Course Profile Introduction to Retail and Services Marketing, Workplace Preparation, Public

Unit 1: Today’s Retail Environment

Time: 27.25 hours

Unit Description

Unit 1 functions as an introduction to the course and focuses on the importance of students’ fundamental understanding of today’s retail environment. Students develop a definition of retail marketing and look at the effect of globalization on product, on competition, and how products come from all over the world. Students research municipal, provincial, and federal regulations and may share the research. Students look at the environment and its interrelationship with the economic system.

Strand(s): The Marketing Process, Retail Systems and Operations, Career Opportunities in Retail and Service Businesses

Unit Synopsis Char

Activity	Time	Expectations	Assessment	Tasks
1.1. Today’s Retail and Marketing Environment	375 min	MPV.01, MPV.03, ROV.04, MP1.03, RS1.03, RS1.04, MP3.01, MP3.02, MP3.04, MP3.05, RO4.01	Knowledge/ Understanding Thinking/ Inquiry Communication Application	1. Brainstorm major types of businesses in the retail and service sectors. 2. Discuss types of businesses and direct competition. 3. Develop organizational structures by product, by function and relate to competition. 4. Plan to open a store. 5. Investigate forms of ownership and franchise growth.
1.2. Retail Marketing	225 min	MPV.01, MPV.03, MP1.01, MP1.02	Knowledge/ Understanding Thinking/ Inquiry Communication Application	1. Develop a definition of retail marketing using concept webs. 2. Build skills required for retail marketing. 3. Brainstorm a basic rubric.
1.3. Globalization	210 min	MPV.03, MPV.04, MP3.05, MP4.04	Knowledge/ Understanding Thinking/ Inquiry Communication Application	1. Investigate the effect of globalization. 2. Investigate products origins. 3. Discover what happens when a major American retailer enters the Canadian market.
1.4. Economic Systems	300 min	MPV.04, ROV.05, RSV.01, MP4.01, MP4.03, RO5.03	Knowledge/ Understanding Thinking/ Inquiry Communication	1. Identify the characteristics of Canada’s economic system. 2. Research municipal, provincial and federal regulations. 3. Discover the interrelationship between the environment and the economic system.
1.5. Competition	300 min	MPV.01, MPV.03, ROV.04, ROV.05, MP1.03, MP3.01, MP3.02, MP3.03, MP3.04, RO4.01	Knowledge/ Understanding Thinking/ Inquiry Communication Application	1. The culminating activity for the unit, a mall tour. 2. Focus on safety rules 3. Conduct a search for a virtual mall tour. 4. Experience a real mall tour. 5. Investigate concepts in retail marketing. 6. Analyse the effects of competition
1.6. Personal Portfolio	225 min	COV.03, CO3.03	Application	The personal portfolio is an ongoing activity throughout the units. 1. Revisit the information developed in the Grade 10 Career Studies course. 2. Develop a personal fact sheet. 3. Develop a personal resume.

Activity 1: Today’s Retail Marketing Environment

Time: 375 minutes

Description

This activity enables students’ development of a fundamental understanding of today’s retail environment by reflecting on their own shopping experiences. These introductory activities are used as the foundation for subsequent activities throughout the profile.

Strand(s) & Learning Expectations

Strand(s): The Marketing Process, Elements of Retail and Services Marketing, Retail Systems and Operations

Overall Expectations

MPV.0 - evaluate the contribution of the retail and service industries to the marketing process;

RSV.01 - compare the retail marketing of a product with that of a service;

MPV.03 - identify and describe the factors that affect competition;

ROV.04 - describe the importance of the human resources function to retail and service businesses.

Specific Expectations

MP1.03 - describe the major types of business in the retail and service sectors;

RS1.03 - compare the various forms of business ownership available to retail and service businesses;

RS1.04 - explain the growth of franchise and chain store operations;

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;

MP3.04 - compare the strengths and weaknesses of the promotional activities of two different companies;

MP3.05 - describe the effects of globalization on competition;

RO4.01 - describe the organizational structures used in retail businesses.

Prior Knowledge & Skills

· Identification of retail businesses.

· Presentation software skills (Remedial exercises are available in BTT1O/2O, Introduction to Information Technology in Business, both Catholic and Public profiles.
(See http://www.curriculum.org.))

Planning Notes

· Teachers provide chart paper and markers.

· Contact a local Franchiser/Franchisee as a potential guest speaker.

· Copy Appendix 1.1 – Presentation Rubric for distribution.

· Preview videos (see Resources).

Teaching/Learning Strategies

· In a large group activity, have students brainstorm examples of major types of businesses in the retail and services sector and list them on chart paper.

· Form groups of three to four and have students categorize the businesses by industry (e.g., fashion retailing, automotive, financial services) on chart paper.

· Students then brainstorm a list of businesses competing with the ones listed on the chart paper.

· Each group presents their findings while the remaining groups provide input to each other charts.

· The teacher begins a discussion on the two retail operations that commonly anchor a mall: the grocery store and the department store. The teacher discusses how these operations are organized by structure, by product, and by function and also encourages a discussion on the competition, within this framework.

· Use Appendix 1.1 – Presentation Rubric as a teaching tool to highlight the specific product expectations.

· Assign a small group activity, in which students plan to open a store in a local mall. They are to give the store type (e.g., pizza store, fitness centre) and a breakdown of the organizational structure, by product and by function. Each student produces a report in written or visual format (e.g., display board, electronic slide show presentation), followed by a presentation to the class.

· In the final segment of this activity, the teacher discusses and defines the different forms of organizations as well as franchising. Using think/pair/share, each group lists advantages and disadvantages for each on chart paper.

· Follow-up the previous exercise, by viewing videos listed in Resources. Assign the accompanying worksheets, for students to complete while viewing the video.

· Invite a guest speaker from a local franchise to discuss their reasons for entering into their business. They could also help identify advantages and disadvantages of franchising versus different forms of organizations.

Assessment & Evaluation of Student Achievement

Involving students in the assessment process is one way to encourage learning. Group behaviours and specific roles assignments for groupings are outlined in Pedagogy Resources.

Focus: Knowledge/Understanding, Thinking/Inquiry, Application, Communication

Students should be given the assessment tools and rubric(s) to be used at the start of the activity.

· Self-Assessment of how students functioned within the group. (Formative)

· Teacher Evaluation of the presentation: Appendix 1.1 – Presentation Rubric (Note: Summative Evaluation must be individual and done by the teacher.)

Accommodations

The teacher should take into consideration the student’s IEP for specific accommodations and suggestions that address the student’s learning needs.

Extensive suggestions can be found in The Curriculum Planner K-12.

Enrichment

Modify Opening a Store Activity by having students compare and contrast two competing retailers in terms of their organizational structures, by product and function.

Alternative Strategies

· Modify Opening a Store Activity by having students simply create a poster or collage, which illustrates their understanding of the organizational structure, by product and function. This should be based on IEP needs.

· Students may require written notes or pre-taped presentations.

· Students may need to watch the video more than once.

· Provide a list of major North American businesses in the retail services sector and ask the student to list examples from his/her own country.

Resources

World of Business Video Series. Unit 8, programs 2 and 3; Unit 1, program 4

Appendices

Appendix 1.1 – Presentation Rubric

Activity 2: Retail Marketing

Time: 225 minutes

Description

This activity is designed to introduce students to retail terminology and its connection to marketing concepts. These introductory activities are also used as the foundation for subsequent activities throughout the profile.

Strand(s) & Learning Expectations

Strand(s): The Marketing Process, Elements of Retail and Services Marketing, Retail Systems and Operations

Overall Expectations

MPV.01 - evaluate the contribution of the retail and service industries to the marketing process;

MPV.03 - identify and describe the factors that affect competition.

Specific Expectations

MP1.01 - define retail marketing;

MP1.02 - describe the skills that are important to effective retail selling.

Planning Notes

· The teacher provides chart paper, markers, glue, scissors, magazines; or reminds students of the needed tools.

Teaching/Learning Strategies

Divide the class into four groups. Groups one and three develop a definition of retail marketing using semantic mapping/concept web/mind mapping or a Venn diagram on construction paper. Groups two and four do the same for a definition of marketing. (see Pedagogy Resources)

· Combine groups one and three and two and four respectively and have them share their Semantic Maps/Concept Web/Mind Map. Have them note similarities and differences.

· Have a representative from each group display their work and explain how their Map/Web was derived.

· Brainstorm the skills important to effective retail selling.

· In a large group exercise, synthesize the two Maps/Webs into one.

· Distribute Evaluation Rubric for Collage Activity.

· Individually, students create a collage, which illustrates their understanding of retailing.

Assessment & Evaluation of Student Achievement

Focus: Knowledge/Understanding, Thinking/Inquiry, Application, Communication

· Group Assessment (see Forms found in Pedagogy Resources)

· Teacher Evaluation: Collage Rubric, Appendix 2.1

· Enrichment assessment: Appendices: 2.2 – Oral Report Rubric and Appendix 2.3 – Written Report Rubric

Accommodations

Enrichment

As an extension, students prepare a gap analysis using examples, discussing the differences and similarities between retail marketing and marketing. Student involvement in the product increases when given a choice. The product could be either a written or an oral report. See Appendix 2.2 – Oral Report Rubric and Appendix 2.3 – Written Report Rubric.

Alternative Strategies

· Semantic mapping, concept webs, mind maps, or Venn diagrams can be simplified by using sticky notes so that information can be easily manipulated.

Appendices

Appendix 2.1 – Collage Rubric

Activity 3: Globalization

Time: 210 minutes

Description

In this activity students develop an understanding of globalization and how it affects the Canadian economy. It forms a basis for working knowledge of market forces and introduces students to the reality of competition.

Strand(s) & Learning Expectations

Strand(s): The Marketing Process

Overall Expectations

MPV.03 - identify and describe the factors that affect competition;

MPV.04 - summarize the influence of economic factors, government regulation, and globalization on the retail and service business environments.

Specific Expectations

MP3.05 - describe the effects of globalization on competition;

MP4.04 - relate increased globalization to changes in retail and service businesses in Canada.

Planning Notes

· Preview videos and notes that accompany them.

· Preview materials with explanations and examples of Globalization in the Retail Market.

· Distribute Written Report Rubric to students prior to completing cases and assignment on globalization.

Teaching/Learning Strategies

· Through a brainstorming exercise, students identify different characteristics of globalization (e.g., free trade, worldwide, import, export, etc.). Through these discussions, the teacher provides a definition of globalization.

· Individually, have students list what their typical day includes what they eat and what they wear. This leads into a discussion of the concept of international trade and how products come from all over the world. The terms import and export are defined.

· In pairs, have students pick a product with which they are familiar. They list the product, its competition, and analyse the cause and effect of globalization. Share findings with the class.

· One strategy is to show a video. Distribute the question sheet for students to complete while viewing the video. Discuss the video question sheet.

· Discuss with students a major American retailer and the effects of entering the Canadian Market. Case studies on this topic are found in texts in Resources.

· One strategy is show a video about International Trade (see Resources). Discuss whether Canada would do better by adopting the free trade policy.

· Using the video and discussions, students individually write a paragraph on how globalization affects Canada and its economy.

Assessment & Evaluation of Student Achievement

Focus: Knowledge/Understanding, Thinking/Inquiry, Communication, Application

· Appendix 2.3 – Written Report Rubric, Appendix 1.2 – Collage Rubric

Accommodations

Enrichment

Students include newspaper and/or magazine articles that reflect how globalization affects Canada and its economy.

Alternative Strategies

Students create a visual collage on how globalization affects Canada and its economy.

Activity 4: Economic Systems

Time: 300 minutes

Description

Students identify the major components of the three basic economic systems and are able to describe the major characteristics of the Canadian economic system. By examining the Canadian economy, students discover how the rules/regulations govern all types of businesses. Students explore the interrelationships between the environment and the economic system and how this affects the marketing and service sectors.

Strand(s) & Learning Expectations

Strand(s): The Marketing Process; Retail Systems and Operations

Overall Expectations

MPV.04 - summarize the influence of economic factors, government regulation, and globalization on the retail and service business environments;

ROV.05 - analyse current and emerging trends in retail and services marketing.

Specific Expectations

MP4.01 - identify the major characteristics of Canada’s economic system;

MP4.03 - identify regulations made at the three levels of government that affect retail and service businesses;

RO5.03 - describe ways in which changes in information technology might influence markets, marketing techniques, and consumer buying habits in the future.

Prior Knowledge & Skills

· Knowledge of Internet web browser use.

Planning Notes

· Book a computer lab with Internet access prior to delivering this activity.

· Arrange contacts with local businesses if needed as an accommodation.

· Provide chart paper and markers.

· Supply a newspaper/magazine article concerning government regulation of business.

· The teacher supplies Appendix1.1 – Presentation Rubric, Appendix 2.2 – Oral Report Rubric, and Appendix, 2.3 – Written Report Rubric.

Teaching/Learning Strategies

· The teacher shares rubrics with the class at the beginning of the activity.

· The teacher should begin by defining the three basic economic systems. In small groups have students list the advantages and disadvantages of each economic system. The teacher records student responses and adds any missing points.

· In pairs, have students discuss which economic system Canada represents and why. Students share their findings. Through examples, the teacher demonstrates that Canada is a Mixed Economy.

· In pairs, students contact a local business and ask if and what government regulations/rules they are required to follow (e.g., Food and Drug Act, Health Department Regulations for fast food services/restaurants). They summarize and present their findings.

· In small groups, using the Internet, have students research municipal, provincial, and federal regulations. Students share their findings to ensure that each student has a comprehensive list.

· The teacher supplies an article concerning government regulation of business (e.g., Municipal smoking by-laws; Provincial trucking safety regulations, etc.). Have students address the following issues. Identify the business activity the government is trying to regulate. What changes are required by the regulations? How will the changes impact on the business activity? List the advantages and disadvantages of the regulations. Explain your opinion on the issue supported with specific facts.

· The teacher conducts a didactic lesson discussing the interrelationship between the environment and the economic system, and how it affects marketing. The teacher discusses and explains each environment, such as competition, political/legal, economic, technological, and socio-cultural.

· The teacher posts five pieces of chart paper around the room labelled competition, political/legal, economic, technological, and socio-cultural. In groups of three, students think of examples of how each environmental issue affects marketing. The group presents its findings and is responsible for recording responses on the designated chart.

· Students complete Marketing in Our Environment reports. The teacher supplies relevant newspaper and magazines. Review several issues of the newspapers for current articles on any of the factors given above. Prepare one report stating: a) what is happening in the news? (Choose a news article/advertisement and include in your assignment. b) What type of business might it affect and why? c) If this were your business, what would you do? (Whether the new is good/bad, how would you recover or take advantage of the situation?)

Assessment & Evaluation of Student Achievement

Focus: Knowledge/Understanding, Thinking/Inquiry, Application, Communication

· Appendix 1.1 – Presentation Rubric, Appendix 2.2 – Oral Report Rubric, and Appendix 2.3 – Written Report Rubric.

Accommodations

Enrichment

An excellent extension in the Government Regulation of Business assignment would be to have students provide an opinion report.

Alternative Strategies

· Have students compile a group of newspaper/magazine clippings regarding Government Regulations without writing the report.

· Supply arranged contacts with local businesses.

Appendices

Appendix 1.1 – Presentation Rubric

Appendix 2.2 – Oral Report Rubric

Appendix 2.3 – Written Report Rubric

Activity 5: Competition

Time: 300 minutes

Description

Activity 5 is a culminating activity, a mall tour. Students e-search to a virtual mall tour. The activity expands to a real life mall tour. Students investigate how businesses compete with one another and analyse the effects of competition.

Strand (s) & Learning Expectations

Strand(s): The Marketing Process, Retail Systems and Operations

Overall Expectations

MPV.01 - evaluate the contribution of the retail and service industries to the marketing process;

MPV.03 - identify and describe the factors that affect competition;

MP1.02 - describe the skills that are important to effective retail selling;

ROV.04 - describe the importance of the human resources function to retail and service businesses;

ROV.05 - analyse current and emerging trends in retail and services marketing.

Specific Expectations

MP1.03 - describe the major types of business in the retail and service sectors;

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;

RO4.01 - describe the organizational structures used in retail businesses.

Prior Knowledge & Skills

· E-search skills, remedial work is available from the BTT1O/2O Course Profile at http://www.curriculum.org.

Planning Notes

· Arrange computer lab time.

· Review e-search techniques.

· The teacher should visit the virtual mall tours available before students conduct the e-search.

· Review the school/board’s Internet use agreement and on-line safety rules. Surf-Right at http://www.tcdsb.on.ca gives on-line safety tips and Internet etiquette tips.

· Review the school/board’s trip policy and prepare the appropriate forms.

Teaching/Learning Strategies

· Students e-search for a virtual mall tour and go on a virtual mall visit. They develop a chart of information discovered or write a report. The chart or report should include information on the following: The name of the shopping centre. Who designed the site? How many stores and shops in total? Are there vacant store(s) and the number? The tenancy options listed in the New Tenants information section of the site. Identify the merchants and the target market for each. Who the shoppers are. What type of consumers would best be served in a virtual mall? How does the mall ensure confidentiality to its customers? How are customers protected when making purchases from mall merchants? Who is responsible for mall maintenance?

· Traditional Mall Visit – This can be arranged as a class trip or assigned as homework. The trip as a homework assignment works well if students are given prior warning with a note explaining the exercise to their parents and a weekend to complete the assignment.

· Prepare students for the traditional mall tour with a discussion of appropriate behaviour and etiquette.

· For the traditional mall visit students complete a chart then write a report that answers the following questions. Names of the shopping centre and Property Management Company. About how many stores and shops in total? Are there vacant stores? If yes, how many? Does the mall have carriages/wagons available for parents? Does the mall have wheelchairs available? Hours of operation? What department stores are in the mall? Compare three key products carried by the anchor stores. Compare the advertising methods and some of the ways these stores use to attract customers (e.g., window displays, promotions, signs).

· Students compare and contrast their experiences at the traditional shopping centre with the experiences at the virtual mall by either designing a concept web, a Venn diagram, writing a report, or giving an oral presentation.

Assessment & Evaluation of Student Achievement

· Students should be given the appropriate rubric based on the finished product they have chosen. Appendix 1.1 – Presentation Rubric, Appendix 2.2 – Oral Report Rubric, and Appendix 2.3 – Written Product Rubric

Accommodations

Enrichment

· Design the perfect mall, either virtual or traditional.

· Conduct two virtual mall tours; compare the two malls based on the listed questions.

Alternative Strategy

· On the traditional mall visit, students collect promotional material offered by anchor stores.

Activity 6: Personal Portfolio

Time: 225 minutes

Description

Throughout the course, students develop a personal marketing plan. They build on the knowledge and skills developed in each unit. The portfolio includes an ongoing collection of samples of work that clearly demonstrates their growth, skills, and competencies and includes self-reflection on each piece of work included. The portfolio can be used for future opportunities in the education and/or employment fields.

Strand(s) & Learning Expectations

Strand(s): Career Opportunities in Retail and Services Marketing, Retail Systems and Operations

Overall Expectations

COV.03 - develop a personal marketing plan.

Specific Expectations

CO3.03 - organize a personal portfolio that includes a résumé, a covering letter, and letters of recommendation.

Prior Knowledge & Skills

· Word processing skills;

· Knowledge and Skills developed in the Grade 10 Career Education course, GLC2O.

Planning Notes

· Provide students with a sample résumé and facts sheet.

· Book a computer lab.

· Obtain materials to create the physical portfolio (scissors, glue, markers, folders, etc.).

· Visit websites provided prior to introducing the topic of portfolios

· Arrange with a Guidance counsellor or the Career Studies teacher to review the portfolio developed in the Grade 10 (GLC2O) Career Studies course.

· Organize your personal portfolio to share with students or arrange with a staff member to share a portfolio as an exemplar.

· Arrange a speaker from a local employment centre to speak on the importance of portfolios in job interviews.

“Portfolios are collections of student work, but they not just any collection of student work. Portfolios have two major distinguishing characteristics. First, portfolios are collections of student work with a clear purpose that is known by students, parents and teachers. Second, a collection of student work is not a portfolio unless students have reflected in some way on each piece of work which is in the portfolio.” (p. 151, Quality Assessment)

Pp. 150-156 of OSSTF/FEESO Quality Assessment provide an excellent summary of portfolio use. It suggests a portfolio process: collect, select, reflect. It is a process that provides choices and is comfortable for students and teachers.

Teaching/Learning Strategies

· Discuss the idea of collecting, organizing, and summarizing related items (e.g., coins, stamps, photographs). Ask students why people would collect these kinds of items. This should lead to a discussion on how a collection of work can be called a portfolio.

· Review the portfolio developed in GLC2O, Grade 10 Career Education course.

· Inspect and select products developed in Grade 10 to start their personal career portfolio. The portfolio item cover sheet found on p. 154 of Quality Assessment will assist this process.

· Demonstrate successful career portfolio use thorough speakers or examples.

· Address the difficulty immigrants and refugees face in finding employment, why this happens, and how portfolios can help.

· Using a personal portfolio as an exemplar, illustrate the type of documentation that should or could be included in it.

· Form groups of three to four and have students brainstorm advantages of creating their own portfolios and how this could help them in their personal and career growth.

· In a large group activity, summarize the suggestions made from each group.

· Distribute copies of the Appendix 6.1 – Portfolio Rubric, which will be used to evaluate the portfolio.

· Provide supplies for students to create their portfolio and personalize the cover.

· Discuss the importance of a résumé as a description of your qualifications.

· Discuss and illustrate the different types of resumes (chronological, functional).

· Provide students with sample résumés and have them decide which style best suits them.

· Have students begin their own personal résumés in draft form. In consultation with the teacher, students create a final copy of their resume. This should be the first item included in their portfolio.

Assessment & Evaluation of Student Achievement

· Informal peer assessment of the resume led by the teacher. It is important that the student has an opportunity to fine-tune the resume, after they have received the peer assessment, before the product is submitted to the teacher for marking.

· Self- and Peer Assessment using Appendix 6.1 – Portfolio Evaluation Rubric.

The teacher:

· evaluate résumés formally when completed.

· assesses student portfolios on an on-going basis throughout the course.

· provides anecdotal comments on samples of work contained in the portfolio.

· provides comments on strategies for improvement.

Accommodations

Enrichment

Students develop more than one style of résumé with consideration for appropriateness of each one.

Alternative Strategies

· Arrange for students to receive individualized attention through the Learning Resource Personnel.

· Address the difficulty immigrants and refuges face in finding employment and why.

Resources

See Pedagogy Resources and Career Resources in the Overview.

Clark, L., K. Zimmer, and J. Tinervia. Business English and Communication, 4th ed. Canada: McGraw-Hill Ryerson Ltd., 1990, pp. 604-612. ISBN 0-07-549857-X

E-Resume Writing - http://www.eresumewriting.com/index2.html

How Do I Write a Resume -http://www.how-do-i-write-a-resume.com/index2.shtml

Kretchman, L., D. Wagner and P. Lowens. The Language of Business Communication. Canada: John Wiley & Sons. 1988. pp. 322-328. ISBN 0-471-79677-8

Multiple Intelligences and Portfolios -http://ericae.net/ericdb/ED416209.htm

Portfolio Assessment – http://www.eduplace.com/rdg/res/literacy/assess6.html

7-Step Resume Sampler - http://www.7step-resumesampler.com/tips.html#Résumé

Appendices

Appendix 6.1.1 – Portfolio Rubric

Appendix 1.1