Plymouth Canton al Park Advanced Marketing Syllabus Course Name: Advanced Marketing Course Number: 03030 Course Description: Grades 10-12 Qualifies for Applied Math or Applied Art credit 2.0 credits (2 hour block) Advanced Marketing teaches students entrepreneurial skills by building on the curriculum from Marketing I. Students will be part of a retail environment in which they will gain experience in selling, buying techniques, display design, advertising, and many other components necessary to operate a business. The students will also have the opportunity to learn finance and banking through our partnership with Community Financial Credit Union. The course meets for two class periods, which includes an hour of class and an hour of lab time operating the school store. Course Prerequisites: Marketing and instructor s approval. Course Materials/Resources: Textbooks: Retailing and E-tailing Technology: ipad 2 for each student during class, document scanners, Printers, POS systems, MAC apps for video advertisements and editing. Other Resources: School Store is a hands-on retail environment Community Financial Credit Union Advisory Committee Recommended Student Supplies/Materials: Notebook or Binder Required Uniform and Cost: School Store apron no cost 1
Plymouth Canton al Park Advanced Marketing Curriculum: Students will understand basic marketing and retail merchandising concepts. Objective 1: Know and understand the definitions of basic marketing terminology. a. Define marketing, products, goods, and services. b. Define retailing and merchandising. Objective 2: Know and understand the seven functions of marketing. a. Define each function of marketing. b. Identify activities involved with each function. Objective 3: Determine forms of economic utility created by marketing activities. a. Explain the benefits of marketing. b. Identify the five economic utilities. Objective 4: Know and understand the marketing concept. a. Define the marketing concept. Students will understand the marketing mix and strategies used in marketing research. Objective 1: Know and understand market segmentation and target marketing elements. a. Describe how to reach your target market. b. Explain how to analyze your competition. Objective 2: Know and understand the role of the marketing mix and research in a retail store. a. Describe how the marketing mix is used in making buying decisions. b. Identify sources of information to help determine what to buy. Students will understand how to develop a business plan and prepare for personnel needs in a retail store. Objective 1: Know and understand the parts of a retail business plan. a. Identify the elements of a business plan. b. Explain the organizational and marketing plan. c. Identify the purpose of a financial plan. Objective 2: Know and understand personnel needs for a retail store. a. Explain the factors for determining personnel needs. b. Know the procedures for creating a hiring plan. c. Identify criteria for hiring employees. 2
Plymouth Canton al Park Students will have an understanding of the mechanics of operating a retail store. Objective 1: Understand how to prepare for opening day. a. Explain the importance of preparing for opening day. b. Identify the steps needed to prepare for opening day. Objective 2: Understand how to make a retail store operational. a. Identify types of merchandise and strategies for managing the merchandise mix. b. Describe buying activities and explain strategies for pricing. c. Identify the stock handling process and the procedures for handling returns to vendors. d. Explain the methods used for calculating inventory. e. Explain causes of shrink and ways to prevent it. Objective 3: Understand the basics of handling cash, maintaining the store, and establishing policies and procedures. a. Describe procedures for handling cash and how to process checks and credit and debit transactions. b. Explain procedures for maintaining the cash drawer. c. Know proper store maintenance techniques. d. Explain the purpose of operating policies and procedures. e. Describe the information to be included in a store policy manual. Objective 4: Understand the measures used in securing a retail store. a. Explain security policies and safety precautions for a school-based enterprise. b. Explain the role of equipment in store security and explain the role of employee supervision in store security. c. Describe internal and external theft and how it is committed. Objective 5: Understand the selling process and the importance of customer service. a. Explain the function of selling and describe the steps in the selling process. b. Know the types of services offered by stores. c. Describe the benefits of providing customer services. d. Identify the importance of selling policies and identify selling policies used by retailers. Students will understand basic accounting practices and procedures used in retailing. Objective 1: Understand how to account for profits using basic accounting methods. a. Describe basic financial records used by businesses. b. Explain the uses of income statements and balance sheets. c. Explain how to manage the cash flow of a business. d. Identify computerized accounting systems and their purpose in a retail store. Students will understand the importance of promotion in a retail business. Students will identify the role of managers and employees in a retail store and the skills needed to be successful. Objective 1: Understand the role of the manager and skills needed to operate effectively within a management team. a. Describe the manager s role within the school-based enterprise. b. Identify skills needed for management positions. c. Describe training and educational opportunities for managers. d. Explain different types of organizational structures. e. Identify various management positions within an organization. 3
Plymouth Canton al Park Objective 2: Understand how to achieve employee success. a. Describe how to keep proper documentation, practice job rotation, and involve employees in the decisionmaking process. b. Explain various approaches to employee training. c. Describe the purpose of performance evaluations Students will understand the importance of the background information about retail customers and competitors needed to understand retailing and develop and effectively implement a retail strategy. Objective 1: Describe the functions retailers perform and the variety of decisions they make to satisfy customers needs in a rapidly changing, highly competitive environment. a. Define retailing. b. Explain what retailers do. c. Explain why retailing is important to our society. d. Explain what career and entrepreneurial opportunities retailing offers. e. Explain what types of decisions retail managers make. Objective 2: Describe the different types of retailers. a. Describe the trends that are shaping today s retailers. b. Explain what the different types of retailers are. c. Explain how retailers differ in terms of how they meet the needs of their customers. d. Explain how service retailers perform differently from merchandise retailers. e. Describe the types of ownership of retail firms. Objective 3: Examine how retailers are using multiple selling channels stores, Internet, and catalogs to reach their customers. a. Explain the unique customer benefits offered by retailing through stores, catalogs, and the Internet. b. Describe what factors will affect the growth of electronic retailing. c. Explain why most pure electronic retailers fail. d. Explain how multichannel retailers provide more value to their customers. e. Describe the key success factors in multichannel retailing. f. Explain how technology might affect the future shopping experience. Objective 4: Discuss factors consumers consider when choosing stores and buying merchandise. a. Explain the stages customers go through when selecting a retailer and purchasing merchandise. b. Explain the social and personal factors that affect customer purchase decisions. c. Explain how retailers can get customers to visit their stores more frequently and buy more merchandise during each visit. 4
Plymouth Canton al Park Examine and explore Customer Service as a form of business/marketing operations a) Introduce employee aptitudes and personalities as part of a hiring plan b) Identify the importance of customer service training and creation of a customer service atmosphere. c) Describe the impact of customer satisfaction on business/marketing success Research, identify and evaluate good & bad customer service experiences a) Research and Evaluate current customer service experiences and evaluations b) Identify and evaluate experiences that were evaluated as good c) Identify and evaluate experiences that were evaluated as bad Introduce & Start Customer Service Project utilizing the Customer Service STARS a) Identify the 5 main customer service components as the Customer Service STARS b) Identify the basic components of the Customer Service STARS c) Propose how the STARS Components may be utilized in the student s Customer Service Project. 1. Part 1: Customer Service Roles & Training 2. Part 2: Identifying the Target Customer 3. Part 3: Learning and Using Aptitudes 4. Part 4: Using Pro Customer Resources & Techniques 5. Part 5: Measuring and Improving Customer Satisfaction Students will identify customer services policies and procedures appropriate for the business / marketing industries a) Research and delineate customer service policies and procedures of current business /marketing companies b) Create customer service strategies based upon research c) Describe appropriate customer care based on service environment 1. Call Centers 2. Retail 3. Wholesale 4. Service Industry 5. Other d) Explain the nature and scope of customer service Students will demonstrate the behaviors, training and aptitude of the customer service mindset ( win win ) a) Recognize the customer service mindset of win win b) Create a customer service training program c) Assess your customer service program for proper behavior and aptitude d) Identify behaviors associated with the win win customer service mindset based on service environment 1. Call Centers 2. Retail 3. Wholesale 4. Service Industry 5. Other 5
Plymouth Canton al Park Students will explain the importance of how, when and why customer service is essential to the success of the sales associate / employee and the business a) Analyze how, when, and why customer service is essential to building customer relationships. b) Demonstrate how to provide proper customer service through: 1. Role Play 2. Case Study 3. Simulation 4. Customer Service Environmental Factors a. Hot b. Cold c. Displays 5. Other c) Explain the importance of when and why customer service is needed in the business/marketing industry STUDENTS WILL IDENTIFY & UNDERSTAND THE TARGET CUSTOMER Identify and explain the importance of a customer profile a) Create a customer profile using market segmentation (i.e. demographics, psychographics, behavioral, geographics) b) Identify and explain how a customer profile can help obtain new customers or retain existing customers. c) Explain how a customer profile can help identify future products or services a business would want to offer. Distinguish between a satisfied & dissatisfied customer a) Explore techniques on how to handle customers who are: 1. Dissatisfied 2. Disgruntled 3. Unhappy 4. Critical 5. Other b) Explain the importance of recognizing & dealing with customer turnoffs c) Learn the steps to deal with a dissatisfied customer and create an opportunity to build a better relationship and customer loyalty Compare and contrast customer expectations in service a) Explain how some customer exchanges are more intimate & complex than others 1. Service 2. Product 3. Wholesale/Vendor 4. Multi Dimensional 5. Price Point 6. Quality/Prestige Pricing b) Practice positive service skills to foster meaningful customer relationships and increase loyalty c) Explain how customer expectations change d) service policy evolution, adjustment, and proactive changes 6
Plymouth Canton al Park Students will discover and develop critical aptitudes and soft skills in customer service. Identify traits needed to provide exceptional customer service a) Compare and contrast active listening vs. passive listening b) Explain the importance of eye contact, body language, and voice inflection c) Discover soft skills used in customer service 1. Build Rapport 2. Communicate Confidently 3. Demonstrate Command of Products 4. Control the Interaction Customer Service 5. Mirror Customer d) Identify the Customer service process 1. Opening: Greet customer (Smile) 2. Discovery: Hearing and Listening (Really listen) 3. Resolution: (Paraphrasing, summarizing, mirroring, clarify) 4. Ownership: (employee empowerment) 5. Always: (Happy, positive, represent company) Assess the aptitudes needed to complete the customer service process a) Complete and evaluate an aptitude test b) Complete and evaluate a personality inventory c) Students will compare their personal aptitudes and personalities with the traits in demand with customer service companies Develop communication skills and elements needed in customer service a) Creation of an employment portfolio 1. Completing Applications 2. Resume Writing 3. Cover Letter 4. Interviewing Skills 5. Problem Solving b) Understanding Inter Office Communications 1. Phone 2. E mail/electronic/chat 3. Memo 4. Messaging 5. Social media STUDENTS WILL UNDERSTAND RESOURCES USED TO ENHANCE CUSTOMER EXPERIENCES Identify reasons a company would utilize resources to enhance customer service a) Understand how, and why companies track online communication b) Identify ways a company could increase profits/sales by customers experiencing positive interaction c) List ways a company could decrease profits/market share by customers having poor experiences d) Describe the benefits of using a secret shopper to ensure quality Students will identify resources to communicate with customers and employees a) List and identify tools to communicate with customers and employees Email, internet, phone, personal, social media, etc. b) Understand how and why companies evaluate their employees Students will explain and understand the need for confidentiality a) Identify reasons for customers to expect privacy in a variety of company settings Health industry, travel, entertainment, etc. 7
Plymouth Canton al Park b) Discuss Liability issues faced by companies, lawsuits, fines, HIPPA, FERPA, OSHA, etc. Customer Service. Define economics using the main ideas that wants and needs are unlimited; resources are limited, resulting in scarcity. a. Give examples of how scarcity forces individuals, businesses, governments, societies, and nations to make choices in allocating limited resources. b. Identify the productive resources/factors of production (Human Resources/Labor, Natural Resources/Land, Capital Resources) and give examples of each. c. Determine the difference between a good and a service and identify productive resources that are used in the production of various goods and services. d. Explain the difference between wants and needs and give examples of each. Compare and contrast the concepts of opportunity cost and trade offs using production possibilities curves. a. Define opportunity cost. b. Define trade-offs. c. Give examples of opportunity cost and trade-offs as they apply to individuals, businesses, governments, societies, and nations. d. Design a production possibilities curve to illustrate trade-offs. List the basic economic questions (What will be produced, How will it be produced, and for whom it will be produced) and describe how different economic systems (traditional, command, market, mixed) address these questions. a. Define traditional, command, market, and mixed economic systems. b. Explain how the basic economic questions have been applied in early U.S. or Utah settlements. c. Identify the economic systems used in different countries around the world today. Determine why incentives, competition, and property rights are important components of market economies. a. Define incentives, competition, and property rights. b. Give examples of how people respond predictably to incentives. c. Describe the advantages of competition among households/consumers as well as among producers/businesses. Discuss the laws of demand and supply and explain what causes demand, supply and price to behave as they do. a. Define demand and supply and explain demand and supply schedules. b. Describe how the concepts of the substitution effect and diminishing marginal utility apply to demand. c. Create supply and demand curves on a graph and predict how changes/shifts in either supply or demand will affect the market and impact price. Compare and contrast different market structures (perfect, monopolistic competition, oligopoly, and monopoly) in which firms/businesses/producers compete. a. List the characteristics/traits of each of the four market structures (perfect, monopolistic competition, oligopoly, and monopoly). 8
Plymouth Canton al Park b. Identify business sectors that illustrate each of the market structures. Discuss various economic theories and the economist who developed those theories as they relate to market economies. a. Explain Adam Smith s invisible hand theory and laissez faire as discussed in his book, The Wealth of Nations. b. Discuss John Maynard Keynes theories from the book called The General Theory of Employment, Interest, and Money. c. List some modern-day economists and the recent economic theories for which they have been recognized. Students will recognize how government and economic institutions assist individuals and groups in pursuit of economic well-being. Analyze the principle goals of government in the US economy and how the government attempts to accomplish those goals. a. Discuss the main economic goals of the U.S., which include providing public goods/services, insuring competition, dealing with externalities and promoting economic stability, security, and growth. b. Explain how fiscal policy (taxing and spending) is used by federal, state, and local governments. c. Provide observations about hos fiscal policy can sometimes lead to deficits and debt. d. Examine different types of taxes (progressive, regressive, proportional) governments use to raise revenue and list the various taxes that governments levy (i.e.income tax, property tax, sales tax, etc.) Identify the four phases of the business cycle (peak, contraction, trough, expansion) and examine the role of economic indicators in determining the level of business activity. a. Create a simple business cycle graphic and label the four parts of the business cycle correctly (peak, contraction, trough, and expansion). b. Discuss Gross Domestic Product (GDP) and how it is measured. c. Define labor force and how unemployment is calculated. d. Define the different types of unemployment (frictional, structural, cyclical, and seasonal). e. Explain inflation, the factors leading to inflation, and how inflation is measured. Describe the functions of money and explain the role of financial institutions, the Federal Reserve Bank, and government in the fluctuation of the money supply. a. Explain the three functions of money (medium of exchange, store of value, measure of price). b. Explain the responsibilities of the Federal Reserve. (i.e. supervise and regulate banks, administer monetary policy, and provide financial services for the US government and member banks) c. Examine how the Federal Reserve uses monetary policy tools (open-market operations, reserve requirement, discount rate) to stimulate the economy or control inflation. d. Compare fiscal and monetary policy and summarize how the use of these policies affects individuals, businesses, governments, societies, and nations. Examine the role of entrepreneurs and businesses/producers in market economies. a. Define the different forms of business organization (sole proprietorships, partnerships, corporations, etc.) 9
Plymouth Canton al Park b. Identify how businesses may raise capital (debt financing vs. equity financing). c. Determine how businesses earn a profit by creating value in producing a good/service and selling it for a greater price than it cost to produce it. d. Analyze the different forms of business organization (Sole Proprietorships, Partnerships, Corporations, etc.); identify how businesses may raise capital (debt financing vs. equity financing), and how businesses earn a profit. Students will understand how investing in health, education, technology, and entrepreneurial pursuits can increase productivity and the standard of living. Analyze the effect of specialization and division of labor on productivity, standard of living, and interdependence. a. Evaluate how the education of, supply of and demand for workers in various jobs affect the worker s income. b. Determine the impact on productivity made by investments in human resources, physical resources, and technology. c. Explain how increased productivity can increase standards of living. Explore the importance of savings and investment in today s economy. a. List factors (risk, return, liquidity, and opportunity cost) that can influence households/consumers and businesses/producers in making savings and investment choices. b. Compare different savings and investment options using the factors listed above (i.e. real estate, financial institutions, stock market, etc.). c. Explain how individual savings impacts a business s or producer s ability to grow and expand. Discuss the role of ethics in choices made by individuals, businesses, societies, governments, and nations. a. Define ethics. b. Evaluate a current ethical scenario that an individual, business, government, society, or nation faces. Students will understand how individuals, businesses, governments, societies, and nations are impacted by a changing global economy. Summarize the advantages/benefits and disadvantages/costs of trade for individuals, businesses, government, societies, and nations. a. Define import and export. b. Examine the impact of a country s balance of trade (imports and exports) on the Gross Domestic Product and standard of living of a country. c. Analyze the impact of various trade barriers (i.e. tariffs, quotas, standards, subsidies, etc.) on individuals, businesses, government, societies, and nations. d. Discuss trade organizations, trade agreements, and protectionist views. Compare and contract absolute and comparative advantage. a. Define absolute advantage. b. Define comparative advantage. c. Explain how comparative advantage is used in analyzing trade decisions. Explore the effects of currency exchange rates on individuals, businesses, governments, societies, and nations as related to international trade and travel. a. Explain what currency conversion is and practice converting U.S. dollars into foreign currencies and foreign currencies into U.S. dollars. b. Determine how the price of an imported good is affected by currency fluctuations. c. Discuss how a country s exports can be impacted by currency fluctuations. 10
Plymouth Canton al Park Examine the struggles that nations and the world face as economies throughout the world develop and change. a. Discuss how political systems and economies in many countries are changing. b. Analyze how the U.S relates to changing economies and political systems in other countries. c. Study the role of the U.S. in today s global economy. Field Experience is required to participate. All students will be given opportunities to attend a minimum of one field experience each school year. Those students who do not attend the scheduled experience(s) will be required to find a site where they will spend a minimum of one class period in a business related to their program of study. The student will be required to get the teacher s signed permission, the parent/guardian s signed permission, fill out a training agreement to be signed by the site supervisor, and provide their own transportation to and from the site. Upon completion of the field experience, the student will turn in a question and answer assignment provided by the teacher regarding the experience. Grading System: Grades will be based on a point system in the following areas: Grading Scale: A+ 100-97 A 96-93 A- 92-90 B+ 89-87 B 86-83 B- 82-80 C+ 79-77 C 76-73 C- 72-70 D+ 69-67 D 66-63 D- 62-60 E 59-0 *Grades will be posted on MiStar and available for students and parents to view online through MiStar. 11
Plymouth Canton al Park Hour Course Name Room Number 1 st Marketing 710 2 nd Marketing 710 3 rd 4 th Advanced Marketing 710 and School Store(713) 5 th Marketing 710 6 th Prep 710 Grades Student s grade will be based on a point system carried throughout each semester that will consist of: Assignments 5-25 points each Projects 50-300 points Quizzes/Tests 25-100 points Assignments consist of lessons and activities from the text/laps and other learning materials in class and for homework. There will be at least one quiz during each segment and a test at the end of the segment. Also, there will be at least two projects each semester. Participation is based on being prepared for class daily with text, paper, and writing utensils. Also, students need to be alert in class and be prepared to discuss topics learned in class. Supplemental materials are used to teach the class, therefore, not all of the material covered can be found in the textbook. The students will be using different forms of technology as well, but it is not required that they have access to the technology at home. Quizzes/Tests will consist of matching, true/false, multiple-choice, problem solving and short answer. Classroom Policies 1. Tardiest are not acceptable. You must be in class when the bell rings. The Park s attendance policy will be followed. Please review the updated attendance policy in the student handbook. 2. The following rules apply to excused absences: It is the student s responsibility to inquire about missed assignments on the first day back to class. Students will have two days per excused absence to make up work. 12
Plymouth Canton al Park If you are absent you must obtain notes from another student in the class or see Mrs. Johnson during lunch to review the notes that you missed No credit is given for assignments missed if the absence is unexcused. 3. Late work is not accepted unless you have an excused absence. 4. Passes are given for emergencies only. You must take care of personal business between classes only. 5. Students are expected to come to class prepared to learn. This means you must bring a pencil/pen and paper daily. 6. Students will be given class time to complete assignments that require the use of a text book. If the student does not complete the work during class they may come in during lunch or before school to work on the assignment. If the student will need more time they can always check out a Marketing book from the book room at Salem to take home. 7. Profanity and references to drugs or other illegal activity will not be tolerated. Any negative statements or remarks (even if you are friends) regarding another person s race, religion, sex, appearance, aptitude, and etc. will result in a disciplinary action. 8. All electronic devices must be turned off and stored away during class time unless you have been given permission to use the device to complete an assignment. Students will have the opportunity to use technology provided by the school to complete assignments. 9. You may not eat food in the classroom. You may have a beverage in a sealed container. 10. Please dispose of all trash before leaving the classroom and keep your area neat during class time. Post-Secondary Articulated Credit: Students may be eligible to receive free college credit for Marketing CTE at the following The qualifications and number of college credit hours available varies by program and the college with which it is affiliated. This course has articulated credit agreements with the following colleges/universities: Davenport University All students are expected to follow all Classroom Rules and follow all policies and procedures in the PCEP Student Handbook. All students must have technology permission slip on file. 13