Course Profile Introduction to Retail and Services
Marketing, Grade 11, Workplace Preparation, Catholic
Unit
1: The Marketing Process
Time: 30 hours
Students
develop an understanding of retail marketing and learn the essential skills as
well as the Catholic values required to ensure success in the Canadian and
global markets. Students examine the impact that competition has on retailing
and the relevance of being socially responsible in this environment. They study
how to identify changing consumers needs and wants through emerging information
technologies and marketing research. Students learn how economic factors and
government regulation influence the retail and services market.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1.1: Retail Scavenger Hunt |
330 min |
MPV.01, MP1.01, MP1.02, MP1.03, MP1.04 CGE 2b,d, 3b,c,d, 4a,b,f, 5a,e,f,g, 7a,i |
Knowledge Application Communication |
Retail Goods and Service Goods Inventory task sheet Effective Retail Selling Inventory task sheet |
|
1.2: The Evolving Consumer! |
300 min |
MPV.02, MP2.01, MP2.02, MP2.03, MP2.04, MP2.05, MP2.06 CGE 1d,h, 2a,b,c,d, 3b,c,d,f, 4a,b,d,f, 5a,e,f,g, 7a,b,f,g |
Application Thinking/ Inquiry Communication |
Trends analysis Information Technology research Consumer behaviour survey |
|
1.3: Competitive Edge! |
570 min |
MPV.03, MP3.01, MP3.02, MP3.03, MP3.04, MP3.05 CGE 1d,h, 2a,b,c,d 3b,c,d,f, 4a,b,f, 5a,e,f,g, 7a,f,g,i |
Knowledge Application Thinking/ Inquiry |
Matching exercise four Ps Attention, Interest, Desire, Action AIDA formula Bulletin board/slide-show presentation |
|
1.4: Economics in the World of Retail! |
540 min |
MPV.04, MP2.02, MP2.06, MP3.05, MP4.01, MP4.02, MP4.03, MP4.04 CGE 1d, 2a,b,c,d, 3b,c,d,f, 4a,b,f, 5a,e,f,g, 7a,f,g,i |
Knowledge Application Thinking/ Inquiry Communication |
Demand/Supply exercises Regulation assignment Canada vs. US company comparison Retail consultant’s report |
Time: 330 minutes
Students
clearly identify what retail and service businesses do to effectively market
their products in an ethical and moral way. In addition students address how
emerging technologies fit into this strategy.
Strand(s): The Marketing Process
Overall
Expectations
MPV.01 - evaluate the contribution of the
retail and service industries to the marketing process.
Specific
Expectations
MP1.01 -
define retail marketing;
MP1.02 -
evaluate the skills that are important to effective retail selling;
MP1.03 -
describe the major types of business, in the retail and service sectors (e.g.,
fashion, retailing, automotive retailing, food marketing, travel and tourism,
financial services);
MP1.04 -
explain the ways in which emerging information technologies have affected
retail and service.
Ontario
Catholic School Graduate Expectations
CGE 2b -
read, understand, and use written material effectively;
CGE 2d -
write and speak fluently one or both of Canada’s official languages;
CGE 3b -
create, adapt, and evaluate new ideas in light of the common good;
CGE 3c -
think reflectively and creatively to evaluate situations and solve problems;
CGE 3d -
make decisions in light of gospel values with an informed moral conscience;
CGE 4a -
demonstrate a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE 4b -
demonstrate flexibility and adaptability;
CGE 4f -
apply effective communication, decision-making, problem-solving, time, and
resource management skills;
CGE 5a -
work effectively as an interdependent team member;
CGE 5e -
respect the rights, responsibilities, and contributions of self and others;
CGE 5f -
exercise Christian leadership in the achievement of individual and group goals;
CGE 5g -
achieve excellence, originality, and integrity in one’s own work and support
these qualities n the work of others;
CGE 7a -
act morally and legally as a person formed in Catholic traditions;
CGE 7i -
respect the environment and uses resources wisely.
Students
should be familiar with the use of an Internet web browser and word-processing
software.
·
Teachers
should be aware of students who require modification to the mandated expectations
for this course. Ontario Secondary
Schools (p. 24) allows teachers to modify the learning expectations for
exceptional students in order to support the contents of the students’ IEPs.
This applies also to students who have not been identified as exceptional but
are receiving Special Education programs and services.
·
If
students are able to have access to a computer lab during the delivery of this
course, they must be cognizant of the school or board’s policy, regarding the
ethical and safe use of the Internet.
·
Students
may use a digital camera to take photographs of storefronts, which they are
encouraged to integrate into their assignment (e.g., Appendix 1.1.1 – Retail
Goods and Service Goods Inventory). It is recommended that student’s obtain
permission to take photos of the storefront from the retailer.
1. The teacher leads a discussion to highlight
the differences between retail and services goods.
2. In groups of four, students brainstorm
different types of businesses in their local neighbourhood.
3. Students are to complete an assignment that
has them create their own shopping list of retail stores and services. Hand out
Appendix 1.1.1 – Retail Goods and Service Goods Inventory task sheet. This
worksheet allows students to record their information in a consistent format.
Students select a minimum of five retail and five service businesses when
completing this exercise. The teacher suggests different areas where students
might search for the different types of businesses (e.g., local shopping mall,
virtual mall via the Internet, yellow pages or newspaper flyers) (see Planning
Notes).
4. In pairs, have students share with each other
their findings in the next class and add at least two new retail and service
businesses to each other’s list.
5. Students prepare a list of reasons why they
think a particular business is successful. Students select businesses found in
their Retail Goods and Service Goods Inventory task sheet for this exercise.
The teacher may wish to review general categories to help students get started
(e.g., window displays, staff, technology). Hand out Appendix 1.1.2 for
completion of this exercise.
6. Students rank what they consider to be the
most important skills in effective marketing
7. The teacher engages students in a discussion
of their findings and also discusses which businesses were effective and why.
8. In pairs, students interview two (delegate
one student to each retailer) retailers (one retail and one in service). They
prepare a list of questions to determine what skills the retailer feels are
necessary to be effective. Students present their findings to the class.
Diagnostic
·
Verbal
feedback
Formative
·
Appendix
1.1.1 – Retail Goods and Service Goods Inventory (Knowledge, Application)
·
Appendix
1.1.2 – Effective Retail Selling Inventory (Knowledge, Application,
Thinking/Inquiry)
·
The
teacher may have students present to small groups instead of the entire class.
·
Refer
to accommodation chart, if required.
Berkowitz,
E., F. Crane, R. Kerin, and W. Rudelius. Marketing.
McDougall,
G., P. Kotler, and Gary Armstrong. Marketing.
ISBN 0-13-544685-6
Stoyles,
H. Marketing Today.
Sommers,
M., Jim Barnes, and William Stanton. Fundamentals
of Marketing. Toronto: McGraw-Hill Ryerson, 1998. ISBN 0-07-560067-6
Appendix
1.1.1 – Retail Goods and Service Goods Inventory
Appendix
1.1.2 – Effective Retail Selling Inventory
Students
format their table similar to this example:
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Business Name |
Retail |
Service |
Sub-Category |
|
1. |
HMV |
4 |
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Music |
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Students
format their table similar to this example:
|
|
Business Name |
Category Retail = R Service = S |
Product(s)/ Service(s) Sold |
Most Noticeable & Effective Marketing
Tool(s) Used by Business |
Ranking |
|
1. |
HMV |
R |
CDs/Tapes |
Posters/Neon/Window Displays |
3 |
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Time: 360 minutes
Students
analyse how demographic and psychographic trends impact consumer behaviour. In
addition, they appreciate the importance of information technology as a tool
used to recognize and constructively influence consumer needs in light of the
common good.
Strand(s): The Marketing Process
Overall
Expectation
MPV.02 -
analyse the role of consumers in retail and services marketing.
Specific
Expectations
MP2.01 -
relate changing demographics and lifestyles in Canada to changes in the tastes,
preferences, and priorities of Canadian consumers;
MP2.02 -
relate changes in consumer needs and wants over the past few decades to changes
in retail and service businesses (e.g., consumer demand for fast food, portable
communication devices);
MP2.03 -
identify the types of consumer groups that use specific retail and service
businesses within their community;
MP2.04 -
describe how information technology has had an impact on businesses’ ability to
identify and respond to consumer needs;
MP2.05 -
explain the importance of marketing research;
MP2.06 -
explain the process by which consumers make a buying decision.
Ontario
Catholic School Graduate Expectations
CGE 1d -
develop attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE 1h -
respect the faith traditions, world religions, and life-journeys of all people
of good will;
CGE 2a -
listen actively and critically to understand and learn in light of gospel
values;
CGE 2b -
read, understand, and use written information effectively;
CGE 2c -
present information and ideas clearly and honestly and with sensitivity to
others;
CGE 2d -
write and speak fluently one or both of Canada’s official languages;
CGE 3b -
create, adapt, and evaluate new ideas in light of the common good;
CGE 3c -
think reflectively and creatively to evaluate situations and solve problems;
CGE 3d -
make decisions in light of gospel values with an informed moral conscience;
CGE 3f -
examine, evaluate, and apply knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society;
CGE 4a -
demonstrate a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE 4b -
demonstrate flexibility and adaptability;
CGE 4d -
respond to, manage, and constructively influence change in a discerning manner;
CGE 4f -
apply effective communication, decision making, problem solving, time, and
resource management skills;
CGE 5a -
work effectively as an interdependent team member;
CGE 5e -
respect the rights, responsibilities, and contributions of self and others;
CGE 5f -
exercise Christian leadership in the achievement of individual and group goals;
CGE 5g -
achieve excellence, originality, and integrity in one’s own work and supports
these qualities in the work of others;
CGE 7a - act morally and legally as a person
formed in Catholic traditions;
CGE 7b -
accept accountability for one’s own actions;
CGE 7f -
respect and affirms the diversity and interdependence of the world’s peoples
and cultures;
CGE 7g -
respect and understand the history, cultural heritage, and pluralism of
contemporary society.
·
The
teacher should make arrangements to have a computer lab with Internet
capabilities available.
1. The teacher defines and explains
environmental forces that have a direct impact on a company’s retail marketing
program: demography, social cultural forces, political/legal forces, and
technology.
2. The teacher hands out Appendix 1.2.1, which
indicates key trends for each force that relate to the changing needs and wants
of Canadian consumers.
3. Students perform an Internet search designed
to determine three more trends for each of the four environmental forces.
Students are to prepare a two-page report and present their findings by
creating a bristol board collage or using a popular presentation software
package.
4. The teacher hands out Appendix 1.2.2.
Students predict the positive and negative effects that the key trends will
have on several industries.
5. As a class, do some brainstorming on the
board with the key words being “Information Technology.” Have students identify
the different ways that businesses currently use information technology.
Identify the impact that this will have on the future, and how it is being used
to meet consumer needs. Record the results and use this to lead into a
discussion and note on information technology.
6. Place students in pairs. Assign a company to
each pair for research and have them identify how information technology is
being used in terms of promotion and distribution strategies. Also, have them
address how the company uses its website to identify customer needs (e.g.,
surveys, e-mail, product selection/options). Recorded results are to be handed
in.
7. The teacher defines marketing research and
lists and explains the two major types (primary and secondary). Outline the
major steps required in conducting a successful research. Provide students with
several examples (e.g., surveys, observations, experimentation) of real-life
situations in which marketing research benefited different companies. Generate
a note on what influences consumers to buy a particular product (e.g.,
lifestyle, environmental packaging).
8. Students prepare a survey about a potential
new product. The questions are to relate to consumer buying decisions (e.g.,
price, brand name, packaging, quality, size). The survey should have a minimum
of ten questions and a minimum sample of twenty people. Students go through
each step of the marketing research process, analyse their results, and create
a report that makes observations about consumer behaviour and
conclusions/recommendations about what the consumer is looking for in the
product.
9. Students complete a written test on this
activity.
Diagnostic
·
Informal
Observation
·
Brainstorming
Summative
·
Written
test (Knowledge/Understanding, Thinking/Inquiry, Communication)
Formative
·
Two-page
Report (Application, Communication)
·
Appendix
1.2.2 – Trends Analysis Exercise (Thinking/Inquiry, Communication)
·
Company
Research Exercise (Knowledge/Understanding, Thinking/Inquiry)
·
Consumer
Behaviour Survey (Knowledge/Understanding, Application, Thinking/Inquiry)
·
Some
students may need more time to complete Appendix 1.2.2.
·
Refer
to accommodations chart if required.
Kretchman,
M. Lily, Lori Cranson, and Bill Jennings. Entrepreneurship:
Creating A Venture. Toronto, ON: John Wiley and Sons, 1991. ISBN 0-471-79565-8
Liepner,
Michael, Herve De Jordy, and Michael Schultz. The Entrepreneurial Spirit. Toronto, ON: McGraw-Hill Ryerson
Limited, 1991. ISBN 0-07-549931-2
Sommers,
M., Jim Barnes, and William Stanton. Fundamentals
of Marketing. Toronto: McGraw-Hill Ryerson, 1998. ISBN 0-07-560067-6
Appendix
1.2.1 – Key Trends
Appendix
1.2.2 – Trends Analysis Exercise
Demographic
Trends
·
The
number of 20- to 29-year-olds will decrease from approximately 17% of the
population to approximately 13%.
·
Older
Canadian consumers are being targeted due to the fact that over 25% of
Canadians are retired or near-retired and they control over 75% of the personal
wealth, and over 60% of discretionary buying power. It is projected that the
over 50 population (greying market) will exceed 9 million by 2006.
·
Over
20% of adults live alone. (Single/Separated/Widowed/Divorced – SSWD)
·
These
consumers represent an attractive target market strategy for travel and tour
companies.
Social/Cultural
Trends
Emphasis on Quality of Life: the consumer’s concern is over
issues such as pollution, health, and lifestyle, as opposed to the accumulation
of goods
The Role of Women
The role
of women in society is changing:
a. They have growing political and economic
power as well as job opportunities.
b. A large percentage of them work outside the
home.
c. These changes, in turn, affect traditional
buying patterns in the household, and account for the growth of several
industries.
Emphasis on Service Quality: consumers are seeking value,
durability, and safety in the products they buy, but also, the intangible
factor of the level of service offered with the product is becoming
increasingly important.
Political/Legal
Trends
Social legislation: this is intended to protect members of society
(e.g., the ban on smoking in public/private establishments).
Government Regulations (e.g., the deregulation of heat and
hydro industries)
Technological
Trends
Technology
has a significant impact on lifestyles, consumption patterns, and the economy
(e.g., Fibre Optics High-Definition Television, Digital Transmission, and
CD-ROM technology).
Major
technological breakthroughs can have an impact on marketing in three ways:
a. start entirely new industries (e.g.,
computers, robots, lasers)
b. alter or destroy existing industries e.g.,
movie companies sending movies to theatres directly from studio digital
transmission over the telephone lines
c. stimulate other markets and industries
unrelated to the new technology (e.g., home appliances such as the microwave
gave consumers additional time to engage in other activities)
Predict
the positive and negative effects of these trends on the four industries: food,
clothing, automobiles, and communication. Set up your predictions under the
following headings:
1. The food industry:
a. Effects of an increasingly older population
b. Effects of an increasing number of women in
the labour force
c. Effects of a demand for better customer
service
d. Effects of an increasingly powerful
environmental movement
e. Effects of an increasing desire for impulse
buying
f. Effects of an increasingly technologically
dependent society
2. The clothing industry: a. – f.
3. The automobile industry: a. – f.
4. The communication industry: a. – f.
Time: 570 minutes
Students
examine the sources of competition both locally and abroad. They realize that
businesses can profit by recognizing the diversity of today’s society through
various competitive marketing strategies.
Strand(s): The Marketing Process
Overall
Expectations
MPV.03 -
identify and describe the factors that affect competition.
Specific
Expectations
MP3.01 -
identify retail or service businesses that compete directly with one another;
MP3.02 -
demonstrate an understanding of how businesses compete with one another for
customers;
MP3.03 -
analyse the effects of competition on consumer and business behaviour;
MP3.04 -
compare the strengths and weaknesses of the promotional activities of two
different companies (e.g., a department store, a major grocery chain);
MP3.05 -
describe the effects of globalization on competition.
Ontario
Catholic School Graduate Expectations
CGE 1d -
develop attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE 1h -
respect the faith traditions, world religions, and the life-journeys of all
people of good will;
CGE 2a -
listen actively and critically to understand and learn in light of gospel
values;
CGE 2b -
read, understand, and use written materials effectively;
CGE 2c -
present information and ideas clearly and honestly and with sensitivity to
others;
CGE 2d -
write and speak fluently one or both of Canada’s official languages;
CGE 3b -
create, adapt, and evaluate new ideas in light of the common good;
CGE 3c -
think reflectively and creatively to evaluate situations and solve problems;
CGE 3d -
make decisions in light of gospel values with an informed moral conscience;
CGE 3f -
examine, evaluate, and apply knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society;
CGE 4a -
demonstrate a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE 4b -
demonstrate flexibility and adaptability;
CGE 4f -
apply effective communication, decision-making, problem-solving, time, and
resource management skills;
CGE 5a -
work effectively as an interdependent team member;
CGE 5e -
respect the rights, responsibilities, and contributions of self and others;
CGE 5f -
exercise Christian leadership in the achievement of individual and group goals;
CGE 5g -
achieve excellence, originality, and integrity in one’s own work and supports
these qualities in the work of others;
CGE 7a -
act morally and legally as a person formed in Catholic traditions;
CGE 7f -
respect and affirm the diversity and interdependence of the world’s peoples and
cultures;
CGE 7g -
respect and understand the history, cultural heritage, and pluralism of
contemporary society;
CGE 7i -
respect the environment and uses resources wisely.
·
The
teacher may need to provide students with a note about the four Ps and the AIDA
(Attention, Interest, Desire, Action) formula.
·
The
teacher should make arrangements to have a computer lab with Internet
capabilities available.
·
The
teacher may need to keep a collection of magazines and newspapers.
1. The teacher introduces the concepts of brand,
substitute, and general competition by illustrating the logos of five well-known
companies on the overhead, computer monitor projection screen, or board (two
examples for brand and substitute and one for general). Have the students list
the products that each company sells. Based on the discussion, students should
be able to identify which companies sell similar or directly competing products
(brand) and those that sell different products but satisfy the same needs
(substitute). One of the companies should be totally different which will lead
to a definition of general competition.
2. Students match two columns of companies
according to the three types of competition.
3. In pairs, have students list a number of ways
that the businesses in the prior exercise generally compete with one another
for customers. Students break the list down into the four Ps. Take up the
responses on the board placing each response under the heading of one of the
four Ps.
4. The teacher hands out an array of
advertisements that are to be circulated around the class. Post the ads on the
board and have students match the responses in the prior exercise to the ads on
the board to reinforce the concept of the four Ps.
5. Students select two of the advertisements
that are on the board. They analyse the effectiveness of each one. Students
submit a one-page report that outlines the strengths and weaknesses of each ad
using the AIDA formula. In addition, they are to recreate the weakest ad using
the AIDA formula.
6. The teacher generates a discussion about the
positive and negative effects that competition has on consumers and businesses.
The focus should be on ethical, legal, and profit issues. In groups, students
add to the content provided by the teacher by brainstorming more examples. Have
each group write their responses on chart paper and present their points to the
class.
7. The teacher guides students to utilize
newspapers, magazines, and the Internet to create a bulletin board or computer
slide-show presentation that effectively and creatively demonstrates examples
(3 brand, 3 substitute, and 3 general) of how companies use the four Ps to
compete for customers.
Diagnostic
·
Informal
Observation
Formative
·
Matching
Exercise (Knowledge/Understanding)
·
Advertisement
Exercise – AIDA formula (Knowledge/Understanding, Application,
Thinking/Inquiry)
Summative
·
Bulletin
Board/Slide-show Presentation Assignment (Application, Thinking/Inquiry,
Communication)
·
Provide
immediate feedback when students are completing the AIDA formula exercise.
·
Refer
to accommodations chart, if required.
Stoyles,
H. Marketing Today. Toronto:
McGraw-Hill Ryerson Limited, 1994. ISBN 0-07-551428-1
Time: 540 minutes
Students
learn the basic concepts of supply and demand and its influence on the retail
market. They understand how economic systems and government regulation impact
the retail sector. Students look at the retail market both locally and abroad
to develop an understanding of how businesses plan to succeed in this rapidly
changing environment in light of our gospel values.
Strand(s): The Marketing Process
Overall
Expectations
MPV.04 -
summarize the influence of economic factors, government regulation, and globalization
on the retail and service business environments.
MP2.02 -
relate changes in consumer needs and wants over the past few decades to changes
in retail and service businesses (e.g., consumer demand for fast food, portable
communication devices);
MP2.06 -
explain the process by which consumers make a buying decision;
MP3.05 -
describe the effects of globalization on competition;
MP4.01 -
identify the major characteristics of Canada’s economic system;
MP4.02 -
explain how the interaction of the forces of supply and demand affects
marketing in the retail and service industries;
MP4.03 -
identify regulations made at the three levels of government that affect retail
and service businesses;
MP4.04 -
relate increased globalization to changes in retail and service businesses in
Canada.
CGE 1d -
develop attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE 2a -
listen actively and critically to understand and learn in light of gospel
values;
CGE 2b -
read, understand and uses written information effectively;
CGE 2c -
present information and ideas clearly and honestly and with sensitivity to
others;
CGE 2d -
write and speaks fluently one or both of Canada’s official languages;
CGE 3b -
create, adapt, and evaluate new ideas in light of the common good;
CGE 3c -
think reflectively and creatively to evaluate situations and solve problems;
CGE 3d -
make decisions in light of gospel values with an informed moral conscience;
CGE 3f -
examine, evaluate, and apply knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society;
CGE 4a -
demonstrate a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE 4b -
demonstrate flexibility and adaptability;
CGE 4f -
apply effective communication, decision making, problem solving, time, and
resource management skills;
CGE 5a -
work effectively as an interdependent team member;
CGE 5e -
respect the rights, responsibilities, and contributions of self and others;
CGE 5f -
exercise Christian leadership in the achievement of individual and group goals;
CGE 5g -
achieve excellence, originality, and integrity in one’s own work and supports
these qualities in the work of others;
CGE 7a - act morally and legally as a person
formed in Catholic traditions;
CGE 7f -
respect and affirms the diversity and interdependence of the world’s peoples
and cultures;
CGE 7g -
respect and understands the history, cultural heritage, and pluralism of
contemporary society;
CGE 7i -
respect the environment and uses resources wisely.
·
The
teacher may need to supply the class with graph paper.
·
The
teacher should make arrangements to have a computer lab with Internet
capabilities available.
·
Students
should be familiar with the web browser.
·
Appendix
1.4.2 – Culminating Task – Retail Consultant’s Report may be difficult for some
students in a workplace course. Therefore, this assignment can be used by the
teacher as an enrichment tool. In other words, all the topics can be addressed,
or the teacher may choose to assign some of the topics based on the abilities
of the students.
·
Appendix
1.4.3 – Personal Portfolio Culminating Activity Outline has been added at this
point in the profile for the convenience of the teacher to provide guidance on
how this culminating project should be presented. It is important to assess
this project in stages, which will allow for formal and informal constructive
teacher feedback. This culminating activity should be handed out after this
unit.
1. The teacher leads a discussion by examining
the Canadian economic system and comparing it to other world systems.
Characteristics such as social and government goals, motivation of workers,
market control, profit, competition, choices in the market, and social freedoms
are compared.
2. In pairs, have the students create a list of
advantages and disadvantages for each system, determining which is best and
why. Record responses on the board and generate a discussion.
3. As an assignment, hand out a matching
exercise in which the teacher lists various economic characteristics of a
country and students identify the economic system.
4. Give the class a demand and supply schedule
for a retail product. Use this as a model in plotting the points for a supply
and demand curve. Economic terms and concepts as they apply to retailing are
then discussed (e.g., demand, supply, equilibrium, changes in demand/supply,
surplus, shortages). Provide the class with a sheet of graph paper and a
supply/demand schedule for a given retail product that they are to plot.
Students label the curves and identify the equilibrium point. Discuss why this
is the optimal point for both the buyer and supplier. What happens above and
below the equilibrium point and how does this affect the retailers pricing
decisions?
5. Students complete Appendix 1.4.1 – Reasons
for Changes in Demand.
6. As a class, brainstorm a list of ways that
different levels of government regulate both the retail and services
businesses. Once the list is completed, add any additional regulations that
have been missed. Create a note on the influence that the three levels of
government have on the retail sector (laws, licensing, public holidays,
vacation with pay, Employment Standards Act). Students investigate a new
regulation (e.g., new Employment Standards Act). The teacher provides a series
of questions for students to complete (e.g., How does the act help employers,
employees, and families?).
7. Have the class take out a sheet of paper and
list as many retail and service businesses in Canada as they can. From the
list, identify businesses that operate on a global scale. This leads into a
discussion on the increased rate of competition and changes in retail and
service businesses, followed by a note on international business (e.g.,
globalization, NAFTA, European Union, Internet, free trade).
8. The teacher prepares a note on how
globalization has forced Canadian retailers to become more competitive. Discuss
how the business landscape has changed the lifestyles of Canadian consumers.
The teacher hands out articles (newspaper/magazine) that exemplify the entrance
of US and/or European retailers into the Canadian market. A list of questions
is generated from the articles.
9. Students
create a report that compares/contrasts a Canadian company vs. an American
company operating in Canada. The comparison should be based on the following
criteria: sales, pricing, customer service, information technology, ranking in
industry, and locations.
10. The teacher hands out Appendix 1.4.2 –Retail
Consultant’s Report.
11. Students complete a quiz on this activity.
Diagnostic
·
Informal
Observation
·
Brainstorming
Formative
·
Appendix
1.4.1 (Knowledge/Understanding, Application, Thinking/Inquiry)
·
Canadian
vs. American Assignment (Knowledge/Understanding, Thinking/Inquiry,
Communication)
Summative
·
Appendix
1.4.2 (Knowledge/Understanding, Application, Thinking/Inquiry, Communication)
·
Written
test (Knowledge/Understanding, Thinking/Inquiry, Application)
·
Stronger
students could be asked to mentor peers requiring extra assistance.
·
Provide
students with a summary sheet that can be used at the end of each class (with
teacher assistance) to list main terms or concepts that were the focus of the
lesson.
·
Make
overheads of handouts on which the teacher highlights important terms, explains
words, and clarifies instructions, etc. while students do the same on their
copy.
·
Refer
to accommodations chart if required.
Lyons,
Brian. Economics: Problems and Policies.
Scarborough, ON: Prentice Hall Canada, 1995.
ISBN 0-13-055014-0
Nickels,
G. William, James M. McHugh, Susan M. McHugh, and Paul D. Brennan. Understanding Canadian Business.
Toronto, ON: McGraw-Hill Ryerson Limited, 1997. ISBN 0-256-19444-0
Thexton,
James D. Economics: A Canadian
Perspective. Don Mills, ON: Oxford University Press, 1992. ISBN
0-19-540939-6
Appendix
1.4.1 – Reasons for Changes in Demand
Appendix
1.4.2 – Retail Consultant’s Report
Appendix
1.4.3 – Personal Portfolio Culminating Activity Outline
Read
the following five newspaper headlines. In each case, decide if the event will
cause an increase or decrease in the demand for a fast food beef burger place
and indicate the reason(s).
e.g., Price of beef to rise in June
Demand
____decrease_______ Curve
____shifts to left____
Reason
demand changed ________move affordable substitutes____________
1. Millions of people immigrate to Canada
Demand
_______________________ Curve
_________
Reason
demand changed _____________________________________________________________
2. Pork prices drop
Demand
_______________________ Curve
_________
Reason
demand changed _____________________________________________________________
3. Surgeon General warns that eating beef can be
hazardous to health
Demand
_______________________ Curve
_________
Reason
demand changed _____________________________________________________________
4. Real income for Canadians drops for the 4th
month in a row
Demand
_______________________ Curve
_________
Reason
demand changed _____________________________________________________________
5. Nationwide fad: The Extra Lean Burger
Demand
_______________________ Curve
_________
Reason
demand changed _____________________________________________________________
You
are an established retailer of five years in a shopping mall. You have just
received a letter from the mall management offering you almost twice the retail
space you currently have in a new location in the mall. You have been
considering expanding your product line and think that this may be the right time
to grow your business. However, you are concerned about, how you will track the
extra inventory as you are currently just using a regular cash register.
Another potential issue is whether there is enough demand for your product in
the current market.
Before
you reply to the letter you decide that you need to assess your current
business to determine how you can become a more effective retailer.
As
you are preparing your report, you must incorporate each of the five sections
(not including your title page). You must submit your report using a word
processor.
Title Page – contains the
following:
Title: Name of Your Retail Business
Type of Business: Retail/Service and Specific Category
Researcher: Your Full Name
Retail Consultant: Your Teacher’s Name
Section
1 – The Retail and Service Sectors
Thinking
·
Choose
a type of Retail or Service business that you think would be interested in
operating in the mall. Complete an inventory checklist of the skills you think
that are necessary to be an effective retailer selling a particular product or
service. Identify who your current target market segment is and why. Include
age group and gender if applicable.
·
Briefly
outline typical products/services that you might sell in your present business
(no more than a paragraph long).
·
Identify
what product line you think that you might like to add or extend if you decided
to move to the new location. Discuss how you arrived at your decision and how
it complements your current product/service line.
·
Investigate
two similar businesses to the one the you have chosen; one that uses a
traditional cash register/manual system and one that uses newer technology
((Point of Sale) POS; Bar Scanner; On-line shopping; Virtual Malls) to track
and merchandise their products (Students should interview mall merchants to
develop a fuller understanding of retail and service sector operations).
Section
2 – Consumers and Marketing
Inquiry
·
Using
statistics Canada website; research household demand for the retail or service
products selected for your type of business identified.
Thinking
·
Review
your findings and report on how changes in consumer needs and wants have
changed over the last few decades. How might this have an impact on your retail
store and merchandising?
Inquiry
and Thinking
·
Identify
your target market within your community; who would shop at the retail store
and why? Create a customer profile of the ideal shopper who would purchase
products or services from your business. Set up a customer profile in a chart
format for ‘before’ and ‘after’ expansion.
·
What
specific technology will have an impact on the ability of the retail business
to respond to its customer needs. Research technology available today to
retailers using the Internet. Include hardware and software such as
computerized inventory systems; merchandisers for displays; packaging and forms
of media to effectively market a retailer’s product or service. Be specific in
naming the equipment and marketing tools, as well as the cost if available.
Identify URLs and name of suppliers on a tracking sheet.
Thinking
·
After
investigating customer needs summarize your findings and report on why it is
important to conduct market research and how it may have an impact on the
expansion of their product line.
·
Using
a flow chart, illustrate the process that consumers follow in their buying
decision of their product. You should begin by determining whether your product
or service is a ‘need’ or a ‘want’?
Section
3 – Competition
Thinking
·
Assessing
the competitive environment is very important when determining a businesses
market share. Identify both direct and indirect competitors to your business
now and after a potential expansion. Discuss how the new product line
will/won’t affect your competition. Use the four Ps of marketing to compare
your business to your competition.
Thinking
(Synthesis)
·
Generate
a checklist of factors and concerns that affect consumers’ buying decisions
when considering shopping at the competition.
·
Compare
the strengths and weaknesses of the promotional activities of two different
companies in the same type of business chosen, i.e., retail shoe store in a
‘shopping mall’ and ‘big box’ factory shoe outlet. Use a chart to record
information.
Inquiry
·
Using
the Internet, search for similar businesses globally and comment on how
business is conducted globally and the impact this might have on a local retail
merchant. Highlight the different marketing tools, techniques, and strategies
used by other retailers to sell their products. Which ones are
ineffective/effective and why?
Section
4 – The Influence of Economic Factors, Government Regulation, and Globalization
Inquiry
·
Investigate
the major characteristics of Canada’s economic system; where does your store
fit in? What sector of the economy best represents the business you are in?
Support your information with statistics from Statistics Canada Website.
·
Discuss
how the forces of supply and demand affect the marketing of the retail and
service industries. Outline how a retailer would potentially be affected by
different market conditions (boom markets, recessions). Integrate the concept
of the PLC and the relationship to supply and demand too.
·
Research
how the three levels of government affect retail and service businesses. In a
chart format, identify areas might have an impact on your business (such as
business taxes FST, PST, GST and personal taxes). Other areas might include
licensing requirements for businesses to operate, use of property designations
(zoning by-laws), unemployment. Link these areas of concern and others with the
purchasing power of consumers.
·
Discuss
how increased globalization will impact on the changes of retail and service
business and how businesses will operate in Canada in the future. Reference
should be made to e-commerce businesses and the ever- changing way that
technology may have an impact on the way a retailer operates their business.
How will external environments affect the marketing activities of a
company/your business?
Section
5 – Recommendation (Complete this section last but place it first after the
title page.)
Inquiry
and Thinking
·
Summarize
your findings in the above four sections
·
List
and identify the changes that you would need to make to your current operation
if you did decide to take the new location.
·
What
is your final decision? You must clearly support your rationale in reaching
your final decision. Prioritize those items that helped you make your final
decision.
·
After
reflecting on your research, what other information do you feel is necessary to
obtain if you were to investigate the potential expansion further?
·
Write
a letter back to the mall responding to their offer. What will you say?
A
personal portfolio is a carefully selected, well-organized collection of
materials that showcases your personal growth, skills, interests, and
abilities. The skills portfolio assignment will assist you in identifying skills
you currently have and help you to set goals toward developing new skills
needed when seeking employment or applying for postsecondary education. You
will find the package of materials useful in preparing resumes and cover
letters and in preparation for interviews. Also, it may assist you in applying
for bursaries, scholarships, and apprenticeships. Your portfolio should be
modified and updated throughout life.
Three
broad skill areas will be addressed in the assignment: Academic skills,
Personal skills, and Citizenship skills.
Format
The
personal portfolio is a hands-on collection of items contained in a binder.
Please purchase a binder that has a clear plastic sleeve on the front. This
allows you to personalize your portfolio by inserting an eye-catching covering
page.
Content
a. Design a Cover Page that is a reflection of
you (Include each of the following: your name, your teacher’s name, assignment
title, course code/name, and date submission).
b. Include a Table of Contents for the
portfolio.
c. Include a minimum of fifteen portfolio items
(five items per skill category). You are certainly encouraged to collect more
than the required fifteen items. A
minimum of five items must relate to your experience in the BMX3E retailing
class.
d. For each item included in your portfolio,
complete the following:
i. identify
the item clearly so the teacher is sure which item is being discussed;
ii. identify
the skill area (e.g., Academic, Personal, Citizenship);
iii. explain
the specific skills you possess, as demonstrated by each item;
iv. how
might your transfer these skills to other tasks or situations?
*Hint:
Organize your portfolio by skill category (e.g., Academic Skills, etc.), and
include a separate page for each item in your portfolio).
e. An updated Skills Based Resume (which
includes your experience in your BMX3E retailing class).
Examples
of things to put into you personal portfolio:
|
Academic Skills |
Personal Skills |
Citizenship Skills |
|
Transcripts of report cards |
Job performance appraisals |
Awards, certificates, and or letters of appreciation |
|
BMX3E - Retail Consultant’s Report – Culminating Activity |
Attendance Letter |
Commendations for community service |
|
Letters of Recommendation |
Description of an activity in BMX3E that required use of a skill (e.g., interpersonal skills) |
Documentation of membership in various organizations |
|
Subject Proficiency Awards |
Interest Inventories |
Participation in BMX3E charitable causes. |
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