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DOCUMENT RESUME
ED 412 426 CE 075 007
TITLE Management and Marketing. Guide to Standards andImplementation. Career & Technology Studies.
INSTITUTION Alberta Dept. of Education, Edmonton. Curriculum StandardsBranch.
ISBN ISBN-0-7732-9838-XPUB DATE 1997-00-00NOTE 317p.
PUB TYPE Guides - Classroom Teacher (052)
EDRS PRICE MF01/PC13 Plus Postage.DESCRIPTORS Behavioral Objectives; *Business Administration;
*Competence; Competency Based Education; Course Content;Curriculum Guides; Distributive Education; *EmploymentPotential; Entry Workers; Foreign Countries; *Job Skills;Learning Activities; Learning Modules; *Marketing; SecondaryEducation; Teaching Methods; Technical Education; VocationalEducation
IDENTIFIERS Alberta
ABSTRACTThis Alberta curriculum guide defines competencies that help
students build daily living skills, investigate career options in managementand marketing occupations, use technology in these fields effectively andefficiently, and prepare for entry into the workplace or relatedpostsecondary programs. The first section provides a program rationale andphilosophy for career and technology studies, general learner expectations,program organization information, curriculum and assessment standards, andtypes of competencies. The second section provides opportunities for studentsto explore the complex and continuously expanding study of management andmarketing systems and strategies in order to develop background and skills tomake a difference as an entry-level employee. It includes a rationale andphilosophy for the logistics strand, strand organization, and planning forinstruction. The 19 modules are organized into introductory, intermediate,and advanced levels that cover a comprehensive set of competencies incustomer service, communications, advertising, and business management.Modules also define exit-level competencies, specify prerequisites, andoutline specific learner expectations. Other sections of the guide containthe following: module curriculum and assessment standards; assessment tools;linkages and transitions with other strands, other educational programs, andto the community, the workplace and the credentialing process; a learningresource guide listing 90 resources keyed to modules, plus additionalSources; and sample student learning guides. (KC)
********************************************************************************Reproductions supplied by EDRS are the best that can be made
from the original document.********************************************************************************
A A
GUIDE TO STANDARDS AND IMPLEMENTATION
1997
U.S. ARTMENT OF EDUCATION0th Educational Research and Improvement
E' CATIONAL RESOURCES INFORMATION
CENTER (ERIC)This document has been reproduced asreceived from the person or organization
originating it.Minor changes have been made to
improve reproduction quality.
o Points of view or opinions stated in this
document do not necessarily representofficial OERI position or policy.
2BEST COPY AVAIILABLE
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIALHAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
Alb3rraEDUCATION
Curricul6m Standards Branch
ALBERTAEDUCATION CATALOGUING IN PUBLICATION DATA
Alberta. Alberta Education. Curriculum Standards Branch.Management and marketing : guide to standards and implementation.
(Career and Technology Studies)0-7732-9838x
1. Management Study, and teachingAlberta. 2. MarketingStudyand teachingAlberta. 3. Vocational educationAlberta. I. Title.II. Series: Career and Technology Studies Program.
HF5415.122.A333
This document was prepared for:
1997 658.8
AdministratorsCounsellorsGeneral-AudienceParentsStudentsTeachers
Program/Level: Career and Technology Studies/Secondary
Copyright ©1997, the Crown in Right of Alberta, as represented by the Minister of Education. Permission is given by thecopyright owner for any person to reproduce this publication or any part thereof for educational purposes and on a non-profitbasis.
This document supersedes all previous versions of the Career & Technology Studies Guide to Standards and Implementation.
This publication is a support document. The advice and direction offered is suggestive except where it duplicatesthe Program of Studies. The. Program of Studiesa prescriptive description of the expectations of studentlearning, focusing on what students are expected to know and be able to dois issued under the authority, of theMinister of. Education pursuant to section 25(1) of theSchool Act, Statutes of,Alberta, 1988, Chapter S-3.1 asamended, and is required for implementation.. -Within this document, theProgram of Studies is shaded so thatthe reader may readily identify. all prescriptive statements or segments.
Every effort has been made to acknowledge original sources and comply with copyright regulations. Please notify AlbertaEducation if there are cases where this has not been done.
Questions or comments about this Guide to Standards and Implementation are welcome and should be directed to:
Career and Technology Studies Unit, Curriculum Standards Branch, Alberta Education, Devonian Building,11160 Jasper Avenue, Edmonton, Alberta, T5K OL2.Telephone: (403) 422-4872, Fax: (403) 422-0576.Outside of Edmonton dial 310-0000 to be connected toll free.
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TABLE OF CONTENTS
Career and Technology StudiesPage
Program Rationale and Philosophy A.1General Learner Expectations A.3Program Organization A.3
Curriculum Structure A.3Levels of Achievement A.4
Curriculum and Assessment Standards A.5Types of Competencies A.5
Basic Competencies Reference Guide A.6
Management and Marketing
Strand Rationale and Philosophy B.1Strand Organization B.3
Themes B.3Integrating Concepts B.3Learning Contexts B.3Scope and Sequence B.5Module Descriptions B.6
Planning for InstructionPlanning for CTSPlanning for Management and Marketing
Module Curriculum and Assessment Standards:
Module Curriculum and Assessment Standards:
Module Curriculum and Assessment Standards:
Assessment Tools
Linkages/Transitions
Learning Resource Guide
Sample Student Learning Guides
Acknowledgements
C.1C.2
Introductory Level D.1
Intermediate Level E. 1
Advanced Level F.1
4
CAREER ANDTECHNOLOGYSTUDIES
A. PROGRAM RATIONALE AND PHILOSOPHY
Through Career and Technology Studies (CTS),secondary education in Alberta is responding tothe many challenges of modern society, helpingyoung people develop daily living skills andnurturing a flexible, well-qualified work force.
In Canada's information society, characterized byrapid change in the social and economicenvironment, students must be confident in theirability to respond to change and successfully meetthe challenges they face in their own personal andwork lives. In particular, they make decisions aboutwhat they will do when they finish high school.Many students will enter the work force, others willcontinue their education. All students face thechallenges of growing independence andresponsibility, and of entering post-secondaryprograms and/or the highly competitive workplace.
Secondary schools also face challenges. They mustdeliver, on a consistent basis, high quality,cost-effective programs that students, parents andthe community find credible and relevant.
CTS helps schools and students meet thesechallenges. Schools can respond more efficientlyand effectively to student and community needs andexpectations by taking advantage of theopportunities in the CTS curriculum to designcourses and access school, community and distancelearning resources. Students can develop theconfidence they need as they move into adult rolesby assuming increased responsibility for their
learning; cultivating their individual talents,interests and abilities; and by defining and acting ontheir goals.
As an important component of education in Albertasecondary schools, CTS promotes studentachievement by setting clear expectations andrecognizing student success. Students in CTSdevelop competenciesthe knowledge, skills andattitudes they are expected to demonstrate, that is,what they know and what they are able to do.
Acquired competencies can be applied now and inthe future as students make a smooth transition intoadult roles in the family, community, workplaceand/or further education. To facilitate thistransition, clearly stated expectations and standardshave been defined in cooperation with teachers,business and industry representatives andpost-secondary educators.
CTS offers all students important learningopportunities. Regardless of the particular area ofstudy chosen, students in CTS will:
develop skills that can be applied in their dailylives, now and in the futurerefine career-planning skillsdevelop technology-related skillsenhance employability skillsapply and reinforce learnings developed inother subject areas.
Career and Technology Studies /A.1©Alberta Education, Alberta, Canada (1997)
5
In CTS, students build skills they can apply in theireveryday lives. For example, in the CTS program,particularly at the introductory levels, students havethe opportunity to improve their ability to makesound consumer decisions and to appreciateenvironmental and safety precautions.
CAREERS
F
t
re
A career encompasses more than activities justrelated to a person's job or occupation; it involvesone's personal life in both local and globalcontexts; e.g., as a family member, a friend, acommunity volunteer, a citizen of the world.
The integration of careers throughout the CTSprogram helps students to make effective careerdecisions and to target their efforts. CTS studentswill have the opportunity to expand theirknowledge about careers, occupations and jobopportunities, as well as the education and/ortraining requirements involved. Also, studentscome to recognize the need for lifelong learning.
Students in CTS have the opportunity to use andapply technology and systems effectively andefficiently. This involves:
a decision regarding which processes andprocedures best suit the task at hand
the appropriate selection and skilled use of thetools and/or resources available
an assessment of and management of theimpact the use of the technology may have onthemselves, on others and on the environment.
P
r
0
e
TECHNOLOGY
0t
0me
Integrated throughout CTS are employability skills,those basic competencies that help students developtheir personal management and social skills.Personal management skills are improved asstudents take increased responsibility for theirlearning, design innovative solutions to problemsand challenges, and manage resources effectivelyand efficiently. Social skills improve throughlearning experiences that require students to workeffectively with others, demonstrate teamwork andleadership, and maintain high standards in safetyand accountability.
As well as honing employability skills, CTSreinforces and enhances learnings developed in coreand other complementary courses. The curriculumemphasizes, as appropriate, the effectiveapplication of communication and numeracy skills.
In addition to the common outcomes describedabove, students focusing on a particular area ofstudy will develop career-specific competenciesthat support entry into the workplace and/or relatedpost-secondary programs. Career-specificcompetencies can involve understanding andapplying appropriate terminology, processes andtechnologies related to a specific career, occupationor job.
6
A.2/ Career and Technology Studies(1997) ©Alberta Education. Alberta, Canada
GENERAL LEARNER" EXPECTATIONS
General learner expectations describe the basiccompetencies integrated throughout the CTSprogram.
Within an applied context relevant to personalgoals, aptitudes and abilities; the student in CTSwill:
demonstrate the basic knowledge, skills andattitudes necessary for achievement andfulfillment in personal life
develop an action plan that relates personalinterests, abilities and aptitudes to careeropportunities and requirements
use technology effectively to link and applyappropriate tools, management and processes toproduce a desired outcome
develop basic competencies (employabilityskills), by:
selecting relevant, goal-related activities,ranking them in order of importance,allocating necessary time, and preparingand following schedules (managinglearning)
linking theory and practice, usingresources, tools, technology and processesresponsibly and efficiently (managingresources)
applying effective and innovative decision-making and problem-solving strategies inthe design, production, marketing andconsumption of goods and services(problem solving and innovation)
demonstrating appropriate written andverbal skills, such as composition,summarization and presentation(communicating effectively)
participating as a team member by workingcooperatively with others and contributingto the group with ideas, suggestions andeffort (working with others)
©Alberta Education. Alberta, Canada
maintaining high standards . of ethics,diligence, attendance and punctuality,following safe procedures consistently, andrecognizing and eliminating potentialhazards (demonstrating responsibility).
PROGRAM ORGANIZATION
CURRICULUM STRUCTURE
Career and Technology Studies is organized intostrands and modules.
Strands in CTS define competencies that helpstudents:
build daily living skillsinvestigate career optionsuse technology (managing, processes, tools)effectively and efficientlyprepare for entry into the workplace and/orrelated post-secondary programs.
In general, strands relate to selected industry sectorsoffering positive occupational opportunities forstudents. Some occupational opportunities requirefurther education after high school, and some allowdirect entry into the workplace. Industry sectorsencompass goods-producing industries, such asagriculture, manufacturing and construction; andservice-producing industries, such as business,health, finance and insurance.
Modules are the building blocks for each strand.They define what a student is expected to know andbe able to do (exit-level competencies). Modulesalso specify prerequisites. Recommendations formodule parameters, such as instructionalqualifications, facilities and equipment can befound in the guides to implementation.
The competencies a student must demonstrate toachieve success in a module are defined through themodule learner expectations. Senior high schoolstudents who can demonstrate the module learnerexpectations; i.e., who have the designatedcompetencies, will qualify for one credit towardtheir high school diploma.
7
Career and Technology Studies /A.3(1997)
Specific learner expectations provide a moredetailed framework for instruction. Within thecontext of module learner expectations, the specificlearner expectations further define the knowledge,skills and attitudes the student should acquire.
The following chart shows the 22 strands thatcomprise the CTS program and the number ofmodules available in each strand.
StrandNo. of
Modules
I. Agriculture 33
2. Career Transitions 28
3. Communication Technology 33
4. Community Health 31
5. Construction Technologies 46
6. Cosmetology 58
7. Design Studies 31
8. Electro-Technologies 37
9. Energy and Mines 26
10. Enterprise and Innovation 8
11. Fabrication Studies 41
12. Fashion Studies 29
13. Financial Management 14
14. Foods 37
15. Forestry 21
16. Information Processing 48
17. Legal Studies 13
18. Logistics 12
19. Management and Marketing 19
20. Mechanics 54
21. Tourism Studies 24
22. Wildlife 17
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A.4/ Career and Technology Studies(1997)
LEVELS OF ACHIEVEMENT
Modules are organized into three levels ofachievement: introductory, intermediate andadvanced. As students progress through the levels,they will be expected to meet higher standards anddemonstrate an increased degree of competence, inboth the general learner expectations and themodule learner expectations.
Introductory level modules help students builddaily living skills and form the basis for furtherlearning. Introductory modules are for studentswho have no previous experience in the strand.
Intermediate level modules build on thecompetencies developed at the introductory level.They provide a broader perspective, helpingstudents recognize the wide range of related careeropportunities available within the strand.
Advanced level modules refine expertise and helpprepare students for entry into the workplace or arelated post-secondary program.
The graph below illustrates the relative emphasis onthe aspects of career planning at each of the levels.
Introductory Level Intermediate Leve Advanced Level
Personal Use
riCareer Awareness/ExplorationPreparation for the Workplace or Further Education
©Alberta Education. Alberta. Canada
CURRICULUM AND ASSESSMENTSTANDARDS
Curriculum standards in CTS define whatstudents must know and be able to do.Curriculum standards are expressed throughgeneral learner expectations for CTS, and throughmodule and specific learner expectations for eachstrand.
Assessment standards define how studentperformance is to be judged. In CTS, eachassessment standard defines the conditions andcriteria to be used for assessing the competenciesof each module learner expectation. To receivecredit for a module, students must demonstratecompetency at the level specified by theconditions and criteria defined for each modulelearner expectation.
Students throughout the province receive a fairand reliable assessment as they use the standardsto guide their efforts, thus ensuring theyparticipate more effectively and successfully inthe learning and assessment process. Standards atadvanced levels are, as much as possible, linked toworkplace and post-secondary entry-levelrequirements.
TYPES OF COMPETENCIES
Two types of competencies are defined within theCTS program: basic and career-specific.
Basic competencies are generic to any career areaand are developed within each module. Basiccompetencies include:
personal management; e.g., managing learning,being innovative, ethics, managing resources
social; e.g., communication, teamwork,leadership and service, demonstratingresponsibility (safety and accountability).
Career-specific competencies relate to a particularstrand. These competencies build daily living skillsat the introductory levels and support the smoothtransition to the workplace and/or post-secondaryprograms at the intermediate and advanced levels.
The model below shows the relationship of the twotypes of competencies within the 22 strands of theCTS program.
CAREER-SPECIFIC
Career and Technology Studies /A.5©Alberta Education, Alberta, Canada (1997)
BASIC COMPETENCIES REFERENCE GUIDE
The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and modules.Students' basic competencies should be assessed through observations involving the student; teacher(s), peers and others as they complete therequirements for each module. In general, there is a progression of task complexity and student initiative as outlined in the DevelopmentalFramework*. As students progress through Stages 1.2, 3 and 4 of this reference guide, they build on the competencies gained in earlierstages. Students leaving high school should set themselves a goal of being able to demonstrate Stage 3 performance.
Suggested strategies for classroom use include:
having students rate themselves and each otherusing in reflective conversation between teacher and studenthighlighting areas of strength
tracking growth in various CTS strandshighlighting areas upon which to focusmaintaining a student portfolio.
Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student:
Managing Learningcomes to class prepared forlearningfollows basic instructions, asdirected
acquires specialized knowledge,skills and attitudes
identifies criteria for evaluatingchoices and making decisions
uses a variety of learningstrategies
follows instructions, with limiteddirectionsets goals and establishes stepsto achieve them, with direction
applies specialized knowledge,skills and attitudes in practicalsituationsidentifies and applies a range ofeffective strategies for solvingproblems and making decisions
explores and uses a variety oflearning strategies, with limiteddirection
follows detailed instructions onan independent basissets clear goals and establishessteps to achieve them
transfers and applies specializedknowledge, skills and attitudesin a variety of situationsuses a range of critical thinkingskills to evaluate situations,solve problems and makedecisionsselects and uses effectivelearning strategiescooperates with others in theeffective use of learningstrategies
demonstrates self-direction inlearning, goal setting and goalachievementtransfers and applies learning innew situations; demonstratescommitment to lifelong learningthinks critically and actslogically to evaluate situations,solve problems and makedecisions
provides leadership in theeffective use of learningstrategies
Managing Resourcesadheres to established timelines;uses time/schedules/plannerseffectively
uses information (material andhuman resources), as directed
uses technology (facilities,equipment, supplies), asdirected, to perform a task orprovide a service
maintains, stores and/or disposesof equipment and materials, asdirected
creates and adheres to timelines,with limited direction; uses time/schedules/planners effectively
accesses and uses a range ofrelevant information (materialand human resources), withlimited directionuses technology (facilities,equipment. supplies), asappropriate, to perform a task orprovide a service, with minimalassistance and supervisionmaintains, stores and/or disposesof equipment and materials, withlimited assistance
creates and adheres to detailedtimelines on an independentbasis; prioritizes task; uses time/schedules/planners effectivelyaccesses a range of information(material and human resources),and recognizes when additionalresources are requiredselects and uses appropriatetechnology (facilities.equipment, supplies) to performa task or provide a service on anindependent basismaintains, stores and/or disposesof equipment and materials onan independent basis
creates and adheres to detailedtimelines; uses time/schedules/planners effectively; prioritizestasks on a consistent basisuses a wide range of information(material and human resources)in order to support and enhancethe basic requirementrecognizes the monetary andintrinsic value of managingtechnology (facilities,equipment, supplies)
demonstrates effectivetechniques for managingfacilities, equipment andsupplies
Problem Solving and Innovationparticipates in problem solvingas a processlearns a range of problem-solving skills and approaches
practices problem-solving skillsby responding appropriately to aclearly defined problem. speci-fled goals and constraints, by:
generating alternativesevaluating alternativesselecting appropriatealtemative(s)taking action
identifies the problem andselects an appropriate problem-solving approach. respondingappropriately to specified goalsand constraintsapplies problem-solving skills toa directed or a self-directedactivity, by:
generating alternativesevaluating alternativesselecting appropriatealternative(s)taking action
thinks critically and actslogically in the context ofproblem solving
transfers problem-solving skillsto real-life situations, bygenerating new possibilitiesprepares implementation plansrecognizes risks
identifies and resolves problemsefficiently and effectively
identities and suggests new ideasto get the job done creatively,by:
combining ideas orinformation in new waysmaking connections amongseemingly unrelated ideasseeking out opportunities inan active manner
A.6/ Career and Technology Studies(1997)
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10 ©Alberta Education. Alberta, Canada
Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student:Communicating Effectively
uses communication skills; e.g.,reading, writing, illustrating,speaking
uses language in appropriatecontext
listens to understand and learn
demonstrates positiveinterpersonal skills in selectedcontexts
communicates thoughts, feelingsand ideas to justify or challengea position, using written, oraland/or visual means
uses technical languageappropriately
listens and responds tounderstand and learndemonstrates positiveinterpersonal skills in manycontexts
prepares and effectively presentsaccurate, concise, written, visualand/or oral reports providingreasoned arguments
encourages, persuades,convinces or otherwisemotivates individualslistens and responds tounderstand, learn and teachdemonstrates positiveinterpersonal skills in mostcontexts
negotiates effectively, byworking toward an agreementthat may involve exchangingspecific resources or resolvingdivergent interestsnegotiates and works toward aconsensus
listens and responds to under-stand, learn, teach and evaluatepromotes positive interpersonalskills among others
Working with Othersfulfills responsibility in a groupproject
works collaboratively instructured situations with peermembersacknowledges the opinions andcontributions of others in thegroup
seeks a team approach, asappropriate, based on groupneeds and benefits; e.g., ideapotential, variety of strengths,sharing of workloadworks in a team or group:
encourages and supportsteam membershelps others in a positivemannerprovides leadership/followership as requirednegotiates and works towardconsensus as required
leads, where appropriate,mobilizing the group for highperformance
understands and works withinthe context of the group
prepares, validates andimplements plans that revealnew possibilities
cooperates to achieve groupresults
maintains a balance betweenspeaking, listening andresponding in group discussionsrespects the feelings and viewsof others
Demonstrating Responsibility
Attendancedemonstrates responsibility inattendance, punctuality and taskcompletion
Safetyfollows personal andenvironmental health and safetyprocedures
identifies immediate hazards andtheir impact on self, others andthe environment
follows appropriate/emergencyresponse procedures
Ethicsmakes personal judgementsabout whether or not certainbehaviours/actions are right orwrong
recognizes and follows personaland environmental health andsafety procedures
identifies immediate andpotential hazards and theirimpact on self, others and theenvironment
establishes and follows personaland environmental health andsafety procedures
transfers and applies personaland environmental health andsafety procedures to a variety ofenvironments and situations
assesses how personaljudgements affect other peermembers and/or family: e.g..home and school
assesses the implications ofpersonal/group actions withinthe broader community; e.g.,workplace
demonstrates accountability foractions taken to addressimmediate and potential hazards
analyzes the implications ofpersonal/group actions withinthe global context
states and defends a personalcode of ethics as required
* Developmental Framework
Simple task Task with limited variables Task with multiple variables Complex task
Structured environment Less structured environment Flexible environment Open environment
Directed learning Limited direction Self-directed learning.
seeking assistance as required
Self-directed/self-motivated
©Alberta Education. Alberta. Canada
11
Career and Technology Studies /A.7(1997)
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MANAGEMENTANDMARKETING
B. STRAND RATIONALE AND PHILOSOPHY
In our highly competitive, rapidly changingsociety, management and marketing are genericskills. No matter what you do, how you manageyourself or how you use the resources available toyou; you market yourself, your services or theproducts you make.
Management and Marketing, a strand in Careerand Technology Studies, is designed to increasestudents' abilities to apply effective and efficientsystems and strategies of management andmarketing within personal, family, workplace,community and global contexts. The managementaspect of this strand identifies effectiveprocedures for organizing resources and workingwith people; whereas, marketing is concerned withpricing, promotion and distribution of ideas,products and services to satisfy consumer needsand wants.
Marketing in this strand takes a retail perspective.Linking student experiences as consumers tomarketing in the retail marketplace is a centralfocus in the marketing systems and strategiestheme. Through consumer experiences and otherbusiness-like activities, students will be asked tofocus on marketing through the eyes of a retailworker, manager or owner. Students will learnretail merchandising strategies that help peopleengaged in marketing meet the challenge ofensuring that the right goods or services are in the
right place, at the right time, in the right quantity,at the right price and offered to the right people.
Management in this strand emphasizes businessand information management to generate profitwithin a competitive environment. Knowledge,skills and attitudes will be developed to helpstudents identify and analyze strategies to succeedwhen working within continuously changingsystems. Students will gain experience andconfidence through a wide range of practicalexperiences as they plan, organize, take action,lead, work cooperatively, monitor progress andcommunicate. Their goal will be to ensure qualityand professional service.
This strand provides an opportunity for students toexplore the very complex and continuouslyexpanding study of management and marketingsystems and strategies. The intent is to helpstudents develop enough background and skills sothat, as entry-level employees, they can make aneffective contribution right away. Many of thesystems and strategies introduced here lead tofurther learning and specialization, both throughworkplace experiences and/or post-secondarystudy.
Management and Marketing builds on theEnterprise and Innovation strand competencies.Learning experiences will help students relate
Strand Rationale and Philosophy CTS, Management and Marketing /B.1©Alberta Education, Alberta, Canada 12 (1997)
what they already know about how organizationsrun, how goods are sold and how the economyworks. Management and Marketing can helpstudents become aware of and assess a wide rangeof career opportunitiesopportunities in small,medium and large public or private organizationsas management and marketing specialists, inrelated support positions, or as a complement tothe technical skills required by people who ownand manage their own businesses.
Within the philosophy of Career and TechnologyStudies, students in Management and Marketingwill:
identify, analyze, apply and improve systemsand strategies related to business andinformation management and marketing thatcan be applied personally, throughout CTSand in other study areas
develop abilities in planning, organizing,leading, monitoring and communicating
research, analyze, interpret and evaluateinformation needed in business management,marketing and information managementsystems and strategies
develop and apply creative problem-solvingand effective decision-making skills within thecontexts of business management, marketingand information management systems andstrategies
analyze the role of the individual, family andcommunity as they relate to management andmarketing within the Canadian and globaleconomy
identify areas of interest and talent and relatethese to career opportunities in businessmanagement and marketing
demonstrate effort to develop basiccompetencies.
13B.2/ Management and Marketing, CTS Strand Rationale and Philosophy(1997) ©Alberta Education. Alberta. Canada
STRAND ORGANIZATION
The Management and Marketing curriculumdevelopment model, shown below, illustrates thelinkages among the themes, integrating conceptsand learning contexts.
THEMES
Management and Marketing has three major themesaround which the curriculum has been developed.All involve identifying, assessing and improvingsystems and strategies that affect:
business managementmarketinginformation management.
Career exploration is reinforced throughout allthemes. Students identify personal interests andopportunities as they relate to careers in specificmanagement and marketing areas.
INTEGRATING CONCEPTS
Integrating concepts are competencies that arereinforced throughout the modules. A continuingemphasis is placed on applying principles of qualitymanagement and high standards of professionalservice. Students are encouraged to develop theirability to plan, organize, take action, lead, workcooperatively, monitor, make adjustments andcommunicate effectively.
LEARNING CONTEXTS
Learning contexts provide a perspective for studentlearning. Using personal experience as thefoundation, students relate what they are learning tofamily, workplace, community and globalexperiences and perspectives.
INTEGRATING CONCEPTS
ENSURING QUALITY/PROFESSIONAL SERVICE
SY
TS BUSINESS MANAGEMENTEMS
&
s MARKETINGTRATEG INFORMATION MANAGEMENTIES
Strand Organization©Alberta Education, Alberta, Canada
THEMES
14CTS, Management and Marketing /13.3
(1997)
SCOPE AND SEQUENCE' MANAGEMENT AND MARKETING
INTRODUCTORY INTERMEDIATE ADVANCED THEME
BusinessManagementSystems and
Strategies
MarketingSystems and
Strategies
InformationManagementSystems and
Strategies
Managing for Quality
MAM2010 :
The Business Organization
MAM3010
r -Business in the Canadian.
EconomyMAM3020
. -Business in the Global
MarketplaceMAM3030
Management & MarketingBasics*
MAM1010- - Promotion: Advertising
MAM2020
. . . Promotion: Sales TechniquesMAM3040
Promotion: VisualMerchandising
MAM2030
Quality Customer ServiceMAM1020
. . - Retail OperationsMAM2040
- - -Distributing
Goods and ServicesMAM3050
I. Setting Up a Retail Store
MAM3060
Office Systems 1.MAM2050
Office Systems 2
MAM3070
Communication Strategies I Communication Strategies 2 Communication Strategies 3
MAM1030 MAM2060 MAM3080
Records Management 1MAM2080
Records Management 2MAM3090
Prerequisite . . . Recommended sequence* Module provides a strong foundation for further learning in this strand.
Refer to specific modules for additional prerequisites.
Scope and Sequence©Alberta Education, Alberta. Canada
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t5 CTS, Management and Marketing /B.5(1997)
MODULE DESCRIPTIONS
Module MAM1010: Management & MarketingBasicsStudents identify basic management andmarketing concepts, and describe retailmerchandising strategies of value to the retailemployee, manager or owner.
Module MAM1020: Quality Customer ServiceStudents identify and describe the target customerand the selling floor, including sales and nonsalesactivities.
Module MAM1030: Communication Strategies 1Students improve oral and written businesscommunications skills necessary for efficient andeffective management of information. The focusis on business writing strategies and composing atthe computer when preparing memorandums,e-mail messages and business letters.
Module MAM2010: Managing for QualityStudents demonstrate basic managerial skills, byassuming roles and responsibilities ofmanagement to coordinate available resources toachieve quality results.
Module MAM2020: Promotion: AdvertisingStudents are introduced to communicationchannels, delivery strategies and advertisingmedia that can be used to inform potentialcustomers about products and services available inthe marketplace.
Module MAM2030: Promotion: VisualMerchandisingStudents identify different types of visualmerchandising, and describe how to constructattention-getting displays and how to evaluatevisual merchandising.
Module MAM2040: Retail OperationsStudents identify retail operations that aretypically performed off the selling floor, awayfrom customers.
Module MAM2050: Office Systems,Students identify and describe strategies andprocedures in the office environment andmanaging processes and protocols related toelectronic equipment, written communicationtransmittal and business travelling arrangements.
Module MAM2060: Communication Strategies 2Students improve their basic oral and writtencommunications strategies necessary to efficientand effective management of information. Thefocus is on technical writing strategies andcomposing at the computer when preparinginformal business reports and proposals.
Module MAM2080: Records Management 1Students demonstrate basic records management:skills for a manual records system, emphasizingalphabetic coding procedures.
Module MAM3010: The Business OrganizationStudents identify and describe organizationalstructures, management theories and organizationsas working units. Students also explain theirbeliefs of what successful organizations mightlook like in the future.
Module MAM3020: Business in the CanadianEconomyStudents expand and relate their knowledge ofeconomics to how business decisions are madewithin the community, the province, nationallyand internationally.
Module MAM3030: Business in the GlobalMarketplaceStudents identify the opportunities and challengesthat confront business people in establishing aglobal business operation.
Module MAM3040: Promotion: SalesTechniquesStudents learn techniques for successful selling.
Module MAM3050: Distributing Goods andServicesStudents explore the channels of distribution andmodes of transportation used to direct goods fromthe producer to the consumer.
/6B.6/ Management and Marketing, CTS Module Descriptions(1997) ©Alberta Education, Alberta, Canada
Module MAM3060: Setting Up a Retail StoreStudents develop retail store images, examinepotential locations and design store layouts.Students should be given hands-on experience byresearching a location for an actual retailingopportunity and design a layout for this retailstore. This module focuses on students owning aretail business and learning the necessary steps forsuccess.
Module MAM3070: Office Systems 2Students demonstrate effective office environmentstrategies and processes, use electronic officeequipment, and manage processes related toelectronic communications and business meetings.
Module MAM3080: Communication Strategies 3Students continue to improve basic oral andwritten communications strategies necessary toefficient and effective management ofinformation. Focus is on technical writingstrategies and composing at the computer whenpreparing formal business reports and proposals.
Module MAM3090: Records Management 2Students describe the advantages of an automatedrecords system. Numeric, subject and geographiccoding are emphasized.
Module Descriptions 17 CTS, Management and Marketing B.7©Alberta Education, Alberta, Canada (1997)
SECTION C: PLANNING FOR INSTRUCTION
CTS provides increased opportunity for junior andsenior high schools to design courses based on theneeds and interests of their students and thecircumstances within the school and community.Some strands may be appropriately introduced atthe junior high school level. Other strands aremore appropriately introduced at the senior highschool level or to Grade 9 students. Refer to thissection for recommendations regarding theManagement and Marketing strand, or the Career& Technology Studies Manual for Administrators,Counsellors and Teachers for a summary of therecommended grade levels for each strand.
PLANNING FOR CTS
Defining Courses
Schools determine which strands and modules willbe offered in a particular school, and will combinemodules into courses.
Each module was designed for approximately25 hours of instruction. However, this time frameis only a guideline to facilitate planning. The CTScurricula are competency based, and the studentmay take more or less time to gain the designatedcompetencies within each module.
A course will usually consist of modules primarilyfrom the same strand but, where appropriate, mayinclude modules from other CTS strands. Refer tothe Career & Technology Studies Manual forAdministrators, Counsellors and Teachers(Appendix 4) for more information on coursenames and course codes.
Module selection and sequencing should consider:
prerequisite(s)supporting module(s) (other CTS modules thatmay enhance the learning opportunity ifoffered with the module)module parameters
instructional qualifications, if specializedequipment and facility requirements, ifspecialized.
Planning for Instruction©Alberta Education, Alberta, Canada
The module parameters are defined for eachmodule in Sections D, E and F of this Guide.
Degree of Flexibility
The CTS program, while designed using themodular structure to facilitate flexible timetablingand instructional delivery, does not mandate thedegree of flexibility a school or teacher will offer.The teacher and school will determine the degreeof flexibility available to the student. Within theinstructional plan established by the school, thestudent may:
be given the opportunity to progress at a ratethat is personally challenginghave increased opportunity to select modulesthat develop competencies he or she findsmost relevant.
Integrating Basic Competencies
The basic competencies relate to managinglearning and resources, problem solving andinnovation, communicating effectively, workingwith others and demonstrating responsibility aredeveloped throughout the CTS program, and arewithin each module.
Assessment of student achievement on the basiccompetencies is integrated throughout the othermodule learner expectations. Refer to Section G(Assessment Tools) of this Guide for thedescription of student behaviours expected at eachof the four developmental stages defined for thebasic competencies.
Assessment of basic competencies could includeinput and reflection involving the student,teacher(s), peers and others. Description of theobserved behaviour could be provided through acompetency profile for the module. Positive,ongoing interaction between the student and teacherwill support motivation for student growth andimprovement.
18 CTS, Management and Marketing /C.1(1997)
Assessing Student Achievement
Assessing student achievement is a process ofgathering information by way of observations ofprocess, product and student interaction.
Where appropriate, assessment tools have beendefined to assist the teacher and student in theassessment. Refer to Section G (AssessmentTools) of this Guide for copies of various tools(worksheets, checklists, sample questions, etc.).
A suggested emphasis for each module learnerexpectation has also been established. Thesuggested emphasis provides a guideline to helpteachers determine time allocation and/or theappropriate emphasis for each MLE and studentgrade.
Recognizing Student Achievement
At the high school level, successful demonstrationof the exit-level competencies in a modulequalifies the student for one credit. Refer toSection A of this Guide for more detailedinformation about how curriculum and assessmentstandards are defined in CTS. Refer to the Career& Technology Studies Manual for Administrators,Counsellors and Teachers (Appendix 12) for moreinformation on how student achievement can berecognized and reported at the school andprovincial levels.
Portfolios
When planning for instruction and assessment,consider a portfolio as an excellent tool to provideevidence of a student's effort, progress andachievement. Portfolios will aid students inidentifying skills and interest. They also providethe receiving teacher, employer and/orpost-secondary institution proof of a student'saccomplishments. The make-up and evaluation ofthe portfolio should be a collaborative agreementbetween the student and teacher.
Resources
A comprehensive resource base, including print,software and audio-visual, has been identified to
C.2/ Management and Marketing, CTS(1997)
support CTS strands. It is intended that theseresources form the basis of a resource centre,encouraging teachers and students to access awide selection of resources and other informationsources throughout the learning process. Unlessotherwise noted, these resources are considered tobe suitable for both junior and senior high schoolstudents.
Authorized resources may be obtained from theLearning Resources Distributing Centre ordirectly from the publisher or distributor. Refer toSection I (Learning Resource Guide) of this Guidefor the complete resource list including curriculumcorrelations and resource annotations. Additionalsources refer to noncommercial or governmentagencies that offer resources that may be ofassistance in this strand.
Sample Student Learning Guides
In addition to the resources, Sample StudentLearning Guides are available (refer to Section Jof this Guide). These samples, designed forindividual student or small group use, provide aninstructional plan for selected modules andinclude the following components:
Why take this module?What are the entry-level competencies?What are the exit-level competencies?What resources may be accessed?What assignments/activities must be completed?What are the timelines?How will the final mark be calculated?
PLANNING FOR MANAGEMENT ANDMARKETING
The following suggestions are provided to assistteachers, schools and school system administratorsas they plan to deliver modules from theManagement and Marketing strand.
Selecting Modules
The scope and sequence chart in Section Bprovides an overview of the Management and
19 Planning for Instruction©Alberta Education, Alberta, Canada
Marketing modules, indicating prerequisites andtheme areas. Brief descriptions of the modulesfollow the scope and sequence chart in Section B.
Management and Marketing in Junior High
Three introductory level modules may be offeredat the junior high level: Management &Marketing Basics, Quality Customer Service andCommunication Strategies 1. The number ofmodules will vary according to the time availablethroughout Grades 7, 8 and 9.
Time Available Modules
25 hours Management & Marketing Basics
50 hours Management & Marketing Basics
Quality Customer Service or
Communication Strategies 1
75-100 hours add modules from other CTS strands(e.g., Enterprise and Innovation,Communication Technology,Information Processing, Legal Studies,Financial Management)
Where appropriate, junior high school students mayalso take intermediate level modules.
Modules may be combined into courses and offeredwithin a school year or over a span of a few years.
Management and Marketing in Senior High
Following are a few examples of module groupingsinto sample courses:
5-6 credits (no Management & Marketing Basicsprevious experience) Communication Strategies 1(BusinessManagement Managing for Quality
emphasis) The Business Organization
Business in the CanadianEconomy
Business in the GlobalMarketplace
5-6 credits (no Communication Strategies 1previous experience) Office Systems 1(InformationManagement Systems Records Management 1
and Strategies) Communication Strategies 2
Office Systems 2
Records Management 2
Planning for Instruction©Alberta Education, Alberta, Canada 20
5-6 credits (noprevious experience)Marketing/Retailingemphasis)
Management & Marketing Basics
Quality Customer Service
Retail Operations
Promotion: AdvertisingPromotion: VisualMerchandising
Promotion: Sales Techniques
5-15 credits Quality Customer Service(foundation for entry Retail Operationsinto workplace incustomer service) Promotion: Visual
Merchandising
and modules selected from otherCTS strands (e.g., Foods,Tourism Studies, Logistics)
5-15 credits Managing for Quality(foundation for entryinto workplace into Communication Strategies 1
administrative Office Systems 1 and 2support positions) Records Management 1 and 2
and modules selected from otherCTS strands (e.g., InformationProcessing, FinancialManagement)
Modules could also be grouped intocomprehensive courses that emphasize a particulartheme.
Organizing for Learning
Before selecting modules, teachers should checkthe module parameters outlined in each module(see Sections D, E and F of this Guide).
Scenario ASept.
1
3V
Jan./June
Modules may be taught sequentially,e.g.:
Communication Strategies 1
Communication Strategies 2
Communication Strategies 3
BEST COPY AVAILABLE
CTS, Management and Marketing /C.3(1997)
Scenario BSept.
1
2
3
Jan./June
One module, such as Management& Marketing Basics, may be taughtthroughout the course (e.g., 20minutes per class) in conjunctionwith two other modules.
Teachers can also allow students to progress at arate that is personally challenging; e.g.:
Scenario CSept.
Jan./June
All students take one or twomodules together, then are able toselect modules from a menu ofmodules.
Scenario DSept.+
0-1=It=1
Jan./June
From a list of modules defined bythe teacher, the students selectwhich ones they will work on and,in consultation with the teacher,establish timelines for completionand submission of assignments, etc.
Identifying Linkages
Section H of this Guide describes some linkagesthat are possible within the Management andMarketing strand and:
other CTS strandsjunior and senior high school math and scienceprograms. Additional linkages with languagearts and social studies and complementaryprograms will be defined over time.
Special Relationship to Enterprise and Innovation
The Management and Marketing strand expandsand enhances competencies developed within theEnterprise and Innovation strand. For manystudents, courses will include modules from bothEnterprise and Innovation and Management andMarketing. The Extended Scope and Sequence inSection H shows how the two strands can beintegrated. Modules can be organized in anintegrated course or presented separately.
Enterprise and Innovation modules focus onencouraging individuals to establish ventures (bothprofit and non-profit), providing students with acomprehensive understanding of how to start andmanage a business and market a product or service.Management and Marketing provides more depthand specialization, emphasizing profit andcompetition within the Canadian and globaleconomies. While Enterprise and Innovationemphasizes small business organizations,Management and Marketing includes largeorganizations, both private and public.
Other Linkages within CTS
Students will also find that selected modules fromManagement and Marketing complement theirlearnings from other CTS strands. For example, astudent focusing on Mechanics who plans to own agarage would benefit from learning effective andefficient strategies to manage the shop and marketthe repair services. Students targeting any one ofthe Management and Marketing themes will benefitfrom modules from other CTS strands.
21
C.4/ Management and Marketing, CTS Planning for Instruction(1997) ©Alberta Education, Alberta, Canada
A sample of these combinations are provided in thetable below.
Management andMarketing Themes
Complementary Strand
BusinessManagement Systemsand Strategies
Enterprise and InnovationLegal StudiesFinancial ManagementInformation Processing
Marketing Systemsand Strategies
Enterprise and InnovationCommunication TechnologyFashion StudiesDesign StudiesInformation ProcessingLogisticsTourism Studies
InformationManagement Systemsand Strategies
Information ProcessingCommunication Technology
Note that project modules from the CareerTransitions strand may be combined with modulesfrom other strands to provide increased opportunityfor students to develop expertise and refine theircompetencies.
Project modules are not designed to be offered asdistinct courses and should not be used to extendWork Experience 15, 25 and 35 courses.
Improving Smooth Transition to the Workplaceand/or Related Post-secondary Programs
Section H of this Guide also provides potentialtransitions students may make:
into the workplaceinto related post-secondary programs or otheravenues for further learning.
Planning for Instruction CTS, Management and Marketing /C.5©Alberta Education, Alberta, Canada (1997)
MODULE CURRICULUM AND ASSESSMENT STANDARDS:
SECTION D: INTRODUCTORY LEVEL
The following pages define the curriculum and assessment standards for the introductory level ofManagement and Marketing.
Introductory level modules help students build daily living skills and form the basis forfurther learning. Introductory modules are developed for students who have no previousexperience in the strand.
Module learner expectations define the competencies a student must demonstrate toachieve success in a module. Assessment standards define the criteria and conditions tobe used for assessing the competencies defined in the module learner expectations.
Specific learner expectations provide a detailed framework for instruction and helpstudents build the competencies defined in the module learner expectations. Additionalinformation and suggestions for instruction are provided in the Notes column; teachersmay wish to use this space to record their ideas for instruction or student projects.
Module MAM1010: Management & Marketing Basics D.3Module MAM1020: Quality Customer Service D.9Module MAM1030: Communication Strategies 1 D.15
Introductory CTS, Management and Marketing /D.1©Alberta Education, Alberta, Canada 23 (1997)
MODULE MAM1010: MANAGEMENT & MARKETING BASICS
Level: Introductory
Theme: Marketing Systems and Strategies
,Prerequisite: None
Module Description: Students identify basic management and marketing concepts, and describeretail merchandising strategies of value to the retail employee, manager orowner.
Module Parameters: No specialized equipment or facilities.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify key business a concept test consisting of questions related to 10
and marketing terms business basics:terminology.
Assessment ToolSample Test Items: World of Business: A
Canadian Profile, 3"1 ed., Workbook,Chapters 1, 2
StandardRating of 50% or higher on concept test
relate management a personal management project consisting of how 20concepts to: people use planning, organizing, leading and
his or her personal monitoring skills every day when striving to achievelife success in:organizations he or personal and family livesshe is involved in local organizations including schoolsdifferent types ofbusinesses (large andsmall)
local businesses.
Assessment ToolPresentations/Reports: Management and
Marketing Projects (MAM1010-1)Standard
Rating of 1 in each applicable task
Introductory©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
24CTS, Management and Marketing /D.3
(1997)
MODULE MAM1010: MANAGEMENT & MARKETING BASICS (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
describe the a marketing project consisting of selecting and/or 20characteristics of making a product and/or a service and listingmarketing and decisions decisions that a manufacturer, wholesaler and/ormade within themarketing mix
retailer would make regarding product/service, price,promotion, place, consumer and competition.
Assessment ToolPresentations/Reports: Management and
Marketing Projects (MAM1010-1)Standard
Rating of 1 in each applicable task
describe the role of a written, oral and/or visual presentation consisting 20retailing: of:
in Canadian history role of retailing in the marketplacein Canada today evolution of retailingin Canada in the role of technology in retailingfuture functions of retailing (buying, selling and
merchandising).
Assessment ToolPresentations/Reports: Management and
Marketing Projects (MAM1010-1)Standard
Rating of lin each applicable task
identify and analyze a written, oral and/or visual presentation on 20retail merchandisingstrategies used in themarketplace today
merchandising strategies related to product, price,service, place and promotion.
Assessment ToolPresentations/Reports: Management and
Marketing Projects (MAM1010-1)Standard
Rating of 1 in each applicable task
25
D.4/ Management and Marketing, CTS(1997)
Introductory©Alberta Education, Alberta, Canada
MODULEMAM1010: MANAGEMENT & MARKETING BASICS (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify management a personal inventory of self to include: 10
and marketing careers of assessment of talents and interestspersonal interest exploration of management and marketing careers
related to talents and interestsidentification of career interests.
Assessment ToolAssessment Task: Career Profiles (MAMCARE)
StandardThree career profiles, all sections completed
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Concept Specific Learner Expectations Notes
The student should:
Business Systems define basic terms used in the marketplace:and Strategies producer, consumer, consumption, distribution,
factors of production (land, labour, capital), etc.
identify and define the types of economicsystems; e.g., market, command, mixed
identify the economic system used in Canada
analyze the relationship between production,distribution and consumption (P-D-C Cycle)
identify the relationship between supply anddemand.
Introductory©Alberta Education, Alberta, Canada 26 CTS, Management and Marketing /D.5
(1997)
MODULE MAM1010: MANAGEMENT & MARKETING BASICS (continued)
Concept Specific Learner Expectations Notes
The student should:
Management define and describe past and present experiencesSystems and of management:Strategies personal management
management at homemanagement of the schoolmanagement of organizations to which he orshe belongs
identify and describe the role of management inan organization: planning, organizing, leading,monitoring, communicating
identify features of different forms of businessownership; e.g., sole proprietor, partnership,corporation, franchise, cooperative, conglomerate,multinational, crown corporation.
Marketing Systems describe his or her past or present marketingand Strategies experiences
identify the importance of marketing to a marketeconomy
To production? tconsumption ?
o
analyze the relationship between satisfying Can you have one without
consumers and making a profit the other?
identify the components of the "marketing mix"(four Ps and two Cs)
Product, price, promotion,place, consumers,competition.
research decisions made in each component of themarketing mix
Compare these decisionsto making a cake; e.g.,what happens when one
describe the focus marketing takes for different of the ingredients ismissing? What happens
types of businesses: when you change anmanufacturers product and service ingredient, such as
development vanilla, to chocolate?
wholesalers marketing products and servicesto retailers and other businessesretailers marketing to end user (the ultimateconsumer)
describe the effect marketing decisions have onsociety (environmental concerns, cultural issues)
For example, reduce,reuse, recycling.
differentiate between marketing and retailmerchandising.
D.61 Management and Marketing, CTS(1997)
Introductory©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
The student should:
The Role of discuss the important role of retailing in Canada Closest link is to the
Retailing in consumer.
Marketingdescribe the evolution of retailing in Canada Historical perspective
(e.g., bartering and theanalyze the role of technology in the evolution of marketplace, impact of
retailing including: World War I, railway
electronic banking (debit and credit cards)home shopping
and automobiles,introduction of thesupermarket).
scanners/UPCs (Universal Product Codes)improved product qualityjust-in-time delivery
identify and explain the three major functions of Merchandising is having
retailers: the right goods, in theright quantity, at the
buying right price, at the rightselling time, in the right place
merchandising. and ensuring consumersknow about it.
Retail analyze and show examples of product Scavenger hunt in a
Merchandising merchandising strategies used to increase sales variety of retail storescould be used when
Strategies including: exploringscrambled merchandising merchandising
narrowing the product line strategies.
sampling and product demonstrationsshelf positioning (eye-level)packaging (name, colour, size, pictures) National brands, housebrand selection and identification brands, no name.
analyze and show examples of pricingmerchandising strategies used to increase salesincluding:
multiple pricing Three for $1.00.
unit pricing on shelveswarehouse pricingloss leaders
Introductory©Alberta Education, Alberta, Canada
28
CTS, Management and Marketing /D.7(1997)
MODULE MAM1010: MANAGEMENT & MARKETING BASICS (continued)
Concept Specific Learner Expectations Notes
The student should:
Retail analyze and show examples of serviceMerchandising merchandising strategies used to increase salesStrategies including:(continued) hours of operation
franchisingdependable, consistentloyalty programs; e.g., points for purchasesdelivery, gift wrapping, installation or repairsatisfaction guaranteed
analyze and show examples of placemerchandising strategies used to increase salesincluding:
Big has lots to offer, smallsize of store is specialized andlayout of storecommonly purchased itemsplaced around the perimeter of the store
knowledgeable.
For example, produce in ause of direct lighting to enhance products supermarket.
analyze and show examples of promotional POP displays include endmerchandising strategies used to increase sales of counter, tumble
including:visual merchandisingwindow displays, point
(bins), multiple pricing,tie-in displays (related
of purchase displays (POP)items).
posters and advertisements around the storethat coordinate with promotional campaigns in Pictures and graphics on
the mediapackaging, brandnames.
shelf cards indicating specialspackaging and labelling.
Careers and analyze a variety of careers available within the Retailing, wholesaling,
Opportunities field of management and marketing
identify careers of interest within the field ofmanagement and marketing.
manufacturing,advertising, etc.
2
D.8/ Management and Marketing, CTS(1997)
Introductory©Alberta Education, Alberta, Canada
MODULE MAM1020: QUALITY CUSTOMER SERVICE
Level: Introductory
Theme: Marketing Systems and Strategies
Prerequisite: None
Module Description: Students identify and describe the target customer and the selling floor,including sales and nonsales activities.
Module Parameters: School store lab recommended, but not required.
Supporting Module: MAM1010 Management & Marketing Basics
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify and describe: a customer portfolio consisting of: 30how retailers target description of target markets includingtheir markets participants, demographics and psychographics fora variety of consumer a product, retailer and service businessbehaviours analyze a minimum of five advertisements from a
newspaper and/or magazine and indicate fivedifferent buying motives used.identify three recent purchases and indicatewhether each
was a want or needfactors that influenced each purchase
description of the AIDA concept and how it isused to influence purchases.
Assessment ToolPresentation/Reports: Customer Portfolio
(MAM1020-1)Standard
Rating of 1 in each applicable task
demonstrate effective an effective performance in a retail simulation or 60retail sales/service work situation consisting of both selling and non-techniques as: selling activities.
a retail sales clerkand/or serviceprovider
Assessment ToolAssessment Guide: Retail Sales Clerk Techniques
(MAM1020-2)cashier Cashier/Terminal Station (MAM1020-3)
StandardRating of 3 in each applicable task
Introductory©Alberta Education, Alberta, Canada
CTS, Management and Marketing /D.9(1997)
3 0 BEST COPY AVAILABLE
MODULE MA1V11020: QUALITY CUSTOMER SERVICE (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify personalinterests and
a career profile that includes job descriptions,education/qualification requirements, employment
10
opportunities as they opportunities, advancement potential and salaryrelate to careers inretailing
range.
Assessment ToolAssessment Task: Career Profiles (MAMCARE)
StandardThree career profiles, all sections completed
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Concept Specific Learner Expectations Notes
The student should:
Knowing the describe target marketCustomer
identify and describe the components of a targetmarket:
participantsbuyers, users, influencersdemographicsage, sex, income,geographical location, education, ethnicorigin, economic backgroundpsychographicslifestyles including attitude,interests and habits
identify target markets for a variety of productsand/or services.
31
D.10/ Management and Marketing, CTS(1997)
Introductory©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
The student should:
Consumer describe basic needs and identify severalBehaviours examples
describe secondary "wants" and identify severalexamples
differentiate among recent purchases and indicateif they were needs or wants
Buying Motives describe Maslow's hierarchy of needs andidentify purchases made at each level
Self-fulfillment, esteem,belonging, safety,physical.
identify and give examples of:rational buying motives
Quality, price,convenience.
emotional buying motives Love, pride, fear.
identify your buying motives on recent purchases
Influences explain the influences of income on purchases Disposable income,discretionary income.
describe how advertising influences consumerpurchases
Persuasion, information.
describe the AIDA concept (Attention, Interest,Desire, Action) and indicate its relationship toconsumer behaviour
identify influences on recent purchases.
Quality Service
PersonalCharacteristics
demonstrate high standards of personal health,grooming and cleanliness
demonstrate proper interaction and relationshipswith:
Dependable, loyal,collaborative, reliable.
customersco-workerssupervisorssuppliers
Introductory©Alberta Education, Alberta, Canada
3 2 CTS, Management and Marketing /13.11(1997)
MODULE MAM1020 QUALITY CUSTOMER SERVICE (continued)
Concept Specific Learner Expectations Notes
The student should:
Role of Sales differentiate between the role of a sales Waiting on customers
Clerk clerk/service provider and a salesperson versus presenting tothem.
describe or demonstrate how sales clerks obtain On-the-job training, otherproduct knowledge employees, manuals,
sale reps, labels anddemonstrate quality customer service when: packaging.
preparing sales receipts/billsdealing with various customer typeshandling customer complaints and returns
demonstrate use of proper approach (greeting,service, merchandise)
Committed,knowledgeable, just-looking, undecided,rushed, disagreeable,know-it-all.
Role of a demonstrate quality customer service skills as a Use cash register manuals.
Cashier cashier:identify and label various cashregister/terminal parts and functionsuse float and cash draw organizationoperate cash register/terminal or cash box Use least amount of coins
accept cheques and/or credit cards and bills possible.
make change and count change back tocustomerwrap/bag merchandisetake leave of customerclose and cash out a cash register/terminalaccurately complete cash reconciliationprepare a store deposit.
Completing Non-selling Activities
demonstrate the ability to follow store policiesand procedures
For example, security,employee conduct.
demonstrate upkeep and maintenance of a store Interior and exteriordisplays, floors,counters and shelves.
maintain well-stocked shelves Rotation of stock.
assist in preparing promotional campaigns Students help construct
including visual merchandising. and maintainpreplanned displays orhelp preparepromotional campaignsas a class project.
D.12/ Management and Marketing, CTS(1997)
33 Introductory@Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
Career Exploration
The student should:
analyze a variety of career opportunities inretailing
identify personal interests, talents and experiencesas they relate to careers in retailing.
Define key terms relatedto career path/ladders,entry-level positions,mid-management,management positions.
Introductory CTS, Management and Marketing /D.13©Alberta Education, Alberta, Canada 3 4 (1997)
MODULE MAM1030: COMMUNICATION STRATEGIES 1
Level: Introductory
Theme: Information Management Systems and Strategies
Prerequisite: None
Module Description: Students improve oral and written business communication skills necessary forefficient and effective management of information. The focus is on businesswriting strategies and composing at the computer when preparingmemorandums, e-mail messages and business letters.
Module Parameters: Access to a computer workstation.
Supporting Modules: INF1010 Computer OperationsINF1030 Word Processing 1
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
demonstrate use of the a correspondence writing project consisting of 70
writing process when planning, composing, revising and proofreading:composing a memorandumcorrespondence,including:
e-mail messages (send and reply)a personal business letter regarding a business
prewriting matter (e.g., letter of complaint from a customer)writing a business letter regarding a particular businessrevising matter.proofreading Assessment Tool
Assessment Guide: Communication StrategiesWriting Projects (MAMCOM-2)
StandardRating of 1 in each applicable task
demonstrate appropriate a role-playing situation consisting of a minimum of 20
ways to deal with two business communication scenarios; one for acallers: face-to-face situation, the other for a telephone
face to face situation. Show evidence of proper etiquette whenon the telephone making introductions and using the telephone.
Assessment ToolAssessment Guide: Communication
Strategies 1Role Playing (MAM1030-1)Standard
Rating of 1 in each applicable task
Introductory©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
35
CTS, Management and Marketing /D.15(1997)
MODULE MAM1030: COMMUNICATION STRATEGIES 1 (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify personalinterests and
a career profile that includes job descriptions,education/qualification requirements, employment
10
opportunities as they opportunities, advancement potential and salaryrelate to applyingeffective communicationstrategies in career areas
range.
Assessment ToolAssessment Task: Career Profiles
(MAMCARE)Standard
Three career profiles, all sections completed
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above.
Concept Specific Learner Expectations Notes
The student should:
Planning to Write identify and describe the different types ofBusiness business documentsDocuments memoranda (memos)
electronic messages (e-mails)personal business lettersbusiness lettersinformal business reportsform business reportsproposals and press releases
outline and research the steps in the writingprocess: prewriting, composing, revising,proofreading
describe strategies to use when planning to writebusiness documents
identify the main pointidentify the audiencedetermine the type of document (letter, memo)plan the message by listing pointsarrange points in logical order
D.16/ Management and Marketing, CTS(1997) 36
Introductory©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
Planning to WriteBusinessDocuments(continued)
The student should:
describe basic sentence structure, grammar,spelling and punctuation rules.
Writing EffectiveMemos
identify and use prewriting strategies whenpreparing e-mail messages and memos:
good organizationget to the point quicklysupply accurate informationindicate specific actions
select a format to use before writing a memo ore-mail message
compose the first draft of the memo using a wordprocessing program/template
identify and use revising strategies (e.g., check forbrevity, active language and clarity)
identify and use proofreading strategies:proofread for facts, dates, names, figures andstatistical informationproofread for sentence structure, grammar,spelling, punctuation and format.
Writing EffectiveBusiness Letters
differentiate between a personal business letterand a business letter
describe the functions of a business letter:sell products or servicesrequest material or informationanswer customer inquiries or complaintsincrease goodwillact as a permanent recordwritten contract
Introductory©Alberta Education, Alberta, Canada
r.:
CTS, Management and Marketing /D.17(1997)
MODULE MAM1030: COMMUNICATION STRATEGIES 1 (continued)
Concept Specific Learner Expectations Notes
Writing EffectiveBusiness Letters(continued)
The student should:
identify and use prewriting strategies whenpreparing personal business and business letters:
identify the purpose and audienceidentify what details need to be includedcomplete any necessary researchorganize the letter using letter formulasoutline the details of the letter in the orderthey should appear
select a letter format to use before writing
compose the first draft of the letterincluding anopening, body and closingusing a wordprocessing program
identify and use revising strategies for a businessletter
identify and use proofreading strategies:proofread for facts, dates, names, figures andstatistical informationproofread for sentence structure, grammar,spelling, punctuation and format.
For example, AIDAformula: attentioninterest, desire, action.
Effective OralCommunicationsin Business
describe effective oral communication strategiesused in business
describe the significance of non-verbal language
practise using proper telephone etiquette whenmaking/answering calls, during the call andfollowing the call
practise making proper business introductions.
Opening, listening,responding.
Body language.
Career Exploration analyze a variety of career opportunities related tobusiness communications
identify personal interests, talents and experiencesas they relate to careers in businesscommunications.
Define key terms relatedto career path/ladders,entry-level positions,mid-management,management positions.
38D.18/ Management and Marketing, CTS(1997)
Introductory©Alberta Education, Alberta, Canada
MODULE CURRICULUM AND ASSESSMENT STANDARDS:
SECTION E: INTERMEDIATE LEVEL
The following pages define the curriculum and assessment standards for the intermediate level ofManagement and Marketing.
Intermediate level modules help students build on the competencies developed at theintroductory level and focus on developing more complex competencies. They provide abroader perspective, helping students recognize the wide range of related careeropportunities available within the strand.
Module MAM2010:Module MAM2020:Module MAM2030:Module MAM2040:Module MAM2050:Module MAM2060:Module MAM2080:
Managing for Quality E.3Promotion: Advertising E.9Promotion: Visual Merchandising E.15Retail Operations E.21Office Systems 1 E.27Communication Strategies 2 E.31Records Management 1 E.35
39Intermediate CTS, Management and Marketing /E.1©Alberta Education, Alberta, Canada (1997)
MODULE MAM2010: MANAGING FOR QUALITY
Level: Intermediate
Theme: Business Management Systems and Strategies
Prerequisite: None
Module Description: Students demonstrate basic managerial skills, by assuming roles andresponsibilities of management to coordinate all available resources to achievequality results.
Module Parameters: No specialized equipment or facilities.
Supporting Module: MAM1010 Management & Marketing Basics
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify and outline a report or presentation consisting of: 10quality management the role of customers, employees and managers insystems and strategies managing for qualityused to improve quality the role of teams and collaboration
who makes decisions in quality organizationshow quality is measured.
Assessment ToolPresentations/Reports: Managing for Quality
(MAM2010-1)Standard
Rating of 2 in each applicable task
analyze the roles ofmanagers and strategies
an analysis of four case studies using videos,magazine articles, books and/or newspaper clippings.
30
used by managers toimprove quality
Discuss strategies used by managers to plan, organize,lead, monitor and communicate to improve quality.
Assessment ToolPresentations/Reports: Managing for Quality
(MAM2010-1)Standard
Rating of 2 in each applicable task
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
40CTS, Management and Marketing /E.3
(1997)
MODULE MAM2010: MANAGING FOR QUALITY (continued)
Module LearnerExpectations Assessment Criteria and Conditions Suggested
Emphasis
The student will: Assessment of student achievement should be based on:
apply management a management analysis report that identifies an area 30systems and strategies that needs improvement, defines the problem, clarifies
goals/rationale for changing the system, developsstrategies for change, and plans, implements andmonitors the change.
Assessment ToolPresentations/Reports: Managing for Quality
(MAM2010-1)Standard
Rating of 2 in each applicable task
identify, through a critical review of a current management system 20research, a current consisting of a summary of the practice including anmanagement system, and overview, strategies used, pros and cons, and personaldescribe its effect on theorganization
views regarding the system.
Assessment ToolPresentations/Reports: Managing for Quality
(MAM2010-1)Standard
Rating of 2 in each applicable task
identify personalinterests and
a career profile that includes job descriptions,education/qualification requirements, employment
10
opportunities as they opportunities, advancement potential and salaryrelate to careers inmanagement
range.
Assessment ToolAssessment Task: Career Profiles (MAMCARE)
StandardThree career profiles, all sections completed
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
E.4/ Management and Marketing, CTS(1997)
41Intermediate
©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
Quality Systems andStrategies
The student should:
describe the role of the customer in managing forquality
describe the role of front-line employees inmanaging for quality
describe the role of managers in managing forquality
describe how groups/teams can be usedeffectively
describe decision-making processes whenworking in teams
describe how quality is measured.
Planning, organizing,leading, monitoring,communicating.
Team size/type, teamleader role, teamdecision.
End of line versus duringproduction.
Strategies forPlanning
research planning as one of the basic managementroles and elaborate on the importance of planningfor quality:
establishing objectivesdeveloping a mission statement and settinggoalsdetermining how objectives will be met
compare management planning with teamplanning
explain similarities and differences inforecasting/planning at the three managementlevels (strategic, tactical, operational)
explain why contingency planning is vital.
Increased market share,p rofit, socialresponsibility.
Creating a vision.
Coordinating theorganization'sresources, personnel,finances, information,materials, facilities andwhat activities arerequired.
Strategies forOrganizing
research organizing as one of the basicmanagement roles and elaborate on theimportance of organizing for quality
compare directing with facilitating
explain how people working for a commonobjective can be organized for efficiency
describe and provide examples of:organizational chartscentralized versus decentralized controlpower, authority, responsibility,accountability, delegation.
Identify who is involved,who is in charge, whatresources are required,and howcommunication willflow.
Synergism.
Intermediate©Alberta Education, Alberta, Canada
42
CTS, Management and Marketing /E.5(1997)
MODULE MAM2010: MANAGING FOR QUALITY (continued)
Concept Specific Learner Expectations Notes
The student should:
Strategies for research leadership as a basic management role How does a leader differ
Leading and elaborate on the importance of leading forquality
from a manager?
describe the different styles of leadership Authoritarian, democratic.
compare controlling with empowering
explain how "power" is obtained and used and therelationship of "power" and "authority"
describe motivations and factors that affectindividual motivational levels:
individual differences (attitudes, needs)job characteristics (task and its significance,skill levels, autonomy, feedback,communication)organizational policies and practices (rules,intrinsic/extrinsic rewards)
describe how effective leaders influence others toact:
share influences and motivate individualsmatch individual aspirations with organizationgoalsapply intuition, anticipate change, assess,respondvisionidentify different/better ways ofproceedingself-understandingrecognizing one's ownstrengths and weaknesses
compare the types of groups that exist in an For example, team
organization and explain how groupdevelopment/processes can be encouraged.
collaboration,planning,mares decision-sh
aking.
Strategies for research monitoring as a basic management roleMonitoring and elaborate on the importance of monitoring for
quality
explain how technology can be used to helpmonitor data, information, organizationalactivities
describe ethical issues of monitoring and controlof employees.
E.6/ Management and Marketing, CTS(1997)
43 Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
Strategies forCommunicating
The student should:
research communicating as a basic managementrole and elaborate on the importance ofcommunicating for quality:
relationship between communication, actionand quality results
identify reasons for conflict and stress
describe how a managers can deal effectively withconflict resolution.
Coordinate action betweenmanagers and workers.
Applying QualityManagementS stems andStrategies
use quality management systems and strategies ina group environment
evaluate current management systems andstrategies used by managers to increase quality.
For example, managingchange, learningorganizations,restructuring,downsizing, re-engineering, bionomics.
Career Exploration analyze a variety of career opportunities related tomanagement
identify personal interests and experiences as theyrelate to careers in management.
Define key terms to careerpath/ladders, entry-levelpositions, mid-management, uppermanagement.
Intermediate 44 CTS, Management and Marketing /E.7°Alberta Education, Alberta, Canada (1997)
4110
MODULE MAM2020: PROMOTION: ADVERTISING
Level: Intermediate
Theme: Marketing Systems and Strategies
Prerequisite: None
Module Description: Students are introduced to communication channels, delivery strategies andadvertising media that can be used to inform potential customers about products'and services available in the marketplace.
Module Parameters: Access to a cassette player with a microphone and camcorder for broadcastadvertising; computer workstation with graphics software is recommended forprint advertising.
Supporting Module: MAM1010 Management & Marketing Basics
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
describe principlesinvolved in theadvertising process andapply these principles toprint and broadcastmedia
Assessment of student achievement should be based on:
a concept test consisting of questions regarding theprinciple concepts and terminology in the advertisingprocess including:
definition of advertising and publicitycontroversial issues, laws, regulations and ethicsin advertisingidentification and selection of target marketsobjectives of advertisingexamples of geographical advertising (local,regional, national, international)media: advantages and disadvantages of eachmedium and cost considerations (print andbroadcast media).
Assessment ToolSample Test ItemsMarketing Today: A Retail
Focus, 2nd ed., Teacher's Resource, Chapter12 test
StandardRating of 60% or higher on concept test
10
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
4 5
CTS, Management and Marketing /E.9(1997)
MODULE MAM2020: PROMOTION: ADVERTISING (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
investigate and report on a presentation or report consisting of a minimum of 10
basic broadcast media three of the following:types and concepts types of broadcast media
role of Canadian Radiotelevision andTelecommunications Commission (CRTC)brief history of both radio and televisiontypes of ownership of both radio and televisionlocal examples of radio stations and televisionnetworks and the types of audiences they attract.
Assessment ToolPresentations/Reports: Overview of Broadcast
Media (MAM2020-4)Standard
Rating of 2 for each applicable task
evaluate advertisements an evaluation of advertisements consisting of a 20for print, radio and collection of three advertisements for each mediumtelevision mediums (print, radio and television) which includes:
type of media, target market, objectiveeffective use of each component or productiontechniqueshow the AIDA concept was used (Attention,Interest, Desire, Action).
Assessment ToolAssessment Task: Evaluation of Print
Advertisements (MAM2020-5)Assessment Task: Evaluation of Radio and
Television Commercials (MAM2020-6)Standard
Three advertisements evaluated for each media,all sections completed
46
E.10/ Management and Marketing, CTS(1997)
Intermediate©Alberta Education, Alberta, Canada
Module LearnerExpectations Assessment Criteria and Conditions Suggested
Emphasis
The student will: Assessment of student achievement should be based on:
design and create an a project consisting of: 50effective promotional preplanning of advertisement through use ofadvertisement for two of rough draft, radio script or storyboardthe following media: final draft
print presentation of the advertisementstelevision self-assessment of created advertisement.radio
Assessment ToolAssessment Guide: Print Advertisements
(MAM2020-1)Assessment Guide: Production of Radio
Commercials (MAM2020-2)Assessment Guide: Production of Television
Commercials (MAM2020-3)Standard
Rating of 2 in each applicable task
identify personalinterests and
a career profile that includes job descriptions,education/qualification requirements, employment
10
opportunities as they opportunities, advancement potential and salaryrelate to careers inadvertising
range.
Assessment ToolAssessment Task: Career Profiles (MAMCARE)
StandardThree career profiles, all sections completed
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
47CTS, Management and Marketing /E.11
(1997)
MODULE MAM2020: PROMOTION: ADVERTISING (continued)
Concept Specific Learner Expectations Notes
The student should:
The Advertising explain what advertising is and what purpose it For extra time in
Process serves completing this module,use a Career Transitionsmodule.
Collect a range ofdifferentiate between publicity and advertising advertisements and
publicity notices andestablish a portfolio orscrapbook.
describe the various criticisms, controversies,laws and ethics regarding advertising
Gender stereotyping,misleading advertising,and regulations.
Target Market provide examples that illustrate a variety of targetmarkets for the following types of advertisements:
Who will buy it, when,where? Are features ofproduct or service
consumer products transformed intoconsumer services customer benefits?business productbusiness serviceadvocacy (institutional) advertising
Objectives describe a variety of objectives marketers use For example, attract new
when developing advertising campaigns customers, informcustomers of a newproduct.
Geographic provide specific examples of geographical For example, small local
Market promotional strategies: businesses advertisinglocally versus large
local corporations advertisingregional nationally.nationalinternational
Media identify and provide examples of various printand broadcast media
describe the advantages and disadvantages ofeach medium
compare costs in relationship to return oninvestment (audience versus cost ofcreating/producing and placing advertisement).
Creating a PrintAdvertisement
explain the steps in planning a printadvertisement:
For example, newspaper,magazine, flyer, direct
type of print mediamail.
state the objectivedefine the target audienceselect the buying motive (use of USP) Unique selling points.
E.12/ Management and Marketing, CTS(1997) 48 Intermediate
©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
The student should:
Creating a Print identify and analyze each component of a printAdvertisement advertisement:(continued) borders
headline(s)illustration or graphiccopylogo (signature)
demonstrate the use of effective layout Use of AIDA concept:
arrangements: attract attention, createinterest, stimulate
use of borders desire, induce action.use of white spaceuse of different fontsplacement of the various components
present and evaluate own print advertisement.
Overview of describe the types of broadcast advertising Radio, television.
Broadcast Mediadescribe the role of the CRTC
describe the history of both radio and television
explain the types of ownership and programmingfound in radio and television
identify a variety of radio stations available to thevarious listeners in the immediate area
describe the types of television stations:network-affiliatednetwork-ownedindependent
describe other means of television advertisingsuch as cablevision, pay-TV, videocassetterecordings, satellite, infomercials.
Intermediate©Alberta Education, Alberta, Canada
4 9 CTS, Management and Marketing /E.13(1997)
MODULE MAM2020: PROMOTION: ADVERTISING (continued)
Concept Specific Learner Expectations Notes
Advertising onRadio
The student should:
analyze radio advertising including:radio time slotseffectiveness of commercial
identify and calculate the cost of radiocommercials in various time slots
identify elements involved in preparation of aradio commercial
demonstrate the use of radio productiontechniques when planning and producing a radiocommercial
present and evaluate own radio commercial.
Use of AIDA concept:attract attention, createinterest, stimulatedesire, induce action.
Analyze radio ads: e.g.,script types, live versustaped, length,repetition, voices.
Advertising onTelevision
analyze television commercials including:time slotseffectiveness of the commercial
identify and calculate the costs of televisioncommercials in various time slots
demonstrate the use of television productiontechniques when planning and producing atelevision commercial:
storyboard preparationuse of equipment
present and evaluate own television commercial.
Use of AIDA concept:attract attention, createinterest, stimulatedesire, induce action.
Camcorder-types andlengths of shots,lighting, productionsequence.
Career Exploration analyze a variety of career opportunities in printand broadcast advertising
identify personal interests, talents and experiencesas they relate to careers in print and broadcastadvertising.
Define key terms relatedreto career path/ladders,
entry-level positions,mid-management,management positions.
5 0
E.14/ Management and Marketing, CTS(1997)
Intermediate©Alberta Education, Alberta, Canada
MODULE MAM2030: PROMOTION: VISUAL MERCHANDISING
Level:
Theme:
Prerequisite:
Module Description:
Module Parameters:
Supporting Modules:
Intermediate
Marketing Systems and Strategies
None
Students identify different types of visual merchandising, and describe how toconstruct attention-getting displays and how to evaluate visual merchandising.
No specialized equipment or facilities.
MAM1010 Management & Marketing BasicsMAM2020 Promotion: Advertising
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify and explain a visual merchandising manual using a choice of 20basic visual diagrams, pictures and/or video consisting of themerchandising concepts following visual merchandising concepts:
objectives and types of visual merchandisingelements, principles and guidelines of visualmerchandising.
Assessment ToolAssessment Task Checklist: Visual Merchandising
Manual (MAM2030-1)
StandardRating of 2 in each applicable area
create a collection of a yearly visual merchandising planner for a business. 20visual merchandising Minimum of eight visual merchandising ideas in theideas for a calendar year planner, which represents a full year's visual
merchandising plan. Ideas should include type ofdisplay, theme, merchandise, props, supplies to beused and a sketch showing the elements andprinciples of design being applied.
Assessment ToolAssessment Task: Yearly Visual Merchandising
Planner (MAM2030-2)
StandardRating of 2 in each applicable task area
Intermediate@Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
5::1,1
CTS, Management and Marketing /E.15(1997)
MODULE MAM2030: PROMOTION: VISUAL MERCHANDISING (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
design and construct a creating an interior and/or exterior visual presentation 40visual merchandising for a specific organization/business.presentation Assessment Tool
Assessment Guide: Visual MerchandisingPresentations (MAM2030-3)
StandardRating of 2 in each applicable task
evaluate various forms an evaluation of a minimum of three visual 10of visual merchandising merchandising presentations that demonstrate use of
design techniques.
Assessment ToolAssessment Task: Evaluation of Visual
Merchandising Presentations (MAM2030-4)
StandardThree evaluations, all sections completed
identify personalinterests and
a career profile that includes job descriptions,education/qualification requirements, employment
10
opportunities as they opportunities, advancement potential and salaryrelate to careers in visualmerchandising
range.
Assessment ToolAssessment Task: Career Profiles (MAMCARE)
StandardThree career profiles, all sections completed
demonstrate basic observations of individual effort and interpersonal Integratedcompetencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Concept Specific Learner Expectations Notes
VisualMerchandising
The student should:
describe what visual merchandising is andprovide examples, illustrations and/or pictures ofvarious displays/presentations
Linkages with FashionStudies.
E.16/ Management and Marketing, CTS(1997)
52 Intermediate©Alberta Education, Alberta, Canada
41)
Concept Specific Learner Expectations Notes
The student should:
Objectives explain how displays/visual presentations can The words display and
influence the customer: visual presentationhave the same meaning.
route traffic Retailers use both; incatch attention general the term display
expand window theme is being replacing by
pleasant store environment the term visualpresentation.
quick product identificationentice entry to storereinforce store imagesupport sales presentations
Types describe the different types of visual Assess the effectiveness of
merchandising presentations and provideexamples:
several retail outletdisplays.
interior (opengondola, shelving, racks,ledge, platform, etc.; closedshowcases andshadow boxes, architectural or built-updisplays)exterior (closed, semi-closed, open)season (pre-season, runner, clearance)
show how the interior presentations can becoordinated with exterior presentations
Visual describe how ideas are generated for visualMerchandising merchandisingIdeas
list visual presentation ideas for a variety ofevents and themes.
Holiday themes, events,other displays,brainstorming withothers.
Display Design
Elements identify and describe the elements of design as Consider links with
they relate to visual merchandising:CDesignommuStudiesnicatio
andn
use of linesvertical, horizontal, curve,diagonal
Technology.
Props versus products,use of shapegeometric, organic, positive,negative
foreground versusbackground.
use of colourterminology, schemes, moodsbackgrounduse of three-dimensional spaceuse of weight, size and texture
Intermediate©Alberta Education, Alberta, Canada
CTS, Management and Marketing /E.17(1997)
MODULE MAM2030. PROMOTION: VISUAL MERCHANDISING (continued)
Concept Specific Learner Expectations Notes
Principles
The student should:
identify and describe the principles of design asthey relate to visual merchandising:
patternsinterface, stairstep, gradation,pyramid, zigzag, repetition, radiationbalance, formal and informalharmony and contrastrhythmproportionemphasisunity.
Creating VisualPresentations
Guidelines apply basic guidelines when creating visualpresentations
use the KIS concept (Keep it Simple)keep the customer's viewpoint in minduse lighting to enhance the displayuse props to enhance the merchandise and Props can be built, bought
theme or borrowed. Use andconstruct differentkinds of props.
Planning and apply the steps in planning a visual presentation:Creating identify the objective
select theme, merchandise and locationcompute cost of constructing presentationassemble supplies and materials neededprepare display area, merchandise and propsconstruct the visual presentationmaintain a display. Clean windows,
background and floor;merchandise neat andclean; props in goodrepair; maintain lightingfixtures.
54E.18/ Management and Marketing, CTS(1997)
Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
The student should:
Evaluating Displays evaluate the effectiveness of the visualpresentation:
locationdesignthemeimpact/appeal
recommend possible changes to the process ofcreating the presentation and to the display itself.
Career Exploration analyze a variety of career opportunities in visual Define key terms related
merchandising
identify personal interest, talents and experiencesas they relate to careers in visual merchandising.
to career path/ladders,entry-level positions,mid-management,management positions.
Intermediate CTS, Management and Marketing /E.19©Alberta Education, Alberta, Canada 55 (1997)
MODULE MAM2040: RETAIL OPERATIONS
Level: Intermediate
Theme: Marketing Systems and Strategies
Prerequisite: None
Module-Description: Students identify retail operations that are typically performed off the sellingfloor, away from customers.
Module Parameters: No specialized equipment or facilities.Note: A school store provides students with an on-site lab for most concepts in
this module.
Supporting Modules: MAM1010 Management & Marketing BasicsMAM1020 Quality Customer Service
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify and report on a identify and report on retail store policies and 15
particular retailer's procedures used in the marketplace including: salespolicies and practices and services, credit and collection, store security,
human resources and recordkeeping.
Assessment ToolResearch Process: Retail Policies and Procedures
(MAM2040-1)Standard
Rating of 2 in each applicable task
act as a buyer when a performance in a retail simulation or work situation 15
purchasing goods and consisting of:demonstrate ordering identifying vendors and products to purchaseprocedures identifying stages in the product/fashion cycle for
these productsevaluating a minimum of two suppliers forquality, quantity, price and delivery for a varietyof productsdetermining merchandise to orderpreparing a purchase orders based on vendorselection and maintenance of an adequate stock.
Assessment ToolAssessment Task: Buying, Receiving and Payment
of Goods and Services(MAM2040-2)
StandardRating of 2 in each applicable task
Intermediate©Alberta Education, Alberta, Canada 5:6
CTS, Management and Marketing /E.21(1997)
BEST COPY AVAILABLE
MODULE MAM2040: RETAIL OPERATIONS (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
develop a checking,marking and stocking
a performance in a retail simulation or work situationconsisting of:
15
system to use after goods completing receiving dock procedureshave been received checking goods using different methods (e.g.,
direct, blind, quality, spot)marking goodsstocking goods on or off the selling floor.
Assessment ToolAssessment Task: Buying, Receiving and Payment
of Goods and Services(MAM2040-2)
StandardRating of 2 in each applicable task
verify and process a performance in a retail simulation or work situation 15invoices for payment of consisting of:goods and services verifying accuracy of invoicesreceived calculating due dates
calculating discounts and net invoicesrecording payments in a cash journalpaying invoices by cheque.
Assessment ToolAssessment Task: Buying, Receiving and Payment
of Goods and Services(MAM2040-2)
StandardRating of 2 in each applicable task
describe pricing a performance in a retail simulation or work situation 15strategies used by consisting of:retailers calculating markups based on cost and retail
calculating markdownscalculating break-even pointsdetermining pricing policiestagging merchandise.
Assessment ToolAssessment Task: Pricing and Controlling Goods
and Services (MAM2040-3)
StandardRating of 2 in each applicable task
57E.22/ Management and Marketing, CTS(1997)
Intermediate©Alberta Education, Alberta, Canada
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
demonstrate effective completing and evaluating an inventory system 15
use of systems and consisting of:strategies to control counting and calculating goods in stock using agoods minimum of one inventory method (e.g., FIFO,
LIFO, perpetual)preparing an inventory list
- calculating stock turns- stocking merchandise on or off the selling floor.- recommending procedures to improve system.
Assessment ToolAssessment Task: Pricing and Controlling Goods
and Services (MAM2040-3)Standard
Rating of 2 in each applicable task
identify personalinterests related to
a career profile that includes job descriptions,education/qualification requirements, employment
10
careers in retail opportunities, advancement potential and salaryoperations includingbuying, receiving,stocking, storing andpayment of merchandise
range.
Assessment ToolAssessment Task: Career Profiles (MAMCARE)
StandardThree career profiles, all sections completed
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
BEST COPY AVAILABLE
Intermediate©Alberta Education, Alberta, Canada
58 CTS, Management and Marketing /E.23(1997)
MODULE MAM2040: RETAIL OPERATIONS (continued)
Concept Specific Learner Expectations Notes
Retail Systems andStrategies
The student should:
research and report on policies for a variety ofretail stores including:
sales and servicescredit and collectionstore securityhuman resourcesrecordkeeping.
Systems andStrategies forBuying Goods
describe the duties of a buyer
identify how goods are classified:type of goods convenience, impulse,shopping specialty and staplebrand names national, private, generic
identify and discuss the product and fashion lifecycle
research buying data/sources:supplier information, sources, reputationproduct classification, price, availability
use purchase order/requisition forms when buyinggoods
explain what the following shipping terms meanand what impact they have on the buyer:
FOB factoryFOB destinationFOB shipping point.
Good linkage withInformation Processing:use of database,spreadsheet.
Systems andStrategies forReceiving Goods
describe procedures and methods used forreceiving goods (receiving, checking, storage,stocking)
analyze what remedies the buyer has or whatactions can be taken for:
damage/breakagesubstitution/poor qualityoverage/shortagelost/misplaced order.
Signing of delivery receiptor packing slip forverification of numberof cartons or boxesshipped.
Direct checks versusindirect (blind) checksagainst purchase orders,packing slips orinvoices.
E.24/ Management and Marketing, CTS(1997) 59 Intermediate
©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
Systems andStrategies forPayment ofGoods
The student should:
verify the accuracy of invoices
identify the different types of discounts availableto retailers
calculate discounts and the net totals of invoices
record the purchases of goods received
pay invoices by cheque or cheque requisition.
Trade, cash etc.
Systems andStrategies forPricing andMarking
calculate the markup of goods based on cost andretail price
calculate break-even point
identify and discuss what type of price tagsshould be used
identify pertinent information to be included inprice tags (including cost codes)
identify how and when goods are marked down
calculate the markdown of goods
describe the application and effect of pricingpolicies:
market penetration (low entry)skimming (high entry)comparable (competitive range)flexible (one-price, variable)relative (desired level).
Retail price, cost codes,department, seasonpurchased, vendor, etc.
Systems andStrategies forControlling andStoring Goods
identify the different methods of inventory controlavailable
demonstrate the use of various methods
explain and calculate stock turnover
describe stocking and storage consideration fromthe buyer's perspective when orders are received:
sales floorbackup stock off the selling floorwarehouse.
For example, first in, firstout (FIFO), last in, firstout (LIFO), perpetual.
Intermediate©Alberta Education, Alberta, Canada 60
CTS, Management and Marketing /E.25(1997)
MODULE MAM2040: RETAIL OPERATIONS (continued)
Concept Specific Learner Expectations Notes
Career Exploration
The student should:
analyze a variety of career opportunities in retailoperations including buying, receiving, stockingand storing and payment of merchandise
identify personal interests, talents and experiencesas they relate to careers in retail operations.
Define key terms relatedto career path/ladders,entry-level positions,mid-management,management positions.
E.26/ Management and Marketing, CTS 61 Intermediate(1997) ©Alberta Education, Alberta, Canada
OMODULE MAM2050: OFFICE SYSTEMS 1
Level: Intermediate
Theme: Information Management Systems and Strategies
Prerequisite: INF1030 Word Processing 1
Module Description: Students identify and describe strategies and procedures in the officeenvironment and managing processes and protocols related to electionicequipment, written communication transmittal and business travellingarrangements.
Module Parameters: Access to electronic office equipment.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
conduct an analysis of a an analysis report of an office that includes: 10
selected office name and flow chart of organizationenvironment rationale for how the office is organized
explanation of how tasks are definedhow the office focuses on qualitystrategies used to increase productivityidentify and access office equipment used.
Assessment ToolResearch Process: Office Systems 1 Office
Environments (MAM2050-1)Standard
Rating of 2 in each applicable task
demonstrate use of a practical lab experience in a simulated or actual 40electronic equipment office. Show evidence of efficient use of threewithin office different electronic office equipment.environment(s) Assessment Tool
Assessment Task: Office Systems 1 PracticalLab Experience (MAM2050-2)
StandardRating of 2 in each applicable task
Intermediate©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
62CTS, Management and Marketing /E.27
(1997)
MODULE MAM2050: OFFICE SYSTEMS 1 (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
develop procedures for an office manual or demonstration of work experience 20
managing written for written communication transmittals including:communications planning and organizing strategies and procedurestransmittals for incoming and outgoing mail
making decision regarding the appropriate postalor private services to use for a minimum of 10different documents.
Assessment ToolAssessment Guide: Office Systems 1 Written
Communications/Transmittals (MAM2050-3)Standard
Rating of 2 in each applicable task
make travel a travel project consisting of creating a business trip 20arrangements for a scenario and making arrangements for the tripbusiness trip including:
gathering necessary informationmaking decisions regarding who to book through,transportation and accommodationspaying special attention to international travelpreparing an itinerarypreparing budget and expense claims.
Assessment ToolAssessment Guide: Office Systems 1 Travel
Project (MAM2050-4)Standard
Rating of 2 in each applicable task
identify personalinterests related to office
a career profile that includes job descriptions,education/qualification requirements, employment
10
careers opportunities, advancement potential and salaryrange.
Assessment ToolAssessment Task: Career Profiles (MAMCARE)
StandardThree career profiles, all sections completed
E.28/ Management and Marketing, CTS(1997)
BEST COPY AVAILABLE
63 Intermediate©Alberta Education, Alberta, Canada
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
demonstrate basic..
competencies.
Assessment of student achievement should be based on:
observations of individual effort and interpersonalinteraction during the learning process.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Integratedthroughout
Concept Specific Learner Expectations Notes
The student should:
Office Environment research how various business offices are Select from offices of:
organized with respect to:organizational structure
various sizes (e.g.,home business, largebusiness, community
priorities/philosophydesign and layout
organization,telecommuting);various sectors of the
identify the components of a work area:hardware
economy (e.g., oil,service industry, real
software estate, insurance, health
telecommunications industry, auto
resources/references dealership).
ergonomics
describe how the office supports a commitment toquality management:
focus on customeraccuracy, completeness, simplicityusing references/research
identify and assess strategies that increasepersonal productivity:
time and work managementsetting prioritiesresource management
use a variety of electronic office equipment. Telephones, photocopiers,calculators, electronicmail, facsimiles,dictaphones.
Intermediate©Alberta Education, Alberta, Canada 64
CTS, Management and Marketing /E.29(1997)
MODULE MAM2050: OFFICE SYSTEMS 1 (continued)
Concept Specific Learner Expectations Notes
Managing WrittenCommunications
The student should:
research strategies and procedures for small andlarge businesses regarding:
processing incoming mailpreparing outgoing mail
research postal services available for transmittingdocuments:
various classes of mailspecial servicesother carriers available (private couriers andmessenger services)
analyze the effect of electronic technology andcommunicating terminals on transmission ofwritten documents.
For example, registered,special delivery.
Managing TravelArrangements
gather the necessary information to arrange abusiness trip
select:how to handle bookings and reservationsmode of transportationaccommodations
describe the special arrangements necessary whentraveling internationally
prepare budgets and expense claims for businesstripsprepare itineraries for business trips.
Self, travel agent,consumer group.
Professionalism demonstrate proper personal grooming and dressappropriate to the office environment
research issues related to ethics and lawsregarding the use of electronic office equipment.
For example, copyrightlaws.
Career Exploration analyze a variety of career opportunities related tothe office work
identify personal interests, talents and experiencesas they relate to office careers.
Define key terms relatedto career path/ladders,entry-level positions,mid-management,management positions.
E.30/ Management and Marketing, CTS(1997)
65 Intermediate©Alberta Education, Alberta, Canada
IIIMODULE MAM2060: COMMUNICATION STRATEGIES 2
Level: Intermediate
Theme: Information Management Systems and Strategies
Prerequisite: MAM1030 Communication Strategies 1
Module Description: Students improve their basic oral and written communication strategies,necessary to efficient, effective management of information. The focus is ontechnical writing strategies and composing at the computer when preparinginformal business reports and proposals.
Module Parameters: Access to computer workstation.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
critique informal reading and critiquing a minimum of three informal 15
business reports reports in an area of interest in regards to contentorganization, clarity, completeness and use of propersentence structure, grammar, spelling andpunctuation. Suggest ways the report could beimproved.
Assessment ToolAssessment Task: Communication Strategies,
Read and Critique Technical Reports(MAMCOM-1)
StandardRating of 2, all questions answered
demonstrate use of the composing and formatting a minimum of two 70writing process; e.g.,prewriting, writing,revising, proofreading,when composingbusiness reports orproposals
informal reports in an area of interest. Show evidencethat the writing process was followed duringpreparation (prewriting, writing, revising,proofreading).
Assessment ToolAssessment Guide: Communication Strategies
Writing Projects (MAMCOM-2)Standard
Rating of 2 in all applicable tasks
BEST COPY AVA1LA
Intermediate©Alberta Education, Alberta, Canada
66
LE
CTS, Management and Marketing /E.31(1997)
MODULE MAM2060: COMMUNICATION STRATEGIES 2 (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
deliver an oral report,using effective
an oral presentation consisting of a minimum five-minute presentation on a designated topic. Show
15
communication evidence of effective oral communication strategiesstrategies including non-verbal skills.
Assessment ToolAssessment Guide: Communication Strategies
Oral Presentations (MAMCOM-3)Standard
Rating of 2 in all applicable tasks
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Concept Specific Learner Expectations Notes
The student should:
Preparing to Write research the types of business situations that Select from offices of:
Technical require technical reports: various sizes (e.g.,home business, large
Reports investigative report, analysis of a particular business, communityproblemevaluation of an existing situation or a
organization,telecommuting);
proposed action various sectors of theeconomy (e.g., oil,
response to a situation or incident service industry, realprogress being made on a long-term project estate, insurance, health
proposal, persuades the reader to adopt a industry, auto
changedealership).
67
E.32/ Management and Marketing, CTS(1997)
Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
The student should:
Preparing to Write distinguish between the need for informal andTechnical formal reports in business environments:Reports situation(continued) audience
details of investigation
compare the characteristics between informal andformal writing including:
writing styleslength and layout.
Writing Effective research and use prewriting strategies whenInformal Reports preparing informal reports:
identify the purposelist key pointsdiscussion of finding
outline the sections of an informal report:summaryintroductiondiscussionconclusion(s)recommendationsappendicescharts, supporting data,diagrams
draft the informal report using the following Use word-processing
strategies: programs, templates.
write in an unbiased mannersubstantiate opinionsbe specificconstruct and attach any appendices
identify and use revising strategies such as askingquestions like the following:
is the report properly focused?is the report complete?are conclusions and recommendations logicalwith the findings?are there any inconsistencies orcontradictions?
Intermediate©Alberta Education, Alberta, Canada 68
CTS, Management and Marketing /E.33(1997)
MODULE MAM2060: COMMUNICATION STRATEGIES 2 (continued)
Concept Specific Learner Expectations Notes
The student should:
Writing Effective identify and use proofreading strategies:Informal Reports proofread for facts, dates, names, figures and(continued) statistical information
proofread for sentence structure, grammar,spelling, punctuation and format.
Oral give oral instructions in person or on a recordingCommunications to enable another person to complete a specified
task
receive instructions from a person or on arecording and develop a plan to complete aspecified task
rehearse a prepared oral or written report on abusiness topic using effective oral communicationstrategies.
69E.34/ Management and Marketing, CTS Intermediate(1997) ©Alberta Education, Alberta, Canada
MODULE MAM2080: RECORDS MANAGEMENT 1
Level:
Theme:
Prerequisite:
Module Description:
Module Parameters:
Intermediate
Information Management Systems and Strategies
None
Students demonstrate basic records management skills for ,a manual recordssystem, emphasizing alphabetic coding procedures.
Access to a computer workstation with database software, if completing thismodule electronically.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify and describe a concept test consisting of questions related to 30basic filing/records planning and organizing a filing/records managementmanagement concepts system manually or electronically and creating and/or
using a manual or electronic alphabetic recordsmanagement system.
Assessment ToolSample Test Items: Pitman Office Handbook
Workbook, pp. 148-150 or sample activityp. 151, or Quick Filing Practice Teacher'sManual, Quiz 1 4, pp. 17-23
StandardRating of 65% or higher on concept test
demonstrate ability to a records management project (manual or electronic) 60organize and use an consisting of:alphabetic filing/records organizing a system for alphabetic recordsmanagement system indexing records
cross-referencing recordsusing the system to store, retrieve and/ormanipulate records.
Assessment ToolAssessment Guide: Records Management Project
(MAM2080-1)Standard
Rating of 1 in each applicable task with 65%accuracy
BEST COPY AVAILABLEIntermediate©Alberta Education, Alberta, Canada
70CTS, Management and Marketing /E.35
(1997)
MODULE MAM2080: RECORDS MANAGEMENT 1 (continued)
Module LearnerExpectations Assessment Criteria and Conditions Suggested
Emphasis
The student will: Assessment of student achievement should be based on:
identify personalinterests and
a career profile that includes job descriptions,education/qualification requirements, employment
10
opportunities as they opportunities, advancement potential and salaryrelate to careers inrecords management
range.
Assessment ToolAssessment Task: Career Profiles (MAMCARE)
StandardThree career profiles, all sections completed
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Concept Specific Learner Expectations Notes
The student should:
Records describe records and describe why records are Local filing and records
ManagementBasics
kept
identify a variety of records management systems
management systemcurrently in use such asvideo store or doctor'soffice.
compare a manual filing system with an electronicrecords system
research laws regarding use and access to recordsmanagement systems
identify potential problems associated withrecords management systems
identify the four main types of filing methods(alphabetic, numeric, subject, geographic)
71E.36/ Management and Marketing, CTS(1997)
Intermediate©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
RecordsManagementBasics(continued)
The student should:
analyze appropriate procedures to create a recordsmanagement system:
objectives and goalsassessment of system needed (types ofinformation to be stored, best format forstoring information):
centralized or decentralizedmanual or electronicfiling method
procedures for using the system (what recordsto keep, who will keep them, where to storerecords before filing, when to file, when topurge).
The purpose of keepingrecords, establishingfiling/record storagesystems.
Organizing anAlphabeticFiling/RecordsManagementSystem
identify records that are managed alphabetically
research the steps to be completed when filing(inspecting, indexing, sorting, coding and storing)
describe the function of cross-referencing
practise using the rules for alphabetic filing byindexing a variety of records and filing them
identify and describe filing equipment andsupplies necessary to create and maintain anefficient manual filing system.
If using a filing practiceset, laminate indexingcards andcorrespondence.Students can usesoluble felts forindexing and wipe themclean for reuse aftertasks have beencompleted.
Storing andMonitoringAlphabeticRecords
store new data or records in a filing/recordsmanagement system
retrieve records from a manual filing system
analyze strategies to prevent records from beingmisfiled or managed.
Career Exploration analyze a variety of career opportunities related torecords management
identify personal interests, talents and experiencesas they relate to careers in records management.
Define key terms relatedto career path/ladders,entry-level positions,mid-management,management positions.
Intermediate©Alberta Education, Alberta, Canada
7 2
CTS, Management and Marketing /E.37(1997)
MODULE CURRICULUM AND ASSESSMENT STANDARDS:
SECTION F: ADVANCED LEVEL
The following pages define the curriculum and assessment standards for the advanced level ofManagement and Marketing.
Advanced level modules demand a higher level of expertise and help prepare students forentry into the workplace or a related post-secondary program.
Module MAM3010:Module MAM3020:Module MAM3030:Module MAM3040:Module MAM3050:Module MAM3060:Module MAM3070:Module MAM3080:Module MAM3090:
The Business Organization F.3Business in the Canadian Economy F.9Business in the Global Marketplace F.13Promotion: Sales Techniques F.19Distributing Goods & Services F.25Setting Up a Retail Store F.29Office Systems 2 F.33Communication Strategies 3 F.37Records Management 2 F.41
Advanced 73 CTS, Management and Marketing /F.1©Alberta Education, Alberta, Canada (1997)
IIIMODULE MAM3010: THE BUSINESS ORGANIZATION
Level: Advanced
Theme: Business Management Systems and Strategies
Prerequisite: None
Module Description: Students identify and describe organizational structures, management theoriesand organizations as working units. Students also explain their beliefs of what,successful organizations might look like in the future.
Module Parameters: No specialized equipment or facilities.
Supporting Modules: MAM1010 Management & Marketing BasicsMAM2010 Managing for Quality
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify and assess local a presentation of organizational charts of local 15
examples of different businesses/organizations that present the four maintypes of organizationalstructures
organizational structures (functional, line and staff,geographical and matrix). Assess each organization'slevels of management and channels ofcommunications.
Assessment ToolPresentations/Reports: The Business
Organization (MAM3010-1)Standard
Rating of 2 in each applicable task
analyze the differentmanagement theories
analyzing a minimum of three management theories,each consisting of an overview, strengths and
30
and forecast future weaknesses of each, organizational strategies for eachtrends theory, personal views of the theory they like best,
and personal opinions regarding future trends.
Assessment ToolPresentations/Reports: The Business
Organization (MAM3010-1)Standard
Rating of 2 in each applicable task
BEST AVAILA
Advanced©Alberta Education, Alberta, Canada
74 CTS, Management and Marketing /F.3(1997)
MODULE MAM3010: THE BUSINESS ORGANIZATION (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
examine the purpose of a concept test or report consisting of the roles and 15
the following areas in a responsibilities of managers in the functional areas ofbusiness organization,and the roles and
research and development, production, finance,marketing, purchasing, administration and human
responsibilities formanagers in each ofthese areas:
research anddevelopment
resources.
Assessment ToolPresentations/Reports: The Business
Organization (MAM3010-1)
production Standard
finance Rating of 2 in each applicable taskmarketingpurchasingadministrationhuman resources
identify why businesses a critique consisting of a minimum of three businesses 20succeed/fail and how that have succeeded and/or failed. Describe howorganizations measure these businesses rate success/failure and measuretheir success/failure performance.
Assessment ToolPresentations/Reports: The Business
Organization (MAM3010-1)Standard
Rating of 2 in each applicable task
evaluate a current a presentation of a current issue facing managers 10challenge facing consisting of identifying the issues, the reason it is amanagers in today's challenge to managers, any controversy surroundingsociety the issue, possible solutions to resolve the issue,
personal views on the issue.
Assessment ToolPresentations/Reports: The Business
Organization (MAM3010-1)Standard
Rating of 2 in each applicable task
BEST COPY AVAILABLEF.4/ Management and Marketing, CTS(1997)
Advanced©Alberta Education, Alberta, Canada
Module Learner Assessment Criteria and ConditionsExpectations
SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify personalinterests and
a career profile that includes job descriptions,education/qualification requirements, employment
10
opportunities as they opportunities, advancement potential and salaryrelate to careers in largeorganizations
range.
Assessment ToolAssessment Task: Career Profiles (MAMCARE)
StandardThree career profiles, all sections completed
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Concept Specific Learner Expectations Notes
The student should:
Organizational analyze the types of organizational structuresStructures including:
functional (organized by functions)line and staff (organized by product line)
Production, accounting,divisional, by product
geographical (organized by region)committee and matrix (organized by teams)
west, central, eastern,project-oriented.
Use organizational charts.diagram a firm's organization for each type of Top-level, mid-level,structure supervisory.
research the levels of management in themanagerial hierarchy for each structure
describe the channels of communications andflow of information for a variety of organizations.
Advanced©Alberta Education, Alberta, Canada
76 CTS, Management and Marketing /F.5(1997)
MODULE MAM3010. THE BUSINESS ORGANIZATION (continued)
Concept Specific Learner Expectations Notes
ManagementTheories
The student should:
research and critique popular theories ofmanagement including:
classicalscientific managementmanagement by objectivesmanagement by wandering aroundJapanese modeltotal quality managementsite-based managementfuture trends
determine and justify the best organizationalstructure(s) to use for each theory
determine and justify the theory (or combinationof theories) that best fit the needs of present-daysociety.
ManagementFunctions
research management roles in the followingfunctional areas and explain management tasksand responsibilities in each:
research and developmentproduction/manufacturingfinance/accountingmarketingpurchasingadministrationhuman resources
explain how each function fits within theorganization, key components of the function andcharacteristics of successful/effective members.
Top-level, mid-level,supervisory (line).
Indicators of Success identify common reasons why organizationssucceed/fail:
business organizationsretail organizations
describe how an organization can rate its success
describe how performance (owner, manager,support team) can be measured and recognized.
For example, profit,customer/client loyalty,employeecommitment/loyalty.
F.6/ Management and Marketing, CTS(1997)
77 Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
The student should:
Professional identify and analyze ethical challenges that affectConduct of organizations and personnel:Organizations interpersonal interactions within the
organizationcompany policies and protocolscustomers interactionsbusiness associates and competitors
describe examples of how social responsibility Unemployment; human
has been addressed/not addressed by an rights; environmentalconcerns regarding
organization. land, air, water.
Career Exploration analyze a variety of career opportunities related to Define key terms to career
large organizations path/ladders, entry-levelpositions, mid-
identify personal interests and experiences as they management, upper
relate to careers in large organizations. management.
Advanced©Alberta Education, Alberta, Canada 78 CTS, Management and Marketing /F.7
(1997)
MODULE MAM3020: BUSINESS IN THE CANADIAN ECONOMY
Level: Advanced
Theme: Business Management Systems and Strategies
Prerequisite: None
Module Description: Students expand and relate their knowledge of economics to how businessdecisions are made within the community, the province, nationally andinternationally,
Module Parameters: No specialized equipment or facilities.
Supporting Modules: MAM1010 Management & Marketing BasicsMAM2010 Managing for Quality
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify basic economic a concept test related to basic economic systems and 20terms and concepts strategies.
Assessment ToolSample Test Items: World of Business: A
Canadian Profile, 3'd ed., Workbook,Chapters 2, 12 and 19
StandardRating of 60% or higher on concept test
demonstrate knowledge a report or presentation consisting of: 50of the Canadian explanation of Canada's mixed economyeconomy goals of the Canadian economic system
examples of goods and services provided in thepublic and private sectorcircular flow, role of profittimeline of Canada's business cycle over the past50 years and actions taken to stabilize theeconomyexplanation of how income is earned and spentrole of the Bank of Canada and other financialinstitutionsconstruct and explain supply and demand graphs.
Assessment ToolResearch Process: Business in the Canadian
Economy (MAM3020-1)Standard
Rating of 2 in each applicable task
Advanced©Alberta Education, Alberta, Canada
I COPY AVAILABLE
79CTS, Management and Marketing /F.9
(1997)
MODULE MAM3020: BUSINESS IN THE CANADIAN ECONOMY (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify, describe and a position paper that: 30evaluate an economic identifies an issueissue challenging summarizes the concerns of all sidesCanadian businesses states personal position
recommends course of action.
Assessment ToolResearch Process: Business in the Canadian
Economy (MAM3020-1)Standard
Rating of 2 in each applicable task
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Concept Specific Learner Expectations Notes
The student should:
Economic Systems describe the important role of economics in ourand Strategies personal lives
research how scarcity imposes the need to makechoices by the individual and by society
describe how all choices are "trade-offs" or"opportunity costs"
cite examples of opportunity costs
describe the factors of production (land, labour,capital)
See MAM1010.
evaluate goods and services within the community Include examples from
and determine who produces and consumes them. both the publicprivate sectors.
and
research the key decisions of consumers (What topurchase? How many to purchase, at what cost?)
research the key decisions of producers (What toproduce? How many to produce? With whatresources? What cost?)
F.10/ Management and Marketing, CTS(1997) 80
Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
The student should:
Economic Systems analyze the interrelationship of consumers andand Strategies(continued)
producers
explain key economic indicators:Gross Domestic Product (GDP)personal incomeconsumer price indexunemployment ratesstock/bond markets
compare the different types of economic systemslisting the characteristics, advantages anddisadvantages of each:
marketcommandmixed.
Canadian Economic research the goals of our Canadian economicSystem and systemStrategies explain the role of profit in our mixed economy
research the circular flow of our economy and itseffects on:
consumersgovernmentbusinessGross Domestic Product
describe the business cycle during times ofprosperity and depression
explain actions the government might take tostabilize our economy
explain how income is earned and spent
describe the role of the Bank of Canada and otherbanking institutions in determining interest ratesand the relationship interest rates have onpurchases, investments, etc.
Advanced©Alberta Education, Alberta, Canada
81
CTS, Management and Marketing /F.11(1997)
MODULE MAM3020. BUSINESS IN THE CANADIAN ECONOMY (continued)
Concept Specific Learner Expectations Notes
The student should:
Supply, Demand,Price
research the laws of supply and demand Elasticity of supply anddemand, externalinfluences, governmentinfluences.
analyze the effects of supply and demand on price With and without
in a variety of market scenarios competition, with andwithout marketing/
identify recent examples of how the market hasmade adjustments to price and supply of variousgoods and services.
advertising initiatives.
Economic Issues identify key issues that challenge Canadian Economic growth versus
ChallengingCanadian
business (community, region, province, nation,international)
environmental (air,land, water) issues,regional disparity and
Businessresearch one of these issues in depth. diversity, changing
work force, dealingwith unemployment.
82
F.12/ Management and Marketing, CTS Advanced(1997) ©Alberta Education, Alberta, Canada
MODULE MAM3030: BUSINESS IN THE GLOBAL MARKETPLACE
-Level: Advanced
Theme: Business Management Systems and Strategies
Prerequisite: None
Module Description: Students identify the opportunities and challenges that confront businesspeople in establishing a global business operation.
Module Parameters: No specialized equipment or facilities.
Supporting Modules: MAM1010 Management & Marketing BasicsMAM2010 Managing for QualityMAM3020 Business in the Canadian Economy
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
compare existing researching a minimum of four businesses (two with 15
international business developing and two with developed nations) andventures within reporting the following:developing and name of company and products and/or servicesdeveloped nations organizational structure (e.g., multinational)
management and marketing systems and strategiesconstraints and considerations identified whendoing business with the foreign nationlocal challenges resulting from global competition.
Assessment ToolPresentations/Reports: Business in the Global
Marketplace (MAM3030-1)Standard
Rating of 2 in each applicable task
identify and examine a concept test consisting of questions related to global 15
existing legislation that business legislation, regulations and organizationsaffects global ventures including:
basic concepts of international trade.provincial and Canadian legislationtrading blocs, agreements and policy.
Assessment ToolSample Test Items: World of Business: A
Canadian Profile, .rd ed, Workbook,Chapters 6, 7, 8
StandardRating of 60% or higher on concept test
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
83 CTS, Management and Marketing /F.13(1997)
MODULE MAM3030: BUSINESS IN THE GLOBAL MARKETPLACE (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
analyze existing global analyzing a minimum of four case studies using 20ventures videos, magazine articles, books and/or newspaper
clippings, which represent the use of differentmanagement and marketing strategies in the globalmarketplace.
Assessment ToolPresentations/Reports: Business in the Global
Marketplace (MAM3030-1)Standard
Rating of 2 in each applicable task
identify and investigate a research project on the global marketplace. See 50global entrepreneurialopportunities within adeveloping and adeveloped nation
Global Marketplace Research Project.
Assessment ToolsSample Project: Global Marketplace Project
(MAM3030-2)Research Process: Business in the Global
Marketplace Project (MAM3030-3)Standard
Rating of 2 in each applicable task
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
84
F.14/ Management and Marketing, CTS Advanced(1997) ©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
The student should:
Global BusinessOpportunities
explain global marketplace terms
identify and describe a variety of internationalbusinesses including organizational structures,manager roles and responsibilities for foreign
For example, sanctions,imports, exports, tariffs,embargo.
Conglomerates,multinational, small
companies in Canada; Canadian companies business, franchise
abroad foreign subsidiaries,joint ventures, off
describe the pros and cons of various forms of shore.
international business opportunities. Use of SWOT (strengths,weaknesses,opportunities, threats).
Legislation and research existing provincial legislation/Policies regulations that promote or hinder trade within
Canadian
research Canadian and other nationlegislation/regulations that promote or hindertrade with Canada
explain and describe the:What are the strengths and
World Trade Organization weaknesses of eachCanada/US Free Trade Agreement bloc?
North American Free Trade AgreementEuropean Economic CommunityAsian Pacific Rim
Use of SWOT (strengths,weaknesses,opportunities, threats).
other international trading agreements
describe a "protectionism" policy and thehistorical effect it has had on countries
describe/debate Canada/U.S. actions regarding: E.g., importing anddumping of sugar beets
tariffs (import and export tax) in Canada and its effectdumping on the Alberta
economy.prepare an organization chart with functions,duties, descriptions, and examples of:
export departmentexport managercommission agent
research the role of the World Bank ininternational business
Advanced©Alberta Education, Alberta, Canada 85
CTS, Management and Marketing /F.15(1997)
MODULE MAM3030 BUSINESS IN THE GLOBAL MARKETPLACE (continued)
Concept Specific Learner Expectations Notes
The student should:
Legislation and describe the basic concepts of international tradePolicies from a fiscal and economic position:(continued) balance of trade
balance of paymentsexchange rate (floating, devaluation,revaluation)counter trade.
Strategies for describe the concept of "profit with principles" Marketing Today, The
Operating in theGlobal
when doing business with developing nations Body Shop Case Study,p. 291.
Marketplace describe the global competitive forces beingexerted on the Canadian business community
Trading blocs,telecommunications.
explain how a Canadian business operation might How is the business
determine its "niche" in the international unique in the global
marketplacemarketplace?
Students may want toresearch and summarize how management research international
organizes for an effective international strategy: marketing blunders.
development of new products/services Use of local personnel
maximize advanced technology capability (e.g., translators) who
(communication, research, production) know the local marketcan help make decisions
using resources from the local communityidentify local economic political, social andenvironmental issues
regarding the market,transportation,advertising, sales, and
clarify profit targets production, use oftrade commissioners.
research and explain possible involvementopportunities on the international business scene(provide examples and identify management'srole):
exportingimporting (directly/indirectly)licensing (licensee/licenser)franchising (franchisee/franchiser)foreign marketingforeign production and marketing.
86
F.16/ Management and Marketing, CTS(1997)
Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
The student should:
Constraints and research and assess managerial considerations in aConditions foreign country; e.g.:
geographical conditionseconomic conditionssocial conditionspolitical conditionscultural differencesenvironmental conditions
contrast risks/challenges to opportunities andindicate on what basis a positive decision wouldbe made to proceed with a foreign venture
describe how management practices differ in theglobal marketplace in relation to:
leadership practicesorganization structureemployee motivation levels/incentivesquality standards.
Advanced 8 7 CTS, Management and Marketing /F.17©Alberta Education, Alberta, Canada (1997)
MODULE MA.M3040: PROMOTION: SALES TECHNIQUES
Level: Advanced
Theme: Marketing Systems and Strategies
Prerequisite: None
Module Description: Students learn techniques for successful selling.
Module Parameters: No specialized equipment or facilities.
Supporting Modules: MAM1010 Management & Marketing BasicsMAM2020 Promotion: Advertising
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
critique salespersons and critiquing a minimum of three sales presentations 20customers during the from a variety of resources including:selling process live
videocases.
Assessment ToolAssessment Task: Observe and Critique Sales
Presentations (MAM3040-1)
StandardCritique 3 presentations, all sections completed
develop and demonstrate planning, presenting and self-assessing a person-to- 70proper sales techniques person sales presentation using a product that can be
demonstrated. Include all steps of the selling process.
Assessment ToolAssessment Guide: Sales Presentation
(MAM3040-2)
StandardRating of 2 in each applicable task
identify personalinterests and
a career profile that includes job descriptions,education/qualification requirements, employment
10
opportunities as they opportunities, advancement potential and salaryrelate to careers in sales range.
Assessment ToolAssessment Task: Career Profiles (MAMCARE)
StandardThree career profiles, all sections completed
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
88CTS, Management and Marketing /F.19
(1997)
MODULE MAM3040: PROMOTION: SALES TECHNIQUES (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
demonstrate basiccompetencies.
Assessment of student achievement should be based on:
observations of individual effort and interpersonalinteraction during the learning process.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Integratedthroughout
Concept Specific Learner Expectations Notes
The student should:
The Salesperson define selling and discuss the role of thesalesperson in:
the buying and selling processselling self, the products/services, the businesshuman relations
discuss the effect of ethical and legalconsiderations on the role of the salesperson
identify personality traits that are needed bysalespeople and indicate why they are important
list characteristics that customers expect to find ina salesperson and indicate:
why they are importantwhy they can have either a positive or negativeeffect
explain what is required in a successful salespresentation.
Satisfying describe why people buy See Quality Customer
Customers describe different customer typesService (MAM1020).
describe what produces satisfaction when makinga personal purchase:
evaluation of alternativesmaking the purchasere-evaluating the purchase.
F.20/ Management and Marketing, CTS(1997)
89Advanced
©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
The student should:
Steps of a Sale describe how a salesperson prepares for the
Pre approach customer: Practise sale techniquescustomer characteristics/motives through role playing.
product/service information
research and analyze information related toprospective customers and product information
Approach explain how the welcome statement can help getattention and establish customer rapport
practise using different approaches for a varietyof situations including social, service andmerchandising
Determining explain the effectiveness and timing used by theCustomer Needs salesperson to identify the customer needs andand Wants wants:
observe customerselling statement(s)ask question(s)listen to customer
develop a series of questions to determine thecustomer's needs
Planning the describe the importance of determining the type Decided, undecided, just
Presentation of customer and how the sales presentation istailored to encourage the customer
looking, friendly,know-it-all, silent,deliberate.
explain how the salesperson can recognizecustomer buying signals
suggest possible sales activities/responses forcustomer personality types
describe the use of sensory appeal in sales appealappeal toSensorythe five senses: taste,
demonstrations and how it is effective touch, sight, hearing,smell.
identify other techniques that are used bysalespersons to encourage customers
list at least 10 unique selling points (USP) for aproduct
turn product features or USPs into customer (USP: unique selling
benefits points).
Advanced©Alberta Education, Alberta, Canada 90
CTS, Management and Marketing /F.21(1997)
MODULE MAM3040: PROMOTION: SALES TECHNIQUES (continued)
Concept Specific Learner Expectations Notes
The student should:
Handling explain what a salesperson can do to counteractCustomer customer:Objections excuses
objections
describe possible techniques for answeringobjections and indicate under what circumstancesthey could be appropriately used as an answeringmethod
Question, yes, but,superior point, direct-denial, boomerang,third-party,demonstration, close-on-an objection.
prepare a variety of objections that customers mayraise and describe how to overcome theseobjections effectively J
Closing the Sale describe how a natural close to the sale can beachieved by including the following alternatives:
stop demonstrating/showing the productnarrow the selectiondiscuss ownershipask to buy (will this be cash or charge)determine why there is reluctancebe confident
describe the conditions under which thesalesperson determines the appropriate time toclose the sale
explain the purpose of the trial close and how itcan be included in the sales discussion
list a variety of closing techniques and describethe circumstances that would best support each Obtain small favourable
decisions.Reinforce added
decisions.
describe lost sales, errors in closing a sale and Seek frequent agreement.
preparing for the next sale Narrow the choice.Assumption (will this be
cash or charge?).Offer a premium.Last-chance-to-buy.
identify the techniques that can be used to support For example, suggestion
more sales (currently, in the future) selling (ask if customerwould like a tie with a
demonstrate the mechanics of closing:ringing in the sale
suit or sell an extendedwarranty with anautomobile).
wrapping/bagging merchandisetaking leave.
F.22/ Management and Marketing, CTS(1997) 91 Advanced
©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
The student should:
Non-selling Duties describe how sales support activities link to See Quality Customer
success in sales: Service (MAM1020).
stock-keepinghousekeepingbuilding displayspreventing loss/wastedirecting customershandling complaintsfollowing store policy.
Career Exploration analyze a variety of career opportunities in sales
identify personal interests, talents and experiencesas they relate to careers in sales
Define key terms relatedto career path/ladders,entry-level positions,mid-management,management positions.
Advanced CTS, Management and Marketing /F.23©Alberta Education, Alberta, Canada 92 (1997)
IIIMODULE MAM3050: DISTRIBUTING GOODS & SERVICES
Level: Advanced
Theme: Marketing Systems and Strategies
Prerequisite: None
Module Description: Students explore the channels of distribution and modes of transportation usedto direct goods from the producer to the consumer.
Module Parameters: No specialized equipment or facilities.
Supporting Modules: MAM1010 Management & Marketing BasicsMAM2040 Retail Operations
Curriculum and Assessment Standards
Module LearnerAssessment Criteria and Conditions
ExpectationsSuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify and compare a concept test consisting of questions related to: 20different channels of different channels of distribution available todistribution and modes marketers and the generic-types of products thatof transportation traditionally flow through each channel
a comparison relating the modes of transportationavailable in the marketplacemiddlemen used in distribution (e.g., wholesalersand agents).
Assessment ToolSample Test Items: Marketing Today: A Retail
Focus, Teacher's Resource, Chapter 1 testAssessment Task: Comparing Modes of
Transportation (MAM3050-1)Standard
Rating of 50% or higher on concept test allsections competed in chart for modes oftransportation
identify and describe a presentation consisting of types and names of local 20different types of retailers; including the lines of merchandise orretailers present in thecommunity
services they offer.
Assessment ToolAssessment Task: Examine Types of Retailing
(MAM3050-2)Standard
All sections completed in chart for types ofretailing
Advanced©Alberta Education, Alberta, Canada
CTS, Management and Marketing /F.25(1997)
9 3BEST COPY AVAI BLE
MODULE MAM3050: DISTRIBUTING GOODS AND SERVICES (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify and present the a presentation/research project consisting of selecting 50channels of distribution a manufactured product, researching the product backand modes of to its raw material state, visually presenting alltransportation used for a channels of distribution and modes of transportationmanufactured product used to bring the product to the consumer.
Assessment ToolAssessment Guide: Channels of Distribution
Presentation (MAM3050-3)
StandardRating of 2 in each applicable task
identify personalinterests and
a career profile that includes job descriptions,education/qualification requirements, employment
10
opportunities as they opportunities, advancement potential and salaryrelate to careers indistribution
range.
Assessment ToolAssessment Task: Career Profiles (MAMCARE)
StandardThree career profiles, all sections completed
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Concept Specific Learner Expectations Notes
Channels ofDistributionSystems andStrategies
The student should:
define channels of distribution and provideexamples
research the three major distribution policies andprovide examples of products that follow eachpolicy:
extensiveselectiveexclusive
F.26/ Management and Marketing, CTS(1997) 94 Advanced
©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
Channels ofDistributionSystems andStrategies(continued)
The student should:
evaluate the role of producers, processors,manufacturers, agents, brokers, wholesalers,retailers and consumers, and identify examples ofeach
compare the most common types of channels andprovide examples of products that go througheach channel:
produce to consumer (direct)one intermediary (retailer)two intermediaries (wholesaler, retailer)three intermediaries (agent, wholesaler,retailer)
research the role of a broker, commission agent(sales, manufacturer).
Wholesalers andAgents
list the functions of a wholesaler
research the importance of wholesalers tomanufacturers, to retailers
research local wholesalers in his or hercommunity
describe the different types of agentintermediaries and their role in the distributionprocess.
Real-estate agents,brokers, auctioneers.
Retailers analyze the common types of retail stores andgive examples of each; include both service andmerchandising businesses
describe the types of non-store retailers
analyze future retailing opportunities and howthey might effect traditional channels.
Convenience, specialty,discount, department,supermarket,superstore, co-operatives, wholesalewarehouse club,catalogue showroom.
Mail order, direct selling,telemarketing,automatic vending,network marketing.
Advanced©Alberta Education, Alberta, Canada 95
CTS, Management and Marketing /F.27(1997)
MODULE MAM3050. DISTRIBUTING GOODS AND SERVICES (continued)
Concept Specific Learner Expectations Notes
The student should:
Modes of explain the role transportation plays within theTransportation channels of distribution
compare the advantages and disadvantages of thevarious modes of transportation (cost,accessibility, reliability, in-transit time,flexibility):
railroadpipelineairwater
illustrate the modes of transportation used for a For example, cannedvariety of different products goods versus fresh
flowers from Holland.research developments in transportation methods. For example, intermodal
containerization withship, rail, plane, truck.
Career Exploration analyze a variety of career opportunities in Define key terms related
distribution
identify personal interests, talents and experiencesas they relate to careers in distribution.
to career path/ladders,entry-level positions,mid-management,management positions.
96
F.28/ Management and Marketing, CTS Advanced(1997) ©Alberta Education, Alberta, Canada
MODULE MAM3060: SETTING UP A RETAIL STORE
Level: Advanced
Theme: Marketing Systems and Strategies
Prerequisite: None
Module Description: Students develop retail^ store images, examine potential locations and designstore layouts. Students should be given hands-on expenence by researching alocation for an actual retailing opportunity and design a layout for this retailstore. This module focuses on students owning a retail business and learningthe necessary steps for success.,
Module Parameters: No specialized equipment or facilities.
Supporting Modules: MAM1010 Management & Marketing BasicsENT2030 Marketing the VentureMAM2040 Retail Operations
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
create an image for a a store design project Part 1: 15
retail business select a particular type of retail store and create animage for this retail store including a name,identifying target niche, and identification ofdistinguishing characteristics.
analyze and justify a a store design project Part 2: 15
location and site identify a community and a site within thecommunity for the retail store selected in Part 1.
design an effective floor a store design project Part 3:plan using the principlesof store design and
design a store front, using layout design principles,for selected retail site in Part 2
20
layout design an interior layout, using layout designprinciples, for selected retail site in Part 2.
40
Assessment ToolAssessment Guide: Designing a Retail Store
Project (MAM3060-1)
StandardRating of 2 in each applicable task
BEST COPY AVAILABLEAdvanced©Alberta Education, Alberta, Canada
97 CTS, Management and Marketing /F.29(1997)
MODULE MAM3060: SETTING UP A RETAIL STORE (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify and select store design project Part 4: 10vendors for the purchase prepare a list of vendors to use when orderingof fixtures and furniture, fixtures and equipment for the particularequipment store of choice
prepare a maintenance prepare a facilities housekeeping schedule for
schedule daily cleaning, general maintenance andredecorating.
Assessment ToolAssessment Guide: Designing a Retail Store
Project (MA1113060-1)Standard
Rating of 2 in each applicable task
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
Concept Specific Learner Expectations Notes
The student should:
Creating a Store describe examples of what creates a favourableImage image:
store nametargeting your marketquality/price of product and serviceretail polices and services (credit, returnpolicies, guarantees).
Choosing a Location describe marketing research strategies See Marketing theVenture (ENT2030).
describe the type of retail store he or she isinterested in opening
98F.30/ Management and Marketing, CTS(1997)
Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
The student should:
Selecting a identify the kind of communityCommunity (city/town/district) he or she is looking for
list store location objectives regarding targetmarket, business environment and competition
identify and investigate a preliminary list ofcommunities
compare communities selected, short list and rank
select the best community for the retail business
Selecting a Site research various sites within the community
research traffic patterns
research options for location:compare buying versus leasingcalculate how to best maximize salesquestion the site based on store imageanalyze large competition versus one-of-a-kind.
Creating a analyze the:Store/Floor space requiredDesign work flow patterns (employee, customer)
equipment/display/physical arrangement
describe and illustrate how to incorporate:enticements to customers (come, stay, buy,return)efficiency/serviceflexibility/conveniencesafety (employees, customers)security (merchandise, equipment)maintenance (day-to-day, repair, remodel)
research the principles of store front and interiorfloor design and layout (features, impulse goodsvs. staple goods, physical arrangement)
Advanced©Alberta Education, Alberta, Canada 99
CTS, Management and Marketing /F.31(1997)
MODULE MAM3060. SETTING UP A RETAIL STORE (continued)
Concept Specific Learner Expectations Notes
The student should:
Creating a compare exterior and interior layouts among A background in Design
Store/Floor stores with similar product lines: Studies is helpful.
Design supermarket(continued) department
small storeservice operation
identify elements that compete for space on thefloor
describe/illustrate:why the plan is functionalselling/non-selling areasequipment/furnituredecorimage of business (inside/outside).
Managing Facilities prepare housekeeping schedules/work plans:daily cleaninggeneral maintenanceredecorating (promotional and upkeep).
G0
F.32/ Management and Marketing, CTS Advanced(1997) ©Alberta Education, Alberta, Canada
!MODULE MA.M3070: OFFICE SYSTEMS 2
Level: Advanced
Theme: Information Management Systems and Strategies
Prerequisite: MAM2050 Office Systems 1
Module Description: Students demonstrate effective office environment strategies and processes, useelectronic office equipment, and manage processes related to electroniccommunications and business meetings.
Module Parameters: Access to electronic office equipment.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
evaluate and make a research report that will address: 20recommendations for change processesimproving the quality of job/role descriptionsthe office environment work plan
training.
Assessment ToolResearch Process: Office Systems 2 Office
Environments (MAM3070-1)Standard
Rating of 3 in each applicable task
demonstrate independent a practical lab experience in a simulated or actual 40use of office strategies office. Train others on a minimum of three differentand procedures, and electronic office equipment. Show evidence ofelectronic office efficient use of electronic office equipment whenequipment within officeenvironments
training others.
Assessment ToolAssessment Task: Office Systems 2 Practical
Lab Experience (MAM3070-2)Standard
Rating of 3 in each applicable task
Advanced©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
l01CTS, Management and Marketing /F.33
(1997)
MODULE MAM3070: OFFICE SYSTEMS 2 (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
describe procedures for an office manual or demonstration of work experience 20managing electronic consisting of policies and procedures for electroniccommunications communications equipment including:
telephonefacsimileelectronic mail/Internet.
Assessment ToolPresentations/Reports: Office Systems 2
Electronic Communications (MAM3070-3)Standard
Rating of 3 in each applicable task
demonstrate ability to a business meeting consisting of: 20plan and run a business plan a business meetingmeeting prepare for the meeting
use effective and efficient strategies during themeetingcomplete follow-up tasks.
Assessment ToolAssessment Task: Office Systems 2 Business
Meetings (MAM3070-4)Standard
Rating of 3 in each applicable task
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above
102
F.34/ Management and Marketing, CTS(1997)
Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
The student should:
Office Environment research the change process within an office as Select from offices of
electronic technologies alter the office various sizes (e.g.,home business, large
environment corporation).
analyze the changing role of the office worker at Various sectors of thethe different levels (entry-level, supervisory, top-level management)
research various job descriptions:
economy (e.g., oil,service industry, legal,real estate, insurance,auto dealership, health
responsibilities (direct, indirect)services).
setting prioritiesreporting structureopportunities for initiative
illustrate the flow of work for one or more officefunctions Telephones, photocopiers,
calculators, electronicidentify strategies to develop skill and train otherson a variety of electronic office equipment
mail, facsimiles,dictaphones.
compare office manuals for common policies andprocedures
propose strategies by which an office couldimprove the commitment to quality management
implement strategies that increase personalproductivity:
time and work managementsetting prioritiesresource management.
Advanced©Alberta Education, Alberta, Canada 103 CTS, Management and Marketing /F.35
(1997)
MODULE MAM3070 OFFICE SYSTEMS 2 (continued)
Concept Specific Learner Expectations Notes
Procedures forManagingElectronicCommunications
The student should:
describe the various communication systemsavailable to business:
telephonevoice messaging systemselectronic mailfacsimilesInternetteleconferencing
research a variety of communication proceduresand protocols that are practised for each system.(e.g., answering phones promptly, delivering faxmessages promptly, answering electronic mailmessages immediately)
apply efficient communication procedures andprotocols when using a variety of electronic officeequipment.
Managing MeetingArrangements
identify procedures to use when planning ameeting:
formal and informal
describe strategies to use to prepare for themeeting
describe how meetings run effectively andefficiently
describe the procedures to follow after themeeting.
Agenda for a businessmeeting could beplanned around adiscussion of the basiccompetencies withinCTS or the ConferenceBoard of Canada'sEmployability Skills.
Professionalism demonstrate proper personal grooming and dressappropriate to the office environment
follow ethics and laws regarding the use ofelectronic office equipment.
For example, copyrightlaws.
104F.36/ Management and Marketing, CTS(1997)
Advanced©Alberta Education, Alberta, Canada
MODULEMAM3080: COMMUNICATION STRATEGIES 3
Level: Advanced
Theme: Information Management Systems and Strategies
Prerequisite: None
Module Description: Students continue to improve basic oral and written communication strategiesnecessary to efficient and effective management of information. Focus is ontechnical writing strategies and composing at the computer when preparingformal business reports and proposals.
Module Parameters: Access to a computer workstation.
Supporting Module: MAM2060 Communication Strategies 2
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
critique formal technical reading and critiquing a minimum of two formal 20reports technical reports for organization, clarity,
completeness and use of proper sentence structure,grammar, spelling and punctuation. Suggest ways thereports could be improved.
Assessment ToolAssessment Task: Communication Strategies,
Read and Critique Technical Reports(MAMCOM-1)
StandardRating of 3, all questions answered
prepare a formal composing and formatting a formal technical report in 60technical report that is an area of interest. Show evidence that the writingclear, concise and meetsthe needs of the reportuser
process was followed in its preparation (prewriting,writing, revising and proofreading).
Assessment ToolAssessment Guide: Communication Strategies
Writing Projects (MAMCOM-2)
StandardRating of 3 in each applicable tasks
BEST COPY AVAILABLE
Advanced©Alberta Education, Alberta, Canada
105
CTS, Management and Marketing /F.37(1997)
MODULE MAM3080: COMMUNICATION STRATEGIES 3 (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement will be based on:
deliver an oral, formal an oral presentation consisting of a minimum 10- 20technical report minute presentation of a formal technical report.supported by visual aids Show evidence of effective oral communication
strategies including use of non-verbal skills and visualaids.
Assessment ToolAssessment Guide: Communication Strategies
Oral Presentations (MAMCOM-3)
StandardRating of 3 in all applicable tasks
demonstrate basic observations of individual effort and interpersonal Integrated
competencies. interaction during the learning process. throughout
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above.
Concept Specific Learner Expectations Notes
The student should:
Planning to Write identify examples of technical writing: Examples of technical
Technical instruction manuals writing can be found in
Reports research reportsevery CTS strand.
describe characteristics of effective technicalwriting:
directed to topic/needaccurate (terminology, procedures, data)current, clear, concise and complete
research the parts of a formal technical report:the covertitle pagetable of contentslist of illustrationssynopsis (executive summary)body of the text (discussion, conclusions,recommendations, footnotes)appendixbibliography or reference listletter of transmittal
F.38/ Management and Marketing, CTS(1997)
106 Advanced©Alberta Education, Alberta, Canada
MODULE MAM3080. COMMUNICATION STRATEGIES 3 (continued)
Concept Specific Learner Expectations Notes
The student should:
Planning to Write identify and demonstrate competencies needed forTechnical effective technical writing:Reports concentration(continued) precision
summarization skills
read and evaluate a variety of technical reports
compare technical writing with other writing; e.g.,creative, historigraphical, journalistic.
Writing Effective research and follow prewriting strategies whenTechnical preparing formal technical reports:Reports determine the purpose
prepare an outlineconduct the researchdevelop a notetaking systemprepare an outline putting all sections together
compose the first draft of the formal documentusing word-processing programs, templates andeffective strategies for formal reports such as:
write one section at a time (executivesummary being the last section to write)use headings and side headings for ease ofreading
use revising strategies such as:check draft against outlineinsure purpose has been achievedcheck report is clear, concise and completecheck facts for accuracy
use proofreading strategies:proofread for facts, dates, names, figures andstatistical informationproofread for sentence structure, grammar,spelling, punctuation and format.
Advanced©Alberta Education, Alberta, Canada 107 CTS, Management and Marketing /F.39
(1997)
MODULE MAM3080. COMMUNICATION STRATEGIES 3 (continued)
Concept Specific Learner Expectations Notes
The student should:
Oral research and critique presentation strategiesCommunications
identify types of visual aids one can use in apresentation Charts, graphs, diagrams,
pictures, outlines.rehearse making an oral presentation of a formaltechnical report using visual aids and effectivepresentation strategies.
108
F.40/ Management and Marketing, CTS Advanced(1997) ©Alberta Education, Alberta, Canada
MODULE MAM3090: RECORDS MANAGEMENT 2
:Level:
:Theme:
Prerequisites:
Module Description:
Advanced
Information Management Systems and Strategies
MAM2080 Records Management 1INF1050 Database 1
Students describe the advantages of an automated records system. Numeric,.subject and geographic coding are emphasized.
Module Parameters: Access to a computer workstation and database software.
Curriculum and Assessment Standards
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will: Assessment of student achievement should be based on:
identify and describe a concept test consisting of questions related to: 20basic electronic records basic electronic records management systemsmanagement concepts subject, numeric and geographical record systems.
Assessment ToolSample Test Items: Pitman Office Handbook
Workbook, pp. 151-153, on the job activitiesor Quick Filing Practice Teachers Manual,Quiz 5,6,7,8 and Final Test, pp. 25-35.
StandardRating of 80% or higher on concept test
demonstrate ability to an electronic records management project consisting 80plan, create and use two of numeric, subject and geographic data:of the following choose records to be managed electronicallyelectronic records identify users of systemmanagement systems: plan and organize the system
numeric create the records management systemssubject use the system to store, retrieve, edit andgeographic manipulate records
prepare reports (alphabetic, numeric, subject andgeographical) from the system.recommend ways to improve system.
Assessment ToolAssessment Task: Records Management Project
(MAM3090-1)Records Management Planning Sheet
(MAM3090-2)
StandardRating of 2 in each applicable task with 80%
accuracy
Advanced©Alberta Education, Alberta, Canada
CTS, Management and Marketing /F.41(1997)
11 0 9'BEST COPY AVAILABLE
MODULE MAM3090: RECORDS MANAGEMENT 2 (continued)
Module LearnerExpectations
Assessment Criteria and Conditions SuggestedEmphasis
The student will:
demonstrate basiccompetencies.
Assessment of student achievement should be based on:
observations of individual effort and interpersonalinteraction during the learning process.
Assessment ToolBasic Competencies Reference Guide and any
assessment tools noted above.
Integratedthroughout
Concept Specific Learner Expectations Notes
The student should:
Planning and describe and give examples of automated records Working knowledge of
Organizing systems database software
Electronicdescribe the advantages of the automated records
package may requireadditional time if the
Recordssystems over manual systems student's software skills
are not efficient (see
research safety and security procedures of Information ProcessingDatabase 1, 2
automated records [INF 1050, INF2070]).
describe the process known as micrographics
research the types of microfilm and their usesroll filmmicrofichemicrofilm jacketaperture cards
identify and describe electronic equipment andsupplies necessary to create and maintain anefficient electronic records management system
differentiate between ROM and RAM whencreating an electronic records managementsystem.
F.42/ Management and Marketing, CTS(1997)
Advanced©Alberta Education, Alberta, Canada
Concept Specific Learner Expectations Notes
Creating a SubjectRecordsManagementSystem
The student should:
identify records that are or should be managed bysubject
explain the advantages and disadvantages ofsubject storage
describe the standard arrangements for subjectstorage:
straight dictionary arrangementencyclopedic arrangement
create a subject records management system
practise using the rules for subject filing byindexing, coding and storing a variety of records.
Students can prepare amanual for referencecoding rules.
Creating a NumericRecordsManagementSystem
identify records that are or should be managed bynumber
explain the advantages and disadvantages ofnumeric storage
describe numeric storage methods:consecutive numbering methodsnon-consecutive numbering or terminal digitmethods
explain the differences between consecutive andnon-consecutive numeric record storage
describe how records can be storedchronologically
create a numeric records management system
practise using the rules for numeric filing byindexing, coding and storing a variety of records.
Advanced©Alberta Education, Alberta, Canada
iii CTS, Management and Marketing /F.43(1997)
MODULE MAM3090. RECORDS MANAGEMENT 2 (continued)
Concept Specific Learner Expectations Notes
The student should:
Creating a identify records that are or should be managed byGeographic geographic locationRecordsManagement explain the advantages and disadvantages of
System geographic storage
explain the differences and similarities betweengeographical and alphabetic methods
create a geographic records management system
practise using the rules for geographic filing byindexing, code and store a variety of records.
Storing and For each records management system createdMonitoring (subject, numeric, and geographical):RecordsManagement
store new data or records
Systems retrieve data or records
sort and/or query records
create a report
manipulate and edit records
analyze strategies to prevent records from beingmismanaged.
112F.44/ Management and Marketing, CTS Advanced(1997) ©Alberta Education, Alberta, Canada
MANAGEMENT AND MARKETING
SECTION G: ASSESSMENT TOOLS
The following pages comprise background information and strategies for assessingstudent achievement and the assessment tools that are listed in Sections D, E and F of thisGuide.
This section of the Guide to Standards and Implementationhas been designed to provide a common base of understandingabout the level of competencies students are expected todemonstrate to successfully complete a module. The goal isto establish assessment standards for junior and senior highschool students that are fair, credible and challenging.
These tools will assist teachers throughout the province tomore consistently assess student achievement. The purpose ofexpanding on the assessment standards is to:
increase confidence among students, parents, business/industry and post-secondary that students can demonstratethe competencies specified in the modules they havecompletedencourage fairness and equity in how students' efforts arejudgedenable learners to focus effort on key learningssupport teachers and community partners in planning andimplementing CTS.
These tools were validated during the optional stage of CTSimplementation.
Assessment Tools©Alberta Education, Alberta, Canada
CTS, Management and Marketing /G.1(1997)
TABLE OF CONTENTS
ASSESSING STUDENT ACHIEVEMENTAssessing Student Achievement in CTS G.4Assessing Student Achievement in Management and Marketing G.6
Assessment Tools Generic to CTS:Basic Competencies Reference Guide G.8Generic Rating Scale G.10Frameworks for Assessment:
CTSISS: Issue Analysis GA 1CTSLAB: Lab Investigations G.12CTSNEG: Negotiation and Debate G.13CTSPRE: Presentations/Reports G.14CTSRES: Research Process G.15
Assessment Tools Generic to Management and Marketing Strand:INFWRKSTN: Assessment Checklist: Workstation Routines and Management G.16MAMCARE: Assessment Task: Career Profiles G.17MAMCOM-1: Assessment Task: Communication Strategies,
Read and Critique Technical Reports G.18MAMCOM-2: Assessment Guide: Communication Strategies Writing Projects G.19MAMCOM-3: Assessment Guide: Communication Strategies
Oral Presentations G.20
Assessment Tools Specific to Modules in the Management and Marketing Strand:MAM1010-1: Presentations/Reports: Management and Marketing Projects G.21MAM1020-1: Presentations/Reports: Customer Portfolio G.22MAM1020-2: Assessment Guide: Retail Sales Clerk Techniques G.23MAM1020-3: Assessment Guide: Retail Cashier G.24MAM1030-1: Assessment Guide: Communication Strategies 1
Role Playing G.25Presentations/Reports: Managing for Quality G.26Assessment Guide: Print Advertisements G.27Assessment Guide: Production of Radio Commercials G.28Assessment Guide: Production of Television Commercials G.29Presentations/Reports: Overview of Broadcast Media G.30Assessment Task: Evaluation of Print Advertisements G.31Assessment Task: Evaluation of Radio andTelevision Commercials G.32Assessment Task Checklist: Visual Merchandising Manual G.33Assessment Task: Yearly Visual Merchandising Planner G.34Assessment Guide: Visual Merchandising Presentations G.35Assessment Task: Evaluation of VisualMerchandising Presentations G.36Research Process: Retail Policies and Procedures G.37Assessment Task: Buying, Receiving and Payment ofGoods and Services G.38Assessment Task: Pricing and Controlling Goods and Services G.39
MAM2010-1:MAM2020-1:MAM2020-2:MAM2020-3:MAM2020-4:MAM2020-5:MAM2020-6:
MAM2030-1:MAM2030-2:MAM2030-3:MAM2030-4:
MAM2040-1:MAM2040-2:
MAM2040-3:
G.2/ Management and Marketing, CTS Assessment Tools(1997) 114 ©Alberta Education, Alberta, Canada
MAM2050-1:MAM2050-2:MAM2050-3:
MAM2050-4:MAM2080-1:MAM3010-1:MAM3020-1:MAM3030-1:MAM3030-2:MAM3030-3:MAM3040-1:MAM3040-2:MAM3050-1:MAM3050-2:MAM3050-3:MAM3060-1:MAM3070-1:
MAM3070-2:
MAM3070-3:
MAM3070-4:MAM3090-1:MAM3090-2:
Assessment Tools©Alberta Education, Alberta, Canada
Research Process: Office Systems 1 Office Environments G.40Assessment Task: Office Systems 1 Practical Lab Experience G.41Assessment Guide: Office Systems 1 WrittenCommunications Transmittals G.42Assessment Guide: Office Systems 1 Travel Project G.43Assessment Guide: Records Management Project G.44Presentations/Reports: The Business Organization G.45Research Process: Business in the Canadian Economy G.46Presentations/Reports: Business in the Global Marketplace G.47Sample Project: Global Marketplace Project G.48Research Process: Business in the Global Marketplace Project G.51Assessment Task: Observe and Critique Sales Presentations G.52Assessment Guide: Sales Presentation G.53Assessment Task: Comparing Modes of Transportation G.54Assessment Task: Examine Types of Retailing G.55Assessment Guide: Channels of Distribution Presentation G.56Assessment Guide: Designing a Retail Store Project G.57Research Process: Office Systems 2Office Environments G.58Assessment Task: Office Systems 2Practical Lab Experience G.59Presentations/Reports: Office Systems 2Electronic Communications G.60Assessment Task: Office Systems 2 Business Meetings G.61Assessment Task: Records Management Project G.62Records Management Planning Sheet G.63
115CTS, Management and Marketing /G.3
(1997)
ASSESSING STUDENTACHIEVEMENT IN CTS
The CTS assessment standards assess two basicforms of competency:
What can a student do?make a product (e.g., wood bowl, report,garment)demonstrate a process
strand-related competencies (e.g.,keyboarding, hair cutting, sewingtechniques, lab procedures)basic competencies (e.g., resourceuse, safety procedures, teamwork).
What does a student know?knowledge base needed to demonstrate acompetency (link theory and practice).
CTS Defines Summative Assessment Standards
The assessment standards and tools defined for theCTS modules, referenced in Sections D, E and Fof this Guide, focus on the final (or summative)assessment of student achievement.
Assessment throughout the learning period(formative assessment) will continue to evaluatehow students are progressing. Teachers direct andrespond to students' efforts to learnsetting andmarking tasks and assignments, indicating whereimprovement is needed, sending out interimreports, congratulating excellence, etc.
Teachers will decide which instructional andassessment strategies to apply during theformative learning period. As formative andsummative assessment are closely linked, someteachers may wish to modify the tools included inthis section to use during the instructional process.Teachers may also develop their own summativeassessment tools as long as the standards areconsistent with the minimum expectationsoutlined by Alberta Education.
G.4/ Management and Marketing, CTS(1997)
Grading and Reporting Student Achievement
When a student can demonstrate ALL of the exit-level competencies defined for the module(module learner expectations), the teacher willdesignate the module as "successfully completed."The teacher will then use accepted gradingpractices to determine the percentage grade to begiven for the modulea mark not less than 50%.
The time frame a teacher allows a student todevelop the exit-level competency is a localdecision. NOTE: The Senior High SchoolHandbook specifies that students must have accessto 25 hours of instruction for each credit.Students may, however, attain the requiredcompetencies in less time and may proceed toother modules.
Teachers are encouraged to consult theircolleagues to ensure grading practices are asconsistent as possible.
High school teachers may wish to refer to"Directions for Reporting Student Achievement inCTS" for information on how to use the CTScourse codes to report the credits that studentshave earned to Alberta Education. (Copies of thisdocument have been forwarded to superintendentsand senior high school principals.)
Components of Assessment Standards in CTS
The following components are included in eachmodule:
module learner expectations (in the shadedleft column of the module) define the exit-level competencies students are expected toachieve to complete a module. Each MLEdefines and describes critical behaviours thatcan be measured and observed. The studentmust meet the standard specified for ALLMLEs within a module to be successful.
suggested emphasis (in the right column ofthe module) provides a guideline for therelative significance of each MLE and can beused to organize for instruction.
1 1 6Assessment Tools
©Alberta Education, Alberta, Canada
criteria and conditions (in the middlecolumn of the module) set the framework forthe assessment of student competency,specifying the minimum standard forperformance and including a reference toassessment tools, where appropriate.
Criteria define the behaviours that a studentmust demonstrate to meet the designatedstandard. For example, the criteria coulddescribe the various techniques that must bedemonstrated when using a tool, and/ordescribe the minimum components of aproject the student must complete.
Conditions outline the specifications underwhich a student's competency can be judged.For example, the conditions could specifywhether the assessment should be timed ornot, or if the student should be allowed toaccess to support resources or references.
Standard may be defined by (1) assessmenttools, which are referenced in this section (orsometimes in approved learning resources)and/or (2) "illustrative examples" of studentwork, if appropriate.
Assessment Tools included in this section ofthe Guide tend to be of two types:
tools generic to a strand or to the entireCTS program; e.g., a standard five-pointrating scale is used in all strands. Othergeneric tools include assessing reports andpresentations and lab safety checklists.(Names of these tools include the strandcode [e.g., "INF" for InformationProcessing] and a code for the type oftool [e.g., "TDENT" for Text-DataEntry].)
tools specific to a module; e.g.,assessment checklist for assessing aventure plan in Enterprise and Innovationor a checklist for sketching, drawing andmodelling in Design Studies. (Names ofthese tools include the module code; e.g.,"INF1010-1" indicating that it is the firstmodule-specific tool used in InformationProcessing Module 1010.)
Development and Validation Processes
The "Criteria and Conditions" and "SuggestedEmphasis" columns have been validated withextensive input from teachers, professionalassociations/contacts and post-secondary institutions.The goal was to prepare well-structuredassessment standards and related assessment toolsthat:
establish an appropriate level of challenge andrigourrelate directly to the type of learning describedin the curriculum standardare easy to understandare efficient to implementcan provide a consistent measure of what wasexpected to be measured.
As students and teachers work with theassessment standards and tools, it is expected thatlevels of performance will increase as more andmore students are able to achieve the minimumstandard. Therefore, the assessment standards andrelated tools will continue to be monitored, andrevised as necessary to ensure appropriate levelsor rigour and challenge, and successful transitionsfor students as they leave high school and enterthe workplace or related post-secondary programs.
Assessment Tools 7 CTS, Management and Marketing /G.5©Alberta Education, Alberta, Canada (1997)
ASSESSING STUDENT ACHIEVEMENTIN MANAGEMENT AND MARKETING
Much of the assessment in Management andMarketing consists of gathering information aboutwhat a student knows and is able to do and beingable to compare those outcomes with thestandards identified within the curriculum.
Assessing student performance in Managementand Marketing values process as well as product.The focus is primarily on the student's ability toapply knowledge and skills to complete a giventask rather than the simple acquisition ofknowledge and skills.
Assessment Strategies and Tools
A variety of tools have been provided for yourreference and use. In the development of theassessment materials there has been an attempt tokeep it as simple as possible while also providingguidance and assistance to the teacher. The toolsare intended to help you assess students' work asaccurately and consistently as possible by statingstandards of performance for elements felt to beimportant within the curriculum as a whole or inspecific modules. They also provide standards for"basic competencies" students should be able todemonstrate while engaged in learning.
The tools that have been developed are intended tobe used as summative assessment tools.Depending on the way the classroom is organized,they may be used when the student has indicatedhe or she is ready for the final assessment or bythe entire class at the end of the learning period.
Tools Generic to CTS
The generic rating scale has been used to developseveral of the tools in CTS. A generic frameworkfOr assessing the processes CTS students apply incompleting a task or project is included in thissection. It is based on the notion that students willfollow a process as they work through theirprojects and that this process has a number ofsequential steps. The framework shows theincreasing expectations from the introductory, tothe intermediate, to the advanced level.
Tools Generic to Management and Marketing
Career exploration is integrated throughout theManagement and Marketing strand and is assessedusing a dedicated tool. The generic Career Profiletool (MAMCARE) has been designed to allowstudents to report their research on the tool itselfwith ease and efficiency.
In addition, the Information Management themepresents three generic tools related to theCommunication Strategies 1, 2 and 3 modules(MAMCOM-1, 2, 3). These tools are useful inshowing the continuity and progression oflearning throughout these modules. As well, thegeneric Information Processing tool forWorkstation Routines and Management(INFWRKSTA) has been incorporated intomodules requiring technology and/or office workrelated activities
Tools Specific to Management and Marketing
Most tools that have been developed to assessspecific MLEs in a module and are labelled withthe module number and the tool number (e.g.,MAM1020-2). They are referred to under theconditions and criteria section for each module.
The assessment tools outline the criteria forassessment and the minimum task performancerating using a five-point scale. These standardsestablish an appropriate level of performance andachievement for one or more module learnerexpectations. A number of tools have been set upfor student use and the standard is simplified byrequiring students to complete all sections of thetask outlined; e.g., MAM2020-5, MAM3050-1).
A number of module-specific assessment toolshave been developed around the frameworksgeneric to CTS and the strand. These toolsidentify basic as well as strand-specific skill setssuch as:
Planning and ManagementInformation Gathering and ProcessingPresenting/ReportingCollaboration and Teamwork.
G.6/ Management and Marketing, CTS Assessment Tools(1997) us @Alberta Education, Alberta, Canada
As students and teachers work with theassessment standards and tools, it is expected thatlevels of performance will increase as more andmore students are able to achieve the minimumstandard. Therefore, the assessment standards andrelated tools will continue to be monitored, andrevised as necessary to ensure appropriate levelsof rigour and challenge, and successful transitionsfor students as they leave high school and enterthe workplace or post-secondary programs.
Assessment Tools 11.9 CTS, Management and Marketing /G.7©Alberta Education, Alberta, Canada (1997)
BASIC COMPETENCIES REFERENCE GUIDE
The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and modules.Students' basic competencies should be assessed through observations involving the student, teacher(s), peers and others as they complete therequirements for each module. In general, there is a progression of task complexity and student initiative as outlined in the DevelopmentalFramework*. As students progress through Stages 1, 2, 3 and 4 of this reference guide, they build on the competencies gained in earlierstages. Students leaving high school should set themselves a goal of being able to demonstrate Stage 3 performance.
Suggested strategies for classroom use include:
having students rate themselves and each otherusing in reflective conversation between teacher and studenthighlighting areas of strength
tracking growth in various CTS strandshighlighting areas upon which to focusmaintaining a student portfolio.
Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student:Managing Learning
comes to class prepared forlearningfollows basic instructions, asdirected
acquires specialized knowledge,skills and attitudes
identifies criteria for evaluatingchoices and making decisions
uses a variety of learningstrategies
follows instructions, with limiteddirectionsets goals and establishes stepsto achieve them, with direction
applies specialized knowledge,skills and attitudes in practicalsituationsidentifies and applies a range ofeffective strategies for solvingproblems and making decisions
explores and uses a variety oflearning strategies, with limiteddirection
follows detailed instructions onan independent basissets clear goals and establishessteps to achieve them
transfers and applies specializedknowledge, skills and attitudesin a variety of situationsuses a range of critical thinkingskills to evaluate situations,solve problems and makedecisionsselects and uses effectivelearning strategiescooperates with others in theeffective use of learningstrategies
demonstrates self-direction inlearning, goal setting and goalachievementtransfers and applies learning innew situations; demonstratescommitment to lifelong learningthinks critically and actslogically to evaluate situations,solve problems and makedecisions
provides leadership in theeffective use of learningstrategies
Managing Resourcesadheres to established timelines;uses time/schedules/plannerseffectively
uses information (material andhuman resources), as directed
uses technology (facilities,equipment, supplies), asdirected, to perform a task orprovide a service
maintains, stores and/or disposesof equipment and materials, asdirected
creates and adheres to timelines,with limited direction; uses time/schedules/planners effectively
accesses and uses a range ofrelevant information (materialand human resources), withlimited directionuses technology (facilities,equipment, supplies), asappropriate, to perform a task orprovide a service, with minimalassistance and supervisionmaintains, stores and/or disposesof equipment and materials, withlimited assistance
creates and adheres to detailedtimelines on an independentbasis; prioritizes task; uses time/schedules/planners effectivelyaccesses a range of information(material and human resources),and recognizes when additionalresources are requiredselects and uses appropriatetechnology (facilities,equipment, supplies) to performa task or provide a service on anindependent basismaintains, stores and/or disposesof equipment and materials onan independent basis
creates and adheres to detailedtimelines; uses time/schedules/planners effectively; prioritizestasks on a consistent basisuses a wide range of information(material and human resources)in order to support and enhancethe basic requirementrecognizes the monetary andintrinsic value of managingtechnology (facilities,equipment, supplies)
demonstrates effectivetechniques for managingfacilities, equipment andsupplies
Problem Solving and Innovationparticipates in problem solvingas a processlearns a range of problem-solving skills and approaches
practices problem-solving skillsby responding appropriately to aclearly defined problem, speci-fled goals and constraints, by:
generating alternativesevaluating alternativesselecting appropriatealtemative(s)taking action
identifies the problem andselects an appropriate problem-solving approach, respondingappropriately to specified goalsand constraintsapplies problem-solving skills toa directed or a self-directedactivity, by:
generating alternativesevaluating alternativesselecting appropriatealtemative(s)taking action
a.. 4..4et-i? OLIAMX/7
thinks critically and actslogically in the context ofproblem solving
transfers problem-solving skillsto real-life situations, bygenerating new possibilitiesprepares implementation plansrecognizes risks
milAil firti IC
identifies and resolves problemsefficiently and effectively
identifies and suggests new ideasto get the job done creatively,by:
combining ideas orinformation in new waysmaking connections amongseemingly unrelated ideasseeking out opportunities inan active manner
G.8/ Management and Marketing, CTS(1997)
120
Assessment Tools©Alberta Education, Alberta, Canada
Stage 1 The student: Stage 2 The student: Stage 3 The student: Stage 4 The student:
Communicating Effectivelyuses communication skills; e.g.,reading, writing, illustrating,speaking
uses language in appropriatecontext
listens to understand and learn
demonstrates positiveinterpersonal skills in selectedcontexts
communicates thoughts, feelingsand ideas to justify or challengea position, using written, oraland/or visual means
uses technical languageappropriately
listens and responds tounderstand and learndemonstrates positiveinterpersonal skills in manycontexts
prepares and effectively presentsaccurate, concise, written, visualand/or oral reports providingreasoned arguments
encourages, persuades,convinces or otherwisemotivates individualslistens and responds tounderstand, learn and teachdemonstrates positiveinterpersonal skills in mostcontexts
negotiates effectively, byworking toward an agreementthat may involve exchangingspecific resources or resolvingdivergent interestsnegotiates and works toward aconsensus
listens and responds to under-stand, learn, teach and evaluatepromotes positive interpersonalskills among others
Working with Othersfulfills responsibility in a groupproject
works collaboratively instructured situations with peermembersacknowledges the opinions andcontributions of others in thegroup
seeks a team approach, asappropriate, based on groupneeds and benefits; e.g., ideapotential, variety of strengths,sharing of workloadworks in a team or group:
encourages and supportsteam membershelps others in a positivemannerprovides leadership/followership as requirednegotiates and works towardconsensus as required
leads, where appropriate,mobilizing the group for highperformance
understands and works withinthe context of the group
prepares, validates andimplements plans that revealnew possibilities
cooperates to achieve groupresults
maintains a balance betweenspeaking, listening andresponding in group discussionsrespects the feelings and viewsof others
Demonstrating Responsibility
Attendancedemonstrates responsibility inattendance, punctuality and taskcompletion
Safetyfollows personal andenvironmental health and safetyprocedures
identifies immediate hazards andtheir impact on self, others andthe environment
follows appropriate/emergencyresponse procedures
Ethicsmakes personal judgementsabout whether or not certainbehaviours/actions are right orwrong
recognizes and follows personaland environmental health andsafety procedures
identifies immediate andpotential hazards and theirimpact on self, others and theenvironment
establishes and follows personaland environmental health andsafety procedures
transfers and applies personaland environmental health andsafety procedures to a variety ofenvironments and situations
assesses how personaljudgements affect other peermembers and/or family; e.g.,home and school
assesses the implications ofpersonal/group actions withinthe broader community; e.g.,workplace
demonstrates accountability foractions taken to addressimmediate and potential hazards
analyzes the implications ofpersonal/group actions withinthe global context
states and defends a personalcode of ethics as required
*Developmental FrameworkSimple task Task with limited variables Task with multiple variables Complex taskStructured environment Less structured environment Flexible environment Open environmentDirected learning Limited direction Self-directed learning,
seeking assistance as required
Self-directed/self-motivated
Assessment Tools©Alberta Education, Alberta, Canada
CTS, Management and Marketing /G.9(1997)
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use
d in
appr
opri
atel
y.H
as n
ot c
ompl
eted
defi
ned
outc
omes
.T
ools
, mat
eria
lsan
d/or
pro
cess
esar
e us
edin
appr
opri
atel
y.
G.1
0/ M
anag
emen
t and
Mar
ketin
g, C
TS
123
Ass
essm
ent T
ools
46©
Alb
erta
Edu
catio
n, A
lbC
anad
a
ASS
ESS
ME
NT
FR
AM
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OR
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SSU
E A
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LY
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CT
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DU
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OR
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RM
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CE
D
The
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:T
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:
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Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
124
CT
S, M
anag
emen
t and
Mar
ketin
g 1G
.11
(199
7)
125
ASS
ESS
ME
NT
FR
AM
EW
OR
K: L
AB
IN
VE
STIG
AT
ION
SC
TSL
AB
INT
RO
DU
CT
OR
YIN
TE
RM
ED
IAT
EA
DV
AN
CE
D
The
stu
dent
:T
he s
tude
nt:
The
stu
dent
:
Man
agem
ent
Man
agem
ent
Man
agem
ent
prep
ares
sel
f fo
r ta
skpr
epar
es s
elf
for
task
prep
ares
sel
f fo
r ta
skor
gani
zes
and
wor
ks in
an
orde
rly
man
ner
orga
nize
s an
d w
orks
in a
n or
derl
y m
anne
ror
gani
zes
and
wor
ks in
an
orde
rly
man
ner
carr
ies
out i
nstr
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ns a
ccur
atel
yin
terp
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and
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acc
urat
ely
inte
rpre
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nd c
arri
es o
ut in
stru
ctio
ns a
ccur
atel
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uses
tim
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and
uses
tim
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a lo
gica
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tine
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spla
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ship
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dher
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to r
outin
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help
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mw
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mw
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erat
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roup
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erat
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roup
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spla
ys e
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mun
icat
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Use
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Equ
ipm
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ater
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Use
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ater
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Use
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pend
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onst
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r sa
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roce
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s/te
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ghs
and
mea
sure
s ac
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and
mea
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oced
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oced
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min
imiz
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aste
of
mat
eria
lsm
inim
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te o
f m
ater
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advi
ses
of p
oten
tial h
azar
ds a
nd n
eces
sary
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airs
antic
ipat
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oten
tial h
azar
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mer
genc
y re
spon
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Inve
stig
ativ
e T
echn
ique
sIn
vest
igat
ive
Tec
hniq
ues
Inve
stig
ativ
e T
echn
ique
sga
ther
s an
d ap
plie
s in
form
atio
n fr
om a
t lea
st o
ne s
ourc
ega
ther
s an
d ap
plie
s in
form
atio
n fr
om a
var
iety
of
sour
ces
uses
rel
evan
t inf
orm
atio
n to
exp
lain
obs
erva
tions
mak
es p
redi
ctio
ns th
at c
an b
e te
sted
mak
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redi
ctio
ns th
at c
an b
e te
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mak
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redi
ctio
ns th
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an b
e te
sted
sets
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and
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ucts
exp
erim
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st a
pre
dict
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plan
s,se
ts u
p an
d co
nduc
ts e
xper
imen
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test
apl
ans,
sets
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and
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erim
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st a
pred
ictio
npr
edic
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dist
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ishe
s be
twee
n m
anip
ulat
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espo
ndin
g va
riab
les
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tifie
s an
d ex
plai
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anip
ulat
ed/r
espo
ndin
g va
riab
les
anal
yzes
rel
atio
nshi
ps a
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g m
anip
ulat
ed/r
espo
ndin
gva
riab
les
obta
ins
resu
lts th
at c
an b
e us
ed to
det
erm
ine
if s
ome
obta
ins
accu
rate
res
ults
that
con
firm
/rej
ect t
he p
redi
ctio
nob
tain
s ac
cura
te r
esul
ts th
at c
onfi
rm/r
ejec
t pre
dict
ion
and
aspe
ct o
f th
e pr
edic
tion
is a
ccur
ate
answ
er r
elat
ed q
uest
ions
sum
mar
izes
impo
rtan
t exp
erim
enta
l out
com
essu
mm
ariz
es a
nd a
pplie
s ex
peri
men
tal o
utco
mes
sum
mar
izes
,ap
plie
san
dev
alua
tes
expe
rim
enta
lou
tcom
es
G.1
21 M
anag
emen
t and
Mar
ketin
g, C
TS
126
127
Ass
essm
ent T
ools
4©
Alb
erta
Edu
catio
n, A
lbe
anad
a
ASS
ESS
ME
NT
FR
AM
EW
OR
K: N
EG
OT
IAT
ION
AN
D D
EB
AT
EC
TSN
EG
INT
RO
DU
CT
OR
YIN
TE
RM
ED
IAT
EA
DV
AN
CE
D
The
stu
dent
:T
he s
tude
nt:
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
Prep
arat
ion
and
Plan
ning
Prep
arat
ion
and
Plan
ning
accu
rate
ly d
escr
ibes
an
issu
e on
whi
ch p
eopl
e di
sagr
eeac
cura
tely
des
crib
es a
n is
sue
on w
hich
peo
ple
disa
gree
,ex
plai
ning
are
as o
f di
sagr
eem
ent
accu
rate
ly d
escr
ibes
an
issu
e on
whi
ch p
eopl
e di
sagr
ee,
expl
aini
ng s
peci
fic
caus
es o
f di
sagr
eem
ent
pose
s an
impo
rtan
t que
stio
n re
gard
ing
the
issu
epo
ses
one
or m
ore
thou
ghtf
ul q
uest
ions
reg
ardi
ng th
eis
sue
pose
s th
ough
tful
que
stio
ns r
egar
ding
the
issu
e
acce
sses
bas
ic in
-sch
ool/c
omm
unity
info
rmat
ion
sour
ces
acce
sses
ara
nge
ofre
leva
ntin
-sch
ool/c
omm
unity
acce
sses
a r
ange
of
rele
vant
info
rmat
ion
sour
ces
and
rega
rdin
g th
e is
sue
reso
urce
sre
cogn
izes
whe
n ad
ditio
nal i
nfor
mat
ion
is r
equi
red
uses
one
or
mor
e in
form
atio
n-ga
ther
ing
tech
niqu
esus
es a
ran
ge o
f in
form
atio
n-ga
ther
ing
tech
niqu
esde
mon
stra
tes
reso
urce
fuln
ess
in c
olle
ctin
g da
ta
Ana
lyzi
ng P
ersp
ectiv
esA
naly
zing
Per
spec
tives
Ana
lyzi
ng P
ersp
ectiv
es
stat
es a
pos
ition
on
the
issu
e an
d lo
gica
l rea
sons
for
stat
es a
pos
ition
on
the
issu
e an
d lo
gica
l rea
sons
for
stat
es a
pos
ition
on
the
issu
e an
d in
sigh
tful
rea
sons
for
adop
ting
that
pos
ition
adop
ting
that
pos
ition
adop
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that
pos
ition
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ains
why
the
issu
eis
impo
rtan
t by
pres
entin
gex
plai
ns w
hy th
eis
sue
isim
port
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y pr
esen
ting
expl
ains
why
the
issu
eis
impo
rtan
t by
pres
entin
g
exam
ples
of
poss
ible
con
sequ
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sex
ampl
es o
f po
ssib
le c
onse
quen
ces
exam
ples
of
poss
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con
sequ
ence
s an
d im
plic
atio
ns
clar
ifie
s di
ffer
ent p
oint
s of
vie
w r
egar
ding
the
issu
e; e
.g.,
soci
al, e
cono
mic
, env
iron
men
tal
cate
gori
zes
diff
eren
t poi
nts
of v
iew
reg
ardi
ng th
e is
sue;
e.g.
, cul
tura
l, et
hica
l, ec
onom
ic, e
nvir
onm
enta
l, he
alth
-ca
tego
rize
s di
ffer
ent p
oint
s of
vie
w r
egar
ding
the
issu
e;e.
g., c
ultu
ral,
ethi
cal,
econ
omic
, env
iron
men
tal,
heal
th-
rela
ted
rela
ted,
sci
entif
ic, p
oliti
cal
dist
ingu
ishe
s be
twee
n fa
ct a
nd f
ictio
n/op
inio
n/th
eory
dete
rmin
es a
ccur
acy/
curr
ency
/rel
iabi
lity
of in
form
atio
nre
cogn
izes
unde
rlyi
ngbi
as/a
ssum
ptio
ns/v
alue
sin
and
idea
sin
form
atio
n an
d id
eas
Col
labo
ratio
n an
d T
eam
wor
kC
olla
bora
tion
and
Tea
mw
ork
Col
labo
ratio
n an
d T
eam
wor
k
wor
ks w
ith a
ran
ge o
f pe
er m
embe
rsw
orks
with
a r
ange
of
peer
mem
bers
wor
ks w
ith a
wid
e ra
nge
of p
eer
mem
bers
shar
es in
form
atio
n/op
inio
ns/s
ugge
stio
ns th
roug
h gr
oup
shar
es in
form
atio
n/op
inio
ns/s
ugge
stio
ns, m
aint
aini
ng a
shar
es in
form
atio
n/op
inio
ns/s
ugge
stio
ns, m
aint
aini
ng a
disc
ussi
onba
lanc
e be
twee
n sp
eaki
ng a
nd li
sten
ing
bala
nce
betw
een
spea
king
and
list
enin
g
liste
ns to
and
res
pect
s th
e vi
ews
of o
ther
slis
tens
to a
nd r
espe
cts
the
view
s of
oth
ers,
req
uest
ing
liste
ns to
and
res
pect
s th
e vi
ews
of o
ther
s, r
eque
stin
gcl
arif
icat
ion
as n
eces
sary
fro
m o
ther
gro
up m
embe
rscl
arif
icat
ion
as n
eces
sary
fro
m o
ther
gro
up m
embe
rs
Neg
otia
ting
and
Deb
atin
gN
egot
iatin
g an
d D
ebat
ing
Neg
otia
ting
and
Deb
atin
g
pres
ents
a c
onvi
ncin
g ar
gum
ent i
nlo
gica
l seq
uenc
epr
esen
ts a
con
vinc
ing
argu
men
t in
logi
cal s
eque
nce
pres
ents
a c
onvi
ncin
g ar
gum
ent i
nlo
gica
l seq
uenc
e
supp
ortin
g a
posi
tion
adop
ted
on th
e is
sue
supp
ortin
g a
posi
tion
adop
ted,
con
veyi
ng p
oint
s in
ord
ersu
ppor
ting
a po
sitio
n ad
opte
d, c
onve
ying
poi
nts
in o
rder
of im
port
ance
of im
port
ance
and
bac
king
eac
h w
ith s
ound
evi
denc
e
prov
ides
a r
elev
ant r
espo
nse
to o
ppos
ing
argu
men
tspr
ovid
es a
rel
evan
t and
con
vinc
ing
resp
onse
to o
ppos
ing
prov
ides
a r
elev
ant a
nd c
onvi
ncin
g re
butta
l to
oppo
sing
argu
men
tsar
gum
ents
spea
ks c
lear
ly s
o th
e ar
gum
ent c
an b
e un
ders
tood
spea
ks c
lear
ly w
ithou
t hes
itatio
n so
the
argu
men
t can
be
spea
ks c
lear
ly w
ithou
t hes
itatio
n so
the
argu
men
t can
be
unde
rsto
odun
ders
tood
by
all l
iste
ners
esta
blis
hes
a sh
ared
und
erst
andi
ng o
f ke
y al
tern
ativ
es a
ndne
gotia
tes
a sh
ared
agr
eem
ent o
n pr
efer
red
alte
rnat
ives
nego
tiate
s a
shar
ed a
gree
men
t on
pref
erre
d al
tern
ativ
es
cons
eque
nces
rel
evan
t to
the
issu
ere
leva
nt to
the
issu
eby
res
olvi
ng d
iver
gent
poi
nts
of v
iew
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
128
CT
agem
ent a
nd M
arke
ting
/G.1
3(1
997)
ASS
ESS
ME
NT
FR
AM
EW
OR
K: P
RE
SEN
TA
TIO
NS/
RE
POR
TS
CT
SPR
E
INT
RO
DU
CT
OR
YIN
TE
RM
ED
IAT
EA
DV
AN
CE
D
The
stu
dent
:T
he s
tude
nt:
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
Prep
arat
ion
and
Plan
ning
Prep
arat
ion
and
Plan
ning
sets
goa
ls a
nd f
ollo
ws
inst
ruct
ions
acc
urat
ely
sets
goa
ls a
nd d
escr
ibes
ste
ps to
ach
ieve
them
sets
goa
ls a
nd d
escr
ibes
ste
ps to
ach
ieve
them
resp
onds
to d
irec
ted
ques
tions
and
fol
low
s ne
cess
ary
uses
per
sona
l ini
tiativ
e to
for
mul
ate
ques
tions
and
fin
dus
es p
erso
nal i
nitia
tive
to f
orm
ulat
e qu
estio
ns a
nd f
ind
step
s to
fin
d an
swer
san
swer
san
swer
sac
cess
es b
asic
in-
scho
ol/c
omm
unity
info
rmat
ion
sour
ces
acce
sses
ara
nge
ofre
leva
ntin
-sch
ool/c
omm
unity
acce
sses
a r
ange
of
rele
vant
info
rmat
ion
sour
ces
and
reso
urce
sre
cogn
izes
whe
n ad
ditio
nal i
nfor
mat
ion
is r
equi
red
inte
rpre
tsan
d or
gani
zes
info
rmat
ion
into
a lo
gica
lin
terp
rets
, org
aniz
es a
nd c
ombi
nes
info
rmat
ion
into
ain
terp
rets
, org
aniz
es a
nd c
ombi
nes
info
rmat
ion
in c
reat
ive
sequ
ence
logi
cal s
eque
nce
and
thou
ghtf
ul w
ays
reco
rds
info
rmat
ion
accu
rate
ly, u
sing
cor
rect
tech
nica
lre
cord
sin
form
atio
nac
cura
tely
with
appr
opri
ate
reco
rds
info
rmat
ion
accu
rate
ly,
usin
gap
prop
riat
ete
rms
supp
ortin
g de
tail
and
usin
g co
rrec
t tec
hnic
al te
rms
tech
nica
l ter
ms
and
supp
ortin
g de
tail
uses
tim
e ef
fect
ivel
ypl
ans
and
uses
tim
e ef
fect
ivel
ypl
ans
and
uses
tim
e ef
fect
ivel
y, p
rior
itizi
ng ta
sks
on a
cons
iste
nt b
asis
gath
ers
and
resp
onds
to f
eedb
ack
rega
rdin
g ap
proa
ch to
asse
sses
and
ref
ines
app
roac
h to
task
and
pro
ject
sta
tus
task
and
pro
ject
sta
tus
base
d on
fee
dbac
k an
d re
flec
tion
Pres
enta
tion
Pres
enta
tion
Pres
enta
tion
dem
onst
rate
s ef
fect
ive
use
of a
t lea
st o
ne m
ediu
m o
fde
mon
stra
tes
effe
ctiv
e us
e of
at l
east
two
com
mun
icat
ion
dem
onst
rate
s ef
fect
ive
use
of a
var
iety
of
com
mun
icat
ion
com
mun
icat
ion:
med
ia:
med
ia:
e.g.
, Wri
tten:
spel
ling,
pun
ctua
tion,
gra
mm
ar,
e.g.
, Wri
tten:
spel
ling,
pun
ctua
tion,
gra
mm
ar,
e.g.
, Wri
tten:
spel
ling,
pun
ctua
tion,
gra
mm
ar,
basi
c fo
rmat
form
at (
form
al/in
form
al)
form
at (
form
al/in
form
al,
tech
nica
l/lite
rary
)O
ral:
voic
e pr
ojec
tion,
bod
y la
ngua
geO
ral:
voic
e pr
ojec
tion,
bod
y la
ngua
ge,
Ora
l:vo
ice
proj
ectio
n, b
ody
lang
uage
,ap
pear
ance
appe
aran
ce, e
nthu
sias
m, e
vide
nce
of p
rior
pra
ctic
eA
udio
-vis
ual:
tech
niqu
es, t
ools
Aud
io-v
isua
l:te
chni
ques
, too
ls, c
lari
tyA
udio
-vis
ual:
tech
niqu
es, t
ools
, cla
rity
, spe
edan
d pa
cing
uses
cor
rect
gra
mm
atic
al c
onve
ntio
n an
d te
chni
cal t
erm
sm
aint
ains
acc
epta
ble
gram
mat
ical
and
tech
nica
l sta
ndar
dsm
aint
ains
acc
epta
ble
gram
mat
ical
and
tech
nica
l sta
ndar
dsth
roug
h pr
oofr
eadi
ng/e
ditin
gth
roug
h pr
oofr
eadi
ng a
nd e
ditin
gth
roug
h pr
oofr
eadi
ng a
nd e
ditin
gpr
ovid
es a
n in
trod
uctio
n th
at d
escr
ibes
the
purp
ose
of th
epr
ovid
es a
n in
trod
uctio
n th
at d
escr
ibes
the
purp
ose
and
prov
ides
an
intr
oduc
tion
that
des
crib
es th
e pu
rpos
e an
dpr
ojec
tsc
ope
of th
e pr
ojec
tsc
ope
of th
e pr
ojec
tco
mm
unic
ates
info
rmat
ion
in a
logi
cal s
eque
nce
com
mun
icat
esid
eas
into
alo
gica
lse
quen
cew
ithco
mm
unic
ates
thou
ghts
/fee
lings
/idea
s cl
earl
y to
just
ify
orsu
ffic
ient
sup
port
ing
deta
ilch
alle
nge
a po
sitio
n
stat
es a
con
clus
ion
base
d on
a s
umm
ary
of f
acts
stat
es a
con
clus
ion
by s
ynth
esiz
ing
the
info
rmat
ion
stat
es a
con
clus
ion
by a
naly
zing
and
syn
thes
izin
g th
ega
ther
edin
form
atio
n ga
ther
ed
prov
ides
a re
fere
nce
list
of th
ree
or m
ore
basi
cpr
ovid
es a
ref
eren
ce li
st th
at in
clud
es f
ive
or m
ore
give
s ev
iden
ce o
f ad
equa
te r
esea
rch
thro
ugh
a re
fere
nce
info
rmat
ion
sour
ces
rele
vant
info
rmat
ion
sour
ces
list i
nclu
ding
sev
en o
r m
ore
rele
vant
info
rmat
ion
sour
ces
G.1
4/ M
anag
emen
t and
Mar
ketin
g, C
TS
130
1 0
1
Ass
essm
ent T
ools
0©
Alb
erta
Edu
catio
n, A
lbe
anad
a
ASS
ESS
ME
NT
FR
AM
EW
OR
K: R
ESE
AR
CH
PR
OC
ESS
CT
SRE
S
INT
RO
DU
CT
OR
YIN
TE
RM
ED
IAT
EA
DV
AN
CE
D
The
stu
dent
:T
he s
tude
nt:
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
Prep
arat
ion
and
Plan
ning
Prep
arat
ion
and
Plan
ning
sets
goa
ls a
nd f
ollo
ws
inst
ruct
ions
acc
urat
ely
sets
goa
ls a
nd e
stab
lishe
s st
eps
to a
chie
ve th
emse
ts c
lear
goa
ls a
nd e
stab
lishe
s st
eps
to a
chie
ve th
emad
here
s to
est
ablis
hed
timel
ines
crea
tes
and
adhe
res
to u
sefu
l tim
elin
escr
eate
s an
d ad
here
s to
det
aile
d tim
elin
esre
spon
ds to
dir
ecte
d qu
estio
ns a
nd f
ollo
ws
nece
ssar
yus
es p
erso
nal i
nitia
tive
to f
orm
ulat
e qu
estio
ns a
nd f
ind
uses
per
sona
l ini
tiativ
e to
for
mul
ate
ques
tions
and
fin
dst
eps
to f
ind
answ
ers
answ
ers
answ
ers
uses
tim
e ef
fect
ivel
ypl
ans
and
uses
tim
e ef
fect
ivel
ypl
ans
and
uses
tim
e ef
fect
ivel
y, p
rior
itizi
ng ta
sks
on a
cons
iste
nt b
asis
Info
rmat
ion
Gat
heri
ng a
nd P
roce
ssin
gIn
form
atio
n G
athe
ring
and
Pro
cess
ing
Info
rmat
ion
Gat
heri
ng a
nd P
roce
ssin
gac
cess
es b
asic
in-s
choo
l/com
mun
ity in
form
atio
n so
urce
sac
cess
esa
rang
eof
rele
vant
in-s
choo
l/com
mun
ityac
cess
es a
ran
ge o
f re
leva
nt in
form
atio
n so
urce
s an
dre
sour
ces
reco
gniz
es w
hen
addi
tiona
l inf
orm
atio
n is
req
uire
d
uses
one
or
mor
e in
form
atio
n-ga
ther
ing
tech
niqu
esus
es a
ran
ge o
f in
form
atio
n-ga
ther
ing
tech
niqu
esde
mon
stra
tes
reso
urce
fuln
ess
in c
olle
ctin
g da
ta
inte
rpre
ts a
nd o
rgan
izes
info
rmat
ion
in a
logi
cal s
eque
nce
inte
rpre
ts, o
rgan
izes
and
com
bine
s in
form
atio
n in
to a
inte
rpre
ts,
orga
nize
san
d co
mbi
nes
info
rmat
ion
inlo
gica
l seq
uenc
ecr
eativ
e an
d th
ough
tful
way
s
reco
rds
info
rmat
ion
accu
rate
ly, u
sing
cor
rect
tech
nica
lre
cord
sin
form
atio
nac
cura
tely
with
appr
opri
ate
reco
rds
info
rmat
ion
accu
rate
lyw
ithap
prop
riat
e
term
ssu
ppor
ting
deta
il an
d us
ing
corr
ect t
echn
ical
term
ssu
ppor
ting
deta
il an
d us
ing
corr
ect t
echn
ical
term
s
dist
ingu
ishe
s be
twee
n fa
ct a
nd f
ictio
n/op
inio
n/th
eory
dete
rmin
es a
ccur
acy/
curr
ency
/rel
iabi
lity
of in
form
atio
nre
cogn
izes
unde
rlyi
ngbi
as/a
ssum
ptio
ns/v
alue
sin
sour
ces
info
rmat
ion
sour
ces
resp
onds
to f
eedb
ack
whe
n cu
rren
t app
roac
h is
not
gath
ers
and
resp
onds
to f
eedb
ack
rega
rdin
g ap
proa
ch to
asse
sses
and
ref
ines
app
roac
h to
the
task
and
pro
ject
wor
king
the
task
stat
us b
ased
on
feed
back
and
ref
lect
ion
Col
labo
ratio
n an
d T
eam
wor
kC
olla
bora
tion
and
Tea
mw
ork
Col
labo
ratio
n an
d T
eam
wor
kco
oper
ates
with
gro
up m
embe
rsco
oper
ates
with
gro
up m
embe
rsco
oper
ates
with
gro
up m
embe
rs
shar
es w
ork
appr
opri
atel
y am
ong
grou
p m
embe
rssh
ares
wor
k ap
prop
riat
ely
amon
g gr
oup
mem
bers
shar
es w
ork
appr
opri
atel
y am
ong
grou
p m
embe
rsne
gotia
tes
solu
tions
to p
robl
ems
nego
tiate
s w
ith s
ensi
tivity
sol
utio
ns to
pro
blem
sdi
spla
ys e
ffec
tive
com
mun
icat
ion
and
lead
ersh
ip s
kills
Info
rmat
ion
Shar
ing
Info
rmat
ion
Shar
ing
Info
rmat
ion
Shar
ing
dem
onst
rate
s ef
fect
ive
use
of o
ne o
r m
ore
com
mun
icat
ion
dem
onst
rate
sef
fect
ive
use
oftw
oor
mor
ede
mon
stra
tes
effe
ctiv
e us
e of
a v
arie
ty o
f co
mm
unic
atio
nm
edia
; e.g
., w
ritte
n, o
ral,
audi
o-vi
sual
com
mun
icat
ion
med
ia; e
.g.,
wri
tten,
ora
l, au
dio-
visu
alm
edia
; e.g
., w
ritte
n, o
ral,
audi
o-vi
sual
com
mun
icat
es in
form
atio
n in
a lo
gica
l seq
uenc
eco
mm
unic
ates
idea
s in
a lo
gica
l seq
uenc
e w
ith s
uffi
cien
tco
mm
unic
ates
thou
ghts
/fee
lings
/idea
s cl
earl
y to
just
ify
orsu
ppor
ting
deta
ilch
alle
nge
a po
sitio
n
uses
cor
rect
gra
mm
atic
al c
onve
ntio
n an
d te
chni
cal t
erm
sm
aint
ains
acc
epta
ble
gram
mat
ical
and
tech
nica
l sta
ndar
dsm
aint
ains
acc
epta
ble
gram
mat
ical
and
tech
nica
l sta
ndar
ds
cite
s th
ree
or m
ore
basi
c in
form
atio
n so
urce
sci
tes
five
or
mor
e re
leva
nt in
form
atio
n so
urce
sgi
ves
evid
ence
of
adeq
uate
info
rmat
ion
gath
erin
g by
citin
g se
ven
or m
ore
rele
vant
info
rmat
ion
sour
ces
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
132
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.15
(199
7)13
3
I A
SSE
SSM
EN
T C
HE
CK
LIS
T: W
OR
KST
AT
ION
RO
UT
INE
S A
ND
MA
NA
GE
ME
NT
INFW
RK
STN
STU
DE
NT
:M
OD
UL
E: M
AM
STA
ND
AR
DSt
uden
ts w
orki
ng a
t sta
ndar
d m
ust d
emon
stra
te th
e te
chni
que
requ
irem
ents
out
lined
in th
e ch
eckl
ists
bel
ow. T
he c
olum
ns to
the
left
of
the
chec
klis
ts in
dica
teth
e m
inim
um r
atin
g fo
r at
sta
ndar
d pe
rfor
man
ce f
or in
trod
ucto
ry, i
nter
med
iate
and
adv
ance
d le
vel m
odul
es. T
he r
atin
g sc
ale
on th
e ri
ght d
efin
es th
e le
vels
of
com
pete
ncie
s an
d sh
ould
be
appl
ied
whe
n as
sess
ing
stud
ent p
erfo
rman
ce.
Obs
erva
tion
of S
tude
ntM
inim
umSt
anda
rd(I
ntro
Lev
el)
Min
imum
Stan
dard
(Int
er L
evel
)
Min
imum
Stan
dard
(Adv
. Lev
el)
TE
CH
NIQ
UE
RE
QU
IRE
ME
NT
ST
he s
tude
nt:
12
3
Wor
k St
atio
n R
outin
esap
prop
riat
ely
adju
sts
mon
itor,
key
boar
d, d
esk,
cha
ir a
nd o
ther
equi
pmen
t to
ensu
re w
orks
tatio
n is
erg
onom
ical
ly a
ppro
pria
te(c
omfo
rtab
le, h
ealth
y, s
afe
and
effi
cien
t)m
aint
ains
goo
d bo
dy p
ositi
onob
serv
es e
thic
al, l
egal
and
sec
urity
mea
sure
s in
han
dlin
g so
ftw
are
and
hard
war
e (c
opyr
ight
, pri
vacy
, con
fide
ntia
lity)
mai
ntai
ns a
n or
gani
zed,
nea
t wor
ksta
tion
23
3
File
Man
agem
ent
labe
ls, s
tore
s, a
cces
ses,
bac
ks u
p, a
nd u
ses
file
s an
d di
sks
appr
opri
atel
ycr
eate
s an
d us
es a
ppro
pria
te f
ilena
mes
and
dir
ecto
ries
to o
rgan
ize
info
rmat
ion
in a
logi
cal w
aysa
ves,
ret
riev
es, m
oves
, cop
ies,
del
etes
and
ren
ames
file
s an
ddi
rect
orie
s as
req
uire
d
12
3
Tim
e M
anag
emen
t/Org
aniz
atio
nlo
cate
s/us
es m
ultip
le r
esou
rces
whe
n ne
edin
g as
sist
ance
; e.g
., pr
int,
on-l
ine,
teac
her,
pee
rsal
low
s ad
equa
te ti
me
for
set-
up a
nd c
lose
-dow
n pr
oced
ures
man
ages
tim
e ef
fect
ivel
y
23
3
Prof
essi
onal
ism
take
s in
itiat
ive
in e
valu
atin
g an
d ad
just
ing
wor
k pr
oces
ses
and
prod
ucts
to e
nsur
e th
ey m
eet o
r ex
ceed
the
stan
dard
resp
onds
to p
robl
ems
and
acce
pts
chal
leng
es b
y th
inki
ng c
ritic
ally
and
crea
tivel
yus
es r
elat
ed te
rmin
olog
y ap
prop
riat
ely
G.1
6/ M
anag
emen
t and
Mar
ketin
g, C
TS
134
Rat
ing
Scal
e
4D
emon
stra
tes
initi
ativ
e th
at e
xcee
dsre
quir
ed te
chni
ques
/ski
lls.
3C
onsi
sten
tly d
emon
stra
tes
all d
esig
nate
dte
chni
ques
/ski
lls, r
arel
y ne
eds
prom
ptin
g.
2D
emon
stra
tes
all d
esig
nate
dte
chni
ques
/ski
lls, o
ccas
iona
lly n
eeds
prom
ptin
g.
1D
emon
stra
tes
mos
t des
igna
ted
tech
niqu
es/s
kills
, fre
quen
tly n
eeds
prom
ptin
g.
0D
oes
not d
emon
stra
te d
esig
nate
dte
chni
que
/ski
ll.
RE
FLE
CT
ION
S /C
OM
ME
NT
S
135
Ass
essm
ent T
ools
do@
Alb
erta
Edu
catio
n, A
lbe
Can
ada
ASS
ESS
ME
NT
TA
SK: C
AR
EE
R P
RO
FIL
ES
MA
MC
AR
ESt
anda
rd: T
hree
car
eer
prof
iles,
all
sect
ions
com
plet
ed f
or e
ach
prof
ileA
rea
of C
aree
r E
xplo
ratio
n:
Car
eer
Prof
ile 1
JOB
TIT
LE
:D
escr
iptio
n (t
asks
, wor
king
con
ditio
ns)
Edu
catio
n qu
alif
icat
ions
Em
ploy
men
t opp
ortu
nitie
s
Adv
ance
men
t pot
entia
l
Sala
ry r
ange
and
ben
efits
Wou
ld y
ou e
njoy
this
type
of
wor
k? W
hy?
Why
not
?
Ref
eren
ce u
sed
(boo
k, in
terv
iew
, etc
.)
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
1.36
Car
eer
Prof
ile 2
JOB
TIT
LE
:D
escr
iptio
n (t
asks
, wor
king
con
ditio
ns)
Edu
catio
n qu
alif
icat
ions
Em
ploy
men
t opp
ortu
nitie
s
Adv
ance
men
t pot
entia
l
Sala
ry r
ange
and
ben
efits
Wou
ld y
ou e
njoy
this
type
of
wor
k? W
hy?
Why
not
?
Ref
eren
ce u
sed
(boo
k, in
terv
iew
, etc
.)
for
Mod
ule
Car
eer
Prof
ile 3
JOB
TIT
LE
:D
escr
iptio
n (t
asks
, wor
king
con
ditio
ns)
Edu
catio
n qu
alif
icat
ions
Em
ploy
men
t opp
ortu
nitie
s
Adv
ance
men
t pot
entia
l
Sala
ry r
ange
and
ben
efits
Wou
ld y
ou e
njoy
this
type
of
wor
k? W
hy?
Why
not
?
Ref
eren
ce u
sed
(boo
k, in
terv
iew
, etc
.)
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.17
(199
7)13
7
ASS
ESS
ME
NT
TA
SK: C
OM
MU
NIC
AT
ION
ST
RA
TE
GIE
S, R
EA
D A
ND
CR
ITIQ
UE
TE
CH
NIC
AL
RE
POR
TS
MA
MC
OM
-1
Stan
dard
: MA
M20
60 -
Rea
d an
d cr
itiqu
e a
min
imum
of
3 in
form
al te
chni
cal r
epor
ts a
t lev
el 2
com
pete
ncy
MA
M30
80 -
Rea
d an
d cr
itiqu
e a
min
imum
of
2 fo
rmal
tech
nica
l rep
orts
at l
evel
3 c
ompe
tenc
y
Ans
wer
the
ques
tions
bel
ow a
nd m
ake
com
men
ts r
egar
ding
eac
h of
the
repo
rts.
Stud
ent N
ame(
s)
for
Mod
ule
Cri
tique
1
RE
POR
T T
ITL
E:
Wha
t is
the
mai
n pu
rpos
e of
the
repo
rt?
Who
is th
e in
tend
ed a
udie
nce?
Is th
e co
nten
t cle
ar a
nd c
onci
se?
Exp
lain
.
Wha
t fea
ture
s m
ake
the
cont
ent c
oher
ent,
com
plet
e an
d co
rrec
t?
Wha
t evi
denc
e is
ther
e of
edi
ting/
proo
frea
ding
?
Sugg
estio
ns f
or im
prov
emen
t.
G.1
8/ M
anag
emen
t and
Mar
ketin
g, C
TS
138
Cri
tique
2
RE
POR
T T
ITL
E:
Wha
t is
the
mai
n pu
rpos
e of
the
repo
rt?
Who
is th
e in
tend
ed a
udie
nce?
Is th
e co
nten
t cle
ar a
nd c
onci
se?
Exp
lain
.
Wha
t fea
ture
s m
ake
the
cont
ent c
oher
ent,
com
plet
e an
d co
rrec
t?
Wha
t evi
denc
e is
ther
e of
edi
ting/
proo
frea
ding
?
Sugg
estio
ns f
or im
prov
emen
t.
Cri
tique
3
RE
POR
T T
ITL
E:
Wha
t is
the
mai
n pu
rpos
e of
the
repo
rt?
Who
is th
e in
tend
ed a
udie
nce?
Is th
e co
nten
t cle
ar a
nd c
onci
se?
Exp
lain
.
Wha
t fea
ture
s m
ake
the
cont
ent c
oher
ent,
com
plet
e an
d co
rrec
t?
Wha
t evi
denc
e is
ther
e of
edi
ting/
proo
frea
ding
?
Sugg
estio
ns f
or im
prov
emen
t.
139
Ass
essm
ent T
ools
do©
Alb
erta
Edu
catio
n, A
lbe
Can
ada
ASS
ESS
ME
NT
GU
IDE
: CO
MM
UN
ICA
TIO
N S
TR
AT
EG
IES
WR
ITIN
G P
RO
JEC
TS
MA
MC
OM
-2
STU
DE
NT
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OD
UL
E: M
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evel
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Stan
d ar
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term
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te L
evel
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dvan
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el
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RR
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NC
E w
ritin
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nsis
ts o
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EC
HN
ICA
L R
EPO
RT
S (I
NFO
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AL
) -
wri
ting
TE
CH
NIC
AL
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POR
TS
(FO
RM
AL
) w
ritin
gpl
anni
ng, c
ompo
sing
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isin
g an
d pr
oofr
eadi
nga:
Pers
onal
Bus
ines
s L
ette
rB
usin
ess
Let
ter
Mem
oE
-Mai
l
cons
ists
of
a m
inim
um o
f tw
o in
form
al r
epor
tsin
an
area
of
inte
rest
. Lis
t and
nam
e be
low
:
1. 2.
cons
ists
of
a m
inim
um o
f on
e fo
rmal
rep
ort i
nan
are
a of
inte
rest
. Nam
e be
low
:
1.
1
PRE
WR
ITIN
G
2
PRE
WR
ITIN
G
3
PRE
WR
ITIN
Gid
entif
ies
mai
n pu
rpos
eid
entif
ies
inte
nded
aud
ienc
eid
entif
ies
deta
ils to
be
incl
uded
com
plet
es r
esea
rch
(if
nece
ssar
y)or
gani
zes
wri
ting
usin
g A
IDA
for
mul
a(a
ttent
ion,
inte
rest
, des
ire,
act
ion)
outli
nes
deta
ils in
logi
cal o
rder
sele
cts
appr
opri
ate
form
at
iden
tifie
s m
ain
purp
ose
iden
tifie
s in
tend
ed a
udie
nce
iden
tifie
s de
tails
to b
e in
clud
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mpl
etes
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earc
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f ne
cess
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orga
nize
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AID
A f
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ula
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ntio
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tere
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ise
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Rat
in g
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and
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ools
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ectiv
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eria
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ined
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ollo
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ided
pla
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A li
mite
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eria
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eria
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riat
ely.
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
140
BE
ST C
OPY
AV
AIL
AB
LE
1 11
S,M
anag
emen
t and
Mar
ketin
g /G
.19
(199
7)
ASS
ESS
ME
NT
GU
IDE
: CO
MM
UN
ICA
TIO
N S
TR
AT
EG
IES
OR
AL
PR
ESE
NT
AT
ION
SM
AM
CO
M-3
STU
DE
NT
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OD
UL
E: M
AM
At
Stan
dInt
erm
edia
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evel
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omm
unic
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trat
egie
s II
t ard
Stan
Ad
Adv
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d L
evel
- C
omm
unic
atio
n St
rate
gies
III
OR
AL
PR
ESE
NT
AT
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ers
an o
ral r
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OR
AL
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ESE
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AT
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rmal
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ort u
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egie
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inim
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ual a
ids
title
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chni
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epor
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2
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ning
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3
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ning
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Pres
enta
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choo
ses
an a
ppro
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pic
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tere
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purp
ose
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ntat
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tifie
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iden
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plet
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ain
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tspr
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aves
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mon
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olum
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ools
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ely.
G.2
01 M
anag
emen
t and
Mar
ketin
g, C
TS
142
143
Ass
essm
ent T
ools
40©
Alb
erta
Edu
catio
n, A
lban
ada
PRE
SEN
TA
TIO
NS/
RE
POR
TS:
MA
NA
GE
ME
NT
AN
D M
AR
KE
TIN
G P
RO
JEC
TS
MA
M10
10-1
STU
DE
NT
NA
ME
(S)
Tas
kO
bser
vatio
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f St
uden
t
Plan
ning
and
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43
21
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43
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STA
ND
AR
D I
S 1
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
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xcee
ds d
efin
ed o
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mes
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ans
and
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ctiv
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crea
tivel
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ase
lf-
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ls, m
ater
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ools
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ollo
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ided
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ely.
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ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
144
TA
SK C
HE
CK
LIS
T c
rite
ria
for
intr
oduc
tory
leve
l
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
sets
goa
ls a
nd f
ollo
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inst
ruct
ions
acc
urat
ely
resp
onds
to d
irec
ted
ques
tions
and
fol
low
sne
cess
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step
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cess
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asic
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l/com
mun
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form
atio
nso
urce
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terp
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org
aniz
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n in
to a
logi
cal s
eque
nce
reco
rds
info
rmat
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accu
rate
ly u
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cor
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tech
nica
l ter
ms
uses
tim
e ef
fect
ivel
y
MA
NA
GE
ME
NT
PR
OJE
CT
Con
tent
:re
late
s m
anag
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cept
s of
pla
nnin
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, lea
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loca
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RK
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PR
OJE
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ecis
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wee
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sign
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sion
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ade
ever
y da
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the
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ket p
lace
RE
TA
ILIN
G P
RE
SEN
TA
TIO
NC
onte
nt:
expl
ains
the
role
of
reta
iling
in th
e m
arke
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ceou
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s th
e ev
olut
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of r
etai
ling
disc
usse
s th
e ro
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f te
chno
logy
in r
etai
ling
desc
ribe
s th
e m
ajor
fun
ctio
ns o
f re
taili
ng:
buyi
ngse
lling
mer
chan
disi
ng
RE
SPO
NSE
S T
O R
ET
AIL
ME
RC
HA
ND
ISIN
GST
RA
TE
GIE
SC
onte
nt:
iden
tifie
s an
d an
alyz
es a
var
iety
of
reta
ilm
erch
andi
sing
str
ateg
ies
rela
ted
to:
prod
uct
pric
epl
ace
prom
otio
nse
rvic
e
Pres
entin
g/R
epor
ting
dem
onst
rate
s ef
fect
ive
use
of o
ne o
r m
ore
com
mun
icat
ion
med
iae.
g., W
ritte
n: s
pelli
ng, p
unct
uatio
n, g
ram
mar
basi
c fo
rmat
Ora
l: vo
ice
proj
ectio
n, b
ody
lang
uage
Aud
io-v
isua
l: te
chni
ques
, too
lsus
es c
orre
ct g
ram
mat
ical
con
vent
ion
and
tech
nica
lte
rms
thro
ugh
proo
frea
ding
/edi
ting
prov
ides
an
intr
oduc
tion
that
des
crib
es th
e pu
rpos
e of
the
proj
ect
com
mun
icat
es in
form
atio
n in
a lo
gica
l seq
uenc
est
ates
a c
oncl
usio
n ba
sed
on a
sum
mar
y of
fac
tspr
ovid
es a
ref
eren
ce li
st o
f th
ree
or m
ore
basi
cin
form
atio
n so
urce
s (e
.g.,
book
s, in
terv
iew
s, v
ideo
s)
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.21
145
(199
7)
PRE
SEN
TA
TIO
NS/
RE
POR
TS:
CU
STO
ME
R P
OR
TFO
LIO
MA
M10
20-1
STU
DE
NT
:
Obs
erva
tions
of
Stud
ents
CR
ITE
RIA
The
stu
dent
:Pr
epar
atio
n an
d Pl
anni
ng
4se
ts g
oals
and
fol
low
s in
stru
ctio
ns a
ccur
atel
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3re
spon
ds to
dir
ecte
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estio
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ollo
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nece
ssar
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eps
to f
ind
answ
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asic
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scho
ol/c
omm
unity
info
rmat
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sour
ces
1in
terp
rets
and
org
aniz
es in
form
atio
n in
to a
logi
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eque
nce
ore
cord
s in
form
atio
n ac
cura
tely
usi
ng c
orre
ct te
chni
cal t
erm
sus
es ti
me
effe
ctiv
ely
Con
tent
of
Cus
tom
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ortf
olio
desc
ribe
s ta
rget
mar
kets
incl
udin
g pa
rtic
ipan
ts, d
emog
raph
ics
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psyc
hogr
aphi
csfo
r a:
4pr
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t
3re
taile
r
2se
rvic
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1an
alyz
es a
min
imum
of
five
adv
ertis
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rom
new
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agaz
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cate
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A c
once
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ow it
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ortin
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mon
stra
tes
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ctiv
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e of
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mor
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edia
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ritte
n: s
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ram
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sic
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at
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ral:
voic
e pr
ojec
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udio
-vis
ual:
tech
niqu
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ools
2us
es c
orre
ct g
ram
mat
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con
vent
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and
tech
nica
l ter
ms
thro
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frea
ding
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ting
1 0pr
ovid
es a
n in
trod
uctio
n th
at d
escr
ibes
the
purp
ose
of th
e pr
ojec
tco
mm
unic
ates
info
rmat
ion
in a
logi
cal s
eque
nce
stat
es a
con
clus
ion
base
d on
a s
umm
ary
of f
acts
prov
ides
a r
efer
ence
list
of
thre
e or
mor
e ba
sic
info
rmat
ion
sour
ces
(e.g
., bo
oks,
inte
rvie
ws,
vid
eos)
.
G.2
2/ M
anag
emen
t and
Mar
ketin
g, C
TS
146
STA
ND
AR
D I
S 1
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
. Pla
ns a
nd s
olve
spr
oble
ms
effe
ctiv
ely
and
crea
tivel
y in
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
nd u
sed
effi
cien
tly,
effe
ctiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
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icie
ntly
and
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ectiv
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2M
eets
def
ined
out
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es.
Plan
s an
d so
lves
prob
lem
s w
ith li
mite
d as
sist
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.T
ools
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ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
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pria
tely
.
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eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n.A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
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opri
atel
y.
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as n
ot c
ompl
eted
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ined
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es. T
ools
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ater
ials
and/
orpr
oces
ses
are
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inap
prop
riat
ely.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
147
Ass
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ent T
ools
do()
Alb
erta
Edu
catio
n, A
lbC
anad
a
ASS
ESS
ME
NT
GU
IDE
: RE
TA
IL S
AL
ES
CL
ER
K T
EC
HN
IQU
ES
MA
M10
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STU
DE
NT
:T
RA
ININ
G S
ITE
:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
4Sh
ows
Up
for
Wor
k3
show
s up
for
sch
edul
ed w
ork
shif
ts2
arri
ves
earl
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ord
er to
org
aniz
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lf a
nd s
tore
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es Q
ualit
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usto
mer
Ser
vice
show
s kn
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dge
of p
rodu
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in s
tore
4co
mpl
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sing
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cedu
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cus
tom
ers
in a
n ap
prop
riat
e m
anne
r2
acts
fri
endl
y an
d he
lpfu
l dur
ing
the
sale
1ha
ndle
s cu
stom
er c
ompl
aint
s0
take
s le
ave
of c
usto
mer
s in
an
appr
opri
ate
man
ner
Perf
orm
s N
on-S
ellin
g D
utie
s4
follo
ws
stor
e po
licy
and
proc
edur
es3
mai
ntai
ns w
ell-
stoc
ked
shel
ves
2co
ntri
bute
s to
the
gene
ral u
pkee
p an
d m
aint
enan
ce o
f th
e st
ore
1as
sist
s in
vis
ual m
erch
andi
sing
(st
ock
on s
helv
es, i
n-st
ore
disp
lays
, win
dow
0di
spla
ys)
assi
sts
in th
e pr
epar
atio
n of
pro
mot
iona
l cam
paig
ns (
crea
ting
adve
rtis
emen
ts,
post
ers,
etc
.)
Wor
ks C
olla
bora
tivel
y4
gets
alo
ng w
ith o
ther
co-
wor
kers
3he
lps
fello
w c
o-w
orke
rs w
hen
nece
ssar
y to
hel
p ba
lanc
e w
orkl
oad
2co
ntri
bute
s to
pro
blem
sol
ving
and
dec
isio
n m
akin
g1 0 4
Pres
ents
Per
sona
l Cha
ract
eris
tics
3dr
esse
s ap
prop
riat
ely
wor
k fo
r w
ork
situ
atio
n2
dem
onst
rate
s re
liabi
lity
and
depe
ndab
ility
1ac
ts e
ager
, ent
husi
astic
and
con
fide
nt0
mak
es a
com
mitm
ent t
o qu
ality
cus
tom
er s
ervi
ce
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
148
STA
ND
AR
D I
S 3
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
espr
oble
ms
effe
ctiv
ely
and
crea
tivel
y in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
lsan
d/or
proc
esse
sar
ese
lect
edan
dus
edef
fici
ently
,ef
fect
ivel
y an
d w
ith c
onfi
denc
e.
3M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s in
ase
lf-d
irec
ted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
use
def
fici
ently
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s w
ith li
mite
d as
sist
ance
. Too
ls, m
ater
ials
and/
orpr
oces
ses
are
sele
cted
and
used
appr
opri
atel
y.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
pla
nof
act
ion.
A li
mite
d ra
nge
of to
ols,
mat
eria
lsan
d/or
pro
cess
es a
re u
sed
appr
opri
atel
y.
0H
as n
ot c
ompl
eted
def
ined
out
com
es.
Too
ls,
mat
eria
lsan
d/or
proc
esse
sar
eus
edin
appr
opri
atel
y.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
149
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.23
(199
7)
ASS
ESS
ME
NT
GU
IDE
: RE
TA
IL C
ASH
IER
MA
M10
20-3
STU
DE
NT
:T
RA
ININ
G S
ITE
:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
Sets
Up
the
Cas
h R
egis
ter
4co
unts
and
con
firm
s th
e ac
cura
cy o
f th
e fl
oat
3en
sure
s ca
sh d
raw
er is
pro
perl
y or
gani
zed
2ve
rifi
es to
tal s
ales
and
cus
tom
er c
ount
has
bee
n cl
eare
d to
zer
o1
iden
tifie
s ap
prop
riat
e cl
erk
key
to u
se a
nd c
ode
nam
e in
to te
rmin
al if
0po
ssib
lech
ecks
to e
nsur
e th
ere
is s
uffi
cien
t jou
rnal
and
rec
eipt
tape
Serv
es C
usto
mer
s4
gree
ts c
usto
mer
s in
an
appr
opri
ate
man
ner
3ac
ts f
rien
dly
and
help
ful d
urin
g th
e sa
le2
bags
the
mer
chan
dise
pro
perl
y1
take
s le
ave
of th
e cu
stom
er in
an
appr
opri
ate
man
ner
0R
ings
in S
ales
4en
ters
sal
es a
ccur
atel
y (m
inim
um f
ive
item
s in
eac
h sa
le)
3ha
ndle
s m
oney
tend
ered
pro
perl
y2
mak
es c
hang
e us
ing
leas
t am
ount
of
coin
s an
d bi
ll po
ssib
le1
coun
ts c
hang
e ba
ck to
cus
tom
ers
from
the
amou
nt o
f th
e sa
le to
am
ount
0te
nder
ed
Com
plet
es C
ash
Reg
iste
r/T
erm
inal
Clo
sing
Pro
cedu
res
4cl
ears
term
inal
of
daily
sal
es a
nd c
usto
mer
s3
gene
rate
s a
deta
iled
audi
t tap
e of
dai
ly s
ales
2re
mov
es jo
urna
l tap
e an
d re
thre
ads
tape
in m
achi
ne1
sets
up
cash
flo
at a
nd r
emov
es d
aily
sal
es0 4
Com
plet
es C
ash
Rec
onci
liatio
n3
coun
ts m
oney
and
com
plet
es c
ash
out r
epor
ts2
com
plet
es a
dep
osit
slip
for
dai
ly s
ales
1or
gani
zes
cash
for
dep
osit
(coi
ns a
nd b
ills)
0
G.2
4/ M
anag
emen
t and
Mar
ketin
g, C
TS
(199
0
STA
ND
AR
D I
S 3
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
espr
oble
ms
effe
ctiv
ely
and
crea
tivel
y in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
lsan
d/or
proc
esse
sar
ese
lect
ed a
nd u
sed
effi
cien
tly,
effe
ctiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
use
def
fici
ently
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
sw
ithlim
ited
assi
stan
ce.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
use
dap
prop
riat
ely.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
pla
nof
act
ion.
A li
mite
d ra
nge
of to
ols,
mat
eria
lsan
d/or
pro
cess
es a
re u
sed
appr
opri
atel
y.O
Has
not
com
plet
ed d
efin
ed o
utco
mes
.T
ools
,m
ater
ials
and/
orpr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
151
Ass
essm
ent T
ools
0©
Alb
erta
Edu
catio
n, A
lbC
anad
a
ASS
ESS
ME
NT
GU
IDE
: CO
MM
UN
ICA
TIO
N S
TR
AT
EG
IES
1 -
RO
LE
PL
AY
ING
STU
DE
NT
:
MA
M10
30-1
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
Com
mun
icat
es o
n th
e T
elep
hone
4an
swer
s ph
one
prom
ptly
(be
fore
thir
d ri
ng)
iden
tifie
s bu
sine
ss a
nd/o
r se
lf3
mak
es c
alle
rs c
omfo
rtab
le th
roug
h us
e of
voic
e (f
rien
dly,
unh
urri
ed)
2la
ngua
ge (
prof
essi
onal
, doe
s no
t use
sla
ng)
tone
(in
tere
sted
atti
tude
)1
liste
ns a
ttent
ivel
ytr
ansf
ers
call
if n
eces
sary
0ha
ndle
s a
vari
ety
of s
ituat
ions
app
ropr
iate
ly; e
.g.,
calle
r on
hol
d, c
ompl
aint
s,pe
rsis
tent
At
take
s ac
cura
te m
essa
ges
Com
mun
icat
es F
ace
to F
ace
4de
mon
stra
tes
a ge
nuin
ely
help
ful a
ttitu
deof
fers
a p
leas
ant f
rien
dly
smile
and
mak
es e
ye c
onta
ct3
give
s a
chee
rful
gre
etin
g to
vis
itors
/cus
tom
ers/
clie
nts
rem
embe
rs n
ames
and
rec
ogni
zes
visi
tors
/cus
tom
ers/
clie
nts
2us
es p
rope
r pr
otoc
ol f
or g
iven
situ
atio
n; e
.g.,
use
of la
st n
ames
, fir
st n
ames
,tit
les
1dr
esse
s ap
prop
riat
ely
for
give
n si
tuat
ion
show
s co
urte
sy, u
nder
stan
ding
and
res
pect
0de
mon
stra
tes
com
pete
nce
for
give
n si
tuat
ion
hand
les
a va
riet
y of
situ
atio
ns a
ppro
pria
tely
; e.g
., in
trod
uctio
ns, g
reet
ing
visi
tors
/cus
tom
ers/
clie
nts,
dif
ficu
lt/aw
kwar
d si
tuat
ions
152
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
STA
ND
AR
D I
S 1
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
. Pla
ns a
nd s
olve
spr
oble
ms
effe
ctiv
ely
and
crea
tivel
y in
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
nd u
sed
effi
cien
tly,
effe
ctiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n.A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
as n
ot c
ompl
eted
def
ined
out
com
es. T
ools
,m
ater
ials
and/
orpr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
153
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.25
(199
7)
PRE
SEN
TA
TIO
NS/
RE
POR
TS:
MA
NA
GIN
G F
OR
QU
AL
ITY
MA
M20
10-1
STU
DE
NT
NA
ME
(S)
Tas
kO
bser
vatio
ns O
f St
uden
t
Plan
ning
and
Pres
enta
tion
43
21
0N
/A
Qua
lity
Man
agem
ent
43
21
0N
/A
Rol
e of
Man
ager
s4
32
10
N/A
Man
agem
ent A
naly
sis
43
21
0N
/A
Cri
tical
Rev
iew
43
21
0N
/A
Pres
entin
g/R
epor
ting
43
21
0N
/A
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4
Exc
eeds
def
ined
out
com
es.
Plan
s an
dso
lves
pro
blem
s cr
itica
lly a
nd c
reat
ivel
y in
a se
lf-d
irec
t man
ner.
Sele
cts
and
uses
tool
s,m
ater
ials
and/
orpr
oces
ses
effi
cien
tly,
effe
ctiv
ely
and
with
conf
iden
ce.
3
Mee
ts d
efin
ed o
utco
mes
. Pla
ns a
nd s
olve
spr
oble
ms
in a
sel
f-di
rect
man
ner.
Sel
ects
and
uses
tool
s, m
ater
ials
and
/or
proc
esse
sef
fici
ently
and
eff
ectiv
ely.
2
Mee
ts d
efin
ed o
utco
mes
. Pla
ns a
nd s
olve
spr
oble
ms
with
lim
ited
assi
stan
ce.
Sele
cts
and
uses
tool
s, m
ater
ials
and
/or
proc
esse
sap
prop
riat
ely.
1
Mee
ts d
efin
edou
tcom
es.
Follo
ws
agu
ided
plan
ofac
tion.
Use
sto
ols,
mat
eria
ls a
nd/o
r pr
oces
ses
appr
opri
atel
y.
0
Has
not
yet
com
plet
ed d
efin
ed o
utco
mes
.T
ools
, mat
eria
ls a
nd/o
r pr
oces
ses
are
used
inap
prop
riat
ely.
G.2
6/ M
anag
emen
t and
Mar
ketin
g, C
TS
(199
7615
4
TA
SK C
HE
CK
LIS
T -
cri
teri
a fo
r in
term
edia
te le
vel
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
sets
goa
ls a
nd d
escr
ibes
ste
ps to
ach
ieve
them
uses
per
sona
l ini
tiativ
e to
for
mul
ate
ques
tions
and
fin
dan
swer
sac
cess
es a
ran
ge o
f re
leva
nt in
- sc
hool
/com
mun
ityre
sour
ces
inte
rpre
ts, o
rgan
izes
and
com
bine
s in
form
atio
n in
to a
logi
cal s
eque
nce
reco
rds
info
rmat
ion
accu
rate
ly w
ith a
ppro
pria
tesu
ppor
ting
deta
il an
d us
ing
corr
ect t
echn
ical
term
spl
ans
and
uses
tim
e ef
fect
ivel
yga
ther
s an
d re
spon
ds to
fee
dbac
k re
gard
ing
appr
oach
to ta
sk a
nd p
roje
ct s
tatu
s
QU
AL
ITY
MA
NA
GE
ME
NT
PR
ESE
NT
AT
ION
Con
tent
:de
scri
bes
the
role
of
cust
omer
s, e
mpl
oyee
s an
dm
anag
ers
in d
evel
opin
g sy
stem
s an
d st
rate
gies
for
impr
oved
qua
lity
expl
ores
the
role
of
team
s an
d co
llabo
ratio
n in
the
deve
lopm
ent o
f im
prov
ed q
ualit
yex
plai
ns w
ho m
akes
the
deci
sion
s re
gard
ing
chan
ges
in a
n or
gani
zatio
n fo
cusi
ng o
n im
prov
ed q
ualit
y
TH
E R
OL
E O
F M
AN
AG
ER
SC
onte
nt:
iden
tifie
s fo
ur c
ase
stud
ies
from
a v
arie
ty o
f so
urce
s(e
.g.,
tele
visi
on, v
ideo
s, m
agaz
ines
, jou
rnal
art
icle
s,ne
wsp
aper
clip
ping
s or
boo
ks)
anal
yzes
eac
h of
the
case
s by
incl
udin
g:a
shor
t ove
rvie
w o
f th
e or
gani
zatio
n an
d its
man
agem
ent s
truc
ture
a de
scri
ptio
n of
how
man
ager
s en
cour
age
(or
dono
t enc
oura
ge)
impr
ovem
ent i
n th
e or
gani
zatio
nth
roug
h st
rate
gies
use
d du
ring
the
plan
ning
,or
gani
zing
, lea
ding
,an
d
mon
itori
ng s
tage
syo
ur p
erso
nal i
mpr
essi
ons
on th
e st
rate
gies
used
sugg
estio
ns o
f st
rate
gies
you
wou
ld u
se if
man
agin
g th
e or
gani
zatio
n
MA
NA
GE
ME
NT
AN
AL
YSI
S R
EPO
RT
Con
tent
:id
entif
ies
an a
rea
that
nee
ds im
prov
emen
tde
fine
s th
e pr
oble
mde
scri
bes
the
goal
s an
d gi
ves
a ra
tiona
le f
or c
hang
ing
the
syst
em (
outli
ne th
e cu
rren
t sys
tem
and
str
ateg
ies
bein
g us
ed a
nd h
ow y
ou in
tend
to im
prov
e it)
outli
nes
a pl
an f
or im
plem
enta
tion
impl
emen
ts th
e pl
anm
onito
rs th
e ch
ange
eval
uate
s th
e pl
an a
nd r
epor
ts o
n th
e ov
ersu
cces
s or
draw
back
s of
the
actio
n ta
ken
mak
es a
djus
tmen
ts a
s re
quir
ed
CR
ITIC
AL
RE
VIE
WC
onte
nt:
sum
mar
izes
a c
urre
nt m
anag
emen
t sys
tem
in r
egar
ds to
:ov
ervi
ewst
rate
gies
& u
sepr
os &
con
spe
rson
al v
iew
s
Pres
enth
m/R
epor
ting
dem
onst
rate
s ef
fect
ive
use
of a
t lea
st tw
oco
mm
unic
atio
n m
edia
:e.
g., W
ritte
n: s
pelli
ng, p
unct
uatio
n, g
ram
mar
,fo
rmat
(fo
rmal
/info
rmal
)O
ral:
voic
e pr
ojec
tion,
bod
y la
ngua
ge,
appe
aran
ceV
isua
l: te
chni
ques
, too
ls, c
lari
tym
aint
ains
acc
epta
ble
gram
mat
ical
and
tech
nica
lst
anda
rds
thro
ugh
proo
frea
ding
and
edi
ting
prov
ides
an
intr
oduc
tion
that
des
crib
es th
e pu
rpos
e an
dsc
ope
of th
e pr
ojec
tco
mm
unic
ates
idea
s in
to a
logi
cal s
eque
nce
with
suff
icie
nt s
uppo
rtin
g de
tail
stat
es a
con
clus
ion
by s
ynth
esiz
ing
the
info
rmat
ion
gath
ered
prov
ides
a r
efer
ence
list
that
incl
udes
fiv
e or
mor
ere
leva
nt in
form
atio
n so
urce
s
155
Ass
essm
ent T
ools
do©
Alb
erta
Edu
catio
n, A
lb e
Can
ada
ASS
ESS
ME
NT
GU
IDE
: PR
INT
AD
VE
RT
ISE
ME
NT
SM
AM
2020
-1
STU
DE
NT
:N
AM
E O
F PR
OD
UC
T:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
4C
reat
ivity
and
nea
tnes
s3
all p
arts
of
the
ad a
re a
ttrac
tive
2th
e ad
has
a c
lean
, unc
lutte
red
look
1id
ea is
ori
gina
l, un
ique
and
cle
ver
0L
ayou
t type
face
s (f
onts
) se
lect
ed a
re a
ppro
pria
te f
or th
e pr
oduc
t or
stor
e4
whi
te s
pace
use
d pr
oper
ly to
enh
ance
the
over
all a
ppea
ranc
e of
the
3ad
vert
isem
ent
2th
e ad
has
a f
ocal
poi
nt (
a pl
ace
for
the
eye
to b
egin
)1
the
ad f
low
s (p
ositi
onin
g ea
ch e
lem
ent i
n a
logi
cal p
lace
, mov
ing
the
0re
ader
's e
ye f
rom
one
ele
men
t to
the
othe
r)al
l par
ts o
f th
e ad
vert
isem
ent t
ie to
geth
er a
nd r
elat
e to
the
obje
ctiv
e of
the
adve
rtis
emen
t
Part
s of
an
adve
rtis
emen
t4
atte
ntio
n-ge
tting
hea
dlin
e3
dom
inan
t illu
stra
tion
that
ena
bles
rea
der
to te
ll at
a g
lanc
e w
hat t
he a
d is
2ab
out
1co
py r
elat
es p
rodu
ct f
eatu
res
and
turn
s th
em in
to c
usto
mer
ben
efits
0re
cogn
izab
le lo
go is
pre
sent
Selli
ng P
ower
4ov
eral
l im
pact
of
ad in
duce
s th
e re
ader
into
act
ion
3ot
her
info
rmat
ion
pert
inen
t to
the
read
er is
giv
en; e
.g.,
stor
e ho
urs,
add
ress
,2
phon
e nu
mbe
r1
actio
n w
ords
are
use
d to
bri
ng th
e cu
stom
er in
to th
e st
ore;
e.g
., lim
ited
0of
fer/
quan
titie
s
4O
ral P
rese
ntat
ion
3ex
plai
ns h
ow th
e ob
ject
ive
was
ach
ieve
d an
d th
e se
ctio
n of
the
new
spap
er2
the
ad w
ould
bes
t be
plac
ed1
desc
ribe
s ho
w th
e A
IDA
con
cept
was
use
d in
dev
elop
ing
the
adve
rtis
emen
t0
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
156
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
. Pla
ns a
nd s
olve
spr
oble
ms
effe
ctiv
ely
and
crea
tivel
y in
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
nd u
sed
effi
cien
tly,
effe
ctiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n.A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
as n
ot c
ompl
eted
def
ined
out
com
es. T
ools
,m
ater
ials
and/
orpr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.27
1,57
(199
7)
ASS
ESS
ME
NT
GU
IDE
: PR
OD
UC
TIO
N O
F R
AD
IO C
OM
ME
RC
IAL
SM
AM
2020
-2
STU
DE
NT
:T
ITL
E O
F C
OM
ME
RC
IAL
:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
4W
ritte
n Sc
ript
3or
gani
zes
form
at in
clud
ing
dial
ogue
, sou
nd e
ffec
ts a
nd s
peci
al
2in
stru
ctio
ns n
oted
uses
attr
activ
e, e
asy-
to-r
ead
form
at1 0
Con
tent
of
Com
mer
cial
4or
igin
ality
crea
tive,
fre
sh, c
leve
r
3im
pact
the
ad is
bel
ieva
ble
attr
acts
atte
ntio
n by
a s
tron
g op
enin
g2
build
s in
tere
st b
y fo
cusi
ng o
n a
sing
le b
ig id
ea (
mak
e ev
ery
wor
d co
unt)
1ar
ouse
s de
sire
by
prom
otin
g cu
stom
er b
enef
its (
emot
iona
l inv
olve
men
t,
0re
peat
maj
or p
oint
s)in
duce
s ac
tion
by c
reat
ing
an u
rgen
cy to
buy
now
and
/or
give
s ad
dres
s,ph
one
num
ber,
hou
rs o
f op
erat
ion
4T
echn
ical
Exc
elle
nce
3co
mm
erci
al d
oes
not e
xcee
d 15
-, 3
0- o
r 60
-sec
ond
assi
gned
air
tim
e
2au
dio
is c
lear
incl
udin
g vo
ices
, mus
ic a
nd s
peci
al e
ffec
tssm
ooth
ness
or
cont
inui
ty e
xist
s th
roug
hout
1cu
stom
er c
an e
asily
iden
tify
the
prod
uct b
eing
adv
ertis
ed0 4
Ora
l Pre
sent
atio
nex
plai
ned
obje
ctiv
e, ta
rget
aud
ienc
e an
d bu
ying
mot
ives
just
ifie
d tim
e sl
ot a
nd s
tatio
n se
lect
ed3 2
expl
aine
d ty
pe o
f co
mm
erci
al (
stra
ight
ann
ounc
emen
t, te
stim
onia
l, jin
gle,
1et
c.)
0de
scri
bed
how
the
AID
A c
once
pt w
as u
sed
in th
e pr
oduc
tion
ofco
mm
erci
al
G.2
8/ M
anag
emen
t and
Mar
ketin
g, C
TS
(199
015
8
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
. Pla
ns a
nd s
olve
spr
oble
ms
effe
ctiv
ely
and
crea
tivel
y in
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
nd u
sed
effi
cien
tly,
effe
ctiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n.A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
as n
ot c
ompl
eted
def
ined
out
com
es. T
ools
,m
ater
ials
and/
orpr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
159
Ass
essm
ent T
ools
0©
Alb
erta
Edu
catio
n, A
lbC
anad
a
rASS
ESS
ME
NT
GU
IDE
: PR
OD
UC
TIO
N O
F T
EL
EV
ISIO
N C
OM
ME
RC
IAL
S
STU
DE
NT
:
MA
M20
20-3
TIT
LE
OF
CO
MM
ER
CIA
L:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
4 3 2 1 0
Stor
yboa
rdill
ustr
ates
of
each
sho
t with
dia
logu
e (i
llust
ratio
n sh
ould
con
vey
wha
t the
shot
s ar
e ab
out)
desc
ribe
s ty
pe a
nd le
ngth
of
shot
incl
udes
spe
cial
inst
ruct
ions
for
eff
ects
whe
n pr
oduc
ing
the
shot
4 3 2 1 0
Con
tent
of
Com
mer
cial
orig
inal
itycr
eativ
e, f
resh
, cle
ver
impa
ctth
e ad
is b
elie
vabl
eat
trac
ts a
ttent
ion
by a
str
ong
open
ing
build
s in
tere
st b
y fo
cusi
ng o
n a
sing
le b
ig id
ea (
mak
e ev
ery
shot
cou
nt)
arou
ses
desi
re b
y pr
omot
ing
cust
omer
ben
efits
(em
otio
nal i
nvol
vem
ent,
repe
at m
ajor
poi
nts)
indu
ces
actio
n by
cre
atin
g an
urg
ency
to b
uy n
ow a
nd/o
r gi
ves
addr
ess,
phon
e nu
mbe
r, h
ours
of
oper
atio
n
4 3 2 1 0
Tec
hnic
al E
xcel
lenc
eco
mm
erci
al d
oes
not e
xcee
d 15
-, 3
0- o
r 60
-sec
ond
assi
gned
air
tim
evi
sual
s an
d au
dio
are
clea
red
iting
is e
vide
nt, c
reat
es a
n ill
usio
n of
rea
lity
by c
uttin
g ou
t the
dea
d pa
rts;
pres
ents
inte
rest
ing
actio
n-or
ient
ed s
hots
smoo
thne
ss o
r co
ntin
uity
exi
sts
thro
ugho
utcu
stom
ers
can
easi
ly id
entif
y th
e pr
oduc
t bei
ng a
dver
tised
4 3 2 1 0
Ora
l Pre
sent
atio
nex
plai
ns o
bjec
tive,
targ
et a
udie
nce
and
buyi
ng m
otiv
esju
stif
ies
time
slot
desc
ribe
s ho
w th
e A
IDA
con
cept
was
use
d in
the
prod
uctio
n of
the
com
mer
cial
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
160
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
. Pla
ns a
nd s
olve
spr
oble
ms
effe
ctiv
ely
and
crea
tivel
y in
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
nd u
sed
effi
cien
tly,
effe
ctiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n.A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
as n
ot c
ompl
eted
def
ined
out
com
es. T
ools
,m
ater
ials
and/
orpr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.29
181
(199
7)
MA
M20
20-4
II
PRE
SEN
TA
TIO
NS/
RE
POR
TS:
OV
ER
VIE
W O
F B
RO
AD
CA
ST M
ED
IA
STU
DE
NT
:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
Inve
stig
ate
and
repo
rt o
n ba
sic
broa
dcas
t med
ia c
once
pts.
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
4se
ts g
oals
and
des
crib
es s
teps
to a
chie
ve th
emus
es p
erso
nal i
nitia
tive
to f
orm
ulat
e qu
estio
ns a
nd f
ind
answ
ers
3ac
cess
es a
ran
ge o
f re
leva
nt in
-sch
ool/c
omm
unity
res
ourc
esin
terp
rets
, org
aniz
es a
nd c
ombi
nes
info
rmat
ion
into
a lo
gica
l seq
uenc
e2
reco
rds
info
rmat
ion
accu
rate
ly w
ith a
ppro
pria
te s
uppo
rtin
g de
tail
and
usin
g co
rrec
tte
chni
cal t
erm
s1
plan
s an
d us
es ti
me
effe
ctiv
ely
gath
ers
and
resp
onds
to f
eedb
ack
rega
rdin
g ap
proa
ch to
task
and
pro
ject
sta
tus
0C
onte
ntpr
epar
es a
rep
ort c
onsi
stin
g of
a m
inim
um o
f th
ree
of th
e fo
llow
ing:
4ty
pes
of b
road
cast
adv
ertis
ing
3ro
le o
f th
e C
RT
Chi
stor
y of
rad
io a
nd te
levi
sion
2ty
pes
of o
wne
rshi
p an
d pr
ogra
mm
ing
foun
d in
rad
io a
nd te
levi
sion
iden
tifie
s a
vari
ety
of r
adio
sta
tions
and
thei
r ta
rget
mar
ket i
n lo
cal m
arke
tpla
ce1
inve
stig
ate
emer
ging
bro
adca
st a
dver
tisin
g m
ediu
m, p
ay-T
V, v
ideo
cas
sette
,
0m
ovie
s, in
fom
erci
als,
etc
.
Pres
entin
g/R
epor
ting
4de
mon
stra
tes
effe
ctiv
e us
e of
at l
east
two
com
mun
icat
ion
med
iae.
g., W
ritte
n: s
pelli
ng, p
unct
uatio
n, g
ram
mar
, for
mat
(fo
rmal
/info
rmal
)
3O
ral:
voic
e pr
ojec
tion,
bod
y la
ngua
ge, a
ppea
ranc
eA
udio
-vis
ual:
tech
niqu
es, t
ools
, cla
rity
2m
aint
ains
acc
epta
ble
gram
mat
ical
and
tech
nica
l sta
ndar
ds th
roug
h pr
oofr
eadi
ngan
d ed
iting
prov
ides
an
intr
oduc
tion
that
des
crib
es th
e pu
rpos
e an
d sc
ope
of th
e pr
ojec
t1
com
mun
icat
es id
eas
into
a lo
gica
l seq
uenc
e w
ith s
uffi
cien
t sup
port
ing
deta
ilst
ates
a c
oncl
usio
n by
syn
thes
izin
g th
e in
form
atio
n ga
ther
ed0
prov
ides
a r
efer
ence
list
that
incl
udes
fiv
e or
mor
e re
leva
nt in
form
atio
n so
urce
s
G.3
0/ M
anag
emen
t and
Mar
ketin
g, C
TS
162
BE
ST C
OPY
AV
AIL
AB
LE
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
. Pla
ns a
nd s
olve
spr
oble
ms
effe
ctiv
ely
and
crea
tivel
y in
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
nd u
sed
effi
cien
tly,
effe
ctiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n.A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
as n
ot c
ompl
eted
def
ined
out
com
es. T
ools
,m
ater
ials
and/
orpr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S /C
OM
ME
NT
S
163
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
eC
anad
a
ASS
ESS
ME
NT
TA
SK: E
VA
LU
AT
ION
OF
PRIN
T A
DV
ER
TIS
EM
EN
TS
MA
M20
20-5
Stud
ent N
ame(
s)St
anda
rd:
colle
cts
and
eval
uate
s a
min
imum
of
thre
e pr
int a
dver
tisem
ents
,co
mpl
ete
all s
ectio
ns b
elow
.
Prin
t Ad
1
Nam
e m
agaz
ine,
new
spap
er, e
tc.
Iden
tify
targ
et m
arke
t.
Stat
e th
e ob
ject
ive
of th
e ad
vert
isem
ent.
Com
men
t on
use
of A
IDA
con
cept
.
Iden
tify
elem
ents
pre
sent
ed in
the
adve
rtis
emen
t.he
adlin
edo
min
ate
feat
ure
copy
rela
ted
item
s (s
ugge
sted
sel
ling)
pric
elo
go (
sign
atur
e cu
t)ot
her
info
rmat
ion
(e.g
., ad
dres
s, p
hone
, hou
rs)
bord
erlim
ited
num
ber
of f
onts
effe
ctiv
e us
e of
whi
te s
pace
Com
men
t on
the
over
all p
rese
ntat
ion
of a
d.
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
164
Prin
t Ad
2
Nam
e m
agaz
ine,
new
spap
er, e
tc.
Iden
tify
targ
et m
arke
t.
Stat
e th
e ob
ject
ive
of th
e ad
vert
isem
ent.
Com
men
t on
use
of A
IDA
con
cept
.
Iden
tify
elem
ents
pre
sent
ed in
the
adve
rtis
emen
t.he
adlin
edo
min
ate
feat
ure
copy
rela
ted
item
s (s
ugge
sted
sel
ling)
pric
elo
go (
sign
atur
e cu
t)ot
her
info
rmat
ion
(e.g
., ad
dres
s, p
hone
, hou
rs)
bord
erlim
ited
num
ber
of f
onts
effe
ctiv
e us
e of
whi
te s
pace
Com
men
t on
the
over
all p
rese
ntat
ion
of a
d.
Prin
t Ad
3
Nam
e m
agaz
ine,
new
spap
er, e
tc.
Iden
tify
targ
et m
arke
t.
Stat
e th
e ob
ject
ive
of th
e ad
vert
isem
ent.
Com
men
t on
use
of A
IDA
con
cept
.
Iden
tify
elem
ents
pre
sent
ed in
the
adve
rtis
emen
t.he
adlin
edo
min
ate
feat
ure
copy
rela
ted
item
s (s
ugge
sted
sel
ling)
pric
elo
go (
sign
atur
e cu
t)ot
her
info
rmat
ion
(e.g
., ad
dres
s, p
hone
, hou
rs)
bord
erlim
ited
num
ber
of f
onts
effe
ctiv
e us
e of
whi
te s
pace
Com
men
ts o
n th
e ov
eral
l pre
sent
atio
n of
ad.
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.31
1'65
(199
7)
AIS
ESS
ME
NT
TA
SK: E
VA
LU
AT
ION
OF
RA
DIO
AN
D T
EL
EV
ISIO
N C
OM
ME
RC
IAL
SSt
uden
t Nam
e(s)
Stan
dard
: col
lect
and
eva
luat
e a
min
imum
of
thre
e co
mm
erci
als,
com
plet
e al
l sec
tions
bel
ow.
Com
mer
cial
2C
omm
erci
al 1
Typ
e of
med
ium
and
sta
tion:
(rad
io o
r te
levi
sion
)
Lis
t tim
e sl
ot a
nd le
ngth
:(W
hen
and
Whe
re)
Iden
tify
targ
et a
udie
nce.
Exp
lain
obj
ectiv
e an
d bu
ying
mot
ive.
Iden
tify
type
of
com
mer
cial
.(t
estim
onia
l, an
noun
cem
ent,
etc.
)
Com
men
t on
use
of A
IDA
con
cept
.
Iden
tify
elem
ents
pre
sent
ed in
the
adve
rtis
emen
t:or
igin
ality
crea
tive,
fre
sh, c
leve
rim
pact
on
the
view
er/li
sten
ercl
ear
audi
o (v
oice
s, m
usic
, spe
cial
eff
ects
)go
od f
low
/sm
ooth
ness
/con
tinui
tycu
stom
er id
entif
ies
with
pro
duct
Com
men
t on
the
over
all p
rese
ntat
ion.
G.3
2/ M
anag
emen
t and
Mar
ketin
g, C
TS
166
Typ
e of
med
ium
and
sta
tion:
(rad
io o
r te
levi
sion
)
Lis
t tim
e sl
ot a
nd le
ngth
:(W
hen
and
Whe
re)
Iden
tify
targ
et a
udie
nce.
Exp
lain
obj
ectiv
e an
d bu
ying
mot
ive.
Iden
tify
type
of
com
mer
cial
.(t
estim
onia
l, an
noun
cem
ent,
etc.
)
Com
men
t on
use
of A
IDA
con
cept
.
Iden
tify
elem
ents
pre
sent
ed in
the
adve
rtis
emen
t:or
igin
ality
crea
tive,
fre
sh, c
leve
rim
pact
on
the
view
er/li
sten
ercl
ear
audi
o (v
oice
s, m
usic
, spe
cial
eff
ects
)go
od f
low
/sm
ooth
ness
/con
tinui
tycu
stom
er id
entif
ies
with
pro
duct
Com
men
t on
the
over
all p
rese
ntat
ion.
MA
M20
20-6
Com
mer
cial
3T
ype
of m
ediu
m a
nd s
tatio
n:(r
adio
or
tele
visi
on)
Lis
t tim
e sl
ot a
nd le
ngth
:(W
hen
and
Whe
re)
Iden
tify
targ
et a
udie
nce.
Exp
lain
obj
ectiv
e an
d bu
ying
mot
ive.
Iden
tify
type
of
com
mer
cial
.(t
estim
onia
l, an
noun
cem
ent,
etc.
)
Com
men
t on
use
of A
IDA
con
cept
.
Iden
tify
elem
ents
pre
sent
ed in
the
adve
rtis
emen
t:or
igin
ality
crea
tive,
fre
sh, c
leve
rim
pact
on
the
view
er/li
sten
ercl
ear
audi
o (v
oice
s, m
usic
, spe
cial
eff
ects
)go
od f
low
/sm
ooth
ness
/con
tinui
tycu
stom
er id
entif
ies
with
pro
duct
Com
men
t on
the
over
all p
rese
ntat
ion.
167
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
eC
anad
a
ASS
ESS
ME
NT
TA
SK C
HE
CK
LIS
T: V
ISU
AL
ME
RC
HA
ND
ISIN
G M
AN
UA
LM
AM
2030
-1
Stud
ent N
ame(
s)
Typ
es o
f D
ispl
ays
pres
ents
and
des
crib
es th
e fo
llow
ing
type
sof
ext
erio
r di
spla
ys:
open
clos
edpa
rtia
lly c
lose
d
pres
ents
and
des
crib
es th
e fo
llow
ing
type
s of
inte
rior
dis
play
s:di
spla
y ra
cks
gond
ola
disp
lay
tabl
e di
spla
ydu
mp
disp
lay
pack
age
disp
lay
plat
form
dis
play
arch
itect
ural
dis
play
0 sh
owca
se d
ispl
ay
Ele
men
ts o
f D
esig
n in
VM
dem
onst
rate
s th
e at
mos
pher
e th
e fo
llow
ing
lines
cre
ate
in v
isua
l mer
chan
disi
ng:
vert
ical
hori
zont
alcu
rved
diag
onal
pres
ents
exa
mpl
es o
f th
e fo
llow
ing
shap
esan
d ho
w th
ey a
re u
sed
in v
isua
lm
erch
andi
sing
:ge
omet
ric
orga
nic
posi
tive
nega
tive
dem
onst
rate
s kn
owle
dge
and
use
of:
co lo
ur w
heel
diff
eren
t moo
ds c
olou
rs c
reat
em
onoc
hrom
atic
col
our
sche
mes
anal
ogou
s co
lour
sch
emes
tria
dic
colo
ur s
chem
esco
mpl
imen
tary
col
our
sche
mes
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
168
dem
onst
rate
s th
e at
mos
pher
e cr
eate
dth
roug
h th
e us
e of
fiv
e di
ffer
ent t
extu
res:
0 0de
mon
stra
te k
now
ledg
e an
d us
e of
wei
ght a
nd s
ize
in v
isua
l mer
chan
disi
ng:
big
vs. s
mal
llig
ht v
s. d
ark
over
size
dfo
regr
ound
vs.
bac
kgro
und
Prin
cipl
es o
f D
esig
n in
VM
dem
onst
rate
s an
d ex
plai
ns w
hen
to u
seea
ch th
e fo
llow
ing
visu
al m
erch
andi
sing
arra
ngem
ents
:in
terf
ace
stai
r-st
eppy
ram
idzi
gzag
repe
titio
nra
diat
ion
dem
onst
rate
s an
d ex
plai
ns th
e us
e of
the
follo
win
g de
sign
pri
ncip
les
in v
isua
lm
erch
andi
sing
:ha
rmon
yco
ntra
strh
ythm
prop
ortio
nem
phas
isun
ityde
mon
stra
tes
and
expl
ains
the
follo
win
gty
pes
of b
alan
ce:
form
alin
form
al
dem
onst
rate
s an
d ex
plai
ns th
e fo
llow
ing
type
s of
ligh
ting:
0 di
rect
indi
rect
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
AR
EA
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
. Pla
ns a
nd s
olve
spr
oble
ms
effe
ctiv
ely
and
crea
tivel
y in
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
nd u
sed
effi
cien
tly,
effe
ctiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n.A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
as n
ot c
ompl
eted
def
ined
out
com
es. T
ools
,m
ater
ials
and/
orpr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
.c.T
§ M
anag
emen
t and
Mar
ketin
g /G
.33
(199
7)
ASS
ESS
ME
NT
TA
SK: Y
EA
RL
Y V
ISU
AL
ME
RC
HA
ND
ISIN
G P
LA
NN
ER
MA
M20
30-2
Stan
dard
: Pre
pare
a v
isua
l mer
chan
disi
ng p
lan
for
a ca
lend
ar y
ear
for
a pa
rtic
ular
bus
ines
s (m
inim
um o
f ei
ght d
ispl
ay id
eas
for
the
year
). I
deas
sho
uld
incl
ude
type
of
disp
lay,
them
e, m
erch
andi
se, p
rops
, sup
plie
s ne
eded
and
a s
ketc
h sh
owin
g th
e m
erch
andi
se a
nd e
lem
ents
and
pri
ncip
les
of d
esig
n be
ing
appl
ied.
Thi
s ta
sk w
ill b
e us
edfo
rfu
ture
dis
play
idea
s.
Des
crip
tion
of D
ispl
ayM
onth
/sea
son
and
even
t bei
ng p
rom
oted
Typ
e of
dis
play
, dis
play
them
e or
idea
Mer
chan
dise
to u
se
Prop
san
d su
pplie
s ne
cess
ary
to c
ompl
ete
disp
lay
G.3
4/ M
anag
emen
t and
Mar
ketin
g, C
TS
-a .)
n
Col
our/
Col
our
Sche
me
Dis
play
arr
ange
men
t and
pri
ncip
les
used
.
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
AR
EA
Rat
ing
Scal
eT
he s
tude
nt:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
es p
robl
ems
effe
ctiv
ely
and
crea
tivel
yin
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and/
or p
roce
sses
are
sel
ecte
d an
d us
edef
fici
ently
,ef
fect
ivel
yan
dw
ithco
nfid
ence
.
3M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
outc
omes
.Fo
llow
s a
guid
ed p
lan
of a
ctio
n. A
lim
ited
rang
e of
tool
s, m
ater
ials
and
/or
proc
esse
s ar
e us
edap
prop
riat
ely.
OH
asno
t com
plet
ed d
efin
ed o
utco
mes
.T
ools
, mat
eria
ls a
nd/o
r pr
oces
ses
are
used
inap
prop
riat
ely.
Mak
e a
sket
ch o
f yo
ur d
ispl
ay b
elow
171
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
Can
ada
ASS
ESS
ME
NT
GU
IDE
: VIS
UA
L M
ER
CH
AN
DIS
ING
PR
ESE
NT
AT
ION
SM
AM
2030
-3
STU
DE
NT
:T
HE
ME
OF
VIS
UA
L M
ER
CH
AN
DIS
ING
PR
ESE
NT
AT
ION
:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
4Po
wer
to A
ttrac
t Atte
ntio
n3
dom
inan
t fea
ture
attr
acts
atte
ntio
n2
appr
opri
ate
back
grou
nd u
sed
1co
lour
, lig
htin
g an
d pr
ops
enha
nce
them
e an
d m
erch
andi
se
0id
ea is
ori
gina
l, un
ique
and
cle
ver
4A
rran
gem
ent
3pr
oper
am
ount
s of
mer
chan
dise
use
d
2al
l ele
men
ts a
re in
pro
port
ion
use
of li
ne a
nd d
esig
n pr
inci
ples
lead
s ey
e to
foc
al p
oint
1sp
ecif
ic a
rran
gem
ent o
f go
ods
is e
vide
nt
0di
spla
y is
in b
alan
ce (
form
al o
r in
form
al)
4Se
lling
Pow
er3
disp
lay
crea
tes
inte
rest
and
des
ire
for
the
mer
chan
dise
2cu
stom
er c
an f
ind
and
conc
entr
ate
on m
ost i
mpo
rtan
t ite
m(s
) be
ing
sold
1re
late
d m
erch
andi
se is
pre
sent
ed
0al
l par
ts o
f th
e di
spla
y cr
eate
uni
ty
4T
echn
ical
Exc
elle
nce
and
Cle
anlin
ess
3su
pplie
s ar
e us
ed e
ffec
tivel
y to
dis
play
mer
chan
dise
2al
l pro
ps (
form
s an
d fi
xtur
es)
are
clea
n an
d in
goo
d re
pair
1ba
ckgr
ound
, cei
ling,
flo
or a
nd g
lass
is c
lean
and
nea
t
0sh
ow c
ard
is p
rofe
ssio
nal l
ooki
ng
172
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
. Pla
ns a
nd s
olve
spr
oble
ms
effe
ctiv
ely
and
crea
tivel
y in
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
nd u
sed
effi
cien
tly,
effe
ctiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es.
Follo
ws
a gu
ided
plan
of
actio
n.A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
as n
ot c
ompl
eted
def
ined
out
com
es. T
ools
,m
ater
ials
and/
orpr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
173
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.35
(199
7)
ASS
ESS
ME
NT
TA
SK: E
VA
LU
AT
ION
OF
VIS
UA
L M
ER
CH
AN
DIS
ING
PR
ESE
NT
AT
ION
SM
AM
2030
-4
Stud
ent N
ame(
s)
Gen
eral
App
eara
nce
Nam
e of
sto
re a
nd lo
catio
n.
Wha
t eve
nt is
bei
ng p
rese
nted
? W
hat i
s th
eth
eme?
Wha
t mer
chan
dise
is b
eing
pre
sent
ed?
(ite
ms
for
sale
)
Wha
t pro
ps h
ave
been
use
d? R
emem
ber
thes
een
hanc
e th
e th
eme
and
mer
chan
dise
.
Wha
t sup
plie
s w
ere
nece
ssar
y to
com
plet
e th
ispr
esen
tatio
n? (
little
thin
gsfi
sh w
ire,
sta
ple
gun,
etc.
)
G.3
6/ M
anag
emen
t and
Mar
ketin
g, C
TS 1r
7 4
Stan
dard
: min
imum
of
thre
e ob
serv
atio
ns, a
ll se
ctio
ns c
ompl
eted
Ele
men
ts a
nd P
rinc
iple
s of
Des
ign
Doe
s th
e pr
esen
tatio
n us
e fo
rmal
or
info
rmal
bala
nce?
Jus
tify
your
obs
erva
tion.
Des
crib
e ho
w th
e di
spla
y do
es o
r do
es n
ot c
reat
eun
ity.
Wha
t col
ours
and
col
our
sche
mes
hav
e be
enus
ed?
Has
a s
peci
fic
disp
lay
arra
ngem
ent o
rco
mbi
natio
n of
arr
ange
men
ts b
een
used
. Exp
lain
.
Doe
s th
e di
spla
y ha
ve li
ghts
? If
yes
, des
crib
eth
em.
Wha
t are
som
e of
the
othe
r el
emen
ts a
ndpr
inci
ples
of
desi
gn u
sed
in th
e cr
eatio
n of
this
disp
lay?
Ove
rall
Impr
essi
on
Poor
01
23
4E
xcel
lent
Stud
ent R
efle
ctio
ns r
egar
ding
ove
rall
impr
essi
on
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
ert,
Can
ada
175
RE
SEA
RC
H P
RO
CE
SS: R
ET
AIL
PO
LIC
IES
AN
D P
RO
CE
DU
RE
SM
AM
2040
-1
Stud
ent(
s) Tas
kO
bser
vatio
ns o
f St
uden
t
Prep
arat
ion
and
Plan
ning
43
21
0N
/A
Info
rmat
ion
Gat
heri
ng a
ndPr
oces
sing
43
21
0N
/A
Con
tent
43
21
0N
/A
Col
labo
ratio
nan
dT
eam
wor
k4
32
10
N/A
Info
rmat
ion
Shar
ing
43
21
0N
/A
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
espr
oble
ms
effe
ctiv
ely
and
crea
tivel
yin
ase
lf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and
/or
proc
esse
sar
e se
lect
ed a
nd u
sed
effi
cien
tly, e
ffec
tivel
y an
dw
ith c
onfi
denc
e.
3M
eets
defi
ned
outc
omes
.Pl
ans
and
solv
espr
oble
ms
ina
self
-dir
ecte
dm
anne
r.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
nd u
sed
effi
cien
tly a
nd e
ffec
tivel
y.
2M
eets
defi
ned
outc
omes
.Pl
ans
and
solv
espr
oble
ms
with
lim
ited
assi
stan
ce. T
ools
, mat
eria
lsan
d/or
proc
esse
sar
ese
lect
edan
dus
edap
prop
riat
ely.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
pla
n of
actio
n. A
lim
ited
rang
e of
tool
s, m
ater
ials
and
/or
proc
esse
s ar
e us
ed a
ppro
pria
tely
.
0H
as n
ot c
ompl
eted
def
ined
out
com
es.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
used
inap
prop
riat
ely.
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
176
TA
SK C
HE
CK
LIS
T
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
sets
goa
ls a
nd e
stab
lishe
s st
eps
to a
chie
ve th
emcr
eate
s an
d ad
here
s to
use
ful t
imel
ines
uses
per
sona
l ini
tiativ
e to
for
mul
ate
ques
tions
and
find
ans
wer
spl
ans
and
uses
tim
e ef
fect
ivel
y
Info
rmat
ion
Gat
heri
ng a
nd P
roce
ssin
gac
cess
es a
ran
ge o
f re
leva
nt in
-sch
ool/c
omm
unity
reso
urce
sus
es a
ran
ge o
f in
form
atio
n-ga
ther
ing
tech
niqu
esin
terp
rets
, org
aniz
es a
nd c
ombi
nes
info
rmat
ion
into
a lo
gica
l seq
uenc
ere
cord
s in
form
atio
n ac
cura
tely
with
app
ropr
iate
supp
ortin
g de
tail
and
usin
g co
rrec
t tec
hnic
al te
rms
dete
rmin
es a
ccur
acy/
curr
ency
/rel
iabi
lity
ofin
form
atio
n so
urce
sga
ther
s an
d re
spon
ds to
fee
dbac
k re
gard
ing
appr
oach
to th
e ta
sk
Con
tent
1:1
rese
arch
es a
nd r
epor
ts o
n a
part
icul
ar s
tore
'spo
licie
s an
d pr
oced
ures
incl
udin
g:sa
les
and
serv
ice
polic
ies
cred
it an
d co
llect
ion
stor
e se
curi
tyhu
man
res
ourc
esre
cord
keep
ing
Col
labo
ratio
n an
d T
eam
wor
kco
oper
ates
with
gro
up m
embe
rssh
ares
wor
k ap
prop
riat
ely
amon
g gr
oup
mem
bers
nego
tiate
s so
lutio
ns to
pro
blem
s
Info
rmat
ion
Shar
ing
dem
onst
rate
s ef
fect
ive
use
of tw
o or
mor
eco
mm
unic
atio
n m
edia
:e.
g., w
ritte
n, o
ral,
audi
o-vi
sual
com
mun
icat
es id
eas
in a
logi
cal s
eque
nce
with
suff
icie
nt s
uppo
rtin
g de
tail
mai
ntai
ns a
ccep
tabl
e gr
amm
atic
al a
nd te
chni
cal
stan
dard
sci
tes
five
or
mor
e re
leva
nt in
form
atio
n so
urce
s
RE
FLE
CT
ION
S/C
OM
ME
NT
S
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.37
177
(199
7)
ASS
ESS
ME
NT
TA
SK: B
UY
ING
, RE
CE
IVIN
G A
ND
PA
YM
EN
T O
F G
OO
DS
AN
D S
ER
VIC
ES
MA
M20
40-2
STU
DE
NT
:T
RA
ININ
G S
ITE
:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
4pr
epar
es s
elf
for
task
orga
nize
s an
d w
orks
in o
rder
ly m
anne
r3
inte
rpre
ts a
nd c
arri
es o
ut in
stru
ctio
ns a
ccur
atel
y2
dem
onst
rate
s pr
oper
off
ice
etiq
uette
1pl
ans
and
uses
tim
e ef
fect
ivel
y
0ad
here
s to
rou
tine
proc
edu
res
Buy
s G
oods
and
Ser
vice
sid
entif
ies
and
clas
sifi
es (
conv
enie
nce,
sho
ppin
g, s
tapl
e, e
tc.)
pot
entia
l pro
duct
s an
d se
rvic
es to
purc
hase
4de
term
ines
thei
r st
ages
in th
e pr
oduc
e/fa
shio
n cy
cle
3ev
alua
tes
a m
inim
um o
f tw
o su
pplie
rs (
vend
ors)
for
qua
lity,
qua
ntity
, pri
ce a
nd d
eliv
ery
for
a va
riet
y2
of m
erch
andi
se
1qu
otes
pri
ces
from
two
or m
ore
supp
liers
(ve
ndor
s) f
or a
var
iety
of
mer
chan
dise
0se
lect
s m
erch
andi
se to
ord
erpr
epar
es p
urch
ase
orde
rsm
aint
ains
ade
quat
e st
ock
expl
ain
ship
ping
term
s av
aila
ble
to p
urch
aser
; e.g
., FO
B f
acto
ry, d
estin
atio
n
4 3R
ecei
ves
Goo
ds a
nd S
ervi
ces
desc
ribe
s re
ceiv
ing
dock
pro
cedu
res
2re
com
men
ds th
e ty
pe o
f ch
eck
to u
se f
or a
var
iety
of
mer
chan
dise
; e.g
., di
rect
, blin
d, s
pot,
qual
ity1
reco
mm
ends
pol
icy
and
proc
edur
es f
or d
amag
ed g
oods
or
shor
t shi
pmen
ts0 4
Pays
for
Goo
ds a
nd S
ervi
ces
3ve
rifi
es a
ccur
acy
of in
voic
es2
calc
ulat
es d
ue d
ates
of
invo
ices
1ca
lcul
ates
trad
e or
cas
h di
scou
nts
and
net a
mou
nt o
f in
voic
esre
cord
s pa
ymen
t of
invo
ice
in jo
urna
l0
pays
invo
ice
by c
hequ
e
4 3W
orks
Col
labo
rativ
ely
coop
erat
e w
ith g
roup
mem
bers
2sh
are
wor
k ap
prop
riat
ely
with
gro
up m
embe
rs1
nego
tiate
sol
utio
ns to
pro
blem
s0
G.3
8/ M
anag
emen
t and
Mar
ketin
g, C
TS
17 8
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
es p
robl
ems
effe
ctiv
ely
and
crea
tivel
yin
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and/
or p
roce
sses
are
sel
ecte
d an
d us
edef
fici
ently
, eff
ectiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n. A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
asno
tco
mpl
eted
defi
ned
outc
omes
.T
ools
, mat
eria
ls a
nd/o
r pr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
179
Ass
essm
ent T
ools
is©
Alb
erta
Edu
catio
n, A
lbC
anad
a
ASS
ESS
ME
NT
TA
SK: P
RIC
ING
AN
D C
ON
TR
OL
LIN
G G
OO
DS
AN
D S
ER
VIC
ES
MA
M20
40-3
STU
DE
NT
:T
RA
ININ
G S
ITE
:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
4Pr
epar
atio
n an
d Pl
anni
ngpr
epar
es s
elf
for
task
3or
gani
zes
and
wor
ks in
ord
erly
man
ner
2in
terp
rets
and
car
ries
out
inst
ruct
ions
acc
urat
ely
1pl
ans
and
uses
tim
e ef
fect
ivel
y
0ad
here
s to
rou
tine
proc
edur
es
4Pr
ices
. Goo
ds a
nd S
ervi
ces
dete
rmin
es th
e be
st m
arki
ng p
roce
dure
s to
use
for
a v
arie
ty o
f m
erch
andi
se3
calc
ulat
es m
arku
ps b
ased
on
cost
and
ret
ail
2de
term
ines
why
and
whe
n to
mar
kdow
n go
ods
calc
ulat
es m
arkd
owns
1ca
lcul
ates
bre
ak-e
ven
poin
ts
0cr
eate
s ap
prop
riat
e pr
ice
tags
for
mer
chan
dise
eval
uate
s th
e ef
fect
s of
pol
icie
s
4C
ontr
ols
Goo
ds a
nd S
ervi
ces
eval
uate
s an
d re
com
men
ds m
etho
ds o
f in
vent
ory
cont
rol f
or a
var
iety
of
mer
chan
dise
3(f
ifo,
lifo
, per
petu
al, i
mpo
rtan
ce o
f st
ock
rota
tion)
2ta
kes
a st
ock
coun
t of
good
spr
epar
es a
nd c
alcu
late
s an
inve
ntor
y lis
t1
calc
ulat
es s
tock
turn
over
and
exp
lain
its
purp
ose
0re
late
s al
tern
ativ
e m
etho
ds o
f st
ocki
ng g
oods
(on
and
off
sel
ling
floo
r)re
com
men
ds p
roce
dure
s to
impr
ove
an in
vent
ory
syst
em
4 3W
orks
Col
labo
rativ
ely
coop
erat
es w
ith g
roup
mem
bers
2sh
ares
wor
k ap
prop
riat
ely
with
gro
up m
embe
rs1
nego
tiate
s so
lutio
ns to
pro
blem
s0
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
180
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
es p
robl
ems
effe
ctiv
ely
and
crea
tivel
yin
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and/
or p
roce
sses
are
sel
ecte
d an
d us
edef
fici
ently
, eff
ectiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n. A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
asno
tco
mpl
eted
defi
ned
outc
omes
.T
ools
, mat
eria
ls a
nd/o
r pr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.39
181
(199
7)
RE
SEA
RC
H P
RO
CE
SS: O
FFIC
E S
YST
EM
S 1
OFF
ICE
EN
VIR
ON
ME
NT
SM
AM
2050
-1
Stud
ent(
s) Tas
kO
bser
vatio
ns o
f St
uden
t
Prep
arat
ion
and
Plan
ning
43
2I
0N
/A
Info
rmat
ion
Gat
heri
ng a
ndPr
oces
sing
43
21
0N
/A
Con
tent
43
21
0N
/A
Col
labo
ratio
nan
dT
eam
wor
k4
32
I0
N/A
Info
rmat
ion
Shar
ing
43
21
0N
/A
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
espr
oble
ms
effe
ctiv
ely
and
crea
tivel
yin
a se
lf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and
/or
proc
esse
sar
e se
lect
ed a
nd u
sed
effi
cien
tly, e
ffec
tivel
y an
dw
ith c
onfi
denc
e.3
Mee
ts d
efin
edou
tcom
es.
Plan
san
dso
lves
prob
lem
sin
ase
lf-d
irec
ted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
use
def
fici
ently
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es.
Plan
s an
dso
lves
prob
lem
s w
ith li
mite
d as
sist
ance
. Too
ls, m
ater
ials
and/
orpr
oces
ses
are
sele
cted
and
used
appr
opri
atel
y.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
pla
n of
actio
n. A
lim
ited
rang
e of
tool
s, m
ater
ials
and
/or
proc
esse
s ar
e us
ed a
ppro
pria
tely
.
0H
as n
ot c
ompl
eted
def
ined
out
com
es.
Too
ls,
mat
eria
lsan
d/or
proc
esse
sar
eus
edin
appr
opri
atel
y.
G.4
0/ M
anag
emen
t and
Mar
ketin
g, C
TS
(199
018
2
TA
SK C
HE
CK
LIS
T
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
sets
goa
ls a
nd e
stab
lishe
s st
eps
to a
chie
ve th
emcr
eate
s an
d ad
here
s to
use
ful t
imel
ines
uses
per
sona
l ini
tiativ
e to
for
mul
ate
ques
tions
and
fin
dan
swer
spl
ans
and
uses
tim
e ef
fect
ivel
y
Info
rmat
ion
Gat
heri
ng a
nd P
roce
ssin
gac
cess
es a
ran
ge o
f re
leva
nt in
- sc
hool
/com
mun
ityre
sour
ces
uses
a r
ange
of
info
rmat
ion-
gath
erin
g te
chni
ques
inte
rpre
ts, o
rgan
izes
and
com
bine
s in
form
atio
n in
to a
logi
cal s
eque
nce
reco
rds
info
rmat
ion
accu
rate
ly w
ith a
ppro
pria
tesu
ppor
ting
deta
il an
d us
ing
corr
ect t
echn
ical
term
sde
term
ines
acc
urac
y/cu
rren
cy/r
elia
bilit
y of
info
rmat
ion
sour
ces
gath
ers
and
resp
onds
to f
eedb
ack
rega
rdin
g ap
proa
ch to
the
task
Con
tent
desc
ribe
s an
d an
alyz
es a
sel
ecte
d of
fice
incl
udin
g:na
me
of e
nvir
onm
ent a
nd ty
pe o
f bu
sine
ssfl
owch
art o
f or
gani
zatio
nex
plan
atio
n (r
atio
nale
) fo
r ho
w o
ffic
e is
phy
sica
llyor
gani
zed
Con
tent
(co
ntin
ued)
expl
ains
how
task
s ar
e de
fine
d fo
r em
ploy
ees
(e.g
., jo
bde
scri
ptio
ns, i
ndiv
idua
l vs.
wor
k te
ams)
.ex
plai
ns h
ow m
anag
emen
t sup
port
s or
doe
s no
t sup
port
a co
mm
itmen
t to
cont
inuo
us im
prov
emen
t thr
ough
:cu
stom
er s
atis
fact
ion
lead
ersh
ipem
ploy
ee r
elat
ions
/trai
ning
team
wor
k(g
ive
deta
ils to
sup
port
fin
ding
s)id
entif
ies
and
asse
sses
the
equi
pmen
t use
d in
the
offi
ce.
(que
stio
ns to
con
side
r: w
hat e
quip
men
t is
avai
labl
e,w
ho h
as a
cces
s to
the
equi
pmen
t, w
hat a
re th
e sa
fety
and
secu
rity
con
cern
s)
Col
labo
ratio
n an
d T
eam
wor
kco
oper
ates
with
gro
up m
embe
rssh
ares
wor
k ap
prop
riat
ely
amon
g gr
oup
mem
bers
nego
tiate
s so
lutio
ns to
pro
blem
s
Info
rmat
ion
Shar
ing
dem
onst
rate
s ef
fect
ive
use
of tw
o or
mor
eco
mm
unic
atio
n m
edia
:e.
g., w
ritte
n, o
ral,
audi
o-vi
sual
com
mun
icat
es id
eas
in a
logi
cal s
eque
nce
with
suff
icie
nt s
uppo
rtin
g de
tail
mai
ntai
ns a
ccep
tabl
e gr
amm
atic
al a
nd te
chni
cal
stan
dard
sci
tes
five
or
mor
e re
leva
nt in
form
atio
n so
urce
s
RE
FLE
CT
ION
S /C
OM
ME
NT
S
183
Ass
essm
ent T
ools
ill©
Alb
erta
Edu
catio
n, A
lbC
anad
a
MA
M20
50-2
1A
SSE
SSM
EN
T T
ASK
: OFF
ICE
SY
STE
MS
1 -
PRA
CT
ICA
L L
AB
EX
PER
IEN
CE
STU
DE
NT
:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
41pr
epar
es s
elf
for
task
3or
gani
zes
and
wor
ks in
ord
erly
man
ner
2in
terp
rets
and
car
ries
out
inst
ruct
ions
acc
urat
ely
dem
onst
rate
s pr
oper
off
ice
etiq
uette
1pl
ans
and
uses
tim
e ef
fect
ivel
y
0ad
here
s to
rou
tine
proc
edur
es
Use
s E
quip
men
t and
Mat
eria
ls -
list
type
and
mod
el o
f ea
ch p
iece
of
equi
pmen
t bel
ow.
choo
ses
and
uses
app
ropr
iate
ele
ctro
nic
equi
pmen
t4
0 de
mon
stra
tes
abili
ty to
ope
rate
effi
cien
tly3
dem
onst
rate
s ab
ility
to o
pera
teef
fici
ently
2de
mon
stra
tes
abili
ty to
ope
rate
effi
cien
tlym
odel
s sa
fe p
roce
dure
s an
d te
chni
ques
1fo
llow
s pr
oced
ures
for
upk
eep,
rep
airs
and
reo
rder
ing
of s
uppl
ies
0m
inim
izes
was
te o
f su
pplie
s
4W
orks
Col
labo
rativ
ely
3co
oper
ates
with
gro
up m
embe
rs
2sh
ares
wor
k ap
prop
riat
ely
with
gro
up m
embe
rsne
gotia
tes
solu
tions
to p
robl
ems
1 0
184
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
es p
robl
ems
effe
ctiv
ely
and
crea
tivel
yin
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and/
or p
roce
sses
are
sel
ecte
d an
d us
edef
fici
ently
, eff
ectiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n. A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
as n
ot c
ompl
eted
defi
ned
outc
omes
.T
ools
, mat
eria
ls a
nd/o
r pr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
185
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.41
(199
7)
ASS
ESS
ME
NT
GU
IDE
: OFF
ICE
SY
STE
MS
1 W
RIT
TE
N C
OM
MU
NIC
AT
ION
S T
RA
NSM
ITT
AL
SM
AM
2050
-3
STU
DE
NT
:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
4se
ts g
oals
and
des
crib
es s
teps
to a
chie
ve th
emus
es p
erso
nal i
nitia
tive
to f
orm
ulat
e qu
estio
ns a
nd f
ind
answ
ers
3ac
cess
es a
ran
ge o
f re
leva
nt in
-sch
ool/c
omm
unity
res
ourc
esin
terp
rets
, org
aniz
es a
nd c
ombi
nes
info
rmat
ion
into
a lo
gica
l seq
uenc
e2
reco
rds
info
rmat
ion
accu
rate
ly w
ith a
ppro
pria
te s
uppo
rtin
g de
tail
and
usin
g co
rrec
t tec
hnic
al
1te
rms
plan
s an
d us
es ti
me
effe
ctiv
ely
0ga
ther
s an
d re
spon
ds to
fee
dbac
k re
gard
ing
appr
oach
to ta
sk a
nd p
roje
ct s
tatu
s
Con
tent
of
Off
ice
Man
ual a
nd/o
r D
emon
stra
tion
of W
ork
Exp
erie
nce
for
wri
tten
4co
mm
unic
atio
ns tr
ansm
ittal
spr
oces
ses
inco
min
g m
ail
polic
ies
and
proc
edur
es u
sed
for
the
open
ing,
org
aniz
ing
and
3di
stri
butin
g of
mai
lpr
oces
ses
outg
oing
mai
lpo
licie
s an
d pr
oced
ures
use
d fo
r ad
dres
sing
, col
lect
ing,
pos
ting
2an
d de
liver
ing
of m
ail i
nclu
ding
use
of
prio
rity
mai
l ser
vice
s
1us
es a
var
iety
of
post
al s
ervi
ces
polic
ies
and
proc
edur
es u
sed
whe
n m
akin
g de
cisi
ons
rega
rdin
g th
e ap
prop
riat
e po
stal
ser
vice
s or
pri
vate
cou
rier
s to
use
0
Pres
entin
g/R
epor
ting
(if
appl
icab
le)
4de
mon
stra
tes
effe
ctiv
e us
e of
at l
east
two
com
mun
icat
ion
med
ia:
e.g.
, Wri
tten:
spe
lling
, pun
ctua
tion,
gra
mm
ar, f
orm
at (
form
al/in
form
al)
3O
ral:
voic
e pr
ojec
tion,
bod
y la
ngua
ge, a
ppea
ranc
eA
udio
-vis
ual:
tech
niqu
es, t
ools
, cla
rity
2m
aint
ains
acc
epta
ble
gram
mat
ical
and
tech
nica
l sta
ndar
ds th
roug
h pr
oofr
eadi
ng a
nd e
ditin
g
1pr
ovid
es a
n in
trod
uctio
n th
at d
escr
ibes
the
purp
ose
and
scop
e of
the
proj
ect
com
mun
icat
es id
eas
into
a lo
gica
l seq
uenc
e w
ith s
uffi
cien
t sup
port
ing
deta
ilI)
stat
es a
con
clus
ion
by s
ynth
esiz
ing
the
info
rmat
ion
gath
ered
G.4
2/ M
anag
emen
t and
Mar
ketin
g, C
TS
186
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
es p
robl
ems
effe
ctiv
ely
and
crea
tivel
yin
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and/
or p
roce
sses
are
sel
ecte
d an
d us
edef
fici
ently
, eff
ectiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n. A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
asno
tco
mpl
eted
defi
ned
outc
omes
.T
ools
, mat
eria
ls a
nd/o
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STA
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ASK
Rat
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STA
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192
TA
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LIS
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e re
leva
ntin
form
atio
n so
urce
s
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.45
193
(199
7)
IIT
ESE
AR
CH
PR
OC
ESS
: BU
SIN
ESS
IN
TH
E C
AN
AD
IAN
EC
ON
OM
Y
Stud
ent(
s)
Tas
kO
bser
vatio
ns O
f St
uden
t
Plan
ning
and
Pres
enta
tion
43
21
0N
/A
Info
rmat
ion
Gat
heri
ngan
d Pr
oces
sing
43
21
0N
/A
Can
adia
n E
cono
my
43
21
0N
/A
Eco
nom
ic I
ssue
43
21
0N
/A
Col
labo
ratio
n an
dT
eam
wor
k4
32
10
N/A
Info
rmat
ion
Shar
ing
43
21
0N
/A
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
espr
oble
ms
effe
ctiv
ely
and
crea
tivel
y in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
lsan
d/or
proc
esse
sar
ese
lect
ed a
nd u
sed
effi
cien
tly,
effe
ctiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
use
def
fici
ently
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
sw
ithlim
ited
assi
stan
ce.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
use
dap
prop
riat
ely.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
pla
nof
act
ion.
A li
mite
d ra
nge
of to
ols,
mat
eria
lsan
d/or
pro
cess
es a
re u
sed
appr
opri
atel
y.
0H
as n
ot c
ompl
eted
def
ined
out
com
es.
Too
ls,
mat
eria
lsan
d/or
proc
esse
sar
eus
edin
appr
opri
atel
y.
G.4
6/ M
anag
emen
t and
Mar
ketin
g, C
TS
194
MA
M30
20-1
TA
SK C
HE
CK
LIS
T
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
sets
goa
ls a
nd e
stab
lish
step
s to
ach
ieve
them
crea
tes
and
adhe
res
to u
sefu
l tim
elin
esus
es p
erso
nal i
nitia
tive
to f
orm
ulat
e qu
estio
ns a
nd f
ind
answ
ers
plan
s an
d us
es ti
me
effe
ctiv
ely
Info
rmat
ion
Gat
heri
ng a
nd P
roce
ssin
gac
cess
es a
ran
ge o
f re
leva
nt in
-sch
ool/c
omm
unity
res
ourc
esus
es a
ran
ge o
f in
form
atio
n-ga
ther
ing
tech
niqu
esin
terp
rets
, org
aniz
es a
nd c
ombi
nes
info
rmat
ion
into
a lo
gica
lse
quen
cere
cord
s in
form
atio
n ac
cura
tely
with
app
ropr
iate
sup
port
ing
deta
il an
d us
ing
corr
ect t
echn
ical
term
sde
term
ines
acc
urac
y/cu
rren
cy/r
elia
bilit
y of
info
rmat
ion
sour
ces
gath
ers
and
resp
onds
to f
eedb
ack
rega
rdin
g ap
proa
ch to
the
task
CA
NA
DIA
N E
CO
NO
MY
a r
epor
t/pre
sent
atio
nC
onte
ntde
scri
bes
Can
ada'
s m
ixed
eco
nom
yex
plai
ns th
e go
als
of C
anad
a's
econ
omic
sys
tem
prov
ides
exa
mpl
es o
f go
ods
and
serv
ices
pro
vide
d in
the
publ
ic a
nd p
riva
te s
ecto
rsde
scri
bes
the
circ
ular
flo
w a
nd th
e ro
le o
f pr
ofit
char
ts a
tim
elin
e of
Can
ada'
s bu
sine
ss c
ycle
ove
r th
e pa
st 5
0ye
ars
and
actio
ns ta
ken
to s
tabi
lize
the
econ
omy
expl
ains
how
inco
me
is e
arne
d an
d sp
ent
desc
ribe
s th
e ro
le o
f th
e B
ank
of C
anad
a an
d ot
her
fina
ncia
lin
stitu
tions
cons
truc
ts a
nd e
xpla
ins
supp
ly a
nd d
eman
d gr
aphs
EV
AL
UA
TIN
G A
N E
CO
NO
MIC
ISS
UE
a po
sitio
n pa
per
Con
tent
iden
tifie
s an
issu
esu
mm
ariz
es th
e co
ncer
ns o
f al
l sid
esst
ates
a p
erso
nal p
ositi
onre
com
men
ds c
ours
e of
act
ion
Col
labo
ratio
n an
d T
eam
wor
kco
oper
ates
with
gro
up m
embe
rssh
ares
wor
k ap
prop
riat
ely
amon
g gr
oup
mem
bers
nego
tiate
s so
lutio
ns to
pro
blem
s
Info
rmat
ion
Shar
ing
dem
onst
rate
s ef
fect
ive
use
of tw
o or
mor
e co
mm
unic
atio
nm
edia
e.g.
, wri
tten,
ora
l, au
dio-
visu
alco
mm
unic
ates
idea
s in
a lo
gica
l seq
uenc
e w
ith s
uffi
cien
tsu
ppor
ting
deta
ilm
aint
ains
acc
epta
ble
gram
mat
ical
and
tech
nica
l sta
ndar
dsci
tes
five
or
mor
e re
leva
nt in
form
atio
n so
urce
s
RE
FLE
CT
ION
S/C
OM
ME
NT
S
BE
ST C
OPY
AV
AIL
AB
LE
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
ert
Can
ada
195
PRE
SEN
TA
TIO
NS/
RE
POR
TS:
BU
SIN
ESS
IN
TH
E G
LO
BA
L M
AR
KE
TPL
AC
EM
AM
3030
-1
STU
DE
NT
NA
ME
(S)
Tas
kO
bser
vatio
ns O
f St
uden
t
Plan
ning
and
Pres
enta
tion
43
21
0N
/A
Com
pari
ng I
nter
natio
nal
Bus
ines
ses
43
21
0N
/A
Ana
lyzi
ng C
ase
Stud
ies
43
21
0N
/A
Pres
entin
g/ R
epor
ting
43
21
0N
/A
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
es p
robl
ems
effe
ctiv
ely
and
crea
tivel
y in
a se
lf-d
irec
ted
man
ner.
Too
ls, m
ater
ials
and/
or p
roce
sses
are
sele
cted
and
use
def
fici
ently
, eff
ectiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
ii.M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n.A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
asno
tco
mpl
eted
defi
ned
outc
omes
.T
ools
, mat
eria
ls a
nd/o
r pr
oces
ses
are
used
inap
prop
riat
ely.
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
196
TA
SK C
HE
CK
LIS
T
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
sets
goa
ls a
nd d
escr
ibe
step
s to
ach
ieve
them
uses
per
sona
l ini
tiativ
e to
for
mul
ate
ques
tions
and
fin
d an
swer
sac
cess
es a
ran
ge o
f re
leva
nt in
form
atio
n so
urce
s an
d re
cogn
ize
whe
n ad
ditio
nal i
nfor
mat
ion
is r
equi
red
inte
rpre
ts, o
rgan
izes
and
com
bine
s in
form
atio
n in
cre
ativ
e an
dth
ough
tful
way
sre
cord
s in
form
atio
n ac
cura
tely
usi
ng a
ppro
pria
te te
chni
cal
term
s an
d su
ppor
ting
deta
ilpl
ans
and
uses
tim
e ef
fect
ivel
y, p
rior
itizi
ng ta
sks
on a
cons
iste
nt b
asis
asse
sses
and
ref
ines
app
roac
h to
task
and
pro
ject
sta
tus
base
don
fee
dbac
k an
d re
flec
tion
CO
MPA
RIN
G I
NT
ER
NA
TIO
NA
L B
USI
NE
SSE
Sre
sear
ch a
min
imum
of
four
bus
ines
ses
(tw
o w
ithde
velo
ping
nat
ions
and
two
with
dev
elop
ed n
atio
ns a
ndre
port
on
the
follo
win
g:C
onte
ntna
me
of c
ompa
ny a
n pr
oduc
ts o
r se
rvic
es th
ey im
port
or
expo
rtor
gani
zatio
nal s
truc
ture
; e.g
., m
ultin
atio
nal,
smal
len
trep
rene
uria
lm
anag
emen
t and
mar
ketin
g sy
stem
s an
d st
rate
gies
use
dco
nstr
aint
s an
d co
nsid
erat
ions
iden
tifie
d w
hen
doin
g bu
sine
ssw
ith th
e fo
reig
n na
tion;
e.g
., la
ngua
ge, t
rans
port
atio
nlo
cal c
halle
nges
res
ultin
g fr
om g
loba
l com
petit
ion
AN
AL
YZ
ING
CA
SE S
TU
DIE
SC
onte
ntse
lect
s or
is g
iven
fou
r ca
se s
tudi
essu
mm
ariz
es th
e na
ture
of
each
bus
ines
spr
esen
ts m
anag
emen
t str
ateg
ies
used
pres
ents
mar
ketin
g st
rate
gies
use
dpr
esen
ts o
pini
ons
rega
rdin
g th
e bu
sine
ss v
entu
re
Pres
entin
g/R
epor
ting
dem
onst
rate
s ef
fect
ive
use
of a
var
iety
of
com
mun
icat
ion
med
ia:
e.g.
, Wri
tten:
spe
lling
, pun
ctua
tion,
gra
mm
ar,
form
at (
form
al/in
form
al, t
echn
ical
/lit
erar
y)O
ral:
voic
e pr
ojec
tion,
bod
y la
ngua
ge,
appe
aran
ce, e
nthu
sias
m, e
vide
nce
ofpr
ior
prac
tice
Vis
ual:
tech
niqu
es, t
ools
, cla
rity
, spe
edan
d pa
cing
mai
ntai
ns a
ccep
tabl
e gr
amm
atic
al a
nd te
chni
cal s
tand
ards
thro
ugh
proo
frea
ding
and
edi
ting
prov
ides
an
intr
oduc
tion
that
des
crib
es th
e pu
rpos
e an
d sc
ope
of th
e pr
ojec
tco
mm
unic
ates
thou
ghts
/fee
lings
/idea
s cl
earl
y to
just
ify
orch
alle
nge
a po
sitio
nst
ates
a c
oncl
usio
n by
ana
lyzi
ng a
nd s
ynth
esiz
ing
the
info
rmat
ion
gath
ered
give
s ev
iden
ce o
f ad
equa
te r
esea
rch
thro
ugh
a re
fere
nce
list
incl
udin
g se
ven
or m
ore
rele
vant
info
rmat
ion
sour
ces
prov
ides
a r
efer
ence
list
that
incl
udes
fiv
e or
mor
e re
leva
ntin
form
atio
n so
urce
s
RE
FLE
CT
ION
S/C
OM
ME
NT
S
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.47
(199
7)19
7
SAM
PLE
PR
OJE
CT
: GL
OB
AL
MA
RK
ET
PLA
CE
PR
OJE
CT
MA
M30
30-2
GL
OB
AL
MA
RK
ET
PLA
CE
RE
SEA
RC
H P
RO
JEC
T
In th
is r
esea
rch
proj
ect y
ou w
ill b
e as
ked
to w
ork
with
a p
artn
er. S
elec
t tw
o co
untr
ies
to r
esea
rch.
One
mus
t be
a de
velo
ped
coun
try,
the
othe
r a
deve
lopi
ng c
ount
ry. E
ach
of th
e pa
rtne
rs w
ill ta
ke a
cou
ntry
and
com
plet
e th
e re
sear
ch w
ithin
Sec
tion
I. W
ork
colla
bora
tivel
y on
Sec
tions
II
and
HI.
Thi
s re
port
sho
uld
be ty
ped
APA
sty
le o
r fo
rmat
ted
form
ally
in a
noth
er s
tyle
, with
ref
eren
ces
bein
g ci
ted
whe
re a
ppro
pria
te. M
ake
sure
you
hav
e a
tabl
eof
con
tent
s at
the
begi
nnin
g an
d a
refe
renc
e lis
t at t
he e
nd.
Thi
s re
port
will
be
divi
ded
into
thre
e se
ctio
ns. T
he f
irst
is to
inve
stig
ate
how
Can
adia
ns d
o bu
sine
ss w
ith f
orei
gn c
ount
ries
by
rese
arch
ing
a de
velo
ped
coun
try
and
ade
velo
ping
cou
ntry
and
thei
r pe
ople
. The
nex
t sec
tion
of th
e re
sear
ch w
ill a
sk y
ou to
wor
k to
geth
er to
com
pare
the
deve
lopi
ng a
nd d
evel
oped
cou
ntri
es. T
hela
st s
ectio
n w
illas
k yo
u to
giv
e re
com
men
datio
ns a
nd c
oncl
usio
ns f
or b
oth
coun
trie
s in
clud
ing
the
follo
win
g in
form
atio
n:op
port
uniti
es f
or im
port
ing
good
s an
d/or
ser
vice
s in
to C
anad
a fr
om th
ese
coun
trie
sop
port
uniti
es to
exp
ort C
anad
ian
good
s or
ser
vice
s to
eac
h co
untr
yw
ould
you
do
busi
ness
with
thes
e co
untr
ies
base
d on
big
ger
glob
al is
sues
suc
h as
the
envi
ronm
ent a
nd h
uman
rig
hts
conc
erns
?
Lib
rary
Res
ourc
es
Box
, Ben
(E
d.).
(19
93)
Sout
h A
mer
ican
Han
dboo
k. B
ath,
Eng
land
: Tra
de a
nd T
rave
l Pub
licat
ions
.
Kur
ian,
Geo
rge
Tho
mas
(E
d.).
(19
92)
Enc
yclo
paed
ia o
f th
e T
hird
Wor
ld, F
ourt
h E
ditio
n. V
olum
es I
-111
1. N
ew Y
ork:
Fac
ts o
n Fi
le.
Kur
ian,
Geo
rge
Tho
mas
(E
d.).
(19
90)
Enc
yclo
paed
ia o
f th
e Fi
rst W
orld
, Vol
umes
I &
H. N
ew Y
ork:
Fac
ts o
n Fi
le.
Lan
ds a
nd P
eopl
e. (
1991
). V
olum
es 1
-6. D
anbu
ry, C
onn:
Gro
lier.
Wor
ld R
esou
rces
Ins
titut
es (
Eds
.). (
1993
& 1
994)
Env
iron
men
tal A
lman
ac. N
ew Y
ork:
Hou
ghto
n M
iffl
in C
ompa
ny.
Wor
ldm
ark.
(19
88).
Enc
yclo
paed
ia o
f th
e N
atio
ns, V
olum
e 1-
5. N
ew Y
ork:
Joh
n W
iley
and
Sons
Inc
.
Com
mun
ity R
esou
rces
The
Int
erna
tiona
l Tra
de C
entr
e
The
Bus
ines
s Se
rvic
e C
entr
e at
the
trad
e ce
ntre
is a
res
ourc
e fi
lled
with
fre
e lit
erat
ure
and
a re
fere
nce
sect
ion
of b
ooks
, mag
azin
es, d
ocum
ents
and
vid
eos.
As
a st
uden
t, yo
uca
n vi
sit t
he c
entr
e w
hen
doin
g yo
ur r
esea
rch.
The
re a
re ta
bles
to w
ork
at w
hile
res
earc
hing
and
a T
VN
CR
for
pre
view
ing
vide
os. A
few
stu
dent
sat
a ti
me
is r
ecom
men
ded.
The
add
ress
es f
or b
oth
Cal
gary
and
Edm
onto
n fo
llow
s.
Inte
rnat
iona
l Tra
de C
entr
eIn
tern
atio
nal T
rade
Cen
tre
Bus
ines
s Se
rvic
e C
entr
eB
usin
ess
Serv
ice
Cen
tre
11th
Flo
or, 5
105t
h St
reet
SW
OR
540,
Can
ada
Plac
eC
alga
ry, A
B T
2P 3
S297
00Ja
sper
Ave
nue
Tel
epho
ne: 2
92-4
575
Fax:
292
-457
8E
dmon
ton,
AB
T5J
4C
3T
elep
hone
: 495
-294
4Fa
x: 4
95-4
507
G.4
8/ M
anag
emen
t and
Mar
ketin
g, C
TS
Ass
essm
ent T
ools
198
199
al©
Alb
erta
Edu
catio
n, A
lbC
anad
a
SAM
PLE
PR
OJE
CT
: GL
OB
AL
MA
RK
ET
PLA
CE
PR
OJE
CT
(co
ntin
ued)
MA
030-
2
SEC
TIO
N I
I.B
asic
fac
ts a
bout
eac
h co
untr
y
A.
Geo
grap
hic
area
shou
ld in
clud
e a
map
indi
catin
g w
here
the
coun
try
is lo
cate
d, it
s bo
rder
s an
d m
ajor
citi
esB
.D
emog
raph
ics
of e
ach
coun
tryp
opul
atio
n an
d pr
inci
pal c
ities
, mar
ket s
ize,
inco
me
dist
ribu
tion
C.
Ove
rvie
w o
f th
e hi
stor
y of
eac
h co
untr
yD
.E
duca
tion
E.
Gov
ernm
ent a
nd la
ws
H. E
cono
mic
fac
ts a
bout
eac
h co
untr
y
A. E
cono
mic
sys
tem
and
mem
bers
hip
in tr
adin
g bl
ocs
and
othe
r in
tern
atio
nal o
rgan
izat
ions
B.
Exp
orts
, im
port
s, c
hief
agr
icul
ture
pro
duct
sC
.Fi
nanc
ial i
nfor
mat
ionf
orei
gn e
xcha
nge/
curr
ency
, pay
men
t met
hods
and
lice
ncin
g in
form
atio
nD
. Tra
nspo
rtat
ionm
odes
ava
ilabl
e fo
r sh
ippi
ng a
nd tr
ansp
ortin
g go
ods
E.
Adv
ertis
ing
and
prom
otio
nava
ilabi
lity
of p
rint
and
ele
ctro
nic
med
ia
III.
Cul
ture
of
each
cou
ntry
A.
Lan
guag
eesp
ecia
lly th
e la
ngua
ge o
f bu
sine
ss p
eopl
e an
d go
vern
men
t off
icia
lsB
.C
usto
ms
affe
ctin
g bu
sine
ss r
elat
ions
C.
Rel
igio
ns o
f th
e co
untr
yD
.H
olid
ays
E.
Etiq
uette
for
bus
ines
s in
the
coun
try
IV. T
rave
lling
info
rmat
ion
for
each
cou
ntry
A.
Tra
vel d
ocum
ents
and
cus
tom
s re
gula
tions
B.
Tra
nspo
rtat
ion
to th
e co
untr
y an
d do
mes
tic tr
avel
ling
arra
ngem
ents
dur
ing
your
vis
itC
.C
omm
unic
atio
nsD
.H
otel
acc
omm
odat
ions
E.
Bus
ines
s ca
lls a
nd e
nter
tain
men
tF.
App
ropr
iate
dre
ssG
.O
vera
ll he
alth
and
per
sona
l sec
urity
V. G
loba
l Iss
ues
rela
ted
to e
ach
coun
try
A.
Env
iron
men
tal i
ssue
s co
ncer
ning
land
, air
or
wat
erB
. Hum
an r
ight
s is
sues
rel
ated
to th
e w
orkf
orce
or
disc
rim
inat
ing
polic
iesr
elat
ed to
gen
der,
rac
e or
rel
igio
n
Ass
essm
ent T
ools
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.49
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
200
201
(199
7)
SAM
PLE
PR
OJE
CT
: GL
OB
AL
MA
RK
ET
PLA
CE
PR
OJE
CT
(co
ntin
ued)
MA
M30
30-2
SEC
TIO
N I
I
I.C
ompa
riso
ns b
etw
een
the
deve
lopi
ng a
nd d
evel
oped
nat
ion
A. A
s a
busi
ness
per
son
doin
g bu
sine
ss w
ith b
oth
coun
trie
s, h
ow a
re th
ey s
imila
r?B
. How
do
they
dif
fer?
SEC
TIO
N D
I
I.Im
port
and
Exp
ort O
ppor
tuni
ties
A. W
hat a
re s
ome
of th
e po
tent
ial o
ppor
tuni
ties
for
impo
rtin
g pr
oduc
ts o
r se
rvic
es in
to C
anad
a fr
om e
ach
coun
try?
B.
Wha
t are
som
e of
the
pote
ntia
l opp
ortu
nitie
s fo
r ex
port
ing
prod
ucts
or
serv
ices
to e
ach
coun
try?
H. R
ecom
men
datio
ns a
nd C
oncl
usio
ns
A. W
hat a
re th
e ad
vant
ages
and
dis
adva
ntag
es f
or C
anad
ians
in d
oing
bus
ines
s w
ith e
ach
of th
ese
coun
trie
s.?
B.
Wha
t are
the
adva
ntag
es a
nd d
isad
vant
ages
for
eac
h co
untr
y in
doi
ng b
usin
ess
with
Can
adia
ns?
C.
Are
ther
e an
y gl
obal
issu
es th
at m
ake
it di
ffic
ult t
o do
bus
ines
s w
ith e
ither
of
thes
e tw
o co
untr
ies?
Thi
s sh
ould
be
a di
scus
sion
on
the
ethi
cal a
nd m
oral
ere
spon
sibi
litie
s th
at b
usin
esse
s ha
ve in
the
glob
al m
arke
tpla
ce to
war
ds h
uman
rig
hts
and
envi
ronm
enta
l iss
ues.
Use
the
conc
ept "
prof
it w
ith p
rinc
iple
s."
D. W
hat d
id y
ou v
alue
the
mos
t fro
m th
is g
loba
l res
earc
h as
sign
men
t? H
ow m
ight
kno
win
g th
is in
form
atio
n m
ake
a di
ffer
ence
for
you
in th
e fu
ture
?(E
ach
stud
ent
shou
ld r
efle
ct o
n hi
s or
her
ow
n fe
elin
gs.)
G.5
0/ M
anag
emen
t and
Mar
ketin
g, C
TS
Ass
essm
ent T
ools
(199
411)
202
203
©A
lber
ta E
duca
tion,
Alb
Can
ada
RE
SEA
RC
H P
RO
CE
SS: B
USI
NE
SS I
N T
HE
GL
OB
AL
MA
RK
ET
PLA
CE
PR
OJE
CT
MA
M30
30-3
Stud
ent(
s)
Tas
kO
bser
vatio
ns O
f St
uden
t
Plan
ning
and
Pres
enta
tion
43
21
0N
/A
Info
rmat
ion
Gat
heri
ngan
d Pr
oces
sing
43
21
0N
/A
Con
tent
Ove
rvie
w o
fD
evel
oped
Nat
ion
43
21
0N
/A
Con
tent
Ove
rvie
w o
fD
evel
opin
g N
atio
n4
32
10
N/A
Con
tent
Com
pari
ng th
eT
wo
Nat
ions
43
21
0N
/A
Con
tent
-B
usin
ess
Opp
ortu
nitie
s w
ith e
ach
Nat
ion
43
21
0N
/A
Col
labo
ratio
n an
dT
eam
wor
k4
32
10
N/A
Info
rmat
ion
Shar
ing
43
21
0N
/A
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
espr
oble
ms
effe
ctiv
ely
and
crea
tivel
yin
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and
/or
proc
esse
sar
e se
lect
ed a
nd u
sed
effi
cien
tly, e
ffec
tivel
y an
dw
ith c
onfi
denc
e.M
eets
def
ined
outc
omes
.Pl
ans
and
solv
espr
oble
ms
ina
self
-dir
ecte
dm
anne
r.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
nd u
sed
effi
cien
tly a
nd e
ffec
tivel
y.
2M
eets
def
ined
outc
omes
.Pl
ans
and
solv
espr
oble
ms
with
lim
ited
assi
stan
ce. T
ools
, mat
eria
lsan
d/or
proc
esse
sar
ese
lect
edan
dus
edap
prop
riat
ely.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
pla
n of
actio
n. A
lim
ited
rang
e of
tool
s, m
ater
ials
and
/or
proc
esse
s ar
e us
ed a
ppro
pria
tely
.H
as n
ot c
ompl
eted
def
ined
out
com
es.
Too
ls,
mat
eria
lsan
d/or
proc
esse
sar
eus
edin
appr
opri
atel
y.
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
204
TA
SK C
HE
CK
LIS
T
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
sets
goa
ls a
nd e
stab
lish
step
s to
ach
ieve
them
crea
tes
and
adhe
res
to u
sefu
l tim
elin
esus
es p
erso
nal i
nitia
tive
to f
orm
ulat
e qu
estio
ns a
nd f
ind
answ
ers
plan
s an
d us
es ti
me
effe
ctiv
ely
Info
rmat
ion
Gat
heri
ng a
nd P
roce
ssin
gac
cess
es a
ran
ge o
f re
leva
nt in
-sch
ool/c
omm
unity
reso
urce
sus
es a
ran
ge o
f in
form
atio
n-ga
ther
ing
tech
niqu
esin
terp
rets
, org
aniz
es a
nd c
ombi
nes
info
rmat
ion
into
alo
gica
l seq
uenc
ere
cord
s in
form
atio
n ac
cura
tely
with
app
ropr
iate
supp
ortin
g de
tail
and
usin
g co
rrec
t tec
hnic
al te
rms
dete
rmin
es a
ccur
acy
/cur
renc
y /r
elia
bilit
y of
info
rmat
ion
sour
ces
gath
ers
and
resp
onds
to f
eedb
ack
rega
rdin
g ap
proa
ch to
the
task
GL
OB
AL
RE
SEA
RC
H P
RO
JEC
T
Con
tent
give
s ov
ervi
ew o
f de
velo
ped
natio
nse
lect
s a
deve
lope
d na
tion
to r
esea
rch
pote
ntia
lbu
sine
ss o
ppor
tuni
ties
prov
ides
bas
ic f
acts
reg
ardi
ng g
eogr
aphy
, eco
nom
ics,
cultu
re/c
usto
ms,
trav
el in
form
atio
n, g
loba
l iss
ues
(e.g
.,hu
man
rig
hts,
env
iron
men
tal)
Con
tent
(co
ntin
ued)
give
s ov
ervi
ew o
f de
velo
ping
natio
n sele
cts
a de
velo
ping
nat
ion
to r
esea
rch
pote
ntia
lbu
sine
ss o
ppor
tuni
ties
prov
ides
bas
ic f
acts
reg
ardi
ng g
eogr
aphy
, eco
nom
ics,
cultu
re/c
usto
ms,
trav
el in
form
atio
n, g
loba
l iss
ues
(e.g
.hu
man
rig
hts,
env
iron
men
tal)
Con
tent
com
pare
s th
e tw
o na
tions
pres
ents
the
sim
ilari
ties
betw
een
the
two
natio
nspr
esen
ts th
e di
ffer
ence
s be
twee
n th
e tw
o na
tions
Con
tent
pres
ents
pot
entia
l bus
ines
s op
port
uniti
esw
ith e
ach
natio
n in
clud
ing
impo
rt/e
xpor
t opp
ortu
nitie
s fo
r ea
chad
vant
ages
and
dis
adva
ntag
es o
f do
ing
busi
ness
with
each
reco
mm
enda
tions
for
doi
ng b
usin
ess
with
eac
h
Col
labo
ratio
n an
d T
eam
wor
kco
oper
ates
with
gro
up m
embe
rssh
ares
wor
k ap
prop
riat
ely
amon
g gr
oup
mem
bers
nego
tiate
s so
lutio
ns to
pro
blem
s
Info
rmat
ion
Shar
ing
dem
onst
rate
s ef
fect
ive
use
of tw
o or
mor
eco
mm
unic
atio
n m
edia
e.g.
, wri
tten,
ora
l, au
dio-
visu
alco
mm
unic
ates
idea
s in
a lo
gica
l seq
uenc
e w
ithsu
ffic
ient
sup
port
ing
deta
ilm
aint
ains
acc
epta
ble
gram
mat
ical
and
tech
nica
lst
anda
rds
cite
s fi
ve o
r m
ore
rele
vant
info
rmat
ion
sour
ces
RE
FLE
CT
ION
S/C
OM
ME
NT
S
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.51
(199
7)20
5
FASS
ESS
ME
NT
TA
SK: O
BSE
RV
E A
ND
CR
ITIQ
UE
SA
LE
S PR
ESE
NT
AT
ION
S
Stud
ent N
ame(
s)
Sale
sper
son
1
Situ
atio
n: in
per
son/
vide
o/ca
se s
tudy
Stor
e/C
ompa
ny/R
esou
rce:
Did
you
not
ice
the
follo
win
g ch
arac
teri
stic
s?E
xcel
lent
No
Impr
essi
onPo
or 0A
ppea
ranc
eE
nthu
sias
mV
oice
and
Spe
ech
Tac
t and
Sel
f-co
ntro
l
Whe
re y
ou s
atis
fied
with
the
sale
sper
son'
s:Y
esN
o 0A
ppro
ach
Initi
ativ
e an
d he
lpfu
lnes
sG
enui
ne in
tere
st in
sat
isfy
ing
need
s an
d w
ants
Ans
wer
s to
que
stio
ns/c
once
ms
Fina
lizin
g sa
le (
ring
ing
up/ta
king
leav
e)
Com
men
t on
the
stre
ngth
s of
the
sale
sper
son.
Com
men
t on
the
wea
knes
ses
of th
e sa
lesp
erso
n.
Wou
ld y
ou b
uy f
rom
this
per
son?
Why
? W
hyN
ot?
.
G.5
2/ M
anag
emen
t and
Mar
ketin
g, C
TS
(199
'7
20E
MA
M30
40-1
Stan
dard
:cr
itiqu
e a
min
imum
of
3 sa
lesp
erso
ns u
sing
one
or
mor
e of
the
follo
win
g si
tuat
ions
(in
pers
on, f
rom
vid
eo, t
hrou
gh c
ase
stud
ies)
. Com
plet
e al
l sec
tions
bel
ow.
Sale
sper
son
2
Situ
atio
n: in
per
son/
vide
o/ca
se s
tudy
Stor
e/C
ompa
ny/R
esou
rce:
Did
you
not
ice
the
follo
win
g ch
arac
teri
stic
s?E
xcel
lent
No
Impr
essi
onPo
orA
ppea
ranc
eE
nthu
sias
mV
oice
and
Spe
ech
Tac
t and
Sel
f-co
ntro
l
Whe
re y
ou s
atis
fied
with
the
sale
sper
son'
s:Y
esN
oA
ppro
ach
Initi
ativ
e an
d he
lpfu
lnes
sG
enui
ne in
tere
st in
sat
isfy
ing
need
s an
d w
ants
0E
lA
nsw
ers
to q
uest
ions
/con
cem
sFi
naliz
ing
sale
(ri
ngin
g up
/taki
ng le
ave)
Com
men
t on
the
stre
ngth
s of
the
sale
sper
son.
Com
men
t on
the
wea
knes
ses
of th
e sa
lesp
erso
n.
Wou
ld y
ou b
uy f
rom
this
per
son?
Why
? W
hyN
ot?
Sale
sper
son
3
Situ
atio
n: in
per
son/
vide
o/ca
se s
tudy
Stor
e/C
ompa
ny/R
esou
rce:
Did
you
not
ice
the
follo
win
g ch
arac
teri
stic
s?E
xcel
lent
No
Impr
essi
onPo
or 0A
ppea
ranc
eE
nthu
sias
mV
oice
and
Spe
ech
Tac
t and
Sel
f-co
ntro
l
Whe
re y
ou s
atis
fied
with
the
sale
sper
son'
s:Y
esN
oA
ppro
ach
Initi
ativ
e an
d he
lpfu
lnes
sG
enui
ne in
tere
st in
sat
isfy
ing
need
s an
d w
ants
00
Ans
wer
s to
que
stio
ns/c
once
ms
Fina
lizin
g sa
le (
ring
ing
up/ta
king
leav
e)
Com
men
t on
the
stre
ngth
s of
the
sale
sper
son.
Com
men
t on
the
wea
knes
ses
of th
e sa
lesp
erso
n.
Wou
ld y
ou b
uy f
rom
this
per
son?
Why
? W
hyN
ot?
207
Ass
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ent T
ools
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lber
ta E
duca
tion,
Alb
eC
anad
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ASS
ESS
ME
NT
GU
IDE
: SA
LE
S PR
ESE
NT
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MA
M30
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STU
DE
NT
:PR
OD
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T B
EIN
G D
EM
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STR
AT
ED
:C
UST
OM
ER
TY
PE:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
APP
RO
AC
HE
S T
HE
CU
STO
ME
R4
.
3di
spla
ys m
erch
andi
se a
nd s
ets
up f
or th
e si
tuat
ion
(sto
re, t
ype
of s
ale)
2us
es a
ppro
pria
te b
ody
lang
uage
(en
thus
iasm
, con
fide
nce,
sin
ceri
ty)
1us
es c
orre
ct a
ppro
ach
for
the
situ
atio
n (s
ocia
l, se
rvic
e, m
erch
andi
se)
0de
mon
stra
tes
voic
e co
ntro
l (co
nfid
ent,
clea
r, n
ot to
o fa
st, d
oes
not u
se s
lang
)
PRE
SEN
TS
TH
E P
RO
DU
CT
4id
entif
ies
cust
omer
's n
eeds
and
wan
ts (
asks
que
stio
ns, l
iste
ns)
3de
mon
stra
tes
the
prod
uct
pres
enta
tion
evol
ves
arou
nd th
e ty
pe o
f cu
stom
er a
nd h
is2
or h
er n
eeds
and
wan
ts, b
uild
s an
ticip
ated
obj
ectio
ns in
to p
rese
ntat
ion
1in
volv
es th
e cu
stom
er in
the
pres
enta
tion
of p
rodu
ct0
turn
s pr
oduc
t fea
ture
s in
to c
usto
mer
ben
efits
HA
ND
LE
S C
UST
OM
ER
OB
JEC
TIO
NS/
SUG
GE
STIO
N S
EL
LIN
G4 3
liste
ns a
nd r
espo
nds
to c
usto
mer
obj
ectio
ns2
reso
lves
obj
ectio
ns w
ith ta
ct a
nd c
ourt
esy,
cus
tom
er in
tera
cts
1tu
rns
obje
ctio
n in
to s
ellin
g po
ints
0su
gges
ts a
nd p
rese
nts
rela
ted
mer
chan
dise
dem
onst
rate
s pr
oduc
t kno
wle
dge
CL
OSE
S A
ND
TA
KE
S L
EA
VE
OF
TH
E C
UST
OM
ER
4 3ta
kes
initi
ativ
e to
clo
se th
e sa
les
2cl
oses
the
sale
in a
sm
ooth
, nat
ural
and
tim
ely
man
ner
1ac
cura
tely
com
plet
es th
e m
echa
nics
of
clos
ing
(rin
ging
in th
e sa
le a
nd/o
r pr
epar
atio
n0
of s
ales
slip
, mer
chan
dise
wra
pped
)of
fers
a p
ositi
ve f
inal
sta
tem
ent t
o cu
stom
er a
s he
or
she
leav
es
Ass
essm
ent T
ools
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lber
ta E
duca
tion,
Alb
erta
, Can
ada
208
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
es p
robl
ems
effe
ctiv
ely
and
crea
tivel
yin
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and/
or p
roce
sses
are
sel
ecte
d an
d us
edef
fici
ently
, eff
ectiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n. A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
asno
t com
plet
edde
fine
dou
tcom
es.
Too
ls, m
ater
ials
and
/or
proc
esse
s ar
e us
edin
appr
opri
atel
y.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.53
209
(199
7)
ASS
ESS
ME
NT
TA
SK: C
OM
PAR
ING
MO
DE
S O
F T
RA
NSP
OR
TA
TIO
NM
AM
3050
-1
Stud
ent:
Stan
dard
: Com
plet
e al
l inf
orm
atio
n re
quir
ed in
the
char
t bel
ow.
1. R
ank
each
mod
e of
tran
spor
tatio
nfr
om (
1) m
ost f
avou
rabl
e to
(7)
leas
tfa
vour
able
for
eac
h of
the
follo
win
gM
ail
Cou
rier
Wat
erPi
peR
ail
Tru
ckA
ir
Cos
t
Spee
d
Cha
nce
of th
eft/d
amag
e
2. D
escr
ibe
the
conv
enie
nce
of d
eliv
ery
for
each
mod
e of
tran
spor
tatio
n.(e
.g.,
pick
up v
s. d
oor-
to-d
oor
serv
ice
orsp
ecia
l loc
atio
n ne
cess
ary)
3. D
escr
ibe
typi
cal p
rodu
cts
hand
led.
4. E
xpla
in a
nd g
ive
exam
ples
of
inno
vativ
e pa
ckag
ing
or h
andl
ing
avai
labl
e to
fac
ilita
te th
e us
e of
two
or m
ore
mod
es o
f tr
ansp
orta
tion
G.5
4/ M
anag
emen
t and
Mar
ketin
g, C
TS
(199
4"21
021
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Ass
essm
ent T
ools
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Alb
erta
Edu
catio
n, A
lban
ada
ASS
ESS
ME
NT
TA
SK: E
XA
MIN
E T
YPE
S O
F R
ET
AIL
ING
MA
M30
50-2
Stan
dard
: Com
plet
e al
l inf
orm
atio
n re
quir
ed in
the
char
t bel
ow.
Stud
ent N
ame(
s) Typ
es o
f R
etai
ling
Nam
e of
a b
usin
ess
offe
ring
this
type
of
reta
iling
Des
crib
e pr
oduc
t(s)
and
/or
serv
ice(
s) c
arri
ed b
ybu
sine
ss
1. G
ener
al S
tore
2. C
onve
nien
ce S
tore
3. D
epar
tmen
t Sto
re
4. S
uper
mar
ket
5. S
uper
stor
e
6. D
isco
unt H
ouse
s:
a. D
isco
unt S
tore
b. C
atal
ogue
Sho
wro
om
c. W
areh
ouse
Sto
re
d. W
hole
sale
War
ehou
se C
lub
e. C
lear
ance
Sto
re
7. S
peci
alty
Sto
re
8. I
tiner
ant S
tore
9. F
acto
ry O
utle
t
10. M
ail O
rder
Sel
ling
11. D
irec
t Sel
ling
12. T
elem
arke
ting
13. A
utom
atic
Ven
ding
14. N
etw
ork
Mar
ketin
g
15. I
nter
net H
ome
Shop
ping
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
212
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.55
213
(199
7)
ASS
ESS
ME
NT
GU
IDE
: CH
AN
NE
LS
OF
DIS
TR
IBU
TIO
N P
RE
SEN
TA
TIO
N
STU
DE
NT
:
MA
M30
50-3
NA
ME
OF
MA
NU
FAC
TU
RE
D P
RO
DU
CT
:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
Cre
ativ
ity (
text
and
vis
uals
)4
give
s an
eas
y-to
-fol
low
and
com
plet
e pr
esen
tatio
n of
the
prod
uct f
rom
its
raw
3m
ater
ial s
tage
to it
s co
nsum
able
sta
ge2
visu
ally
pre
sent
s th
e pr
oduc
t with
a n
eat,
clea
n an
d un
clut
tere
d lo
ok1
inco
rpor
ates
ori
gina
l, un
ique
and
cle
ver
idea
s in
to p
rese
ntat
ion
0m
akes
use
of
both
vis
ual a
nd te
xt f
orm
ats
Prod
ucer
s4
rese
arch
es a
nd p
rese
nts
thre
e m
ain
raw
mat
eria
ls (
com
es f
rom
the
grou
nd o
r3
abov
e th
e gr
ound
, e.g
., co
al, w
heat
)2
lists
thre
e pr
oduc
ers
of th
e th
ree
mai
n ra
w m
ater
ials
; e.g
., fl
our
mill
1id
entif
ies
actu
al n
ames
of
prod
ucer
s0 4
Man
ufac
ture
r an
d M
iddl
emen
3pr
esen
ts m
anuf
actu
rer
w/a
ddre
ss2
pres
ents
who
lesa
ler
w/a
ddre
ss (
if a
pplic
able
)1
pres
ents
add
ition
al a
gent
s or
bro
kers
(if
app
licab
le)
0pr
esen
ts s
elec
ted
reta
iler
w/a
ddre
ss4
Mod
es o
f T
rans
port
atio
n3
iden
tifie
s tr
ansp
orta
tion
met
hods
use
d at
the
prod
ucer
sta
ge2
iden
tifie
s tr
ansp
orta
tion
met
hods
use
d by
the
man
ufac
ture
r1
iden
tifie
s tr
ansp
orta
tion
met
hods
use
d be
twee
n m
iddl
emen
0Pr
esen
tatio
n of
Res
earc
hde
scri
bes
how
pro
duct
was
sel
ecte
d an
d ch
oice
of
visu
al4
desc
ribe
s ho
w r
esea
rch
was
com
plet
ed (
whe
re y
ou lo
oked
, wen
t and
who
you
3ta
lked
to f
or s
peci
fic
prod
uct i
nfor
mat
ion
and/
or e
duca
ted
gues
ses
mad
e2
beca
use
of la
ck o
f in
form
atio
n)1
rela
tes
high
poi
nts
and
frus
trat
ions
enc
ount
ered
in c
ompl
etin
g th
e re
sear
ch f
or0
the
pres
enta
tion
desc
ribe
s th
e ch
anne
ls o
f di
stri
butio
n fo
r th
e pr
oduc
t
G.5
6/ M
anag
emen
t and
Mar
ketin
g, C
TS
214
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
es p
robl
ems
effe
ctiv
ely
and
crea
tivel
yin
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and/
or p
roce
sses
are
sel
ecte
d an
d us
edef
fici
ently
, eff
ectiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n. A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
asno
tco
mpl
eted
defi
ned
outc
omes
.T
ools
, mat
eria
ls a
nd/o
r pr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
215
Ass
essm
ent T
ools
oio©
Alb
erta
Edu
catio
n, A
lbe
Can
ada
ASS
ESS
ME
NT
GU
IDE
: DE
SIG
NIN
G A
RE
TA
IL S
TO
RE
PR
OJE
CT
MA
M30
60-1
STU
DE
NT
:N
AM
E O
F R
ET
AIL
ST
OR
E:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
PAR
T I
crea
tes
an im
age
for
a re
tail
stor
e4
sele
cts
a sp
ecia
lty r
etai
l sto
re
3id
entif
ies
the
mar
ket n
iche
:
2pr
oduc
ts a
nd s
ervi
ces
1pr
ice
rang
e an
d qu
ality
0ta
rget
mar
ket
lists
the
dist
ingu
ishi
ng f
eatu
res
and
char
acte
rist
ics
of th
e st
ore
(pol
icie
s &
pro
cedu
res)
choo
ses
a na
me
for
the
reta
il st
ore
PAR
T I
Ian
alyz
es a
nd ju
stif
ies
a lo
catio
n an
d si
te4
sele
cts
a lo
catio
n an
d si
te ta
king
the
follo
win
g in
to c
onsi
dera
tion:
3im
age
2tr
affi
c pa
ttern
s/pa
rkin
g/pu
blic
tran
spor
tatio
n ac
cess
1re
nt/le
ase
optio
ns/c
osts
0lo
catio
n of
com
petit
ion/
appr
opri
ate
com
mun
ity
PAR
T I
IIpr
epar
es a
n ex
teri
or/in
teri
or la
yout
usi
ng d
esig
n pr
inci
ples
desi
gns
an a
ttrac
tive
stor
e fr
ont t
o sc
ale,
whi
ch p
ortr
ays
the
stor
e's
imag
e:
4gr
aphi
cs/lo
go/s
igna
ge/d
ispl
ay w
indo
ws
3co
lour
s/te
xtur
e
2en
tran
ce lo
catio
n an
d si
ze
1an
alyz
es n
eces
sary
layo
ut r
equi
rem
ents
with
res
pect
to s
pace
ava
ilabl
e, m
erch
andi
sing
stra
tegi
es/tr
affi
c fl
ow a
nd s
ecur
ity f
or:
cash
reg
iste
rst
orag
e ar
eas/
chan
ge a
reas
(if
app
licab
le)
furn
iture
and
sto
re f
ixtu
res/
light
ing
desi
gns
and
crea
tes
an e
ffec
tive
and
effi
cien
t flo
or p
lan
to s
cale
with
con
side
ratio
ns to
:cu
stom
er s
ervi
cese
curi
ty a
nd s
afet
yim
age
traf
fic
flow
/con
veni
ence
/mai
nten
ance
4PA
RT
IV
iden
tifie
s in
teri
or f
urni
shin
gs, r
ecom
men
ds v
endo
rs a
nd p
repa
res
mai
nten
ance
3sc
hedu
les
2pr
epar
es a
list
of
furn
iture
/fix
ture
s/eq
uipm
ent a
nd s
uppl
ies
alon
g w
ith th
e na
mes
of
1ve
ndor
s fo
r pu
rcha
sing
0pr
epar
es a
sch
edul
e fo
r da
ily c
lean
ing,
gen
eral
mai
nten
ance
and
upk
eep
of v
isua
lm
erch
andi
sing
and
red
ecor
atin
g
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
218
STA
ND
AR
D I
S 2
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
es p
robl
ems
effe
ctiv
ely
and
crea
tivel
yin
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and/
or p
roce
sses
are
sel
ecte
d an
d us
edef
fici
ently
, eff
ectiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n. A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
asno
tco
mpl
eted
defi
ned
outc
omes
.T
ools
, mat
eria
ls a
nd/o
r pr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S /C
OM
ME
NT
S
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.57
(199
7)
217
EtE
SEA
RC
H P
RO
CE
SS: O
FFIC
E S
YST
EM
S 2
OFF
ICE
EN
VIR
ON
ME
NT
S
Stud
ent(
s): T
ask
Obs
erva
tions
Of
Stud
ent
Plan
ning
and
Pres
enta
tion
43
21
0N
/A
Info
rmat
ion
Gat
heri
ngan
d Pr
oces
sing
43
21
0N
/A
Con
tent
43
21
0N
/A
Col
labo
ratio
n an
dT
eam
wor
k4
32
10
N/A
Info
rmat
ion
Shar
ing
43
21
0N
/A
STA
ND
AR
D I
S 3
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
espr
oble
ms
effe
ctiv
ely
and
crea
tivel
y in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
lsan
d/or
proc
esse
sar
ese
lect
edan
d us
edef
fici
ently
,ef
fect
ivel
y an
d w
ith c
onfi
denc
e.
3M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
use
def
fici
ently
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es.
Plan
s an
d so
lves
prob
lem
sw
ithlim
ited
assi
stan
ce.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
use
dap
prop
riat
ely.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
pla
nof
act
ion.
A li
mite
d ra
nge
of to
ols,
mat
eria
lsan
d/or
pro
cess
es a
re u
sed
appr
opri
atel
y.
0H
as n
ot c
ompl
eted
def
ined
out
com
es.
Too
ls,
mat
eria
lsan
d/or
proc
esse
sar
eus
edin
appr
opri
atel
y.
G.5
8/ M
anag
emen
t and
Mar
ketin
g, C
TS
218
MA
M30
70-1
TA
SK C
HE
CK
LIS
T
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
sets
goa
ls a
nd e
stab
lish
step
s to
ach
ieve
them
crea
tes
and
adhe
res
to u
sefu
l tim
elin
esus
es p
erso
nal i
nitia
tive
to f
orm
ulat
e qu
estio
ns a
nd f
ind
answ
ers
plan
s an
d us
es ti
me
effe
ctiv
ely
Info
rmat
ion
Gat
heri
ng a
nd P
roce
ssin
gac
cess
es a
ran
ge o
f re
leva
nt in
-sch
ool/c
omm
unity
reso
urce
sus
es a
ran
ge o
f in
form
atio
n-ga
ther
ing
tech
niqu
esin
terp
rets
, org
aniz
es a
nd c
ombi
nes
info
rmat
ion
into
alo
gica
l seq
uenc
ere
cord
s in
form
atio
n ac
cura
tely
with
app
ropr
iate
supp
ortin
g de
tail
and
usin
g co
rrec
t tec
hnic
al te
rms
dete
rmin
es a
ccur
acy/
curr
ency
/rel
iabi
lity
of in
form
atio
nso
urce
sga
ther
s an
d re
spon
ds to
fee
dbac
k re
gard
ing
appr
oach
toth
e ta
sk
Con
tent
eval
uate
s po
licie
s an
d pr
oced
ures
use
d fo
rim
prov
ing
the
qual
ity o
f of
fice
env
iron
men
ts to
kee
p pa
cew
ith c
hang
e. P
olic
ies
and
proc
edur
es to
con
side
r in
clud
e:in
terp
erso
nal c
omm
unic
atio
nsup
grad
ing
hard
war
e an
d so
ftw
are
Con
tent
(co
ntin
ued)
upgr
adin
g ot
her
elec
tron
ic o
ffic
e eq
uipm
ent
trai
ning
sta
ff o
n ne
w te
chno
logi
esre
defi
ning
rol
es a
nd r
espo
nsib
ilitie
s of
sta
ffen
suri
ng a
saf
e an
d he
alth
y w
ork
envi
ronm
ent
stra
tegi
es u
sed
for
incr
easi
ng p
rodu
ctiv
ity:
proj
ect w
ork
team
stim
e an
d w
ork
man
agem
ent (
setti
ng p
rior
ities
)re
sour
ce m
anag
emen
tre
com
men
d co
mm
on p
olic
ies
and
proc
edur
es th
atw
ould
be
usef
ul f
or o
ffic
e m
anag
ers
whe
nim
plem
entin
g ch
ange
Col
labo
ratio
n an
d T
eam
wor
kco
oper
ates
with
gro
up m
embe
rssh
ares
wor
k ap
prop
riat
ely
amon
g gr
oup
mem
bers
nego
tiate
s so
lutio
ns to
pro
blem
s
Info
rmat
ion
Shar
ing
dem
onst
rate
s ef
fect
ive
use
of tw
o or
mor
eco
mm
unic
atio
n m
edia
e.g.
, wri
tten,
ora
l, au
dio-
visu
alco
mm
unic
ates
idea
s in
a lo
gica
l seq
uenc
e w
ithsu
ffic
ient
sup
port
ing
deta
ilm
aint
ains
acc
epta
ble
gram
mat
ical
and
tech
nica
lst
anda
rds
cite
s fi
ve o
r m
ore
rele
vant
info
rmat
ion
sour
ces
RE
FLE
CT
ION
S /C
OM
ME
NT
S
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
anad
a
219
ASS
ESS
ME
NT
TA
SK: O
FFIC
E S
YST
EM
S 2
- PR
AC
TIC
AL
LA
B E
XPE
RIE
NC
EM
AM
3070
-2
STU
DE
NT
TR
AIN
OR
:N
ames
of
Tra
inee
s:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
4 3 2 1 0
Prep
arat
ion
and
Plan
ning
prep
ares
sel
f fo
r tr
aini
ng ta
skor
gani
zes
and
wor
ks in
ord
erly
man
ner
inte
rpre
ts a
nd c
arri
es o
ut in
stru
ctio
ns a
ccur
atel
ypl
ans
and
uses
tim
e ef
fect
ivel
y in
a lo
gica
l seq
uenc
edi
spla
ys le
ader
ship
in a
dher
ing
to r
outin
e pr
oced
ures
atte
mpt
s to
sol
ve p
robl
ems
prio
r to
req
uest
ing
help
4 3 2.
1 0
Tra
ins
othe
rs o
n us
e of
Equ
ipm
ent a
nd M
ater
ials
mak
e an
d m
odel
of
offi
ce e
quip
men
t use
d to
trai
n ot
hers
1. 2. 3.re
late
s po
licie
s an
d pr
oced
ures
reg
ardi
ng u
se o
f eq
uipm
ent
prov
ides
inst
ruct
ions
on
safe
and
eff
icie
nt u
se o
f el
ectr
onic
equ
ipm
ent
give
s ad
vice
reg
ardi
ng n
eces
sary
upk
eep,
rep
airs
and
reo
rder
ing
of s
uppl
ies
pres
ents
str
ateg
ies
to m
inim
ize
was
te o
f su
pplie
sev
alua
tes
the
trai
nees
' use
of
equi
pmen
t and
giv
es f
eedb
ack
on th
eir
perf
orm
ance
4 3 2 1 0
Wor
ks C
olla
bora
tivel
yco
oper
ates
with
gro
up m
embe
rssh
ares
wor
k ap
prop
riat
ely
amon
g gr
oup
mem
bers
nego
tiate
s w
ith s
ensi
tivity
, sol
utio
ns to
pro
blem
sdi
spla
ys e
ffec
tive
com
mun
icat
ion
skill
s
Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
erta
, Can
ada
220
STA
ND
AR
D I
S 3
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
es p
robl
ems
effe
ctiv
ely
and
crea
tivel
yin
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and/
or p
roce
sses
are
sel
ecte
d an
d us
edef
fici
ently
, eff
ectiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n. A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
asno
tco
mpl
eted
defi
ned
outc
omes
.T
ools
, mat
eria
ls a
nd/o
r pr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S/C
OM
ME
NT
S
CT
S, M
anag
emen
t and
Mar
ketin
g /G
.59
221
(199
7)
PRE
SEN
TA
TIO
NS/
RE
POR
TS:
OFF
ICE
SY
STE
MS
2 -
EL
EC
TR
ON
IC C
OM
MU
NIC
AT
ION
SM
AM
3070
-3
STU
DE
NT
:
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
Prep
arat
ion
and
Plan
ning
4se
ts g
oals
and
des
crib
es s
teps
to a
chie
ve th
em
3us
es p
erso
nal i
nitia
tive
to f
orm
ulat
e qu
estio
ns a
nd f
ind
answ
ers
acce
sses
a r
ange
of
rele
vant
info
rmat
ion
sour
ces
and
reco
gniz
e w
hen
addi
tiona
l inf
orm
atio
n is
2re
quir
edin
terp
rets
, org
aniz
es a
nd c
ombi
nes
info
rmat
ion
in c
reat
ive
and
thou
ghtf
ul w
ays
1re
cord
s in
form
atio
n ac
cura
tely
usi
ng a
ppro
pria
te te
chni
cal t
erm
s an
d su
ppor
ting
deta
il
0pl
ans
and
uses
tim
e ef
fect
ivel
y, p
rior
itizi
ng ta
sks
on a
con
sist
ent b
asis
asse
sses
and
ref
ines
app
roac
h to
task
and
pro
ject
sta
tus
base
d on
fee
dbac
k an
d re
flec
tion
Con
tent
of
Off
ice
Man
ual a
nd/o
r D
emon
stra
tion
of W
ork
Exp
erie
nce
- fo
r el
ectr
onic
4co
mm
unic
atio
n eq
uipm
ent
3de
scri
bes
and/
or f
ollo
ws
polic
ies
and
proc
edur
es f
or th
e co
rrec
t use
of
tele
phon
e in
clud
ing
answ
erin
g m
achi
nes
and
voic
e m
ail
2de
scri
bes
and/
or f
ollo
ws
polic
ies
and
proc
edur
es f
or th
e co
rrec
t use
of
fax
mac
hine
s in
clud
ing
the
appr
opri
ate
use
of th
e sy
stem
1de
scri
bes
and/
or f
ollo
ws
polic
ies
and
proc
edur
es f
or th
e co
rrec
t use
of
elec
tron
ic m
ail/I
nter
net
0ac
cess
incl
udin
g ap
prop
riat
e us
e of
the
syst
em
Pres
entin
g/R
epor
ting
(if
appl
icab
le)
dem
onst
rate
s ef
fect
ive
use
of a
var
iety
of
com
mun
icat
ion
med
ia:
4e.
g., W
ritte
n: s
pelli
ng, p
unct
uatio
n, g
ram
mar
, for
mat
(fo
rmal
/info
rmal
, tec
hnic
al/
3lit
erar
y)O
ral:
voic
e pr
ojec
tion,
bod
y la
ngua
ge, a
ppea
ranc
e, e
nthu
sias
m, e
vide
nce
of p
rior
2pr
actic
eA
udio
-vis
ual:
tech
niqu
es, t
ools
, cla
rity
, spe
ed a
nd p
acin
g1
mai
ntai
ns a
ccep
tabl
e gr
amm
atic
al a
nd te
chni
cal s
tand
ards
thro
ugh
proo
frea
ding
and
edi
ting
0pr
ovid
es a
n in
trod
uctio
n th
at d
escr
ibes
the
purp
ose
and
scop
e of
the
proj
ect
com
mun
icat
es th
ough
ts/f
eelin
gs/id
eas
clea
rly
to ju
stif
y or
cha
lleng
e a
posi
tion
stat
es a
con
clus
ion
by a
naly
zing
and
syn
thes
izin
g th
e in
form
atio
n ga
ther
ed
G.6
0/ M
anag
emen
t and
Mar
ketin
g, C
TS
222
BE
ST C
OPY
AV
AIL
AB
LE
STA
ND
AR
D I
S 3
IN E
AC
H A
PPL
ICA
BL
E T
ASK
Rat
ing
Scal
e
The
stu
dent
:
4E
xcee
ds d
efin
ed o
utco
mes
.Pl
ans
and
solv
es p
robl
ems
effe
ctiv
ely
and
crea
tivel
yin
a s
elf-
dire
cted
man
ner.
Too
ls, m
ater
ials
and/
or p
roce
sses
are
sel
ecte
d an
d us
edef
fici
ently
, eff
ectiv
ely
and
with
con
fide
nce.
3M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s in
a s
elf-
dire
cted
man
ner.
Too
ls,
mat
eria
ls a
nd/o
r pr
oces
ses
are
sele
cted
and
used
eff
icie
ntly
and
eff
ectiv
ely.
2M
eets
def
ined
out
com
es. P
lans
and
sol
ves
prob
lem
s w
ith li
mite
d as
sist
ance
.T
ools
,m
ater
ials
and
/or
proc
esse
s ar
e se
lect
ed a
ndus
ed a
ppro
pria
tely
.
1M
eets
def
ined
out
com
es. F
ollo
ws
a gu
ided
plan
of
actio
n. A
lim
ited
rang
e of
tool
s,m
ater
ials
and/
orpr
oces
ses
are
used
appr
opri
atel
y.
0H
asno
tco
mpl
eted
defi
ned
outc
omes
.T
ools
, mat
eria
ls a
nd/o
r pr
oces
ses
are
used
inap
prop
riat
ely.
RE
FLE
CT
ION
S/C
OM
ME
NT
S Ass
essm
ent T
ools
©A
lber
ta E
duca
tion,
Alb
eC
anad
a
223
ASS
ESS
ME
NT
TA
SK: O
FFIC
E S
YST
EM
S 2
BU
SIN
ESS
ME
ET
ING
S
STU
DE
NT
S:
MA
M30
70-4
Obs
erva
tions
of
Stud
ent
CR
ITE
RIA
The
stu
dent
:
4 3 2 1 0
Prep
arat
ion
and
Plan
ning
prep
ares
sel
f fo
r ta
skor
gani
zes
and
wor
ks in
ord
erly
man
ner
inte
rpre
ts a
nd c
arri
es o
ut in
stru
ctio
ns a
ccur
atel
ypl
ans
and
uses
tim
e ef
fect
ivel
y in
a lo
gica
l seq
uenc
edi
spla
ys le
ader
ship
in a
dher
ing
to r
outin
e pr
oced
ures
atte
mpt
s to
sol
ve p
robl
ems
prio
r to
req
uest
ing
help
4 3 2 1 0
Plan
and
Run
a B
usin
ess
Mee
ting
iden
tify
reas
on f
or c
allin
g m
eetin
gpl
an a
n ag
enda
incl
udin
g tim
e, lo
catio
n an
d fa
cilit
ies
and
item
s to
be
disc
usse
dpr
epar
e fo
r m
eetin
gfac
ilitie
s, s
uppo
rt m
ater
ials
and
sup
plie
s, r
efre
shm
ents
show
use
of
effi
cien
t and
eff
ectiv
e st
rate
gies
dur
ing
the
mee
ting
(adh
erin
g to
age
nda,
give
equ
al ti
me
to a
ll du
ring
dis
cuss
ions
, use
of
Rob
ert's
Rul
es o
f O
rder
or
othe
rpr
edet
erm
ined
rul
es)
com
plet
e fo
llow
-up
task
s; e
.g.,
min
utes
, pho
ne c
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MANAGEMENT AND MARKETING
SECTION H: LINKAGES/TRANSITIONS
This section of the Guide has been designed to provide an overview of linkages andtransitions of CTS modules with a number of organizations. The charts andinformation presented in this section will assist CTS students and teachers inunderstanding the potential application of CTS modules as students move into theworkplace.
TABLE OF CONTENTS
LINKAGESWith Other CTS Strands H.3With Other Secondary Programs H.7
TRANSITIONSTo the Community/Workplace H.7To Related Post-secondary Programs H.7
Charts:Management and Marketing: Connections with Other CTS Strands H.8Management and Marketing in Junior High H.9Management and Marketing: Connections Across the Curriculum H.10Correlation of Management and Marketing to Practical Arts Courses
Business Studies 9, Basic Business 20-30, Office Procedures 20-30,Marketing 20-30 H.11
Management and Marketing: Related Occupations H.12Management and Marketing: Summary of Related Post-secondary Programs H.13
Linkages/Transitions©Alberta Education, Alberta, Canada 230
CTS, Management and Marketing /H.1(1997)
LINKAGES
With Other CTS Strands
LINKAGES/TRANSITIONS
In Management and Marketing, students have theopportunity to develop knowledge, skills andattitudes in business management, marketing andinformation management. Students areencouraged to link the competencies they havedeveloped in these areas to other CTS strands.Linkages exist with other strands where productsare produced and services are offered.Management and Marketing modules can belinked with these strands in order to successfullymarket these products and services to the ultimateconsumer.
Potential linkages of Management and Marketingwith other CTS strands, determined by courseemphasis and area of specialization, are identifiedin this section (see Management and Marketing:Connections with Other CTS Strands and"Management and Marketing in Junior High").
The following chart outlines potential linkages.
Stand Themes and/or Modules
Agriculture Modules in the technology and applications theme that focus on production ofconsumable products and customer services.
Career Transitions Project modules can be used to provide students with extended time for developingskills in a variety of management and marketing areas. Leadership modules link withManaging for Quality.
Communication Technology Promotion: Advertising links with all themes in Communication Technology.
Community Health Providing caregiving as a service in business links with business and marketingsystem and strategies themes.
Construction Technologies Modules in building and manufacturing themes that focus on production ofconsumable products and customer services.
Cosmetology Studies Modules in Cosmetology that involve customer service have strong linkages to theretail modules including Customer Service, Retail Operations, Setting up a RetailStore.
Design Studies Promotion: Visual Merchandising and Advertising have strong linkages to the designprocess. Elements and principles of design and layout are incorporated into bothmodules.
ElectroTechnologies Modules in all themes that focus on production of consumable products and customerservices. Repair/Maintenance and Computer Technology are examples of twomodules that can offer services to customers.
Linkages/Transitions©Alberta Education, Alberta, Canada 231
CTS, Management and Marketing /H.3(1997)
Strand Themes and/or Modules
Energy and Mines Modules in the technology and applications theme that focus on production ofconsumable products and customer service.
Enterprise and Innovation * All modules in Enterprise and Innovation link directly to Management and Marketingmodules in the Business and Marketing Systems and Strategies theme. See later inthis section for expanded scope and sequence and suggested planning for integratingthese two strands at the junior and senior high level.
Fabrication Studies Modules in the Fabrication Processes and Production Systems and Processes themesthat focus on production of consumable products and customer service.
Fashion Studies * Business/Merchandising modules in Fashion Studies have strong linkages to themodules in the Marketing Systems and Strategies theme.
Financial Management Establishing an Accounting System for a Service or Merchandising Business andAdvanced Financial Accounting Procedures and Financial Statements have stronglinkages with the Marketing Systems and Strategies theme.
Foods Modules in Foods that involve customer service have strong linkages with the retailmodules including Customer Service, Retail Operations, Setting up a Retail Store.
Forestry Harvesting and Forest Products and The Forest Marketplace modules link with themarketing systems and strategies themes.
Information Processing* Most modules in the Information Processing strand have strong linkages with theInformation Management Systems and Strategies theme.
Logistics Logistics is the movement of goods from the producer to the consumer. Marketinghas strong linkages with all the modules within this strand. It links directly with thesubmix "place" within the marketing mix.
Legal Studies Laws relating to business have strong linkages to all Management and Marketingthemes. Modules that have strong links include Labour Law, Consumer and PropertyLaw, Laws Affecting Small Business.
Mechanics Modules in all themes that focus on production of consumable products and customerservices. Vehicle Care and Vehicle Maintenance are examples of two modules.
Tourism Modules that involve customer service have strong linkages with the retail modulesincluding Customer Service, Retail Operations, Setting up a Retail Store.
*Elaboration on these linkages is provided on the following pages.
Linking With Enterprise and Innovation: InJunior High
The following four modules may be offered at thejunior high level:
Management and Marketing BasicsQuality Customer ServiceCommunication Strategies 1
These modules could also be combined with thefollowing three Enterprise and Innovationmodules:
Challenge & OpportunityPlanning the VentureImplementing the Venture (Intermediatelevel).
232H.4/ Management and Marketing, CTS Linkages/Transitions(1997) ©Alberta Education, Alberta, Canada
When planning, it should be taken intoconsideration that the introductory Managementand Marketing modules could act as a foundationto Enterprise and Innovation. Basic economic,management and marketing concepts areintroduced in Management & Marketing Basicsand basic consumer behaviour concepts in QualityCustomer Service. As well, Quality CustomerService offers practical hands-on skills for entry-level retailing. All of these concepts can enhancethe success of Enterprise and Innovation. TheInformation Highway I, from the InformationProcessing strand, could offer students theopportunity to search for existing businessopportunities through the Internet. For schoolswishing to offer a grade 7, 8 and 9 program, thesesix modules could be offered during a student'sjunior high career. Other modules from otherstrands that could enhance the study ofManagement and Marketing and Enterprise andInnovation include:
Career Transition Project Modules(Introductory Level)Introduction to Financial Management(Introductory Level)Logistics (Introductory Level modules).
Linking With Enterprise and Innovation: InSenior High
All introductory, intermediate and advancedmodules may be offered to senior high students.However, some students may have some of thecompetencies identified through the followingcourses or involvement in:
junior high Enterprise andInnovation/Management and Marketingcoursesschool/community associations (e.g., PeerSupport, Student Government, JuniorAchievement)a family businessan enterprising initiative of their own (e.g.,lawn maintenance, snow removal, baby-sitting, house sitting, pet care).
Linkages/Transitions©Alberta Education, Alberta, Canada
Student may wish to challenge part or all of themodule learner expectations in certain modules.
Following are a few examples of possible modulegroupings into sample courses. The Business andMarketing Systems and Strategies theme inManagement and Marketing offers 12 modules.There are an additional eight modules inEnterprise and Innovation. It is possible to offer a10-12 credit or 15-18 credit course through theintegration of these two strands. (See theExtended Scope and Sequence chart in this sectionshowing both strands).
At the introductory level, students can gain entry-level experience in management and marketing atthe retail level. This gives them an opportunityfor hands-on experience in a business. At theintermediate level, students can expand theirexperience to develop a venture of their own.During this time they can identify their strengthsand weaknesses (e.g., management, sales,promotion, recordkeeping, finance). At theadvanced level, students can select modules thatdevelop their weaknesses or enhance theirstrengths.
3-6 Credit Introductory Course (choose 3-6modules):
Challenge and OpportunityManagement & Marketing BasicsQuality Customer Service.
Two additional Enterprise and Innovation modulesfocus on a venture:
Planning the VentureImplementing the Venture.
Two additional Marketing and Managementmodules focus on entry-level retailing:
233
Promotion: Visual MerchandisingRetail Operations.
CTS, Management and Marketing /H.5(1997)
3-6 Credit Intermediate Course (choose 3-6modules) with the focus on establishing a retailbusiness:
Planning the VentureManaging the VentureMarketing the VenturePromotion: Visual MerchandisingPromotion: AdvertisingFinancing a VentureRetail OperationsSetting Up a Retail StoreImplementing the Venture.
3-6 Credit Advanced Course (choose 3-6modules) with the focus on Management
Managing for QualityThe Business OrganizationManaging the VentureBusiness in the Global MarketplaceExpanding the VentureOne other module from ENT or MAMA leadership module from CTR.
3-6 Credit Advanced Course (choose 3-6modules) with the focus on Marketing:
Marketing the VenturePromotion: AdvertisingPromotion: Sales TechniquesDistribution of Goods and ServiceSetting Up a Retail Storeplus one other module from ENT or MAM.
Linking With Logistics
Logistics is the movement of goods from theproducer to the consumer. It links directly withplace, one of the four submixes in marketing.Within the place, submix decisions regardingdistribution channels and modes of transportationto use are made. Modules that focus on place andthat have strong links with Logistics include:
Retail OperationsDistribution of Goods and Services.
Linking With Fashion Studies
The Fashion Studies business/merchandisingtheme links directly with the retail merchandisingmodules in the marketing systems and strategiestheme of Management and Marketing. Specificmodules include:
Fashion Fashion MerchandisingFashion Retailing
Marketing Quality Customer ServicePromotion: AdvertisingPromotion: Visual MerchandisingRetail OperationsPromotion: Sales TechniquesDistribution of Goods and ServicesSetting up a Retail Store.
Students interested in Fashion Merchandisingshould refer to the Fashion Studies linkagessection for an extended scope and sequence.
Linking With Information Processing
The information management systems andstrategies theme of Management and Marketinglinks directly with Information Processing.Information management offers students theopportunity to learn basic knowledge, skills andattitudes necessary for success in today's officeenvironment. Such learning links well with thelearning of software and systems in theInformation Processing strand. Note theprerequisites required to take many of thesemodules. Knowledge and skills of keyboarding,word processing and data bases are necessary forsuccess in the information management modules.Courses could be developed that integrate the twostrands.
3- or 6-credit Introductory CommunicationsCourse (choose 3-6 modules) might include:
Computer OperationsKeyboarding 1Word ProcessingCommunication Strategies 1CorrespondenceInformation Highway 1.
H.6/ Management and Marketing, CTS Linkages/Transitions(1997)
234©Alberta Education, Alberta, Canada
3- or 6-credit Intermediate Course (choose 3-6modules) in Information Processing/InformationManagement might include:
Keyboarding 2Word Processing 2Office Systems 1Communication Strategies 2ReportsRecords Management 1.
3- or 6-credit Advanced Course (choose 3-6modules) in Information Processing/ Managementmight include:
Keyboarding 3 or 4Word Processing 3Document Production 2Office Systems 2Communication Strategies 2Data Base 1Records Management 2.
3- or 6-credit Course (choose 3-6 modules) inElectronic Communications might include:
Computer OperationsInformation Highway 1Workstation OperationsLocal Area NetworksInformation Highway 2Hardware/Software Analysis.
This course would be useful for studentsinterested in understanding the technical aspectsof the information highway as well as using it.
With Other Secondary Programs
Management and Marketing has linkages withmathematics, language arts, economics and socialstudies. Depending on the venture selected, there
may be linkages with numerous other courses.Potential linkages of Management and Marketingwith other core and complementary subject areasacross the curriculum are identified in this section(see "Management and Marketing: ConnectionsAcross the Curriculum").
TRANSITIONS
To the Community/Workplace
Information from the National OccupationalClassification (NOC) regarding occupations inmanagement and marketing-related areas that canbe accessed upon completion of high school isprovided in this section (see "Management andMarketing: Related Occupations").
The NOC chart indicates occupations for whichManagement and Marketing provides afoundation. High school students couldpotentially move into:
seven occupations requiring a high schooleducation26 occupations that require further education ata college or technical institution (possiblyobtaining advanced standing or preferredentrance in the post-secondary program)occupations that require further education atthe university level (possibly obtainingpreferred entrance into a program).
To Related Post-secondary Programs
An outline of post-secondary institutions inAlberta currently offering programs inmanagement and marketing-related areas isprovided in "Management and Marketing:Summary of Related Post-secondary Programs."
Linkages/Transitions CTS, Management and Marketing /H.7©Alberta Education, Alberta, Canada 235 (1997)
LINKAGES - Management and Marketing: Connections With Other CTS Strands
Other CTS Strands
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MAM1020: Quality Customer Service
MAM2020: Promotion: Advertising
MAM2030: Promotion: Visual Merchandising
MAM2040: Retail Operations
MAM3040: Promotion: Sales Techniques
MAM3050: Distributing Goods & Services
MAM3060: Setting Up a Retail Store
Theme: Information Management Systems and StrategiesMAM1030: Communication Strategies 1
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MAM2060: Communication Strategies 2
MAM2080: Records Management 1
MAM3070: Office Systems 2
MAM3080: Communication Strategies 3
MAM3090: Records Management 2 hi
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Provides many direct links with course content in this strand. Students will reinforce, extend
and apply a substantial number of knowledge and/or skill components in practical situations.
Provides some links with course content developed in this strand, usually through the
application of related technologies and/or processes.
BEST COPY AVAILABLE
236H.8/ Management and Marketing, CTS Linkages/Transitions(1997) ©Alberta Education, Alberta, Canada
LINKAGES Management and Marketing in Junior High
Course Emphasis Management & Enterprise & InformationMarketing Modules Innovation Modules Processing Modules
FinancialManagement
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Management &Marketing Basics
MAMI010
Challenge &Opportunity
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Quality CustomerService
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Management &Marketing Basics
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Challenge &Opportunity
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FinancialInformation
FINI010
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ENTI020
Communication Challenge & Computer Operations(Theme 3) Strategies 1 Opportunity
Communication MAMI030 EIVT1010 INFI010
(6 modules)Keyboarding 1
INF1020
Word Processing 1INFI030
Information Highway 1INFI090
Management & Enterprise & Information Tourism StudiesCourse Emphasis Marketing Modules Innovation Modules Processing Modules Modules
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Management &Marketing Basics
MAMI010
Challenge &Opportunity
EIVT1010
The Tourism IndustryTOU1010
People & PlacesTOU1020
Quality Guest ServiceTOUI030
Linkages/Transitions 237 CTS, Management and Marketing /H.9()Alberta Education, Alberta, Canada (1997)
LINKAGES - Management and Marketing: Connections Across the Curriculum
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TRANSITIONS Management and Marketing: Related Occupations
Information for this chart was obtained from the National Occupational Classification (NOC)descriptions.
Educational Requirements:D: High School EducationC: Apprenticeship
B: College or Vocational EducationA: University
Occupation Profile NOC# D C B A
Accommodation Services Manager 0632Architecture and Science Managers 0212Banking, Credit and Other Investment Managers 0122Construction Manager 0711Display Designer/Visual Merchandiser 5243 ../
Economic Development Officers and MarketingResearchers and Consultants
4163
Engineering Manager 0211Facility Operation Manager 0721Financial Manager 0111Information Systems and Data Processing Managers 0213Insurance, Real Estate and Financial BrokerageManagers
0121
Maintenance Manager 0722Manager in Health Care 0411Managers in Publishing, Motion Pictures,
Broadcasting and Performing Arts0512
Managers in Social, Community and CorrectionalServices
0411
Marketing Manager 0611 ../
Market Research Analyst 4163Manufacturing Manager 0911Operations Manager 0122/0911Operations Research Analyst 2161Other Administrative Services Managers 0414Other Business Services Managers 0123Other Services Managers 0651Postal and Courier Services Managers 0123 ../
Professional Occupations in Business Services toManagement
1122 V
Property Management 1224Purchasing Managers and Buyers 0113Restaurant and Food Service Managers 0631Sales, Marketing and Advertising Managers 0611Telecommunication Carriers Managers 0131Transportation Manager 0713Utilities Manager 0912Volunteer Manager 4212
H.12/ Management and Marketing, CTS(1997)
241 Linkages/Transitions©Alberta Education, Alberta, Canada
TRANSITIONS Management and Marketing: Summary of Related Post-secondary Programs *
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Information adapted from "It's About Time: To Start Thinking About Your Future," Advanced Education and Career Development, 1995.
BEST COPY AVAILABLE
Linkages/Transitions 2 4 2 CTS, Management and Marketing /H.13©Alberta Education, Alberta, Canada (1997)
MANAGEMENT AND MARKETINGSECTION I: LEARNING RESOURCE GUIDE
This section of the GSI has been designed to provide a list ofresources that support student learning.
Three types of resources are identified:
Authorized: Resources authorized by Alberta Educationfor CTS curriculum; these resources are categorized asbasic, support, or teaching
Other: Titles provided as a service to assist localjurisdictions to identify resources that contain potentiallyuseful ideas for teachers. Alberta Education has done apreliminary review of these resources, but further reviewwill be necessary prior to use in school jurisdictions
Additional: A list of local, provincial and nationalsources of information available to teachers, including thecommunity, government, industry, and professionalagencies and organizations.
The information contained in this Guide, although as completeand accurate as possible as of June 1997, is time-sensitive.
For the most up-to-date information on learning resources andnewer editions/versions, consult the LRDC Buyers Guide and/orthe agencies listed in the Distributor Directory at the end of thissection.
CTS is on the Internet.Internet Address:http://ednetedc.gov.ab.ca
Learning Resource Guide©Alberta Education, Alberta, Canada
243
CTS, Management and Marketing /1.1(1997)
TABLE OF CONTENTS
INTRODUCTION 1.5
CTS and the Resource-based Classroom 1.5
Purpose and Organization of this Document 1.5
How to Order 1.6Resource Policy 1.6
AUTHORIZED RESOURCES 1.7
Basic Learning Resources 1.7
Support Learning Resources 1.10Teaching Resources 1.19Management and Marketing Resources (Correlation Charts) 1.23
OTHER RESOURCES 1.29
ADDITIONAL SOURCES 1.31
DISTRIBUTOR DIRECTORY 1.37
Learning Resource Guide CTS, Management and Marketing /1.3@Alberta Education, Alberta, Canada 244 (1997)
INTRODUCTION
CTS AND THE RESOURCE-BASED CLASSROOM
Career and Technology Studies (CTS) encourages teachers to establish a resource-based classroom,where a variety of appropriate, up-to-date print and nonprint resources are available. Learning resourcesidentified for CTS strands include print, software, video and CD-ROM formats. Also of significance andidentified as appropriate throughout each strand are sources of information available through the Internet.
The resource-based classroom approach accommodates a variety of instructional strategies and teachingstyles, and supports individual or small group planning. It provides students with opportunities tointeract with a wide range of information sources in a variety of learning situations. Students in CTS areencouraged to take an active role in managing their own learning. Ready access to a strong resource baseenables students to learn to screen and use information appropriately, to solve problems, to meet specificclassroom and learning needs, and to develop competency in reading, writing, speaking, listening andviewing.
PURPOSE AND ORGANIZATION OF THIS DOCUMENT
The purpose of this document is to help teachers identify a variety of resources to meet their needs andthose of the students taking the new CTS curriculum. It is hoped that this practical guide to resourceswill help teachers develop a useful, accessible resource centre that will encourage students to becomeindependent, creative thinkers.
This document is organized as follows:
Authorized Resources:basic learning resourcessupport learning resourcesteaching resources
Other ResourcesAdditional Sources.Distributor Directory.
Some resources in the guide have been authorized for use in some or all of the CTS strands, e.g., theCareer and Technology Studies video series produced by ACCESS: The Education Station. Furtherinformation is provided in relevant sections of this resource guide.
Each resource in the guide provides bibliographic information, an annotation where appropriate, and amodule correlation to the CTS modules. The distributor code for each entry will facilitate orderingresources. It is recommended that teachers preview all resources before purchasing, or purchase onecopy for their reference and additional copies as required.
DistributorCode - seeDistributorDirectory
Distributor
Code
Resources Levels/Mod. No.1 2 3
ACC Title Author 1010 2010 3010
Bibliographic Information
Annotation
Learning Resource Guide©Alberta Education, Alberta, Canada
245
1 = Introductory
2 = Intermediate
3 = Advanced
Indicates modulenumber
CTS, Management and Marketing /1.5(1997)
HOW TO ORDER
Most authorized resources are available from the Learning Resources Distributing Centre (LRDC) at:
12360 142 StreetEdmonton, AB T5L 4X9Telephone: 403-427-5775 (outside of Edmonton dial 310-0000 to be connected toll free)Fax: 403-422-9750Internet: http: / /ednet.edc.gov.ab.ca/lydc
Please check LRDC for availability of videos.
RESOURCE POLICY
Alberta Education withdraws learning and teaching resources from the provincial list of approvedmaterials for a variety of reasons; e.g., the resource is out of print; a new edition has been published; theprogram has been revised. Under section 44 (2) of the School Act, school boards may approve materialsfor their schools, including resources that are withdrawn from the provincial list. Many school boardshave delegated this power to approve resources to school staff or other board employees undersection 45 (1) of the School Act.
For further information on resource policy and definitions, refer to the Student Learning ResourcesPolicy and Teaching Resources Policy or contact:
Learning Resources Unit, Curriculum Standards BranchAlberta Education5th Floor, Devonian Building, East Tower11160 Jasper AvenueEdmonton, AB T5K OL2Telephone: 403-422-4872 (outside of Edmonton dial 310-0000 to be connected toll free)Fax: 403-422-0576Internet: http://ednet.edc.gov.ab.ca
Note: Owing to the frequent revisions of computer software and their specificity to particular computersystems, newer versions may not be included in this guide. However, schools may contact the LRDCdirectly at 403-427-5775 for assistance in purchasing computer software.
Trademark Notices: Microsoft, Access, Excel, FoxPro, Mail, MS-DOS, Office, PowerPoint, Project,Publisher, Visual Basic, Visual C++, Windows, Windows NT, Word, and Works are either registeredtrademarks or trademarks of Microsoft Corporation. Apple, Mac, Macintosh, and Power Macintosh areeither registered trademarks or trademarks of Apple Computer, Inc. Other brand and product names areregistered trademarks or trademarks of their respective holders.
2461.6/ Management and Marketing, CTS Learning Resource Guide(1997) ©Alberta Education, Alberta, Canada
AUTHORIZED RESOURCES
BASIC LEARNING RESOURCES
The following basic learning resources have been authorized by Alberta Education for the use in theManagement and Marketing curriculum. These resources address the majority of the learnerexpectations in one or more modules and/or levels. A curriculum correlation appears in the right-handcolumn.
Distributor
CodeResources Levels/Module No.
1 2 3
LRDC Business Communication: A Case Method Approach. (5th edition.) 1030 2060 3080R. Poe and R. Fruehling. Paradigm Publishing, Inc. IrwinPublishing, 1995.
This resource provides students with basic through advanced instruction inwriting techniques applied to business communication. The resource helpsstudents communicate effectively in a business environment, produce avariety of business writing items, research and interpret information andperform editing functions. A student workbook and instructor's guide areavailable.
LRDC Electronic Office Procedures. Barrington, et al. Toronto, ON: 1030 2050 3070McGraw-Hill Ryerson, 1993. 2060 3080
2080 3090This text integrates the three existing types of offices (traditional, wordprocessing and electronic). Human relations skills are interwoven with thetechnical aspects of the office. An applications workbook and an instructor'smanual are available.
LRDC Exploring Business: A Global Perspective. Michael Liepner and 1010 2010 3010Jane Magnan. Toronto, ON: McGraw-Hill Ryerson Ltd., 1994. 1020 to
3060This text explores our rapidly changing world of new technologies, careers,globalization and the increasing fragility of the environment. Throughout thetext, students learn about the connection between these changes and theworld of business. A teacher's resource with CD-ROM Activity/EvaluationDisk for both Macintosh and DOS. Computerized test banks with user'sguides (Macintosh and Windows versions) have 70-80 banked questions withability to increase on eight different topics are available.
LRDC Managing for Excellence. Lori Cranson. Toronto, ON: McGraw- 1010 2010 3010Hill Ryerson Ltd., 1988. 1020 2020 to
3060This text addresses a broad range of marketing and management conceptsincluding Canada's business environment, business structures, functions andtheories, production, marketing, human resource and financial management.A student workbook and teacher's manual are available.
Learning Resource Guide©Alberta Education, Alberta, Canada 247
CTS, Management and Marketing /1.7(1997)
Basic Learning Resources (Continued)
Distributor
CodeResources Levels/Module No.
1 2 3
LRDC Marketing: A Canadian Perspective. (2"d edition.) Terry Taller. 1010 2020 3030Toronto, ON: McGraw-Hill Ryerson Ltd., 1989. 1020 to
3060This text addresses the marketing mix product, price, promotion and place
and includes careers. A student workbook and teacher's manual areavailable.
LRDC Marketing: A Global Perspective. Margaret Stewart. Toronto, 1010 2010 3030ON: Nelson Canada (John Wiley & Sons), 1991. 1020 to
This text is a comprehensive study of marketing techniques and activitieswhich take place in Canada and globally. A teacher's resource is available.
3060
LRDC Marketing Dynamics. Sandy Levin. Toronto, ON: Copp Clark 1010 2020 3040Ltd., 1990. 1020 2040 3050
3060This text addresses the four Ps of the marketing mix product, price,promotion and place and the two Cs of marketing the consumer andcompetition. A teacher's manual is available.
LRDC Marketing Today. (2nd edition.) Harold J. Stoyes. Toronto, ON: 1010 2020 3030McGraw-Hill Ryerson Ltd., 1994. 1020 2030 to
2040 3060This text introduces students to current marketing concepts, careers, starting abusiness, advertising and display, selling and operations as they apply toretailing. Emphasis is on emerging concepts and practices in retail marketingand incorporates a thorough coverage of careers, demographics, technology,international retailing, entrepreneurship and marketing research. A teacher'sresource is available.
LRDC Office Systems: People, Procedures and Technology. (Canadian 1030 2050 3070edition.) R.T. Fruehling, et al. Toronto, ON: Irwin Publishing.1993.
20602080
30803090
This text helps students understand business information systems and howtechnology can be used to promote productivity in today's business office.Emphasis is on the interaction of people, equipment and procedures. Jobfunctions common to most offices are presented. An application's manual,instructor's manual and video are available.
LRDC Pitman Office Handbook (3rd edition.) Pat Smith and Pamela Hay- 1030 2050 3070Ellis. Toronto, ON: Copp Clark Ltd, 1994. 2060 3080
This edition is an updated, expanded revision of the most comprehensive 2080 3090
Canadian office handbook on the market. It will help you stay abreast of themost recent changes in technology and point the way to future possibilities.It is small, easy to use, up to the minute as possible and succinct. Workbookand teachers instructor's key available.
2 4 31.8/ Management and Marketing, CTS(1997)
Learning Resource Guide©Alberta Education, Alberta, Canada
Basic Learning Resources (Continued)
Distributor
Code
Resources Levels/Module No.1 2 3
CBA Planning for Success: An Interactive Learning Adventure. 1010 2010 3010Toronto, ON: Canadian Bankers Association, 1994. (DOS 1030 2020 3030Version). CD-ROM, three video programs. 3040
3070Planning for Success is a multimedia teaching resource package consisting ofthree video programs directed at 12-14 year olds, 15-17 year olds and 18years old and over. The CD-ROM features "The Enterprise Centre" andrelated print support material. There are dozens of interactive lessons,animated games, brain teasers and financial planning exercises. NumerousCanadian entrepreneurs are included in the video segments. Students canprepare and print out their own complete venture plans. Recommendedrequirements: 486DX/33 computer/mouse; Microsoft Windows 3.1; 8 MB ofRAM; 640x480 SVGA 256 colour display; 16 bit Windows compatiblesound board and speakers; doublespeed (300kb/sec) CD-ROM drive. Thedistributor notes that the CD-ROM will run slowly on anything less than theabove Windows multimedia platform. A user's guide is available.
LRDC Selling: Helping Customers Buy. (3rd edition.) Roger 1020 3040Ditzenberger and John Kidney. Cincinnati, OH: South-Western Publishing Co., 1992.
This text addresses sales attitudes and techniques needed for job successincluding selling and non-selling activities. A manual is available.
LRDC World of Business, The. (3rd edition.) Terry G. Murphy, et al. 1010 2010 3010Scarborough, ON: Nelson Canada, 1994. 1020 2020 to
2040 3050This text gives students an understanding of how the world of businessoperates. Includes the vital role of businesses in Canada and in the globaleconomy. Computer technology is encouraged throughout. A studentworkbook, computer simulations (MS-DOS Version), and teacher's resourceare available.
Learning Resource Guide 249©Alberta Education, Alberta, Canada (1997)
CTS, Management and Marketing /I.9
SUPPORT LEARNING RESOURCES
The following support learning resources are authorized by Alberta Education to assist in addressingsome of the learner expectations of a module or components of modules.
Distributor
CodeResources Levels/Module No.
1 2 3
ACC Broadcast Media. D.E. Visuals, 1994. Video. 2020
This video covers broadcast television, cable TV and radio along withadvantages of each medium. Discusses the rating systems, GRPs and theimportance of CPP for television media buyers. Discusses the newerconcepts of target marketing with broadcast media. Much of the footage shotin TV and radio studios along with comments by broadcast advertisingexecutives.
LRDC Business Communication: A Case Method Approach. (5th edition.)R. Poe and R. Fruehling. Paradigm Publishing, Inc. IrwinPublishing, 1995. Student Workbook.
See Basic Learning Resources for annotation and module correlation.
LRDC Business in a Global Economy. L.R. Dlabay and J.C. Scott. South 3030Western Publishers. ITP Nelson Canada, 1996. Text andStudent Workbook.
This text will introduce and provide students with the basic internationalbusiness concepts and skills they will need to function successfully as aworld class employee in today's global economy.
ACC Career and Technology Studies: Key Concepts. Edmonton, AB: all all allACCESS: The Education Station.
A series of videos and utilization guides relevant to all CTS strands. Theseries consists of: Anatomy of a Plan; Creativity; ElectronicCommunication; The Ethics Jungle; Go Figure; Innovation; Making EthicalDecisions; Portfolios; Project Planning; Responsibility and TechnicalWriting.
LRDC Channels of Distribution. D.E. Videos. Calgary, AB: National 3050Television Marketing, 1991. Video.
29-minute video presents concepts related to the distribution of both goodsand services. Includes topics on producers, wholesalers/agents, retailers,services and industrial users. Video produced in Floridaquality fair,concepts clear and concise.
LRDC Communication at Work (2nd edition.) M. Finlay. Hartcourt 1030 2050 3070Brace & Company, 1994. 2060 3080
A business communication resource designed to help students apply the skillsthey have acquired at school, work and in their personal lives to situations inthe workplace.
I.10/ Management and Marketing, CTS(1997)
250 Learning Resource Guide©Alberta Education, Alberta, Canada
Support Learning Resources (Continued)
Distributor
CodeResources Levels/Module No.
1 2 3
ACC Creative Hard Line Display. D.E. Videos. Calgary, AB: National 2030Television Marketing, 1992. Video.
10-minute video presents the elements and principles of visual merchandisingfor hard line products such as hardware. Video produced in Floridaqualityfair, concepts clear and concise.
ACC Direct Response and Out-of-Home Media. D.E. Visuals, 1995. 2020 3040Video.
This video discusses how direct response has become the primary focus ofmarketing communications for many firms and how direct response hasbecome an integral part of the communications mix. Covers some of theforms of direct response such as telemarketing, solo mail and shared mail.Shows the forms and advantages of the out-of-home media of outdoor transit.Special topics include the yellow pages directory and advertising specialties.
ACC Display Lighting. D.E. Videos. Calgary, AB: National Television 2030Marketing, 1992. Video.
20-minute video presents the use of lighting in visual merchandising. Videoproduced in Floridaquality fair, concepts clear and concise.
LRDC Effective Business Writing. (2nd edition.) Scarborough, ON: 1030 2060 3080Prentice-Hall Canada Inc., 1995.
This text concentrates on the skill of writing in the business environment. Itincludes writing letters, memos, reports and proposals (both informal andformal) and the delivery of reports through oral presentations. A job packageincludes ideas for writing resumes, letters of applications andrecommendations and tips for the job interview. An instructor's manual isavailable.
LRDC Electronic Office Procedures. Barrington, et al. Toronto, ON:McGraw-Hill Ryerson. 1993. Applications Workbook.
See Basic Learning Resources for annotation and module correlation.
LRDC Essentials of Business Writing and Speaking: A Canadian Guide. 1030 2060 3080L. Sue Baugh, et al. Toronto, ON: Copp Clark Ltd. 1989.
This book is designed to help students find answers to specific businesswriting and speaking problems quickly and efficiently. A teacher's manual isavailable.
Learning Resource Guide©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
251
CTS, Management and Marketing /1.11(1997)
Support Learning Resources (Continued)
Distributor
CodeResources Level/Module No.
1 2 3
LRDC Excellence in Management. Rick Con low. Los Altos, CA: Crisp 2010Publications, Inc., 1991.
This action-oriented book covers the skills and techniques of managementthat make a difference.
VEC Forty Eight Hour Dilemma: Program on Internal Customer 2010 3010Service. Visual Education Centre, 1995. Video.
The video portrays, through a series of flashbacks narrated by Freddie theFly, a glimpse of the crucial 48 hours that a manufacturing decision has toconfirm a large order for "two million units" which must be completed in onemonth. Problems and their resolutions are examined in light of customerservice.
ACC Franchising. D.E. Visuals, 1993. Video. 1010 20202040
This video discusses the franchise industry structure, product and trade-namefranchising and business-format franchising. Lists advantages anddisadvantages of franchising for the entrepreneur. The latest data from theWA as to start-up costs, financing available and franchise fees. Manyexamples include an auto dealer, auto-parts wholesaler, fast-food restaurants,and service businesses.
Note: This resource presents a biased viewpoint and is not recommended asa "stand alone" resource. Teachers are advised to supplement it withmaterials, activities or other components presenting varied perspectives.
LRDC Fundamentals of Copy & Layout. (2nd edition.) Albert C. Bookand C. Dennis Schick. Lincolnwood, IL: NTC Business
2020
Books, 1991.
Designed for people who is starting their advertising agency, this book canalso be used as a review of basic procedures to print and broadcastadvertising.
LRDC Grab That Customer! Marketing and Customer Service. (2nd 1010 2020 3040edition.) Dianne Kaye. Vancouver, BC: Creative CurriculumIncorporated, 1994.
1020 2030 30503060
This resource text contains 21 activity-oriented lessons. Information andresource sheets may be duplicated. Topics are included into two sections:Marketing and Customer Service. A teacher's guide is available.
252
1.12/ Management and Marketing, CTS(1997)
Learning Resource Guide©Alberta Education, Alberta, Canada
Support Learning Resources (Continued)
Distributor
CodeResources Levels/Module No.
1 2 3
LRDC Handbook for Technical Writing. James H. Shelton. 2060 3080Lincolnwood, IL: NTC Business Books, 1995.
This handbook provides a framework for any technical or managementwriter. It includes styles of technical writing as well as the process, elements,forms and mechanics of technical writing. Provides exercises at the end ofeach section for skill development.
LRDC Impact: A Guide to Business Communication. (3rd edition.) Margot 1030 2060 3080Northey. Toronto, ON: Prentice-Hall Canada Inc., 1992.
This text is a practical guide to writing and speaking on the job. Alsoincludes a handy checklist of commonly misused words and phrasesallwith Canadian spellings, idiom and grammar usage taken into account. Aninstructor's manual is available.
ACC Introduction to Marketing. D.E. Visuals, 1992. Video. 1010 2020 3050
This video has an overview of marketing strategy starting with target marketidentification. Discusses the marketing concept from the perspective of amarketing mix strategy of product, distribution, promotion, and pricing. Anexcellent video as an introduction to a marketing course or to cover themarketing concept in other businesses.
LRDC Keeping Customers Happy: Strategies for Success. (3rd edition.) 1020(Self-Counsel Business Series.) J. Dunckel and B. Taylor.International Self-Counsel Press Ltd., 1994.
Most businesses today realize the fundamental importance of good customerrelations, but many are unaware of what is needed to achieve it. This bookhelps you develop a winning program that will keep your customers happyand coming back. It is an easy-to-follow planning book for every companythat wants to develop a profitable customer relations policy.
LRDC Making Economic Choices. Dennis C. Doherty. Toronto, ON: 1010 3020Copp Clark Pitman Co., 1992. 3030
Text focuses on the impact of economic policies and decisions on people;less emphasis on abstract concepts. A teacher's manual is available.
LRDC Managing for Excellence. Lori Cranson. Toronto: ON: McGraw-Hill Ryerson, 1989. Student Workbook.
See Basic Learning Resources for annotation and module correlation.
ACC Markdown. D.E. Videos. Calgary, AB: National Television 2040Marketing, 1992. Video.
11-minute video presents concepts related to markdown in retailing. Videoproduced in Floridaquality fair, concepts clear and concise.
Learning Resource Guide©Alberta Education, Alberta, Canada
253
CTS, Management and Marketing /1.13(1997)
Support Learning Resources (Continued)
Distributor
CodeResources Levels/Module No.
1 2 3
LRDC Marketing: A Canadian Perspective. (2nd edition.) Terry Taller.Toronto, ON: McGraw-Hill Ryerson Ltd., 1989. StudentWorkbook.
See Basic Learning Resources for annotation and module correlation.
LRDC Marketing Your Product: A Planning Guide for Small Business. 1010 2020 3030(2nd edition.) (Self-Counsel Business Series.) D. Cyr and D. 3050Gray. International Self-Counsel Press Ltd., 1994.
This book is an informative planning guide that covers marketing essentialsand shows how a company can carve a niche for its product in a competitive,fast-faced and often fickle consumer environment.
ACC Markup. D.E. Videos. Calgary, AB: National Television 2040Marketing, 1992. Video.
11-minute video presents concepts related to markup based on retail and cost.Video produced in Floridaquality fair, concepts clear and concise.
LRDC Mass Merchandising. D.E. Videos. Calgary, AB: National 1010Television Marketing, 1992. Video.
15-minute video defines and gives examples ofmass merchandising andpresents retail merchandising strategies. Video produced in Floridaqualityfair, concepts clear and concise.
LRDC Media Messages: Using Video, Print, Radio and Mixed Media. 2020Louise Steele. Vancouver, BC: Creative Curriculum Inc.,1992.
This resource contains 20 activities that require students to createcommercials or advertisements using the mediums of video, print, radio ormixed media.
LRDC Merchandise Buying and Management. J. Donnellan. Fairchild 2040 3050Publications, 1996.
This text covers the principles of retail merchandising from the dualperspective of the retail buying function and the management of inventoriesat store level. The author, an educator and merchant with over 20 yearsexperience in the department and specialty store industry, offers acontemporary approach to buying and merchandise management from bothquantitative and qualitative perspectives with a strong interpretation betweenthe two. An instructor's guide is available.
254
1.14/ Management and Marketing, CTS(1997)
Learning Resource Guide©Alberta Education, Alberta, Canada
Support Learning Resources (Continued)
Distributor
Code
Resources Levels/Module No.1 2 3
ACC Newspaper Advertising. D.E. Visuals, 1996. Video. 2020
This video covers the various formats of newspaper advertising such asdisplay, classified, and classified display. Discusses special products such asshoppers, zoned editions, supplements, preprints and total market coverage.Additional sections cover layout formats and the use of artwork versusphotographs for illustrations.
LRDC Office Systems: People, Procedures and Technology. (Canadian 1030 2050 3070edition.) Applications Manual. R.T. Fruehling, et al. Toronto,ON: Irwin Publishing, 1993. Applications Manual.
2060 3080
See Basic Learning Resources for annotation and module correlation.
LRDC Office Systems: People, Procedures and Technology: Video,Procedures and Problem Solving. Paradigm Publishing,Toronto, ON: Irwin Publishing, 1992.
See Basic Learning Resources for annotation and module correlation.
LRDC Pitman Office Handbook. (3rd edition.) Pat Smith and Pamela Hay-Ellis. Toronto, ON: Copp Clark Ltd., 1994. Workbook.
See Basic Learning Resources for annotation and module correlation.
LRDC Planning For Success: An Interactive Learner Adventure. Toronto,ON: Canadian Bankers Association, 1994. User's Guide.
See Basic Learning Resources for annotation and module correlation.
ACC Print Media. D.E. Visuals, 1994. Video. 2020
This video covers daily, weekly, and free newspapers with the variousservices such as special editions and total market coverage programs. Coversconsumer, business, trade, industrial, and farm magazines with theadvantages of each category. Discusses the importance of both reach andfrequency along with an example of how to compute CPM for print media.
LRDC Professional Retail Selling. D.E. Videos. Calgary, AB: National 3040Television Marketing, 1992.
20-minute video presents the sales process from the approach throughclosing. Video produced in Floridaquality fair, concepts clear and concise.
Learning Resource Guide©Alberta Education, Alberta, Canada 955
CTS, Management and Marketing /1.15(1997)
Support Learning Resources (Continued)
Distributor
CodeResources Levels/Module No.
1 2 3
LRDC Pure Selling: The Basics. (Self-Counsel Business Press Series.) 1010 3040W. Vanwyck. International Self-Counsel Press Ltd., 1996.
This information-packed guide leads the reader step-by-step through theselling process, from cold calling to closing a sale. Special emphasis isplaced on establishing a professional relationship with the customer. Thebook includes a daily evaluation program, numerous worksheets, role-playingexercises, and goal setting guides to help the new salesperson start out right.
LRDC Quick Filing Practice. (3rd Canadian edition.) Stewart and Kahna. 2080 3090Toronto, ON: McGraw-Hill Ryerson Ltd. Practice Set.
Practical and realistic exercises that reinforce filing rules in a way thatreflects the business environment. A teacher's manual and key are available.
LRDC Records Management. (6th edition.) Norman F. Kallaus and Mina 2080 3090M. Johnson. Cincinnati, OH: South-Western Publishing Co.,1997. Text with Disk - Windows Version.
This text continues the strong tradition of serving as an introduction to theincreasingly comprehensive field of records management. It emphasizesprinciples and practices of effective records management for manual andcomputerized records systems. An instructor's resource kit (WindowsVersion) is available.
ACC Relationship Marketing. D.E. Visuals, 1995. Video. 1010 3040
This video emphasizes the basic concepts underlying an effective relationshipmarketing program and discusses the six major steps involved in establishinga program. To demonstrate theory and illustrate that relationship marketingstrategies are applicable to both small and large businesses; examples aredrawn from Saturn, John Deere, and Harley Davidson. In addition,interviews with successful entrepreneurs are integrated throughout theprogram.
ACC Retail Site Selection. D.E. Visuals, 1994. Video. 2040 3060
This video discusses the important considerations for entrepreneurs inselecting retail business sites. Covers free-standing sites, business-associatedsites, and planned shopping centres. Special topics include the principle ofcumulative attraction, vacant stores, parking, visibility, leases, and restrictivecovenants. Examples include a clothing store chain, and several specialtystores.
256
1.16/ Management and Marketing, CTS(1997)
Learning Resource Guide©Alberta Education, Alberta, Canada
Support Learning Resources (Continued)
Distributor
CodeResources Levels/Module No.
1 2 3
LRDC Retailing. (5th edition.) Gerald Pintel. Englewood Criffs, NJ: 1010 2010 3040Prentice Hall, 1991. 0 1020 2020 3050
2030 3060An introductory retailing text that includes buying, selling and merchandisingprocesses. Addresses the philosophies and practices that have made the retailindustry a significant force in the business world. An instructor's manual isavailable.
2040
LRDC Success Test, The. CTV Program Sales, 1992. 1010 2010 3010
48-minute video. A fun and educational game that will help Canadianssurvive the economic realities of the 1990s. The objective is to make viewersaware of their own and Canada's future prosperity.
Note: This resource should be used in conjunction with other materials thatpresent native people and other racial groups as successful in business.
SS Supermarket Persuasion: How Food Is Merchandised. Learning 1010 2030Seed Co., Toronto, ON: School Services Canada, 1991.
This video illustrates how supermarkets attempt to control consumerbehaviour. This attempt to control behaviour is not a sinister campaign ofbehaviour modification; it's simply good merchandising. Grocers carefullystructure the supermarket to produce the most profits. This video showsconsumers which "strings" are pulled so they can make more informedchoices. Contains a 23-minute live action program plus teaching guideincluding terminology and supermarket scavenger hunt.
ACC Visual Merchandising. D.E. Videos. Calgary, AB: National 2030Television Marketing, 1992.
This video presents visual merchandising ideas and principles. Includesdefinition of visual merchandising, AIDA concept, principle of balance,display arrangements and even vs. Odd number of objects in a display.Focus is on soft-line goods such as fashion. Video produced in Floridaquality fair, concepts clear and concise.
LRDC Visual Merchandising & Display. (3rd edition.) L. Bliss. Fairchild 2030 3060Books and Visuals, 1995. Text and Study Guide.
New photos and text capture the drama and excitement of the latest visualmerchandising displays and fashion accessories. An instructor's guide isavailable.
0 A newer edition/version of this resource may be available. Consult the LRDC Buyers Guide or the appropriate resourcedistributor for the most recent edition/version available.
Learning Resource Guide©Alberta Education, Alberta, Canada 257
CTS, Management and Marketing /1.17(1997)
Support Learning Resources (Continued)
Distributor
CodeResources Levels/Module No.
1 2 3
LRDC
LRDC
World of Business, The. (3rd edition.) Rick Pellizzer and RobSmythe. Scarborough, ON: Nelson Canada, 1994. ComputerSimulation (MS-DOS Version).
This resource has four different simulations and is designed for Grades 9-12depending on the simulation. Simulations include Summer Enterprise,Consumer Affairs, International Currency and Finance Minister.
World of Business, The. (3rd edition.) Terry G. Murphy, et al.Scarborough, ON: Nelson Canada, 1994. Student Workbook.
See Basic Learning Resources for annotation and module correlation.
2010 30203030
25
1.18/ Management and Marketing, CTS Learning Resource Guide(1997) ©Alberta Education, Alberta, Canada
TEACHING RESOURCES
The following teaching resources are authorized by Alberta Education to assist teachers in the instructionalprocess.
Distributor
Code
Resources Levels/Module No.1 2 3
LRDC Advertising, Promotion and Supplemental Aspects of Integrated 2020Marketing Communications. (4th edition.) T. Shimp. The 3040Dryden Press, 1997.
This text integrates all aspects of marketing communication providing a morecomplete treatment of sales, promotional point of purchase, communicationsand advertising media.
LRDC Boone & Kurtz Business. L. Boone and D. Kurtz. The Drydent 1010 2010 3010Press, 1995. 1020 3030
1030 3050This text focuses on strategic issues relative to students. A brief introductiondesigned to excite students about the many disciplines within business.Special emphasis placed on technology, cross-functional teamwork, diversityand ethics.
LRDC Business Communication: A Case Method Approach. (5th edition.)R. Poe and R. Fruehling. Paradigm Publishing, Inc. IrwinPublishing, 1995. Instructor's Guide.
See Basic Learning Resources for annotation and module correlation.
LRDC Canadian Advertising In Action. (3rd edition.) Keith J. Tuckwell. 2020 3040Scarborough, ON: Prentice-Hall Canada Inc., 1995.
A practical introduction to advertising in Canada organized aroundsuccessive steps in the development of an advertising plan. Includes casestudies and advertising simulation.
LRDC Effective Business Writing. Jennifer MacLennan. ScarboroughON: Prentice-Hall Canada Inc., 1995. Instructor's Manual.
See Support Learning Resources for annotation and module correlation.
LRDC Electronic Office Procedures. Barrington, et al. Toronto, ON:McGraw-Hill Ryerson, 1993. Teacher's Manual and Key.
See Support Learning Resources for annotation and module correlation.
LRDC Essentials of Business Writing and Speaking: A Canadian Guide.Sue L. Baugh, et al. Toronto, ON: Copp Clark Ltd. 1989.Teacher's Manual.
See Support Learning Resources for annotation and module correlation.
Learning Resource Guide©Alberta Education, Alberta, Canada
REST COPY AVAILABLE
259 CTS, Management and Marketing /1.19(1997)
Teaching Resources (Continued)
Distributor
CodeResources Levels/Module No.
1 2 3
LRDC Exploring Business: A Global Perspective. Michael Liepner andJane Magnan. Toronto, ON: McGraw-Hill Ryerson Ltd., 1994.Teacher's Resource.
Includes CD-ROM Activity/Evaluation Disk for both Macintosh and DOS.See Basic Learning Resources for annotation and module correlation.
LRDC Exploring Business: A Computerized Test Bank with User'sGuide. (Macintosh and Windows Versions.) J. Magnan.Delta Software, Inc. McGraw-Hill Ryerson Ltd., 1995.
Supports Exploring Business: A Global Perspective.See Basic Learning Resources for annotation and module correlation.
LRDC Grab That Customer! Marketing and Customer Service (Revisededition). Dianne Kaye. Vancouver, BC: Creative CurriculumIncorporated, 1994. Teacher's Guide.
See Support Learning Resources for annotation and module correlation.
LRDC Impact, A Guide to Business Communication. (3rd edition.) MargotNorthey. Toronto, ON: Prentice-Hall Canada Inc., 1992.Instructor's Manual.
See Support Learning Resources for annotation and module correlation.
LRDC Making Economic Choices. Dennis C. Doherty. Toronto, ON:Copp Clark Ltd., 1992. Teacher's Manual.
See Support Learning Resources for annotation and module correlation.
LRDC Managing for Excellence. Lori Cranson. Toronto, ON: McGraw-Hill Ryerson Ltd., 1989. Teacher's Manual.
See Basic Learning Resources for annotation and module correlation.
LRDC Marketing: A Canadian Perspective. (rd edition.) Terry Taller,Toronto, ON: McGraw-Hill Ryerson Ltd., 1989. Teacher'sResource Book.
See Basic Learning Resources for annotation and module correlation.
LRDC Marketing: A Global Perspective. Margaret Stewart. Toronto,ON: Nelson Canada (John Wiley & Sons), 1991. ResourceManual.
See Basic Learning Resources for annotation and module correlation.
2601.20/ Management and Marketing, CTS(1997)
Learning Resource Guide©Alberta Education, Alberta, Canada
Teaching Resources (Continued)
Distributor
CodeResources Levels/Module No.
1 2 3
LRDC Marketing Dynamics. Sandy Levin. Toronto, ON: Copp ClarkLtd., 1990. Teacher's Manual.
See Basic Learning Resources for annotation and module correlation.
LRDC Marketing Today. (2nd edition.) Harold J. Stoyes. Toronto, ON:McGraw-Hill Ryerson Ltd., 1994. Teacher's Resource.
See Basic Learning Resources for annotation and module correlation.
LRDC Merchandise Buying and Management. J. Donnellan. FairchildPublications, 1996. Instructor's Guide.
See Support Learning Resources for annotation and module correlation.
LRDC Office Systems: People, Procedures and Technology. (Canadianedition.) R.T. Fruehling, et al. Irwin Publishing, 1993.Application's Manual & Instructor's Guide.
See Basic Learning Resources for annotation and module correlation.
LRDC Pitman Office Handbook (3rd edition.) Pat Smith and Pamela Hay-Ellis. Toronto, ON: Copp Clark Ltd., 1994. Instructor's Key.
See Basic Learning Resources for annotation and module correlation.
LRDC Planning For Success: An Interactive Learner Adventure. Toronto,ON: Canadian Bankers Association, 1994. User's Guide.
See Basic Learning Resources for annotation and module correlation.
LRDC Professional Selling in Canada: Strategies for Career Success. 1010 3040Gerry B. McCready. Toronto, ON: Holt, Rinehart and 1020Winston of Canada, Ltd., 1994.
This advanced text gives an in-depth look into selling. It is organized intofour parts: Selling as a Profession, Planning and Preparation, the SellingProcess and the Future in Selling.
LRDC Quick Filing Practice. (3rd Canadian edition.) Stewart and Kahna.Toronto, ON: McGraw-Hill Ryerson Ltd. Teacher's Manualand Key.
See Support Learning Resources for annotation and module correlation.
Learning Resource Guide©Alberta Education, Alberta, Canada
261CTS, Management and Marketing /1.21
(1997)
Teaching Resources (Continued)
Distributor
CodeResources Levels/Module No.
1 2 3
LRDC Records Management. (6th edition.) Norman F. Kallaus and MinaM. Johnson. Cincinnati, OH: South-Western Publishing Co.1997. Instructor's Resource Kit (Windows Versions).
See Support Learning Resources for annotation and module correlation.
LRDC Retailing. (5th edition.) Gerard Pintel. Englewood Criffs, NJ:Prentice Hall, 1991. Instructor's Manual. 0
See Support Learning Resources for annotation and module correlation.
LRDC Selling: Helping Customers Buy. (3rd edition.) Roger Ditzenbergerand John Kidney. Cincinnati, OH: South-Western PublishingCo., 1992. Manual.
See Basic Learning Resources for annotation and module correlation.
LRDC Successful School Store, The. Richard Simons. Toronto, ON: 1010 2010 3040Copp Clark Ltd, 1995. 1020 to 3050
The purpose of this resource is to help teachers and students establish andoperate a school-based enterprise. The resource has been identified as anauthorized teaching resource as teachers are able to select appropriateactivities and projects and duplicate the corresponding blackline masters.
2040 3060
LRDC Visual Merchandising & Display. (3rd edition.) L. Bliss. FairchildBooks and Visuals, 1995. Instructor's Guide.
See Support Learning Resources for annotation and module correlation.
LRDC World of Business, The: A Canadian Profile. (3rd edition.) TerryG. Murphy, et al. Scarborough, ON: Nelson Canada, 1994.Teacher's Resource.
See Basic Learning Resources for annotation and module correlation.
A newer edition/version of this resource may be available. Consult the LRDC Buyers Guide or the appropriate resourcedistributor for the most recent edition/version available.
2621.22/ Management and Marketing, CTS Learning Resource Guide(1997) ©Alberta Education, Alberta, Canada
MANAGEMENT & MARKETING RESOURCESTHEME CODE:A. Business Management
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BEST COPY AVAILABLE
263CTS, Management and Marketing /1.23
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MANAGEMENT & MARKETING RESOURCES
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1.24/ Management and Marketing, CTS(1997)
264Learning Resource Guide
©Alberta Education, Alberta, Canada
MANAGEMENT & MARKETING RESOURCES
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265 CTS, Management and Marketing /1.25(1997)
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2661.26/ Management and Marketing, CTS(1997)
Learning Resource Guide©Alberta Education, Alberta, Canada
MANAGEMENT & MARKETING RESOURCESTHEME CODE:A. Business Management
Systems & StrategiesB. Marketing Systems
& StrategiesC. Information Management
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FORMAT CODE:p - Printv - Videos Software
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SuecPcs Test, The v S J/S X X X
Supermarket Persuasion: How Food isMerchandised v S J/S X X
Visual Merchandising v S S X
Visual Merchandising & Display (3rd Ed)Text & Study GuideInstructor's Guide
p S S X Xp T S
World of Business, The (3rd Ed)TextComputer SimulationStudent WorkbookTeacher's Resource
p B J/S X
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OTHER RESOURCESBusiness Concepts - Business Ownership,Inventory, Retail Selling v 0 S X X XBusiness of Management Video Series, The. v 0 S X X
Contemporary Marketing (4th Ed) p 0 S X
Customer Service... or Else!. v 0 J X
Marketing/Customer Service v 0 J/S X X XMarketing Video Series v 0 S XMotorola Selling Concepts SeriesOffice Safety: It's a Jungle in There
v 0 S
X
X
Xv 0 S
Selling With Style v 0 S XService: How to Keep Your Customers andBuild Your Business
v 0 J/SX X
Today's Electronic Office: Procedures andApplications p 0 S X X
Learning Resource Guide©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE
267 CTS, Management and Marketing /1.27(1997)
OTHER RESOURCES
These titles are provided as a service only to assist local jurisdictions to identify resources that containpotentially useful ideas for teachers. Alberta Education has done a preliminary review of the resources.However, the responsibility to evaluate these resources prior to selection rests with the user, inaccordance with any existing local policy.
Distributor
CodeOther Resources Levels/Module No.
1 2 3
ACC Business Concepts Business Ownership (5 videos), Inventory (5 2040 3010videos), Retail Selling (8 videos). Edmonton, AB: ACCESS: 3060The Education Station, 1988.
5-minute programs presenting concepts within each of the topics. Presentedusing animation.
ACC Business of Management Video Series, The. (27 videos.) 2010 3010Edmonton, AB: ACCESS: The Education Station, 1982.
The theoretical and the practical are integrated in this introduction to the fieldof management. Explains in detail five classical managerial functions:planning, organizing, staffing, directing and controlling. Largerorganizational considerations are discussed: change management, conflictmanagement, organizational communications, stress management andproductivity.
HBC Contemporary Marketing. (4th edition.) Louis Boone and David L. 3040Kurtz. Toronto, ON: Harcourt, Brace and Co. Canada. 1985.
This resource contains a text and study guide that are used with the MagicLantern Marketing Video Series. It was developed as a telecourse for CoastCommunity College in California.
KIN Customer Service... or Else! Enterprise Media Inc. Toronto, ON: 1020Kinetic Inc., 1994.
59-minute video that discusses the importance of customer service.Introduces the importance of customer service, scenarios of bad, good andgreat service and concludes with the difference being youthe customerservice person.
JMC Marketing/Customer Service. (Communication Connections 1020 3040Series.) The Princess Company. Jeflyn Media Consultants,1993. Video and Workbook.
1030
Marketing/Customer Service is part of the School Work: CommunicationsConnections for the Real World series that helps students integrate academicEnglish communications skills with the workplace. Tapes begin with whatparticular career area is, why it's important, and how specific speaking,writing and technology skills are important for success.
Learning Resource Guide©Alberta Education, Alberta, Canada 2 6 8
CTS, Management and Marketing /1.29(1997)
Other Resources (Continued)
Distributor
CodeOther Resources Levels/Module No.
1 2 3
MLC Marketing Video Series. (25 videos.) Langley, BC: Magic 3040Lantern Communications Ltd., 1984, 1992.
Each of these video case studies provides an introduction to a basic principleor central aspect of marketing. Students are given a look at marketingprofessionals working in a wide range of real marketing situations for variousorganizations and corporations. For the advanced student.
VEC Motorola Selling Concepts Series. Visual Education Centre, 1991. 3040Videos.This set of four videotapes cover sales techniques from identifying a needthrough closing a sale. Titles in the series are Program 1: Identifying Needsand Opportunities; Program 2: Demonstrating Features and Benefits;Program 3: Handling and Preventing Objections; Program 4: ClosingConcepts.
ETS Office Safety: It's a Jungle in There. (Video includes Leader's 2050 3070Guide.) Electrolab Training Systems, 1990.
This live action video is designed to inform managers, supervisors andemployees about the potential dangers in their work environment. In additionto identifying the principal hazards in an office, the program providesguidelines for correcting conditions which frequently lead to accidents andinjuries.
VEC Selling With Style. Video Publishing House Inc. Visual Education 3040Centre, 1993. Video.
This instructional program presents interpersonal concepts that can be used torefine and polish selling skills to improve sales. The concepts coveredinclude behaviour dimensions of buyer styles, characteristics of assertive andresponsive buyers, the four buyer styles and criteria for buyer styleidentification.
VEC Service: How to Keep Your Customers and Build Your Business. 1020 3040CLC. Visual Education Centre, 1993. Video.
This program discusses how to gain customer loyalty through exceptionalservice. Using SERVICE as an acronym, the program outlines seven keyconcepts: study customers, exceed customer expectations, retain customers,value customer worth, innovate customer strategies, care for customers,empower associates. The importance of building partnerships with customersusing a proper customer feedback system is discussed.
TRW Today's Electronic Office: Procedures and Applications. 2050 3070Paradigms Publishing Inc., Irwin Publishing, 1989. Text,Applications Manual, Teacher's Manual and Key.
Resource introduces students to the skills and procedures needed to work withtraditional and electronic office machines.
1.30/ Management and Marketing, CTS(1997) 29
Learning Resource Guide©Alberta Education, Alberta, Canada
ADDITIONAL SOURCES
Available to Career and Technology Studies(CTS) teachers, locally and provincially, are manysources of information that can be used to enhanceCTS. These sources are available through thecommunity (e.g., libraries, boards, committees,clubs, associations) and through governmentagencies, resource centres and organizations.Some sources, e.g., government departments,undergo frequent name and/or telephone numberchanges. Please consult your telephone directoryor an appropriate government directory.
The following is a partial list of sources toconsider:
TEACHERLIBRARIANS
Planned and purposeful use of library resourceshelps students grow in their ability to gather,process and share information. Research activitiesrequire access to an adequate quantity and varietyof appropriate, up-to-date print and nonprintresources from the school library, other libraries,the community and additional sources. Sometechniques to consider are:
planning togetherestablishing specific objectivesintegrating research skills into planning.
Cooperation between the teacher-librarian and thesubject area teacher in the development ofeffectively planned resource-based researchactivities ensures that students are taught theresearch skills as well as the subject content. Alsosee Focus on Research: A Guide to DevelopingStudent's Research Skills referenced in theAlberta Education resources section.
Learning Resource Guide
ALBERTA EDUCATION SOURCES
Alberta Government telephone numbers can bereached toll free from outside Edmonton bydialling 310-0000.
The following monographs are available forpurchase from the Learning ResourcesDistributing Centre. Refer to the DistributorDirectory at the end of this section for address,telephone, fax and Internet address.
Please consult the "Support Documents" sectionor the "Legal, Service and InformationPublications" section in the LRDC Buyers Guidefor ordering information and costs.
Developmental Framework Documents
The Emerging Student: Relationships Amongthe Cognitive, Social and Physical Domains ofDevelopment, 1991 (Stock No. 161555)
This document examines the child, or student,as a productive learner, integrating all thedomains of development: cognitive, social andphysical. It emphasizes the need for providingbalanced curriculum and instruction.
Students' Interactions DevelopmentalFramework: The Social Sphere, 1988 (StockNo. 161399)
This document examines children'sperceptual, structural and motor developmentand how such physical development affectscertain learning processes.
CTS, Management and Marketing /I.31©Alberta Education, Alberta, Canada (1997)
270
Students' Physical Growth: DevelopmentalFramework Physical Dimension, 1988 (StockNo. 161414)
This document examines children's normalphysical growth in three areas: perceptual,structural and motor development. In none ofthese areas is the child's growth in a singlecontinuous curve throughout the first twodecades of life. Physical growth ischaracterized by periods of rapid growth andperiods of slower growth. Consequently,differences and changes in growth patternsmay affect the timing of certain learningprocesses.
Other
Focus on Research: A Guide to DevelopingStudents' Research Skills, 1990 (StockNo. 161802)
This document outlines a resource-basedresearch model that helps students manageinformation effectively and efficiently, andgain skills that are transferable to school andwork situations. This model provides adevelopmental approach to teaching studentshow to do research.
Teaching Thinking: Enhancing Learning,1990 (Stock No. 161521)
Principles and guidelines for cultivatingthinking, ECS to Grade 12, have beendeveloped in this resource. It offers adefinition of thinking, describes nine basicprinciples on which the suggested practicesare based, and discusses possible proceduresfor implementation in schools and classrooms.
ACCESS: The Education Station
ACCESS: The Education Station offers a varietyof resources and services to teachers. For anominal dubbing and tape fee, teachers may haveACCESS: The Education Station audio and videolibrary tapes copied. ACCESS: The EducationStation publishes listings of audio and videocassettes as well as a comprehensive programmingschedule.
1.32/ Management and Marketing, CTS(1997)
Of particular interest are the CTS videos, whichare available with utilization guides. The guidesoutline key points in each video and suggestquestions for discussion, classroom projects andother activities. Video topics are listed in theSupport Learning Resources section of this guide.The videos and accompanying support materialcan be obtained from ACCESS: The EducationStation. Refer to the Distributor Directory at theend of this section for address, telephone, fax andInternet address.
GOVERNMENT SOURCES
National Film Board of Canada (NFB)
The NFB has numerous films and videotapes thatmay be suitable for Career and TechnologyStudies strands. For a list of NFB films andvideotapes indexed by title, subject and director,or for purchase of NFB films and videotapes, call1-800-267-7710 (toll free) or Internet address:http://www.nfb.ca
ACCESS: The Education Station and someschool boards have acquired duplication rights tosome NFB videotapes. Please contact ACCESS:The Education Station or consult the relevantcatalogues in your school or school district.
The Edmonton Public Library and the CalgaryPublic Library have a selection of NFB films andvideotapes that can be borrowed free of chargewith a Public Library borrower's card. For furtherinformation, contact:
Edmonton Public LibraryTelephone: 403-496-7000
Calgary Public LibraryTelephone: 403-260-2650
For further information contact:
Statistics CanadaRegional Office8th Floor, Park Square10001 Bellamy HillEdmonton, AB T5J 3B6Telephone: 403-495-3027Fax: 403-495-5318Internet address: http://www.statcan.ca
Statistics Canada produces periodicals, reports,and an annual year book.
271Learning Resource Guide
©Alberta Education, Alberta, Canada
Resource Centres
Urban Resource Centres
Instructional ServicesElk Island Public Schools2001 Sherwood DriveSherwood Park, AB T8A 3W7Telephone: 403-464-8235Fax: 403-464-8033Internet Address: http://ei.educ.ab.ca
Learning Resources CentreRed Deer Public School Board4747 53 StreetRed Deer, AB T4N 2E6Telephone: 403-343-8896Fax: 403-347-8190
Instructional Materials CentreCalgary Separate School Board6220 Lakeview Drive SWCalgary, AB T3E 5T1Telephone: 403-298-1679Fax: 403-249-3054
School, Student, Parent Services UnitProgram and Professional Support ServicesSub UnitCalgary Board of Education3610 9 Street SECalgary, AB T2G 3C5Telephone: 403-294-8542Fax: 403-287-9739
After July 1, 1997, please contact the School,Student, Parent Services Unit regarding therelocation of the Loan Pool Resource Unit.
Learning ResourcesEdmonton Public School BoardCentre for EducationOne Kingsway AvenueEdmonton, AB T5H 4G9Telephone: 403-429-8387Fax: 403-429-0625
Learning Resource Guide©Alberta Education, Alberta, Canada 272
Instructional Materials CentreMedicine Hat School District No. 76601 1 Avenue SWMedicine Hat, AB T 1 A 4Y7Telephone: 403-528-6719Fax: 403-529-5339
Resource CentreEdmonton Catholic SchoolsSt. Anthony's Teacher Centre10425 84 AvenueEdmonton, AB T6E 2H3Telephone: 403-439-7356Fax: 403-433-0181
Instructional Media CentreNorthern Lights School Division No. 69Bonnyville Centralized High School4908 49 AvenueBonnyville, AB T9N 2J7Telephone: 403-826-3366Fax: 403-826-2959
Regional Resource Centres
Zone 1
Zone One Regional Resource CentreP.O. Box 653610020 101 StreetPeace River, AB T8S 1S3Telephone: 403-624-3187Fax: 403-624-5941
Zone 2/3
Central Alberta Media Services (CAMS)182 Sioux RoadSherwood Park, AB T8A 3X5Telephone: 403-464-5540Fax: 403-449-5326
Zone 4
Information and Development ServicesParkland Regional Library5404 56 AvenueLacombe, AB T4L 1G1Telephone: 403-782-3850Fax: 403-782-4650Internet Address: http://rtt.ab.ca.rtt/prl/prl.htm
CTS, Management and Marketing /1.33(1997)
Zone 5
South Central Alberta Resource Centre (SCARC)Golden Hills Regional Division435A Hwy 1Westmount SchoolStrathmore, AB TOJ 3H0Telephone: 403-934-5028Fax: 403-934-5125
Zone 6
Southern Alberta Learning Resource Centre(SALRC)Provincial Government Administration Building909 Third Avenue North, Room No. 120Box 845Lethbridge, AB T1J 3Z8Telephone: 403-320-7807Fax: 403-320-7817
Statistics CanadaRegional Office8th Floor, Park Square10001 Bellamy HillEdmonton, AB T5J 3B6Telephone: 403-495-3023Fax: 403-495-5318
PROFESSIONAL ASSOCIATIONS
Alberta Teachers' AssociationSpecialist Council(Alberta Teachers' Association)Barnett House11010 142 StreetEdmonton, AB T5N 2R1Telephone: 403-453-2411
OTHER AGENCIES
Future Entrepreneurs of Canada Associationdo Susan Alexander, PresidentLord Beaverbrook High School9019 Fairmount Dr. SECalgary, AB T2H OZ4Phone: 403-259-5585Fax: 403-252-8392
1.34/ Management and Marketing, CTS
Annual Competition--includes marketing andentrepreneurship competitive events. Held eachMay at SALT
Alberta Debate and Speech Association6310 Wagner RoadEdmonton, AB T6E 4N5Telephone: 403-440-6988Fax: 403-463-3648
Canadian Foundation for Economic Education501,2 St. Clair Avenue WestToronto, ON M4V 1L5Telephone: 416-968-2236Fax: 416-968-0488
Entrepreneurship: A Primer for Canadians(teacher resource)Labour Market: Teacher's Resource Package(teacher resource)Money and YouthWomen in the Work Force.
The Conference Board of Canada255 Smyth RoadOttawa, ON KIH 8M7Telephone: 613-526-3280Fax: 613-526-4857
Economic Forecast: Provincial Outlook (researchreports, personalized information services).
Junior Achievement of Northern AlbertaRoom 5-16110700 104 AvenueGrant MacEwan Community CollegeEdmonton, AB T5J 4S2Telephone: 403-428-1421Fax: 403-428-1031
Junior Achievement of Southern Alberta739 10 Avenue S.W.Calgary, AB T2R OB3Telephone: 403-237-5252Fax: 403-261-6988
3Learning Resource Guide(1997)
©Alberta Education, Alberta, Canada
Programs include
Business Basics (Grade 6)Economics of Staying in School (Jr. High)Project Business (Grade 9)Applied Economics (Senior High)
Materials are available only where JuniorAchievement has identified community businessconsultants and provided inservice.
Rural Education and Development AssociationSuite 22010403 172 StreetEdmonton, AB T5S 1K9Telephone: 403-451-5959Fax: 403-452-5385
List of speakers for schoolsSeveral modules on cooperatives and
entrepreneurshipTeacher resource package on cooperatives.
Learning Resource Guide 274()Alberta Education, Alberta, Canada (1997)
CTS, Management and Marketing /1.35
DISTRIBUTOR DIRECTORY
The entries in the Distributor Directory are arranged alphabetically by code.
CODE Distributor/Address Contact Via
ACC ACCESS: The Education Station 403-440-77773270 76 Avenue Fax: 403-440-8899Edmonton, AB T6B 2N9 1-800-352-8293
http://www.ccinet.ab.ca/access
CBA Canadian Bankers Association 416-362-6092600, The Exchange Tower Fax: 416-362-7705P.O. Box 3482 First Canadian PlaceToronto, ON M5X 1E1
ETS Electrolab Training Systems 613-962-9577P.O. Box 320 Fax: 613-962-0284335 University Avenue 1-800-267-7582Belleville, ON K8N 5A5
FEBC Harcourt Brace & Company Canada 416-255-4491formally HBJ Holt and Holt, Rinehart and Winston 1-800-387-727855 Horner Ave. Fax: 416-255-5456Toronto, ON M8Z 4X6
JMC Jeflyn Media Consultants 905-642-6142P.O. Box 220 Fax: 905-473-1408Mount Albert, ON LOG MO 1-800-668-6065
KIN Kinetic Inc. 416-963-5979408 Dundas Street East Fax: 416-925-0653Toronto, ON M5A 2A5 1-800-263-6910
LRDC Learning Resources Distributing Centre 403-427-577512360 142 Street Fax: 403-422-9750Edmonton, AB T5L 4X9 http://ednet.edc.gov.ab.cafirdc
MLC Magic Lantern Communications Ltd. 604-530-260219949 56 Avenue 1-800-263-1818Langley, BC V3A 3Y2 Fax: 604-530-2603
Learning Resource Guide©Alberta Education, Alberta, Canada
275 CTS, Management and Marketing /I.37(1997)
Distributor Directory (continued)
CODE Distributor/Address Contact Via
IRW Irwin PublishingSee LRDC Buyers Guide for information
SS School Services of Canada 416-366-090366 Portland Street Fax: 416-366-0908Toronto, ON M5V 2M8
VEC Visual Education Centre 416-252-590741 Homer Avenue, Unit 3 Fax: 416-251-3720Etobicoke, ON M8Z 4X4 1-800-668-0749
1.38/ Management and Marketing, CTS(1997) 27G Learning Resource Guide
©Alberta Education, Alberta, Canada
MANAGEMENT AND MARKETINGSECTION J: SAMPLE STUDENT LEARNING GUIDES
The following pages provide background information, strategies and a template fordeveloping student learning guides. Also included at the end of this section are severalsample student learning guides for Management and Marketing.
A student learning guide provides information and direction to help studentsattain the expectations defined in a specified CTS module. It is designed to beused by students under the direction of a teacher.
Many excellent student learning guides (SLGs) are available for use and/or are inthe process of being developed. While Alberta Education provides adevelopment template accompanied by some samples, most student learningguide development is being done by individuals and organizations across theprovince (e.g., school jurisdictions, specialist councils, post-secondaryorganizations). Refer to the Career & Technology Studies Manual forAdministrators, Counsellors and Teachers (Appendix 11) for further informationregarding student learning guide developers and sources.
Note: A student learning guide is not a self-contained learning package (e.g.,Distance Learning Module), such as you might receive from the Alberta DistanceLearning Centre (ADLC) or Distance Learning Options South (DLOS).
TABLE OF CONTENTS
BACKGROUND INFORMATION J.3
Components of a Student Learning Guide J.3Strategies for Developing Student Learning Guides J.4
SAMPLE STUDENT LEARNING GUIDE TEMPLATE J.5
SAMPLE STUDENT LEARNING GUIDES
MAM1010 Management & Marketing Basics J.11MAM3030 Business in the Global Marketplace J.23
Sample Student Learning Guides©Alberta Education, Alberta, Canada
277
CTS, Management and Marketing /J.1(1997)
BACKGROUND INFORMATION 1.
A Student Learning Guide (SLG) is a presentationof information and direction that will helpstudents attain the expectations defined in aspecified CTS module. It is designed to be usedby students under the direction of a teacher. ASLG is not a self-contained learning package suchas you might receive from the Alberta DistanceLearning Centre (ADLC) or Distance LearningOptions South (DLOS).
Each SLG is based on curriculum and assessmentstandards as defined for a particular CTS module.Curriculum and assessment standards are definedin this document through:
module and specific learner expectations(Sections D, E and F)assessment criteria and conditions (SectionsD, E and F)assessment tools (Section G).
The SLG is written with the student in mind andmakes sense to the student in the context of his orher CTS program. SLGs are designed to guidestudents through modules under the direction ofthe teacher. They can be used to guide:
an entire classa small groups of studentsindividual students.
In some instances, the Student Learning Guidemay also be used as teacher lesson plans. Whenusing SLGs as teacher lesson plans, it should benoted that they tend to be:
learner-centred (versus teacher-directed)activity-based (versus lecture-based)resource-based (versus textbook-based).
Components of a Student Learning Guide
The student learning guide format, as developedby Alberta Education, typically has sevencomponents as described below.
Sample Student Learning Guides©Alberta Education, Alberta, Canada
Why Take This Module?
This section provides a brief rationale for thework the student will do, and also establishesa context for learning (i.e., in relation to thestrand, a life pursuit, a specific industry, etc.).
2. What Do You Need To Know Before YouStart?
In this section, prerequisite knowledge, skillsand attitudes considered necessary for successin the module are identified. Prerequisitesmay include other modules from within thestrand or from related CTS strands, as well asgeneric knowledge and skills (e.g., safetycompetencies, the ability tomeasure/write/draw, prior knowledge of basicinformation relevant to the area of study).
3. What Will You Know And Be Able To DoWhen You Finish?
This information must parallel and reflect thecurriculum and assessment standards asdefined for the module. You may find itdesirable to rewrite these standards in lessformal language for student use.
4. When Should Your Work Be Done?
This section provides a timeline that willguide the student in planning their work. Thetimeline will need to reflect your program andbe specific to the assignments you give yourstudents. You may wish to include a timemanagement chart, a list of all assignments tobe completed, and instructions to the studentregarding the use of a daily planner (i.e.,agenda book) to organize their work.
278
5. How Will Your Mark For This Module BeDetermined?
This section will interpret the assessmentcriteria and conditions, assessment standards,assessment tools and suggested emphasis asdefined for the module within the context ofthe projects/tasks completed. Acceptedgrading practices will then be used todetermine a percentage grade for themodulea mark not less than 50% forsuccessful completion. (Note: A module is
CTS, Management and Marketing /J.3(1997)
"successfully completed" when the studentcan demonstrate ALL of the exit-level
competencies or MLEs defined for the
module.)
6. Which Resources May You Use?
Resources considered appropriate forcompleting the module and learning activitiesare identified in this section of the guide. Theresources may be available through theLearning Resources Distributing Centre(LRDC) and/or through other agencies. SomeSLGs may reference a single resource, whileothers may reference a range of resources.Resources may include those identified in theLearning Resource Guide (Section I) as wellas other sources of information consideredappropriate.
7. Activities/Worksheets
This section provides student-centred andactivity-based projects and assignments thatsupport the module learner expectations.When appropriately aligned with curriculumand assessment standards, successfulcompletion of the projects and assignmentswill also indicate successful completion of themodule.
Strategies for Developing Student LearningGuides
Prior to commencing the development of a studentlearning guide, teachers are advised to obtain:
the relevant Guide to Standards and
Implementationthe student learning guide template.
Information communicated to the student in theSLG must parallel and reflect the curriculum andassessment standards as defined for the module.
Therefore, critical elements of the Guide toStandards and Implementation that need to beaddressed throughout the SLG include:
module and specific learner expectationsassessment criteria and conditionsassessment standardsassessment tools.
J.4/ Management and Marketing, CTS(1997)
Additional ideas and activities will need to beincorporated into the student learning guide.These can be obtained by:
reflecting on projects and assignments youhave used in delivering programs in the pastidentifying human and physical resourcesavailable within the school and communitynetworking and exchanging ideas (includingSLGs) with other teachersreviewing the range of resources (e.g., print,media, software) identified in the LearningResource Guide (Section I) for a particularmodule/strand.
Copyright law must also be adhered to whenpreparing a SLG. Further information andguidelines regarding copyright law can beobtained by referring to the:
Copyright ActCopyright and the Can Copy Agreement.
A final task in developing a student learning guideinvolves validating the level of difficulty/challenge/rigour established, and makingadjustments as considered appropriate.
A template for developing student learning guides,also available on the Internet, is provided in thissection (see "Student Learning Guide Template,"pages J.5-10). Several sample student learningguides are also provided in this section (see"Sample Student Learning Guides," starting onpage J.11.
2 7 9
Sample Student Learning Guides©Alberta Education, Alberta, Canada
SAMPLE STUDENT LEARNING GUIDE
TEMPLATE
Sample Student Learning Guides CTS, Management and Marketing /J.5©Alberta Education, Alberta, Canada (1997)
280
rr§itk,F1 -
TAKE THIS MODULE?
DO YOU NEED TO KNOWBEFORE YOU START?
Sample Student Learning Guides CTS, Management and Marketing /J.7©Alberta Education, Alberta, Canada 281 (1997)
WILL YOU KNOW ANDBE ABLE TO DOWHEN YOU FINISH?
<-q
1 $`
SHOULD YOUR WORK BE DONE?
J.8/ Management and Marketing, CTS Sample Student Learning Guides2c'2 ©Alberta Education, Alberta, Canada(1997)
WILL YOUR MARK FOR THISMODULE BE DETERMINED?
PERCENTAGE
M.
RESOURCES MAY YOU USE?
Sample Student Learning Guides©Alberta Education, Alberta, Canada 283 CTS, Management and Marketing /J.9
(1997)
J.10/ Management and Marketing, CTS(1997)
Sample Student Learning Guides©Alberta Education, Alberta, Canada
A k g
SAMPLE STUDENT LEARNING GUIDE
MAM1010 Management & Marketing Basics
Sample Student Learning Guides©Alberta Education, Alberta, Canada 285
Management and Marketing /J.11(1997)
MANAGEMENT AND MARKETING
MAM1010 Management & Marketing Basics
TAKE THIS MODULE?
Gain an understanding of how management and marketingconcepts relate to your everyday life
Familiarize yourself with the role of management and marketing inbusiness
Realize the importance of retailing in marketing
Recognize retail merchandising strategies used by businesses toincrease sales
Appraise personal talents and interests related to careers withinmanagement and marketing.
DO YOU NEED TO KNOWBEFORE YOU START?
There are no prerequisites identified for this module.
However, your past and current management and marketing experienceswill assist you in completing this module.
J.12/ Management and Marketing, CTS(1997) 2 S 6
Sample Student Learning Guides©Alberta Education, Alberta, Canada
MANAGEMENT AND MARKETING
MAM1010 Management & Marketing Basics
WILL YOU KNOW ANDBE ABLE TO DOWHEN YOU FINISH?
Upon completion of this module you will be able to:
identify key business and marketing terms
relate management concepts to:his or her personal lifeorganizations he or she is involved indifferent types of businesses (large and small)
describe the characteristics of marketing and decisions madewithin the marketing mix
describe the role of retailing:in Canadian historyin Canada todayin Canada in the future
identify and analyze retail merchandising strategies used inthe marketplace today
identify management and marketing careers of personalinterest
demonstrate basic competencies.
SHOULD YOUR WORK BE DONE?
Work should be completed by
Use the timelines shown below to help you schedule your time. Prepare aworkplan outlining when you will complete the tasks listed below. Submitthis workplan to your teacher for approval. Remember, you should useyour time and resources as efficiently as possible so that you can completethe module and move onto other opportunities to develop your knowledgeand skills. If you find that you need to adjust your workplan; be sure toconsult with your teacher.
TASK 1: 4 hoursTASK 2: 4 hoursTASK 3: 5 hoursTASK 4: 5 hoursTASK 5: 5 hoursTASK 6: 2 hours
Complete the time management planning chart included in this module.
Sample Student Learning Guides Management and Marketing /J.13©Alberta Education, Alberta, Canada 287 (1997)
MANAGEMENT AND MARKETING
MAM1010 Management & Marketing Basics
WILL YOUR MARK FOR THISMODULE BE DETERMINED?
You must first demonstrate all of the competenciesrequired for this module.
When you have done this, your percentage mark forthe module will be determined as follows:
TASK 1: Basic Business Activities/Concept Test(see worksheet/MAM1010-1)
TASK 2: Personal Management Project(see worksheet/MAM1010-2)
TASK 3: Marketing Project(see worksheet/MAM1010-3
TASK 4: Role of Retailing Presentation(see worksheet/MAM1010-4)
TASK 5: Retail Merchandising ObservationReport
TASK 6: Personal Inventory of Self
demonstrate basic competencies
PERCENTAGE
5%
15%
20%
RESOURCES MAY YOU USE?
Stoyles, Harold. Marketing Today: A Retail Focus. Chapters 1-3
Murphy, Terry. The World of Business. 3rd Ed. Chapters 3 and 4
Levin, Sandy. Marketing Dynamics. Chapter 1
Cranson, Lori. Managing for Excellence. Chapters 5 and 7
Taller, Terry. Marketing: A Canadian Perspective. Chapter 1
Stewart, Margaret. Marketing: A Global Perspective. Chapter 1
Supermarket Persuasion. Video. Learning Seed Co.
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Time Management Planning Chart
Using the chart below preplan the work that needs to be done in this module. Plan on how you will use your class timeas well as extra time that you will need to complete the assignments in this module. The chart below will help youdevelop a five-week workplan.
Name
Month
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Business Basics Activities Worksheet/MAM1010-1
Module Learner Expectation: Identify key business systems and strategies used in themarketplace.
The following activities will prepare you for successful completion of a concept test related tobasic business terminology and economic systems and strategies.
Activities:
> Resource: The World of Business, Chapter 1. Complete activities 1 and 2 or 3 and 4.
1. Review and respond to the expectations of Chapter 1 Business and You, page 14.2. Complete the matching questions on page 29 Building Your Business Vocabulary.3. Review business vocabulary by completing the Business and You Crossword Puzzle.4. Select and complete 5 out of the 10 Applying your Business Knowledge, page 30.
> Resource: The World of Business, Chapter 2. Complete activities 1 and 2 or 3 and 4.
1. Review and respond to the expectations of Chapter 2, Economic Systems, page 33.2. Complete the matching questions on page 53 Building Your Business Vocabulary.3. Review business vocabulary by completing the Economic Systems Crossword Puzzle.4. Select and complete 5 out of the 10 Applying your Business Knowledge, page 54.
-3 Resource: Newspapers and magazinesThe World of Business blackline masters 39, 40, 41
Business Facts: Check recent newspapers and magazines and write four current businessfacts. Identify the source. Use blackline master #39.
Environmental Alerts: Check recent newspapers and magazines and write two currentenvironmental alert items related to business. Identify the source. Use blackline master #40.
Business Survival Tactic: Check recent newspapers and magazines and write a shortsummary of how a company is changing its procedures to survive or expand. Identify thesource and source date. Use blackline master #41.
Take the concept test related to business terminology and economic systems.
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Management Project Worksheet/MAM1010-2
Module Learner Expectation: Relate management concepts to her or his personal life,organizations he or she is involved with and different types of businesses (large and small).
Activities:
Before completing this activity you should be familiar with the roles of management indifferent organizations. Select at least one of the following resources to obtain the necessarybackground information.
-4 The World of Business by Terry Murphy, et. al., Chapter 3 and 4.-4 Managing for Excellence by Lori Cranson, Chapter 5 and 7.
Reflect upon ways you use management in your personal life. Include the ways you plan,organize, action your plans, monitor and communicate. How might you improve yourselfthrough increasing the effectiveness of your management skills?
Interview at least one family member and friend to find out the role management plays in hisor her personal life.
How is management used in your household?
Identify the features of the different types of businesses:> sole proprietors> partnerships> corporations (conglomerates, multinationals, Crown)> franchises-3 cooperatives
Interview three people involved in business. At least one should be involved in a largebusiness (corporation), the other in a small business (proprietorship or partnership). How isthe business managed? Is it effective? Why or why not? Who are the decision-makers in thebusiness?
Present your reflections and interviews in your choice of format. This could be written,illustrated, video. The choice is yours!
Assess your project using the Presentations/Reports Assessment Tool: Managementand Marketing Project
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Marketing Project Worksheet/MAM1010-3
Module Learner Expectation: Describe the characteristics of marketing and decisions madewithin the marketing mix.
Supplies: popsicle sticks, dixie cups and glue. For the purpose of computing production costsfor this project the following values have been assigned to the supplies:
Cups =.10 eachPopsicle Sticks =.05 eachGlue =.25 per unit
Activities:
Before completing this activity you should be familiar with the characteristics of marketing,the marketing mix and the types of decisions necessary to bring a product to market. Selectat least one of the following resources to obtain the necessary background.
> The World of Business by Terry Murphy, et. al., Chapter 25.> Marketing Dynamics by Sandy Levin, Chapter 1.-p Marketing: A Global Perspective by Margaret Stewart, et. al., Chapter 1.---> Marketing: A Canadian Perspective by Terry Taller, Chapter 1.
Individually or in pairs create a prototype product that has marketable potential using theabove supplies.
Make a list of marketing decisions necessary to bring the product to the marketplace.Develop a minimum of 5 decisions for each of the 4 Ps and 2 Cs of the marketing mix.
Product (name)Price (cost)Place (where to sell it?)Promotion (will you advertise?)Consumer (who will buy it?)Competition (who is in the marketplace already?)
Make decisions regarding the product for the 4 Ps and 2 Cs of the marketing mix.
Share your product and marketing decisions with a minimum of 5 potential customers.
Make recommendations regarding the marketability of your product based on yourknowledge of the marketing mix and feedback from potential customers.
How does this activity relate to the marketing decisions made by manufacturers, wholesalersand retailer everyday?
Report on your decisions, customer reactions, recommendations and conclusionsregarding the marketability of the product you created.
Assess your project using the Presentations/Reports Assessment Tool: Managementand Marketing Project
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Role of Retailing Presentation Worksheet/MAM1010-4
Module Learner Expectation: Describe the role of retailing in Canadian history, in Canadatoday and in Canada in the future.
Activities - Individually or in groups of two or three, complete the following activities:
Before completing this activity you should be familiar with the role of retailing in Canada,past, present and future. Use the following resource to obtain the necessary background.
---> Marketing Today: A Retail Focus by Harold Stoyles, Chapters 1-3.
Report (oral, written or visual) on the role and functions of retailing in the marketplace.
Prepare a visual timeline that represents the evolution of retailing from its beginnings to itscurrent role in the marketplace.
Report on the role technology has played in the evolution of retailing.
Make suggestions regarding the future of retailing and the role technology might play.
Presentation: organize all of the above activities into a presentation and present themto your teacher.
Assess your work using the Presentations/Reports Assessment Tool: Management andMarketing Project
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Retail Merchandising Scavenger Hunt Worksheet/MAM1010-5
Module Learner Expectation: Identify and analyze retail merchandising strategies used in themarketplace.
Directions: Watch the video Supermarket Persuasion. Explore popular local supermarketsto find merchandising strategies presented in the video. Questions below help you explore localsupermarkets. Questions within the boxes encourage you to make conclusions about retailmerchandising strategies. Respond formally to these questions using the information you havegathered from your exploration. Plan and complete a report and/or presentation that presentsyour conclusions about retail merchandising strategies used in supermarkets.
1. Compare the price of regular popcorn kernels with that of microwave popcorn per kilogram.
2. Compare the price of instant rice with regular rice on a per kilogram basis. Estimate howmuch time instant rice saves over regular rice.
3. Compare the price of orange juice in a carton or jar with orange juice made from frozenconcentrate. Compare prices based on an eight ounce serving.
4. Compare the price of fresh fish with frozen fish sticks on a per kilogram basis.
5. Compare the price/kilogram of the following types of potatoes (compare national brands):fresh potatoes in the produce departmentfrozen french friesfreeze-dried instant mashed potatoespotato chips
6. What pricing merchandising strategies have you discovered from all of these pricecomparisons?
7. Prepare a list of 15 common grocery items. Compare these prices in three differentsupermarkets and add up the total bill for each.
8. Identify three products offering multiple pricing. Is there a significant savings when buyingmore than one?
9. Find three brands of the same food in packages that appear to be the same size but containdiffering amounts of food. Compare prices.
10. Find a package that appears larger than the same food in the competing brand yet contains thesame amount of food or less. Compare prices.
11. What additional pricing merchandising strategies have you discovered?
12. Draw a store layout of a supermarket. Does it follow the power of the perimeter approach?Explain.
13. Explore the following supermarket departments and describe a minimum of 3 merchandisingtechniques used to increase sales in each department.
produce, bakery, deli, meat, dairy, grocery
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14. What place merchandising strategies have you discovered?
15. Study the detergent section of a supermarket. Find out which companies are behind the brandnames. Estimate what percentage of shelf space is controlled by the two leading companies.
16. Study the cereal display in a supermarket. Which companies control most of the shelf space?List the brands made by any one company.
17. Study the soft drink section in your local supermarket. Find out which companies are behindthe brand names. Estimate what percentage of floor or shelf space is controlled by the twoleading companies.
18. Find a package that is oversized in comparison to its contents.
19. Find a local supermarket with a high quality house brand. How do they compare in qualityand price to national brands?
20. Find a local supermarket with generic foods. How do they compare in quality and price tothe national brands?
21. What product merchandising strategies have you discovered?
22. Find a full page newspaper ad or flyer showing food prices. How many of the prices end inthe number nine? Show the ad.
23. Walk the inner aisles of a supermarket. How many "shelf talkers" can you find? What is themost common message?
24. Find three tie-in displays in the supermarket. Describe the display. Is one item on sale, both,or neither?
25. Look for three end of aisle displays. Note the price of the items. Are they reduced or atnormal price?
26. Find an example of a tumble or dump display. Is the price greatly reduced, slightly reduced,or the same as always?
27. What promotional merchandising strategies have you discovered?
28. Compare services for three different supermarkets. Compare store hours, credit available,loyalty programs, deliver, etc.
29. What service merchandising strategies have you discovered?
30. In your observations in the supermarkets, what additional merchandising strategies have youdiscovered?
This worksheet has been adapted from the Supermarket Persuasion support material that comeswith the video. It has been adapted to reflect metric measurements and the specific learnerexpectations of Module 1010 in Management and Marketing.
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Personal Inventory of Self Worksheet/MAM1010-6
Module Learner Expectations: Identify management and marketing careers of personalinterest.
Activities:
> Resource: Marketing Today: A Retail Focus, 2nd Edition, Teacher's Resource, blacklinemaster, page 221, Personal Profile Sheet.
Complete the Personal Profile Sheet to identify personal talents, skills, interests andqualifications.
Research and find management and marketing careers that match your personal talents, skills,interests and qualifications.
Investigate a minimum of three careers within the management and marketing field that youwould be interested in pursuing (use Assessment Tool: MAMCARE: Career Profiles).
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SAMPLE STUDENT LEARNING GUIDE
MAM3030 Business in the GlobalMarketplace
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1 M.)
TAKE THIS MODULE?
Around the world, markets are opening up. What will Canadianbusiness people need to know to succeed in this global marketplace andwhere will they find answers to their questions? In this module youwill:
explore opportunities and challenges that confront businesspeople in establishing a global business operation in bothdeveloped and developing nations
analyze needs and wants of consumers in potential foreignmarkets
analyze existing resources, products and services that have thepotential to be marketed in Canada
evaluate and make recommendations of how businesses canwork towards sustainable development for future generations.
DO YOU NEED TO KNOWBEFORE YOU START?
There are no prerequisites identified for this module.
However, MAM1010: Management & Marketing Basics, MAM2010:Managing For Quality and MAM3020: Business in the CanadianEconomy will provide helpful background knowledge to worksuccessfully in this module.
Also, learnings in Social Studies 20 (Quality of Life) and Social Studies30 (Political and Economic Systems) have connections to this moduleand provide a foundation for further learning.
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WILL YOU KNOW ANDBE ABLE TO DOWHEN YOU FINISH?
Upon completion of this module you will be able to:
compare existing international business ventures withindeveloping and developed nations
identify and examine existing legislation that affects globalventures
analyze existing global ventures
identify and investigate global entrepreneurial opportunitieswithin a developing and a developed nation
demonstrate basic competencies.
SHOULD YOUR WORK BE DONE?
Work should be completed by
Use the timelines shown below to help you schedule your time. Prepare aworkplan outlining when you will complete the tasks listed below. Submitthis workplan to your teacher for approval. Remember, you should useyour time and resources as efficiently as possible so that you can completethe module and move onto other opportunities to develop your knowledgeand skills. If you find that you need to adjust your workplan, be sure toconsult with your teacher.
TASK 1: 4 hoursTASK 2: 4 hoursTASK 3: 5 hoursTASK 4: 12 hours
Complete the time management planning chart included in this module.
Note: Additional homework time will be required to complete thismodule.
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You must first demonstrate all of the competenciesrequired for this module.
When you have done this, your percentage mark forthe module will be determined as follows:
TASK 1: Activities/Concept test on basicinternational trade concepts including globalbusiness legislation, regulations and organizationsand processes for exporting
TASK 2: Research and report on a minimum ofthree international businesses
TASK 3: Analysis of a minimum of five casestudies
TASK 4: Research Project on the globalmarketplace
demonstrate basic competencies.
PERCENTAGE
15%
15%
20%
50%
Basic CompetenciesReference Guide
RESOURCES MAY YOU USE?
Steward, Margaret J. et al. Marketing: A Global Perspective. Chapters 15,16, 17.
Liepner, Michael E. and Magnan, Jane G.N. Exploring Business: A GlobalPerspective. Chapter 4.
Stoyles, Harold. Marketing Today: A Retail Focus.
PC Globe. Computer program.
International Trade Centre in Calgary and Edmonton
the Internet.
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ASSIGNMENT LOG
ACTIVITIES DATECOMPLETED
MARK
Compare existing international business ventures with bothdeveloped and developing nations
TASK #1: Activity 1 Introduction to the global marketplace
Define terms and essay
Visit to local retailers, 10 products
Flowchart of 1 product from retailer
Examine existing legislation that affects global ventures
TASK #1: Activity 2 Trade Agreements
Summary of the 4 trade agreements
Purpose of trade agreements, Barriers to Trade
Concept Test
TASK #2: Researching the Global Marketplace
Reference List of 10 articles
Report w/developed nation
Report w/developing nation
One additional report
TASK #3: Analyze existing global ventures 5 Case Studies
Trivial Pursuit Case Study
McDonald's in Russia Case Study
The Body Shop Case Study
Body Shop Visit Essay
Canadian Entrepreneurs in Thailand
Adjustment May be Difficult Case Study
TASK #4: Research global entrepreneurial opportunities withboth a developed and developing nation
Project 1 see Global Marketplace Research and projectchecklist (page J.24 J.28)
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Time Management Planning Chart
Using the chart below preplan the work that needs to be done in this module. Plan on how you will use your class timeas well as extra time that you will need to complete the assignments in this module. The chart below will help youdevelop a five-week workplan.
Name
Month
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TASK #1:ACTIVITY I INTRODUCTION TO THE GLOBAL MARKETPLACE
In this activity you will become familiar with the language used in the global marketplace, andexplore retailers to identify products of foreign origin in the Canadian marketplace.
Marketing: A Global Perspective, Chapter 15: International Marketing
a. Define the international marketing terms on page 285.
b. With a partner, discuss the learning objectives.
c. Using these learning objectives as an outline, write an essay that includes a response to allof the objectives. (Minimum 2 pages, typed using double spacing.)
d. With a partner, edit each other's work, make corrections and hand your essay in along withyour terms.
e. Visit a local retailer and find 10 products of foreign origin. In chart form record theproduct, price and country of origin and manufacturer's name. Choose one of the 10products and interview the retailer to find out as much as you can about the origins of theproduct. Using a flow chart diagram, show how the product was able to reach the Canadianconsumer. Some questions to consider when interviewing your retailer include:
1. How did it get to the retail store?
2. Who received the product in Canada?
3. How did it get to Canada?
4. Who manufactured the product?
5. What are the raw materials?
6. Where did they come from?
The retailer may not be able to answer all these questions, but he or she may be able to giveyou another contact. If he or she is able to give you the name of the actual importer of theproduct, try to contact this person for more information.
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TASK #1ACTIVITY 2 TRADE AGREEMENTS
a. Research and give a summary of the following trade legislation and tradingblocs/agreementsinclude the advantages and disadvantages of each.
Domestic trade legislation between provinces
U.S./Canada Free Trade Agreement (FTA)
North American Free Trade Agreement (NAFTA)
European Community (EC)
Pacific-Asian Region or Pacific Rim
b. What is the purpose of countries developing formal or informal trade agreements?
c. What are the barriers to trade? Why are these barriers set up?
Note: Most of this information is readily available for free at the International Trade Centre.
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TASK #2RESEARCHING THE GLOBAL MARKETPLACE
In this activity you will explore different businesses currently in the international scene.
Using CD-ROMS and/or Internet resources search for 10 articles about companies currentlydoing business in the international market. Search for the following information:
a. foreign companies doing business in Canada.
b. Canadian companies doing business abroad.
c. try to expand your search to include markets within both developed anddeveloping worlds.
List the articles in reference style.
Select 3 of the articles to report on. At least one of the articles must be about doing businesswith a developing nation, another about a developed nation. In essay format, respond to thefollowing information.
a. Name of Companydescribe the nature of company, where is it based, is it amultinational company, international corporation, small company or privateentrepreneur. How is the organization structured or organized to do business inthe international setting?
b. Describe the nature of the business opportunitywhat products or services areinvolved. Was the product changed at all to meet the needs of a new market?
c. Thinking globally, how does this business opportunity benefit Canada? Howdoes it benefit the foreign country?
d. Were any human rights or environmental issues mentioned?
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TASK #3 5 Case StudiesCASE STUDY 1 TRIVIAL PURSUIT MOVES INTO THE INTERNATIONAL
MARKET
Resource: Marketing: A Global Perspective, Chapter 15: InternationalMarketing, page 301
Will this popular board game be successful in the international marketplace? Read this caseand draw your own conclusions.
a. Read the case.
b. Answer and discuss the 2 questions posed at the end of the case.
CASE STUDY 2 HAMBURGER DIPLOMACY
Resource: Exploring Business: A Global Perspective, Chapter 4, page 80-81
Who brought McDonald's Restaurants to Russia? Read this case to find the answer.
a. Read the case study.
b. Answer the following questions
1. What is meant by a joint venture?
2. In your opinion, what are the most difficult obstacles facing businesses that want toexpand to other countries?
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CASE STUDY 3 THE BODY SHOP
Resources: Your local Body ShopStoyles, Harold. Marketing Today: A Retail Perspective, page291
What has made the Body Shop a successful franchise internationally? This case discusses thesuccess of Anita Rodick and her "profit with principles" practice of doing business. You willdiscover her principles in practice by visiting a local Body Shop franchise and observingmerchandising techniques used with the store.
a. Read the case study. Answer the following questions and discuss your answers in smallgroups.
1. In what way is the Body Shop committed to "profits with principles"?
2. Will the Body Shop's approach to retailing become more popular in thefuture? Support your answer.
3. Think of a business you might own one day. How might youincorporate the concept "profit with principles" into your business?
b. Visit a local Body Shop retail outlet. Report, in essay format, on how this store projectsa "profit with principles" global image. What literature and visual merchandisingtechniques are available in the store to support your findings?
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CASE STUDY #4 CANADIAN ENTREPRENEURS IN THAILAND
Resource: Marketing: A Global Perspective, Chapter 16 Entering theInternational Market, page 304.
How might these entrepreneurs help the people of Thailand develop economic growth,while at the same time making a profit for themselves?
Read Marketing Profile: Canadian Entrepreneurs in Thailand. While reading this case,think about the idea that developed nations have a responsibility towards developing nationsto help with long-term economic growth. This case study is not only about two Canadiansentering the international marketplace, but also about helping Thailand grow economically.
Answer the following questions about the above case.
a. Does this business relationship benefit the people of Thailand? Explain.
b. Are there any environmental questions that should be answered in regards toharvesting the tiger shrimp from the sea? What are the questions?
c. Would you consider this a long-term commitment to a developing nation or ashort-term commitment by two entrepreneurs out to make a profit? Justifyyour answer in terms of economic growth for Thailand and environmentalissues.
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CASE STUDY #5 HONDA CANADA
Resource: Marketing: A Global Perspective, Chapter 16 Entering theInternational Market, page 315.
While reading this case think about what your life would be like if you moved to a foreigncountry that had a very different culture than your own. How would you feel? How wouldyour react to a new culture?
Read the Case Study: Adjustment May Be DifficultA case study on Japanese executiveswith Honda, adjusting to a Canadian lifestyle. Answer the following questions:
a. Who is responsible for the Japanese executives' happinessCanadians, whobenefit from foreign investment, or the Japanese company investing inCanada? Support your answer.
b. What could Japanese companies do to help their employees?
c. What could Canadians do to help with the situation?
d. What challenges and opportunities might you face if you were sent to workin a foreign country?
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TASK #4
GLOBAL MARKETPLACE RESEARCH PROJECT
In this research project you will be asked to work with a partner. Select two countries toresearch. One must be a developed country, the other a developing country. Each of thepartners will take a country and complete the research within Section I. Work collaborativelyon Sections II and III.
This report should be typed APA style or formatted formally in another style, withreferences being cited where appropriate. Make sure you have a table of contents at thebeginning and a reference list at the end.
This report will be divided into three sections. The first is to investigate how Canadianswould do business with foreign countries by researching a developed and a developing countryand their people. The next section of the research will ask you to work together to compare thedeveloping and developed countries. The last section will ask you to give recommendationsand conclusions for both countries including the following information:
opportunities for importing goods and/or services into Canada from these countriesopportunities to export Canadian goods or services to each countrywould you do business with these countries based on bigger global issues such as theenvironment and human rights concerns?
Library Resources
Box, Ben (Ed.). (1993) South American Handbook. Bath, England: Trade and TravelPublications.
Kurian, George Thomas (Ed.). (1992) Encyclopedia of the Third World, Fourth Edition.Volumes 1-111. New York: Facts on File.
Kurian, George Thomas (Ed.). (1990) Encyclopedia of the First World, Volumes I & II.New York: Facts on File.
Lands and People. (1991). Volumes 1-6. Danbury, Conn: Grolier.
World Resources Institutes (Eds.). (1993 & 1994) Environmental Almanac. New York:Houghton Mifflin Company.
Worldmark. (1988). Encyclopedia of the Nations. Volumes 1-5. New York: John Wileyand Sons Inc.
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Community Resources
The International Trade Centre
The Business Service Centre at the trade centre is filled with free literature and a referencesection of books, magazines, documents and videos. As a student, you can visit the centrewhen doing your research. There are tables to work at while researching and a TVNCR forpreviewing videos. A few students at a time is recommended. The addresses for Calgary andEdmonton are:
I.
II.
International Trade CentreBusiness Service Centre1 1 th Floor, 510-5th Street SWCalgary, AB T2P 3S2Telephone: 403-292-4575Fax: 403-292-4578
Basic facts about each country
International Trade CentreBusiness Service Centre540, Canada Place9700 Jasper AvenueEdmonton, AB T5J 4C3Telephone: 403-495-2944Fax: 403-495-4507
SECTION I
A. Geographic areashould include a map indicating where the country is located,its borders and major cities
B. Demographics of each countrypopulation and principal cities, market size,income distribution
C. Overview of the history of each countryD. EducationE. Government and laws
Economic facts about each country
A. Economic system and membership in trading blocs and other internationalorganizations
B. Exports, imports, chief agriculture productsC. Financial informationforeign exchange/currency, payment methods and
licensing informationD. Transportationmodes available for shipping and transporting goodsE. Advertising and promotionavailability of print and electronic media
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M. Culture of each country
A. Languageespecially the language of business people and government officialsB. Customs affecting business relationsC. Religions of the countryD. HolidaysE. Etiquette for business in the country
IV. Travelling information for each country
A. Travel documents and customs regulationsB. Transportation to the country and domestic travelling arrangements during your
visitC. CommunicationsD. Hotel AccommodationsE. Business calls and entertainmentF. Appropriate dressG. Overall health and personal security
V. Global issues related to each country
A. Environmental issues concerning land, air or waterB. Human rights issues related to the workforce or discriminating policiesrelated
to gender, race or religion
SECTION II
I. Comparisons between the developing and developed nation
A. As a business person doing business with both countries, how are they similar?B. How do they differ?
SECTION III
I. Import and export opportunities
A. What are some of the potential opportunities for importing products or servicesinto Canada from each country?
B. What are some of the potential opportunities for exporting products or servicesto each country?
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II. Recommendations and Conclusions
A. What are the advantages and disadvantages for Canadians in doing businesswith each of these countries.?
B. What are the advantages and disadvantages for each country in doing businesswith Canadians?
C. Are there any global issues that make it difficult to do business with either ofthese two countries? This should be a discussion on the ethical and moraleresponsibilities that businesses have in the global marketplace towards humanrights and environmental issues. Use the concept "profit with principles."
D. What did you value the most from this global research assignment? How mightknowing this information make a difference for you in the future? (Each studentshould reflect on his or her own feelings).
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Global Research Project Checklist
Name of Student Name of Student
Section I Developing Country Developed Country
Facts about the country
Economic Facts
Culture/Customs
Travel Information
Global Issues
Section II
Similarities
Differences
Section III
Import/Export Opportunities foreach country
Advantages and Disadvantages ofdoing business with each country
Recommendations for doingbusiness with each
Reflections
Format
Used APA or other formal reportstyle
Table of Contents
Used headings to organize report
Reference list
Student Reflections:
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Sample Student Learning Guides©Alberta Education, Alberta, Canada
K. ACKNOWLEDGEMENTS
The Management and Marketing strand was developed through the cooperative effort of people fromschools, post-secondary institutions, professional associations, business, industry, labour, and departmentsand agencies of the Government of Alberta. Alberta Education would like to extend sincere appreciation tothe following individuals and groups.
Career and Technology Studies Advisory Committee
Dawn ArnoldMike BlackwellSusan deWijkMaryanne Doherty-PoirierLynne DuigouDarwin EckstromBarry EdgarHarold HayterGeorge HildebrandtGerry HuntKenneth JacknickeGraham JohnstonBrenda Kent-PackerBev KlemenKevin KnibbsArnold Krause
Len LudersEva-Jane LundgardGordon MurrayJeannette PawliukSam PerverseffConnie PetersDarren ReederRick RomanBarry Stange landGordon WelchGordon Worobec
Tofield SchoolWetaskiwin Composite High SchoolLester B. Pearson Senior High School, CalgaryUniversity of Alberta, EdmontonSt. Francis of Assisi School, EdmontonPeace Wapiti Regional Division No. 33Grande Prairie Composite High SchoolNorthern Alberta Institute of Technology, EdmontonSchool System RepresentativeEastglen Composite High School, EdmontonPost-secondary Education RepresentativePost-secondary Education RepresentativeClarence Sansom Junior High School, CalgaryW. R. Myers High School, TaberCalgary School District No. 19Department of Education, Culture and Employment, Government
of North West TerritoriesRed Deer School District No. 104Edwin Parr Composite Community School, AthabascaBellerose Composite High School, St. AlbertEdmonton School District No. 7Alberta Teachers' Association RepresentativeSchool System RepresentativeBusiness/Industry RepresentativeBusiness/Industry RepresentativeSchool System RepresentativeCASS RepresentativeAlberta Teachers' Association Representative
Management and Marketing Focus Group
Carol AllanBrett BainMel FisherDorothy HainesKaren KarpukVicki KranenburgVi LiviniukNorm Martin
Professional Secretaries International, CalgaryBusiness/Industry RepresentativeFisher Consulting EnterprisesAlberta Education, Calgary Regional Office of EducationPost Secondary RepresentativeJunior Achievement of Southern Alberta, CalgaryDr. E. P. Scar lett High school, CalgaryBrebeuf Junior High, Calgary
Acknowledgements CTS, Management and Marketing /K.1©Alberta Education, Alberta, Canada 315 (1997)
Management and Marketing Focus Group (continued)
Sheila MurphyRae Verity
Sharon Willgress
Development Task Force
Susan deWijkMel FisherJoanne FitzmartynWendy WheelerHerb Zimmer
Field Review (1992-1993)
Sam BelcourtPeter C. DoonancoDale JohnstonAllan LeinweberKen LooseMary Pizzey
Field Review (1993-1994)
Glen LeeBill SchlachtJohn Smyk
Field Review (1994-1995)
Gord AtkinsonLinda CarverNorm MartinWarren St. PeterRichard SchearGerard Zanoi
Assessment Panel (1995-1996)
Susan AlexanderLinda CarverPat McKennaPam Singletary
Post Secondary RepresentativeBusiness Administration Department, Southern Alberta Institute of
Technology, CalgaryCalgary Co-op.
Lester B. Pearson High School, CalgaryFisher Consulting EnterprisesBishop Grandin High School, CalgarySt. Francis High School, CalgaryWestern Canada High School, Calgary
School System RepresentativeGlendon SchoolSeba Beach SchoolWilliam E. Hay Composite High School, StettlerAssumption School, Grand CentreHunting Hills High School, Red Deer.
School System RepresentativeSchool System RepresentativeArchbishop O'Leary High School, Edmonton.
Hillside Junior/Senior High School, ValleyviewStrathmore High SchoolBrebeuf Junior High School, CalgarySchool System RepresentativeSchool System RepresentativeSchool System Representative
Lord Beaverbrook High School, CalgaryStrathmore High SchoolSt. Thomas Aquinas School, Red Deer.Dr. E. P. Scar lett High School, Calgary
K.2/ Management and Marketing, CTS Acknowledgements(1997) ©Alberta Education, Alberta, Canada
Assessment Panel (1995-1996) (continued)
Deborah SkubaWendy Wheeler
Task Force II (1996-1997)
Linda CarverPat McKennaPam SingletaryDeborah SkubaWendy WheelerHerb Zimmer
William E. Hay Composite High School, StettlerSt. Francis Senior High school, Calgary
Strathmore High SchoolSt. Thomas Aquinas School, Red DeerDr. E. P. Scar lett High School, CalgaryWilliam E. Hay Composite High School, StettlerSt. Francis Senior High school, CalgaryWestern Canada High School, Calgary
Alberta Education, Curriculum Standards Branch
Lloyd SymyrozumA. A. (Scotty) DayKeith WagnerSusan LynchSharon PratherMel Fisher
Sharon Prather
Susan deWijk
Glen O'Neil
Director, Curriculum Standards Branch (Retired)Assistant Director, Curriculum Standards Branch (Retired)Director, Curriculum Standards BranchAssistant Director, Curriculum Standards BranchProgram Manager, Career and Technology StudiesProgram Consultant, Management and Marketing, Career and
Technology Studies (1991 1994)Program Consultant, Management and Marketing, Career and
Technology Studies (1994 1995)Program Consultant, Management and Marketing, Career and
Technology Studies (1995 1996)Program Consultant, Management and Marketing, Career and
Technology Studies (1996 1997)
Document publication and administration
Jennifer AnnesleyKim BlevinsLila BorhotLisa BucklandLorraine CrawfordMaria CrudoChristopher EwanchukNancy Foulds
Lin HallettDianne HohnsteinCori MayJoanne MediskyPauline TaylorCatherine WhiteMarcie Whitecotton-CarrollEsther Yong
3 7Acknowledgements CTS, Management and Marketing /K.3©Alberta Education, Alberta, Canada (1997)
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