Retail Merchandising and Principles of Marketing (Grade 11)

by Amber Kraus

This standards-aligned, Concentrator-level course covers Retail Merchandising (Section 1) and Principles of Marketing (Section 2).

The Retail Merchandising portion of this course prepares students to master marketing and sales foundations and apply these principles to the characteristics of various types of retail environments. Opportunities are provided to perform marketing practices and tasks in a variety of on-site, student enterprises, such as a student store, internships and practices of group activities in class. The community-classroom component is designed for on-campus student enterprise operations.

Facilitation of student skill development in a variety of retail operation areas is provided. Students will learn various aspects of sales, and how to: analyze products and consumers, conduct market research, understand target marketing and global perspective, perform cashiering and cash handling transactions, promote sales events, handle inventory control, and undertake strategic market planning. This is an advanced course; that is designed to examine marketing as it is related to society and economic development. (90 hours)

The Principles & Marketing portion of this class examines the role of marketing as it relates to society and economic development. Students will analyze products and consumers, marketing research and strategic market planning. The course surveys, with a global perspective, the selection of target markets as well as the development of the marketing mix (Place, Product, Price, and Promotion). Coursework gives students the skills necessary to continue studying Business at a University level with the goal of attaining a business undergraduate degree or a Master Business Administration (MBA).

College-Preparatory Elective ("g") / Interdisciplinary
Course Certification Elements
Standards
California's 2013 CTE Standards (36)
California English Common Core Standards (8)
California's 2008 CTE Standards (1)
Course Competencies / Outcomes

By end of this course, students will be prepared to enter the workforce with knowledge and skills for an entry-level job. Students will be able to recognize safety, harassment and work hazards. Students will be able to use a cash register, set up a change fund and balance a register. 

By the end of this course, students will be able to evaluate, when appropriate, selling techniques. Students will understand promotional mix, global marketing environment, market identification segmentation and targeting. 

By the end of this course, students will have knowledge of the basic business and be prepared to continue to college to attain a degree in Business Administration (MBA). 

Course Work Based Learning Activities

Project Based Learning Assignment: Creating a mock business, mock interview, mock departments making company decisions, etc. 

Student Store: Hands-on customer service, stocking merchandise, ordering, receiving, money handling, balancing register, inventory, and etc. 

Classroom Visitors: Career and College 

Internships: Retail Sales Field - Clair's, Icing, Sears, Smart and Final, Anchos, Tilly's, Zummies, Pac Sun, Payless Shoes

Job Shadows: introduce students to the day-to-day realities of today’s workplace and the skills they need to succeed 

Career Preparation: awareness, exploration

Field Trips: Company Tours, Career Fairs, Colleges

Course Materials

Textbook: Marketing Dynamic, 3rd EditionClar, Basteri, Gassen Walkder. Glencoe and McGraw Hill. 2014 or Fourth Edition, 2019

Website: http://www.glencoe.com

Section 1

Retail Merchandising

Course Overview:

This standards-aligned course covers Retail Merchandising, Principles & Marketing. The course prepares students to master marketing and sales foundations and apply these principles to a variety of retail environments. It provides opportunities to perform marketing practices and tasks in a variety of on-site, student enterprises such as a student store and in internships. The community-classroom component is designed for on-campus student enterprise operations and facilitating student skill development in a variety of retail operational areas. Students will: analyze products and consumers, conduct marketing research, examine target marketing and global perspective, perform cashiering, cash handling, sales events and promotion, inventory control, and strategic market planning. This advanced course is designed to examine marketing as it is related to society and economic development. (90 hours)

Unit 1: Orientation to Retail Sales and Marekting

Unit Length (Hours): 1

Unit Description:

This unit of instruction provides students with information on the course “Retail Merchandising and Principles & Marketing”. Through reading, collaborative discussion, students are introduced to the expectations of the class, and the basics of answering the question,“What is Marketing?” 

Student Learning Outcomes  

Students review and understand all course documents; syllabus, expectations and class rules. 

Competencies/Outcomes

By the end of this unit, students will have an understanding of, and complete all, course materials and enrollment forms, and review the course syllabus

By the end of all this course, students will be able to apply learning on the job site, or in a business setting, to everyday life and make connections among disciplines of study.  

Unit Competencies

Completes a course orientation.                                                                       

Completes all course material and enrollment forms and reviews course syllabus. 

Assess marketing information needs A.4.5 

Key Assignment

Students will view/read and complete all course material and enrollment forms and review course syllabus. Additionally, they will complete a list of personal, professional and educational requirements for a career in the retail field.  

Assessment

Questions and Answer Time.

Communication of how students will be assessed in the future throughout the other units: By reviewing the completion of intro course material students will have the understanding of the class and the requirements to attain a B or better grade within the class. The overall instructional method provides students with a balance of direct, interactive and experiential learning. This class provides students with a structured overview of individual and group roles and responsibilities in effective selling, merchandising, and customer service in a retail environment. Formative assessments include interactive questioning, performance-based activities, quizzes, and ongoing observation.  Summative assessments include: written and performance-based tests, multimedia projects, presentations, and portfolio components.  

The overall instructional method provides students with a balance of direct, interactive and experiential learning. This class provides students with a structured overview of individual and group roles and responsibilities in effective selling, merchandising, and customer service in a retail environment.    

Chapter 1: page 4 

Unit 2: Health and Safety

Unit Length (Hours): 8

Unit Description:

In this unit students will research and review current Occupational Safety and Health Administration (OSHA) and job-related materials to determine appropriate health and safety components within this career pathway.

Students gain an understanding of health and safety policies, procedures and practices by viewing and discussing a variety of safety and health-related videos and researching and assessing current OSHA regulations, and industry safety informational literature.

Students will be able to describe the responsibilities and duties of OSHA. Students will apply these safety policies and procedures to maintain a safe and healthy work environment, which will prevent accidents in the workplace.  In an appropriate workplace setting (e.g. student store), students model their ability to identify workplace safety hazards and make appropriate corrections or modifications.

Students will demonstrate health and safety procedures, regulations, and personal health practices, and determine the meaning of symbols, key terms, and domain-specific words and phrases related to the Marketing, Sales, and Services sector workplace environment. Students analyze worker rights and types of harassment that are not permitted by law.

Student Learning Outcomes 

Students will work with, and adhere to, Material Safety Data Sheet (MSDS) instructions. They will interpret policies, procedures, and regulations for the workplace environment, including employer and employee responsibilities. They will employ health and safety practices for storing, cleaning, and maintaining tools, equipment, and supplies. Students will also: practice personal safety when lifting, bending, or moving equipment and supplies (Personal Protective Equipment - PPE), demonstrate how to prevent and respond to work-related accidents or injuries (including demonstrating an understanding of ergonomics), maintain a safe working environment and practice risk management to ensure security and to prevent loss of property and bodily injury. They will be informed of laws/acts pertaining to the Occupational Safety and Health Administrations standards, including occupational safety, sexual harassment, and a no tolerance bully clause. 

Competencies/Outcomes

By the end of the unit, students will have a complete understanding of safe work practices within a retail job place. Students will be able to recognize how to prevent work injuries, business loss, employee loss and the financial loss to a business/employee.  

Students will know the "rights of a worker" according to the law and be able to recognize harassment, sexual harassment, and bully. Students will be able to explain and understand the procedures that should betake if a form of harassment is present. 

Understand the safety and health issues related to serving persons with disabilities. CTE.PS.A.6.5

Understand the importance of specific human resource practices and procedures that address workplace diversity, harassment, personal safety, and discrimination.                                                CTE.HTR.B.4.2/C.2.2

Identify the ways in which local, state, and federal regulations and laws are enforced by regulatory agencies, including the California Occupational Safety and Health Administration, the Americans with Disabilities Act, and the Health Insurance Portability and Accountability Act. CTE.ECDFS.D.4.2

Key Assignments

As a culminating assignment, students will create a “Retail Accident Prevention Guide", with the requirements of using proper English, professionalism, craftsmanship, keywords, and retail terms.

Assessment

Using job shadowing, problem-solving, and role-playing students will evaluate Worker's Rights. Students will explore various resources on handling sexual harassment, discrimination and bullying in the workplace, and will discuss appropriate responses based on teacher and student-created scenarios. Students will develop a section of retail "Safety Procedure Guide". They will present and/or demonstrate a safety issue with a solution for a type of possible real-life incident that could occur in their student store. 

Students must pass written, course-specific safety test with 100% accuracy. The instructor will evaluate students' personal safety guides for the correct use of retail industry words and definitions.     

Note: If you choose to use the lessons "Sexual Harass ME NOT" and "Injure Me Not", After Teaching these lessons, jump to Unit 6 and teach Loss and Prevention - Lessons (PST-3) and (PST-4).

Video:

Sexual Harass Me Not! (PST-1)

  • Harassment on the job
  • Man Harassing a Girl
  • Sexual Harassment: A Commonsense Approach
  • Bullying in School

Injure Me Not! (PST-2)

  • OSHA Worker Rights
  • Teen Workers Real Job
  • Evan By Sandy Hook Promise

Chapter 27.1: page 565

Unit 3: Retail Financial Transactions

Unit Length (Hours): 12

Unit Description:

This unit introduces students to the procedures of handling cash and credit transactions in the retail environment. Students will learn how to use a cash register and demonstrate the ability to apply basic mathematical equations in calculating change and making retail price adjustments. Students will formulate mathematical concepts to balance and close cash drawers, set up and open cash drawers, and run reports.  Students will learn how to recognize counterfeit currency and discuss ethical and legal concepts related to handling cash transactions.

Student Learning Outcomes

Following teacher lecture, demonstration, participation, and video presentation, students will work in small groups to address scenario-based role play prompts related to handling cash and conducting cash transactions in the retail environment. The class will use a rubric to evaluate the group’s use and application of basic principles in handling cash.  Students will demonstrate knowledge of the use of contemporary and emerging technology resources used in cashiering. Students will understand and utilize the production of proper cash accounting records, reporting and describe the uses, and benefits of Point of Sale (POS) software programs.  

Students will identify differences between customer payment options and steps for handling cash, credit cards, debit cards, money orders, and personal checks. Students will perform cash fund set-up, balancing registers and established change-making procedures using manual and touch screen cash registers.  These procedures include the operation of a cash register, customer service, balancing register, and setting the register up for the next day (cash/change fund)  "counting forward" method of change making, preparing accurate accounting reports.  

Competencies/Outcomes

By the end of this unit, students will have acquired knowledge of procedures for handling cash and non-cash transactions to perform appropriate cashiering and related asset protection procedures. Students will be able to demonstrate knowledge of the use of contemporary and emerging technology resources used in cashiering. They will understand and utilize the production of proper cash accounting records, reporting and describe the uses, and benefits of point of sale (POS) software programs.  

Unit Competencies

Explain the importance of customer service and explain communication techniques. B.3.3        

Demonstrate characteristics of professionalism in working relationships with customers and employees. CTE.BF.B.9.3                                                                                                           

Apply procedures for handling cash transactions, such as balancing cash, handling cash control, converting currency, and identifying counterfeit currency. C.6.1

Identify startup cost C.8.1

Identify the selling techniques used to aid customers and clients in making buying decisions. C.9.3

Key Assignment

Using project-based learning and role-playing students will have Hands-on training with play/authentic dollars and coins, and cash registers.  Students model the correct procedures for making changes. Instructor and students model correct method of ringing up and accepting payment. Students role-play with instructor and peers to become proficient in accurate change making procedures using the count forward method.

Instructor, will provide materials on the security features of counterfeit money, tools used for counterfeit detection and procedure of handing counterfeit money, using videos and brochures found online (U.S. Bureau of Engraving and Printing). Students will identify security features and role-play steps for handling a potential counterfeit bill.

Students will perform cash balancing procedures and verify daily sales receipts. Using an X Z report, students will balance registers to determine the current sales amounts. Students will learn terms: balanced, shortage and overage, and understand the importance of each. Students will prepare monies for bank deposits, roll coins, sort bills by denomination, straighten bills, fill out deposit slips, and bank money bag. Students will produce reports that are required, report amounts into a cash log report (i.e. Excel) and file copies of reports and receipts. They will determine which reports are needed to accurately report the products sold and amount of money accepted by cashiers.

Students will define identity theft and explain its effects on personal credit and purchasing power. Students will identify risk factors for customers when purchasing items via debit, credit and for online transactions. Students will determine ways businesses can reduce identity theft exposure for customers.

Assessment

Students will prepare monies for bank deposits by rolling coins, sorting bills, and straightening bills. Students will identify current counterfeit currency detection measures. Students will demonstrate asset protection procedures for cash handling, balancing register, setup of register and deposit. Students will identify risks for customers regarding identity theft and payment options and examine ways businesses can reduce risks of exposure. Students will describe the importance of conducting all financial transactions in an accurate, professional and ethical manner.

Assessments will be ongoing as each section is completed. The instructor will use student modeling as a hands-on way of assessing the student's skills and abilities. Role-playing; peer-to-peer, peer-to-instructor, performance evaluations, written quizzes and/or test.

Chapter 33: page 694

Unit 4: Selling Process

Unit Length (Hours): 12

Unit Description:

This unit introduces retail sales selling skills. The students are introduced to new sales terminology. Through lecture, reading, writing, techniques and hands-on demonstrations, the Sales Presentation will be covered. Students identify, differentiate, and model the steps of the selling process, including customer approach styles, determining needs, presenting products, suggestive and substitution selling, overcoming objections and “closing” techniques. Students define customer buying motives and interpret customer signals to determine rational or emotional motives to facilitate the customer's decision-making process. Students describe the need for product knowledge in the selling process including research and analyzing ways to find product information. Students will differentiate between a variety of selling situations including face-to-face selling, e-tailing, catalog, and telemarketing sales as well as retail vs. wholesale selling.

The Sales Presentation process consists of the following; the pre-approach, the approach, determining needs/wants, product presentation, handling objections, add-on/plus selling, closing the sale, and the follow-up. The primary idea is to give students the opportunity to practice the Sales Presentation prior to interaction with customers in the “real world”.

Student Learning Outcomes  

Recognize the elements of communication using a sender-receiver model. Identify barriers to accurate and appropriate communication. Interpret verbal and nonverbal communication and respond appropriately. Understand how promotions concepts and strategies including advertising, sales promotions, public relations, and personal selling are used to communicate information about products, service, images, and ideas to achieve a desirable outcome. Illustrate the methods used to determine client needs, desires, and respond with selling concepts, including planned personalized communication that influences purchase decisions and enhances future business opportunities. Identify the techniques and strategies used to foster positive, ongoing relationships with customers and the importance of service to the business’ bottom line. Employ the concepts, processes, and skills associated with identifying new ideas, opportunities, and methods and with creating or starting a new project or venture. 

Competencies/Outcomes

By the end of this unit, students will be able to identify, differentiate, and model the steps of the selling process, including customer approach styles, determining needs, presenting products, suggestive and substitution selling, overcoming objections and “closing” techniques. Students define customer buying motives and interpret customer signals to determine rational or emotional motives to facilitate the customer's decision-making process. Students will understand the need for product knowledge in the selling process including research and analyze ways to find product information. 

Unit Competencies

Define the role of selling in the national economy. B1.1

Analyze ethical responsibilities in relationships with sales personnel, customer/clients, competitors, and vendors. B2.4

Demonstrate steps of sales and techniques used in the selling process. B4.2

Apply techniques used by sales-people to enhance selling potential and customer satisfaction. B4.3

Identify the selling techniques used to aid customers and clients in making buying decisions. C.9.3

Key Assignments

Develop and write a script and role-play the selling process demonstrating each step. Research product features and benefits and produce a report in the form of a sales presentation. Students will create a customer profile (avatar). This profile will help students create the marketing mix and message that appeals to their customers best. Students in their group will discuss and read the Customer Profile.  Students will create a flip-chart of a product, with pictures and catchy words, that would sell to their customer’s profile. Students will develop their marketing strategies, and practice selling to customers. Students will practice using their flip chart to sell to other groups.

Assessment

Rubric - will be used for the scoring guidelines to evaluate student work and to give students the details of what is expected to achieve an A grade. They will complete a written assignment (flip chart) that covers each step of the Sales Presentation.

By role-playing with another student in a mock sales presentation, students will demonstrate and practices a Sales Presentation. Presentation with another student who will serve as a customer. The student salesperson will be evaluated on their ability to properly and professionally complete the Sales Presentation. To use as a sales tools, the instructor may choose to video recorded the mock sales presentation, so they may review their sales presentation for "help tips". 

Video:

Can YOU Sell?? (CYS)

  • Young Entrepreneur: Kenny's Lobster Roaches
  • Types of Coffee Customers
  • Stone Age
  • The Best of the Best

Chapter 26: Page 528

Unit 5: Visual Merchandising

Unit Length (Hours): 6

Unit Description:

In this unit, students gain an understanding of the importance of visual merchandising to attract customers, begin the selling process, and create the desired business image. Students will explain the concept of visual merchandising and display, identify, define and use related merchandising terms. Students will identify different types of displays and merchandising techniques and explain each one's use and effectiveness based on different retail environments. Students will analyze the procedures necessary to produce and maintain interior and exterior store displays. Students will include the use of the elements and principles of design and identify the ways cultural and ethical differences impact visual merchandising choices. Students will interpret and implement appropriate visual presentation techniques including interpreting a plan-o-gram or floor plan.

Student Learning Outcome  

Students gain an understanding of the importance of visual merchandising to attract customers, begin the selling process, and create the desired business image. Students will explain the concept of visual merchandising and display, identify, define and use related merchandising terms. Students will identify different types of displays and merchandising techniques and explain each one's use and effectiveness based on different retail environments. Students will apply the procedures necessary to produce and maintain interior and exterior store displays. Students will include the use of the elements and principles of design and identify the ways cultural and ethical differences impact visual merchandising choices. Students will interpret and implement appropriate visual presentation techniques including interpreting a plan-o-gram or floor plan.

Students will need to identify the techniques and strategies used to foster positive, ongoing relationships with customers and the importance of service to the business’ bottom-line. Students will review the possible position of employment and the concepts, processes, and skills associated with identifying new ideas, opportunities, and methods and with creating or starting a new project or venture in visual merchandising planning. 

Competencies/Outcomes

By the end of this unit, students will be able to recognize the elements of communication using a sender-receiver model, identify barriers to accurate and appropriate communication, and interpret verbal and nonverbal communication and respond appropriately. 

Students understand and know the steps a salesperson acquires a desirable outcome. Students will illustrate the methods used to determine client needs and desires. Analyze a customer’s response to visual appeal with selling concepts including the written communication that influences purchase decisions and enhances future business opportunities. 

Unit Competencies

Explain the characteristics of effective interior and exterior retail displays. CTE.FID.A.10.1

Understand the theory and practice of merchandise placement on a sales floor. CTE.FID.A.10.2

Construct store displays by using various fixtures (e.g., mannequins, shadow boxes, wall and tabletop displays, and props) to covey specific messages (e.g., a store’s image, a specific manufacturer’s label, a color or fabric story, or a specific event.) CTE.FID.A.10.3

Key Assignments

Using role-play, students will identify the techniques and strategies used to foster positive, ongoing relationships with customers and the importance of service to the business’ bottom-line. Students will review the possible position of employment and the concepts, processes, and skills associated with identifying new ideas, opportunities, and methods and with creating or starting a new project or venture in visual merchandising planning. 

Using a project-based learning assignment, students will describe and analyze a current retail store floor plan - specifically arguing reasons for product placement, use of specific fixtures and displays to convey the overall image. Develop a shoe box/poster to a store showing visual merchandising design. Categorize with details of the design with explanations of how the design would engage the customer and reach a certain target market.

Assessment

Research and project-based presentations, students will create visual plans using various forms of visual media, written quizzes and/or test.

Chapter 5: Page 508

Unit 6: Stock Handling, Inventory Control, and Loss Prevention

Unit Length (Hours): 10

Unit Description:

Students will determine the key functions of a distribution system and elements of stock handling and inventory control (intensive distribution, selective distribution, exclusive distribution). Students identify and describe the steps in the receiving process for merchandise and explain procedures for controlling and minimizing loss (rotation and facing). Students identify, explain and appropriately use loss prevention terms (internal theft, external theft, and inventory shrinkage). Students will evaluate and describe the employee’s legal and ethical obligations throughout the merchandise handling process. Students will justify and analyze the process of providing effective inventory management. Students will evaluate various types of inventory system and technologies for precise and consistent implementation procedures. Students will analyze sale information to determine inventory turnover.

Student Learning Outcomes

Students will use electronic reference materials to gather information on products and services. Students will evaluate and understand the practice of risk management to ensure security and to prevent loss of property and access, analyze, and implement quality assurance standards of practice. Students will explain terminology and practices specific to the Marketing, Sales and Service sector and comply with the rules, regulations, and expectations of all aspects of the Marketing, Sales, and Services sector. Assess the product and service management concepts and processes needed to obtain, develop, maintain, and improve a product or service mix in response to market opportunities. Compare the distribution concepts and processes needed to move, store, locate, and transfer ownership of goods and service. (Refer to Lesson Plan "Lost and Prevention" PST-3)

Competencies/Outcomes

By end of this unit, students will be able to demonstrate proper stock handling procedure and techniques. Students will be ale to understang the importances of inventory control.

Students will be able recognized the differences between enteral theft, external theft, and inventory shrinkage. Students will be able to understand the rules and risk of loss prevention.   

Unit Competencies

Determine factors affecting business risk. A.2.6

Explore the functions of the shipping and receiving process in the success of the  distributions function. Students know the definition of the mean, median, and mode, and distribution of data and can compute each of them in particular situations. A.6.4

Evaluated legal and ethical considerations in the distribution process. A.6.6

Evaluate the types of inventory controls. A.6.7

Devise a plan to protect against identity theft. CTE.BF.B.1.7

Determine what additional information and/or research is required to deepen the investigation or complete the task. B.3.6

Key Assignments

Using Research and project-based training in product ordering, handling, and inventory control. Students will maintain receiving logs and sales reports, to determine ordering and re-ordering needs. 

Create and categorize an employee handbook to cover the following: policy, procedure, loss prevention, legal and ethical issues, family medical leave policies, equal employment and non-discrimination policies, worker’s compensation policies, employees handling/receiving stock, handling money, and an employee acknowledgment page.  Create and explain the value an inventory control form used for receiving merchandise that effectively implements processes for inventory control and loss prevention. (Lesson Plan PST-4)

Assessment

Research and project-based presentations, creation of visual employee handbook using various forms of visual media, written quizzes and/or test.

Videos

Loss Prevention (PST-3)

  • Mother Shoplifts

Employee Handbook Acknowledgement (PST-4)

  • You're Fired! 
  • The Top 7 Things Your Employee Handbook Should Have

Chapter 20, 21, 32: Page 390, 418, 678

Unit 7: Promotional Mix

Unit Length (Hours): 7

Unit Description:

Students gain an understanding of; How the communication process help make promotion activities more affected. The difference between institutional and product promotions. The four elements of the promotional mix. The difference between proactive and reactive public relations. The for components of the promotional mix and what customers prefer.

Students will understand the main purpose of advertising and specific types of information that advertising provides to customers. The best method of knowing whether an ad influences sales. Students will be able to justify and debate pros and cons for the different forms of media and the four ways a copywriter can use words to appeal to customers.

Student Learning Outcomes  

Use electronic reference materials to gather information on products and services. Explain how professional associations and organizations and associated leadership development and competitive career development activates enhance academic preparation, promote career choices, and contribute to employment opportunities. Integrate the marketing information management concepts, systems, and tools need to obtain, evaluate, and disseminate information for use in making marketing decisions. Assess the product and service management concepts and processes needed to obtain, develop, maintain, and improve a product or service mix in response to market opportunities. Understand how promotion concepts and strategies including advertising, sales promotion, public relation, and personal selling, are used to communicate information about products, service, images, and ideas to achieve a desirable outcome. Identify the techniques and strategies used to foster positive, ongoing relationship with customers and the importance of customer service to the business’ bottom-line.

Competencies/Outcomes

By the end of this unit, students have knowledge of the 4 P's of marketing and have an understanding of buying motives to evaluate the best promotional mix for a specific product or market. 

Students will be able to define the advertising presented by the packaging information. Students will be able to organize information regarding specific features and benefits. Students will define "intended use and identify define and describe "Target Marketing". Students will be able to identify who would most likely purchase the product, where the product should be placed, how it would be best to promote the product and how to determine the price of a product. 

Unit Competencies

Explain the principles of supply and demand A.2.3

Demonstrate the role of technology in marketing information systems. A.4.2

Describe the types of promotion. A7.1

Summarize the effectiveness of different types of adverting media. A7.6

Differentiate between publicity, public relations and advertising. A7.8

Demonstrate the relationship between supply and demand and pricing and production C.1.4

Understand the relationship between supply and demand and pricing and production C.8.2

Key Assignments

Students will use knowledge of the 4 P’s of marketing and understanding of buying motives to determine and evaluate the best promotional mix for a specific product or market.

Using Problem  Solving students will create a product or improve a product. Students will have including the following: how practical is the design, which group of consumer would the design be most likely to appeal to?, Are there any problems that might arise in the design, such a legal, and environmental issue. Students will explain the four P’s of their product; where the product will be placed, competitive pricing, how they will promote their product, and the features and benefits of their product. Showcase: Students will present their product to the class.

Assessment

Research and project-based presentations, students will create visual plans using various forms of visual media, written quizzes and/or test. Rubric to be used for the scoring guidelines to evaluate students work and to give students details of what is expected to achieve an A grade.

Chapter 23: Page 466

Unit 8: Retail Management

Unit Length (Hours): 6

Unit Description:

Through information presented in this lesson, students will come to understand the theories and basic functions of management as they relate to the retail industry and sales management. Understand the utility of strategic planning in guiding a sales force. Know the methods of motivating and evaluating sales staff.  Elaborate on various approaches to organizing and leading a sales force to maximize effectiveness.  Understands the importance of sales figures and preparing sales reports to guide sales force activities.

Student Learning Outcomes

Students will perform elements of communication using a sender-receiver model. They will evaluate personal character traits such as trust, respect, and responsibility and understand the impact they can have on career success. Students will ask significant questions that clarify various points of view to solve problems. They will solve predictable and unpredictable work-related problems using various types of reasoning (inductive, deductive) as appropriate.  Students will demonstrate the qualities and behaviors that constitute positive and professional work demeanor, including wearing appropriate attire for the profession. They will access, analyze and implement quality assurance stands of practice. Students will apply local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Marketing, Sales and Service industryThey will execute leadership and display the responsibilities, competencies, and behaviors of successful leaders Students will respect individual and cultural differences and recognize the importance of diversity in the workplace.

Competencies/Outcomes

By the end of this unit, students will be able to describe tools, techniques, systems used to plan, staff and techniques to lead and reorganize in a human resource environment. 

Students will understand there are certain legal issues that affected a business such as trade, environmental, personnel, truth in advertising, and workplace regulations. 

Students will understand the fundamentals and operations of Retail Management. Proper motivation for employees, customer service and how it makes or break a business. 

Unit Competencies

Describe tools, techniques, systems used to plan, staff, lead and organize in human resources. A1.2

Analyze the role of ethics as it relates to marketing information management. A4.7

Defend why quality customer service translates into a competitive edge in marketing efforts. B3.7

Assess the responsibilities of building, training, and evaluating a sales staff. B6.1

Examine methods of compensation for a sales staff. B6.2

Apply methods for motivating and evaluating sales staff. B7.1

Practice various approaches for organizing a slaws staff and leading a sales force to maximize effectiveness. B7.2

Describe how cultural/ethnic/generational differences affect interpersonal interaction/communications within a business structure. C5.1

Define the four management functions: planning, organizing, staffing, and controlling. C5.2

Compare and contrast leadership styles and characteristics. C5.3

Distinguish the roles of support staff, supervisors, and managers in achieving financial goals. C5.4

Key Assignments

Using problem-solving skills, students will maintain a full accounting of expenses and daily cash sales. They will prepare an Excel spreadsheet with headers and functions that calculate profit and loss of daily sales. Students will record inventory expenditures and costs involved in the operation of the student store. Students will assist in compiling daily inventory counts to replenish store stock. 

They will prepare a weekly report to present to the class that includes profit and loss, and increased, or slowing, sale of items. They will make recommendations for new items or discontinuation of a product. Divided into groups, students will create a scenario for a manager to handle, then give their scenario to the other group. After reading and discussing, the group will come up with a solution and then role-play with each other.

Assessment

Scripting, role-playing; peer-to-peer, peer-to-instructor, surveys, written quizzes and/or test.

Chapter 28: Page 580

Unit 9: Career Planning and Management

Unit Length (Hours): 8

Unit Description:

Students understand how to make effective decisions, use career planning information, and resources to manage personal career plans. Students will analyze personal qualifications, interest, aptitudes, and skills information necessary to succeed in the career. Students will prioritize opportunities and related requirements. Students will develop a career plan. Students will understand the role and function of professional organizations. Students perform job-acquiring practices such as; job application, resumes, mock interview, and will produce a job portfolio. Students explore career opportunities and examine the professional and educational requirements needed to meet their goals. Students discuss personal qualifications, interest, aptitudes, information and skills and post-secondary options necessary to succeed in this career.  Upon successful completion of this unit, students will have developed their own career plans and personal career portfolios.

Student Learning Outcomes: Interpret verbal and nonverbal communication and respond appropriately. Evaluate personal qualifications, interest, and aptitudes information and skills necessary to succeed in careers. Evaluate person character traits such as trust, respect, and responsibility and understand the impact that can have on career success. Explore how information and communication technologies are used in career planning and decision making. 

Research the scope of career opportunities available and the requirements for education, training, certification, and license. Integrates changing employment trends, societal needs, and economic conditions into career planning.Recognizes the role and function of professional organizations, industry associations, and organized labor in a productive society. Understand how digital media are used by potential employers and postsecondary agencies to evaluate candidates, develops a career plan that is designed to reflect career interests, pathway, and postsecondary options. Practice time management and efficiency to fulfill responsibilities. Explore leadership and explain the responsibilities, competencies, and behaviors of successful leaders. Determine the characteristics of successful teams, including leadership, cooperation, collaboration, and effective decision-making skills as applied in groups, teams, and career technical student organization activities.

Competencies/Outcomes

By the end of this unit, students will have a career portfolio with the following error-free created documentations: cover letter, resume, and job application. 

Students will have applied research for a career of choice and research to support the university/college/vocational school to attain the career choice. 

By the end of this unit, students will have the document to apply for an entry-level job and have a career plan. 

Unit Competencies

Examine management styles and the role of management in marketing A1.7

Explain the nature and scope of product/service management A5.1

Evaluate the types of product/service management. A5.4

Define the four management functions: planning, organizing, staffing, and controlling C5.2

Identify the role of human resources in selection training, and evolution of employees. C11.1

Key Assignment

Through a research and development project based learning assignments, students will create a "Career Portfolio". Throughout the unit, students will assemble samples of their work to showcase in a culminating course portfolio. In this unit, students will take an evaluation test of skills and research two careers and add to their portfolio the following: Information on each of the two careers, such career income, years to attain a degree/vocational certificate, what institutions offer the degree/certificate, cost of college, and job description.  

Documentation for applying for a job will also be added to this portfolio such as; resume, cover letter, job application.

Assessment

Role-playing; peer-to-peer, peer-to-instructor, written quizzes and/or test, and final documents.

Chapter 29, 30: Page 602, 624

Unit 10: Developing and Managing Customer Relationship

Unit Length (Hours): 6

Unit Description:

Through reading, lecture, and collaborative discussions, students are introduced to the common traits of customer relationship management. Evaluate personal qualifications, interests, aptitudes, knowledge, and skills necessary to succeed in offering exceptional customer service. Through schools student's store, students will receive hand-on experience. 

Student Learning Outcomes: Students will examine the consumer market, business market, and types of trade relationships. Students will examine the difference between consumer verses of customers, along with customer complaints, customer loyalty, brand loyalty and customer profile. Students will discuss and differentiate the importance of creating a positive customer service experience before, during and after the selling process. Students will model a positive attitude, strategies for meeting customer’s product needs and exceeding service expectations. Students develop an understanding of diverse customer differences, backgrounds and perspectives that affect service expectations and evaluate methods for responding thoughtfully to all sides of an issue or objectives. 

Students will describe, apply importance of "after-sale activities" that affect customer service including order processing, customer departure methods, order fulfillment, carry-out/assistance options, and follow-up techniques.  

Competencies/Outcomes

By the end of this unit, students will discuss and identify the importance of creating a positive customer service experience before, during and after the selling process. Students will make connections and evaluated how to model a positive attitude, strategies for meeting customer’s product needs and exceeding service expectations. 

Students develop an understanding of diverse customer differences, backgrounds and perspectives that affect service expectations and evaluate methods for responding thoughtfully to all sides of an issue or objectives. 

Students will be able to identify Customer Relationship Management trends and ways technology plays a role in this endeavor. Students will identify ways businesses evaluate sales staff effectiveness in meeting customer service expectations.

Unit Competencies  

Demonstrate the role of technology in marketing information systems. A4.1

Compare and contrast tools for conducting and analyzing marketing research. A4.7

Predict how customer service relationship can affect the distribution process A6.8

Explain the importance of customer service and explain communication techniques. B3.3

Defend why quality customer service translates into a competitive edge in marketing efforts. B3.7

Key Assignment

Using role-play and a project-based learning assignment students will create a customer profile card with a partner (or group), develop, write and perform a role-play using customer service technique before, during, and after the selling process. Demonstrate an understanding of professional customer service, and educational requirements for developing skills for management and customer relationship.

Research ways businesses are using technology to provide customer service before and after the selling process. Determine how this software is being used. Locate, compile, and evaluate 5 examples of these methods and create a presentation of your findings. Develop creative thinking in order to stimulate curiosity and promote divergence.

Assessment

Formative assessments include: interactive questioning, performance-based activities, quizzes, and ongoing observation through-out the year while working in the student store. Role-playing; peer-to-peer, peer-to-instructor, research projects, and presentations, written quizzes and/or tests.

Chapter 10, 17.1: Page 186, 329

Section 2

The Principles & Marketing portion of this class examines the role of marketing as it relates to society and economic development. Students in the course will analyze products, consumers, marketing research and strategic market planning. The course will survey with a global perspective, the selection of target markets as well as the development of the marketing mix – place, product, price, and promotion. This class gives students the skills to attend and continue at a University level with the goal of attaining a business degree - Master Business Administration (MBA). 

Unit 11: Entrepreneurship/Self-Employment

Unit Length (Hours): 20

Unit Description:

This unit is an introduction to Entrepreneurship and being self-employed. Students will discuss and describe what it means to an entrepreneur. Evaluate the forms of business ownership. (sole proprietorship, partnership, corporations and alternative forms of ownership) Describe the 5 Ps of Entrepreneurship (passion, problem-solving, planning, perseverance, persistence) Discuss entrepreneurial traits and skills necessary to become an entrepreneur. List and explain ownership options for starting a business.  Throughout the other units that follow, students will develop various parts to complete an entrepreneur project that will be present to the entire class at the end of the year. 

Student Learning Outcomes 

Students will learn about the risks and responsibilities of starting a new business. Successful entrepreneurs traits and skills that help them start a business. Students will learn about the reason individual start business and will study the three basic forms of ownership: sole proprietorship, partnership, and corporation along with franchise and direct sales companies. Students will understand the difference between Limited Liability Partnership (LLP) and Limited Liability Company (LLC). Students will analyze strengths and weaknesses of self in terms of entrepreneurial success. Explore the history of the United States and free enterprise and understand the part the government play in the free-enterprise system and its impact on small businesses.

Competencies/Outcomes

By the end of this unit, students will have the understanding of a business plan. Students will have an understanding of how government plays a part in the free-enterprise system and its impact on a small business.

Students will be able to define and identify entrepreneurial characteristics.  

Unit Competencies

Understand the role and importance of entrepreneurship and small business in the economy. C1.1 

Understand the part government plays in the free-enterprise system and its impact on small business. C1.2

Define and identify the following entrepreneurial characteristics: adaptability, competitiveness, confidence, discipline, perseverance, vision and risk-taking. C2.1

Analyze strengths and weaknesses of self in terms of entrepreneurial success. C2.2

Know the risk management principles associated with small-business ownerships. C3.1

Compare the different types of business ownership and the advantage and disadvantage of owning and managing a small business. C3.2

Compare and contrast sample business plans, identifying strengths and weaknesses. C6.4

Synthesize all elements into an original business plan. C6.5

Key Assignment

Students will develop a business plan for their own, original business. They will be adding various components to this project throughout the year, as they collect more information in the units that follow. Students will research the barriers of starting up a business, identify the costs, choose a name for a business, type of business, business partners, slogan, logo, jingle, company goals, packaging, promotion, four P’s of marketing, target market, and where to obtain capital. Students will present their business to the class. Peer-evaluation will be completed along with the teacher's evaluation and grade.

Assessment

Using a Project Based Learning Assignment, students will develop all the components learned and create a fictional business and business plan. They will present it to the class, for suggestions and review. Rubric to be used for the scoring guidelines to evaluate students work and to give students the details of what is expected to achieve an “A” grade.

Video

Come on Down You're the Next Contestant! (CTE)

  • The Price is Right

Guppy Tank Culminating Lesson (CTE)

  • Shark Tank Theme Song
  • Shark Tank Season 5 EP15

Unit 12: The Global Marketing Environment

Unit Length (Hours): 8

Unit Description:

Students research Globalization, Global Economy, Multinationals, and Global Trade Advantage. They will gain an understanding of Global Distribution, Exclusive Distribution and Different Exports and Imports. Students will read, review and use critical thinking skills to develop a report with suggestions for the best outcome for the business. Students will apply the main concepts related to successful economies and recognize the barriers, difficulties, and challenges involved in maintaining a healthy economy. Students will research, analyze and create a 3-5-minute presentation on their findings about the political, economic, cultural, and technological, factors that affect world trade and marketing considering audience, tone, and purpose and effectively utilizing forms of technology and visual media strategically to enhance their communication skills.

Student Learning Outcomes

Students will read, review and use critical thinking skills to develop a report with suggestions for the best outcome for the business. Students will describe the main concepts related to successful economies and recognize the barriers, difficulties, and challenges involved in maintaining a healthy economy.

Competencies/Outcomes

By the end of this unit, students will be able to define the concept of an economy including the three basic economic questions. Students will describe the nature of current economic problems and challenges, Explain the concept of economic resources, supply and demand, and globalization and analyze its effect on the U.S. economy. 

Students will be able to explain the role of profit as an incentive in a market economy and determine forms of economic utility created by marketing activities. Students will be able to describe the differences between capitalism, communism, and socialism as it pertains to economies. 

Unit Competencies

Evaluate governmental and trade regulation affecting business and marketing efforts. A1.5

Explore the relationship of government and business. A2.9

Assess the impact of cultural and social environments on world trade and marketing. A2.13

Explore the impact of cultural and social environments of global trade. C1.6

Identify government regulation (federal, state, and local) that affect small business. C11.2

Key Assignments

Using problem-solving and research, students will analyze and create a 3-5-minute presentation on their findings of the political, economic, cultural, and technological factors that affect world trade and marketing. They will consider audience, tone, and purpose and effectively utilize forms of technology and visual media strategically to enhance their communication.

Assessment

Students will read, review, research and use critical thinking skills to develop a report, for their chosen business endeavor, that forecasts and makes recommendations for the best outcomes for the business in a global marketing environment. Rubric to be used for the scoring guidelines to evaluate students work and to give students the details of what is expected to achieve an A grade.

Chapter 9: Page 166

Unit 13: Ethical Behavior in Marketing

Unit Length (Hours): 6

Unit Description:

Students differentiate between, and model, learned business ethics. Ethics as a set of rules that defines what is wrong and right. Students will differentiate between ethics in which will help others make good decisions in both their personal and professional lives. Students apply appropriate behavior in the business setting. Students will be expected to model marketing professionals, in class as it should be in a professional marketing world.

Student Learning Outcomes

Demonstrate ethical and legal practices consistent with Marketing, Sales, and Service sector workplace standards. Demonstrate the importance of truthfulness, honesty, and quality in the Marketing, Sales and Service sector.  Model personal integrity, confidentiality, and ethical behavior in the workplace. Analyze organizational culture and practices within the workplace environment.  Adhere to copyright and intellectual property laws and regulations, and use of appropriately cite proprietary information.  Conform to rules and regulations regarding the sharing of confidential information, as determined by law.

Competencies/Outcomes

By the end of this unit, students will be able to evaluate legal and ethical consideration in the distribution process of a workplace. Define proper and ethical behavior and demonstrated ethical responsitivity in relations with sales, personnel, customer service and within working in a work environment. 

Unit Competencies

Define the significance of ethical behavior in the workplace. A3.3

Evaluate legal and ethical considerations in the distribution process. A6.6

Analyze ethical responsibilities in relationships with sales, personnel, customer/clients, competitors, and vendors. B2.4

Identify and analyze ethical and social responsibilities of a successful small business. C3.5

Develop core values. C7.3

Key Assignments

Using problem-solving, students will analyze different scenarios, in which they will have to deduce and demonstrate the ethical way to handle a large variety of ethical situations in the Marketing, Sales, and Service in a  professional workplace. Students will provide critiques to fellow classmates that will lend positive reinforcement and possible recommendations to implement, in order to achieve a better/different outcome.     

Assessments

Role-playing; peer-to-peer, peer-to-instructor, research projects, and presentations, written quizzes and/or tests. Rubric to be used for the scoring guidelines to evaluate students work and to give students the details of what is expected to achieve an A grade.

Chapter 5: Page 80

Unit 14: Managing Marketing Information

Unit Length (Hours): 6

Unit Description:

Students will analyze and describe the importance Marketing-Information Management (MIM), by gathering and analyzing information about markets, customers, industry trends, new technology, and the competing businesses. Students will compare and contrast what leads an organization to make good business decisions.  Activities will include; developing surveys, results, and preparing recommendations. Marking Information Management (MIM) includes marketing planning, pricing, product/service management, promotions, and selling. 

Student Learning Outcomes

Interpret information and draw conclusions, based on the best analysis, to make informed decisions. Integrate the marketing information management concepts, systems, and tools needed to obtain, evaluate, and disseminate information for use in marking marketing decision.  Assess the product and service management concepts and process needed to obtain develop, maintain, and improve a product or service mix in response to market opportunity.  Apply promotion concepts and strategies including advertising, sales promotion, public relations, personal selling, product knowledge, service images, and ideas to achieve a successful marketing plan.

Competencies/Outcomes

By the end of this unit, students will be able to describe the current business and marketing trends, and the nature and scope of financing. Students will be able to explain the critical relationship between the banking marketing industries. 

Unit Competencies

Describe current business and marketing trends. A1.1

Explain the nature and scope of financing. A3.4

Identify and analyze the risk associated with obtaining business credit. A3.5

Analyze the critical relationship between the banking and marketing industries. A3.7

Key Assignments

Using a project-based learning assignment, students will select to launch a new line of blue jeans or another product line of their choice. They will create questions and complete a  survey to distribute to fellow students, then make a 5-slide presentation of their findings. In the presentation, students must tie the finding from their survey into their justification for creating their product. Students will participate in interactive teamwork to solve real marketing challenges and opportunities.

Assessments

Role-playing; peer-to-peer, peer-to-instructor, research projects, and presentations, written quizzes and/or tests. Rubric to be used for the scoring guidelines to evaluate students work and to give students the details of what is expected to achieve an A grade.

Chapter 2: Page 22

Unit 15: Consumer and Business Buyer Behavior

Unit Length (Hours): 8

Unit Description:

Students employ the importance of price and all the factors that affect pricing decision and various pricing policies and strategies; provide a wide range of ideas on how one goes about deciding on the price for products; explains pricing computations, including how to calculate mark-ups, mark-downs, and discounts; tie the profit and loss to the concept of pricing.

Students acquire knowledge of consumer and business buyer behaviors. Students will study and explore business-to-consumer (B2C) market, business-to-business (B2B), psychological influences, social Influences, personality traits,  and situational influences from the environment and influences of buying. The consumer decisions making process will be examined and students will become aware of the need or problems of the decision-making process. Students will compare and contrast the types of methods used to purchase products, and the “pro’s” and “con’s” for the consumer and business. Students will verify the Consumer Rights Act which was implemented (in 1962) when President John F. Kennedy addressed the Congress and outlined four basic consumer rights.

Student Learning Outcomes

Apply information and communication technologies to synthesize, summarize, compare, contrast information from multiple sources. Use systems thinking to analyze how various components interact with each other to predict a positive outcome in a complex work environment. Interpret information and draw a conclusion based on the best analysis, to make informed decisions. Apply the pricing concepts and strategies used to maximize return and meet customers’ perceptions of value.

Competencies/Outcomes

By the end of this unit, students will be able to explain the way technology impacts business competitiveness. Students will be able to demonstrate the steps of selling and explain the personality trades to be aware of in the process of selling. 

By the end of this unit, students will be able to differentiate between Business to Consumer (B2C) and Business to Business (B2B).

Unit Competencies 

Explain the nature of channel member relationship. A6.5

Define and predict buying motives in the customer’s decision-making process. B.3.1

Differentiate between each stage of the customer buying process. B.3.2/B.4.5

Explain the importance of customer service and explain communication techniques. B.3.3

Identify the selling techniques used to aid customers and clients in making buying decisions. C.9.3

Key Assignment

Role-playing; peer-to-peer and peer-to-instructor, performance evaluations, written quizzes and/or test. 

Students will be placed in groups to create a flip-chart: 

STEP 1: Students will create a “Customer Profile” - Based on the past lesson plans for target market analysis and market segmentation information, each group member will create a profile for their typical target market customer. This profile will help students create the marketing mix and message that appeal to their customers the best. The first step is for each student to complete a teacher created customer survey) 

STEP 2: Pass it to another group - Trade customer profiles with another group.  Read the surveys that have been given, to understand strategies for how they may best interact with their assigned customer. 

STEP 3: Each group will fill in questions, on the worksheet, to collect the information and brainstorm on the best way to reach their customer profile. 

STEP 4: Interaction Plan - Each group will read,  discuss the profile questionnaire worksheet of the customer profile. 

STEP 5: As a group, create a promotional Flip Chart for a product that would encourage their customer profile to buy. 

STEP 6: Prepare and Practice within groups - Create marketing strategies, Pick who will be the lead salesperson, Pick who will be the backup salesperson, Choose a Note-taker.  

STEP 7: Sell your product to the group that you have been assigned - Present a product to an assigned group, share and sell by using your flip-chart, note-taker will take notes: using two columns label evaluated and suggestions. The first column is for the note-taker to evaluate the position techniques being used. The second column is to offer constructive criticism (suggestions is a positive way).  Note-taker will evaluate the positive techniques used in the presentation.  

STEP 8: Class/Group Discussion - As a class, or in small groups, students and teacher will discuss the notes taken by the note-taker. The discussion will cover suggestions and positive comments of what worked and what they may change in the future.

Assessments

Role-playing; peer-to-peer and peer-to-instructor, performance evaluations, written quizzes and/or test. Rubric to be used for the scoring guidelines to evaluate students work and to give students the details of what is expected to achieve an A grade.

Video

Got Personality? (CBB-1)

  • Personality Video

Got Customers Sales? (CBB-2)

  • Dr. Clown
  • Consumer Personality

Got Clientele? (CBB-3)

  • The Duck Song

Got Understanding? (CBB-4)

  • Sales Meeting

Chapter 13: Page 240

Unit 16: Market Identification, Segmentation, and Targeting Market

Unit Length (Hours): 8

Unit Description:

Students gain an understanding of the specific groups of marketing segmentation at which a company targets and aims its product and service (target marketing). Students will analyze and explain the current customers and identify the target market. Students will be able to understand the process of dividing a large market into small groups called market segmentation (geographic, demographic, psychographic, and behavioral Segmentation). Students will be able to understand and describe “Marketing Mix” for a Target Market (the 4P’s of Marketing).

Students gain an understanding of the basic marketing principles for maximizing revenue based on supply and demand. They analyze marketing strategies and their effect on products by exploring basic marketing principles and procedures applied to targeting an audience to define a specific “Target Market”. They examine ways of developing and maintaining a long-term guest relationship through effective promotional marketing. Students understand and apply the skills and techniques needed to prepare advertising, public relations, and informational materials for consumers.

Student Learning Outcomes

Students will integrate the marketing information management concepts, systems, and tools needed to obtain, evaluate, and disseminate information for use in making marketing decisions.

Competencies/Outcomes

By the end of this unit, students will be able to integrate the marketing information management concepts, systems, and tools needed to obtain evaluate, and disseminate information for use in making marketing decisions. 

By the end of this unit student will be able to identify the different segmentation and target marketing use to market a product. 

Unit Competencies  

Describe current business and marketing trends A.1.1

Identify considerations in planning and implementing marketing strategies.              A.4.1

Assess marketing information needs A.4.5

Compare and contrast tools for conducting and analyzing marketing research. A.4.

Identify sources of demographic data for sales and business planning. B8.1

Research consumers’’ needs and wants to identify product/service gaps and to develop, maintain, and improve, products and services. B8.5

Define terms necessary for creating a business plan such as return on investment, target markets, and demographics. C.6.2

Identify target markets, competition, and customer profiles. C9.1

Key Assignments

Using scripted role-playing; peer-to-peer and peer-to-instructor, research and project-based presentations, students will create visual plans using various forms of visual media.

will create a form of advertisement for a business. Must explain the target market and what persuasive techniques are used, and why they believe the message will work for their specific company. Students will use knowledge of the 4 P’s of marketing and understanding of buying motives to evaluate the best promotional mix for a specific product or market. Students will create a logo, slogan, and jingle for their business. The instructor will cover the importance of ad appeal.

After reading, evaluating research and collaboration, individually or in groups they will define the advertising presented by the packaging information.  Students will organize information regarding specific features and benefits. Students will create a feature and benefits chart showing the corresponding benefit for each feature. Students will define “intended use”.  Charts that will provide students with information to assist in identifying, defining, describing and developing a “Target Market” for their product. Students will prepare a written explanation of their chart and include: Who is most likely to purchase their product?  Where should they place, and promote to attract the chosen “Target Market”? What age, gender, occupation or other demographic that will most likely purchase their product?  The class will discuss and make suggestions; students may revise their project based on the input.

Provided information on the development of Feature/Benefit Chart, students will create and design a promotional mix of at least three types of advertising venues that will attract their "target market”.  One must be a visual media: video recording, youtube.com video, PowerPoint, a skit written as a commercial and performed for class. One must be a print ad for Internet banner, poster/flier, or magazine with images or illustrations.  Students must use a coupon, discount or free promotion: buy 2 get 1 free, buy one get 50% off the second product, etc.

Assessments

Using scripted role-playing; peer-to-peer and peer-to-instructor, research and project-based presentations, students will create visual plans using various forms of visual media, written quizzes and/or test. Rubric to be used for the scoring guidelines to evaluate students work and to give students the details of what is expected to achieve an A grade.

Note: Target Marketing refers back to Unit 11. What's Your Business? (GT-3)

Page 12: Page 222

Lesson Plans

Unit 17: Branding Strategies

Unit Length (Hours): 6

Unit Description:

Students will understand what a brand is, and what sets a product or business apart from its competitors. Students will be able to understand and identify branding elements, the power of branding, product types. Students will be responsible for conducting a brand perception survey to understand how brands are viewed in the market. Students will learn Product Brand Types such as national, private label, and generic. Students will understand how customer perceptions of brand image are formed. Students will identify the true power of a brand that lies in the ability to influence purchasing behavior (Brand Equity).

Student Learning Outcomes 

Understand how promotion concepts and strategies including; advertising, sales promotion, public relations, and personal selling, are used to communicate information about products, service, images, and ideas to achieve a desirable outcome. 

Competencies/Outcomes

By the end of this unit, students will understand that a brand is what sets a product or business apart from its competitors. Students will be able to define and explain various strategies to building a brand. 

Unit Competencies  

Analyze factors marketers use to position products and business such as branding, packaging, labeling, legal considerations, product life-cycle and management techniques for each level of the life cycle, purchasing functions. A5.6

Recognize the logistics of product delivery and importing and exporting products and service. A6.1

Determine the uses of information systems in the order fulfillment process. A6.2

Explore the functions of the shipping and receiving process in eh success of the distribution function. A6.4 

Key Assignment

Using scripted role-playing; peer-to-peer and peer-to-instructor, and collaborations, develop branding for a mock business. 

Students will research current packaging trends and identify labeling types and brand elements. Students will compare findings with classmates through discussion. Students will design and create a new packaging design, including a new brand mark and label for an existing product. Students will define branding elements, understand warranties and guarantee roles in product promotion and explain the important aspects that would be considered when creating a product package. They will explain how packaging affect product success?

Assessments

Scripting, role-playing; peer-to-peer, peer-to-instructor, collaborations, develop banding for a mock business written quizzes and/or test.

Understand how promotion concepts and strategies including advertising, sales promotion, public relations, and personal selling, are used to communicated information about products, service, images, and ideas to achieve a desirable outcome. Students will read an informational lesson that defines the terms and explains the stages of a product life-cycle. Students will select one product and chart the life cycle and explain the change of that product and how it will affect the marketing of the product. (Create a logo, slogan and jingle combined from above)

Chapter 17: Page 322

Unit 18: Product Life Cycle

Unit Length (Hours): 4

Unit Description:

Students gain an understanding of product-management process includes reviewing the product life-cycle. The product life cycle stages of a product or a product category from its beginning to end (Introduction Stage, Growth Stage, Maturity Stage and Decline Stage). Students will study how the product life cycles impact the Marketing Mix. Students will understand product/service management.

Student Learning Outcomes  

Understand how promotion concepts and strategies including advertising, sales promotion, public relations, and personal selling, are used to communicate information about products, service, images, and ideas to achieve a desirable outcome.

Students will study how the product life cycles impact the Marketing Mix. Students will understand product/service management marketing function that determines which products a business should offer as well as how to market them and how frequent review of products is important, to determine their life cycle stages and the imports of the product/service management function of marketing.

Competencies/Outcomes

By the end of this unit, students will be able to define the terms in, and explain the stages of, a product life-cycle. Students will be able to explain the change of a product and how it can affect the marketing of a product. 

Unit Competencies  

Analyze factors marketers use to position products and business such as branding, packaging, labeling, legal considerations, product life-cycle and management techniques for each level of the life cycle, purchasing functions. A5.6

Recognize the logistics of product delivery and importing and exporting products and service. A6.1

Determine the uses of information systems in the order fulfillment process. A6.2

Explore the functions of the shipping and receiving process in the success of the distribution function. A6.4 

Key Assignment

Using a project-based learning assignment students will create a timeline of a product. Students will have to explain the product's life cycle on their timeline and present to the class. Students will include the following: Introductory Stage, Growth Stage, Maturity Stage and Decline Stage, inventors, dates, changes of the product over time and how the product changed society.

Assessments

Using scripted role-playing; peer-to-peer and peer-to-instructor, surveys, written quizzes and/or test. Rubric to be used for the scoring guidelines to evaluate students work and to give students the details of what is expected to achieve an A grade.

Chapter 15.3: Page 280

Unit 19: Pricing Consideration and Strategies

Unit Length (Hours): 16

Unit Description:

Students understand how the price of a product or service plays a major role in determining whether the product and the company are successful. Students will be able to understand pricing objectives based on maximizing sales and maximizing profit, the break-even point and how much profit remains after the break-even point. Students will develop knowledge of strategic pricing, using cost-based pricing, demand-based pricing, and competition-based pricing. Students will study credit agreement or contract for received goods or service. Also covered are the cost of credit to a business and the risk involved.

Student Learning Outcomes 

Apply the pricing concepts and strategies used to maximize return and meet customers’ perceptions of value. Students will develop knowledge of strategic pricing, using cost-based pricing, demand-based pricing, and competition-based pricing.

Students are to apply the pricing concepts and strategies used to maximize return and meet customers’ perceptions of value. Apply the law of supply and demand and evaluate its effect on price determination. Describe sources for financing business. Conduct competitive analysis.

Evaluate the importance of the product mix. Understand the nature, scope, and factors, affecting the pricing function. Develop a foundational knowledge of pricing to understand its role in the marketing. Explain the role of business ethics and legal considerations in pricing as well as the importance of a reputation for honesty in communication and for quality.

Competencies/Outcomes

By the end of this unit, students will have the understanding of how different aspects of the business can affect the pricing of the product. Students will have the knowledge to explain the steps that could play a roll in the deciding factors of pricing. 

Unit Competencies

Apply the law of supply and demand and evaluate its effect on price determination. A.2.3

Understand the nature, scope and factors, affecting the pricing function. A.8.1

Develop a foundational knowledge of pricing to understand its role in the marketing. A.8.2

Employ pricing strategies to determine prices. A.8.5

Formulate pricing strategies for goods and service for a small business. C.8.4

Key Assignment

Students will be placed in department groups: Corporation, Marketing, Product, and Financing. Each department group will have to make discussion on a new product the company wants to introduce: pricing, advertisement, production, design and which time would be best to launch the product, which plant should the product be produced in, what material should the product be made of.

In each department, students will learn how to collaborate as employee members, problem-solve, and create ideas for the company. 

Assessment

Using worksheets and group collaborations, students will develop knowledge on strategic pricing, using cost-based pricing, demand-based pricing, and competition-based pricing. Students are to apply the pricing concepts and strategies used to maximize return and meet customers’ perceptions of value. Apply the law of supply and demand and evaluate its effect on price determination. Describe sources for financing business. Conduct competitive analysis.

Explain the nature and scope of product/service management. Demonstrate an understanding of the importance of ensuring qualities of products and services.

Connect the use of technology in the pricing function. Employ pricing strategies to determine prices. Understand legal aspects pertaining to advertising and pricing. Compare features, benefits, prices, product information, styles, and performance of goods. Formulate pricing strategies for goods and service for a small business. Demonstrate the relationship between supply and demand and pricing and production.

Chapter 19: Page 264

Unit 20: Marketing Communication and Technology

Unit Length (Hours): 6

Unit Description:

Students will understand how communication is the process of sending and receiving messages that convey information, ideas, feelings, and beliefs. Students will understand the six elements: sender, message, channel, receiver, transmission, and feedback. They will have an understating of the barriers in the communication process  and how they can be prevented. Types of communication will be studied (writing, verbal and nonverbal) along with the four Cs of writing: clear, concise, courteous, and correct communication. As a marketer students will read and research business emails and various reports. 

Student Learning Outcomes

Demonstrate elements of written and electronic communication such as accurate spelling, grammar, and format. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

Advocate and practice safe, legal and responsible use of digital media information and communication technologies. Employ web-based communication responsibly and effectively to explore complex systems and issues. Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.

Discern the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources. Research past, present, and projected technological advances as they impact a particular pathway. Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.

Interpret and explain terminology and practices specific to the Marketing, Sales sector. Integrate the marketing information management concepts, systems, and tools needed to obtain, evaluate, and disseminate information for use in making marketing decisions. Identify the techniques and strategies used to foster positive, ongoing relationships with customers and the importance of customer service to the business’ bottom-line.

Competencies/Outcomes

By the end of this unit, students will understand the different types of communication and technology used to operate a business. 

Unit Competencies

Explore way technology impacts business competitiveness. A.1.6

Describe the use of technology in the financing function. A.3.2

Develop a marketing campaign and write a marketing plan A.4.11

Examine the effect of technology in a small business for a multichannel approach. C10.1

Explore technology related to global commerce- cultural differences, foreign currencies, and logistics. C10.2

Key Assignments

Using role-playing and problem solving, students will create a document of communication (such as a typed letter or email) for a mock company. They will be expected to follow the standard rules for writing, grammar, spelling, and formatting. A well-written and properly formatted document that sends a positive message and properly addresses the person to whom the letter is being written is required.

Research ways businesses are using technology to provide customer service before and after the selling process. Determine how this software is being used. Locate, compile, and evaluate 5 examples of these methods and create a presentation of your findings. Develop creative thinking in order to stimulate curiosity and promote divergence.

Students will create a form of advertisement for a business. Students must explain the market to target, what persuasive techniques are used, and why they believe the message will work for their specific company.

Assessment

Role-playing; peer-to-peer and peer-to-instructor, written quizzes and/or test.

The student will compose written and electronic communication demonstrating elements of accurate spelling, grammar, and format.

Communicate information and ideas effectively to multiple audiences using a variety of media and formats. Advocate and practice safe, legal and responsible use of digital media information and communication technologies. Employ web-based communication responsibly and effectively to explore complex systems and issues.

Use information and communication technologies to synthesize, summarize, categorize, compare, and contrast information from multiple sources. Evaluate the quality and value of information collected using digital technologies, and recognize bias and intent of the associated sources that have been used.  

Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.

Identify the techniques and strategies used to foster positive, ongoing relationships with customers and the importance of customer service to the business’ bottom line.

Chapter 22: Page 442

Unit 21: Economic Principles and Systems

Unit Length (Hours): 16

Unit Description:

Students will understand economics as a science that deals with examining how goods and services (products) are sold and used. Economics informs how people, governments, and companies make choices about using limited resources to satisfy unlimited wants. Students are introduced to individuals and nations, and evaluate how they face the problems of scarcity since all resources are limited. They will learn how economies develop around the way a nation and the people deal with scarcity. Students are introduced to the four major factors of production land, labor, capital, and entrepreneurship. Students will debate how economic systems are organized and ways in which a state or nation allocates its resources to create goods and services.

Student Learning Outcomes

Recognize the importance of small business in California and in global economies. Recognize how financial management impacts the economy, workforce, and community.Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Marketing, Sales, and Service industry sector. Communicate the economic principles and concepts fundamental to business operations and the importance of marketing in a global economy. (Economics) 

Competencies/Outcomes

By the end of this unit, students will be able to describe the nature of current economic problems and challenges. Students will be able to explain the principles of supply and demand and determine forms of economic utility created by marketing activities. 

Unit Competencies

Describe the nature of current economic problems and challenges. A.2.1

Explain the concept of economic resources. A.2.2

Explain the role of profit as an incentive in a market economy. A.2.4

Determine forms of economic utility created by marketing activities. A.2.5

Distinguish between economic goods and services. A.2.8

Compare and contrast various economic systems. A.2.10

Analyze the impact of organized labor and/or divisions of labor on productivity. A.2.11

Know how scarcity and allocation affect small businesses. C1.3

Key Assignment

Using research and problem-solving, students will select a company for which they will write a marketing plan. They will explain how they believe scarcity will impact their business. They will identify the factors of production that will impact marketing manager for the business they have selected. Students will explain why they think it is important for a marketing professional to understand economics, and how supply and demand and scarcity may impact marketing plans.They will evaluate consumers who might buy the product from the company they have chosen.

Assessment

Working from case studies student use role-playing; peer-to-peer and peer-to-instructor, written quizzes and/or test.  The student will role-play and debate the importance of small business in California and global economies. Recognize and evaluate how financial management impacts the economy, workforce, and community. Identify local, district, state, and federal regulatory agencies, entities, laws, and regulations related to the Marketing, Sales, and Service industry sector and analyze how each impact California (or your state) and global economies.

Video

The Value of Money (CTE)

  • Cold Play 
  • What is GDP? 

To Raise or Not To Raise Minimum Wage (CTE)

  • Raise Wage

Wage War (CTE)

Chapter 6: Page 106

Job Titles

Operations Manager

  • Coaches, trains and drives sales with a superior customer service experience

  • Communicates performance plans

  • Review and post associates performance

  • Schedules coaching sessions with under-performers on a weekly basis

  • Manages all sales and operation binders on a weekly and monthly basis

    In-store presentation manager

  • Plans and executes all floor set to company standards

  • Develops team in visual standard

  • Walks the store with the team to ensure all standard are in place policy

  • Reviews and educates team in product knowledge

  • Communicates best sellers-importance of stock/visual position

    Backroom Management

  • Manages backroom maintenance

  • Organizes any store operations approved transfers

  • Communicate to DSM on needs of marketing and small fixtures

  • In full charge of markdowns and marked out of stock product

    H.R Manager

  • Maintains a high energy level and positive store environment

  • Manages succession planning with the team

  • Assign daily responsibilities

  • Acts as the role model for the execution of superior customer engagement

  • Completes weekly schedules

    Loss Prevention

  • Utilizes all L.P tools to coach and educate team

  • Manages damaged merchandise procedures

  • Analyze audits and known loss

  • Full charge of monthly, quarterly and yearly inventory prep 


Adviser: Sylvia Rodriguez - Claire's Manager