)




identify, describe and a position paper that: 30evaluate an economic identifies an issueissue challenging summarizes the concerns of all sidesCanadian businesses states personal position

recommends course of action.

Assessment ToolResearch Process: Business in the Canadian

Economy (MAM3020-1)Standard







The student should:

Economic Systems describe the important role of economics in ourand Strategies personal lives

research how scarcity imposes the need to makechoices by the individual and by society

describe how all choices are "trade-offs" or"opportunity costs"

cite examples of opportunity costs

describe the factors of production (land, labour,capital)

See MAM1010.

evaluate goods and services within the community Include examples from

and determine who produces and consumes them. both the publicprivate sectors.

and

research the key decisions of consumers (What topurchase? How many to purchase, at what cost?)

research the key decisions of producers (What toproduce? How many to produce? With whatresources? What cost?)

F.10/ Management and Marketing, CTS(1997) 80



The student should:

Economic Systems analyze the interrelationship of consumers andand Strategies(continued)

producers

explain key economic indicators:Gross Domestic Product (GDP)personal incomeconsumer price indexunemployment ratesstock/bond markets

compare the different types of economic systemslisting the characteristics, advantages anddisadvantages of each:

marketcommandmixed.

Canadian Economic research the goals of our Canadian economicSystem and systemStrategies explain the role of profit in our mixed economy

research the circular flow of our economy and itseffects on:

consumersgovernmentbusinessGross Domestic Product

describe the business cycle during times ofprosperity and depression

explain actions the government might take tostabilize our economy

explain how income is earned and spent

describe the role of the Bank of Canada and otherbanking institutions in determining interest ratesand the relationship interest rates have onpurchases, investments, etc.


81

CTS, Management and Marketing /F.11(1997)

MODULE MAM3020. BUSINESS IN THE CANADIAN ECONOMY (continued)


The student should:

Supply, Demand,Price

research the laws of supply and demand Elasticity of supply anddemand, externalinfluences, governmentinfluences.

analyze the effects of supply and demand on price With and without

in a variety of market scenarios competition, with andwithout marketing/

identify recent examples of how the market hasmade adjustments to price and supply of variousgoods and services.

advertising initiatives.

Economic Issues identify key issues that challenge Canadian Economic growth versus

ChallengingCanadian

business (community, region, province, nation,international)

environmental (air,land, water) issues,regional disparity and

Businessresearch one of these issues in depth. diversity, changing

work force, dealingwith unemployment.

82

F.12/ Management and Marketing, CTS Advanced(1997) ©Alberta Education, Alberta, Canada

MODULE MAM3030: BUSINESS IN THE GLOBAL MARKETPLACE

-Level: Advanced


Prerequisite: None

Module Description: Students identify the opportunities and challenges that confront businesspeople in establishing a global business operation.


Supporting Modules: MAM1010 Management & Marketing BasicsMAM2010 Managing for QualityMAM3020 Business in the Canadian Economy





compare existing researching a minimum of four businesses (two with 15

international business developing and two with developed nations) andventures within reporting the following:developing and name of company and products and/or servicesdeveloped nations organizational structure (e.g., multinational)

management and marketing systems and strategiesconstraints and considerations identified whendoing business with the foreign nationlocal challenges resulting from global competition.

Assessment ToolPresentations/Reports: Business in the Global

Marketplace (MAM3030-1)Standard


identify and examine a concept test consisting of questions related to global 15

existing legislation that business legislation, regulations and organizationsaffects global ventures including:

basic concepts of international trade.provincial and Canadian legislationtrading blocs, agreements and policy.


Canadian Profile, .rd ed, Workbook,Chapters 6, 7, 8



BEST COPY AVAILABLE


MODULE MAM3030: BUSINESS IN THE GLOBAL MARKETPLACE (continued)




analyze existing global analyzing a minimum of four case studies using 20ventures videos, magazine articles, books and/or newspaper

clippings, which represent the use of differentmanagement and marketing strategies in the globalmarketplace.

Assessment ToolPresentations/Reports: Business in the Global

Marketplace (MAM3030-1)Standard


identify and investigate a research project on the global marketplace. See 50global entrepreneurialopportunities within adeveloping and adeveloped nation

Global Marketplace Research Project.

Assessment ToolsSample Project: Global Marketplace Project

(MAM3030-2)Research Process: Business in the Global

Marketplace Project (MAM3030-3)Standard






84



The student should:

Global BusinessOpportunities

explain global marketplace terms

identify and describe a variety of internationalbusinesses including organizational structures,manager roles and responsibilities for foreign

For example, sanctions,imports, exports, tariffs,embargo.

Conglomerates,multinational, small

companies in Canada; Canadian companies business, franchise

abroad foreign subsidiaries,joint ventures, off

describe the pros and cons of various forms of shore.

international business opportunities. Use of SWOT (strengths,weaknesses,opportunities, threats).

Legislation and research existing provincial legislation/Policies regulations that promote or hinder trade within

Canadian

research Canadian and other nationlegislation/regulations that promote or hindertrade with Canada

explain and describe the:What are the strengths and

World Trade Organization weaknesses of eachCanada/US Free Trade Agreement bloc?

North American Free Trade AgreementEuropean Economic CommunityAsian Pacific Rim

Use of SWOT (strengths,weaknesses,opportunities, threats).

other international trading agreements

describe a "protectionism" policy and thehistorical effect it has had on countries

describe/debate Canada/U.S. actions regarding: E.g., importing anddumping of sugar beets

tariffs (import and export tax) in Canada and its effectdumping on the Alberta

economy.prepare an organization chart with functions,duties, descriptions, and examples of:

export departmentexport managercommission agent

research the role of the World Bank ininternational business

Advanced©Alberta Education, Alberta, Canada 85


MODULE MAM3030 BUSINESS IN THE GLOBAL MARKETPLACE (continued)


The student should:

Legislation and describe the basic concepts of international tradePolicies from a fiscal and economic position:(continued) balance of trade

balance of paymentsexchange rate (floating, devaluation,revaluation)counter trade.

Strategies for describe the concept of "profit with principles" Marketing Today, The

Operating in theGlobal

when doing business with developing nations Body Shop Case Study,p. 291.

Marketplace describe the global competitive forces beingexerted on the Canadian business community

Trading blocs,telecommunications.

explain how a Canadian business operation might How is the business

determine its "niche" in the international unique in the global

marketplacemarketplace?

Students may want toresearch and summarize how management research international

organizes for an effective international strategy: marketing blunders.

development of new products/services Use of local personnel

maximize advanced technology capability (e.g., translators) who

(communication, research, production) know the local marketcan help make decisions

using resources from the local communityidentify local economic political, social andenvironmental issues

regarding the market,transportation,advertising, sales, and

clarify profit targets production, use oftrade commissioners.

research and explain possible involvementopportunities on the international business scene(provide examples and identify management'srole):

exportingimporting (directly/indirectly)licensing (licensee/licenser)franchising (franchisee/franchiser)foreign marketingforeign production and marketing.

86




The student should:

Constraints and research and assess managerial considerations in aConditions foreign country; e.g.:

geographical conditionseconomic conditionssocial conditionspolitical conditionscultural differencesenvironmental conditions

contrast risks/challenges to opportunities andindicate on what basis a positive decision wouldbe made to proceed with a foreign venture

describe how management practices differ in theglobal marketplace in relation to:

leadership practicesorganization structureemployee motivation levels/incentivesquality standards.

Advanced 8 7 CTS, Management and Marketing /F.17©Alberta Education, Alberta, Canada (1997)

MODULE MA.M3040: PROMOTION: SALES TECHNIQUES

Level: Advanced


Prerequisite: None

Module Description: Students learn techniques for successful selling.


Supporting Modules: MAM1010 Management & Marketing BasicsMAM2020 Promotion: Advertising





critique salespersons and critiquing a minimum of three sales presentations 20customers during the from a variety of resources including:selling process live

videocases.

Assessment ToolAssessment Task: Observe and Critique Sales

Presentations (MAM3040-1)

StandardCritique 3 presentations, all sections completed

develop and demonstrate planning, presenting and self-assessing a person-to- 70proper sales techniques person sales presentation using a product that can be

demonstrated. Include all steps of the selling process.

Assessment ToolAssessment Guide: Sales Presentation

(MAM3040-2)




10

opportunities as they opportunities, advancement potential and salaryrelate to careers in sales range.




BEST COPY AVAILABLE

88CTS, Management and Marketing /F.19

(1997)

MODULE MAM3040: PROMOTION: SALES TECHNIQUES (continued)



The student will:

demonstrate basiccompetencies.







The student should:

The Salesperson define selling and discuss the role of thesalesperson in:

the buying and selling processselling self, the products/services, the businesshuman relations

discuss the effect of ethical and legalconsiderations on the role of the salesperson

identify personality traits that are needed bysalespeople and indicate why they are important

list characteristics that customers expect to find ina salesperson and indicate:

why they are importantwhy they can have either a positive or negativeeffect

explain what is required in a successful salespresentation.

Satisfying describe why people buy See Quality Customer

Customers describe different customer typesService (MAM1020).

describe what produces satisfaction when makinga personal purchase:

evaluation of alternativesmaking the purchasere-evaluating the purchase.


89Advanced



The student should:

Steps of a Sale describe how a salesperson prepares for the

Pre approach customer: Practise sale techniquescustomer characteristics/motives through role playing.

product/service information

research and analyze information related toprospective customers and product information

Approach explain how the welcome statement can help getattention and establish customer rapport

practise using different approaches for a varietyof situations including social, service andmerchandising

Determining explain the effectiveness and timing used by theCustomer Needs salesperson to identify the customer needs andand Wants wants:

observe customerselling statement(s)ask question(s)listen to customer

develop a series of questions to determine thecustomer's needs

Planning the describe the importance of determining the type Decided, undecided, just

Presentation of customer and how the sales presentation istailored to encourage the customer

looking, friendly,know-it-all, silent,deliberate.

explain how the salesperson can recognizecustomer buying signals

suggest possible sales activities/responses forcustomer personality types

describe the use of sensory appeal in sales appealappeal toSensorythe five senses: taste,

demonstrations and how it is effective touch, sight, hearing,smell.

identify other techniques that are used bysalespersons to encourage customers

list at least 10 unique selling points (USP) for aproduct

turn product features or USPs into customer (USP: unique selling

benefits points).



MODULE MAM3040: PROMOTION: SALES TECHNIQUES (continued)


The student should:

Handling explain what a salesperson can do to counteractCustomer customer:Objections excuses

objections

describe possible techniques for answeringobjections and indicate under what circumstancesthey could be appropriately used as an answeringmethod

Question, yes, but,superior point, direct-denial, boomerang,third-party,demonstration, close-on-an objection.

prepare a variety of objections that customers mayraise and describe how to overcome theseobjections effectively J

Closing the Sale describe how a natural close to the sale can beachieved by including the following alternatives:

stop demonstrating/showing the productnarrow the selectiondiscuss ownershipask to buy (will this be cash or charge)determine why there is reluctancebe confident

describe the conditions under which thesalesperson determines the appropriate time toclose the sale

explain the purpose of the trial close and how itcan be included in the sales discussion

list a variety of closing techniques and describethe circumstances that would best support each Obtain small favourable

decisions.Reinforce added

decisions.

describe lost sales, errors in closing a sale and Seek frequent agreement.

preparing for the next sale Narrow the choice.Assumption (will this be

cash or charge?).Offer a premium.Last-chance-to-buy.

identify the techniques that can be used to support For example, suggestion

more sales (currently, in the future) selling (ask if customerwould like a tie with a

demonstrate the mechanics of closing:ringing in the sale

suit or sell an extendedwarranty with anautomobile).

wrapping/bagging merchandisetaking leave.

F.22/ Management and Marketing, CTS(1997) 91 Advanced



The student should:

Non-selling Duties describe how sales support activities link to See Quality Customer

success in sales: Service (MAM1020).

stock-keepinghousekeepingbuilding displayspreventing loss/wastedirecting customershandling complaintsfollowing store policy.

Career Exploration analyze a variety of career opportunities in sales

identify personal interests, talents and experiencesas they relate to careers in sales


Advanced CTS, Management and Marketing /F.23©Alberta Education, Alberta, Canada 92 (1997)

IIIMODULE MAM3050: DISTRIBUTING GOODS & SERVICES

Level: Advanced


Prerequisite: None

Module Description: Students explore the channels of distribution and modes of transportation usedto direct goods from the producer to the consumer.


Supporting Modules: MAM1010 Management & Marketing BasicsMAM2040 Retail Operations


Module LearnerAssessment Criteria and Conditions

ExpectationsSuggestedEmphasis


identify and compare a concept test consisting of questions related to: 20different channels of different channels of distribution available todistribution and modes marketers and the generic-types of products thatof transportation traditionally flow through each channel

a comparison relating the modes of transportationavailable in the marketplacemiddlemen used in distribution (e.g., wholesalersand agents).

Assessment ToolSample Test Items: Marketing Today: A Retail

Focus, Teacher's Resource, Chapter 1 testAssessment Task: Comparing Modes of

Transportation (MAM3050-1)Standard

Rating of 50% or higher on concept test allsections competed in chart for modes oftransportation

identify and describe a presentation consisting of types and names of local 20different types of retailers; including the lines of merchandise orretailers present in thecommunity

services they offer.

Assessment ToolAssessment Task: Examine Types of Retailing

(MAM3050-2)Standard

All sections completed in chart for types ofretailing



9 3BEST COPY AVAI BLE

MODULE MAM3050: DISTRIBUTING GOODS AND SERVICES (continued)




identify and present the a presentation/research project consisting of selecting 50channels of distribution a manufactured product, researching the product backand modes of to its raw material state, visually presenting alltransportation used for a channels of distribution and modes of transportationmanufactured product used to bring the product to the consumer.

Assessment ToolAssessment Guide: Channels of Distribution

Presentation (MAM3050-3)




10

opportunities as they opportunities, advancement potential and salaryrelate to careers indistribution

range.








Channels ofDistributionSystems andStrategies

The student should:

define channels of distribution and provideexamples

research the three major distribution policies andprovide examples of products that follow eachpolicy:

extensiveselectiveexclusive

F.26/ Management and Marketing, CTS(1997) 94 Advanced



Channels ofDistributionSystems andStrategies(continued)

The student should:

evaluate the role of producers, processors,manufacturers, agents, brokers, wholesalers,retailers and consumers, and identify examples ofeach

compare the most common types of channels andprovide examples of products that go througheach channel:

produce to consumer (direct)one intermediary (retailer)two intermediaries (wholesaler, retailer)three intermediaries (agent, wholesaler,retailer)

research the role of a broker, commission agent(sales, manufacturer).

Wholesalers andAgents

list the functions of a wholesaler

research the importance of wholesalers tomanufacturers, to retailers

research local wholesalers in his or hercommunity

describe the different types of agentintermediaries and their role in the distributionprocess.

Real-estate agents,brokers, auctioneers.

Retailers analyze the common types of retail stores andgive examples of each; include both service andmerchandising businesses

describe the types of non-store retailers

analyze future retailing opportunities and howthey might effect traditional channels.

Convenience, specialty,discount, department,supermarket,superstore, co-operatives, wholesalewarehouse club,catalogue showroom.

Mail order, direct selling,telemarketing,automatic vending,network marketing.



MODULE MAM3050. DISTRIBUTING GOODS AND SERVICES (continued)


The student should:

Modes of explain the role transportation plays within theTransportation channels of distribution

compare the advantages and disadvantages of thevarious modes of transportation (cost,accessibility, reliability, in-transit time,flexibility):

railroadpipelineairwater

illustrate the modes of transportation used for a For example, cannedvariety of different products goods versus fresh

flowers from Holland.research developments in transportation methods. For example, intermodal

containerization withship, rail, plane, truck.

Career Exploration analyze a variety of career opportunities in Define key terms related

distribution

identify personal interests, talents and experiencesas they relate to careers in distribution.

to career path/ladders,entry-level positions,mid-management,management positions.

96


MODULE MAM3060: SETTING UP A RETAIL STORE

Level: Advanced


Prerequisite: None

Module Description: Students develop retail^ store images, examine potential locations and designstore layouts. Students should be given hands-on expenence by researching alocation for an actual retailing opportunity and design a layout for this retailstore. This module focuses on students owning a retail business and learningthe necessary steps for success.,


Supporting Modules: MAM1010 Management & Marketing BasicsENT2030 Marketing the VentureMAM2040 Retail Operations





create an image for a a store design project Part 1: 15

retail business select a particular type of retail store and create animage for this retail store including a name,identifying target niche, and identification ofdistinguishing characteristics.

analyze and justify a a store design project Part 2: 15

location and site identify a community and a site within thecommunity for the retail store selected in Part 1.

design an effective floor a store design project Part 3:plan using the principlesof store design and

design a store front, using layout design principles,for selected retail site in Part 2

20

layout design an interior layout, using layout designprinciples, for selected retail site in Part 2.

40

Assessment ToolAssessment Guide: Designing a Retail Store

Project (MAM3060-1)


BEST COPY AVAILABLEAdvanced©Alberta Education, Alberta, Canada


MODULE MAM3060: SETTING UP A RETAIL STORE (continued)




identify and select store design project Part 4: 10vendors for the purchase prepare a list of vendors to use when orderingof fixtures and furniture, fixtures and equipment for the particularequipment store of choice

prepare a maintenance prepare a facilities housekeeping schedule for

schedule daily cleaning, general maintenance andredecorating.

Assessment ToolAssessment Guide: Designing a Retail Store

Project (MA1113060-1)Standard







The student should:

Creating a Store describe examples of what creates a favourableImage image:

store nametargeting your marketquality/price of product and serviceretail polices and services (credit, returnpolicies, guarantees).

Choosing a Location describe marketing research strategies See Marketing theVenture (ENT2030).

describe the type of retail store he or she isinterested in opening

98F.30/ Management and Marketing, CTS(1997)



The student should:

Selecting a identify the kind of communityCommunity (city/town/district) he or she is looking for

list store location objectives regarding targetmarket, business environment and competition

identify and investigate a preliminary list ofcommunities

compare communities selected, short list and rank

select the best community for the retail business

Selecting a Site research various sites within the community

research traffic patterns

research options for location:compare buying versus leasingcalculate how to best maximize salesquestion the site based on store imageanalyze large competition versus one-of-a-kind.

Creating a analyze the:Store/Floor space requiredDesign work flow patterns (employee, customer)

equipment/display/physical arrangement

describe and illustrate how to incorporate:enticements to customers (come, stay, buy,return)efficiency/serviceflexibility/conveniencesafety (employees, customers)security (merchandise, equipment)maintenance (day-to-day, repair, remodel)

research the principles of store front and interiorfloor design and layout (features, impulse goodsvs. staple goods, physical arrangement)



MODULE MAM3060. SETTING UP A RETAIL STORE (continued)


The student should:

Creating a compare exterior and interior layouts among A background in Design

Store/Floor stores with similar product lines: Studies is helpful.

Design supermarket(continued) department

small storeservice operation

identify elements that compete for space on thefloor

describe/illustrate:why the plan is functionalselling/non-selling areasequipment/furnituredecorimage of business (inside/outside).

Managing Facilities prepare housekeeping schedules/work plans:daily cleaninggeneral maintenanceredecorating (promotional and upkeep).

G0


!MODULE MA.M3070: OFFICE SYSTEMS 2

Level: Advanced


Prerequisite: MAM2050 Office Systems 1

Module Description: Students demonstrate effective office environment strategies and processes, useelectronic office equipment, and manage processes related to electroniccommunications and business meetings.

Module Parameters: Access to electronic office equipment.





evaluate and make a research report that will address: 20recommendations for change processesimproving the quality of job/role descriptionsthe office environment work plan

training.

Assessment ToolResearch Process: Office Systems 2 Office

Environments (MAM3070-1)Standard


demonstrate independent a practical lab experience in a simulated or actual 40use of office strategies office. Train others on a minimum of three differentand procedures, and electronic office equipment. Show evidence ofelectronic office efficient use of electronic office equipment whenequipment within officeenvironments

training others.

Assessment ToolAssessment Task: Office Systems 2 Practical

Lab Experience (MAM3070-2)Standard



BEST COPY AVAILABLE

l01CTS, Management and Marketing /F.33

(1997)





describe procedures for an office manual or demonstration of work experience 20managing electronic consisting of policies and procedures for electroniccommunications communications equipment including:

telephonefacsimileelectronic mail/Internet.

Assessment ToolPresentations/Reports: Office Systems 2

Electronic Communications (MAM3070-3)Standard


demonstrate ability to a business meeting consisting of: 20plan and run a business plan a business meetingmeeting prepare for the meeting

use effective and efficient strategies during themeetingcomplete follow-up tasks.

Assessment ToolAssessment Task: Office Systems 2 Business

Meetings (MAM3070-4)Standard






102




The student should:

Office Environment research the change process within an office as Select from offices of

electronic technologies alter the office various sizes (e.g.,home business, large

environment corporation).

analyze the changing role of the office worker at Various sectors of thethe different levels (entry-level, supervisory, top-level management)

research various job descriptions:

economy (e.g., oil,service industry, legal,real estate, insurance,auto dealership, health

responsibilities (direct, indirect)services).

setting prioritiesreporting structureopportunities for initiative

illustrate the flow of work for one or more officefunctions Telephones, photocopiers,

calculators, electronicidentify strategies to develop skill and train otherson a variety of electronic office equipment

mail, facsimiles,dictaphones.

compare office manuals for common policies andprocedures

propose strategies by which an office couldimprove the commitment to quality management

implement strategies that increase personalproductivity:

time and work managementsetting prioritiesresource management.


(1997)

MODULE MAM3070 OFFICE SYSTEMS 2 (continued)


Procedures forManagingElectronicCommunications

The student should:

describe the various communication systemsavailable to business:

telephonevoice messaging systemselectronic mailfacsimilesInternetteleconferencing

research a variety of communication proceduresand protocols that are practised for each system.(e.g., answering phones promptly, delivering faxmessages promptly, answering electronic mailmessages immediately)

apply efficient communication procedures andprotocols when using a variety of electronic officeequipment.

Managing MeetingArrangements

identify procedures to use when planning ameeting:

formal and informal

describe strategies to use to prepare for themeeting

describe how meetings run effectively andefficiently

describe the procedures to follow after themeeting.

Agenda for a businessmeeting could beplanned around adiscussion of the basiccompetencies withinCTS or the ConferenceBoard of Canada'sEmployability Skills.

Professionalism demonstrate proper personal grooming and dressappropriate to the office environment

follow ethics and laws regarding the use ofelectronic office equipment.

For example, copyrightlaws.

104F.36/ Management and Marketing, CTS(1997)


MODULEMAM3080: COMMUNICATION STRATEGIES 3

Level: Advanced


Prerequisite: None

Module Description: Students continue to improve basic oral and written communication strategiesnecessary to efficient and effective management of information. Focus is ontechnical writing strategies and composing at the computer when preparingformal business reports and proposals.

Module Parameters: Access to a computer workstation.

Supporting Module: MAM2060 Communication Strategies 2





critique formal technical reading and critiquing a minimum of two formal 20reports technical reports for organization, clarity,

completeness and use of proper sentence structure,grammar, spelling and punctuation. Suggest ways thereports could be improved.

Assessment ToolAssessment Task: Communication Strategies,

Read and Critique Technical Reports(MAMCOM-1)

StandardRating of 3, all questions answered

prepare a formal composing and formatting a formal technical report in 60technical report that is an area of interest. Show evidence that the writingclear, concise and meetsthe needs of the reportuser

process was followed in its preparation (prewriting,writing, revising and proofreading).


Writing Projects (MAMCOM-2)

StandardRating of 3 in each applicable tasks

BEST COPY AVAILABLE


105





The student will: Assessment of student achievement will be based on:

deliver an oral, formal an oral presentation consisting of a minimum 10- 20technical report minute presentation of a formal technical report.supported by visual aids Show evidence of effective oral communication

strategies including use of non-verbal skills and visualaids.


Oral Presentations (MAMCOM-3)

StandardRating of 3 in all applicable tasks






The student should:

Planning to Write identify examples of technical writing: Examples of technical

Technical instruction manuals writing can be found in

Reports research reportsevery CTS strand.

describe characteristics of effective technicalwriting:

directed to topic/needaccurate (terminology, procedures, data)current, clear, concise and complete

research the parts of a formal technical report:the covertitle pagetable of contentslist of illustrationssynopsis (executive summary)body of the text (discussion, conclusions,recommendations, footnotes)appendixbibliography or reference listletter of transmittal


106 Advanced©Alberta Education, Alberta, Canada

MODULE MAM3080. COMMUNICATION STRATEGIES 3 (continued)


The student should:

Planning to Write identify and demonstrate competencies needed forTechnical effective technical writing:Reports concentration(continued) precision

summarization skills

read and evaluate a variety of technical reports

compare technical writing with other writing; e.g.,creative, historigraphical, journalistic.

Writing Effective research and follow prewriting strategies whenTechnical preparing formal technical reports:Reports determine the purpose

prepare an outlineconduct the researchdevelop a notetaking systemprepare an outline putting all sections together

compose the first draft of the formal documentusing word-processing programs, templates andeffective strategies for formal reports such as:

write one section at a time (executivesummary being the last section to write)use headings and side headings for ease ofreading

use revising strategies such as:check draft against outlineinsure purpose has been achievedcheck report is clear, concise and completecheck facts for accuracy

use proofreading strategies:proofread for facts, dates, names, figures andstatistical informationproofread for sentence structure, grammar,spelling, punctuation and format.


(1997)

MODULE MAM3080. COMMUNICATION STRATEGIES 3 (continued)


The student should:

Oral research and critique presentation strategiesCommunications

identify types of visual aids one can use in apresentation Charts, graphs, diagrams,

pictures, outlines.rehearse making an oral presentation of a formaltechnical report using visual aids and effectivepresentation strategies.

108


MODULE MAM3090: RECORDS MANAGEMENT 2

:Level:

:Theme:

Prerequisites:

Module Description:

Advanced

Information Management Systems and Strategies

MAM2080 Records Management 1INF1050 Database 1

Students describe the advantages of an automated records system. Numeric,.subject and geographic coding are emphasized.

Module Parameters: Access to a computer workstation and database software.





identify and describe a concept test consisting of questions related to: 20basic electronic records basic electronic records management systemsmanagement concepts subject, numeric and geographical record systems.

Assessment ToolSample Test Items: Pitman Office Handbook

Workbook, pp. 151-153, on the job activitiesor Quick Filing Practice Teachers Manual,Quiz 5,6,7,8 and Final Test, pp. 25-35.


demonstrate ability to an electronic records management project consisting 80plan, create and use two of numeric, subject and geographic data:of the following choose records to be managed electronicallyelectronic records identify users of systemmanagement systems: plan and organize the system

numeric create the records management systemssubject use the system to store, retrieve, edit andgeographic manipulate records

prepare reports (alphabetic, numeric, subject andgeographical) from the system.recommend ways to improve system.

Assessment ToolAssessment Task: Records Management Project

(MAM3090-1)Records Management Planning Sheet

(MAM3090-2)

StandardRating of 2 in each applicable task with 80%

accuracy



11 0 9'BEST COPY AVAILABLE

MODULE MAM3090: RECORDS MANAGEMENT 2 (continued)



The student will:

demonstrate basiccompetencies.







The student should:

Planning and describe and give examples of automated records Working knowledge of

Organizing systems database software

Electronicdescribe the advantages of the automated records

package may requireadditional time if the

Recordssystems over manual systems student's software skills

are not efficient (see

research safety and security procedures of Information ProcessingDatabase 1, 2

automated records [INF 1050, INF2070]).

describe the process known as micrographics

research the types of microfilm and their usesroll filmmicrofichemicrofilm jacketaperture cards

identify and describe electronic equipment andsupplies necessary to create and maintain anefficient electronic records management system

differentiate between ROM and RAM whencreating an electronic records managementsystem.




Creating a SubjectRecordsManagementSystem

The student should:

identify records that are or should be managed bysubject

explain the advantages and disadvantages ofsubject storage

describe the standard arrangements for subjectstorage:

straight dictionary arrangementencyclopedic arrangement

create a subject records management system

practise using the rules for subject filing byindexing, coding and storing a variety of records.

Students can prepare amanual for referencecoding rules.

Creating a NumericRecordsManagementSystem

identify records that are or should be managed bynumber

explain the advantages and disadvantages ofnumeric storage

describe numeric storage methods:consecutive numbering methodsnon-consecutive numbering or terminal digitmethods

explain the differences between consecutive andnon-consecutive numeric record storage

describe how records can be storedchronologically

create a numeric records management system

practise using the rules for numeric filing byindexing, coding and storing a variety of records.


iii CTS, Management and Marketing /F.43(1997)

MODULE MAM3090. RECORDS MANAGEMENT 2 (continued)


The student should:

Creating a identify records that are or should be managed byGeographic geographic locationRecordsManagement explain the advantages and disadvantages of

System geographic storage

explain the differences and similarities betweengeographical and alphabetic methods

create a geographic records management system

practise using the rules for geographic filing byindexing, code and store a variety of records.

Storing and For each records management system createdMonitoring (subject, numeric, and geographical):RecordsManagement

store new data or records

Systems retrieve data or records

sort and/or query records

create a report

manipulate and edit records

analyze strategies to prevent records from beingmismanaged.

112F.44/ Management and Marketing, CTS Advanced(1997) ©Alberta Education, Alberta, Canada

MANAGEMENT AND MARKETING

SECTION G: ASSESSMENT TOOLS

The following pages comprise background information and strategies for assessingstudent achievement and the assessment tools that are listed in Sections D, E and F of thisGuide.

This section of the Guide to Standards and Implementationhas been designed to provide a common base of understandingabout the level of competencies students are expected todemonstrate to successfully complete a module. The goal isto establish assessment standards for junior and senior highschool students that are fair, credible and challenging.

These tools will assist teachers throughout the province tomore consistently assess student achievement. The purpose ofexpanding on the assessment standards is to:

increase confidence among students, parents, business/industry and post-secondary that students can demonstratethe competencies specified in the modules they havecompletedencourage fairness and equity in how students' efforts arejudgedenable learners to focus effort on key learningssupport teachers and community partners in planning andimplementing CTS.

These tools were validated during the optional stage of CTSimplementation.

Assessment Tools©Alberta Education, Alberta, Canada

CTS, Management and Marketing /G.1(1997)

TABLE OF CONTENTS

ASSESSING STUDENT ACHIEVEMENTAssessing Student Achievement in CTS G.4Assessing Student Achievement in Management and Marketing G.6

Assessment Tools Generic to CTS:Basic Competencies Reference Guide G.8Generic Rating Scale G.10Frameworks for Assessment:

CTSISS: Issue Analysis GA 1CTSLAB: Lab Investigations G.12CTSNEG: Negotiation and Debate G.13CTSPRE: Presentations/Reports G.14CTSRES: Research Process G.15

Assessment Tools Generic to Management and Marketing Strand:INFWRKSTN: Assessment Checklist: Workstation Routines and Management G.16MAMCARE: Assessment Task: Career Profiles G.17MAMCOM-1: Assessment Task: Communication Strategies,

Read and Critique Technical Reports G.18MAMCOM-2: Assessment Guide: Communication Strategies Writing Projects G.19MAMCOM-3: Assessment Guide: Communication Strategies

Oral Presentations G.20

Assessment Tools Specific to Modules in the Management and Marketing Strand:MAM1010-1: Presentations/Reports: Management and Marketing Projects G.21MAM1020-1: Presentations/Reports: Customer Portfolio G.22MAM1020-2: Assessment Guide: Retail Sales Clerk Techniques G.23MAM1020-3: Assessment Guide: Retail Cashier G.24MAM1030-1: Assessment Guide: Communication Strategies 1

Role Playing G.25Presentations/Reports: Managing for Quality G.26Assessment Guide: Print Advertisements G.27Assessment Guide: Production of Radio Commercials G.28Assessment Guide: Production of Television Commercials G.29Presentations/Reports: Overview of Broadcast Media G.30Assessment Task: Evaluation of Print Advertisements G.31Assessment Task: Evaluation of Radio andTelevision Commercials G.32Assessment Task Checklist: Visual Merchandising Manual G.33Assessment Task: Yearly Visual Merchandising Planner G.34Assessment Guide: Visual Merchandising Presentations G.35Assessment Task: Evaluation of VisualMerchandising Presentations G.36Research Process: Retail Policies and Procedures G.37Assessment Task: Buying, Receiving and Payment ofGoods and Services G.38Assessment Task: Pricing and Controlling Goods and Services G.39

MAM2010-1:MAM2020-1:MAM2020-2:MAM2020-3:MAM2020-4:MAM2020-5:MAM2020-6:

MAM2030-1:MAM2030-2:MAM2030-3:MAM2030-4:

MAM2040-1:MAM2040-2:

MAM2040-3:

G.2/ Management and Marketing, CTS Assessment Tools(1997) 114 ©Alberta Education, Alberta, Canada

MAM2050-1:MAM2050-2:MAM2050-3:

MAM2050-4:MAM2080-1:MAM3010-1:MAM3020-1:MAM3030-1:MAM3030-2:MAM3030-3:MAM3040-1:MAM3040-2:MAM3050-1:MAM3050-2:MAM3050-3:MAM3060-1:MAM3070-1:

MAM3070-2:

MAM3070-3:

MAM3070-4:MAM3090-1:MAM3090-2:


Research Process: Office Systems 1 Office Environments G.40Assessment Task: Office Systems 1 Practical Lab Experience G.41Assessment Guide: Office Systems 1 WrittenCommunications Transmittals G.42Assessment Guide: Office Systems 1 Travel Project G.43Assessment Guide: Records Management Project G.44Presentations/Reports: The Business Organization G.45Research Process: Business in the Canadian Economy G.46Presentations/Reports: Business in the Global Marketplace G.47Sample Project: Global Marketplace Project G.48Research Process: Business in the Global Marketplace Project G.51Assessment Task: Observe and Critique Sales Presentations G.52Assessment Guide: Sales Presentation G.53Assessment Task: Comparing Modes of Transportation G.54Assessment Task: Examine Types of Retailing G.55Assessment Guide: Channels of Distribution Presentation G.56Assessment Guide: Designing a Retail Store Project G.57Research Process: Office Systems 2Office Environments G.58Assessment Task: Office Systems 2Practical Lab Experience G.59Presentations/Reports: Office Systems 2Electronic Communications G.60Assessment Task: Office Systems 2 Business Meetings G.61Assessment Task: Records Management Project G.62Records Management Planning Sheet G.63

115CTS, Management and Marketing /G.3

(1997)

ASSESSING STUDENTACHIEVEMENT IN CTS

The CTS assessment standards assess two basicforms of competency:

What can a student do?make a product (e.g., wood bowl, report,garment)demonstrate a process

strand-related competencies (e.g.,keyboarding, hair cutting, sewingtechniques, lab procedures)basic competencies (e.g., resourceuse, safety procedures, teamwork).

What does a student know?knowledge base needed to demonstrate acompetency (link theory and practice).

CTS Defines Summative Assessment Standards

The assessment standards and tools defined for theCTS modules, referenced in Sections D, E and Fof this Guide, focus on the final (or summative)assessment of student achievement.

Assessment throughout the learning period(formative assessment) will continue to evaluatehow students are progressing. Teachers direct andrespond to students' efforts to learnsetting andmarking tasks and assignments, indicating whereimprovement is needed, sending out interimreports, congratulating excellence, etc.

Teachers will decide which instructional andassessment strategies to apply during theformative learning period. As formative andsummative assessment are closely linked, someteachers may wish to modify the tools included inthis section to use during the instructional process.Teachers may also develop their own summativeassessment tools as long as the standards areconsistent with the minimum expectationsoutlined by Alberta Education.

G.4/ Management and Marketing, CTS(1997)

Grading and Reporting Student Achievement

When a student can demonstrate ALL of the exit-level competencies defined for the module(module learner expectations), the teacher willdesignate the module as "successfully completed."The teacher will then use accepted gradingpractices to determine the percentage grade to begiven for the modulea mark not less than 50%.

The time frame a teacher allows a student todevelop the exit-level competency is a localdecision. NOTE: The Senior High SchoolHandbook specifies that students must have accessto 25 hours of instruction for each credit.Students may, however, attain the requiredcompetencies in less time and may proceed toother modules.

Teachers are encouraged to consult theircolleagues to ensure grading practices are asconsistent as possible.

High school teachers may wish to refer to"Directions for Reporting Student Achievement inCTS" for information on how to use the CTScourse codes to report the credits that studentshave earned to Alberta Education. (Copies of thisdocument have been forwarded to superintendentsand senior high school principals.)

Components of Assessment Standards in CTS

The following components are included in eachmodule:

module learner expectations (in the shadedleft column of the module) define the exit-level competencies students are expected toachieve to complete a module. Each MLEdefines and describes critical behaviours thatcan be measured and observed. The studentmust meet the standard specified for ALLMLEs within a module to be successful.

suggested emphasis (in the right column ofthe module) provides a guideline for therelative significance of each MLE and can beused to organize for instruction.

1 1 6Assessment Tools


criteria and conditions (in the middlecolumn of the module) set the framework forthe assessment of student competency,specifying the minimum standard forperformance and including a reference toassessment tools, where appropriate.

Criteria define the behaviours that a studentmust demonstrate to meet the designatedstandard. For example, the criteria coulddescribe the various techniques that must bedemonstrated when using a tool, and/ordescribe the minimum components of aproject the student must complete.

Conditions outline the specifications underwhich a student's competency can be judged.For example, the conditions could specifywhether the assessment should be timed ornot, or if the student should be allowed toaccess to support resources or references.

Standard may be defined by (1) assessmenttools, which are referenced in this section (orsometimes in approved learning resources)and/or (2) "illustrative examples" of studentwork, if appropriate.

Assessment Tools included in this section ofthe Guide tend to be of two types:

tools generic to a strand or to the entireCTS program; e.g., a standard five-pointrating scale is used in all strands. Othergeneric tools include assessing reports andpresentations and lab safety checklists.(Names of these tools include the strandcode [e.g., "INF" for InformationProcessing] and a code for the type oftool [e.g., "TDENT" for Text-DataEntry].)

tools specific to a module; e.g.,assessment checklist for assessing aventure plan in Enterprise and Innovationor a checklist for sketching, drawing andmodelling in Design Studies. (Names ofthese tools include the module code; e.g.,"INF1010-1" indicating that it is the firstmodule-specific tool used in InformationProcessing Module 1010.)

Development and Validation Processes

The "Criteria and Conditions" and "SuggestedEmphasis" columns have been validated withextensive input from teachers, professionalassociations/contacts and post-secondary institutions.The goal was to prepare well-structuredassessment standards and related assessment toolsthat:

establish an appropriate level of challenge andrigourrelate directly to the type of learning describedin the curriculum standardare easy to understandare efficient to implementcan provide a consistent measure of what wasexpected to be measured.

As students and teachers work with theassessment standards and tools, it is expected thatlevels of performance will increase as more andmore students are able to achieve the minimumstandard. Therefore, the assessment standards andrelated tools will continue to be monitored, andrevised as necessary to ensure appropriate levelsor rigour and challenge, and successful transitionsfor students as they leave high school and enterthe workplace or related post-secondary programs.

Assessment Tools 7 CTS, Management and Marketing /G.5©Alberta Education, Alberta, Canada (1997)

ASSESSING STUDENT ACHIEVEMENTIN MANAGEMENT AND MARKETING

Much of the assessment in Management andMarketing consists of gathering information aboutwhat a student knows and is able to do and beingable to compare those outcomes with thestandards identified within the curriculum.

Assessing student performance in Managementand Marketing values process as well as product.The focus is primarily on the student's ability toapply knowledge and skills to complete a giventask rather than the simple acquisition ofknowledge and skills.

Assessment Strategies and Tools

A variety of tools have been provided for yourreference and use. In the development of theassessment materials there has been an attempt tokeep it as simple as possible while also providingguidance and assistance to the teacher. The toolsare intended to help you assess students' work asaccurately and consistently as possible by statingstandards of performance for elements felt to beimportant within the curriculum as a whole or inspecific modules. They also provide standards for"basic competencies" students should be able todemonstrate while engaged in learning.

The tools that have been developed are intended tobe used as summative assessment tools.Depending on the way the classroom is organized,they may be used when the student has indicatedhe or she is ready for the final assessment or bythe entire class at the end of the learning period.

Tools Generic to CTS

The generic rating scale has been used to developseveral of the tools in CTS. A generic frameworkfOr assessing the processes CTS students apply incompleting a task or project is included in thissection. It is based on the notion that students willfollow a process as they work through theirprojects and that this process has a number ofsequential steps. The framework shows theincreasing expectations from the introductory, tothe intermediate, to the advanced level.

Tools Generic to Management and Marketing

Career exploration is integrated throughout theManagement and Marketing strand and is assessedusing a dedicated tool. The generic Career Profiletool (MAMCARE) has been designed to allowstudents to report their research on the tool itselfwith ease and efficiency.

In addition, the Information Management themepresents three generic tools related to theCommunication Strategies 1, 2 and 3 modules(MAMCOM-1, 2, 3). These tools are useful inshowing the continuity and progression oflearning throughout these modules. As well, thegeneric Information Processing tool forWorkstation Routines and Management(INFWRKSTA) has been incorporated intomodules requiring technology and/or office workrelated activities

Tools Specific to Management and Marketing

Most tools that have been developed to assessspecific MLEs in a module and are labelled withthe module number and the tool number (e.g.,MAM1020-2). They are referred to under theconditions and criteria section for each module.

The assessment tools outline the criteria forassessment and the minimum task performancerating using a five-point scale. These standardsestablish an appropriate level of performance andachievement for one or more module learnerexpectations. A number of tools have been set upfor student use and the standard is simplified byrequiring students to complete all sections of thetask outlined; e.g., MAM2020-5, MAM3050-1).

A number of module-specific assessment toolshave been developed around the frameworksgeneric to CTS and the strand. These toolsidentify basic as well as strand-specific skill setssuch as:

Planning and ManagementInformation Gathering and ProcessingPresenting/ReportingCollaboration and Teamwork.

G.6/ Management and Marketing, CTS Assessment Tools(1997) us @Alberta Education, Alberta, Canada

As students and teachers work with theassessment standards and tools, it is expected thatlevels of performance will increase as more andmore students are able to achieve the minimumstandard. Therefore, the assessment standards andrelated tools will continue to be monitored, andrevised as necessary to ensure appropriate levelsof rigour and challenge, and successful transitionsfor students as they leave high school and enterthe workplace or post-secondary programs.

Assessment Tools 11.9 CTS, Management and Marketing /G.7©Alberta Education, Alberta, Canada (1997)

BASIC COMPETENCIES REFERENCE GUIDE

The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and modules.Students' basic competencies should be assessed through observations involving the student, teacher(s), peers and others as they complete therequirements for each module. In general, there is a progression of task complexity and student initiative as outlined in the DevelopmentalFramework*. As students progress through Stages 1, 2, 3 and 4 of this reference guide, they build on the competencies gained in earlierstages. Students leaving high school should set themselves a goal of being able to demonstrate Stage 3 performance.

Suggested strategies for classroom use include:

having students rate themselves and each otherusing in reflective conversation between teacher and studenthighlighting areas of strength

tracking growth in various CTS strandshighlighting areas upon which to focusmaintaining a student portfolio.

Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student:Managing Learning

comes to class prepared forlearningfollows basic instructions, asdirected

acquires specialized knowledge,skills and attitudes

identifies criteria for evaluatingchoices and making decisions

uses a variety of learningstrategies

follows instructions, with limiteddirectionsets goals and establishes stepsto achieve them, with direction

applies specialized knowledge,skills and attitudes in practicalsituationsidentifies and applies a range ofeffective strategies for solvingproblems and making decisions

explores and uses a variety oflearning strategies, with limiteddirection

follows detailed instructions onan independent basissets clear goals and establishessteps to achieve them

transfers and applies specializedknowledge, skills and attitudesin a variety of situationsuses a range of critical thinkingskills to evaluate situations,solve problems and makedecisionsselects and uses effectivelearning strategiescooperates with others in theeffective use of learningstrategies

demonstrates self-direction inlearning, goal setting and goalachievementtransfers and applies learning innew situations; demonstratescommitment to lifelong learningthinks critically and actslogically to evaluate situations,solve problems and makedecisions

provides leadership in theeffective use of learningstrategies

Managing Resourcesadheres to established timelines;uses time/schedules/plannerseffectively

uses information (material andhuman resources), as directed

uses technology (facilities,equipment, supplies), asdirected, to perform a task orprovide a service

maintains, stores and/or disposesof equipment and materials, asdirected

creates and adheres to timelines,with limited direction; uses time/schedules/planners effectively

accesses and uses a range ofrelevant information (materialand human resources), withlimited directionuses technology (facilities,equipment, supplies), asappropriate, to perform a task orprovide a service, with minimalassistance and supervisionmaintains, stores and/or disposesof equipment and materials, withlimited assistance

creates and adheres to detailedtimelines on an independentbasis; prioritizes task; uses time/schedules/planners effectivelyaccesses a range of information(material and human resources),and recognizes when additionalresources are requiredselects and uses appropriatetechnology (facilities,equipment, supplies) to performa task or provide a service on anindependent basismaintains, stores and/or disposesof equipment and materials onan independent basis

creates and adheres to detailedtimelines; uses time/schedules/planners effectively; prioritizestasks on a consistent basisuses a wide range of information(material and human resources)in order to support and enhancethe basic requirementrecognizes the monetary andintrinsic value of managingtechnology (facilities,equipment, supplies)

demonstrates effectivetechniques for managingfacilities, equipment andsupplies

Problem Solving and Innovationparticipates in problem solvingas a processlearns a range of problem-solving skills and approaches

practices problem-solving skillsby responding appropriately to aclearly defined problem, speci-fled goals and constraints, by:


identifies the problem andselects an appropriate problem-solving approach, respondingappropriately to specified goalsand constraintsapplies problem-solving skills toa directed or a self-directedactivity, by:


a.. 4..4et-i? OLIAMX/7

thinks critically and actslogically in the context ofproblem solving

transfers problem-solving skillsto real-life situations, bygenerating new possibilitiesprepares implementation plansrecognizes risks

milAil firti IC

identifies and resolves problemsefficiently and effectively

identifies and suggests new ideasto get the job done creatively,by:

combining ideas orinformation in new waysmaking connections amongseemingly unrelated ideasseeking out opportunities inan active manner

G.8/ Management and Marketing, CTS(1997)

120


Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student:

Communicating Effectivelyuses communication skills; e.g.,reading, writing, illustrating,speaking

uses language in appropriatecontext

listens to understand and learn

demonstrates positiveinterpersonal skills in selectedcontexts

communicates thoughts, feelingsand ideas to justify or challengea position, using written, oraland/or visual means

uses technical languageappropriately

listens and responds tounderstand and learndemonstrates positiveinterpersonal skills in manycontexts

prepares and effectively presentsaccurate, concise, written, visualand/or oral reports providingreasoned arguments

encourages, persuades,convinces or otherwisemotivates individualslistens and responds tounderstand, learn and teachdemonstrates positiveinterpersonal skills in mostcontexts

negotiates effectively, byworking toward an agreementthat may involve exchangingspecific resources or resolvingdivergent interestsnegotiates and works toward aconsensus

listens and responds to under-stand, learn, teach and evaluatepromotes positive interpersonalskills among others

Working with Othersfulfills responsibility in a groupproject

works collaboratively instructured situations with peermembersacknowledges the opinions andcontributions of others in thegroup

seeks a team approach, asappropriate, based on groupneeds and benefits; e.g., ideapotential, variety of strengths,sharing of workloadworks in a team or group:

encourages and supportsteam membershelps others in a positivemannerprovides leadership/followership as requirednegotiates and works towardconsensus as required

leads, where appropriate,mobilizing the group for highperformance

understands and works withinthe context of the group

prepares, validates andimplements plans that revealnew possibilities

cooperates to achieve groupresults

maintains a balance betweenspeaking, listening andresponding in group discussionsrespects the feelings and viewsof others

Demonstrating Responsibility

Attendancedemonstrates responsibility inattendance, punctuality and taskcompletion

Safetyfollows personal andenvironmental health and safetyprocedures

identifies immediate hazards andtheir impact on self, others andthe environment

follows appropriate/emergencyresponse procedures

Ethicsmakes personal judgementsabout whether or not certainbehaviours/actions are right orwrong

recognizes and follows personaland environmental health andsafety procedures

identifies immediate andpotential hazards and theirimpact on self, others and theenvironment

establishes and follows personaland environmental health andsafety procedures

transfers and applies personaland environmental health andsafety procedures to a variety ofenvironments and situations

assesses how personaljudgements affect other peermembers and/or family; e.g.,home and school

assesses the implications ofpersonal/group actions withinthe broader community; e.g.,workplace

demonstrates accountability foractions taken to addressimmediate and potential hazards

analyzes the implications ofpersonal/group actions withinthe global context

states and defends a personalcode of ethics as required

*Developmental FrameworkSimple task Task with limited variables Task with multiple variables Complex taskStructured environment Less structured environment Flexible environment Open environmentDirected learning Limited direction Self-directed learning,

seeking assistance as required

Self-directed/self-motivated


CTS, Management and Marketing /G.9(1997)

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n so

urce

s an

dre

sour

ces

reco

gniz

es w

hen

addi

tiona

l inf

orm

atio

n is

req

uire

d

uses

one

or

mor

e in

form

atio

n-ga

ther

ing

tech

niqu

esus

es a

ran

ge o

f in

form

atio

n-ga

ther

ing

tech

niqu

esde

mon

stra

tes

reso

urce

fuln

ess

in c

olle

ctin

g da

ta

inte

rpre

ts a

nd o

rgan

izes

info

rmat

ion

in a

logi

cal s

eque

nce

inte

rpre

ts, o

rgan

izes

and

com

bine

s in

form

atio

n in

to a

inte

rpre

ts,

orga

nize

san

d co

mbi

nes

info

rmat

ion

inlo

gica

l seq

uenc

ecr

eativ

e an

d th

ough

tful

way

s

reco

rds

info

rmat

ion

accu

rate

ly, u

sing

cor

rect

tech

nica

lre

cord

sin

form

atio

nac

cura

tely

with

appr

opri

ate

reco

rds

info

rmat

ion

accu

rate

lyw

ithap

prop

riat

e

term

ssu

ppor

ting

deta

il an

d us

ing

corr

ect t

echn

ical

term

ssu

ppor

ting

deta

il an

d us

ing

corr

ect t

echn

ical

term

s

dist

ingu

ishe

s be

twee

n fa

ct a

nd f

ictio

n/op

inio

n/th

eory

dete

rmin

es a

ccur

acy/

curr

ency

/rel

iabi

lity

of in

form

atio

nre

cogn

izes

unde

rlyi

ngbi

as/a

ssum

ptio

ns/v

alue

sin

sour

ces

info

rmat

ion

sour

ces

resp

onds

to f

eedb

ack

whe

n cu

rren

t app

roac

h is

not

gath

ers

and

resp

onds

to f

eedb

ack

rega

rdin

g ap

proa

ch to

asse

sses

and

ref

ines

app

roac

h to

the

task

and

pro

ject

wor

king

the

task

stat

us b

ased

on

feed

back

and

ref

lect

ion

Col

labo

ratio

n an

d T

eam

wor

kC

olla

bora

tion

and

Tea

mw

ork

Col

labo

ratio

n an

d T

eam

wor

kco

oper

ates

with

gro

up m

embe

rsco

oper

ates

with

gro

up m

embe

rsco

oper

ates

with

gro

up m

embe

rs

shar

es w

ork

appr

opri

atel

y am

ong

grou

p m

embe

rssh

ares

wor

k ap

prop

riat

ely

amon

g gr

oup

mem

bers

shar

es w

ork

appr

opri

atel

y am

ong

grou

p m

embe

rsne

gotia

tes

solu

tions

to p

robl

ems

nego

tiate

s w

ith s

ensi

tivity

sol

utio

ns to

pro

blem

sdi

spla

ys e

ffec

tive

com

mun

icat

ion

and

lead

ersh

ip s

kills

Info

rmat

ion

Shar

ing

Info

rmat

ion

Shar

ing

Info

rmat

ion

Shar

ing

dem

onst

rate

s ef

fect

ive

use

of o

ne o

r m

ore

com

mun

icat

ion

dem

onst

rate

sef

fect

ive

use

oftw

oor

mor

ede

mon

stra

tes

effe

ctiv

e us

e of

a v

arie

ty o

f co

mm

unic

atio

nm

edia

; e.g

., w

ritte

n, o

ral,

audi

o-vi

sual

com

mun

icat

ion

med

ia; e

.g.,

wri

tten,

ora

l, au

dio-

visu

alm

edia

; e.g

., w

ritte

n, o

ral,

audi

o-vi

sual

com

mun

icat

es in

form

atio

n in

a lo

gica

l seq

uenc

eco

mm

unic

ates

idea

s in

a lo

gica

l seq

uenc

e w

ith s

uffi

cien

tco

mm

unic

ates

thou

ghts

/fee

lings

/idea

s cl

earl

y to

just

ify

orsu

ppor

ting

deta

ilch

alle

nge

a po

sitio

n

uses

cor

rect

gra

mm

atic

al c

onve

ntio

n an

d te

chni

cal t

erm

sm

aint

ains

acc

epta

ble

gram

mat

ical

and

tech

nica

l sta

ndar

dsm

aint

ains

acc

epta

ble

gram

mat

ical

and

tech

nica

l sta

ndar

ds

cite

s th

ree

or m

ore

basi

c in

form

atio

n so

urce

sci

tes

five

or

mor

e re

leva

nt in

form

atio

n so

urce

sgi

ves

evid

ence

of

adeq

uate

info

rmat

ion

gath

erin

g by

citin

g se

ven

or m

ore

rele

vant

info

rmat

ion

sour

ces

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

132

CT

S, M

anag

emen

t and

Mar

ketin

g /G

.15

(199

7)13

3

I A

SSE

SSM

EN

T C

HE

CK

LIS

T: W

OR

KST

AT

ION

RO

UT

INE

S A

ND

MA

NA

GE

ME

NT

INFW

RK

STN

STU

DE

NT

:M

OD

UL

E: M

AM

STA

ND

AR

DSt

uden

ts w

orki

ng a

t sta

ndar

d m

ust d

emon

stra

te th

e te

chni

que

requ

irem

ents

out

lined

in th

e ch

eckl

ists

bel

ow. T

he c

olum

ns to

the

left

of

the

chec

klis

ts in

dica

teth

e m

inim

um r

atin

g fo

r at

sta

ndar

d pe

rfor

man

ce f

or in

trod

ucto

ry, i

nter

med

iate

and

adv

ance

d le

vel m

odul

es. T

he r

atin

g sc

ale

on th

e ri

ght d

efin

es th

e le

vels

of

com

pete

ncie

s an

d sh

ould

be

appl

ied

whe

n as

sess

ing

stud

ent p

erfo

rman

ce.

Obs

erva

tion

of S

tude

ntM

inim

umSt

anda

rd(I

ntro

Lev

el)

Min

imum

Stan

dard

(Int

er L

evel

)

Min

imum

Stan

dard

(Adv

. Lev

el)

TE

CH

NIQ

UE

RE

QU

IRE

ME

NT

ST

he s

tude

nt:

12

3

Wor

k St

atio

n R

outin

esap

prop

riat

ely

adju

sts

mon

itor,

key

boar

d, d

esk,

cha

ir a

nd o

ther

equi

pmen

t to

ensu

re w

orks

tatio

n is

erg

onom

ical

ly a

ppro

pria

te(c

omfo

rtab

le, h

ealth

y, s

afe

and

effi

cien

t)m

aint

ains

goo

d bo

dy p

ositi

onob

serv

es e

thic

al, l

egal

and

sec

urity

mea

sure

s in

han

dlin

g so

ftw

are

and

hard

war

e (c

opyr

ight

, pri

vacy

, con

fide

ntia

lity)

mai

ntai

ns a

n or

gani

zed,

nea

t wor

ksta

tion

23

3

File

Man

agem

ent

labe

ls, s

tore

s, a

cces

ses,

bac

ks u

p, a

nd u

ses

file

s an

d di

sks

appr

opri

atel

ycr

eate

s an

d us

es a

ppro

pria

te f

ilena

mes

and

dir

ecto

ries

to o

rgan

ize

info

rmat

ion

in a

logi

cal w

aysa

ves,

ret

riev

es, m

oves

, cop

ies,

del

etes

and

ren

ames

file

s an

ddi

rect

orie

s as

req

uire

d

12

3

Tim

e M

anag

emen

t/Org

aniz

atio

nlo

cate

s/us

es m

ultip

le r

esou

rces

whe

n ne

edin

g as

sist

ance

; e.g

., pr

int,

on-l

ine,

teac

her,

pee

rsal

low

s ad

equa

te ti

me

for

set-

up a

nd c

lose

-dow

n pr

oced

ures

man

ages

tim

e ef

fect

ivel

y

23

3

Prof

essi

onal

ism

take

s in

itiat

ive

in e

valu

atin

g an

d ad

just

ing

wor

k pr

oces

ses

and

prod

ucts

to e

nsur

e th

ey m

eet o

r ex

ceed

the

stan

dard

resp

onds

to p

robl

ems

and

acce

pts

chal

leng

es b

y th

inki

ng c

ritic

ally

and

crea

tivel

yus

es r

elat

ed te

rmin

olog

y ap

prop

riat

ely

G.1

6/ M

anag

emen

t and

Mar

ketin

g, C

TS

134

Rat

ing

Scal

e

4D

emon

stra

tes

initi

ativ

e th

at e

xcee

dsre

quir

ed te

chni

ques

/ski

lls.

3C

onsi

sten

tly d

emon

stra

tes

all d

esig

nate

dte

chni

ques

/ski

lls, r

arel

y ne

eds

prom

ptin

g.

2D

emon

stra

tes

all d

esig

nate

dte

chni

ques

/ski

lls, o

ccas

iona

lly n

eeds

prom

ptin

g.

1D

emon

stra

tes

mos

t des

igna

ted

tech

niqu

es/s

kills

, fre

quen

tly n

eeds

prom

ptin

g.

0D

oes

not d

emon

stra

te d

esig

nate

dte

chni

que

/ski

ll.

RE

FLE

CT

ION

S /C

OM

ME

NT

S

135

Ass

essm

ent T

ools

do@

Alb

erta

Edu

catio

n, A

lbe

Can

ada

ASS

ESS

ME

NT

TA

SK: C

AR

EE

R P

RO

FIL

ES

MA

MC

AR

ESt

anda

rd: T

hree

car

eer

prof

iles,

all

sect

ions

com

plet

ed f

or e

ach

prof

ileA

rea

of C

aree

r E

xplo

ratio

n:

Car

eer

Prof

ile 1

JOB

TIT

LE

:D

escr

iptio

n (t

asks

, wor

king

con

ditio

ns)

Edu

catio

n qu

alif

icat

ions

Em

ploy

men

t opp

ortu

nitie

s

Adv

ance

men

t pot

entia

l

Sala

ry r

ange

and

ben

efits

Wou

ld y

ou e

njoy

this

type

of

wor

k? W

hy?

Why

not

?

Ref

eren

ce u

sed

(boo

k, in

terv

iew

, etc

.)

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

1.36

Car

eer

Prof

ile 2

JOB

TIT

LE

:D

escr

iptio

n (t

asks

, wor

king

con

ditio

ns)

Edu

catio

n qu

alif

icat

ions

Em

ploy

men

t opp

ortu

nitie

s

Adv

ance

men

t pot

entia

l

Sala

ry r

ange

and

ben

efits

Wou

ld y

ou e

njoy

this

type

of

wor

k? W

hy?

Why

not

?

Ref

eren

ce u

sed

(boo

k, in

terv

iew

, etc

.)

for

Mod

ule

Car

eer

Prof

ile 3

JOB

TIT

LE

:D

escr

iptio

n (t

asks

, wor

king

con

ditio

ns)

Edu

catio

n qu

alif

icat

ions

Em

ploy

men

t opp

ortu

nitie

s

Adv

ance

men

t pot

entia

l

Sala

ry r

ange

and

ben

efits

Wou

ld y

ou e

njoy

this

type

of

wor

k? W

hy?

Why

not

?

Ref

eren

ce u

sed

(boo

k, in

terv

iew

, etc

.)

CT

S, M

anag

emen

t and

Mar

ketin

g /G

.17

(199

7)13

7

ASS

ESS

ME

NT

TA

SK: C

OM

MU

NIC

AT

ION

ST

RA

TE

GIE

S, R

EA

D A

ND

CR

ITIQ

UE

TE

CH

NIC

AL

RE

POR

TS

MA

MC

OM

-1

Stan

dard

: MA

M20

60 -

Rea

d an

d cr

itiqu

e a

min

imum

of

3 in

form

al te

chni

cal r

epor

ts a

t lev

el 2

com

pete

ncy

MA

M30

80 -

Rea

d an

d cr

itiqu

e a

min

imum

of

2 fo

rmal

tech

nica

l rep

orts

at l

evel

3 c

ompe

tenc

y

Ans

wer

the

ques

tions

bel

ow a

nd m

ake

com

men

ts r

egar

ding

eac

h of

the

repo

rts.

Stud

ent N

ame(

s)

for

Mod

ule

Cri

tique

1

RE

POR

T T

ITL

E:

Wha

t is

the

mai

n pu

rpos

e of

the

repo

rt?

Who

is th

e in

tend

ed a

udie

nce?

Is th

e co

nten

t cle

ar a

nd c

onci

se?

Exp

lain

.

Wha

t fea

ture

s m

ake

the

cont

ent c

oher

ent,

com

plet

e an

d co

rrec

t?

Wha

t evi

denc

e is

ther

e of

edi

ting/

proo

frea

ding

?

Sugg

estio

ns f

or im

prov

emen

t.

G.1

8/ M

anag

emen

t and

Mar

ketin

g, C

TS

138

Cri

tique

2

RE

POR

T T

ITL

E:

Wha

t is

the

mai

n pu

rpos

e of

the

repo

rt?

Who

is th

e in

tend

ed a

udie

nce?

Is th

e co

nten

t cle

ar a

nd c

onci

se?

Exp

lain

.

Wha

t fea

ture

s m

ake

the

cont

ent c

oher

ent,

com

plet

e an

d co

rrec

t?

Wha

t evi

denc

e is

ther

e of

edi

ting/

proo

frea

ding

?

Sugg

estio

ns f

or im

prov

emen

t.

Cri

tique

3

RE

POR

T T

ITL

E:

Wha

t is

the

mai

n pu

rpos

e of

the

repo

rt?

Who

is th

e in

tend

ed a

udie

nce?

Is th

e co

nten

t cle

ar a

nd c

onci

se?

Exp

lain

.

Wha

t fea

ture

s m

ake

the

cont

ent c

oher

ent,

com

plet

e an

d co

rrec

t?

Wha

t evi

denc

e is

ther

e of

edi

ting/

proo

frea

ding

?

Sugg

estio

ns f

or im

prov

emen

t.

139

Ass

essm

ent T

ools

do©

Alb

erta

Edu

catio

n, A

lbe

Can

ada

ASS

ESS

ME

NT

GU

IDE

: CO

MM

UN

ICA

TIO

N S

TR

AT

EG

IES

WR

ITIN

G P

RO

JEC

TS

MA

MC

OM

-2

STU

DE

NT

:M

OD

UL

E: M

AM

At

Stan

dInt

rodu

ctor

yar

dL

evel

At

Stan

d ar

dIn

term

edia

te L

evel

Sta

nAt da

rdA

dvan

ced

Lev

el

CO

RR

ESP

ON

DE

NC

E w

ritin

g co

nsis

ts o

fT

EC

HN

ICA

L R

EPO

RT

S (I

NFO

RM

AL

) -

wri

ting

TE

CH

NIC

AL

RE

POR

TS

(FO

RM

AL

) w

ritin

gpl

anni

ng, c

ompo

sing

, rev

isin

g an

d pr

oofr

eadi

nga:

Pers

onal

Bus

ines

s L

ette

rB

usin

ess

Let

ter

Mem

oE

-Mai

l

cons

ists

of

a m

inim

um o

f tw

o in

form

al r

epor

tsin

an

area

of

inte

rest

. Lis

t and

nam

e be

low

:

1. 2.

cons

ists

of

a m

inim

um o

f on

e fo

rmal

rep

ort i

nan

are

a of

inte

rest

. Nam

e be

low

:

1.

1

PRE

WR

ITIN

G

2

PRE

WR

ITIN

G

3

PRE

WR

ITIN

Gid

entif

ies

mai

n pu

rpos

eid

entif

ies

inte

nded

aud

ienc

eid

entif

ies

deta

ils to

be

incl

uded

com

plet

es r

esea

rch

(if

nece

ssar

y)or

gani

zes

wri

ting

usin

g A

IDA

for

mul

a(a

ttent

ion,

inte

rest

, des

ire,

act

ion)

outli

nes

deta

ils in

logi

cal o

rder

sele

cts

appr

opri

ate

form

at

iden

tifie

s m

ain

purp

ose

iden

tifie

s in

tend

ed a

udie

nce

iden

tifie

s de

tails

to b

e in

clud

edco

mpl

etes

res

earc

h (i

f ne

cess

ary)

orga

nize

s w

ritin

g us

ing

AID

A f

orm

ula

(atte

ntio

n, in

tere

st, d

esir

e, a

ctio

n)ou

tline

s de

tails

in lo

gica

l ord

erse

lect

s ap

prop

riat

e fo

rmat

iden

tifie

s m

ain

purp

ose

iden

tifie

s in

tend

ed a

udie

nce

iden

tifie

s de

tails

to b

e in

clud

edco

mpl

etes

res

earc

h (i

f ne

cess

ary)

orga

nize

s w

ritin

g us

ing

AID

A f

orm

ula

(atte

ntio

n, in

tere

st, d

esir

e, a

ctio

n)ou

tline

s de

tails

in lo

gica

l ord

erse

lect

s ap

prop

riat

e fo

rmat

1

WR

ITIN

G

2

WR

ITIN

G

3

WR

ITIN

Gco

nvey

s m

essa

ge th

roug

h us

e of

5 C

scl

ear

corr

ect

cohe

rent

conc

ise

com

plet

eus

es a

ppro

pria

te to

need

its f

or m

eani

ng (

chec

k fo

r sp

ellin

g &

typo

grap

hica

l err

ors

)

conv

eys

mes

sage

thro

ugh

use

of 5

Cs

clea

rco

rrec

tco

here

ntco

ncis

eco

mpl

ete

uses

app

ropr

iate

tone

edits

for

mea

ning

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tech

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mat

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and

tech

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proo

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of f

acts

prov

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of

thre

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., bo

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vid

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.

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emen

t and

Mar

ketin

g, C

TS

146

STA

ND

AR

D I

S 1

IN E

AC

H A

PPL

ICA

BL

E T

ASK

Rat

ing

Scal

e

The

stu

dent

:

4E

xcee

ds d

efin

ed o

utco

mes

. Pla

ns a

nd s

olve

spr

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ms

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ctiv

ely

and

crea

tivel

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a s

elf-

dire

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ner.

Too

ls, m

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and

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proc

esse

s ar

e se

lect

ed a

nd u

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effi

cien

tly,

effe

ctiv

ely

and

with

con

fide

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3M

eets

def

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out

com

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s an

d so

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prob

lem

s in

a s

elf-

dire

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man

ner.

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eria

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nd/o

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are

sele

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and

used

eff

icie

ntly

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eff

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def

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out

com

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s an

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s w

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and

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com

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of

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ools

,m

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used

inap

prop

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CT

ION

S/C

OM

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S

147

Ass

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TA

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CL

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Obs

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CR

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lf a

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on-S

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adve

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gets

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3he

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Per

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situ

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s re

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and

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husi

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tom

er s

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Ass

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tion,

Alb

erta

, Can

ada

148

STA

ND

AR

D I

S 3

IN E

AC

H A

PPL

ICA

BL

E T

ASK

Rat

ing

Scal

e

The

stu

dent

:

4E

xcee

ds d

efin

ed o

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mes

.Pl

ans

and

solv

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ms

effe

ctiv

ely

and

crea

tivel

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a s

elf-

dire

cted

man

ner.

Too

ls,

mat

eria

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d/or

proc

esse

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ese

lect

edan

dus

edef

fici

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d w

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3M

eets

def

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out

com

es.

Plan

s an

d so

lves

prob

lem

s in

ase

lf-d

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ted

man

ner.

Too

ls,

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nd/o

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use

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Plan

s an

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cted

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appr

opri

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out

com

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ollo

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a gu

ided

pla

nof

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of to

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pro

cess

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ot c

ompl

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def

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out

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es.

Too

ls,

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d/or

proc

esse

sar

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opri

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RE

FLE

CT

ION

S/C

OM

ME

NT

S

149

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anag

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ASS

ESS

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TA

IL C

ASH

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M10

20-3

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stu

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Up

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and

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f th

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to te

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Serv

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Reg

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Clo

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Pro

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2re

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thre

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plet

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dep

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for

dai

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for

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0

G.2

4/ M

anag

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t and

Mar

ketin

g, C

TS

(199

0

STA

ND

AR

D I

S 3

IN E

AC

H A

PPL

ICA

BL

E T

ASK

Rat

ing

Scal

e

The

stu

dent

:

4E

xcee

ds d

efin

ed o

utco

mes

.Pl

ans

and

solv

espr

oble

ms

effe

ctiv

ely

and

crea

tivel

y in

a s

elf-

dire

cted

man

ner.

Too

ls,

mat

eria

lsan

d/or

proc

esse

sar

ese

lect

ed a

nd u

sed

effi

cien

tly,

effe

ctiv

ely

and

with

con

fide

nce.

3M

eets

def

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out

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es.

Plan

s an

d so

lves

prob

lem

s in

a s

elf-

dire

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man

ner.

Too

ls,

mat

eria

ls a

nd/o

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ses

are

sele

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and

use

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ently

and

eff

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2M

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def

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out

com

es.

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s an

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prob

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sw

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assi

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nd/o

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are

sele

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and

use

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prop

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eets

def

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out

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ollo

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a gu

ided

pla

nof

act

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mite

d ra

nge

of to

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eria

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d/or

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plet

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ools

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and/

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are

used

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prop

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RE

FLE

CT

ION

S/C

OM

ME

NT

S

151

Ass

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: CO

MM

UN

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TR

AT

EG

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1 -

RO

LE

PL

AY

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STU

DE

NT

:

MA

M10

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Obs

erva

tions

of

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ent

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The

stu

dent

:

Com

mun

icat

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n th

e T

elep

hone

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s ph

one

prom

ptly

(be

fore

thir

d ri

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iden

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s bu

sine

ss a

nd/o

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mak

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prof

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tone

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tere

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atti

tude

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liste

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call

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sary

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vari

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of s

ituat

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ly; e

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s,pe

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At

take

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mun

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ely

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rec

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tom

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clie

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es p

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otoc

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or g

iven

situ

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.g.,

use

of la

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,tit

les

1dr

esse

s ap

prop

riat

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for

give

n si

tuat

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nder

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and

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mon

stra

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pete

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for

give

n si

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hand

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a va

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pria

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reet

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visi

tors

/cus

tom

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clie

nts,

dif

ficu

lt/aw

kwar

d si

tuat

ions

152

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

STA

ND

AR

D I

S 1

IN E

AC

H A

PPL

ICA

BL

E T

ASK

Rat

ing

Scal

e

The

stu

dent

:

4E

xcee

ds d

efin

ed o

utco

mes

. Pla

ns a

nd s

olve

spr

oble

ms

effe

ctiv

ely

and

crea

tivel

y in

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

nd u

sed

effi

cien

tly,

effe

ctiv

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and

with

con

fide

nce.

3M

eets

def

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out

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es.

Plan

s an

d so

lves

prob

lem

s in

a s

elf-

dire

cted

man

ner.

Too

ls,

mat

eria

ls a

nd/o

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are

sele

cted

and

used

eff

icie

ntly

and

eff

ectiv

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2M

eets

def

ined

out

com

es.

Plan

s an

d so

lves

prob

lem

s w

ith li

mite

d as

sist

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.T

ools

,m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

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ppro

pria

tely

.

1M

eets

def

ined

out

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es. F

ollo

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ided

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n.A

lim

ited

rang

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ater

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are

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opri

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as n

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ompl

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def

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ools

,m

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ials

and/

orpr

oces

ses

are

used

inap

prop

riat

ely.

RE

FLE

CT

ION

S/C

OM

ME

NT

S

153

CT

S, M

anag

emen

t and

Mar

ketin

g /G

.25

(199

7)

PRE

SEN

TA

TIO

NS/

RE

POR

TS:

MA

NA

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MA

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STU

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Tas

kO

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AR

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IN E

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Rat

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s ho

w th

e A

IDA

con

cept

was

use

d in

the

prod

uctio

n of

the

com

mer

cial

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

160

STA

ND

AR

D I

S 2

IN E

AC

H A

PPL

ICA

BL

E T

ASK

Rat

ing

Scal

e

The

stu

dent

:

4E

xcee

ds d

efin

ed o

utco

mes

. Pla

ns a

nd s

olve

spr

oble

ms

effe

ctiv

ely

and

crea

tivel

y in

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

nd u

sed

effi

cien

tly,

effe

ctiv

ely

and

with

con

fide

nce.

3M

eets

def

ined

out

com

es.

Plan

s an

d so

lves

prob

lem

s in

a s

elf-

dire

cted

man

ner.

Too

ls,

mat

eria

ls a

nd/o

r pr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

and

eff

ectiv

ely.

2M

eets

def

ined

out

com

es.

Plan

s an

d so

lves

prob

lem

s w

ith li

mite

d as

sist

ance

.T

ools

,m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed a

ppro

pria

tely

.

1M

eets

def

ined

out

com

es. F

ollo

ws

a gu

ided

plan

of

actio

n.A

lim

ited

rang

e of

tool

s,m

ater

ials

and/

orpr

oces

ses

are

used

appr

opri

atel

y.

0H

as n

ot c

ompl

eted

def

ined

out

com

es. T

ools

,m

ater

ials

and/

orpr

oces

ses

are

used

inap

prop

riat

ely.

RE

FLE

CT

ION

S/C

OM

ME

NT

S

CT

S, M

anag

emen

t and

Mar

ketin

g /G

.29

181

(199

7)

MA

M20

20-4

II

PRE

SEN

TA

TIO

NS/

RE

POR

TS:

OV

ER

VIE

W O

F B

RO

AD

CA

ST M

ED

IA

STU

DE

NT

:

Obs

erva

tions

of

Stud

ent

CR

ITE

RIA

Inve

stig

ate

and

repo

rt o

n ba

sic

broa

dcas

t med

ia c

once

pts.

The

stu

dent

:

Prep

arat

ion

and

Plan

ning

4se

ts g

oals

and

des

crib

es s

teps

to a

chie

ve th

emus

es p

erso

nal i

nitia

tive

to f

orm

ulat

e qu

estio

ns a

nd f

ind

answ

ers

3ac

cess

es a

ran

ge o

f re

leva

nt in

-sch

ool/c

omm

unity

res

ourc

esin

terp

rets

, org

aniz

es a

nd c

ombi

nes

info

rmat

ion

into

a lo

gica

l seq

uenc

e2

reco

rds

info

rmat

ion

accu

rate

ly w

ith a

ppro

pria

te s

uppo

rtin

g de

tail

and

usin

g co

rrec

tte

chni

cal t

erm

s1

plan

s an

d us

es ti

me

effe

ctiv

ely

gath

ers

and

resp

onds

to f

eedb

ack

rega

rdin

g ap

proa

ch to

task

and

pro

ject

sta

tus

0C

onte

ntpr

epar

es a

rep

ort c

onsi

stin

g of

a m

inim

um o

f th

ree

of th

e fo

llow

ing:

4ty

pes

of b

road

cast

adv

ertis

ing

3ro

le o

f th

e C

RT

Chi

stor

y of

rad

io a

nd te

levi

sion

2ty

pes

of o

wne

rshi

p an

d pr

ogra

mm

ing

foun

d in

rad

io a

nd te

levi

sion

iden

tifie

s a

vari

ety

of r

adio

sta

tions

and

thei

r ta

rget

mar

ket i

n lo

cal m

arke

tpla

ce1

inve

stig

ate

emer

ging

bro

adca

st a

dver

tisin

g m

ediu

m, p

ay-T

V, v

ideo

cas

sette

,

0m

ovie

s, in

fom

erci

als,

etc

.

Pres

entin

g/R

epor

ting

4de

mon

stra

tes

effe

ctiv

e us

e of

at l

east

two

com

mun

icat

ion

med

iae.

g., W

ritte

n: s

pelli

ng, p

unct

uatio

n, g

ram

mar

, for

mat

(fo

rmal

/info

rmal

)

3O

ral:

voic

e pr

ojec

tion,

bod

y la

ngua

ge, a

ppea

ranc

eA

udio

-vis

ual:

tech

niqu

es, t

ools

, cla

rity

2m

aint

ains

acc

epta

ble

gram

mat

ical

and

tech

nica

l sta

ndar

ds th

roug

h pr

oofr

eadi

ngan

d ed

iting

prov

ides

an

intr

oduc

tion

that

des

crib

es th

e pu

rpos

e an

d sc

ope

of th

e pr

ojec

t1

com

mun

icat

es id

eas

into

a lo

gica

l seq

uenc

e w

ith s

uffi

cien

t sup

port

ing

deta

ilst

ates

a c

oncl

usio

n by

syn

thes

izin

g th

e in

form

atio

n ga

ther

ed0

prov

ides

a r

efer

ence

list

that

incl

udes

fiv

e or

mor

e re

leva

nt in

form

atio

n so

urce

s

G.3

0/ M

anag

emen

t and

Mar

ketin

g, C

TS

162

BE

ST C

OPY

AV

AIL

AB

LE

STA

ND

AR

D I

S 2

IN E

AC

H A

PPL

ICA

BL

E T

ASK

Rat

ing

Scal

e

The

stu

dent

:

4E

xcee

ds d

efin

ed o

utco

mes

. Pla

ns a

nd s

olve

spr

oble

ms

effe

ctiv

ely

and

crea

tivel

y in

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

nd u

sed

effi

cien

tly,

effe

ctiv

ely

and

with

con

fide

nce.

3M

eets

def

ined

out

com

es.

Plan

s an

d so

lves

prob

lem

s in

a s

elf-

dire

cted

man

ner.

Too

ls,

mat

eria

ls a

nd/o

r pr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

and

eff

ectiv

ely.

2M

eets

def

ined

out

com

es.

Plan

s an

d so

lves

prob

lem

s w

ith li

mite

d as

sist

ance

.T

ools

,m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed a

ppro

pria

tely

.

1M

eets

def

ined

out

com

es. F

ollo

ws

a gu

ided

plan

of

actio

n.A

lim

ited

rang

e of

tool

s,m

ater

ials

and/

orpr

oces

ses

are

used

appr

opri

atel

y.

0H

as n

ot c

ompl

eted

def

ined

out

com

es. T

ools

,m

ater

ials

and/

orpr

oces

ses

are

used

inap

prop

riat

ely.

RE

FLE

CT

ION

S /C

OM

ME

NT

S

163

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

eC

anad

a

ASS

ESS

ME

NT

TA

SK: E

VA

LU

AT

ION

OF

PRIN

T A

DV

ER

TIS

EM

EN

TS

MA

M20

20-5

Stud

ent N

ame(

s)St

anda

rd:

colle

cts

and

eval

uate

s a

min

imum

of

thre

e pr

int a

dver

tisem

ents

,co

mpl

ete

all s

ectio

ns b

elow

.

Prin

t Ad

1

Nam

e m

agaz

ine,

new

spap

er, e

tc.

Iden

tify

targ

et m

arke

t.

Stat

e th

e ob

ject

ive

of th

e ad

vert

isem

ent.

Com

men

t on

use

of A

IDA

con

cept

.

Iden

tify

elem

ents

pre

sent

ed in

the

adve

rtis

emen

t.he

adlin

edo

min

ate

feat

ure

copy

rela

ted

item

s (s

ugge

sted

sel

ling)

pric

elo

go (

sign

atur

e cu

t)ot

her

info

rmat

ion

(e.g

., ad

dres

s, p

hone

, hou

rs)

bord

erlim

ited

num

ber

of f

onts

effe

ctiv

e us

e of

whi

te s

pace

Com

men

t on

the

over

all p

rese

ntat

ion

of a

d.

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

164

Prin

t Ad

2

Nam

e m

agaz

ine,

new

spap

er, e

tc.

Iden

tify

targ

et m

arke

t.

Stat

e th

e ob

ject

ive

of th

e ad

vert

isem

ent.

Com

men

t on

use

of A

IDA

con

cept

.

Iden

tify

elem

ents

pre

sent

ed in

the

adve

rtis

emen

t.he

adlin

edo

min

ate

feat

ure

copy

rela

ted

item

s (s

ugge

sted

sel

ling)

pric

elo

go (

sign

atur

e cu

t)ot

her

info

rmat

ion

(e.g

., ad

dres

s, p

hone

, hou

rs)

bord

erlim

ited

num

ber

of f

onts

effe

ctiv

e us

e of

whi

te s

pace

Com

men

t on

the

over

all p

rese

ntat

ion

of a

d.

Prin

t Ad

3

Nam

e m

agaz

ine,

new

spap

er, e

tc.

Iden

tify

targ

et m

arke

t.

Stat

e th

e ob

ject

ive

of th

e ad

vert

isem

ent.

Com

men

t on

use

of A

IDA

con

cept

.

Iden

tify

elem

ents

pre

sent

ed in

the

adve

rtis

emen

t.he

adlin

edo

min

ate

feat

ure

copy

rela

ted

item

s (s

ugge

sted

sel

ling)

pric

elo

go (

sign

atur

e cu

t)ot

her

info

rmat

ion

(e.g

., ad

dres

s, p

hone

, hou

rs)

bord

erlim

ited

num

ber

of f

onts

effe

ctiv

e us

e of

whi

te s

pace

Com

men

ts o

n th

e ov

eral

l pre

sent

atio

n of

ad.

CT

S, M

anag

emen

t and

Mar

ketin

g /G

.31

1'65

(199

7)

AIS

ESS

ME

NT

TA

SK: E

VA

LU

AT

ION

OF

RA

DIO

AN

D T

EL

EV

ISIO

N C

OM

ME

RC

IAL

SSt

uden

t Nam

e(s)

Stan

dard

: col

lect

and

eva

luat

e a

min

imum

of

thre

e co

mm

erci

als,

com

plet

e al

l sec

tions

bel

ow.

Com

mer

cial

2C

omm

erci

al 1

Typ

e of

med

ium

and

sta

tion:

(rad

io o

r te

levi

sion

)

Lis

t tim

e sl

ot a

nd le

ngth

:(W

hen

and

Whe

re)

Iden

tify

targ

et a

udie

nce.

Exp

lain

obj

ectiv

e an

d bu

ying

mot

ive.

Iden

tify

type

of

com

mer

cial

.(t

estim

onia

l, an

noun

cem

ent,

etc.

)

Com

men

t on

use

of A

IDA

con

cept

.

Iden

tify

elem

ents

pre

sent

ed in

the

adve

rtis

emen

t:or

igin

ality

crea

tive,

fre

sh, c

leve

rim

pact

on

the

view

er/li

sten

ercl

ear

audi

o (v

oice

s, m

usic

, spe

cial

eff

ects

)go

od f

low

/sm

ooth

ness

/con

tinui

tycu

stom

er id

entif

ies

with

pro

duct

Com

men

t on

the

over

all p

rese

ntat

ion.

G.3

2/ M

anag

emen

t and

Mar

ketin

g, C

TS

166

Typ

e of

med

ium

and

sta

tion:

(rad

io o

r te

levi

sion

)

Lis

t tim

e sl

ot a

nd le

ngth

:(W

hen

and

Whe

re)

Iden

tify

targ

et a

udie

nce.

Exp

lain

obj

ectiv

e an

d bu

ying

mot

ive.

Iden

tify

type

of

com

mer

cial

.(t

estim

onia

l, an

noun

cem

ent,

etc.

)

Com

men

t on

use

of A

IDA

con

cept

.

Iden

tify

elem

ents

pre

sent

ed in

the

adve

rtis

emen

t:or

igin

ality

crea

tive,

fre

sh, c

leve

rim

pact

on

the

view

er/li

sten

ercl

ear

audi

o (v

oice

s, m

usic

, spe

cial

eff

ects

)go

od f

low

/sm

ooth

ness

/con

tinui

tycu

stom

er id

entif

ies

with

pro

duct

Com

men

t on

the

over

all p

rese

ntat

ion.

MA

M20

20-6

Com

mer

cial

3T

ype

of m

ediu

m a

nd s

tatio

n:(r

adio

or

tele

visi

on)

Lis

t tim

e sl

ot a

nd le

ngth

:(W

hen

and

Whe

re)

Iden

tify

targ

et a

udie

nce.

Exp

lain

obj

ectiv

e an

d bu

ying

mot

ive.

Iden

tify

type

of

com

mer

cial

.(t

estim

onia

l, an

noun

cem

ent,

etc.

)

Com

men

t on

use

of A

IDA

con

cept

.

Iden

tify

elem

ents

pre

sent

ed in

the

adve

rtis

emen

t:or

igin

ality

crea

tive,

fre

sh, c

leve

rim

pact

on

the

view

er/li

sten

ercl

ear

audi

o (v

oice

s, m

usic

, spe

cial

eff

ects

)go

od f

low

/sm

ooth

ness

/con

tinui

tycu

stom

er id

entif

ies

with

pro

duct

Com

men

t on

the

over

all p

rese

ntat

ion.

167

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

eC

anad

a

ASS

ESS

ME

NT

TA

SK C

HE

CK

LIS

T: V

ISU

AL

ME

RC

HA

ND

ISIN

G M

AN

UA

LM

AM

2030

-1

Stud

ent N

ame(

s)

Typ

es o

f D

ispl

ays

pres

ents

and

des

crib

es th

e fo

llow

ing

type

sof

ext

erio

r di

spla

ys:

open

clos

edpa

rtia

lly c

lose

d

pres

ents

and

des

crib

es th

e fo

llow

ing

type

s of

inte

rior

dis

play

s:di

spla

y ra

cks

gond

ola

disp

lay

tabl

e di

spla

ydu

mp

disp

lay

pack

age

disp

lay

plat

form

dis

play

arch

itect

ural

dis

play

0 sh

owca

se d

ispl

ay

Ele

men

ts o

f D

esig

n in

VM

dem

onst

rate

s th

e at

mos

pher

e th

e fo

llow

ing

lines

cre

ate

in v

isua

l mer

chan

disi

ng:

vert

ical

hori

zont

alcu

rved

diag

onal

pres

ents

exa

mpl

es o

f th

e fo

llow

ing

shap

esan

d ho

w th

ey a

re u

sed

in v

isua

lm

erch

andi

sing

:ge

omet

ric

orga

nic

posi

tive

nega

tive

dem

onst

rate

s kn

owle

dge

and

use

of:

co lo

ur w

heel

diff

eren

t moo

ds c

olou

rs c

reat

em

onoc

hrom

atic

col

our

sche

mes

anal

ogou

s co

lour

sch

emes

tria

dic

colo

ur s

chem

esco

mpl

imen

tary

col

our

sche

mes

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

168

dem

onst

rate

s th

e at

mos

pher

e cr

eate

dth

roug

h th

e us

e of

fiv

e di

ffer

ent t

extu

res:

0 0de

mon

stra

te k

now

ledg

e an

d us

e of

wei

ght a

nd s

ize

in v

isua

l mer

chan

disi

ng:

big

vs. s

mal

llig

ht v

s. d

ark

over

size

dfo

regr

ound

vs.

bac

kgro

und

Prin

cipl

es o

f D

esig

n in

VM

dem

onst

rate

s an

d ex

plai

ns w

hen

to u

seea

ch th

e fo

llow

ing

visu

al m

erch

andi

sing

arra

ngem

ents

:in

terf

ace

stai

r-st

eppy

ram

idzi

gzag

repe

titio

nra

diat

ion

dem

onst

rate

s an

d ex

plai

ns th

e us

e of

the

follo

win

g de

sign

pri

ncip

les

in v

isua

lm

erch

andi

sing

:ha

rmon

yco

ntra

strh

ythm

prop

ortio

nem

phas

isun

ityde

mon

stra

tes

and

expl

ains

the

follo

win

gty

pes

of b

alan

ce:

form

alin

form

al

dem

onst

rate

s an

d ex

plai

ns th

e fo

llow

ing

type

s of

ligh

ting:

0 di

rect

indi

rect

STA

ND

AR

D I

S 2

IN E

AC

H A

PPL

ICA

BL

E T

ASK

AR

EA

Rat

ing

Scal

e

The

stu

dent

:

4E

xcee

ds d

efin

ed o

utco

mes

. Pla

ns a

nd s

olve

spr

oble

ms

effe

ctiv

ely

and

crea

tivel

y in

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

nd u

sed

effi

cien

tly,

effe

ctiv

ely

and

with

con

fide

nce.

3M

eets

def

ined

out

com

es.

Plan

s an

d so

lves

prob

lem

s in

a s

elf-

dire

cted

man

ner.

Too

ls,

mat

eria

ls a

nd/o

r pr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

and

eff

ectiv

ely.

2M

eets

def

ined

out

com

es.

Plan

s an

d so

lves

prob

lem

s w

ith li

mite

d as

sist

ance

.T

ools

,m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed a

ppro

pria

tely

.

1M

eets

def

ined

out

com

es. F

ollo

ws

a gu

ided

plan

of

actio

n.A

lim

ited

rang

e of

tool

s,m

ater

ials

and/

orpr

oces

ses

are

used

appr

opri

atel

y.

0H

as n

ot c

ompl

eted

def

ined

out

com

es. T

ools

,m

ater

ials

and/

orpr

oces

ses

are

used

inap

prop

riat

ely.

RE

FLE

CT

ION

S/C

OM

ME

NT

S

.c.T

§ M

anag

emen

t and

Mar

ketin

g /G

.33

(199

7)

ASS

ESS

ME

NT

TA

SK: Y

EA

RL

Y V

ISU

AL

ME

RC

HA

ND

ISIN

G P

LA

NN

ER

MA

M20

30-2

Stan

dard

: Pre

pare

a v

isua

l mer

chan

disi

ng p

lan

for

a ca

lend

ar y

ear

for

a pa

rtic

ular

bus

ines

s (m

inim

um o

f ei

ght d

ispl

ay id

eas

for

the

year

). I

deas

sho

uld

incl

ude

type

of

disp

lay,

them

e, m

erch

andi

se, p

rops

, sup

plie

s ne

eded

and

a s

ketc

h sh

owin

g th

e m

erch

andi

se a

nd e

lem

ents

and

pri

ncip

les

of d

esig

n be

ing

appl

ied.

Thi

s ta

sk w

ill b

e us

edfo

rfu

ture

dis

play

idea

s.

Des

crip

tion

of D

ispl

ayM

onth

/sea

son

and

even

t bei

ng p

rom

oted

Typ

e of

dis

play

, dis

play

them

e or

idea

Mer

chan

dise

to u

se

Prop

san

d su

pplie

s ne

cess

ary

to c

ompl

ete

disp

lay

G.3

4/ M

anag

emen

t and

Mar

ketin

g, C

TS

-a .)

n

Col

our/

Col

our

Sche

me

Dis

play

arr

ange

men

t and

pri

ncip

les

used

.

STA

ND

AR

D I

S 2

IN E

AC

H A

PPL

ICA

BL

E T

ASK

AR

EA

Rat

ing

Scal

eT

he s

tude

nt:

4E

xcee

ds d

efin

ed o

utco

mes

.Pl

ans

and

solv

es p

robl

ems

effe

ctiv

ely

and

crea

tivel

yin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and/

or p

roce

sses

are

sel

ecte

d an

d us

edef

fici

ently

,ef

fect

ivel

yan

dw

ithco

nfid

ence

.

3M

eets

def

ined

out

com

es. P

lans

and

sol

ves

prob

lem

s in

a s

elf-

dire

cted

man

ner.

Too

ls,

mat

eria

ls a

nd/o

r pr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

and

eff

ectiv

ely.

2M

eets

def

ined

out

com

es. P

lans

and

sol

ves

prob

lem

s w

ith li

mite

d as

sist

ance

.T

ools

,m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed a

ppro

pria

tely

.

1M

eets

def

ined

outc

omes

.Fo

llow

s a

guid

ed p

lan

of a

ctio

n. A

lim

ited

rang

e of

tool

s, m

ater

ials

and

/or

proc

esse

s ar

e us

edap

prop

riat

ely.

OH

asno

t com

plet

ed d

efin

ed o

utco

mes

.T

ools

, mat

eria

ls a

nd/o

r pr

oces

ses

are

used

inap

prop

riat

ely.

Mak

e a

sket

ch o

f yo

ur d

ispl

ay b

elow

171

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

Can

ada

ASS

ESS

ME

NT

GU

IDE

: VIS

UA

L M

ER

CH

AN

DIS

ING

PR

ESE

NT

AT

ION

SM

AM

2030

-3

STU

DE

NT

:T

HE

ME

OF

VIS

UA

L M

ER

CH

AN

DIS

ING

PR

ESE

NT

AT

ION

:

Obs

erva

tions

of

Stud

ent

CR

ITE

RIA

The

stu

dent

:

4Po

wer

to A

ttrac

t Atte

ntio

n3

dom

inan

t fea

ture

attr

acts

atte

ntio

n2

appr

opri

ate

back

grou

nd u

sed

1co

lour

, lig

htin

g an

d pr

ops

enha

nce

them

e an

d m

erch

andi

se

0id

ea is

ori

gina

l, un

ique

and

cle

ver

4A

rran

gem

ent

3pr

oper

am

ount

s of

mer

chan

dise

use

d

2al

l ele

men

ts a

re in

pro

port

ion

use

of li

ne a

nd d

esig

n pr

inci

ples

lead

s ey

e to

foc

al p

oint

1sp

ecif

ic a

rran

gem

ent o

f go

ods

is e

vide

nt

0di

spla

y is

in b

alan

ce (

form

al o

r in

form

al)

4Se

lling

Pow

er3

disp

lay

crea

tes

inte

rest

and

des

ire

for

the

mer

chan

dise

2cu

stom

er c

an f

ind

and

conc

entr

ate

on m

ost i

mpo

rtan

t ite

m(s

) be

ing

sold

1re

late

d m

erch

andi

se is

pre

sent

ed

0al

l par

ts o

f th

e di

spla

y cr

eate

uni

ty

4T

echn

ical

Exc

elle

nce

and

Cle

anlin

ess

3su

pplie

s ar

e us

ed e

ffec

tivel

y to

dis

play

mer

chan

dise

2al

l pro

ps (

form

s an

d fi

xtur

es)

are

clea

n an

d in

goo

d re

pair

1ba

ckgr

ound

, cei

ling,

flo

or a

nd g

lass

is c

lean

and

nea

t

0sh

ow c

ard

is p

rofe

ssio

nal l

ooki

ng

172

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

STA

ND

AR

D I

S 2

IN E

AC

H A

PPL

ICA

BL

E T

ASK

Rat

ing

Scal

e

The

stu

dent

:

4E

xcee

ds d

efin

ed o

utco

mes

. Pla

ns a

nd s

olve

spr

oble

ms

effe

ctiv

ely

and

crea

tivel

y in

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

nd u

sed

effi

cien

tly,

effe

ctiv

ely

and

with

con

fide

nce.

3M

eets

def

ined

out

com

es.

Plan

s an

d so

lves

prob

lem

s in

a s

elf-

dire

cted

man

ner.

Too

ls,

mat

eria

ls a

nd/o

r pr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

and

eff

ectiv

ely.

2M

eets

def

ined

out

com

es.

Plan

s an

d so

lves

prob

lem

s w

ith li

mite

d as

sist

ance

.T

ools

,m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed a

ppro

pria

tely

.

1M

eets

def

ined

out

com

es.

Follo

ws

a gu

ided

plan

of

actio

n.A

lim

ited

rang

e of

tool

s,m

ater

ials

and/

orpr

oces

ses

are

used

appr

opri

atel

y.

0H

as n

ot c

ompl

eted

def

ined

out

com

es. T

ools

,m

ater

ials

and/

orpr

oces

ses

are

used

inap

prop

riat

ely.

RE

FLE

CT

ION

S/C

OM

ME

NT

S

173

CT

S, M

anag

emen

t and

Mar

ketin

g /G

.35

(199

7)

ASS

ESS

ME

NT

TA

SK: E

VA

LU

AT

ION

OF

VIS

UA

L M

ER

CH

AN

DIS

ING

PR

ESE

NT

AT

ION

SM

AM

2030

-4

Stud

ent N

ame(

s)

Gen

eral

App

eara

nce

Nam

e of

sto

re a

nd lo

catio

n.

Wha

t eve

nt is

bei

ng p

rese

nted

? W

hat i

s th

eth

eme?

Wha

t mer

chan

dise

is b

eing

pre

sent

ed?

(ite

ms

for

sale

)

Wha

t pro

ps h

ave

been

use

d? R

emem

ber

thes

een

hanc

e th

e th

eme

and

mer

chan

dise

.

Wha

t sup

plie

s w

ere

nece

ssar

y to

com

plet

e th

ispr

esen

tatio

n? (

little

thin

gsfi

sh w

ire,

sta

ple

gun,

etc.

)

G.3

6/ M

anag

emen

t and

Mar

ketin

g, C

TS 1r

7 4

Stan

dard

: min

imum

of

thre

e ob

serv

atio

ns, a

ll se

ctio

ns c

ompl

eted

Ele

men

ts a

nd P

rinc

iple

s of

Des

ign

Doe

s th

e pr

esen

tatio

n us

e fo

rmal

or

info

rmal

bala

nce?

Jus

tify

your

obs

erva

tion.

Des

crib

e ho

w th

e di

spla

y do

es o

r do

es n

ot c

reat

eun

ity.

Wha

t col

ours

and

col

our

sche

mes

hav

e be

enus

ed?

Has

a s

peci

fic

disp

lay

arra

ngem

ent o

rco

mbi

natio

n of

arr

ange

men

ts b

een

used

. Exp

lain

.

Doe

s th

e di

spla

y ha

ve li

ghts

? If

yes

, des

crib

eth

em.

Wha

t are

som

e of

the

othe

r el

emen

ts a

ndpr

inci

ples

of

desi

gn u

sed

in th

e cr

eatio

n of

this

disp

lay?

Ove

rall

Impr

essi

on

Poor

01

23

4E

xcel

lent

Stud

ent R

efle

ctio

ns r

egar

ding

ove

rall

impr

essi

on

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

ert,

Can

ada

175

RE

SEA

RC

H P

RO

CE

SS: R

ET

AIL

PO

LIC

IES

AN

D P

RO

CE

DU

RE

SM

AM

2040

-1

Stud

ent(

s) Tas

kO

bser

vatio

ns o

f St

uden

t

Prep

arat

ion

and

Plan

ning

43

21

0N

/A

Info

rmat

ion

Gat

heri

ng a

ndPr

oces

sing

43

21

0N

/A

Con

tent

43

21

0N

/A

Col

labo

ratio

nan

dT

eam

wor

k4

32

10

N/A

Info

rmat

ion

Shar

ing

43

21

0N

/A

STA

ND

AR

D I

S 2

IN E

AC

H A

PPL

ICA

BL

E T

ASK

Rat

ing

Scal

e

The

stu

dent

:

4E

xcee

ds d

efin

ed o

utco

mes

.Pl

ans

and

solv

espr

oble

ms

effe

ctiv

ely

and

crea

tivel

yin

ase

lf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and

/or

proc

esse

sar

e se

lect

ed a

nd u

sed

effi

cien

tly, e

ffec

tivel

y an

dw

ith c

onfi

denc

e.

3M

eets

defi

ned

outc

omes

.Pl

ans

and

solv

espr

oble

ms

ina

self

-dir

ecte

dm

anne

r.T

ools

,m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

nd u

sed

effi

cien

tly a

nd e

ffec

tivel

y.

2M

eets

defi

ned

outc

omes

.Pl

ans

and

solv

espr

oble

ms

with

lim

ited

assi

stan

ce. T

ools

, mat

eria

lsan

d/or

proc

esse

sar

ese

lect

edan

dus

edap

prop

riat

ely.

1M

eets

def

ined

out

com

es. F

ollo

ws

a gu

ided

pla

n of

actio

n. A

lim

ited

rang

e of

tool

s, m

ater

ials

and

/or

proc

esse

s ar

e us

ed a

ppro

pria

tely

.

0H

as n

ot c

ompl

eted

def

ined

out

com

es.

Too

ls,

mat

eria

ls a

nd/o

r pr

oces

ses

are

used

inap

prop

riat

ely.

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

176

TA

SK C

HE

CK

LIS

T

The

stu

dent

:

Prep

arat

ion

and

Plan

ning

sets

goa

ls a

nd e

stab

lishe

s st

eps

to a

chie

ve th

emcr

eate

s an

d ad

here

s to

use

ful t

imel

ines

uses

per

sona

l ini

tiativ

e to

for

mul

ate

ques

tions

and

find

ans

wer

spl

ans

and

uses

tim

e ef

fect

ivel

y

Info

rmat

ion

Gat

heri

ng a

nd P

roce

ssin

gac

cess

es a

ran

ge o

f re

leva

nt in

-sch

ool/c

omm

unity

reso

urce

sus

es a

ran

ge o

f in

form

atio

n-ga

ther

ing

tech

niqu

esin

terp

rets

, org

aniz

es a

nd c

ombi

nes

info

rmat

ion

into

a lo

gica

l seq

uenc

ere

cord

s in

form

atio

n ac

cura

tely

with

app

ropr

iate

supp

ortin

g de

tail

and

usin

g co

rrec

t tec

hnic

al te

rms

dete

rmin

es a

ccur

acy/

curr

ency

/rel

iabi

lity

ofin

form

atio

n so

urce

sga

ther

s an

d re

spon

ds to

fee

dbac

k re

gard

ing

appr

oach

to th

e ta

sk

Con

tent

1:1

rese

arch

es a

nd r

epor

ts o

n a

part

icul

ar s

tore

'spo

licie

s an

d pr

oced

ures

incl

udin

g:sa

les

and

serv

ice

polic

ies

cred

it an

d co

llect

ion

stor

e se

curi

tyhu

man

res

ourc

esre

cord

keep

ing

Col

labo

ratio

n an

d T

eam

wor

kco

oper

ates

with

gro

up m

embe

rssh

ares

wor

k ap

prop

riat

ely

amon

g gr

oup

mem

bers

nego

tiate

s so

lutio

ns to

pro

blem

s

Info

rmat

ion

Shar

ing

dem

onst

rate

s ef

fect

ive

use

of tw

o or

mor

eco

mm

unic

atio

n m

edia

:e.

g., w

ritte

n, o

ral,

audi

o-vi

sual

com

mun

icat

es id

eas

in a

logi

cal s

eque

nce

with

suff

icie

nt s

uppo

rtin

g de

tail

mai

ntai

ns a

ccep

tabl

e gr

amm

atic

al a

nd te

chni

cal

stan

dard

sci

tes

five

or

mor

e re

leva

nt in

form

atio

n so

urce

s

RE

FLE

CT

ION

S/C

OM

ME

NT

S

CT

S, M

anag

emen

t and

Mar

ketin

g /G

.37

177

(199

7)

ASS

ESS

ME

NT

TA

SK: B

UY

ING

, RE

CE

IVIN

G A

ND

PA

YM

EN

T O

F G

OO

DS

AN

D S

ER

VIC

ES

MA

M20

40-2

STU

DE

NT

:T

RA

ININ

G S

ITE

:

Obs

erva

tions

of

Stud

ent

CR

ITE

RIA

The

stu

dent

:

Prep

arat

ion

and

Plan

ning

4pr

epar

es s

elf

for

task

orga

nize

s an

d w

orks

in o

rder

ly m

anne

r3

inte

rpre

ts a

nd c

arri

es o

ut in

stru

ctio

ns a

ccur

atel

y2

dem

onst

rate

s pr

oper

off

ice

etiq

uette

1pl

ans

and

uses

tim

e ef

fect

ivel

y

0ad

here

s to

rou

tine

proc

edu

res

Buy

s G

oods

and

Ser

vice

sid

entif

ies

and

clas

sifi

es (

conv

enie

nce,

sho

ppin

g, s

tapl

e, e

tc.)

pot

entia

l pro

duct

s an

d se

rvic

es to

purc

hase

4de

term

ines

thei

r st

ages

in th

e pr

oduc

e/fa

shio

n cy

cle

3ev

alua

tes

a m

inim

um o

f tw

o su

pplie

rs (

vend

ors)

for

qua

lity,

qua

ntity

, pri

ce a

nd d

eliv

ery

for

a va

riet

y2

of m

erch

andi

se

1qu

otes

pri

ces

from

two

or m

ore

supp

liers

(ve

ndor

s) f

or a

var

iety

of

mer

chan

dise

0se

lect

s m

erch

andi

se to

ord

erpr

epar

es p

urch

ase

orde

rsm

aint

ains

ade

quat

e st

ock

expl

ain

ship

ping

term

s av

aila

ble

to p

urch

aser

; e.g

., FO

B f

acto

ry, d

estin

atio

n

4 3R

ecei

ves

Goo

ds a

nd S

ervi

ces

desc

ribe

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CT

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anag

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t and

Mar

ketin

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TS

194

MA

M30

20-1

TA

SK C

HE

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LIS

T

The

stu

dent

:

Prep

arat

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and

Plan

ning

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STA

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AR

D I

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AC

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PPL

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ASK

Rat

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Scal

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The

stu

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lem

s in

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elf-

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ner.

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s w

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ided

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TA

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and

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ques

tions

and

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es a

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ge o

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form

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cogn

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onst

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iety

of

com

mun

icat

ion

med

ia:

e.g.

, Wri

tten:

spe

lling

, pun

ctua

tion,

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mm

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at (

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al/in

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ral:

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e pr

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y la

ngua

ge,

appe

aran

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nthu

sias

m, e

vide

nce

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ior

prac

tice

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ual:

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niqu

es, t

ools

, cla

rity

, spe

edan

d pa

cing

mai

ntai

ns a

ccep

tabl

e gr

amm

atic

al a

nd te

chni

cal s

tand

ards

thro

ugh

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frea

ding

and

edi

ting

prov

ides

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oduc

tion

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rpos

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ates

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ghts

/fee

lings

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s cl

earl

y to

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sitio

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ates

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oncl

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n by

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lyzi

ng a

nd s

ynth

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the

info

rmat

ion

gath

ered

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s ev

iden

ce o

f ad

equa

te r

esea

rch

thro

ugh

a re

fere

nce

list

incl

udin

g se

ven

or m

ore

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vant

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ides

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ence

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incl

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e or

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atio

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RE

FLE

CT

ION

S/C

OM

ME

NT

S

CT

S, M

anag

emen

t and

Mar

ketin

g /G

.47

(199

7)19

7

SAM

PLE

PR

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OB

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mus

t be

a de

velo

ped

coun

try,

the

othe

r a

deve

lopi

ng c

ount

ry. E

ach

of th

e pa

rtne

rs w

ill ta

ke a

cou

ntry

and

com

plet

e th

e re

sear

ch w

ithin

Sec

tion

I. W

ork

colla

bora

tivel

y on

Sec

tions

II

and

HI.

Thi

s re

port

sho

uld

be ty

ped

APA

sty

le o

r fo

rmat

ted

form

ally

in a

noth

er s

tyle

, with

ref

eren

ces

bein

g ci

ted

whe

re a

ppro

pria

te. M

ake

sure

you

hav

e a

tabl

eof

con

tent

s at

the

begi

nnin

g an

d a

refe

renc

e lis

t at t

he e

nd.

Thi

s re

port

will

be

divi

ded

into

thre

e se

ctio

ns. T

he f

irst

is to

inve

stig

ate

how

Can

adia

ns d

o bu

sine

ss w

ith f

orei

gn c

ount

ries

by

rese

arch

ing

a de

velo

ped

coun

try

and

ade

velo

ping

cou

ntry

and

thei

r pe

ople

. The

nex

t sec

tion

of th

e re

sear

ch w

ill a

sk y

ou to

wor

k to

geth

er to

com

pare

the

deve

lopi

ng a

nd d

evel

oped

cou

ntri

es. T

hela

st s

ectio

n w

illas

k yo

u to

giv

e re

com

men

datio

ns a

nd c

oncl

usio

ns f

or b

oth

coun

trie

s in

clud

ing

the

follo

win

g in

form

atio

n:op

port

uniti

es f

or im

port

ing

good

s an

d/or

ser

vice

s in

to C

anad

a fr

om th

ese

coun

trie

sop

port

uniti

es to

exp

ort C

anad

ian

good

s or

ser

vice

s to

eac

h co

untr

yw

ould

you

do

busi

ness

with

thes

e co

untr

ies

base

d on

big

ger

glob

al is

sues

suc

h as

the

envi

ronm

ent a

nd h

uman

rig

hts

conc

erns

?

Lib

rary

Res

ourc

es

Box

, Ben

(E

d.).

(19

93)

Sout

h A

mer

ican

Han

dboo

k. B

ath,

Eng

land

: Tra

de a

nd T

rave

l Pub

licat

ions

.

Kur

ian,

Geo

rge

Tho

mas

(E

d.).

(19

92)

Enc

yclo

paed

ia o

f th

e T

hird

Wor

ld, F

ourt

h E

ditio

n. V

olum

es I

-111

1. N

ew Y

ork:

Fac

ts o

n Fi

le.

Kur

ian,

Geo

rge

Tho

mas

(E

d.).

(19

90)

Enc

yclo

paed

ia o

f th

e Fi

rst W

orld

, Vol

umes

I &

H. N

ew Y

ork:

Fac

ts o

n Fi

le.

Lan

ds a

nd P

eopl

e. (

1991

). V

olum

es 1

-6. D

anbu

ry, C

onn:

Gro

lier.

Wor

ld R

esou

rces

Ins

titut

es (

Eds

.). (

1993

& 1

994)

Env

iron

men

tal A

lman

ac. N

ew Y

ork:

Hou

ghto

n M

iffl

in C

ompa

ny.

Wor

ldm

ark.

(19

88).

Enc

yclo

paed

ia o

f th

e N

atio

ns, V

olum

e 1-

5. N

ew Y

ork:

Joh

n W

iley

and

Sons

Inc

.

Com

mun

ity R

esou

rces

The

Int

erna

tiona

l Tra

de C

entr

e

The

Bus

ines

s Se

rvic

e C

entr

e at

the

trad

e ce

ntre

is a

res

ourc

e fi

lled

with

fre

e lit

erat

ure

and

a re

fere

nce

sect

ion

of b

ooks

, mag

azin

es, d

ocum

ents

and

vid

eos.

As

a st

uden

t, yo

uca

n vi

sit t

he c

entr

e w

hen

doin

g yo

ur r

esea

rch.

The

re a

re ta

bles

to w

ork

at w

hile

res

earc

hing

and

a T

VN

CR

for

pre

view

ing

vide

os. A

few

stu

dent

sat

a ti

me

is r

ecom

men

ded.

The

add

ress

es f

or b

oth

Cal

gary

and

Edm

onto

n fo

llow

s.

Inte

rnat

iona

l Tra

de C

entr

eIn

tern

atio

nal T

rade

Cen

tre

Bus

ines

s Se

rvic

e C

entr

eB

usin

ess

Serv

ice

Cen

tre

11th

Flo

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OR

540,

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ada

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alga

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sper

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292

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dmon

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elep

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198

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TIO

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I.B

asic

fac

ts a

bout

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A.

Geo

grap

hic

area

shou

ld in

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e a

map

indi

catin

g w

here

the

coun

try

is lo

cate

d, it

s bo

rder

s an

d m

ajor

citi

esB

.D

emog

raph

ics

of e

ach

coun

tryp

opul

atio

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d pr

inci

pal c

ities

, mar

ket s

ize,

inco

me

dist

ribu

tion

C.

Ove

rvie

w o

f th

e hi

stor

y of

eac

h co

untr

yD

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duca

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E.

Gov

ernm

ent a

nd la

ws

H. E

cono

mic

fac

ts a

bout

eac

h co

untr

y

A. E

cono

mic

sys

tem

and

mem

bers

hip

in tr

adin

g bl

ocs

and

othe

r in

tern

atio

nal o

rgan

izat

ions

B.

Exp

orts

, im

port

s, c

hief

agr

icul

ture

pro

duct

sC

.Fi

nanc

ial i

nfor

mat

ionf

orei

gn e

xcha

nge/

curr

ency

, pay

men

t met

hods

and

lice

ncin

g in

form

atio

nD

. Tra

nspo

rtat

ionm

odes

ava

ilabl

e fo

r sh

ippi

ng a

nd tr

ansp

ortin

g go

ods

E.

Adv

ertis

ing

and

prom

otio

nava

ilabi

lity

of p

rint

and

ele

ctro

nic

med

ia

III.

Cul

ture

of

each

cou

ntry

A.

Lan

guag

eesp

ecia

lly th

e la

ngua

ge o

f bu

sine

ss p

eopl

e an

d go

vern

men

t off

icia

lsB

.C

usto

ms

affe

ctin

g bu

sine

ss r

elat

ions

C.

Rel

igio

ns o

f th

e co

untr

yD

.H

olid

ays

E.

Etiq

uette

for

bus

ines

s in

the

coun

try

IV. T

rave

lling

info

rmat

ion

for

each

cou

ntry

A.

Tra

vel d

ocum

ents

and

cus

tom

s re

gula

tions

B.

Tra

nspo

rtat

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to th

e co

untr

y an

d do

mes

tic tr

avel

ling

arra

ngem

ents

dur

ing

your

vis

itC

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unic

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acc

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odat

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E.

Bus

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s ca

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nter

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men

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App

ropr

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dre

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vera

ll he

alth

and

per

sona

l sec

urity

V. G

loba

l Iss

ues

rela

ted

to e

ach

coun

try

A.

Env

iron

men

tal i

ssue

s co

ncer

ning

land

, air

or

wat

erB

. Hum

an r

ight

s is

sues

rel

ated

to th

e w

orkf

orce

or

disc

rim

inat

ing

polic

iesr

elat

ed to

gen

der,

rac

e or

rel

igio

n

Ass

essm

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ools

CT

S, M

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emen

t and

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ketin

g /G

.49

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ada

200

201

(199

7)

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OB

AL

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RK

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PR

OJE

CT

(co

ntin

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MA

M30

30-2

SEC

TIO

N I

I

I.C

ompa

riso

ns b

etw

een

the

deve

lopi

ng a

nd d

evel

oped

nat

ion

A. A

s a

busi

ness

per

son

doin

g bu

sine

ss w

ith b

oth

coun

trie

s, h

ow a

re th

ey s

imila

r?B

. How

do

they

dif

fer?

SEC

TIO

N D

I

I.Im

port

and

Exp

ort O

ppor

tuni

ties

A. W

hat a

re s

ome

of th

e po

tent

ial o

ppor

tuni

ties

for

impo

rtin

g pr

oduc

ts o

r se

rvic

es in

to C

anad

a fr

om e

ach

coun

try?

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Wha

t are

som

e of

the

pote

ntia

l opp

ortu

nitie

s fo

r ex

port

ing

prod

ucts

or

serv

ices

to e

ach

coun

try?

H. R

ecom

men

datio

ns a

nd C

oncl

usio

ns

A. W

hat a

re th

e ad

vant

ages

and

dis

adva

ntag

es f

or C

anad

ians

in d

oing

bus

ines

s w

ith e

ach

of th

ese

coun

trie

s.?

B.

Wha

t are

the

adva

ntag

es a

nd d

isad

vant

ages

for

eac

h co

untr

y in

doi

ng b

usin

ess

with

Can

adia

ns?

C.

Are

ther

e an

y gl

obal

issu

es th

at m

ake

it di

ffic

ult t

o do

bus

ines

s w

ith e

ither

of

thes

e tw

o co

untr

ies?

Thi

s sh

ould

be

a di

scus

sion

on

the

ethi

cal a

nd m

oral

ere

spon

sibi

litie

s th

at b

usin

esse

s ha

ve in

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glob

al m

arke

tpla

ce to

war

ds h

uman

rig

hts

and

envi

ronm

enta

l iss

ues.

Use

the

conc

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prof

it w

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rinc

iple

s."

D. W

hat d

id y

ou v

alue

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mos

t fro

m th

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loba

l res

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h as

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men

t? H

ow m

ight

kno

win

g th

is in

form

atio

n m

ake

a di

ffer

ence

for

you

in th

e fu

ture

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ach

stud

ent

shou

ld r

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n hi

s or

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sour

ces

RE

FLE

CT

ION

S/C

OM

ME

NT

S

CT

S, M

anag

emen

t and

Mar

ketin

g /G

.51

(199

7)20

5

FASS

ESS

ME

NT

TA

SK: O

BSE

RV

E A

ND

CR

ITIQ

UE

SA

LE

S PR

ESE

NT

AT

ION

S

Stud

ent N

ame(

s)

Sale

sper

son

1

Situ

atio

n: in

per

son/

vide

o/ca

se s

tudy

Stor

e/C

ompa

ny/R

esou

rce:

Did

you

not

ice

the

follo

win

g ch

arac

teri

stic

s?E

xcel

lent

No

Impr

essi

onPo

or 0A

ppea

ranc

eE

nthu

sias

mV

oice

and

Spe

ech

Tac

t and

Sel

f-co

ntro

l

Whe

re y

ou s

atis

fied

with

the

sale

sper

son'

s:Y

esN

o 0A

ppro

ach

Initi

ativ

e an

d he

lpfu

lnes

sG

enui

ne in

tere

st in

sat

isfy

ing

need

s an

d w

ants

Ans

wer

s to

que

stio

ns/c

once

ms

Fina

lizin

g sa

le (

ring

ing

up/ta

king

leav

e)

Com

men

t on

the

stre

ngth

s of

the

sale

sper

son.

Com

men

t on

the

wea

knes

ses

of th

e sa

lesp

erso

n.

Wou

ld y

ou b

uy f

rom

this

per

son?

Why

? W

hyN

ot?

.

G.5

2/ M

anag

emen

t and

Mar

ketin

g, C

TS

(199

'7

20E

MA

M30

40-1

Stan

dard

:cr

itiqu

e a

min

imum

of

3 sa

lesp

erso

ns u

sing

one

or

mor

e of

the

follo

win

g si

tuat

ions

(in

pers

on, f

rom

vid

eo, t

hrou

gh c

ase

stud

ies)

. Com

plet

e al

l sec

tions

bel

ow.

Sale

sper

son

2

Situ

atio

n: in

per

son/

vide

o/ca

se s

tudy

Stor

e/C

ompa

ny/R

esou

rce:

Did

you

not

ice

the

follo

win

g ch

arac

teri

stic

s?E

xcel

lent

No

Impr

essi

onPo

orA

ppea

ranc

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nthu

sias

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and

Spe

ech

Tac

t and

Sel

f-co

ntro

l

Whe

re y

ou s

atis

fied

with

the

sale

sper

son'

s:Y

esN

oA

ppro

ach

Initi

ativ

e an

d he

lpfu

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enui

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tere

st in

sat

isfy

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need

s an

d w

ants

0E

lA

nsw

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to q

uest

ions

/con

cem

sFi

naliz

ing

sale

(ri

ngin

g up

/taki

ng le

ave)

Com

men

t on

the

stre

ngth

s of

the

sale

sper

son.

Com

men

t on

the

wea

knes

ses

of th

e sa

lesp

erso

n.

Wou

ld y

ou b

uy f

rom

this

per

son?

Why

? W

hyN

ot?

Sale

sper

son

3

Situ

atio

n: in

per

son/

vide

o/ca

se s

tudy

Stor

e/C

ompa

ny/R

esou

rce:

Did

you

not

ice

the

follo

win

g ch

arac

teri

stic

s?E

xcel

lent

No

Impr

essi

onPo

or 0A

ppea

ranc

eE

nthu

sias

mV

oice

and

Spe

ech

Tac

t and

Sel

f-co

ntro

l

Whe

re y

ou s

atis

fied

with

the

sale

sper

son'

s:Y

esN

oA

ppro

ach

Initi

ativ

e an

d he

lpfu

lnes

sG

enui

ne in

tere

st in

sat

isfy

ing

need

s an

d w

ants

00

Ans

wer

s to

que

stio

ns/c

once

ms

Fina

lizin

g sa

le (

ring

ing

up/ta

king

leav

e)

Com

men

t on

the

stre

ngth

s of

the

sale

sper

son.

Com

men

t on

the

wea

knes

ses

of th

e sa

lesp

erso

n.

Wou

ld y

ou b

uy f

rom

this

per

son?

Why

? W

hyN

ot?

207

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

eC

anad

a

ASS

ESS

ME

NT

GU

IDE

: SA

LE

S PR

ESE

NT

AT

ION

MA

M30

40-2

STU

DE

NT

:PR

OD

UC

T B

EIN

G D

EM

ON

STR

AT

ED

:C

UST

OM

ER

TY

PE:

Obs

erva

tions

of

Stud

ent

CR

ITE

RIA

The

stu

dent

:

APP

RO

AC

HE

S T

HE

CU

STO

ME

R4

.

3di

spla

ys m

erch

andi

se a

nd s

ets

up f

or th

e si

tuat

ion

(sto

re, t

ype

of s

ale)

2us

es a

ppro

pria

te b

ody

lang

uage

(en

thus

iasm

, con

fide

nce,

sin

ceri

ty)

1us

es c

orre

ct a

ppro

ach

for

the

situ

atio

n (s

ocia

l, se

rvic

e, m

erch

andi

se)

0de

mon

stra

tes

voic

e co

ntro

l (co

nfid

ent,

clea

r, n

ot to

o fa

st, d

oes

not u

se s

lang

)

PRE

SEN

TS

TH

E P

RO

DU

CT

4id

entif

ies

cust

omer

's n

eeds

and

wan

ts (

asks

que

stio

ns, l

iste

ns)

3de

mon

stra

tes

the

prod

uct

pres

enta

tion

evol

ves

arou

nd th

e ty

pe o

f cu

stom

er a

nd h

is2

or h

er n

eeds

and

wan

ts, b

uild

s an

ticip

ated

obj

ectio

ns in

to p

rese

ntat

ion

1in

volv

es th

e cu

stom

er in

the

pres

enta

tion

of p

rodu

ct0

turn

s pr

oduc

t fea

ture

s in

to c

usto

mer

ben

efits

HA

ND

LE

S C

UST

OM

ER

OB

JEC

TIO

NS/

SUG

GE

STIO

N S

EL

LIN

G4 3

liste

ns a

nd r

espo

nds

to c

usto

mer

obj

ectio

ns2

reso

lves

obj

ectio

ns w

ith ta

ct a

nd c

ourt

esy,

cus

tom

er in

tera

cts

1tu

rns

obje

ctio

n in

to s

ellin

g po

ints

0su

gges

ts a

nd p

rese

nts

rela

ted

mer

chan

dise

dem

onst

rate

s pr

oduc

t kno

wle

dge

CL

OSE

S A

ND

TA

KE

S L

EA

VE

OF

TH

E C

UST

OM

ER

4 3ta

kes

initi

ativ

e to

clo

se th

e sa

les

2cl

oses

the

sale

in a

sm

ooth

, nat

ural

and

tim

ely

man

ner

1ac

cura

tely

com

plet

es th

e m

echa

nics

of

clos

ing

(rin

ging

in th

e sa

le a

nd/o

r pr

epar

atio

n0

of s

ales

slip

, mer

chan

dise

wra

pped

)of

fers

a p

ositi

ve f

inal

sta

tem

ent t

o cu

stom

er a

s he

or

she

leav

es

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

208

STA

ND

AR

D I

S 2

IN E

AC

H A

PPL

ICA

BL

E T

ASK

Rat

ing

Scal

e

The

stu

dent

:

4E

xcee

ds d

efin

ed o

utco

mes

.Pl

ans

and

solv

es p

robl

ems

effe

ctiv

ely

and

crea

tivel

yin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and/

or p

roce

sses

are

sel

ecte

d an

d us

edef

fici

ently

, eff

ectiv

ely

and

with

con

fide

nce.

3M

eets

def

ined

out

com

es. P

lans

and

sol

ves

prob

lem

s in

a s

elf-

dire

cted

man

ner.

Too

ls,

mat

eria

ls a

nd/o

r pr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

and

eff

ectiv

ely.

2M

eets

def

ined

out

com

es. P

lans

and

sol

ves

prob

lem

s w

ith li

mite

d as

sist

ance

.T

ools

,m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed a

ppro

pria

tely

.

1M

eets

def

ined

out

com

es. F

ollo

ws

a gu

ided

plan

of

actio

n. A

lim

ited

rang

e of

tool

s,m

ater

ials

and/

orpr

oces

ses

are

used

appr

opri

atel

y.

0H

asno

t com

plet

edde

fine

dou

tcom

es.

Too

ls, m

ater

ials

and

/or

proc

esse

s ar

e us

edin

appr

opri

atel

y.

RE

FLE

CT

ION

S/C

OM

ME

NT

S

CT

S, M

anag

emen

t and

Mar

ketin

g /G

.53

209

(199

7)

ASS

ESS

ME

NT

TA

SK: C

OM

PAR

ING

MO

DE

S O

F T

RA

NSP

OR

TA

TIO

NM

AM

3050

-1

Stud

ent:

Stan

dard

: Com

plet

e al

l inf

orm

atio

n re

quir

ed in

the

char

t bel

ow.

1. R

ank

each

mod

e of

tran

spor

tatio

nfr

om (

1) m

ost f

avou

rabl

e to

(7)

leas

tfa

vour

able

for

eac

h of

the

follo

win

gM

ail

Cou

rier

Wat

erPi

peR

ail

Tru

ckA

ir

Cos

t

Spee

d

Cha

nce

of th

eft/d

amag

e

2. D

escr

ibe

the

conv

enie

nce

of d

eliv

ery

for

each

mod

e of

tran

spor

tatio

n.(e

.g.,

pick

up v

s. d

oor-

to-d

oor

serv

ice

orsp

ecia

l loc

atio

n ne

cess

ary)

3. D

escr

ibe

typi

cal p

rodu

cts

hand

led.

4. E

xpla

in a

nd g

ive

exam

ples

of

inno

vativ

e pa

ckag

ing

or h

andl

ing

avai

labl

e to

fac

ilita

te th

e us

e of

two

or m

ore

mod

es o

f tr

ansp

orta

tion

G.5

4/ M

anag

emen

t and

Mar

ketin

g, C

TS

(199

4"21

021

1

Ass

essm

ent T

ools

ii,©

Alb

erta

Edu

catio

n, A

lban

ada

ASS

ESS

ME

NT

TA

SK: E

XA

MIN

E T

YPE

S O

F R

ET

AIL

ING

MA

M30

50-2

Stan

dard

: Com

plet

e al

l inf

orm

atio

n re

quir

ed in

the

char

t bel

ow.

Stud

ent N

ame(

s) Typ

es o

f R

etai

ling

Nam

e of

a b

usin

ess

offe

ring

this

type

of

reta

iling

Des

crib

e pr

oduc

t(s)

and

/or

serv

ice(

s) c

arri

ed b

ybu

sine

ss

1. G

ener

al S

tore

2. C

onve

nien

ce S

tore

3. D

epar

tmen

t Sto

re

4. S

uper

mar

ket

5. S

uper

stor

e

6. D

isco

unt H

ouse

s:

a. D

isco

unt S

tore

b. C

atal

ogue

Sho

wro

om

c. W

areh

ouse

Sto

re

d. W

hole

sale

War

ehou

se C

lub

e. C

lear

ance

Sto

re

7. S

peci

alty

Sto

re

8. I

tiner

ant S

tore

9. F

acto

ry O

utle

t

10. M

ail O

rder

Sel

ling

11. D

irec

t Sel

ling

12. T

elem

arke

ting

13. A

utom

atic

Ven

ding

14. N

etw

ork

Mar

ketin

g

15. I

nter

net H

ome

Shop

ping

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

212

CT

S, M

anag

emen

t and

Mar

ketin

g /G

.55

213

(199

7)

ASS

ESS

ME

NT

GU

IDE

: CH

AN

NE

LS

OF

DIS

TR

IBU

TIO

N P

RE

SEN

TA

TIO

N

STU

DE

NT

:

MA

M30

50-3

NA

ME

OF

MA

NU

FAC

TU

RE

D P

RO

DU

CT

:

Obs

erva

tions

of

Stud

ent

CR

ITE

RIA

The

stu

dent

:

Cre

ativ

ity (

text

and

vis

uals

)4

give

s an

eas

y-to

-fol

low

and

com

plet

e pr

esen

tatio

n of

the

prod

uct f

rom

its

raw

3m

ater

ial s

tage

to it

s co

nsum

able

sta

ge2

visu

ally

pre

sent

s th

e pr

oduc

t with

a n

eat,

clea

n an

d un

clut

tere

d lo

ok1

inco

rpor

ates

ori

gina

l, un

ique

and

cle

ver

idea

s in

to p

rese

ntat

ion

0m

akes

use

of

both

vis

ual a

nd te

xt f

orm

ats

Prod

ucer

s4

rese

arch

es a

nd p

rese

nts

thre

e m

ain

raw

mat

eria

ls (

com

es f

rom

the

grou

nd o

r3

abov

e th

e gr

ound

, e.g

., co

al, w

heat

)2

lists

thre

e pr

oduc

ers

of th

e th

ree

mai

n ra

w m

ater

ials

; e.g

., fl

our

mill

1id

entif

ies

actu

al n

ames

of

prod

ucer

s0 4

Man

ufac

ture

r an

d M

iddl

emen

3pr

esen

ts m

anuf

actu

rer

w/a

ddre

ss2

pres

ents

who

lesa

ler

w/a

ddre

ss (

if a

pplic

able

)1

pres

ents

add

ition

al a

gent

s or

bro

kers

(if

app

licab

le)

0pr

esen

ts s

elec

ted

reta

iler

w/a

ddre

ss4

Mod

es o

f T

rans

port

atio

n3

iden

tifie

s tr

ansp

orta

tion

met

hods

use

d at

the

prod

ucer

sta

ge2

iden

tifie

s tr

ansp

orta

tion

met

hods

use

d by

the

man

ufac

ture

r1

iden

tifie

s tr

ansp

orta

tion

met

hods

use

d be

twee

n m

iddl

emen

0Pr

esen

tatio

n of

Res

earc

hde

scri

bes

how

pro

duct

was

sel

ecte

d an

d ch

oice

of

visu

al4

desc

ribe

s ho

w r

esea

rch

was

com

plet

ed (

whe

re y

ou lo

oked

, wen

t and

who

you

3ta

lked

to f

or s

peci

fic

prod

uct i

nfor

mat

ion

and/

or e

duca

ted

gues

ses

mad

e2

beca

use

of la

ck o

f in

form

atio

n)1

rela

tes

high

poi

nts

and

frus

trat

ions

enc

ount

ered

in c

ompl

etin

g th

e re

sear

ch f

or0

the

pres

enta

tion

desc

ribe

s th

e ch

anne

ls o

f di

stri

butio

n fo

r th

e pr

oduc

t

G.5

6/ M

anag

emen

t and

Mar

ketin

g, C

TS

214

STA

ND

AR

D I

S 2

IN E

AC

H A

PPL

ICA

BL

E T

ASK

Rat

ing

Scal

e

The

stu

dent

:

4E

xcee

ds d

efin

ed o

utco

mes

.Pl

ans

and

solv

es p

robl

ems

effe

ctiv

ely

and

crea

tivel

yin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and/

or p

roce

sses

are

sel

ecte

d an

d us

edef

fici

ently

, eff

ectiv

ely

and

with

con

fide

nce.

3M

eets

def

ined

out

com

es. P

lans

and

sol

ves

prob

lem

s in

a s

elf-

dire

cted

man

ner.

Too

ls,

mat

eria

ls a

nd/o

r pr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

and

eff

ectiv

ely.

2M

eets

def

ined

out

com

es. P

lans

and

sol

ves

prob

lem

s w

ith li

mite

d as

sist

ance

.T

ools

,m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed a

ppro

pria

tely

.

1M

eets

def

ined

out

com

es. F

ollo

ws

a gu

ided

plan

of

actio

n. A

lim

ited

rang

e of

tool

s,m

ater

ials

and/

orpr

oces

ses

are

used

appr

opri

atel

y.

0H

asno

tco

mpl

eted

defi

ned

outc

omes

.T

ools

, mat

eria

ls a

nd/o

r pr

oces

ses

are

used

inap

prop

riat

ely.

RE

FLE

CT

ION

S/C

OM

ME

NT

S

215

Ass

essm

ent T

ools

oio©

Alb

erta

Edu

catio

n, A

lbe

Can

ada

ASS

ESS

ME

NT

GU

IDE

: DE

SIG

NIN

G A

RE

TA

IL S

TO

RE

PR

OJE

CT

MA

M30

60-1

STU

DE

NT

:N

AM

E O

F R

ET

AIL

ST

OR

E:

Obs

erva

tions

of

Stud

ent

CR

ITE

RIA

The

stu

dent

:

PAR

T I

crea

tes

an im

age

for

a re

tail

stor

e4

sele

cts

a sp

ecia

lty r

etai

l sto

re

3id

entif

ies

the

mar

ket n

iche

:

2pr

oduc

ts a

nd s

ervi

ces

1pr

ice

rang

e an

d qu

ality

0ta

rget

mar

ket

lists

the

dist

ingu

ishi

ng f

eatu

res

and

char

acte

rist

ics

of th

e st

ore

(pol

icie

s &

pro

cedu

res)

choo

ses

a na

me

for

the

reta

il st

ore

PAR

T I

Ian

alyz

es a

nd ju

stif

ies

a lo

catio

n an

d si

te4

sele

cts

a lo

catio

n an

d si

te ta

king

the

follo

win

g in

to c

onsi

dera

tion:

3im

age

2tr

affi

c pa

ttern

s/pa

rkin

g/pu

blic

tran

spor

tatio

n ac

cess

1re

nt/le

ase

optio

ns/c

osts

0lo

catio

n of

com

petit

ion/

appr

opri

ate

com

mun

ity

PAR

T I

IIpr

epar

es a

n ex

teri

or/in

teri

or la

yout

usi

ng d

esig

n pr

inci

ples

desi

gns

an a

ttrac

tive

stor

e fr

ont t

o sc

ale,

whi

ch p

ortr

ays

the

stor

e's

imag

e:

4gr

aphi

cs/lo

go/s

igna

ge/d

ispl

ay w

indo

ws

3co

lour

s/te

xtur

e

2en

tran

ce lo

catio

n an

d si

ze

1an

alyz

es n

eces

sary

layo

ut r

equi

rem

ents

with

res

pect

to s

pace

ava

ilabl

e, m

erch

andi

sing

stra

tegi

es/tr

affi

c fl

ow a

nd s

ecur

ity f

or:

cash

reg

iste

rst

orag

e ar

eas/

chan

ge a

reas

(if

app

licab

le)

furn

iture

and

sto

re f

ixtu

res/

light

ing

desi

gns

and

crea

tes

an e

ffec

tive

and

effi

cien

t flo

or p

lan

to s

cale

with

con

side

ratio

ns to

:cu

stom

er s

ervi

cese

curi

ty a

nd s

afet

yim

age

traf

fic

flow

/con

veni

ence

/mai

nten

ance

4PA

RT

IV

iden

tifie

s in

teri

or f

urni

shin

gs, r

ecom

men

ds v

endo

rs a

nd p

repa

res

mai

nten

ance

3sc

hedu

les

2pr

epar

es a

list

of

furn

iture

/fix

ture

s/eq

uipm

ent a

nd s

uppl

ies

alon

g w

ith th

e na

mes

of

1ve

ndor

s fo

r pu

rcha

sing

0pr

epar

es a

sch

edul

e fo

r da

ily c

lean

ing,

gen

eral

mai

nten

ance

and

upk

eep

of v

isua

lm

erch

andi

sing

and

red

ecor

atin

g

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

218

STA

ND

AR

D I

S 2

IN E

AC

H A

PPL

ICA

BL

E T

ASK

Rat

ing

Scal

e

The

stu

dent

:

4E

xcee

ds d

efin

ed o

utco

mes

.Pl

ans

and

solv

es p

robl

ems

effe

ctiv

ely

and

crea

tivel

yin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and/

or p

roce

sses

are

sel

ecte

d an

d us

edef

fici

ently

, eff

ectiv

ely

and

with

con

fide

nce.

3M

eets

def

ined

out

com

es. P

lans

and

sol

ves

prob

lem

s in

a s

elf-

dire

cted

man

ner.

Too

ls,

mat

eria

ls a

nd/o

r pr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

and

eff

ectiv

ely.

2M

eets

def

ined

out

com

es. P

lans

and

sol

ves

prob

lem

s w

ith li

mite

d as

sist

ance

.T

ools

,m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed a

ppro

pria

tely

.

1M

eets

def

ined

out

com

es. F

ollo

ws

a gu

ided

plan

of

actio

n. A

lim

ited

rang

e of

tool

s,m

ater

ials

and/

orpr

oces

ses

are

used

appr

opri

atel

y.

0H

asno

tco

mpl

eted

defi

ned

outc

omes

.T

ools

, mat

eria

ls a

nd/o

r pr

oces

ses

are

used

inap

prop

riat

ely.

RE

FLE

CT

ION

S /C

OM

ME

NT

S

CT

S, M

anag

emen

t and

Mar

ketin

g /G

.57

(199

7)

217

EtE

SEA

RC

H P

RO

CE

SS: O

FFIC

E S

YST

EM

S 2

OFF

ICE

EN

VIR

ON

ME

NT

S

Stud

ent(

s): T

ask

Obs

erva

tions

Of

Stud

ent

Plan

ning

and

Pres

enta

tion

43

21

0N

/A

Info

rmat

ion

Gat

heri

ngan

d Pr

oces

sing

43

21

0N

/A

Con

tent

43

21

0N

/A

Col

labo

ratio

n an

dT

eam

wor

k4

32

10

N/A

Info

rmat

ion

Shar

ing

43

21

0N

/A

STA

ND

AR

D I

S 3

IN E

AC

H A

PPL

ICA

BL

E T

ASK

Rat

ing

Scal

e

The

stu

dent

:

4E

xcee

ds d

efin

ed o

utco

mes

.Pl

ans

and

solv

espr

oble

ms

effe

ctiv

ely

and

crea

tivel

y in

a s

elf-

dire

cted

man

ner.

Too

ls,

mat

eria

lsan

d/or

proc

esse

sar

ese

lect

edan

d us

edef

fici

ently

,ef

fect

ivel

y an

d w

ith c

onfi

denc

e.

3M

eets

def

ined

out

com

es.

Plan

s an

d so

lves

prob

lem

s in

a s

elf-

dire

cted

man

ner.

Too

ls,

mat

eria

ls a

nd/o

r pr

oces

ses

are

sele

cted

and

use

def

fici

ently

and

eff

ectiv

ely.

2M

eets

def

ined

out

com

es.

Plan

s an

d so

lves

prob

lem

sw

ithlim

ited

assi

stan

ce.

Too

ls,

mat

eria

ls a

nd/o

r pr

oces

ses

are

sele

cted

and

use

dap

prop

riat

ely.

1M

eets

def

ined

out

com

es. F

ollo

ws

a gu

ided

pla

nof

act

ion.

A li

mite

d ra

nge

of to

ols,

mat

eria

lsan

d/or

pro

cess

es a

re u

sed

appr

opri

atel

y.

0H

as n

ot c

ompl

eted

def

ined

out

com

es.

Too

ls,

mat

eria

lsan

d/or

proc

esse

sar

eus

edin

appr

opri

atel

y.

G.5

8/ M

anag

emen

t and

Mar

ketin

g, C

TS

218

MA

M30

70-1

TA

SK C

HE

CK

LIS

T

The

stu

dent

:

Prep

arat

ion

and

Plan

ning

sets

goa

ls a

nd e

stab

lish

step

s to

ach

ieve

them

crea

tes

and

adhe

res

to u

sefu

l tim

elin

esus

es p

erso

nal i

nitia

tive

to f

orm

ulat

e qu

estio

ns a

nd f

ind

answ

ers

plan

s an

d us

es ti

me

effe

ctiv

ely

Info

rmat

ion

Gat

heri

ng a

nd P

roce

ssin

gac

cess

es a

ran

ge o

f re

leva

nt in

-sch

ool/c

omm

unity

reso

urce

sus

es a

ran

ge o

f in

form

atio

n-ga

ther

ing

tech

niqu

esin

terp

rets

, org

aniz

es a

nd c

ombi

nes

info

rmat

ion

into

alo

gica

l seq

uenc

ere

cord

s in

form

atio

n ac

cura

tely

with

app

ropr

iate

supp

ortin

g de

tail

and

usin

g co

rrec

t tec

hnic

al te

rms

dete

rmin

es a

ccur

acy/

curr

ency

/rel

iabi

lity

of in

form

atio

nso

urce

sga

ther

s an

d re

spon

ds to

fee

dbac

k re

gard

ing

appr

oach

toth

e ta

sk

Con

tent

eval

uate

s po

licie

s an

d pr

oced

ures

use

d fo

rim

prov

ing

the

qual

ity o

f of

fice

env

iron

men

ts to

kee

p pa

cew

ith c

hang

e. P

olic

ies

and

proc

edur

es to

con

side

r in

clud

e:in

terp

erso

nal c

omm

unic

atio

nsup

grad

ing

hard

war

e an

d so

ftw

are

Con

tent

(co

ntin

ued)

upgr

adin

g ot

her

elec

tron

ic o

ffic

e eq

uipm

ent

trai

ning

sta

ff o

n ne

w te

chno

logi

esre

defi

ning

rol

es a

nd r

espo

nsib

ilitie

s of

sta

ffen

suri

ng a

saf

e an

d he

alth

y w

ork

envi

ronm

ent

stra

tegi

es u

sed

for

incr

easi

ng p

rodu

ctiv

ity:

proj

ect w

ork

team

stim

e an

d w

ork

man

agem

ent (

setti

ng p

rior

ities

)re

sour

ce m

anag

emen

tre

com

men

d co

mm

on p

olic

ies

and

proc

edur

es th

atw

ould

be

usef

ul f

or o

ffic

e m

anag

ers

whe

nim

plem

entin

g ch

ange

Col

labo

ratio

n an

d T

eam

wor

kco

oper

ates

with

gro

up m

embe

rssh

ares

wor

k ap

prop

riat

ely

amon

g gr

oup

mem

bers

nego

tiate

s so

lutio

ns to

pro

blem

s

Info

rmat

ion

Shar

ing

dem

onst

rate

s ef

fect

ive

use

of tw

o or

mor

eco

mm

unic

atio

n m

edia

e.g.

, wri

tten,

ora

l, au

dio-

visu

alco

mm

unic

ates

idea

s in

a lo

gica

l seq

uenc

e w

ithsu

ffic

ient

sup

port

ing

deta

ilm

aint

ains

acc

epta

ble

gram

mat

ical

and

tech

nica

lst

anda

rds

cite

s fi

ve o

r m

ore

rele

vant

info

rmat

ion

sour

ces

RE

FLE

CT

ION

S /C

OM

ME

NT

S

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

anad

a

219

ASS

ESS

ME

NT

TA

SK: O

FFIC

E S

YST

EM

S 2

- PR

AC

TIC

AL

LA

B E

XPE

RIE

NC

EM

AM

3070

-2

STU

DE

NT

TR

AIN

OR

:N

ames

of

Tra

inee

s:

Obs

erva

tions

of

Stud

ent

CR

ITE

RIA

The

stu

dent

:

4 3 2 1 0

Prep

arat

ion

and

Plan

ning

prep

ares

sel

f fo

r tr

aini

ng ta

skor

gani

zes

and

wor

ks in

ord

erly

man

ner

inte

rpre

ts a

nd c

arri

es o

ut in

stru

ctio

ns a

ccur

atel

ypl

ans

and

uses

tim

e ef

fect

ivel

y in

a lo

gica

l seq

uenc

edi

spla

ys le

ader

ship

in a

dher

ing

to r

outin

e pr

oced

ures

atte

mpt

s to

sol

ve p

robl

ems

prio

r to

req

uest

ing

help

4 3 2.

1 0

Tra

ins

othe

rs o

n us

e of

Equ

ipm

ent a

nd M

ater

ials

mak

e an

d m

odel

of

offi

ce e

quip

men

t use

d to

trai

n ot

hers

1. 2. 3.re

late

s po

licie

s an

d pr

oced

ures

reg

ardi

ng u

se o

f eq

uipm

ent

prov

ides

inst

ruct

ions

on

safe

and

eff

icie

nt u

se o

f el

ectr

onic

equ

ipm

ent

give

s ad

vice

reg

ardi

ng n

eces

sary

upk

eep,

rep

airs

and

reo

rder

ing

of s

uppl

ies

pres

ents

str

ateg

ies

to m

inim

ize

was

te o

f su

pplie

sev

alua

tes

the

trai

nees

' use

of

equi

pmen

t and

giv

es f

eedb

ack

on th

eir

perf

orm

ance

4 3 2 1 0

Wor

ks C

olla

bora

tivel

yco

oper

ates

with

gro

up m

embe

rssh

ares

wor

k ap

prop

riat

ely

amon

g gr

oup

mem

bers

nego

tiate

s w

ith s

ensi

tivity

, sol

utio

ns to

pro

blem

sdi

spla

ys e

ffec

tive

com

mun

icat

ion

skill

s

Ass

essm

ent T

ools

©A

lber

ta E

duca

tion,

Alb

erta

, Can

ada

220

STA

ND

AR

D I

S 3

IN E

AC

H A

PPL

ICA

BL

E T

ASK

Rat

ing

Scal

e

The

stu

dent

:

4E

xcee

ds d

efin

ed o

utco

mes

.Pl

ans

and

solv

es p

robl

ems

effe

ctiv

ely

and

crea

tivel

yin

a s

elf-

dire

cted

man

ner.

Too

ls, m

ater

ials

and/

or p

roce

sses

are

sel

ecte

d an

d us

edef

fici

ently

, eff

ectiv

ely

and

with

con

fide

nce.

3M

eets

def

ined

out

com

es. P

lans

and

sol

ves

prob

lem

s in

a s

elf-

dire

cted

man

ner.

Too

ls,

mat

eria

ls a

nd/o

r pr

oces

ses

are

sele

cted

and

used

eff

icie

ntly

and

eff

ectiv

ely.

2M

eets

def

ined

out

com

es. P

lans

and

sol

ves

prob

lem

s w

ith li

mite

d as

sist

ance

.T

ools

,m

ater

ials

and

/or

proc

esse

s ar

e se

lect

ed a

ndus

ed a

ppro

pria

tely

.

1M

eets

def

ined

out

com

es. F

ollo

ws

a gu

ided

plan

of

actio

n. A

lim

ited

rang

e of

tool

s,m

ater

ials

and/

orpr

oces

ses

are

used

appr

opri

atel

y.

0H

asno

tco

mpl

eted

defi

ned

outc

omes

.T

ools

, mat

eria

ls a

nd/o

r pr

oces

ses

are

used

inap

prop

riat

ely.

RE

FLE

CT

ION

S/C

OM

ME

NT

S

CT

S, M

anag

emen

t and

Mar

ketin

g /G

.59

221

(199

7)

PRE

SEN

TA

TIO

NS/

RE

POR

TS:

OFF

ICE

SY

STE

MS

2 -

EL

EC

TR

ON

IC C

OM

MU

NIC

AT

ION

SM

AM

3070

-3

STU

DE

NT

:

Obs

erva

tions

of

Stud

ent

CR

ITE

RIA

The

stu

dent

:

Prep

arat

ion

and

Plan

ning

4se

ts g

oals

and

des

crib

es s

teps

to a

chie

ve th

em

3us

es p

erso

nal i

nitia

tive

to f

orm

ulat

e qu

estio

ns a

nd f

ind

answ

ers

acce

sses

a r

ange

of

rele

vant

info

rmat

ion

sour

ces

and

reco

gniz

e w

hen

addi

tiona

l inf

orm

atio

n is

2re

quir

edin

terp

rets

, org

aniz

es a

nd c

ombi

nes

info

rmat

ion

in c

reat

ive

and

thou

ghtf

ul w

ays

1re

cord

s in

form

atio

n ac

cura

tely

usi

ng a

ppro

pria

te te

chni

cal t

erm

s an

d su

ppor

ting

deta

il

0pl

ans

and

uses

tim

e ef

fect

ivel

y, p

rior

itizi

ng ta

sks

on a

con

sist

ent b

asis

asse

sses

and

ref

ines

app

roac

h to

task

and

pro

ject

sta

tus

base

d on

fee

dbac

k an

d re

flec

tion

Con

tent

of

Off

ice

Man

ual a

nd/o

r D

emon

stra

tion

of W

ork

Exp

erie

nce

- fo

r el

ectr

onic

4co

mm

unic

atio

n eq

uipm

ent

3de

scri

bes

and/

or f

ollo

ws

polic

ies

and

proc

edur

es f

or th

e co

rrec

t use

of

tele

phon

e in

clud

ing

answ

erin

g m

achi

nes

and

voic

e m

ail

2de

scri

bes

and/

or f

ollo

ws

polic

ies

and

proc

edur

es f

or th

e co

rrec

t use

of

fax

mac

hine

s in

clud

ing

the

appr

opri

ate

use

of th

e sy

stem

1de

scri

bes

and/

or f

ollo

ws

polic

ies

and

proc

edur

es f

or th

e co

rrec

t use

of

elec

tron

ic m

ail/I

nter

net

0ac

cess

incl

udin

g ap

prop

riat

e us

e of

the

syst

em

Pres

entin

g/R

epor

ting

(if

appl

icab

le)

dem

onst

rate

s ef

fect

ive

use

of a

var

iety

of

com

mun

icat

ion

med

ia:

4e.

g., W

ritte

n: s

pelli

ng, p

unct

uatio

n, g

ram

mar

, for

mat

(fo

rmal

/info

rmal

, tec

hnic

al/

3lit

erar

y)O

ral:

voic

e pr

ojec

tion,

bod

y la

ngua

ge, a

ppea

ranc

e, e

nthu

sias

m, e

vide

nce

of p

rior

2pr

actic

eA

udio

-vis

ual:

tech

niqu

es, t

ools

, cla

rity

, spe

ed a

nd p

acin

g1

mai

ntai

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SECTION H: LINKAGES/TRANSITIONS

This section of the Guide has been designed to provide an overview of linkages andtransitions of CTS modules with a number of organizations. The charts andinformation presented in this section will assist CTS students and teachers inunderstanding the potential application of CTS modules as students move into theworkplace.

TABLE OF CONTENTS

LINKAGESWith Other CTS Strands H.3With Other Secondary Programs H.7

TRANSITIONSTo the Community/Workplace H.7To Related Post-secondary Programs H.7

Charts:Management and Marketing: Connections with Other CTS Strands H.8Management and Marketing in Junior High H.9Management and Marketing: Connections Across the Curriculum H.10Correlation of Management and Marketing to Practical Arts Courses

Business Studies 9, Basic Business 20-30, Office Procedures 20-30,Marketing 20-30 H.11

Management and Marketing: Related Occupations H.12Management and Marketing: Summary of Related Post-secondary Programs H.13

Linkages/Transitions©Alberta Education, Alberta, Canada 230

CTS, Management and Marketing /H.1(1997)

LINKAGES

With Other CTS Strands

LINKAGES/TRANSITIONS

In Management and Marketing, students have theopportunity to develop knowledge, skills andattitudes in business management, marketing andinformation management. Students areencouraged to link the competencies they havedeveloped in these areas to other CTS strands.Linkages exist with other strands where productsare produced and services are offered.Management and Marketing modules can belinked with these strands in order to successfullymarket these products and services to the ultimateconsumer.

Potential linkages of Management and Marketingwith other CTS strands, determined by courseemphasis and area of specialization, are identifiedin this section (see Management and Marketing:Connections with Other CTS Strands and"Management and Marketing in Junior High").

The following chart outlines potential linkages.

Stand Themes and/or Modules

Agriculture Modules in the technology and applications theme that focus on production ofconsumable products and customer services.

Career Transitions Project modules can be used to provide students with extended time for developingskills in a variety of management and marketing areas. Leadership modules link withManaging for Quality.

Communication Technology Promotion: Advertising links with all themes in Communication Technology.

Community Health Providing caregiving as a service in business links with business and marketingsystem and strategies themes.

Construction Technologies Modules in building and manufacturing themes that focus on production ofconsumable products and customer services.

Cosmetology Studies Modules in Cosmetology that involve customer service have strong linkages to theretail modules including Customer Service, Retail Operations, Setting up a RetailStore.

Design Studies Promotion: Visual Merchandising and Advertising have strong linkages to the designprocess. Elements and principles of design and layout are incorporated into bothmodules.

ElectroTechnologies Modules in all themes that focus on production of consumable products and customerservices. Repair/Maintenance and Computer Technology are examples of twomodules that can offer services to customers.

Linkages/Transitions©Alberta Education, Alberta, Canada 231


Strand Themes and/or Modules

Energy and Mines Modules in the technology and applications theme that focus on production ofconsumable products and customer service.

Enterprise and Innovation * All modules in Enterprise and Innovation link directly to Management and Marketingmodules in the Business and Marketing Systems and Strategies theme. See later inthis section for expanded scope and sequence and suggested planning for integratingthese two strands at the junior and senior high level.

Fabrication Studies Modules in the Fabrication Processes and Production Systems and Processes themesthat focus on production of consumable products and customer service.

Fashion Studies * Business/Merchandising modules in Fashion Studies have strong linkages to themodules in the Marketing Systems and Strategies theme.

Financial Management Establishing an Accounting System for a Service or Merchandising Business andAdvanced Financial Accounting Procedures and Financial Statements have stronglinkages with the Marketing Systems and Strategies theme.

Foods Modules in Foods that involve customer service have strong linkages with the retailmodules including Customer Service, Retail Operations, Setting up a Retail Store.

Forestry Harvesting and Forest Products and The Forest Marketplace modules link with themarketing systems and strategies themes.

Information Processing* Most modules in the Information Processing strand have strong linkages with theInformation Management Systems and Strategies theme.

Logistics Logistics is the movement of goods from the producer to the consumer. Marketinghas strong linkages with all the modules within this strand. It links directly with thesubmix "place" within the marketing mix.

Legal Studies Laws relating to business have strong linkages to all Management and Marketingthemes. Modules that have strong links include Labour Law, Consumer and PropertyLaw, Laws Affecting Small Business.

Mechanics Modules in all themes that focus on production of consumable products and customerservices. Vehicle Care and Vehicle Maintenance are examples of two modules.

Tourism Modules that involve customer service have strong linkages with the retail modulesincluding Customer Service, Retail Operations, Setting up a Retail Store.

*Elaboration on these linkages is provided on the following pages.

Linking With Enterprise and Innovation: InJunior High

The following four modules may be offered at thejunior high level:

Management and Marketing BasicsQuality Customer ServiceCommunication Strategies 1

These modules could also be combined with thefollowing three Enterprise and Innovationmodules:

Challenge & OpportunityPlanning the VentureImplementing the Venture (Intermediatelevel).

232H.4/ Management and Marketing, CTS Linkages/Transitions(1997) ©Alberta Education, Alberta, Canada

When planning, it should be taken intoconsideration that the introductory Managementand Marketing modules could act as a foundationto Enterprise and Innovation. Basic economic,management and marketing concepts areintroduced in Management & Marketing Basicsand basic consumer behaviour concepts in QualityCustomer Service. As well, Quality CustomerService offers practical hands-on skills for entry-level retailing. All of these concepts can enhancethe success of Enterprise and Innovation. TheInformation Highway I, from the InformationProcessing strand, could offer students theopportunity to search for existing businessopportunities through the Internet. For schoolswishing to offer a grade 7, 8 and 9 program, thesesix modules could be offered during a student'sjunior high career. Other modules from otherstrands that could enhance the study ofManagement and Marketing and Enterprise andInnovation include:

Career Transition Project Modules(Introductory Level)Introduction to Financial Management(Introductory Level)Logistics (Introductory Level modules).

Linking With Enterprise and Innovation: InSenior High

All introductory, intermediate and advancedmodules may be offered to senior high students.However, some students may have some of thecompetencies identified through the followingcourses or involvement in:

junior high Enterprise andInnovation/Management and Marketingcoursesschool/community associations (e.g., PeerSupport, Student Government, JuniorAchievement)a family businessan enterprising initiative of their own (e.g.,lawn maintenance, snow removal, baby-sitting, house sitting, pet care).

Linkages/Transitions©Alberta Education, Alberta, Canada

Student may wish to challenge part or all of themodule learner expectations in certain modules.

Following are a few examples of possible modulegroupings into sample courses. The Business andMarketing Systems and Strategies theme inManagement and Marketing offers 12 modules.There are an additional eight modules inEnterprise and Innovation. It is possible to offer a10-12 credit or 15-18 credit course through theintegration of these two strands. (See theExtended Scope and Sequence chart in this sectionshowing both strands).

At the introductory level, students can gain entry-level experience in management and marketing atthe retail level. This gives them an opportunityfor hands-on experience in a business. At theintermediate level, students can expand theirexperience to develop a venture of their own.During this time they can identify their strengthsand weaknesses (e.g., management, sales,promotion, recordkeeping, finance). At theadvanced level, students can select modules thatdevelop their weaknesses or enhance theirstrengths.

3-6 Credit Introductory Course (choose 3-6modules):

Challenge and OpportunityManagement & Marketing BasicsQuality Customer Service.

Two additional Enterprise and Innovation modulesfocus on a venture:

Planning the VentureImplementing the Venture.

Two additional Marketing and Managementmodules focus on entry-level retailing:

233

Promotion: Visual MerchandisingRetail Operations.


3-6 Credit Intermediate Course (choose 3-6modules) with the focus on establishing a retailbusiness:

Planning the VentureManaging the VentureMarketing the VenturePromotion: Visual MerchandisingPromotion: AdvertisingFinancing a VentureRetail OperationsSetting Up a Retail StoreImplementing the Venture.

3-6 Credit Advanced Course (choose 3-6modules) with the focus on Management

Managing for QualityThe Business OrganizationManaging the VentureBusiness in the Global MarketplaceExpanding the VentureOne other module from ENT or MAMA leadership module from CTR.

3-6 Credit Advanced Course (choose 3-6modules) with the focus on Marketing:

Marketing the VenturePromotion: AdvertisingPromotion: Sales TechniquesDistribution of Goods and ServiceSetting Up a Retail Storeplus one other module from ENT or MAM.

Linking With Logistics

Logistics is the movement of goods from theproducer to the consumer. It links directly withplace, one of the four submixes in marketing.Within the place, submix decisions regardingdistribution channels and modes of transportationto use are made. Modules that focus on place andthat have strong links with Logistics include:

Retail OperationsDistribution of Goods and Services.

Linking With Fashion Studies

The Fashion Studies business/merchandisingtheme links directly with the retail merchandisingmodules in the marketing systems and strategiestheme of Management and Marketing. Specificmodules include:

Fashion Fashion MerchandisingFashion Retailing

Marketing Quality Customer ServicePromotion: AdvertisingPromotion: Visual MerchandisingRetail OperationsPromotion: Sales TechniquesDistribution of Goods and ServicesSetting up a Retail Store.

Students interested in Fashion Merchandisingshould refer to the Fashion Studies linkagessection for an extended scope and sequence.

Linking With Information Processing

The information management systems andstrategies theme of Management and Marketinglinks directly with Information Processing.Information management offers students theopportunity to learn basic knowledge, skills andattitudes necessary for success in today's officeenvironment. Such learning links well with thelearning of software and systems in theInformation Processing strand. Note theprerequisites required to take many of thesemodules. Knowledge and skills of keyboarding,word processing and data bases are necessary forsuccess in the information management modules.Courses could be developed that integrate the twostrands.

3- or 6-credit Introductory CommunicationsCourse (choose 3-6 modules) might include:

Computer OperationsKeyboarding 1Word ProcessingCommunication Strategies 1CorrespondenceInformation Highway 1.

H.6/ Management and Marketing, CTS Linkages/Transitions(1997)

234©Alberta Education, Alberta, Canada

3- or 6-credit Intermediate Course (choose 3-6modules) in Information Processing/InformationManagement might include:

Keyboarding 2Word Processing 2Office Systems 1Communication Strategies 2ReportsRecords Management 1.

3- or 6-credit Advanced Course (choose 3-6modules) in Information Processing/ Managementmight include:

Keyboarding 3 or 4Word Processing 3Document Production 2Office Systems 2Communication Strategies 2Data Base 1Records Management 2.

3- or 6-credit Course (choose 3-6 modules) inElectronic Communications might include:

Computer OperationsInformation Highway 1Workstation OperationsLocal Area NetworksInformation Highway 2Hardware/Software Analysis.

This course would be useful for studentsinterested in understanding the technical aspectsof the information highway as well as using it.

With Other Secondary Programs

Management and Marketing has linkages withmathematics, language arts, economics and socialstudies. Depending on the venture selected, there

may be linkages with numerous other courses.Potential linkages of Management and Marketingwith other core and complementary subject areasacross the curriculum are identified in this section(see "Management and Marketing: ConnectionsAcross the Curriculum").

TRANSITIONS

To the Community/Workplace

Information from the National OccupationalClassification (NOC) regarding occupations inmanagement and marketing-related areas that canbe accessed upon completion of high school isprovided in this section (see "Management andMarketing: Related Occupations").

The NOC chart indicates occupations for whichManagement and Marketing provides afoundation. High school students couldpotentially move into:

seven occupations requiring a high schooleducation26 occupations that require further education ata college or technical institution (possiblyobtaining advanced standing or preferredentrance in the post-secondary program)occupations that require further education atthe university level (possibly obtainingpreferred entrance into a program).

To Related Post-secondary Programs

An outline of post-secondary institutions inAlberta currently offering programs inmanagement and marketing-related areas isprovided in "Management and Marketing:Summary of Related Post-secondary Programs."

Linkages/Transitions CTS, Management and Marketing /H.7©Alberta Education, Alberta, Canada 235 (1997)

LINKAGES - Management and Marketing: Connections With Other CTS Strands

Other CTS Strands

3

Management & Marketing Modules

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Theme: Business Management Systems and StrategiesMAM2010: Managing for Quality

MAM3010: The Business Organization

MAM3020: Business in the Canadian Economy

MAM3030: Business in the Global Marketplace

Theme: Marketing Systems and StrategiesMAM1010: Management & Marketing Basics

MAM1020: Quality Customer Service

MAM2020: Promotion: Advertising

MAM2030: Promotion: Visual Merchandising

MAM2040: Retail Operations

MAM3040: Promotion: Sales Techniques

MAM3050: Distributing Goods & Services

MAM3060: Setting Up a Retail Store

Theme: Information Management Systems and StrategiesMAM1030: Communication Strategies 1

MAM2050: Office Systems 1

MAM2060: Communication Strategies 2

MAM2080: Records Management 1



MAM3090: Records Management 2 hi

A

Provides many direct links with course content in this strand. Students will reinforce, extend

and apply a substantial number of knowledge and/or skill components in practical situations.

Provides some links with course content developed in this strand, usually through the

application of related technologies and/or processes.

BEST COPY AVAILABLE

236H.8/ Management and Marketing, CTS Linkages/Transitions(1997) ©Alberta Education, Alberta, Canada

LINKAGES Management and Marketing in Junior High

Course Emphasis Management & Enterprise & InformationMarketing Modules Innovation Modules Processing Modules

FinancialManagement

Modules

(Theme 1)Retailing(3 modules)

Management &Marketing Basics

MAMI010

Challenge &Opportunity

EIVT1010

Quality CustomerService

MAMI020

(Theme 2)Venture Planning


MAM1010


EIVT1010

FinancialInformation

FINI010

(4 modules)Planning a Venture

ENTI020

Communication Challenge & Computer Operations(Theme 3) Strategies 1 Opportunity

Communication MAMI030 EIVT1010 INFI010

(6 modules)Keyboarding 1

INF1020

Word Processing 1INFI030

Information Highway 1INFI090

Management & Enterprise & Information Tourism StudiesCourse Emphasis Marketing Modules Innovation Modules Processing Modules Modules

(Theme 4)Tourism(5 modules)


MAMI010


EIVT1010

The Tourism IndustryTOU1010

People & PlacesTOU1020

Quality Guest ServiceTOUI030

Linkages/Transitions 237 CTS, Management and Marketing /H.9()Alberta Education, Alberta, Canada (1997)

LINKAGES - Management and Marketing: Connections Across the Curriculum

Across the Curriculum

Management & MarketingModules

Junior High Senior High

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Provides many direct links with course content. Students will reinforce, extend

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BEST COPY AVAILABLE

23

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TRANSITIONS Management and Marketing: Related Occupations

Information for this chart was obtained from the National Occupational Classification (NOC)descriptions.

Educational Requirements:D: High School EducationC: Apprenticeship

B: College or Vocational EducationA: University

Occupation Profile NOC# D C B A

Accommodation Services Manager 0632Architecture and Science Managers 0212Banking, Credit and Other Investment Managers 0122Construction Manager 0711Display Designer/Visual Merchandiser 5243 ../

Economic Development Officers and MarketingResearchers and Consultants

4163

Engineering Manager 0211Facility Operation Manager 0721Financial Manager 0111Information Systems and Data Processing Managers 0213Insurance, Real Estate and Financial BrokerageManagers

0121

Maintenance Manager 0722Manager in Health Care 0411Managers in Publishing, Motion Pictures,

Broadcasting and Performing Arts0512

Managers in Social, Community and CorrectionalServices

0411

Marketing Manager 0611 ../

Market Research Analyst 4163Manufacturing Manager 0911Operations Manager 0122/0911Operations Research Analyst 2161Other Administrative Services Managers 0414Other Business Services Managers 0123Other Services Managers 0651Postal and Courier Services Managers 0123 ../

Professional Occupations in Business Services toManagement

1122 V

Property Management 1224Purchasing Managers and Buyers 0113Restaurant and Food Service Managers 0631Sales, Marketing and Advertising Managers 0611Telecommunication Carriers Managers 0131Transportation Manager 0713Utilities Manager 0912Volunteer Manager 4212

H.12/ Management and Marketing, CTS(1997)

241 Linkages/Transitions©Alberta Education, Alberta, Canada

TRANSITIONS Management and Marketing: Summary of Related Post-secondary Programs *

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BEST COPY AVAILABLE

Linkages/Transitions 2 4 2 CTS, Management and Marketing /H.13©Alberta Education, Alberta, Canada (1997)

MANAGEMENT AND MARKETINGSECTION I: LEARNING RESOURCE GUIDE

This section of the GSI has been designed to provide a list ofresources that support student learning.

Three types of resources are identified:

Authorized: Resources authorized by Alberta Educationfor CTS curriculum; these resources are categorized asbasic, support, or teaching

Other: Titles provided as a service to assist localjurisdictions to identify resources that contain potentiallyuseful ideas for teachers. Alberta Education has done apreliminary review of these resources, but further reviewwill be necessary prior to use in school jurisdictions

Additional: A list of local, provincial and nationalsources of information available to teachers, including thecommunity, government, industry, and professionalagencies and organizations.

The information contained in this Guide, although as completeand accurate as possible as of June 1997, is time-sensitive.

For the most up-to-date information on learning resources andnewer editions/versions, consult the LRDC Buyers Guide and/orthe agencies listed in the Distributor Directory at the end of thissection.

CTS is on the Internet.Internet Address:http://ednetedc.gov.ab.ca

Learning Resource Guide©Alberta Education, Alberta, Canada

243

CTS, Management and Marketing /1.1(1997)

TABLE OF CONTENTS

INTRODUCTION 1.5

CTS and the Resource-based Classroom 1.5

Purpose and Organization of this Document 1.5

How to Order 1.6Resource Policy 1.6

AUTHORIZED RESOURCES 1.7

Basic Learning Resources 1.7

Support Learning Resources 1.10Teaching Resources 1.19Management and Marketing Resources (Correlation Charts) 1.23

OTHER RESOURCES 1.29

ADDITIONAL SOURCES 1.31

DISTRIBUTOR DIRECTORY 1.37

Learning Resource Guide CTS, Management and Marketing /1.3@Alberta Education, Alberta, Canada 244 (1997)

INTRODUCTION

CTS AND THE RESOURCE-BASED CLASSROOM

Career and Technology Studies (CTS) encourages teachers to establish a resource-based classroom,where a variety of appropriate, up-to-date print and nonprint resources are available. Learning resourcesidentified for CTS strands include print, software, video and CD-ROM formats. Also of significance andidentified as appropriate throughout each strand are sources of information available through the Internet.

The resource-based classroom approach accommodates a variety of instructional strategies and teachingstyles, and supports individual or small group planning. It provides students with opportunities tointeract with a wide range of information sources in a variety of learning situations. Students in CTS areencouraged to take an active role in managing their own learning. Ready access to a strong resource baseenables students to learn to screen and use information appropriately, to solve problems, to meet specificclassroom and learning needs, and to develop competency in reading, writing, speaking, listening andviewing.

PURPOSE AND ORGANIZATION OF THIS DOCUMENT

The purpose of this document is to help teachers identify a variety of resources to meet their needs andthose of the students taking the new CTS curriculum. It is hoped that this practical guide to resourceswill help teachers develop a useful, accessible resource centre that will encourage students to becomeindependent, creative thinkers.

This document is organized as follows:

Authorized Resources:basic learning resourcessupport learning resourcesteaching resources

Other ResourcesAdditional Sources.Distributor Directory.

Some resources in the guide have been authorized for use in some or all of the CTS strands, e.g., theCareer and Technology Studies video series produced by ACCESS: The Education Station. Furtherinformation is provided in relevant sections of this resource guide.

Each resource in the guide provides bibliographic information, an annotation where appropriate, and amodule correlation to the CTS modules. The distributor code for each entry will facilitate orderingresources. It is recommended that teachers preview all resources before purchasing, or purchase onecopy for their reference and additional copies as required.

DistributorCode - seeDistributorDirectory

Distributor

Code

Resources Levels/Mod. No.1 2 3

ACC Title Author 1010 2010 3010

Bibliographic Information

Annotation


245

1 = Introductory

2 = Intermediate

3 = Advanced

Indicates modulenumber


HOW TO ORDER

Most authorized resources are available from the Learning Resources Distributing Centre (LRDC) at:

12360 142 StreetEdmonton, AB T5L 4X9Telephone: 403-427-5775 (outside of Edmonton dial 310-0000 to be connected toll free)Fax: 403-422-9750Internet: http: / /ednet.edc.gov.ab.ca/lydc

Please check LRDC for availability of videos.

RESOURCE POLICY

Alberta Education withdraws learning and teaching resources from the provincial list of approvedmaterials for a variety of reasons; e.g., the resource is out of print; a new edition has been published; theprogram has been revised. Under section 44 (2) of the School Act, school boards may approve materialsfor their schools, including resources that are withdrawn from the provincial list. Many school boardshave delegated this power to approve resources to school staff or other board employees undersection 45 (1) of the School Act.

For further information on resource policy and definitions, refer to the Student Learning ResourcesPolicy and Teaching Resources Policy or contact:

Learning Resources Unit, Curriculum Standards BranchAlberta Education5th Floor, Devonian Building, East Tower11160 Jasper AvenueEdmonton, AB T5K OL2Telephone: 403-422-4872 (outside of Edmonton dial 310-0000 to be connected toll free)Fax: 403-422-0576Internet: http://ednet.edc.gov.ab.ca

Note: Owing to the frequent revisions of computer software and their specificity to particular computersystems, newer versions may not be included in this guide. However, schools may contact the LRDCdirectly at 403-427-5775 for assistance in purchasing computer software.

Trademark Notices: Microsoft, Access, Excel, FoxPro, Mail, MS-DOS, Office, PowerPoint, Project,Publisher, Visual Basic, Visual C++, Windows, Windows NT, Word, and Works are either registeredtrademarks or trademarks of Microsoft Corporation. Apple, Mac, Macintosh, and Power Macintosh areeither registered trademarks or trademarks of Apple Computer, Inc. Other brand and product names areregistered trademarks or trademarks of their respective holders.

2461.6/ Management and Marketing, CTS Learning Resource Guide(1997) ©Alberta Education, Alberta, Canada

AUTHORIZED RESOURCES

BASIC LEARNING RESOURCES

The following basic learning resources have been authorized by Alberta Education for the use in theManagement and Marketing curriculum. These resources address the majority of the learnerexpectations in one or more modules and/or levels. A curriculum correlation appears in the right-handcolumn.

Distributor

CodeResources Levels/Module No.

1 2 3

LRDC Business Communication: A Case Method Approach. (5th edition.) 1030 2060 3080R. Poe and R. Fruehling. Paradigm Publishing, Inc. IrwinPublishing, 1995.

This resource provides students with basic through advanced instruction inwriting techniques applied to business communication. The resource helpsstudents communicate effectively in a business environment, produce avariety of business writing items, research and interpret information andperform editing functions. A student workbook and instructor's guide areavailable.

LRDC Electronic Office Procedures. Barrington, et al. Toronto, ON: 1030 2050 3070McGraw-Hill Ryerson, 1993. 2060 3080

2080 3090This text integrates the three existing types of offices (traditional, wordprocessing and electronic). Human relations skills are interwoven with thetechnical aspects of the office. An applications workbook and an instructor'smanual are available.

LRDC Exploring Business: A Global Perspective. Michael Liepner and 1010 2010 3010Jane Magnan. Toronto, ON: McGraw-Hill Ryerson Ltd., 1994. 1020 to

3060This text explores our rapidly changing world of new technologies, careers,globalization and the increasing fragility of the environment. Throughout thetext, students learn about the connection between these changes and theworld of business. A teacher's resource with CD-ROM Activity/EvaluationDisk for both Macintosh and DOS. Computerized test banks with user'sguides (Macintosh and Windows versions) have 70-80 banked questions withability to increase on eight different topics are available.

LRDC Managing for Excellence. Lori Cranson. Toronto, ON: McGraw- 1010 2010 3010Hill Ryerson Ltd., 1988. 1020 2020 to

3060This text addresses a broad range of marketing and management conceptsincluding Canada's business environment, business structures, functions andtheories, production, marketing, human resource and financial management.A student workbook and teacher's manual are available.

Learning Resource Guide©Alberta Education, Alberta, Canada 247


Basic Learning Resources (Continued)

Distributor


1 2 3

LRDC Marketing: A Canadian Perspective. (2"d edition.) Terry Taller. 1010 2020 3030Toronto, ON: McGraw-Hill Ryerson Ltd., 1989. 1020 to

3060This text addresses the marketing mix product, price, promotion and place

and includes careers. A student workbook and teacher's manual areavailable.

LRDC Marketing: A Global Perspective. Margaret Stewart. Toronto, 1010 2010 3030ON: Nelson Canada (John Wiley & Sons), 1991. 1020 to

This text is a comprehensive study of marketing techniques and activitieswhich take place in Canada and globally. A teacher's resource is available.

3060

LRDC Marketing Dynamics. Sandy Levin. Toronto, ON: Copp Clark 1010 2020 3040Ltd., 1990. 1020 2040 3050

3060This text addresses the four Ps of the marketing mix product, price,promotion and place and the two Cs of marketing the consumer andcompetition. A teacher's manual is available.

LRDC Marketing Today. (2nd edition.) Harold J. Stoyes. Toronto, ON: 1010 2020 3030McGraw-Hill Ryerson Ltd., 1994. 1020 2030 to

2040 3060This text introduces students to current marketing concepts, careers, starting abusiness, advertising and display, selling and operations as they apply toretailing. Emphasis is on emerging concepts and practices in retail marketingand incorporates a thorough coverage of careers, demographics, technology,international retailing, entrepreneurship and marketing research. A teacher'sresource is available.

LRDC Office Systems: People, Procedures and Technology. (Canadian 1030 2050 3070edition.) R.T. Fruehling, et al. Toronto, ON: Irwin Publishing.1993.

20602080

30803090

This text helps students understand business information systems and howtechnology can be used to promote productivity in today's business office.Emphasis is on the interaction of people, equipment and procedures. Jobfunctions common to most offices are presented. An application's manual,instructor's manual and video are available.

LRDC Pitman Office Handbook (3rd edition.) Pat Smith and Pamela Hay- 1030 2050 3070Ellis. Toronto, ON: Copp Clark Ltd, 1994. 2060 3080

This edition is an updated, expanded revision of the most comprehensive 2080 3090

Canadian office handbook on the market. It will help you stay abreast of themost recent changes in technology and point the way to future possibilities.It is small, easy to use, up to the minute as possible and succinct. Workbookand teachers instructor's key available.

2 4 31.8/ Management and Marketing, CTS(1997)


Basic Learning Resources (Continued)

Distributor

Code

Resources Levels/Module No.1 2 3

CBA Planning for Success: An Interactive Learning Adventure. 1010 2010 3010Toronto, ON: Canadian Bankers Association, 1994. (DOS 1030 2020 3030Version). CD-ROM, three video programs. 3040

3070Planning for Success is a multimedia teaching resource package consisting ofthree video programs directed at 12-14 year olds, 15-17 year olds and 18years old and over. The CD-ROM features "The Enterprise Centre" andrelated print support material. There are dozens of interactive lessons,animated games, brain teasers and financial planning exercises. NumerousCanadian entrepreneurs are included in the video segments. Students canprepare and print out their own complete venture plans. Recommendedrequirements: 486DX/33 computer/mouse; Microsoft Windows 3.1; 8 MB ofRAM; 640x480 SVGA 256 colour display; 16 bit Windows compatiblesound board and speakers; doublespeed (300kb/sec) CD-ROM drive. Thedistributor notes that the CD-ROM will run slowly on anything less than theabove Windows multimedia platform. A user's guide is available.

LRDC Selling: Helping Customers Buy. (3rd edition.) Roger 1020 3040Ditzenberger and John Kidney. Cincinnati, OH: South-Western Publishing Co., 1992.

This text addresses sales attitudes and techniques needed for job successincluding selling and non-selling activities. A manual is available.

LRDC World of Business, The. (3rd edition.) Terry G. Murphy, et al. 1010 2010 3010Scarborough, ON: Nelson Canada, 1994. 1020 2020 to

2040 3050This text gives students an understanding of how the world of businessoperates. Includes the vital role of businesses in Canada and in the globaleconomy. Computer technology is encouraged throughout. A studentworkbook, computer simulations (MS-DOS Version), and teacher's resourceare available.

Learning Resource Guide 249©Alberta Education, Alberta, Canada (1997)

CTS, Management and Marketing /I.9

SUPPORT LEARNING RESOURCES

The following support learning resources are authorized by Alberta Education to assist in addressingsome of the learner expectations of a module or components of modules.

Distributor


1 2 3

ACC Broadcast Media. D.E. Visuals, 1994. Video. 2020

This video covers broadcast television, cable TV and radio along withadvantages of each medium. Discusses the rating systems, GRPs and theimportance of CPP for television media buyers. Discusses the newerconcepts of target marketing with broadcast media. Much of the footage shotin TV and radio studios along with comments by broadcast advertisingexecutives.

LRDC Business Communication: A Case Method Approach. (5th edition.)R. Poe and R. Fruehling. Paradigm Publishing, Inc. IrwinPublishing, 1995. Student Workbook.

See Basic Learning Resources for annotation and module correlation.

LRDC Business in a Global Economy. L.R. Dlabay and J.C. Scott. South 3030Western Publishers. ITP Nelson Canada, 1996. Text andStudent Workbook.

This text will introduce and provide students with the basic internationalbusiness concepts and skills they will need to function successfully as aworld class employee in today's global economy.

ACC Career and Technology Studies: Key Concepts. Edmonton, AB: all all allACCESS: The Education Station.

A series of videos and utilization guides relevant to all CTS strands. Theseries consists of: Anatomy of a Plan; Creativity; ElectronicCommunication; The Ethics Jungle; Go Figure; Innovation; Making EthicalDecisions; Portfolios; Project Planning; Responsibility and TechnicalWriting.

LRDC Channels of Distribution. D.E. Videos. Calgary, AB: National 3050Television Marketing, 1991. Video.

29-minute video presents concepts related to the distribution of both goodsand services. Includes topics on producers, wholesalers/agents, retailers,services and industrial users. Video produced in Floridaquality fair,concepts clear and concise.

LRDC Communication at Work (2nd edition.) M. Finlay. Hartcourt 1030 2050 3070Brace & Company, 1994. 2060 3080

A business communication resource designed to help students apply the skillsthey have acquired at school, work and in their personal lives to situations inthe workplace.

I.10/ Management and Marketing, CTS(1997)

250 Learning Resource Guide©Alberta Education, Alberta, Canada

Support Learning Resources (Continued)

Distributor


1 2 3

ACC Creative Hard Line Display. D.E. Videos. Calgary, AB: National 2030Television Marketing, 1992. Video.

10-minute video presents the elements and principles of visual merchandisingfor hard line products such as hardware. Video produced in Floridaqualityfair, concepts clear and concise.

ACC Direct Response and Out-of-Home Media. D.E. Visuals, 1995. 2020 3040Video.

This video discusses how direct response has become the primary focus ofmarketing communications for many firms and how direct response hasbecome an integral part of the communications mix. Covers some of theforms of direct response such as telemarketing, solo mail and shared mail.Shows the forms and advantages of the out-of-home media of outdoor transit.Special topics include the yellow pages directory and advertising specialties.

ACC Display Lighting. D.E. Videos. Calgary, AB: National Television 2030Marketing, 1992. Video.

20-minute video presents the use of lighting in visual merchandising. Videoproduced in Floridaquality fair, concepts clear and concise.

LRDC Effective Business Writing. (2nd edition.) Scarborough, ON: 1030 2060 3080Prentice-Hall Canada Inc., 1995.

This text concentrates on the skill of writing in the business environment. Itincludes writing letters, memos, reports and proposals (both informal andformal) and the delivery of reports through oral presentations. A job packageincludes ideas for writing resumes, letters of applications andrecommendations and tips for the job interview. An instructor's manual isavailable.

LRDC Electronic Office Procedures. Barrington, et al. Toronto, ON:McGraw-Hill Ryerson. 1993. Applications Workbook.


LRDC Essentials of Business Writing and Speaking: A Canadian Guide. 1030 2060 3080L. Sue Baugh, et al. Toronto, ON: Copp Clark Ltd. 1989.

This book is designed to help students find answers to specific businesswriting and speaking problems quickly and efficiently. A teacher's manual isavailable.


BEST COPY AVAILABLE

251



Distributor

CodeResources Level/Module No.

1 2 3

LRDC Excellence in Management. Rick Con low. Los Altos, CA: Crisp 2010Publications, Inc., 1991.

This action-oriented book covers the skills and techniques of managementthat make a difference.

VEC Forty Eight Hour Dilemma: Program on Internal Customer 2010 3010Service. Visual Education Centre, 1995. Video.

The video portrays, through a series of flashbacks narrated by Freddie theFly, a glimpse of the crucial 48 hours that a manufacturing decision has toconfirm a large order for "two million units" which must be completed in onemonth. Problems and their resolutions are examined in light of customerservice.

ACC Franchising. D.E. Visuals, 1993. Video. 1010 20202040

This video discusses the franchise industry structure, product and trade-namefranchising and business-format franchising. Lists advantages anddisadvantages of franchising for the entrepreneur. The latest data from theWA as to start-up costs, financing available and franchise fees. Manyexamples include an auto dealer, auto-parts wholesaler, fast-food restaurants,and service businesses.

Note: This resource presents a biased viewpoint and is not recommended asa "stand alone" resource. Teachers are advised to supplement it withmaterials, activities or other components presenting varied perspectives.

LRDC Fundamentals of Copy & Layout. (2nd edition.) Albert C. Bookand C. Dennis Schick. Lincolnwood, IL: NTC Business

2020

Books, 1991.

Designed for people who is starting their advertising agency, this book canalso be used as a review of basic procedures to print and broadcastadvertising.

LRDC Grab That Customer! Marketing and Customer Service. (2nd 1010 2020 3040edition.) Dianne Kaye. Vancouver, BC: Creative CurriculumIncorporated, 1994.

1020 2030 30503060

This resource text contains 21 activity-oriented lessons. Information andresource sheets may be duplicated. Topics are included into two sections:Marketing and Customer Service. A teacher's guide is available.

252

1.12/ Management and Marketing, CTS(1997)



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1 2 3

LRDC Handbook for Technical Writing. James H. Shelton. 2060 3080Lincolnwood, IL: NTC Business Books, 1995.

This handbook provides a framework for any technical or managementwriter. It includes styles of technical writing as well as the process, elements,forms and mechanics of technical writing. Provides exercises at the end ofeach section for skill development.

LRDC Impact: A Guide to Business Communication. (3rd edition.) Margot 1030 2060 3080Northey. Toronto, ON: Prentice-Hall Canada Inc., 1992.

This text is a practical guide to writing and speaking on the job. Alsoincludes a handy checklist of commonly misused words and phrasesallwith Canadian spellings, idiom and grammar usage taken into account. Aninstructor's manual is available.

ACC Introduction to Marketing. D.E. Visuals, 1992. Video. 1010 2020 3050

This video has an overview of marketing strategy starting with target marketidentification. Discusses the marketing concept from the perspective of amarketing mix strategy of product, distribution, promotion, and pricing. Anexcellent video as an introduction to a marketing course or to cover themarketing concept in other businesses.

LRDC Keeping Customers Happy: Strategies for Success. (3rd edition.) 1020(Self-Counsel Business Series.) J. Dunckel and B. Taylor.International Self-Counsel Press Ltd., 1994.

Most businesses today realize the fundamental importance of good customerrelations, but many are unaware of what is needed to achieve it. This bookhelps you develop a winning program that will keep your customers happyand coming back. It is an easy-to-follow planning book for every companythat wants to develop a profitable customer relations policy.

LRDC Making Economic Choices. Dennis C. Doherty. Toronto, ON: 1010 3020Copp Clark Pitman Co., 1992. 3030

Text focuses on the impact of economic policies and decisions on people;less emphasis on abstract concepts. A teacher's manual is available.

LRDC Managing for Excellence. Lori Cranson. Toronto: ON: McGraw-Hill Ryerson, 1989. Student Workbook.


ACC Markdown. D.E. Videos. Calgary, AB: National Television 2040Marketing, 1992. Video.

11-minute video presents concepts related to markdown in retailing. Videoproduced in Floridaquality fair, concepts clear and concise.


253



Distributor


1 2 3

LRDC Marketing: A Canadian Perspective. (2nd edition.) Terry Taller.Toronto, ON: McGraw-Hill Ryerson Ltd., 1989. StudentWorkbook.


LRDC Marketing Your Product: A Planning Guide for Small Business. 1010 2020 3030(2nd edition.) (Self-Counsel Business Series.) D. Cyr and D. 3050Gray. International Self-Counsel Press Ltd., 1994.

This book is an informative planning guide that covers marketing essentialsand shows how a company can carve a niche for its product in a competitive,fast-faced and often fickle consumer environment.

ACC Markup. D.E. Videos. Calgary, AB: National Television 2040Marketing, 1992. Video.

11-minute video presents concepts related to markup based on retail and cost.Video produced in Floridaquality fair, concepts clear and concise.

LRDC Mass Merchandising. D.E. Videos. Calgary, AB: National 1010Television Marketing, 1992. Video.

15-minute video defines and gives examples ofmass merchandising andpresents retail merchandising strategies. Video produced in Floridaqualityfair, concepts clear and concise.

LRDC Media Messages: Using Video, Print, Radio and Mixed Media. 2020Louise Steele. Vancouver, BC: Creative Curriculum Inc.,1992.

This resource contains 20 activities that require students to createcommercials or advertisements using the mediums of video, print, radio ormixed media.

LRDC Merchandise Buying and Management. J. Donnellan. Fairchild 2040 3050Publications, 1996.

This text covers the principles of retail merchandising from the dualperspective of the retail buying function and the management of inventoriesat store level. The author, an educator and merchant with over 20 yearsexperience in the department and specialty store industry, offers acontemporary approach to buying and merchandise management from bothquantitative and qualitative perspectives with a strong interpretation betweenthe two. An instructor's guide is available.

254




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ACC Newspaper Advertising. D.E. Visuals, 1996. Video. 2020

This video covers the various formats of newspaper advertising such asdisplay, classified, and classified display. Discusses special products such asshoppers, zoned editions, supplements, preprints and total market coverage.Additional sections cover layout formats and the use of artwork versusphotographs for illustrations.

LRDC Office Systems: People, Procedures and Technology. (Canadian 1030 2050 3070edition.) Applications Manual. R.T. Fruehling, et al. Toronto,ON: Irwin Publishing, 1993. Applications Manual.

2060 3080


LRDC Office Systems: People, Procedures and Technology: Video,Procedures and Problem Solving. Paradigm Publishing,Toronto, ON: Irwin Publishing, 1992.


LRDC Pitman Office Handbook. (3rd edition.) Pat Smith and Pamela Hay-Ellis. Toronto, ON: Copp Clark Ltd., 1994. Workbook.


LRDC Planning For Success: An Interactive Learner Adventure. Toronto,ON: Canadian Bankers Association, 1994. User's Guide.


ACC Print Media. D.E. Visuals, 1994. Video. 2020

This video covers daily, weekly, and free newspapers with the variousservices such as special editions and total market coverage programs. Coversconsumer, business, trade, industrial, and farm magazines with theadvantages of each category. Discusses the importance of both reach andfrequency along with an example of how to compute CPM for print media.

LRDC Professional Retail Selling. D.E. Videos. Calgary, AB: National 3040Television Marketing, 1992.

20-minute video presents the sales process from the approach throughclosing. Video produced in Floridaquality fair, concepts clear and concise.




Distributor


1 2 3

LRDC Pure Selling: The Basics. (Self-Counsel Business Press Series.) 1010 3040W. Vanwyck. International Self-Counsel Press Ltd., 1996.

This information-packed guide leads the reader step-by-step through theselling process, from cold calling to closing a sale. Special emphasis isplaced on establishing a professional relationship with the customer. Thebook includes a daily evaluation program, numerous worksheets, role-playingexercises, and goal setting guides to help the new salesperson start out right.

LRDC Quick Filing Practice. (3rd Canadian edition.) Stewart and Kahna. 2080 3090Toronto, ON: McGraw-Hill Ryerson Ltd. Practice Set.

Practical and realistic exercises that reinforce filing rules in a way thatreflects the business environment. A teacher's manual and key are available.

LRDC Records Management. (6th edition.) Norman F. Kallaus and Mina 2080 3090M. Johnson. Cincinnati, OH: South-Western Publishing Co.,1997. Text with Disk - Windows Version.

This text continues the strong tradition of serving as an introduction to theincreasingly comprehensive field of records management. It emphasizesprinciples and practices of effective records management for manual andcomputerized records systems. An instructor's resource kit (WindowsVersion) is available.

ACC Relationship Marketing. D.E. Visuals, 1995. Video. 1010 3040

This video emphasizes the basic concepts underlying an effective relationshipmarketing program and discusses the six major steps involved in establishinga program. To demonstrate theory and illustrate that relationship marketingstrategies are applicable to both small and large businesses; examples aredrawn from Saturn, John Deere, and Harley Davidson. In addition,interviews with successful entrepreneurs are integrated throughout theprogram.

ACC Retail Site Selection. D.E. Visuals, 1994. Video. 2040 3060

This video discusses the important considerations for entrepreneurs inselecting retail business sites. Covers free-standing sites, business-associatedsites, and planned shopping centres. Special topics include the principle ofcumulative attraction, vacant stores, parking, visibility, leases, and restrictivecovenants. Examples include a clothing store chain, and several specialtystores.

256




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1 2 3

LRDC Retailing. (5th edition.) Gerald Pintel. Englewood Criffs, NJ: 1010 2010 3040Prentice Hall, 1991. 0 1020 2020 3050

2030 3060An introductory retailing text that includes buying, selling and merchandisingprocesses. Addresses the philosophies and practices that have made the retailindustry a significant force in the business world. An instructor's manual isavailable.

2040

LRDC Success Test, The. CTV Program Sales, 1992. 1010 2010 3010

48-minute video. A fun and educational game that will help Canadianssurvive the economic realities of the 1990s. The objective is to make viewersaware of their own and Canada's future prosperity.

Note: This resource should be used in conjunction with other materials thatpresent native people and other racial groups as successful in business.

SS Supermarket Persuasion: How Food Is Merchandised. Learning 1010 2030Seed Co., Toronto, ON: School Services Canada, 1991.

This video illustrates how supermarkets attempt to control consumerbehaviour. This attempt to control behaviour is not a sinister campaign ofbehaviour modification; it's simply good merchandising. Grocers carefullystructure the supermarket to produce the most profits. This video showsconsumers which "strings" are pulled so they can make more informedchoices. Contains a 23-minute live action program plus teaching guideincluding terminology and supermarket scavenger hunt.

ACC Visual Merchandising. D.E. Videos. Calgary, AB: National 2030Television Marketing, 1992.

This video presents visual merchandising ideas and principles. Includesdefinition of visual merchandising, AIDA concept, principle of balance,display arrangements and even vs. Odd number of objects in a display.Focus is on soft-line goods such as fashion. Video produced in Floridaquality fair, concepts clear and concise.

LRDC Visual Merchandising & Display. (3rd edition.) L. Bliss. Fairchild 2030 3060Books and Visuals, 1995. Text and Study Guide.

New photos and text capture the drama and excitement of the latest visualmerchandising displays and fashion accessories. An instructor's guide isavailable.

0 A newer edition/version of this resource may be available. Consult the LRDC Buyers Guide or the appropriate resourcedistributor for the most recent edition/version available.




Distributor


1 2 3

LRDC

LRDC

World of Business, The. (3rd edition.) Rick Pellizzer and RobSmythe. Scarborough, ON: Nelson Canada, 1994. ComputerSimulation (MS-DOS Version).

This resource has four different simulations and is designed for Grades 9-12depending on the simulation. Simulations include Summer Enterprise,Consumer Affairs, International Currency and Finance Minister.

World of Business, The. (3rd edition.) Terry G. Murphy, et al.Scarborough, ON: Nelson Canada, 1994. Student Workbook.


2010 30203030

25


TEACHING RESOURCES

The following teaching resources are authorized by Alberta Education to assist teachers in the instructionalprocess.

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Code


LRDC Advertising, Promotion and Supplemental Aspects of Integrated 2020Marketing Communications. (4th edition.) T. Shimp. The 3040Dryden Press, 1997.

This text integrates all aspects of marketing communication providing a morecomplete treatment of sales, promotional point of purchase, communicationsand advertising media.

LRDC Boone & Kurtz Business. L. Boone and D. Kurtz. The Drydent 1010 2010 3010Press, 1995. 1020 3030

1030 3050This text focuses on strategic issues relative to students. A brief introductiondesigned to excite students about the many disciplines within business.Special emphasis placed on technology, cross-functional teamwork, diversityand ethics.

LRDC Business Communication: A Case Method Approach. (5th edition.)R. Poe and R. Fruehling. Paradigm Publishing, Inc. IrwinPublishing, 1995. Instructor's Guide.


LRDC Canadian Advertising In Action. (3rd edition.) Keith J. Tuckwell. 2020 3040Scarborough, ON: Prentice-Hall Canada Inc., 1995.

A practical introduction to advertising in Canada organized aroundsuccessive steps in the development of an advertising plan. Includes casestudies and advertising simulation.

LRDC Effective Business Writing. Jennifer MacLennan. ScarboroughON: Prentice-Hall Canada Inc., 1995. Instructor's Manual.

See Support Learning Resources for annotation and module correlation.

LRDC Electronic Office Procedures. Barrington, et al. Toronto, ON:McGraw-Hill Ryerson, 1993. Teacher's Manual and Key.


LRDC Essentials of Business Writing and Speaking: A Canadian Guide.Sue L. Baugh, et al. Toronto, ON: Copp Clark Ltd. 1989.Teacher's Manual.



REST COPY AVAILABLE

259 CTS, Management and Marketing /1.19(1997)

Teaching Resources (Continued)

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1 2 3

LRDC Exploring Business: A Global Perspective. Michael Liepner andJane Magnan. Toronto, ON: McGraw-Hill Ryerson Ltd., 1994.Teacher's Resource.

Includes CD-ROM Activity/Evaluation Disk for both Macintosh and DOS.See Basic Learning Resources for annotation and module correlation.

LRDC Exploring Business: A Computerized Test Bank with User'sGuide. (Macintosh and Windows Versions.) J. Magnan.Delta Software, Inc. McGraw-Hill Ryerson Ltd., 1995.

Supports Exploring Business: A Global Perspective.See Basic Learning Resources for annotation and module correlation.

LRDC Grab That Customer! Marketing and Customer Service (Revisededition). Dianne Kaye. Vancouver, BC: Creative CurriculumIncorporated, 1994. Teacher's Guide.


LRDC Impact, A Guide to Business Communication. (3rd edition.) MargotNorthey. Toronto, ON: Prentice-Hall Canada Inc., 1992.Instructor's Manual.


LRDC Making Economic Choices. Dennis C. Doherty. Toronto, ON:Copp Clark Ltd., 1992. Teacher's Manual.


LRDC Managing for Excellence. Lori Cranson. Toronto, ON: McGraw-Hill Ryerson Ltd., 1989. Teacher's Manual.


LRDC Marketing: A Canadian Perspective. (rd edition.) Terry Taller,Toronto, ON: McGraw-Hill Ryerson Ltd., 1989. Teacher'sResource Book.


LRDC Marketing: A Global Perspective. Margaret Stewart. Toronto,ON: Nelson Canada (John Wiley & Sons), 1991. ResourceManual.





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1 2 3

LRDC Marketing Dynamics. Sandy Levin. Toronto, ON: Copp ClarkLtd., 1990. Teacher's Manual.


LRDC Marketing Today. (2nd edition.) Harold J. Stoyes. Toronto, ON:McGraw-Hill Ryerson Ltd., 1994. Teacher's Resource.


LRDC Merchandise Buying and Management. J. Donnellan. FairchildPublications, 1996. Instructor's Guide.


LRDC Office Systems: People, Procedures and Technology. (Canadianedition.) R.T. Fruehling, et al. Irwin Publishing, 1993.Application's Manual & Instructor's Guide.


LRDC Pitman Office Handbook (3rd edition.) Pat Smith and Pamela Hay-Ellis. Toronto, ON: Copp Clark Ltd., 1994. Instructor's Key.


LRDC Planning For Success: An Interactive Learner Adventure. Toronto,ON: Canadian Bankers Association, 1994. User's Guide.


LRDC Professional Selling in Canada: Strategies for Career Success. 1010 3040Gerry B. McCready. Toronto, ON: Holt, Rinehart and 1020Winston of Canada, Ltd., 1994.

This advanced text gives an in-depth look into selling. It is organized intofour parts: Selling as a Profession, Planning and Preparation, the SellingProcess and the Future in Selling.

LRDC Quick Filing Practice. (3rd Canadian edition.) Stewart and Kahna.Toronto, ON: McGraw-Hill Ryerson Ltd. Teacher's Manualand Key.




(1997)


Distributor


1 2 3

LRDC Records Management. (6th edition.) Norman F. Kallaus and MinaM. Johnson. Cincinnati, OH: South-Western Publishing Co.1997. Instructor's Resource Kit (Windows Versions).


LRDC Retailing. (5th edition.) Gerard Pintel. Englewood Criffs, NJ:Prentice Hall, 1991. Instructor's Manual. 0


LRDC Selling: Helping Customers Buy. (3rd edition.) Roger Ditzenbergerand John Kidney. Cincinnati, OH: South-Western PublishingCo., 1992. Manual.


LRDC Successful School Store, The. Richard Simons. Toronto, ON: 1010 2010 3040Copp Clark Ltd, 1995. 1020 to 3050

The purpose of this resource is to help teachers and students establish andoperate a school-based enterprise. The resource has been identified as anauthorized teaching resource as teachers are able to select appropriateactivities and projects and duplicate the corresponding blackline masters.

2040 3060

LRDC Visual Merchandising & Display. (3rd edition.) L. Bliss. FairchildBooks and Visuals, 1995. Instructor's Guide.


LRDC World of Business, The: A Canadian Profile. (3rd edition.) TerryG. Murphy, et al. Scarborough, ON: Nelson Canada, 1994.Teacher's Resource.


A newer edition/version of this resource may be available. Consult the LRDC Buyers Guide or the appropriate resourcedistributor for the most recent edition/version available.


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OTHER RESOURCES

These titles are provided as a service only to assist local jurisdictions to identify resources that containpotentially useful ideas for teachers. Alberta Education has done a preliminary review of the resources.However, the responsibility to evaluate these resources prior to selection rests with the user, inaccordance with any existing local policy.

Distributor

CodeOther Resources Levels/Module No.

1 2 3

ACC Business Concepts Business Ownership (5 videos), Inventory (5 2040 3010videos), Retail Selling (8 videos). Edmonton, AB: ACCESS: 3060The Education Station, 1988.

5-minute programs presenting concepts within each of the topics. Presentedusing animation.

ACC Business of Management Video Series, The. (27 videos.) 2010 3010Edmonton, AB: ACCESS: The Education Station, 1982.

The theoretical and the practical are integrated in this introduction to the fieldof management. Explains in detail five classical managerial functions:planning, organizing, staffing, directing and controlling. Largerorganizational considerations are discussed: change management, conflictmanagement, organizational communications, stress management andproductivity.

HBC Contemporary Marketing. (4th edition.) Louis Boone and David L. 3040Kurtz. Toronto, ON: Harcourt, Brace and Co. Canada. 1985.

This resource contains a text and study guide that are used with the MagicLantern Marketing Video Series. It was developed as a telecourse for CoastCommunity College in California.

KIN Customer Service... or Else! Enterprise Media Inc. Toronto, ON: 1020Kinetic Inc., 1994.

59-minute video that discusses the importance of customer service.Introduces the importance of customer service, scenarios of bad, good andgreat service and concludes with the difference being youthe customerservice person.

JMC Marketing/Customer Service. (Communication Connections 1020 3040Series.) The Princess Company. Jeflyn Media Consultants,1993. Video and Workbook.

1030

Marketing/Customer Service is part of the School Work: CommunicationsConnections for the Real World series that helps students integrate academicEnglish communications skills with the workplace. Tapes begin with whatparticular career area is, why it's important, and how specific speaking,writing and technology skills are important for success.

Learning Resource Guide©Alberta Education, Alberta, Canada 2 6 8


Other Resources (Continued)

Distributor

CodeOther Resources Levels/Module No.

1 2 3

MLC Marketing Video Series. (25 videos.) Langley, BC: Magic 3040Lantern Communications Ltd., 1984, 1992.

Each of these video case studies provides an introduction to a basic principleor central aspect of marketing. Students are given a look at marketingprofessionals working in a wide range of real marketing situations for variousorganizations and corporations. For the advanced student.

VEC Motorola Selling Concepts Series. Visual Education Centre, 1991. 3040Videos.This set of four videotapes cover sales techniques from identifying a needthrough closing a sale. Titles in the series are Program 1: Identifying Needsand Opportunities; Program 2: Demonstrating Features and Benefits;Program 3: Handling and Preventing Objections; Program 4: ClosingConcepts.

ETS Office Safety: It's a Jungle in There. (Video includes Leader's 2050 3070Guide.) Electrolab Training Systems, 1990.

This live action video is designed to inform managers, supervisors andemployees about the potential dangers in their work environment. In additionto identifying the principal hazards in an office, the program providesguidelines for correcting conditions which frequently lead to accidents andinjuries.

VEC Selling With Style. Video Publishing House Inc. Visual Education 3040Centre, 1993. Video.

This instructional program presents interpersonal concepts that can be used torefine and polish selling skills to improve sales. The concepts coveredinclude behaviour dimensions of buyer styles, characteristics of assertive andresponsive buyers, the four buyer styles and criteria for buyer styleidentification.

VEC Service: How to Keep Your Customers and Build Your Business. 1020 3040CLC. Visual Education Centre, 1993. Video.

This program discusses how to gain customer loyalty through exceptionalservice. Using SERVICE as an acronym, the program outlines seven keyconcepts: study customers, exceed customer expectations, retain customers,value customer worth, innovate customer strategies, care for customers,empower associates. The importance of building partnerships with customersusing a proper customer feedback system is discussed.

TRW Today's Electronic Office: Procedures and Applications. 2050 3070Paradigms Publishing Inc., Irwin Publishing, 1989. Text,Applications Manual, Teacher's Manual and Key.

Resource introduces students to the skills and procedures needed to work withtraditional and electronic office machines.

1.30/ Management and Marketing, CTS(1997) 29


ADDITIONAL SOURCES

Available to Career and Technology Studies(CTS) teachers, locally and provincially, are manysources of information that can be used to enhanceCTS. These sources are available through thecommunity (e.g., libraries, boards, committees,clubs, associations) and through governmentagencies, resource centres and organizations.Some sources, e.g., government departments,undergo frequent name and/or telephone numberchanges. Please consult your telephone directoryor an appropriate government directory.

The following is a partial list of sources toconsider:

TEACHERLIBRARIANS

Planned and purposeful use of library resourceshelps students grow in their ability to gather,process and share information. Research activitiesrequire access to an adequate quantity and varietyof appropriate, up-to-date print and nonprintresources from the school library, other libraries,the community and additional sources. Sometechniques to consider are:

planning togetherestablishing specific objectivesintegrating research skills into planning.

Cooperation between the teacher-librarian and thesubject area teacher in the development ofeffectively planned resource-based researchactivities ensures that students are taught theresearch skills as well as the subject content. Alsosee Focus on Research: A Guide to DevelopingStudent's Research Skills referenced in theAlberta Education resources section.

Learning Resource Guide

ALBERTA EDUCATION SOURCES

Alberta Government telephone numbers can bereached toll free from outside Edmonton bydialling 310-0000.

The following monographs are available forpurchase from the Learning ResourcesDistributing Centre. Refer to the DistributorDirectory at the end of this section for address,telephone, fax and Internet address.

Please consult the "Support Documents" sectionor the "Legal, Service and InformationPublications" section in the LRDC Buyers Guidefor ordering information and costs.

Developmental Framework Documents

The Emerging Student: Relationships Amongthe Cognitive, Social and Physical Domains ofDevelopment, 1991 (Stock No. 161555)

This document examines the child, or student,as a productive learner, integrating all thedomains of development: cognitive, social andphysical. It emphasizes the need for providingbalanced curriculum and instruction.

Students' Interactions DevelopmentalFramework: The Social Sphere, 1988 (StockNo. 161399)

This document examines children'sperceptual, structural and motor developmentand how such physical development affectscertain learning processes.

CTS, Management and Marketing /I.31©Alberta Education, Alberta, Canada (1997)

270

Students' Physical Growth: DevelopmentalFramework Physical Dimension, 1988 (StockNo. 161414)

This document examines children's normalphysical growth in three areas: perceptual,structural and motor development. In none ofthese areas is the child's growth in a singlecontinuous curve throughout the first twodecades of life. Physical growth ischaracterized by periods of rapid growth andperiods of slower growth. Consequently,differences and changes in growth patternsmay affect the timing of certain learningprocesses.

Other

Focus on Research: A Guide to DevelopingStudents' Research Skills, 1990 (StockNo. 161802)

This document outlines a resource-basedresearch model that helps students manageinformation effectively and efficiently, andgain skills that are transferable to school andwork situations. This model provides adevelopmental approach to teaching studentshow to do research.

Teaching Thinking: Enhancing Learning,1990 (Stock No. 161521)

Principles and guidelines for cultivatingthinking, ECS to Grade 12, have beendeveloped in this resource. It offers adefinition of thinking, describes nine basicprinciples on which the suggested practicesare based, and discusses possible proceduresfor implementation in schools and classrooms.

ACCESS: The Education Station

ACCESS: The Education Station offers a varietyof resources and services to teachers. For anominal dubbing and tape fee, teachers may haveACCESS: The Education Station audio and videolibrary tapes copied. ACCESS: The EducationStation publishes listings of audio and videocassettes as well as a comprehensive programmingschedule.


Of particular interest are the CTS videos, whichare available with utilization guides. The guidesoutline key points in each video and suggestquestions for discussion, classroom projects andother activities. Video topics are listed in theSupport Learning Resources section of this guide.The videos and accompanying support materialcan be obtained from ACCESS: The EducationStation. Refer to the Distributor Directory at theend of this section for address, telephone, fax andInternet address.

GOVERNMENT SOURCES

National Film Board of Canada (NFB)

The NFB has numerous films and videotapes thatmay be suitable for Career and TechnologyStudies strands. For a list of NFB films andvideotapes indexed by title, subject and director,or for purchase of NFB films and videotapes, call1-800-267-7710 (toll free) or Internet address:http://www.nfb.ca

ACCESS: The Education Station and someschool boards have acquired duplication rights tosome NFB videotapes. Please contact ACCESS:The Education Station or consult the relevantcatalogues in your school or school district.

The Edmonton Public Library and the CalgaryPublic Library have a selection of NFB films andvideotapes that can be borrowed free of chargewith a Public Library borrower's card. For furtherinformation, contact:

Edmonton Public LibraryTelephone: 403-496-7000

Calgary Public LibraryTelephone: 403-260-2650

For further information contact:

Statistics CanadaRegional Office8th Floor, Park Square10001 Bellamy HillEdmonton, AB T5J 3B6Telephone: 403-495-3027Fax: 403-495-5318Internet address: http://www.statcan.ca

Statistics Canada produces periodicals, reports,and an annual year book.

271Learning Resource Guide


Resource Centres

Urban Resource Centres

Instructional ServicesElk Island Public Schools2001 Sherwood DriveSherwood Park, AB T8A 3W7Telephone: 403-464-8235Fax: 403-464-8033Internet Address: http://ei.educ.ab.ca

Learning Resources CentreRed Deer Public School Board4747 53 StreetRed Deer, AB T4N 2E6Telephone: 403-343-8896Fax: 403-347-8190

Instructional Materials CentreCalgary Separate School Board6220 Lakeview Drive SWCalgary, AB T3E 5T1Telephone: 403-298-1679Fax: 403-249-3054

School, Student, Parent Services UnitProgram and Professional Support ServicesSub UnitCalgary Board of Education3610 9 Street SECalgary, AB T2G 3C5Telephone: 403-294-8542Fax: 403-287-9739

After July 1, 1997, please contact the School,Student, Parent Services Unit regarding therelocation of the Loan Pool Resource Unit.

Learning ResourcesEdmonton Public School BoardCentre for EducationOne Kingsway AvenueEdmonton, AB T5H 4G9Telephone: 403-429-8387Fax: 403-429-0625


Instructional Materials CentreMedicine Hat School District No. 76601 1 Avenue SWMedicine Hat, AB T 1 A 4Y7Telephone: 403-528-6719Fax: 403-529-5339

Resource CentreEdmonton Catholic SchoolsSt. Anthony's Teacher Centre10425 84 AvenueEdmonton, AB T6E 2H3Telephone: 403-439-7356Fax: 403-433-0181

Instructional Media CentreNorthern Lights School Division No. 69Bonnyville Centralized High School4908 49 AvenueBonnyville, AB T9N 2J7Telephone: 403-826-3366Fax: 403-826-2959

Regional Resource Centres

Zone 1

Zone One Regional Resource CentreP.O. Box 653610020 101 StreetPeace River, AB T8S 1S3Telephone: 403-624-3187Fax: 403-624-5941

Zone 2/3

Central Alberta Media Services (CAMS)182 Sioux RoadSherwood Park, AB T8A 3X5Telephone: 403-464-5540Fax: 403-449-5326

Zone 4

Information and Development ServicesParkland Regional Library5404 56 AvenueLacombe, AB T4L 1G1Telephone: 403-782-3850Fax: 403-782-4650Internet Address: http://rtt.ab.ca.rtt/prl/prl.htm


Zone 5

South Central Alberta Resource Centre (SCARC)Golden Hills Regional Division435A Hwy 1Westmount SchoolStrathmore, AB TOJ 3H0Telephone: 403-934-5028Fax: 403-934-5125

Zone 6

Southern Alberta Learning Resource Centre(SALRC)Provincial Government Administration Building909 Third Avenue North, Room No. 120Box 845Lethbridge, AB T1J 3Z8Telephone: 403-320-7807Fax: 403-320-7817

Statistics CanadaRegional Office8th Floor, Park Square10001 Bellamy HillEdmonton, AB T5J 3B6Telephone: 403-495-3023Fax: 403-495-5318

PROFESSIONAL ASSOCIATIONS

Alberta Teachers' AssociationSpecialist Council(Alberta Teachers' Association)Barnett House11010 142 StreetEdmonton, AB T5N 2R1Telephone: 403-453-2411

OTHER AGENCIES

Future Entrepreneurs of Canada Associationdo Susan Alexander, PresidentLord Beaverbrook High School9019 Fairmount Dr. SECalgary, AB T2H OZ4Phone: 403-259-5585Fax: 403-252-8392

1.34/ Management and Marketing, CTS

Annual Competition--includes marketing andentrepreneurship competitive events. Held eachMay at SALT

Alberta Debate and Speech Association6310 Wagner RoadEdmonton, AB T6E 4N5Telephone: 403-440-6988Fax: 403-463-3648

Canadian Foundation for Economic Education501,2 St. Clair Avenue WestToronto, ON M4V 1L5Telephone: 416-968-2236Fax: 416-968-0488

Entrepreneurship: A Primer for Canadians(teacher resource)Labour Market: Teacher's Resource Package(teacher resource)Money and YouthWomen in the Work Force.

The Conference Board of Canada255 Smyth RoadOttawa, ON KIH 8M7Telephone: 613-526-3280Fax: 613-526-4857

Economic Forecast: Provincial Outlook (researchreports, personalized information services).

Junior Achievement of Northern AlbertaRoom 5-16110700 104 AvenueGrant MacEwan Community CollegeEdmonton, AB T5J 4S2Telephone: 403-428-1421Fax: 403-428-1031

Junior Achievement of Southern Alberta739 10 Avenue S.W.Calgary, AB T2R OB3Telephone: 403-237-5252Fax: 403-261-6988

3Learning Resource Guide(1997)


Programs include

Business Basics (Grade 6)Economics of Staying in School (Jr. High)Project Business (Grade 9)Applied Economics (Senior High)

Materials are available only where JuniorAchievement has identified community businessconsultants and provided inservice.

Rural Education and Development AssociationSuite 22010403 172 StreetEdmonton, AB T5S 1K9Telephone: 403-451-5959Fax: 403-452-5385

List of speakers for schoolsSeveral modules on cooperatives and

entrepreneurshipTeacher resource package on cooperatives.

Learning Resource Guide 274()Alberta Education, Alberta, Canada (1997)

CTS, Management and Marketing /1.35

DISTRIBUTOR DIRECTORY

The entries in the Distributor Directory are arranged alphabetically by code.

CODE Distributor/Address Contact Via

ACC ACCESS: The Education Station 403-440-77773270 76 Avenue Fax: 403-440-8899Edmonton, AB T6B 2N9 1-800-352-8293

http://www.ccinet.ab.ca/access

CBA Canadian Bankers Association 416-362-6092600, The Exchange Tower Fax: 416-362-7705P.O. Box 3482 First Canadian PlaceToronto, ON M5X 1E1

ETS Electrolab Training Systems 613-962-9577P.O. Box 320 Fax: 613-962-0284335 University Avenue 1-800-267-7582Belleville, ON K8N 5A5

FEBC Harcourt Brace & Company Canada 416-255-4491formally HBJ Holt and Holt, Rinehart and Winston 1-800-387-727855 Horner Ave. Fax: 416-255-5456Toronto, ON M8Z 4X6

JMC Jeflyn Media Consultants 905-642-6142P.O. Box 220 Fax: 905-473-1408Mount Albert, ON LOG MO 1-800-668-6065

KIN Kinetic Inc. 416-963-5979408 Dundas Street East Fax: 416-925-0653Toronto, ON M5A 2A5 1-800-263-6910

LRDC Learning Resources Distributing Centre 403-427-577512360 142 Street Fax: 403-422-9750Edmonton, AB T5L 4X9 http://ednet.edc.gov.ab.cafirdc

MLC Magic Lantern Communications Ltd. 604-530-260219949 56 Avenue 1-800-263-1818Langley, BC V3A 3Y2 Fax: 604-530-2603


275 CTS, Management and Marketing /I.37(1997)

Distributor Directory (continued)

CODE Distributor/Address Contact Via

IRW Irwin PublishingSee LRDC Buyers Guide for information

SS School Services of Canada 416-366-090366 Portland Street Fax: 416-366-0908Toronto, ON M5V 2M8

VEC Visual Education Centre 416-252-590741 Homer Avenue, Unit 3 Fax: 416-251-3720Etobicoke, ON M8Z 4X4 1-800-668-0749

1.38/ Management and Marketing, CTS(1997) 27G Learning Resource Guide


MANAGEMENT AND MARKETINGSECTION J: SAMPLE STUDENT LEARNING GUIDES

The following pages provide background information, strategies and a template fordeveloping student learning guides. Also included at the end of this section are severalsample student learning guides for Management and Marketing.

A student learning guide provides information and direction to help studentsattain the expectations defined in a specified CTS module. It is designed to beused by students under the direction of a teacher.

Many excellent student learning guides (SLGs) are available for use and/or are inthe process of being developed. While Alberta Education provides adevelopment template accompanied by some samples, most student learningguide development is being done by individuals and organizations across theprovince (e.g., school jurisdictions, specialist councils, post-secondaryorganizations). Refer to the Career & Technology Studies Manual forAdministrators, Counsellors and Teachers (Appendix 11) for further informationregarding student learning guide developers and sources.

Note: A student learning guide is not a self-contained learning package (e.g.,Distance Learning Module), such as you might receive from the Alberta DistanceLearning Centre (ADLC) or Distance Learning Options South (DLOS).

TABLE OF CONTENTS

BACKGROUND INFORMATION J.3

Components of a Student Learning Guide J.3Strategies for Developing Student Learning Guides J.4

SAMPLE STUDENT LEARNING GUIDE TEMPLATE J.5

SAMPLE STUDENT LEARNING GUIDES

MAM1010 Management & Marketing Basics J.11MAM3030 Business in the Global Marketplace J.23

Sample Student Learning Guides©Alberta Education, Alberta, Canada

277

CTS, Management and Marketing /J.1(1997)

BACKGROUND INFORMATION 1.

A Student Learning Guide (SLG) is a presentationof information and direction that will helpstudents attain the expectations defined in aspecified CTS module. It is designed to be usedby students under the direction of a teacher. ASLG is not a self-contained learning package suchas you might receive from the Alberta DistanceLearning Centre (ADLC) or Distance LearningOptions South (DLOS).

Each SLG is based on curriculum and assessmentstandards as defined for a particular CTS module.Curriculum and assessment standards are definedin this document through:

module and specific learner expectations(Sections D, E and F)assessment criteria and conditions (SectionsD, E and F)assessment tools (Section G).

The SLG is written with the student in mind andmakes sense to the student in the context of his orher CTS program. SLGs are designed to guidestudents through modules under the direction ofthe teacher. They can be used to guide:

an entire classa small groups of studentsindividual students.

In some instances, the Student Learning Guidemay also be used as teacher lesson plans. Whenusing SLGs as teacher lesson plans, it should benoted that they tend to be:

learner-centred (versus teacher-directed)activity-based (versus lecture-based)resource-based (versus textbook-based).

Components of a Student Learning Guide

The student learning guide format, as developedby Alberta Education, typically has sevencomponents as described below.


Why Take This Module?

This section provides a brief rationale for thework the student will do, and also establishesa context for learning (i.e., in relation to thestrand, a life pursuit, a specific industry, etc.).

2. What Do You Need To Know Before YouStart?

In this section, prerequisite knowledge, skillsand attitudes considered necessary for successin the module are identified. Prerequisitesmay include other modules from within thestrand or from related CTS strands, as well asgeneric knowledge and skills (e.g., safetycompetencies, the ability tomeasure/write/draw, prior knowledge of basicinformation relevant to the area of study).

3. What Will You Know And Be Able To DoWhen You Finish?

This information must parallel and reflect thecurriculum and assessment standards asdefined for the module. You may find itdesirable to rewrite these standards in lessformal language for student use.

4. When Should Your Work Be Done?

This section provides a timeline that willguide the student in planning their work. Thetimeline will need to reflect your program andbe specific to the assignments you give yourstudents. You may wish to include a timemanagement chart, a list of all assignments tobe completed, and instructions to the studentregarding the use of a daily planner (i.e.,agenda book) to organize their work.

278

5. How Will Your Mark For This Module BeDetermined?

This section will interpret the assessmentcriteria and conditions, assessment standards,assessment tools and suggested emphasis asdefined for the module within the context ofthe projects/tasks completed. Acceptedgrading practices will then be used todetermine a percentage grade for themodulea mark not less than 50% forsuccessful completion. (Note: A module is

CTS, Management and Marketing /J.3(1997)

"successfully completed" when the studentcan demonstrate ALL of the exit-level

competencies or MLEs defined for the

module.)

6. Which Resources May You Use?

Resources considered appropriate forcompleting the module and learning activitiesare identified in this section of the guide. Theresources may be available through theLearning Resources Distributing Centre(LRDC) and/or through other agencies. SomeSLGs may reference a single resource, whileothers may reference a range of resources.Resources may include those identified in theLearning Resource Guide (Section I) as wellas other sources of information consideredappropriate.

7. Activities/Worksheets

This section provides student-centred andactivity-based projects and assignments thatsupport the module learner expectations.When appropriately aligned with curriculumand assessment standards, successfulcompletion of the projects and assignmentswill also indicate successful completion of themodule.

Strategies for Developing Student LearningGuides

Prior to commencing the development of a studentlearning guide, teachers are advised to obtain:

the relevant Guide to Standards and

Implementationthe student learning guide template.

Information communicated to the student in theSLG must parallel and reflect the curriculum andassessment standards as defined for the module.

Therefore, critical elements of the Guide toStandards and Implementation that need to beaddressed throughout the SLG include:

module and specific learner expectationsassessment criteria and conditionsassessment standardsassessment tools.

J.4/ Management and Marketing, CTS(1997)

Additional ideas and activities will need to beincorporated into the student learning guide.These can be obtained by:

reflecting on projects and assignments youhave used in delivering programs in the pastidentifying human and physical resourcesavailable within the school and communitynetworking and exchanging ideas (includingSLGs) with other teachersreviewing the range of resources (e.g., print,media, software) identified in the LearningResource Guide (Section I) for a particularmodule/strand.

Copyright law must also be adhered to whenpreparing a SLG. Further information andguidelines regarding copyright law can beobtained by referring to the:

Copyright ActCopyright and the Can Copy Agreement.

A final task in developing a student learning guideinvolves validating the level of difficulty/challenge/rigour established, and makingadjustments as considered appropriate.

A template for developing student learning guides,also available on the Internet, is provided in thissection (see "Student Learning Guide Template,"pages J.5-10). Several sample student learningguides are also provided in this section (see"Sample Student Learning Guides," starting onpage J.11.

2 7 9


SAMPLE STUDENT LEARNING GUIDE

TEMPLATE

Sample Student Learning Guides CTS, Management and Marketing /J.5©Alberta Education, Alberta, Canada (1997)

280

rr§itk,F1 -

TAKE THIS MODULE?

DO YOU NEED TO KNOWBEFORE YOU START?

Sample Student Learning Guides CTS, Management and Marketing /J.7©Alberta Education, Alberta, Canada 281 (1997)

WILL YOU KNOW ANDBE ABLE TO DOWHEN YOU FINISH?

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SHOULD YOUR WORK BE DONE?

J.8/ Management and Marketing, CTS Sample Student Learning Guides2c'2 ©Alberta Education, Alberta, Canada(1997)

WILL YOUR MARK FOR THISMODULE BE DETERMINED?

PERCENTAGE

M.

RESOURCES MAY YOU USE?

Sample Student Learning Guides©Alberta Education, Alberta, Canada 283 CTS, Management and Marketing /J.9

(1997)



A k g


MAM1010 Management & Marketing Basics

Sample Student Learning Guides©Alberta Education, Alberta, Canada 285

Management and Marketing /J.11(1997)



TAKE THIS MODULE?

Gain an understanding of how management and marketingconcepts relate to your everyday life

Familiarize yourself with the role of management and marketing inbusiness

Realize the importance of retailing in marketing

Recognize retail merchandising strategies used by businesses toincrease sales

Appraise personal talents and interests related to careers withinmanagement and marketing.


There are no prerequisites identified for this module.

However, your past and current management and marketing experienceswill assist you in completing this module.

J.12/ Management and Marketing, CTS(1997) 2 S 6





Upon completion of this module you will be able to:

identify key business and marketing terms

relate management concepts to:his or her personal lifeorganizations he or she is involved indifferent types of businesses (large and small)

describe the characteristics of marketing and decisions madewithin the marketing mix

describe the role of retailing:in Canadian historyin Canada todayin Canada in the future

identify and analyze retail merchandising strategies used inthe marketplace today

identify management and marketing careers of personalinterest

demonstrate basic competencies.


Work should be completed by

Use the timelines shown below to help you schedule your time. Prepare aworkplan outlining when you will complete the tasks listed below. Submitthis workplan to your teacher for approval. Remember, you should useyour time and resources as efficiently as possible so that you can completethe module and move onto other opportunities to develop your knowledgeand skills. If you find that you need to adjust your workplan; be sure toconsult with your teacher.

TASK 1: 4 hoursTASK 2: 4 hoursTASK 3: 5 hoursTASK 4: 5 hoursTASK 5: 5 hoursTASK 6: 2 hours

Complete the time management planning chart included in this module.

Sample Student Learning Guides Management and Marketing /J.13©Alberta Education, Alberta, Canada 287 (1997)



WILL YOUR MARK FOR THISMODULE BE DETERMINED?

You must first demonstrate all of the competenciesrequired for this module.

When you have done this, your percentage mark forthe module will be determined as follows:

TASK 1: Basic Business Activities/Concept Test(see worksheet/MAM1010-1)

TASK 2: Personal Management Project(see worksheet/MAM1010-2)

TASK 3: Marketing Project(see worksheet/MAM1010-3

TASK 4: Role of Retailing Presentation(see worksheet/MAM1010-4)

TASK 5: Retail Merchandising ObservationReport

TASK 6: Personal Inventory of Self

demonstrate basic competencies

PERCENTAGE

5%

15%

20%


Stoyles, Harold. Marketing Today: A Retail Focus. Chapters 1-3

Murphy, Terry. The World of Business. 3rd Ed. Chapters 3 and 4

Levin, Sandy. Marketing Dynamics. Chapter 1

Cranson, Lori. Managing for Excellence. Chapters 5 and 7

Taller, Terry. Marketing: A Canadian Perspective. Chapter 1

Stewart, Margaret. Marketing: A Global Perspective. Chapter 1

Supermarket Persuasion. Video. Learning Seed Co.


2SSample Student Learning Guides




Time Management Planning Chart

Using the chart below preplan the work that needs to be done in this module. Plan on how you will use your class timeas well as extra time that you will need to complete the assignments in this module. The chart below will help youdevelop a five-week workplan.

Name

Month


289Management and Marketing /J.15

(1997)



Business Basics Activities Worksheet/MAM1010-1

Module Learner Expectation: Identify key business systems and strategies used in themarketplace.

The following activities will prepare you for successful completion of a concept test related tobasic business terminology and economic systems and strategies.

Activities:

> Resource: The World of Business, Chapter 1. Complete activities 1 and 2 or 3 and 4.

1. Review and respond to the expectations of Chapter 1 Business and You, page 14.2. Complete the matching questions on page 29 Building Your Business Vocabulary.3. Review business vocabulary by completing the Business and You Crossword Puzzle.4. Select and complete 5 out of the 10 Applying your Business Knowledge, page 30.

> Resource: The World of Business, Chapter 2. Complete activities 1 and 2 or 3 and 4.

1. Review and respond to the expectations of Chapter 2, Economic Systems, page 33.2. Complete the matching questions on page 53 Building Your Business Vocabulary.3. Review business vocabulary by completing the Economic Systems Crossword Puzzle.4. Select and complete 5 out of the 10 Applying your Business Knowledge, page 54.

-3 Resource: Newspapers and magazinesThe World of Business blackline masters 39, 40, 41

Business Facts: Check recent newspapers and magazines and write four current businessfacts. Identify the source. Use blackline master #39.

Environmental Alerts: Check recent newspapers and magazines and write two currentenvironmental alert items related to business. Identify the source. Use blackline master #40.

Business Survival Tactic: Check recent newspapers and magazines and write a shortsummary of how a company is changing its procedures to survive or expand. Identify thesource and source date. Use blackline master #41.

Take the concept test related to business terminology and economic systems.

J.16/ Management and Marketing, CTS 2 Sample Student Learning Guides(1997) ©Alberta Education, Alberta, Canada



Management Project Worksheet/MAM1010-2

Module Learner Expectation: Relate management concepts to her or his personal life,organizations he or she is involved with and different types of businesses (large and small).

Activities:

Before completing this activity you should be familiar with the roles of management indifferent organizations. Select at least one of the following resources to obtain the necessarybackground information.

-4 The World of Business by Terry Murphy, et. al., Chapter 3 and 4.-4 Managing for Excellence by Lori Cranson, Chapter 5 and 7.

Reflect upon ways you use management in your personal life. Include the ways you plan,organize, action your plans, monitor and communicate. How might you improve yourselfthrough increasing the effectiveness of your management skills?

Interview at least one family member and friend to find out the role management plays in hisor her personal life.

How is management used in your household?

Identify the features of the different types of businesses:> sole proprietors> partnerships> corporations (conglomerates, multinationals, Crown)> franchises-3 cooperatives

Interview three people involved in business. At least one should be involved in a largebusiness (corporation), the other in a small business (proprietorship or partnership). How isthe business managed? Is it effective? Why or why not? Who are the decision-makers in thebusiness?

Present your reflections and interviews in your choice of format. This could be written,illustrated, video. The choice is yours!

Assess your project using the Presentations/Reports Assessment Tool: Managementand Marketing Project

Sample Student Learning Guides Management and Marketing /117©Alberta Education, Alberta, Canada 291 (1997)



Marketing Project Worksheet/MAM1010-3

Module Learner Expectation: Describe the characteristics of marketing and decisions madewithin the marketing mix.

Supplies: popsicle sticks, dixie cups and glue. For the purpose of computing production costsfor this project the following values have been assigned to the supplies:

Cups =.10 eachPopsicle Sticks =.05 eachGlue =.25 per unit

Activities:

Before completing this activity you should be familiar with the characteristics of marketing,the marketing mix and the types of decisions necessary to bring a product to market. Selectat least one of the following resources to obtain the necessary background.

> The World of Business by Terry Murphy, et. al., Chapter 25.> Marketing Dynamics by Sandy Levin, Chapter 1.-p Marketing: A Global Perspective by Margaret Stewart, et. al., Chapter 1.---> Marketing: A Canadian Perspective by Terry Taller, Chapter 1.

Individually or in pairs create a prototype product that has marketable potential using theabove supplies.

Make a list of marketing decisions necessary to bring the product to the marketplace.Develop a minimum of 5 decisions for each of the 4 Ps and 2 Cs of the marketing mix.

Product (name)Price (cost)Place (where to sell it?)Promotion (will you advertise?)Consumer (who will buy it?)Competition (who is in the marketplace already?)

Make decisions regarding the product for the 4 Ps and 2 Cs of the marketing mix.

Share your product and marketing decisions with a minimum of 5 potential customers.

Make recommendations regarding the marketability of your product based on yourknowledge of the marketing mix and feedback from potential customers.

How does this activity relate to the marketing decisions made by manufacturers, wholesalersand retailer everyday?

Report on your decisions, customer reactions, recommendations and conclusionsregarding the marketability of the product you created.

Assess your project using the Presentations/Reports Assessment Tool: Managementand Marketing Project

J.18/ Management and Marketing, CTS Sample Student Learning Guides(1997) 2 D2 ©Alberta Education, Alberta, Canada



Role of Retailing Presentation Worksheet/MAM1010-4

Module Learner Expectation: Describe the role of retailing in Canadian history, in Canadatoday and in Canada in the future.

Activities - Individually or in groups of two or three, complete the following activities:

Before completing this activity you should be familiar with the role of retailing in Canada,past, present and future. Use the following resource to obtain the necessary background.

---> Marketing Today: A Retail Focus by Harold Stoyles, Chapters 1-3.

Report (oral, written or visual) on the role and functions of retailing in the marketplace.

Prepare a visual timeline that represents the evolution of retailing from its beginnings to itscurrent role in the marketplace.

Report on the role technology has played in the evolution of retailing.

Make suggestions regarding the future of retailing and the role technology might play.

Presentation: organize all of the above activities into a presentation and present themto your teacher.

Assess your work using the Presentations/Reports Assessment Tool: Management andMarketing Project

Sample Student Learning Guides 293 Management and Marketing /J.19©Alberta Education, Alberta, Canada (1997)



Retail Merchandising Scavenger Hunt Worksheet/MAM1010-5

Module Learner Expectation: Identify and analyze retail merchandising strategies used in themarketplace.

Directions: Watch the video Supermarket Persuasion. Explore popular local supermarketsto find merchandising strategies presented in the video. Questions below help you explore localsupermarkets. Questions within the boxes encourage you to make conclusions about retailmerchandising strategies. Respond formally to these questions using the information you havegathered from your exploration. Plan and complete a report and/or presentation that presentsyour conclusions about retail merchandising strategies used in supermarkets.

1. Compare the price of regular popcorn kernels with that of microwave popcorn per kilogram.

2. Compare the price of instant rice with regular rice on a per kilogram basis. Estimate howmuch time instant rice saves over regular rice.

3. Compare the price of orange juice in a carton or jar with orange juice made from frozenconcentrate. Compare prices based on an eight ounce serving.

4. Compare the price of fresh fish with frozen fish sticks on a per kilogram basis.

5. Compare the price/kilogram of the following types of potatoes (compare national brands):fresh potatoes in the produce departmentfrozen french friesfreeze-dried instant mashed potatoespotato chips

6. What pricing merchandising strategies have you discovered from all of these pricecomparisons?

7. Prepare a list of 15 common grocery items. Compare these prices in three differentsupermarkets and add up the total bill for each.

8. Identify three products offering multiple pricing. Is there a significant savings when buyingmore than one?

9. Find three brands of the same food in packages that appear to be the same size but containdiffering amounts of food. Compare prices.

10. Find a package that appears larger than the same food in the competing brand yet contains thesame amount of food or less. Compare prices.

11. What additional pricing merchandising strategies have you discovered?

12. Draw a store layout of a supermarket. Does it follow the power of the perimeter approach?Explain.

13. Explore the following supermarket departments and describe a minimum of 3 merchandisingtechniques used to increase sales in each department.

produce, bakery, deli, meat, dairy, grocery


2Q 4Sample Student Learning Guides




14. What place merchandising strategies have you discovered?

15. Study the detergent section of a supermarket. Find out which companies are behind the brandnames. Estimate what percentage of shelf space is controlled by the two leading companies.

16. Study the cereal display in a supermarket. Which companies control most of the shelf space?List the brands made by any one company.

17. Study the soft drink section in your local supermarket. Find out which companies are behindthe brand names. Estimate what percentage of floor or shelf space is controlled by the twoleading companies.

18. Find a package that is oversized in comparison to its contents.

19. Find a local supermarket with a high quality house brand. How do they compare in qualityand price to national brands?

20. Find a local supermarket with generic foods. How do they compare in quality and price tothe national brands?

21. What product merchandising strategies have you discovered?

22. Find a full page newspaper ad or flyer showing food prices. How many of the prices end inthe number nine? Show the ad.

23. Walk the inner aisles of a supermarket. How many "shelf talkers" can you find? What is themost common message?

24. Find three tie-in displays in the supermarket. Describe the display. Is one item on sale, both,or neither?

25. Look for three end of aisle displays. Note the price of the items. Are they reduced or atnormal price?

26. Find an example of a tumble or dump display. Is the price greatly reduced, slightly reduced,or the same as always?

27. What promotional merchandising strategies have you discovered?

28. Compare services for three different supermarkets. Compare store hours, credit available,loyalty programs, deliver, etc.

29. What service merchandising strategies have you discovered?

30. In your observations in the supermarkets, what additional merchandising strategies have youdiscovered?

This worksheet has been adapted from the Supermarket Persuasion support material that comeswith the video. It has been adapted to reflect metric measurements and the specific learnerexpectations of Module 1010 in Management and Marketing.


295 Management and Marketing /J.21(1997)



Personal Inventory of Self Worksheet/MAM1010-6

Module Learner Expectations: Identify management and marketing careers of personalinterest.

Activities:

> Resource: Marketing Today: A Retail Focus, 2nd Edition, Teacher's Resource, blacklinemaster, page 221, Personal Profile Sheet.

Complete the Personal Profile Sheet to identify personal talents, skills, interests andqualifications.

Research and find management and marketing careers that match your personal talents, skills,interests and qualifications.

Investigate a minimum of three careers within the management and marketing field that youwould be interested in pursuing (use Assessment Tool: MAMCARE: Career Profiles).

J.22/ Management and Marketing, CTS 296 Sample Student Learning Guides(1997) ©Alberta Education, Alberta, Canada

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, , 1

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MAM3030 Business in the GlobalMarketplace

Sample Student Learning Guides©Alberta Education, Alberta, Canada 297 Management and Marketing /J.23

(1997)


M&M3030 Business in the Global Marketplace

1 M.)

TAKE THIS MODULE?

Around the world, markets are opening up. What will Canadianbusiness people need to know to succeed in this global marketplace andwhere will they find answers to their questions? In this module youwill:

explore opportunities and challenges that confront businesspeople in establishing a global business operation in bothdeveloped and developing nations

analyze needs and wants of consumers in potential foreignmarkets

analyze existing resources, products and services that have thepotential to be marketed in Canada

evaluate and make recommendations of how businesses canwork towards sustainable development for future generations.


There are no prerequisites identified for this module.

However, MAM1010: Management & Marketing Basics, MAM2010:Managing For Quality and MAM3020: Business in the CanadianEconomy will provide helpful background knowledge to worksuccessfully in this module.

Also, learnings in Social Studies 20 (Quality of Life) and Social Studies30 (Political and Economic Systems) have connections to this moduleand provide a foundation for further learning.

238J.24/ Management and Marketing, CTS Sample Student Learning Guides(1997) ©Alberta Education, Alberta, Canada


MAM3030 Business in the Global Marketplace


Upon completion of this module you will be able to:

compare existing international business ventures withindeveloping and developed nations

identify and examine existing legislation that affects globalventures

analyze existing global ventures

identify and investigate global entrepreneurial opportunitieswithin a developing and a developed nation



Work should be completed by

Use the timelines shown below to help you schedule your time. Prepare aworkplan outlining when you will complete the tasks listed below. Submitthis workplan to your teacher for approval. Remember, you should useyour time and resources as efficiently as possible so that you can completethe module and move onto other opportunities to develop your knowledgeand skills. If you find that you need to adjust your workplan, be sure toconsult with your teacher.

TASK 1: 4 hoursTASK 2: 4 hoursTASK 3: 5 hoursTASK 4: 12 hours

Complete the time management planning chart included in this module.

Note: Additional homework time will be required to complete thismodule.


299Management and Marketing /J.25

(1997)



You must first demonstrate all of the competenciesrequired for this module.

When you have done this, your percentage mark forthe module will be determined as follows:

TASK 1: Activities/Concept test on basicinternational trade concepts including globalbusiness legislation, regulations and organizationsand processes for exporting

TASK 2: Research and report on a minimum ofthree international businesses

TASK 3: Analysis of a minimum of five casestudies

TASK 4: Research Project on the globalmarketplace


PERCENTAGE

15%

15%

20%

50%

Basic CompetenciesReference Guide


Steward, Margaret J. et al. Marketing: A Global Perspective. Chapters 15,16, 17.

Liepner, Michael E. and Magnan, Jane G.N. Exploring Business: A GlobalPerspective. Chapter 4.

Stoyles, Harold. Marketing Today: A Retail Focus.

PC Globe. Computer program.

International Trade Centre in Calgary and Edmonton

the Internet.





ASSIGNMENT LOG

ACTIVITIES DATECOMPLETED

MARK

Compare existing international business ventures with bothdeveloped and developing nations

TASK #1: Activity 1 Introduction to the global marketplace

Define terms and essay

Visit to local retailers, 10 products

Flowchart of 1 product from retailer

Examine existing legislation that affects global ventures

TASK #1: Activity 2 Trade Agreements

Summary of the 4 trade agreements

Purpose of trade agreements, Barriers to Trade

Concept Test

TASK #2: Researching the Global Marketplace

Reference List of 10 articles

Report w/developed nation

Report w/developing nation

One additional report

TASK #3: Analyze existing global ventures 5 Case Studies

Trivial Pursuit Case Study

McDonald's in Russia Case Study

The Body Shop Case Study

Body Shop Visit Essay

Canadian Entrepreneurs in Thailand

Adjustment May be Difficult Case Study

TASK #4: Research global entrepreneurial opportunities withboth a developed and developing nation

Project 1 see Global Marketplace Research and projectchecklist (page J.24 J.28)





Time Management Planning Chart

Using the chart below preplan the work that needs to be done in this module. Plan on how you will use your class timeas well as extra time that you will need to complete the assignments in this module. The chart below will help youdevelop a five-week workplan.

Name

Month

J.28/ Management and Marketing, CTS(1997) 3 2




TASK #1:ACTIVITY I INTRODUCTION TO THE GLOBAL MARKETPLACE

In this activity you will become familiar with the language used in the global marketplace, andexplore retailers to identify products of foreign origin in the Canadian marketplace.

Marketing: A Global Perspective, Chapter 15: International Marketing

a. Define the international marketing terms on page 285.

b. With a partner, discuss the learning objectives.

c. Using these learning objectives as an outline, write an essay that includes a response to allof the objectives. (Minimum 2 pages, typed using double spacing.)

d. With a partner, edit each other's work, make corrections and hand your essay in along withyour terms.

e. Visit a local retailer and find 10 products of foreign origin. In chart form record theproduct, price and country of origin and manufacturer's name. Choose one of the 10products and interview the retailer to find out as much as you can about the origins of theproduct. Using a flow chart diagram, show how the product was able to reach the Canadianconsumer. Some questions to consider when interviewing your retailer include:

1. How did it get to the retail store?

2. Who received the product in Canada?

3. How did it get to Canada?

4. Who manufactured the product?

5. What are the raw materials?

6. Where did they come from?

The retailer may not be able to answer all these questions, but he or she may be able to giveyou another contact. If he or she is able to give you the name of the actual importer of theproduct, try to contact this person for more information.





TASK #1ACTIVITY 2 TRADE AGREEMENTS

a. Research and give a summary of the following trade legislation and tradingblocs/agreementsinclude the advantages and disadvantages of each.

Domestic trade legislation between provinces

U.S./Canada Free Trade Agreement (FTA)

North American Free Trade Agreement (NAFTA)

European Community (EC)

Pacific-Asian Region or Pacific Rim

b. What is the purpose of countries developing formal or informal trade agreements?

c. What are the barriers to trade? Why are these barriers set up?

Note: Most of this information is readily available for free at the International Trade Centre.

J.30/ Management and Marketing, CTS(1997) y.44




TASK #2RESEARCHING THE GLOBAL MARKETPLACE

In this activity you will explore different businesses currently in the international scene.

Using CD-ROMS and/or Internet resources search for 10 articles about companies currentlydoing business in the international market. Search for the following information:

a. foreign companies doing business in Canada.

b. Canadian companies doing business abroad.

c. try to expand your search to include markets within both developed anddeveloping worlds.

List the articles in reference style.

Select 3 of the articles to report on. At least one of the articles must be about doing businesswith a developing nation, another about a developed nation. In essay format, respond to thefollowing information.

a. Name of Companydescribe the nature of company, where is it based, is it amultinational company, international corporation, small company or privateentrepreneur. How is the organization structured or organized to do business inthe international setting?

b. Describe the nature of the business opportunitywhat products or services areinvolved. Was the product changed at all to meet the needs of a new market?

c. Thinking globally, how does this business opportunity benefit Canada? Howdoes it benefit the foreign country?

d. Were any human rights or environmental issues mentioned?





TASK #3 5 Case StudiesCASE STUDY 1 TRIVIAL PURSUIT MOVES INTO THE INTERNATIONAL

MARKET

Resource: Marketing: A Global Perspective, Chapter 15: InternationalMarketing, page 301

Will this popular board game be successful in the international marketplace? Read this caseand draw your own conclusions.

a. Read the case.

b. Answer and discuss the 2 questions posed at the end of the case.

CASE STUDY 2 HAMBURGER DIPLOMACY

Resource: Exploring Business: A Global Perspective, Chapter 4, page 80-81

Who brought McDonald's Restaurants to Russia? Read this case to find the answer.

a. Read the case study.

b. Answer the following questions

1. What is meant by a joint venture?

2. In your opinion, what are the most difficult obstacles facing businesses that want toexpand to other countries?


.3 n 6 Sample Student Learning Guides©Alberta Education, Alberta, Canada



CASE STUDY 3 THE BODY SHOP

Resources: Your local Body ShopStoyles, Harold. Marketing Today: A Retail Perspective, page291

What has made the Body Shop a successful franchise internationally? This case discusses thesuccess of Anita Rodick and her "profit with principles" practice of doing business. You willdiscover her principles in practice by visiting a local Body Shop franchise and observingmerchandising techniques used with the store.

a. Read the case study. Answer the following questions and discuss your answers in smallgroups.

1. In what way is the Body Shop committed to "profits with principles"?

2. Will the Body Shop's approach to retailing become more popular in thefuture? Support your answer.

3. Think of a business you might own one day. How might youincorporate the concept "profit with principles" into your business?

b. Visit a local Body Shop retail outlet. Report, in essay format, on how this store projectsa "profit with principles" global image. What literature and visual merchandisingtechniques are available in the store to support your findings?


307 Management and Marketing /J.33(1997)



CASE STUDY #4 CANADIAN ENTREPRENEURS IN THAILAND

Resource: Marketing: A Global Perspective, Chapter 16 Entering theInternational Market, page 304.

How might these entrepreneurs help the people of Thailand develop economic growth,while at the same time making a profit for themselves?

Read Marketing Profile: Canadian Entrepreneurs in Thailand. While reading this case,think about the idea that developed nations have a responsibility towards developing nationsto help with long-term economic growth. This case study is not only about two Canadiansentering the international marketplace, but also about helping Thailand grow economically.

Answer the following questions about the above case.

a. Does this business relationship benefit the people of Thailand? Explain.

b. Are there any environmental questions that should be answered in regards toharvesting the tiger shrimp from the sea? What are the questions?

c. Would you consider this a long-term commitment to a developing nation or ashort-term commitment by two entrepreneurs out to make a profit? Justifyyour answer in terms of economic growth for Thailand and environmentalissues.

J.34/ Management and Marketing, CTS(1997) 338




CASE STUDY #5 HONDA CANADA

Resource: Marketing: A Global Perspective, Chapter 16 Entering theInternational Market, page 315.

While reading this case think about what your life would be like if you moved to a foreigncountry that had a very different culture than your own. How would you feel? How wouldyour react to a new culture?

Read the Case Study: Adjustment May Be DifficultA case study on Japanese executiveswith Honda, adjusting to a Canadian lifestyle. Answer the following questions:

a. Who is responsible for the Japanese executives' happinessCanadians, whobenefit from foreign investment, or the Japanese company investing inCanada? Support your answer.

b. What could Japanese companies do to help their employees?

c. What could Canadians do to help with the situation?

d. What challenges and opportunities might you face if you were sent to workin a foreign country?


309




TASK #4

GLOBAL MARKETPLACE RESEARCH PROJECT

In this research project you will be asked to work with a partner. Select two countries toresearch. One must be a developed country, the other a developing country. Each of thepartners will take a country and complete the research within Section I. Work collaborativelyon Sections II and III.

This report should be typed APA style or formatted formally in another style, withreferences being cited where appropriate. Make sure you have a table of contents at thebeginning and a reference list at the end.

This report will be divided into three sections. The first is to investigate how Canadianswould do business with foreign countries by researching a developed and a developing countryand their people. The next section of the research will ask you to work together to compare thedeveloping and developed countries. The last section will ask you to give recommendationsand conclusions for both countries including the following information:

opportunities for importing goods and/or services into Canada from these countriesopportunities to export Canadian goods or services to each countrywould you do business with these countries based on bigger global issues such as theenvironment and human rights concerns?

Library Resources

Box, Ben (Ed.). (1993) South American Handbook. Bath, England: Trade and TravelPublications.

Kurian, George Thomas (Ed.). (1992) Encyclopedia of the Third World, Fourth Edition.Volumes 1-111. New York: Facts on File.

Kurian, George Thomas (Ed.). (1990) Encyclopedia of the First World, Volumes I & II.New York: Facts on File.

Lands and People. (1991). Volumes 1-6. Danbury, Conn: Grolier.

World Resources Institutes (Eds.). (1993 & 1994) Environmental Almanac. New York:Houghton Mifflin Company.

Worldmark. (1988). Encyclopedia of the Nations. Volumes 1-5. New York: John Wileyand Sons Inc.





Community Resources

The International Trade Centre

The Business Service Centre at the trade centre is filled with free literature and a referencesection of books, magazines, documents and videos. As a student, you can visit the centrewhen doing your research. There are tables to work at while researching and a TVNCR forpreviewing videos. A few students at a time is recommended. The addresses for Calgary andEdmonton are:

I.

II.

International Trade CentreBusiness Service Centre1 1 th Floor, 510-5th Street SWCalgary, AB T2P 3S2Telephone: 403-292-4575Fax: 403-292-4578

Basic facts about each country

International Trade CentreBusiness Service Centre540, Canada Place9700 Jasper AvenueEdmonton, AB T5J 4C3Telephone: 403-495-2944Fax: 403-495-4507

SECTION I

A. Geographic areashould include a map indicating where the country is located,its borders and major cities

B. Demographics of each countrypopulation and principal cities, market size,income distribution

C. Overview of the history of each countryD. EducationE. Government and laws

Economic facts about each country

A. Economic system and membership in trading blocs and other internationalorganizations

B. Exports, imports, chief agriculture productsC. Financial informationforeign exchange/currency, payment methods and

licensing informationD. Transportationmodes available for shipping and transporting goodsE. Advertising and promotionavailability of print and electronic media





M. Culture of each country

A. Languageespecially the language of business people and government officialsB. Customs affecting business relationsC. Religions of the countryD. HolidaysE. Etiquette for business in the country

IV. Travelling information for each country

A. Travel documents and customs regulationsB. Transportation to the country and domestic travelling arrangements during your

visitC. CommunicationsD. Hotel AccommodationsE. Business calls and entertainmentF. Appropriate dressG. Overall health and personal security

V. Global issues related to each country

A. Environmental issues concerning land, air or waterB. Human rights issues related to the workforce or discriminating policiesrelated

to gender, race or religion

SECTION II

I. Comparisons between the developing and developed nation

A. As a business person doing business with both countries, how are they similar?B. How do they differ?

SECTION III

I. Import and export opportunities

A. What are some of the potential opportunities for importing products or servicesinto Canada from each country?

B. What are some of the potential opportunities for exporting products or servicesto each country?

J.38/ Management and Marketing, CTS(1997) 312




II. Recommendations and Conclusions

A. What are the advantages and disadvantages for Canadians in doing businesswith each of these countries.?

B. What are the advantages and disadvantages for each country in doing businesswith Canadians?

C. Are there any global issues that make it difficult to do business with either ofthese two countries? This should be a discussion on the ethical and moraleresponsibilities that businesses have in the global marketplace towards humanrights and environmental issues. Use the concept "profit with principles."

D. What did you value the most from this global research assignment? How mightknowing this information make a difference for you in the future? (Each studentshould reflect on his or her own feelings).

Sample Student Learning Guides 313 Management and Marketing /J.39©Alberta Education, Alberta, Canada (1997)



Global Research Project Checklist

Name of Student Name of Student

Section I Developing Country Developed Country

Facts about the country

Economic Facts

Culture/Customs

Travel Information

Global Issues

Section II

Similarities

Differences

Section III

Import/Export Opportunities foreach country

Advantages and Disadvantages ofdoing business with each country

Recommendations for doingbusiness with each

Reflections

Format

Used APA or other formal reportstyle

Table of Contents

Used headings to organize report

Reference list

Student Reflections:

J.401 Management and Marketing, CTS(1997) 314


K. ACKNOWLEDGEMENTS

The Management and Marketing strand was developed through the cooperative effort of people fromschools, post-secondary institutions, professional associations, business, industry, labour, and departmentsand agencies of the Government of Alberta. Alberta Education would like to extend sincere appreciation tothe following individuals and groups.

Career and Technology Studies Advisory Committee

Dawn ArnoldMike BlackwellSusan deWijkMaryanne Doherty-PoirierLynne DuigouDarwin EckstromBarry EdgarHarold HayterGeorge HildebrandtGerry HuntKenneth JacknickeGraham JohnstonBrenda Kent-PackerBev KlemenKevin KnibbsArnold Krause

Len LudersEva-Jane LundgardGordon MurrayJeannette PawliukSam PerverseffConnie PetersDarren ReederRick RomanBarry Stange landGordon WelchGordon Worobec

Tofield SchoolWetaskiwin Composite High SchoolLester B. Pearson Senior High School, CalgaryUniversity of Alberta, EdmontonSt. Francis of Assisi School, EdmontonPeace Wapiti Regional Division No. 33Grande Prairie Composite High SchoolNorthern Alberta Institute of Technology, EdmontonSchool System RepresentativeEastglen Composite High School, EdmontonPost-secondary Education RepresentativePost-secondary Education RepresentativeClarence Sansom Junior High School, CalgaryW. R. Myers High School, TaberCalgary School District No. 19Department of Education, Culture and Employment, Government

of North West TerritoriesRed Deer School District No. 104Edwin Parr Composite Community School, AthabascaBellerose Composite High School, St. AlbertEdmonton School District No. 7Alberta Teachers' Association RepresentativeSchool System RepresentativeBusiness/Industry RepresentativeBusiness/Industry RepresentativeSchool System RepresentativeCASS RepresentativeAlberta Teachers' Association Representative

Management and Marketing Focus Group

Carol AllanBrett BainMel FisherDorothy HainesKaren KarpukVicki KranenburgVi LiviniukNorm Martin

Professional Secretaries International, CalgaryBusiness/Industry RepresentativeFisher Consulting EnterprisesAlberta Education, Calgary Regional Office of EducationPost Secondary RepresentativeJunior Achievement of Southern Alberta, CalgaryDr. E. P. Scar lett High school, CalgaryBrebeuf Junior High, Calgary

Acknowledgements CTS, Management and Marketing /K.1©Alberta Education, Alberta, Canada 315 (1997)

Management and Marketing Focus Group (continued)

Sheila MurphyRae Verity

Sharon Willgress

Development Task Force

Susan deWijkMel FisherJoanne FitzmartynWendy WheelerHerb Zimmer

Field Review (1992-1993)

Sam BelcourtPeter C. DoonancoDale JohnstonAllan LeinweberKen LooseMary Pizzey


Glen LeeBill SchlachtJohn Smyk


Gord AtkinsonLinda CarverNorm MartinWarren St. PeterRichard SchearGerard Zanoi

Assessment Panel (1995-1996)

Susan AlexanderLinda CarverPat McKennaPam Singletary

Post Secondary RepresentativeBusiness Administration Department, Southern Alberta Institute of

Technology, CalgaryCalgary Co-op.

Lester B. Pearson High School, CalgaryFisher Consulting EnterprisesBishop Grandin High School, CalgarySt. Francis High School, CalgaryWestern Canada High School, Calgary

School System RepresentativeGlendon SchoolSeba Beach SchoolWilliam E. Hay Composite High School, StettlerAssumption School, Grand CentreHunting Hills High School, Red Deer.

School System RepresentativeSchool System RepresentativeArchbishop O'Leary High School, Edmonton.

Hillside Junior/Senior High School, ValleyviewStrathmore High SchoolBrebeuf Junior High School, CalgarySchool System RepresentativeSchool System RepresentativeSchool System Representative

Lord Beaverbrook High School, CalgaryStrathmore High SchoolSt. Thomas Aquinas School, Red Deer.Dr. E. P. Scar lett High School, Calgary

K.2/ Management and Marketing, CTS Acknowledgements(1997) ©Alberta Education, Alberta, Canada

Assessment Panel (1995-1996) (continued)

Deborah SkubaWendy Wheeler

Task Force II (1996-1997)

Linda CarverPat McKennaPam SingletaryDeborah SkubaWendy WheelerHerb Zimmer

William E. Hay Composite High School, StettlerSt. Francis Senior High school, Calgary

Strathmore High SchoolSt. Thomas Aquinas School, Red DeerDr. E. P. Scar lett High School, CalgaryWilliam E. Hay Composite High School, StettlerSt. Francis Senior High school, CalgaryWestern Canada High School, Calgary

Alberta Education, Curriculum Standards Branch

Lloyd SymyrozumA. A. (Scotty) DayKeith WagnerSusan LynchSharon PratherMel Fisher

Sharon Prather

Susan deWijk

Glen O'Neil

Director, Curriculum Standards Branch (Retired)Assistant Director, Curriculum Standards Branch (Retired)Director, Curriculum Standards BranchAssistant Director, Curriculum Standards BranchProgram Manager, Career and Technology StudiesProgram Consultant, Management and Marketing, Career and

Technology Studies (1991 1994)Program Consultant, Management and Marketing, Career and



Technology Studies (1996 1997)

Document publication and administration

Jennifer AnnesleyKim BlevinsLila BorhotLisa BucklandLorraine CrawfordMaria CrudoChristopher EwanchukNancy Foulds

Lin HallettDianne HohnsteinCori MayJoanne MediskyPauline TaylorCatherine WhiteMarcie Whitecotton-CarrollEsther Yong

3 7Acknowledgements CTS, Management and Marketing /K.3©Alberta Education, Alberta, Canada (1997)

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