Course Overview

Introduction to Retail and Services Marketing, Grade 11,
Workplace Preparation, BMX3E

Course Developers: Stephen Ashworth, David DeSantis, JoAnne Folville, Gabe Montesi

Course Description

This business course focuses on marketing at a micro level and examines many of the details that must be considered when running retail or service establishments. Students explore environmental forces that affect the way businesses operate such as emerging information technologies, changing demographics, global competition, government legislation, and consumer buying motives. The course then moves to the marketing mix and retail operations where students investigate concepts such as product knowledge, the channels of distribution, pricing, and effective promotional strategies that affect business. Students identify the critical importance of interacting with the consumer. To that end, they investigate issues such as customer service, presentation of merchandise, just-in-time inventory systems, and interpersonal skills. This course prepares students wishing to pursue a career in store management. Students develop their “personal portfolio” throughout the course. The aim of this culminating project is to promote employability skills that demonstrate dignity, fulfillment, and vocation in work, which contribute to the development of the whole person.

How This Course Supports the Ontario Catholic School Graduate Expectations

The Catholic Church considers businesses to be both a society of capital goods and persons in which people participate in different ways and with specific responsibilities. In this, people either supply the necessary capital for the company’s operations or take part in such operations through their labour (Pope John Paul II, On the Hundredth Anniversary of Rerum Novarum, Encyclical Letter, 1991). Whether it is changing with consumer consumption patterns, integrating information technologies that improve customer service, interacting with competitors, or adapting to government regulation, the retail and service sectors perpetuate this interdependence between society and business. Furthermore, the application of production, pricing, distribution, and promotion strategies must consider this innate partnership between humanity and the world of business. Catholic students need to learn to integrate their understanding of the inherent value and dignity of human life with the sound knowledge and skills required to productively market goods and services in an ethical and moral way. Most importantly, students realize the importance of exercising their Christian leadership principles in developing personal business skills and attitudes required by the retail and service sectors.

Course Notes

This course serves the students who plan to enter the field of retail and services marketing in the years following their secondary school careers. With this in mind, students need to learn the skills required to implement the elements of the marketing mix and to operate an establishment with consideration for environmental, technological, and global trends. Also, it is imperative that students learn the employability skills required by employers in the aforementioned sectors. To this end, the Career Opportunities unit should be woven into the course. The personal portfolio, which serves as the culminating project, is something that needs much more time than the last several weeks of the term. Students need most of the course to digest the material covered and synthesize this information into what will become a “working document”, which highlights their strengths, accomplishments, and recognition of employability skills required to gain entry into the field of retail and services marketing.

The Business Studies Ministry Document effectively clusters learning expectations in a cohesive fashion. This Course Profile has been constructed so that some expectations appear in more than one unit. This provides the opportunity for consolidation of the learnings.

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 IEP. This applies also to students who have not been identified as exceptional but are receiving Special Education programs and services.

Units: Titles and Times

* Unit 1	The Marketing Process	30 hours
Unit 2	Elements of Retail and Services Marketing	32 hours
Unit 3	Retail Systems and Operations	22 hours
Unit 4	Career Opportunities in Retail and Service Businesses	26 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: The Marketing Process

Time: 30 hours

Description

Students develop an understanding of retail marketing. They learn the essential skills and Catholic values necessary to ensure success both domestically and abroad. Students examine the impact that competition has on retailing and the relevance of being socially responsible in this regard. They are given the opportunity to appreciate the roles that emerging technologies and marketing research play in identifying changing consumer needs and wants. In addition, students learn how economic factors and government regulation influence the retail and services market.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	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	Application Knowledge/Understanding Communication	Retail and Service Sectors
2	MPV.02, MP2.01, MP2.02, MP2.03, MP2.04, MP2.05, MP2.06 CGE 1d, 2a,b,c,d, 3b,c,d,f, 4a,b,d,f, 5a,e,f,g, 7a,b,f,g	Application Thinking/Inquiry Communication	The Consumer and Marketing
3	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	Application Knowledge/Understanding Thinking/Inquiry	Competition
4	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	Application Knowledge/Understanding Thinking/Inquiry Communication	The Influence of Economic Factors, Government Regulation, and Globalization

Unit 2: Elements of Retail and Services Marketing

Time: 32 hours

Description

Students identify and learn the different types of enterprises that exist, and the variety of products offered in retail and service businesses. Students examine the major elements in retail and services marketing: product, place (distribution), price, and promotion. They learn how the four Ps shape retailing strategy and the importance of making business decisions in light of gospel values.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	RSV.01, RS1.01, RS1.02, RS1.03, RS1.04, RS1.05, MP1.03 CGE 2a,d, 3c,d, 4a,b,f, 5a,e,f,g, 7a,i	Application Knowledge/Understanding Communication	Product and Types of Enterprises
2	RSV.02, RS2.01, RS2.02, RS2.03, RS2.04, RS2.05, MP2.04, RO2.02 CGE 2a,d,e, 3b,c,d, 4b,d,f, 5a,e,f g, 7a i	Application Knowledge/Understanding Thinking/Inquiry	Product Distribution
3	RSV.03, RS3.01, RS3.02, RS3.03, RS3.04 CGE 2a,c,d, 3c,d, 4a,b,f, 5a,e,f,g, 7a,i	Application Knowledge/Understanding Thinking/Inquiry	Product Pricing
4	RSV.04, RS4.01, RS4.02, RS4.03, RS4.04, MP1.04, MP3.04, RO2.02 CGE 1d,e, 2a,b,c,d,e, 3b,c,d, 4a,b,f, 5a,e,f,g, 6c, 7a,i	Application Communication	Product Promotion

Unit 3: Retail Systems and Operations

Time: 22 hours

Description

Students develop an understanding of effective customer service and merchandise techniques that will have an impact on retail sales and business success. Specifically, students examine the selling process and the role it has in maintaining customer loyalty. They learn how methods of inventory control and point of sales systems are essential to retail companies today. Students investigate how consumer and population trends may have an impact on retail and service businesses in the future. This unit concludes with a comparison of job descriptions and specifications relative to Christian vocation, which provides students with a clear understanding of retail operations.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	ROV.01, RO1.01, RO1.02, RO1.03, RO1.04, RO1.05, RS1.05 CGE 2a,d, 3c,d, 4a,b,f, 5a,e,f,g, 7a,i	Application Knowledge/Understanding Communication	Retail Systems and Operations and Customer Service
2	ROV.02, RO2.01, RO2.02, RO2.03, RO2.04, RS4.01 CGE 2a,d, 3b,c,d, 4a,b,f, 5a,e,f,g, 7a,i	Application Thinking/Inquiry Communication	Merchandise Presentation
3	ROV.03, RO3.01, RO3.02, RO3.03, RO3.04, RO3.05, RS2.03 CGE 2a,d,e, 3c,d, 4a,b,f, 5a,e,f,g, 7a,i	Application Knowledge/Understanding Thinking/Inquiry	Inventory Control
4	ROV.04, RO4.01, RO4.02, RO4.03, RO4.04 CGE 2a,c,d, 3c,d,f, 4a,b,f, 5a,e,f,g, 7a,i	Application Thinking/Inquiry Communication	Human Resources
5	ROV.05, RO5.01, RO5.02, RO5.03, MP4.04, RS2.03 CGE 1d,h, 2a,b,c,d, 3b,c,d,f, 4a,b,d,f, 5a,e,f,g, 7a,f,g,i,j	Knowledge/Understanding Thinking/Inquiry Communication	New Trends in Marketing

Unit 4: Career Opportunities in Retail and Services Businesses

Time: 26 hours

Description

Students determine and evaluate various strategies for effective career exploration. Utilizing computer software, students investigate the range of careers available in the retail and service sectors. Developing a personal marketing plan, students identify the skills, characteristics, and aptitudes necessary to work in the retail and service industries. They reflect on their personal values, abilities, and aspirations as they apply to career selection and job opportunities. Researching employment prospects from various media (newspaper classified, job banks, Internet, and local retail and service merchants), students present their personal portfolio (culminating project) as preparation for employment in the retail industry.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	COV.01, CO1.01, CO1.02, CO1.03 CGE 2a,d, 3c,d, 4b,e,f,g, 5a,b,d,e,f,g,h, 7a,i	Application Knowledge/Understanding Thinking/Inquiry	Career Exploration
2	COV.02, CO2.01, CO2.02, CO2.03, RO4.02, RO4.04 CGE 2a,c,d, 3c,d,f, 4a,b,e,f,g, 5a,b,c,d,e,f,g,h, 7a,f,g,i	Application Thinking/Inquiry Communication	Future Opportunities
3	COV.03, CO3.01, CO3.02, CO3.03, CO3.04, RO4.02, RO4.04 CGE 2a,d, 3b,c,d,f, 4a,b,e,f,g, 5a,b,c,d,e,f,g,h, 7a,f,g,i	Application Knowledge/Understanding Thinking/Inquiry Communication	Personal Marketing

Teaching/Learning Strategies

Due to the diverse learning capabilities in a classroom, it is imperative that the teacher be equipped with a wide variety of teaching strategies. These strategies fall into three different categories: teacher-centred, learner-centred, and self-directed.

Teacher-centred Strategies

Teacher-centred strategies are those in which the teacher directs the learning e.g., teacher-led review, work/task sheet, Socratic lesson, Mnemonic (trigger recall). Teacher-centred strategies have a definite place in this course as students learn to handle a broad range of topics. Teachers may find these strategies useful as ways to model how to set up notebooks or databases, to present complex concepts, or to make the best use of time in some parts of the course.

Learner-centred Strategies

Learner-centred strategies, which are activity based, provide students with opportunities to actively apply what they have learned e.g., text referencing, jigsaw, audio/visual, computer lab work, field trip, cooperative group learning, role playing. The expectations for the use of these teaching strategies are that students develop problem-solving as well as collaborative skills.

Self-directed Strategies

Self-directed strategies may be used to promote independence and self-reliance e.g., displays, electronic media research, computer-assisted learning. The benefits of these strategies are that students learn to take responsibility for and manage their own learning.

Course Evaluation

The success and effectiveness of this or any program requires that teachers consciously collect information that indicates what works and what does not work. Reflective practice should be formative, summative, include an assessment of the intended and actual products, and, ideally, involve students. Tools the teacher might consider are: personal reflection (diaries or journals), action research (experimental tasks), checklists, student questionnaires, audio and/or video recording, the development of a course portfolio, peer observation, and feedback. It is recommended that each teacher modify and document this course profile on an annual basis as part of this process of evaluation.

Assessment & Evaluation of Student Achievement

Teachers should employ assessment techniques frequently throughout the course in order to communicate the expectations of the course to students, make appropriate adjustments to Teaching/Learning Strategies as required, and accommodate the special needs of students. Student input to the assessment process should be welcomed and valued. Several on the devices listed below can be constructed for diagnostic, formative or summative purposes.

· Informal Observation	· Informal and Formal Observation	· Assignments
· Brainstorming	· Interviews	· Products
· Checklists	· Verbal Feedback	· Quizzes
· Pre-test	· Written Feedback	· Tests
· Word Clustering	· Graphic Organizers	· Rubrics
· Presentations	· Individual and Group	· Assignments
· Rubrics

Seventy per cent of the grade is based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade is based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

Accommodations

Teachers should address exceptional students’ Individual Educational Plans (IEPs) and consult with the appropriate support staff. This allows teachers to effectively implement prescribed accommodations/modifications. The following are some suggested strategies based on different exceptionalities that could be applied throughout the various activities.

Reading Needs

· read questions first

· modify reading requirements

· use reading partners

· pre-teach concepts/vocabulary

· highlight notes

· use visuals

· use videos

· read instructions

Math Needs

· check work after each example

· relate problems to real life

· modify complexity of examples

· review daily

· teach use of diagrams

· teach use of calculator

· use hands-on manipulatives

· adjust number of problems

Memory Needs

· teach students to verbalize concepts

· check that daily assignments are recorded in planner

· insist student write things down

· provide lists and/or flow charts

· give visual clues

· give demonstrations

· teach Mnemonics

Oral Language Needs

· provide non-threatening environments

· do not ask the students to respond to questions without forewarning

· use cooperative learning

· work one-to-one

· have realistic expectations

· provide choices

· use electronic medium

· permit small groups

Motivation Needs

· provide a variety of types of assignments

· create personalized assignments

· set realistic goals and expectations

· avoid public confrontation

· provide praise and positive feedback

· be flexible with timelines

· conference on a one-to-one basis

· maintain contact with home

Written Language Needs

· vary assignments

· give explicit instructions

· allow more time

· provide photocopied notes

· allow point-form notes

· don’t penalize mechanics

· use peer editing

· teach use of spell check

Attention Needs

· provide a variety of activities and teaching techniques

· give blocks of information and vary the activities frequently

· use cooperative learning

· ask students to repeat instructions to you

· provide immediate feedback

· move around room

· use visuals

· ensure students see an end in sight

Enrichment Needs

· independent study

· cooperative education

· e-commerce simulation

· Junior Achievement

· Sir Wilfred Laurier Stock Market Competition

· Distributive Education Clubs of America (DECA)

· The Rotary Club Business Camp Enterprise

· Ontario Business Educators Association (OBEA) contests

· Business Club/School Store

· mentorship programs

ESL Needs

· pair or group students with English speakers

· provide note making guide

· promote peer tutoring

· encourage use of first language English dictionaries for assignments and assessment

· pair written instructions with verbal instructions

· provide visual and auditory clues

· allow extra time for reading or writing assignments

· ask an ESL/ELD teacher to review questions, assignments, or assessment instruments. The teacher should set the tone for a positive attitude toward helping students with special needs.

· English-speaking students can help their ESL classmates by repeating, rephrasing, and writing words down.

· Bilingual peer tutors, if available, can be helpful, or use classroom groups to facilitate clarification in native language (ESL students benefit from first language help and support).

· Provide peer tutors and give them specific responsibilities up front.

· Give recognition to partners for undertaking responsibilities with students with special needs.

· Avoid “all ESL” groupings.

· Encourage ESL students to use their own language to explain terms in their private notes if it helps them remember.

· Have all concrete items labelled so that every time students sit at the workstation they are reminded of the terms.

· Allow speaking in native languages for clarification and explanation.

· Teachers help students decide on the skills and competencies that need work.

· 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 teacher highlights important terms, explains words, clarifies instructions, etc. while students do the same on their copy.

· Provide students with articles to choose from if they are unable to do their own research.

· Assist tutors for ESL students to help with the reading section.

· Provide a glossary of terms for the reading for students with special needs.

Resources

There is a wide, almost limitless number of business resources available. The list below is intended to assist both the student and teacher but is not definitive. Resources required for specific unit activities are provided but are presented in generic subcategories to encourage the teacher and students to creatively pursue additional resources when appropriate. Internet sites are not segregated into a list of their own but included in each subcategory. Every effort has been made to check the current accuracy of Internet sites, but teachers are advised to check addresses prior to use. Brief annotated descriptions are included for some resources but teachers should check all of the information to determine what references are most appropriate for their students.

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Theology

Kosior, Stan, Peter Petrasek, Colleen Smyth, Bernard Smyth, and Larry Trafford. One World to Share: When Faith and Economics Meet. Toronto, ON: Metropolitan Separate School Board (TCDSB), 1990.

Pope John Paul II. On Human Work. Encyclical Letter, 1981. http://www.catholic.net/RCC/documents/

Pope John Paul II. On the Hundredth Anniversary of Rerum Novarum. Encyclical Letter, 1991.
http://www.catholic.net/RCC/documents/

Pope Leo XIII. On the Condition of the Working Classes. Encyclical Letter, 1891.
http://www.catholic.net/RCC/documents/

Industry Resources

Apos Systems Inc. – http://www.apos.on.ca/
Computer software inventory and management and training systems.

Gemmar Systems International – http://www.gsi.ca/home3.html
A leader in the design and implementation of advanced technology systems, offers a total solution approach to retail management.

Human Resources Development Canada (HRDC) – http://www.ont.hrdc-drhc.gc.ca/english/lmi/

ICS – Integrated Computer Solutions – http://www.icsinc.bc.ca/masterics.htm
An operated Systems House with considerable experience installing and implementing point-of-sale and inventory control systems.

Marketing Canada – http://www.marketingcanada.com/ (careers in marketing laws and regulations)

Made In Canada – http://www.canadianmade.com/ (listings of consumer products made in Canada)

Associations

Canadian Foundation for Economic Education – http://www.cfee.org/en/
An economic education site containing teaching materials and strategies.

Canadian Retail Hardware Association – http://www.crha.com/
This site focuses on the organization of hardware and home improvement retailers.

Electronic Retailing Association – http://www.retailing.org/regulatory/regulatory.html
A one-stop source for on-line, television, and radio shoppers to become better-informed customers.

Marketing Associations and Institutes – http://cwis.kub.nl/~few/few/be/marketin/associat.htm
A marketing site containing journals, magazines, and associations.

Packaging Association of Canada – http://www.pac.ca/
Industries in the site include grocery, beverage, cosmetics, automotive, etc.

Retail Council of Canada – http://www.retailcouncil.org/ (e-business and e-retailing)

Government

Canada’s Business Information Site – http://strategis.ic.gc.ca/engdoc/main.html
This site contains such things as economic analysis, statistics, research, and technology.

Government of Ontario – http://www.gov.on.ca/MBS/english/new/
Government of Ontario’s central site focusing on government and economic issues.

Government of Canada Entrepreneurs and the Self-employed – http://canada.gc.ca/infocentre/pc/categories/link4_e.html

Revenue Canada – http://www.rc.gc.ca (contains automated and on-line services)

Statistics Canada – http://statcan.ca/start.html
This government site contains census information on Canadians.

The Job Bus Canada – http://www.jobbus.com/ (links to companies who are hiring)

Youth Resource Network of Canada – http://www.youth.gc.ca/menu_e.shtml
This site provides a multitude of information of the employment world.

Print

Beck, Nuala. Shifting Gears: Thriving in the New Economy. Toronto, ON: Harper Collins Publishers Ltd., 1992. ISBN 0006384803

Beckhard Richard, Frances Hesselbein, and Marshall Goldsmith, eds. The Organization of the Future. San Francisco, California: Jossey-Bass Publishers, 1997.

Berkowitz, E., F. Crane, R. Kerin, and W. Rudelius. Marketing. Toronto: McGraw-Hill Ryerson, 1995. ISBN 0-07-560315-2

Blackwell, R. From Mind to Market: Reinventing the Retail Supply Chain. Toronto: Harper Collins Canada, 1997. ISBN 0887308333

Catalano, F. Internet Marketing for Dummies. Toronto: IDG Books Worldwide, 2000. ISBN 0764507788

Careers in a Package. The Packaging Career Council of Canada. Packaging Association of Canada, 1998. Contact information - www.packagingcareers.org

Council on Economic Priorities. The Corporate Report Card: Rating 250 of America’s Corporations for the Socially Responsible Investor. Toronto, ON: Dutton, Penguin Group, 1998.

Craig, S. International Marketing Research: Concepts and Methods. Toronto: John Wiley & Sons, Inc, 1999. ISBN 0471983225

Di Norcia, Vincent. Hard Like Water: Ethics in Business. Toronto, ON: Oxford University Press, 1998.

Kretchman, M. Lily, Lori Cranson, and Bill Jennings. Entrepreneurship: Creating A Venture. Toronto, ON: John Wiley and Sons, 1991. ISBN 0-471-79565-8

Levinson, J. Mastering Guerrilla Marketing: 100 Profit-producing Insights That You Can Take To The Bank. Toronto: Houghton Mifflin Co., 1999. ISBN 0395908752

Liepner, Michael, Herve De Jordy, and Michael Schultz. The Entrepreneurial Spirit. Toronto, ON: McGraw-Hill Ryerson Limited, 1991. ISBN 0-07-549931-2

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

Popcorn, Faith and Lys Marigold. Clicking 16 Trends to Future Fit Your Life, Your Work and Your Business. NY: Harper Collins Publisher, 1996. ISBN 0887306942

Popcorn, Faith and Lys Marigold. Clicking: 17 Trends that Drive Your Business and Your Life. NY: Harper Collins, 1997. ISBN 0887308570

Popcorn, Faith. The Popcorn Report. NY: Doubleday, 1991.

Silverstein, B. Business-to-Business Internet Marketing: Proven Strategies for Increasing Profits Through Internet Direct Marketing. New York: Maximum Press, 1999. ISBN 1885068387

Sommers, M., Jim Barnes, and William Stanton. Fundamentals of Marketing. Toronto: McGraw-Hill Ryerson, 1998. ISBN 0-07-560067-6

Stoyles, H. Marketing Today. Toronto: McGraw-Hill Ryerson Limited, 1994. ISBN 0-07-551428-1

Thexton, James D. Economics: A Canadian Perspective. Don Mills, ON: Oxford University Press, 1992. ISBN 0-19-540939-6

McDougall, G., P. Kotler, and Gary Armstrong. Marketing. Scarborough: Prentice-Hall, 1992.
ISBN 0-13-544685-6

Moses, E. The $100 Billion Allowance: Getting Your Share of the Teen Market. Toronto: John Wiley & Sons, 2000. ISBN 0471298484

Trout, J. The 22 Immutable Laws of Marketing: Violate Them at Your Own Risk! Toronto: Harper Collins of Canada, 1994. ISBN 0887306667

Magazines

Advertising Age – Publishes articles on trends in the advertising industry and on up-and-coming companies and people. Contains a database for industry research.

Adweek Online – Electronic versions of Adweek, Mediaweek, and Brandweek. The site is subscription-based, but some articles are freely available.

Advertising and Marketing Review – Rocky Mountain regional marketing and advertising newsletter presents feature stories, news, and resources for marketing and ad professionals.

Aid4 Promotion – Download a free textbook about effective Internet marketing. Includes an index of recommended marketing software titles.

American Demographics – Stay on top of consumer and marketing trends with this Dow Jones magazine. Most articles deal with business implications.

American Marketing Association Journal of Marketing – Read articles, reviews, editorials, and contributor guidelines. Access archives from 1994.

B&T Online – Australian weekly provides news, features, job postings, and Web information. Subscribe to the print version and view advertising details.

Brand Packaging – Trade magazine showcases new products and packaging strategies. View current news and articles from its print incarnation.

Brandweek – Major marketing weekly presents breaking news and trends in the advertising industry. Search the archives or browse the classifieds.

Cable Avails – Cable-television advertising monthly presents cable industry news and updates. Includes a search feature.

Colloquy – Quarterly newsletter for frequency marketing, a marketing strategy used to target a business’s best customers. Includes a subscription form.

Creative Magazine – Trade publication devoted to the promotion and marketing industry. Check out the on-line version of its print edition.

Direct Magazine – Magazine for direct marketing management. Search archives by keyword and find news, features, and columns concerning direct marketing.

DM News – Ezine for direct marketers presents marketing news, classifieds, and an events calendar. Includes an archive of past issues.

EMarketer – Ezine for Internet marketing professionals has articles and related links. Sign up for the free weekly newsletter.

Forecast – Newsletter by Intertec Publishing covers what’s new and trends for the American demographics profession. Find back issues and data spreadsheets.

Grey House Publishing – Publisher provides business-to-business reference directories for a variety of industries, including the health and education fields.

Hardware Merchandising – This is an information source for Home Improvement Retailers.

Marketing and Public Relations Publications - Live! – Locate industry journals with research and marketing articles with the help of LookSmart Live!

Marketing Bulletin – Journal, based at Massey University in New Zealand, publishes papers, articles, commentary, research, and theory.

Marketing Online – Subscription-based marketing magazine offers three levels of access. Guests can search current and back issues and review job postings.

Marketing Tools Magazine – Publication that examines tactics and techniques for information-based marketers with full-text articles from current and past issues.

MCB Univ. Press, Journal of Marketing Practice – Offers overview and selected articles. Lists Internet conferences and related journals with accompanying text.

Money Maker’s Monthly – Industry journal for network marketing is produced monthly. Read editorials, features, and columns.

PRWeek – Major print publication’s on-line version provides comprehensive and current public relations information. Features event and job listings.

Public Relations Tactics – Monthly newspaper delivers how-to information for PR professionals. Find subscription details, classifieds, and a site search.

Quirks Marketing Research Review – On-line magazine offers practical applications in marketing research, including case studies and in-depth discussions.

Response Magazine – Ezine for direct-response television business furnishes news, research, features, and directories of companies and their products.

Sales & Marketing Automation – Tactics, methods, technologies, and trends plus industry and vendor profiles are highlighted in S&MAs ezine. Search back issues.

Social Marketing – Novartis – Take a free, short on-line course in social marketing, provided by the Novartis Foundation for Sustainable Development.

Strategy Magazine – Canadian market report supplies a sample of stories found in its print publication and features news, marketing trends, and personality profiles.

Target Marketing – On-line magazine is for the direct-marketing industry. Subscribers can get news, find articles, and comb the directory of service providers.

Team Licensing Business – Publication catering to the licensing of professional and amateur teams. Read an issue, search the archives, and learn about the business.

Tilberg University, Academic Marketing Journals – Pointers to academic marketing journals on the Web. Also peruse lists of related journals and magazines.

Web Marketing Today – Biweekly newsletter offers links to hundreds of articles and resources on Web marketing.

Electronic

Canada Employment Weekly – http://www.mediacorp2.com/ (Canada’s largest job searching newspaper)

Canadian Business Magazine – http://canadianbusiness.com/
This site is the on-line version of Canadian Business Magazine.

Canadians in the World – http://www.canschool.org/
This site was created to help students learn about Canadian achievement in various areas, including international relations, business, and culture.

Canlinks - http://www.canlinks.net/
Canlinks Directory is a comprehensive listing of World Wide Web sites.

CareerPath & Career Builder – http://www.careerpath.com/service/cp/EndUser/?srv=EndUser&act=Homepage

Changing Times – http://changingtimes.com/
The labour market information website for the career practitioner.

Corporate Social Responsibility Indicators – http://www.abellsgroup.com/
To help you identify, evaluate, and compare the ethical, social, labour, and environmental practices of corporations.

Fast Company Magazine – http://www.fastcompany.com
This site assists people in marketing their job skills.

Financial Post Datagroups – http://www.fpmarkets.com
This site consists of key demographic facts to help advertisers, marketers, corporate communicators, and business planners stay ahead of their competition.

Financing Your Business – http://www.sb.gov.bc.ca/smallbus/workshop/finance.html
This site focuses on marketing, financing, and planning your business.

Find Articles – http://www.findarticles.com/ (an on-line article-search service)

Free Well Marketing – http://www.icemall.com/free/free_marketing.html
Marketing and search engine tips.

Globe and Mail – http://www.globeandmail.com

Guerrilla Marketing – http://gmarketing.com/ (secrets and insights into successful marketing)

Marketing Magazine – http://www.marketingmag.ca (on-line version of Marketing Magazine)

Monster.ca – http://jobsearch.monster.ca/ (provides tips on job searching)

Ottawa Business Journal - http://www.ottawabusinessjournal.com/

An on-line newspaper with up-to-the-minute business and news from across the nation.

Packaging Association of Canada - http://www.pac.ca/

The members of this site include suppliers of packaging-related products, materials, technology, and service. Industries included in the site are grocery, beverage, pharmaceuticals, cosmetics, and automotive.

Profit Magazine – http://www.profitguide.com (on-line version of Profit Magazine)

Sales and Marketing Management – http://www.salesandmarketing.com/smmnew/
An on-line site outlining current sales and marketing news and trends.

Selling Power – http://www.sellingpower.com (sales training, advertising, and products)

Strategy Magazine – http://www.strategymag.com/ (focuses on marketing strategies)

The Council for Canadian Unity – http://www.ccu-cuc.ca/en/library/globalization.html
This site focuses on Canada in a global world and economy.

The Hamilton Spectator – http://www.hamiltonspectator.com/

The Toronto Star – http://www.torstar.com

On-line Career Opportunities

Apprenticeships – http://apprenticesearch.com/
This site facilitates the match between people looking for skilled trades employment and apprenticeship opportunities, and employers offering apprenticeship training and jobs.

Jobs Canada – http://www.canada.plusjobs.com/
A nationwide, award-winning Internet job database determined to help make the connection between Canadian employers and potential employees.

Canadian Sport – http://www.canadiansport.com/ (search for available jobs in sport and recreation)

Career Bookmarks – http://careerbookmarks.tpl.toronto.on.ca/
A site that allows students to assess their marketability and identify career choices.

Career Cruising – http://www.careercruising.com/
This site is a comprehensive and interactive career guidance resource.

Career Explorer – http://on.cx.bridges.com/ (a career/life exploration and planning system)

Career Path – http://10steps.careerpathsonline.com/skills.asp
Students can identify career paths by analysing their values, skills, interests, and learning styles.

Career Profile – http://www.review.com/
Students research careers and learn about themselves so that they can find that perfect job.

Choices – http://www.careerware.com/
This site allows students to self-assess and participate in job search activities.

Connecting Personality Types with Careers – http://www.doi.gov/octc/typescar.html
This site allows student to search for careers that coincide with their personality tendencies based on the Myers-Briggs personality categories.

Job Futures – http://www.hrdc-drhc.gc.ca/JobFutures/english/
This site offers students the latest information available about the world of work.

Monster.ca - http://jobsearch.monster.ca/ (extensive job searches)

Job Bank - http://jb-ge.hrdc-drhc.gc.ca/
This site is an electronic listing of jobs, work, or business opportunities provided by employers from everywhere across Canada.

Jobpostings.net - http://jobpostings.net/ (Canada’s Student Recruitment Site)

JobUniverse.ca - http://jobuniverse.ca/ (on-line international recruitment resource)

Mazemaster – http://mazemaster.on.ca (a one-stop shop for youth employment)

Public Service Commission of Canada - http://jobs.gc.ca/
This site allows students to seek opportunities across Canada organized by category.

Retail Websites

www.adidas.com	www.diesel.com	www.mcdonalds.com
www.aircanada.ca	www.dofasco.ca	www.nike.com
www.amctheatres.com	www.fedex.com	www.oldnavy.com
www.bananarepublic.com	www.fiat.com	www.sobeys.ca
www.bata.com	www.ford.com	www.sony.com
www.thebay.com	www.forzanigroup.com	www.teleglobe.ca
www.bce.ca	www.gapinc.com	www.tommyhilfiger.com
www.benetton.com	www.globalization.com	www.toyota.ca
www.bmw.com	www.homedepot.com	www.visa.com
www.canadiantire.com	www.hmv.com	www.walmart.com
www.canon.com	www.ibm.com	www.wendys.com
www.chapters.ca	www.indigo.ca	www.zellers.com
www.coke.com	www.lego.com

OSS Policy Considerations

Ontario Secondary Schools, Grades 9 to 12 Program and Diploma Requirements, 1999; The Ontario Curriculum Grades 9 to 12 Program Planning and Assessment; The Ontario Curriculum, Grades 11 and 12, Business Studies, 2000; Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999.

Cooperative Education

The goal of this course is to equip students with the knowledge and skills for direct entry into the workplace. Hence, cooperative education, job shadowing, and other work place experience opportunities should be advocated to students to assist in meeting this objective.

Computer Technology

Periodic access to computer technology, including standard office productivity tools such as word processors, spreadsheets, databases, e-mail, and the Internet, are a requirement of this course. Ideally, teachers should be able to access a computer lab during class time. If whole-class computer access is not possible on a planned basis, teachers should ensure that the Library/Resource Centre or other Internet access points are available after or before class. 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.

Guidance

Throughout this course teachers should make extensive use of the Guidance Department’s resources in the area of career exploration (Choices Into Action). Students should be aware of the dynamic nature of business career paths available to them.

Work Experience

Teachers should draw from their own experience as an employee to complement and authenticate unit activities. Teachers should encourage students to relate their own personal experience in the workplace to the course content (e.g., Take Our Kids to Work™, Teacher Advisor Group Activities, etc.) in order to better understand and apply course expectations.

Adult Students

When teaching adults the teacher draws on their knowledge and experiences. Some forms of assessment strategies may be more fruitful when teaching adults (e.g., panel discussion). Prior assessment of computer literacy skills should be completed prior to using the Internet. Teachers should be sensitive to the possibility of family-oriented time constraints and make adjustments were possible.

Using the Business Community as a Resource

Teachers identify and gain the participation of local businesses wherever possible. Teachers are encouraged to develop an in-class display of community businesses and to highlight existing partnerships. Also, teachers might access a variety of community business links that reflect the diversity of the local school community and complement course content.

Coded Expectations, Introduction to Retail and Services Marketing,
Grade 11, Workplace Preparation, BMX3E

The Marketing Process

Overall Expectations

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

MPV.02 · analyse the role of consumers in retail and services marketing;

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

The Retail and Service Sectors

MP1.01 – define retail marketing;

MP1.02 – describe 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 businesses.

Consumers and Marketing

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 customer needs;

MP2.05 – explain the importance of marketing research;

MP2.06 – explain the process by which consumers make a buying decision.

Competition

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.

The Influence of Economic Factors, Government Regulation, and Globalization

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.

Elements of Retail and Services Marketing

Overall Expectations

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

RSV.02 · describe the various channels of distribution used by retail and service businesses;

RSV.03 · evaluate the factors involved in pricing a product appropriately;

RSV.04 · analyse a variety of promotional strategies that can be applied in retail and service business environments.

Specific Expectations

Products and Types of Enterprises

RS1.01 – differentiate among types of products that are offered by retail and service businesses (e.g., durable, non-durable);

RS1.02 – classify various types of retail and service business operations (e.g., discount, specialty, and catalogue);

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;

RS1.05 – describe the attributes (e.g., sales capabilities and product knowledge) of successful retail and service businesses.

Product Distribution

RS2.01 – differentiate among the various channels of distribution;

RS2.02 – explain changes in the distribution of goods and services due to changes in customer shopping preferences (e.g., mega malls, big-box retailing);

RS2.03 – explain changes in the distribution of products due to changes in information technology (e.g., the virtual mall, the Internet);

RS2.04 – analyse the factors contributing to the selection of virtual or real locations by retail and service businesses;

RS2.05 – describe the variations in marketing techniques used to place products (e.g., consumer products, wholesale products) in different markets.

Product Pricing

RS3.01 – explain how the interaction of the forces of supply and demand can affect product pricing in retail or service businesses;

RS3.02 – identify the fixed and variable costs commonly associated with operating a retail or service business establishment;

RS3.03 – describe the factors that determine the pricing strategies used by retail and service businesses;

RS3.04 – demonstrate an understanding of how a product’s retail price is calculated based on an established gross margin.

Product Promotion

RS4.01 – identify the elements of an effective promotional mix (e.g., publicity, sales promotion, personal service, advertising);

RS4.02 – describe promotional strategies that have been used effectively by a number of retail and service businesses;

RS4.03 – demonstrate how technology can be used effectively in promotion activities;

RS4.04 – describe retail marketing techniques and approaches that can be used to promote a selected product (e.g., jeans, computers) to different markets.

Retail Systems and Operations

Overall Expectations

ROV.01 · evaluate effective customer service techniques;

ROV.02 · describe merchandise presentation techniques;

ROV.03 · identify and describe various methods of inventory control;

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

Customer Service

RO1.01 – describe how customer service increases sales in successful businesses;

RO1.02 – explain why product knowledge is important in customer-focused selling;

RO1.03 – describe the point-of-sale (P.O.S.) systems currently in use (e.g., cash register, credit card, debit card, declining-balance card);

RO1.04 – explain the steps of the selling process (e.g., pre-approach, approach);

RO1.05 – describe the methods used by retailers to maintain customer loyalty.

Merchandise Presentation

RO2.01 – identify and describe the various classifications of merchandise (e.g., shopping goods, impulse items);

RO2.02 – compare different visual display techniques in several retail environments;

RO2.03 – describe how computer technology can be used to produce an effective design for the premises of a retail or service business;

RO2.04 – classify the various store designs of local retailers.

Inventory Control

RO3.01 – identify and describe the steps involved in the ordering process;

RO3.02 – explain the importance of proper receiving procedures;

RO3.03 – identify various pricing methods used by retail businesses (e.g., price tags, UPC);

RO3.04 – describe various inventory control methods used by retail businesses (e.g., LIFO, Just-in-Time);

RO3.05 – explain the importance of computer technology in inventory control.

Human Resources

RO4.01 – describe the organizational structures (e.g., by product, by function) used in retail businesses;

RO4.02 – compare a variety of job descriptions and job specifications for positions in a retail or service business;

RO4.03 – describe methods of remuneration commonly used by retail and service businesses;

RO4.04 – identify the essential skills and characteristics that an employer in a retail or service business values when considering a prospective employee (e.g., communication skills, self-motivating qualities).

New Trends in Marketing

RO5.01 – identify current trends in the retail and service industries;

RO5.02 – evaluate consumer and population trends that will likely affect retail and service businesses in the future;

RO5.03 – describe ways in which changes in information technology (e.g., data mining, virtual malls) might influence markets, marketing techniques, and consumer buying habits in the future.

Career Opportunities in Retail and Service Businesses

Overall Expectations

COV.01 · determine strategies for effective career exploration in the retail and service sectors;

COV.02 · evaluate the growth areas for future job opportunities in the retail and service industries;

COV.03 · develop a personal marketing plan.

Specific Expectations

Career Exploration

CO1.01 – use computer software to investigate the range of careers in the retail and service sectors;

CO1.02 – research positions available within various areas of the retail and service industries;

CO1.03 – identify programs that provide opportunities for training within these employment sectors.

Future Opportunities

CO2.01 – describe the skills, aptitudes, and attitudes needed for success in the retail and service industries;

CO2.02 – evaluate their personal employability skills;

CO2.03 – develop a personal growth plan to acquire the necessary skills and aptitudes.

Personal Marketing

CO3.01 – describe methods of identifying employment opportunities (e.g., visiting job banks, reading the classified ads, networking, delivering résumés to local businesses, using student services);

CO3.02 – describe key characteristics and skills needed to obtain employment (e.g., related to appearance, personality, aptitude, experience, initiative);

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

CO3.04 – develop appropriate job-interview techniques.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Acknowledgments

Course Developers: Stephen Ashworth, David DeSantis, JoAnne Folville, Gabe Montesi

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Times

Unit Overviews

Unit 1: The Marketing Process

Unit 2: Elements of Retail and Services Marketing

Unit 3: Retail Systems and Operations

Unit 4: Career Opportunities in Retail and Services Businesses

Teaching/Learning Strategies

Teacher-centred Strategies

Learner-centred Strategies

Self-directed Strategies

Course Evaluation

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Theology

Industry Resources

Associations

Government

Print

Magazines

Electronic

Retail Websites

OSS Policy Considerations

Cooperative Education

Computer Technology

Guidance

Work Experience

Adult Students

Using the Business Community as a Resource

The Marketing Process

Overall Expectations

Specific Expectations

Elements of Retail and Services Marketing

Overall Expectations

Specific Expectations

Retail Systems and Operations

Overall Expectations

Specific Expectations

Career Opportunities in Retail and Service Businesses

Overall Expectations

Specific Expectations