National Standards for Business Education
Information Systems Standards
The Business Education Core Standards are divided into seven categories;
- Business Communications
- Business Environment
- Career Preparation, Job Acquisition and Retention
- Economics and Financial Concepts
- Employability Skills
- Information Technologies
- Leadership Development
Business & Marketing
Program information that prepares students for careers and/or
postsecondary education in the areas of marketing, finance, accounting,
information technology, entrepreneurship, and economics.
Purpose
The primary purpose of business education is to provide instruction
for and about business. Students learn the basics of personal finance,
develop techniques for making wise consumer decisions, master economic
principles, and learn how businesses operate. In addition, business
educators play a prominent role in developing the knowledge, skills, and
attitudes necessary for students to succeed in the workforce. Further,
business education courses provide the impetus for students to
successfully complete college programs in one of several business areas.
The multifaceted discipline of business education includes subject
matter areas that focus on the core areas of business (management,
marketing, finance, accounting, entrepreneurship), on factors that
affect business (economics, international business, business law), on
basic skills (computation and communication), and on examining business
from different perspectives.
One of the most important components of business education is
information technology. In this critical area students learn to use
computers as tools in conjunction with related software. In addition,
they learn to make decisions, to produce professional documents, to
communicate via the Internet, and to research topics utilizing libraries
around the world.
Programs/Services
California Department of Education staff provide leadership for the
following programs and services that support business and marketing
education.
- Development of instructional resources, such as Model Curriculum
Standards, Integrated Performance Activities, and Economics of
Business Ownership.
- Comprehensive staff development activities that include statewide
conferences, regional workshops, and summer institutes.
- Development of assessments in business education that incorporate
the Business Technology Core.
- Sponsorship and coordination of the career-technical student
organizations: DECA, and Future Business Leaders of America (FBLA).
- Development of business education programs, such as career path
clusters, exploring business technology, and entrepreneurship.
Funding
The federal Carl D. Perkins Vocational and Technical Education Act
provides funds annually to support state and local business and
marketing education programs.
Students Served
The largest career-technical education enrollment in California is
Business and Marketing Education, serving over 650,000 students
annually. Additionally, the California Department of Education supports
two career-technical student organizations--DECA and FBLA. These two
leadership training organizations annually serve over 9,200 students.
More than 4,000 instructional programs in Business Education are
offered in secondary schools, Regional Occupational Centers/Programs,
and adult schools.
Outcomes/Benefits
Outcomes
California Department of Education supports the following business
and marketing programs and services resulting in a variety of tangible
outcomes:
- Staff training activities for teachers, administrators, and
counselors
- Curriculum materials which are based on content and performance
standards
- Partnerships with representatives of business and industry
- Instructional resources, such as the Workplace Strategies
Manual, Program Sequence Guide, and similar documents
- Grade-level articulation (elementary through postsecondary)
- On-site technical assistance in program and instructional delivery
systems
Benefits for Students
Business and marketing education programs and services provide the
following benefits for students:
- Interpersonal, teamwork, and leadership skills necessary to
function in multi-cultural business settings
- Select and apply the tools of technology as they relate to
personal and business decision making
- Career awareness and related skills to enable students to make
viable career choices and become employable in a variety of business
careers
- Communicate effectively as writers, listeners, and speakers in
social and business settings
- Become entrepreneurs by drawing from their general understanding
of all aspects of business
- Ability to participate in business transactions in both the
domestic and international arenas
Business Education Core Assessment Project
Business
Education Core Assessment Project
A multiple-choice instrument that focuses on the Business Education Core
Standards.
Industry-Based Certifications
CompTIA
Partnership
Outside Links
Business Education
Resource Consortium (Outside Source)
Business
Virtual Enterprise Programs (Outside Source)
California Business
Education Association (CBEA) (Outside Source)
California DECA
(Outside Source)
Future Business Leaders
of America (FBLA) (Outside Source)
Contact
Business and Marketing Education is administered by:
California Department of Education
Secondary,
Postsecondary, and Adult Leadership Division
High School Initiatives/Career Education Office
1430 N Street, Suite 4503
Sacramento, CA 95814
Juniors
Career Essentials
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- Business Core Career Preparation, Job
Acquisition and Retention, Business Communication, and Employability
Skills
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CTE Foundation Standards
- Writing FS 2.2 (2.5)
- Written and Oral English Language
Conventions FS 2.3 (1.1, 1.2, 1.3, 1.4, 1.5)
- Listening and Speaking FS 2.4 (2.3, 2.5)
- Career Planning and Management FS 3.0
(3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7)
- Technology FS 4.0 (4.1, 4.2, 4.3, 4.4,
4.5)
- Health and Safety FS 6.0 )6.1, 6.2, 6.3)
- Responsibility and Flexibility FS 7.0
(7.1, 7.2, 7.3, 7.4)
- Ethics and Responsibility FS 8.0 (8.1,
8.2, 8.3, 8.4, 8.5)
- Leadership and Teamwork FS 9.0 (9.1, 9.2,
9.3, 9.4, 9.5)
- Technical Knowledge and Skills Marketing,
Sales and Service Sector FS 10 (10.1, 10.2, 10.3, 10.4, 10.5,
10.6,10.7)
- Technical Knowledge and Skills Finance and
Business Sector FS 10 (10.1, 10.2, 10.3,10.4)
- Technical Knowledge and Skills Information
and Technology Sector FS 10 (10.1, 10.2, 10.3, 10.4, 10.5, 10.6,
10.7, 10.8)
CTE Pathway Standards
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Preparing, acquiring, and retaining a job are
the key elements that determine an individual's successful employment in
the workforce. Businesses use the process of announcing a job opening
and then requiring an applicant to complete a job application, resume,
and interview. This preliminary screening of job applicants is used to
determine if an individual is the most qualified person for a position
within a company.
Once an individual is employed in a business,
it is necessary to continue to acquire and develop work ethic skills to
retain a position and/or to move up the ladder in the company structure.
In addition, it is equally as important for employees to understand and
be able to demonstrate the proper procedures in the event of exiting a
job.
Real World Application
Depending upon the size of a business,
businesses have a human resources department, an individual responsible
for hiring and retaining employees, or outsource this function. The
Internet has played a very important function by enabling businesses to
post job openings asking potential employees to submit their resumes and
also providing an opportunity for individuals seeking employment to post
their resumes at specific web sites.
There are many employment agencies that work
with businesses in locating potential full-time, part-time, and
temporary employees. These agencies are paid by either the business or
the individual seeking employment. Businesses that use employment
agencies may not have a human resources department or find that it may
be more cost effective to outsource this work.
A business that has a human resources
department has many responsibilities. The department hires/terminates
employees, maintains all personnel records (employee evaluations,
salaries, fringe benefits, staff development, job descriptions, etc.)
Individuals planning to enter the workforce or
currently employed must be familiar with the protocol and functions of
human resources within any business. By understanding this protocol,
individuals have a better opportunity of gaining/maintaining employment
and the opportunity to be considered for promotions with increased
salaries.
Virtual World Application
The human resources department in the virtual
companies is also responsible for creating job descriptions,
attaining/retaining, promoting, and evaluating employees. The same
protocol for requiring potential employees to complete job applications,
resumes, cover letters, interviews, and letters of recommendations will
be used just as in "real" businesses. Employees will
participate in on-going staff development and become familiar with the
importance and function of the human resources department.
In order for employees to be successful in the
workforce, they will develop a positive work ethic by following company
policies, reporting to work on time, completing assigned tasks on time,
and maintaining a good attendance record. Employees will also follow the
protocol for exiting a job and the importance of this piece in the
employment process.
This unit is intended to provide an overview
of the employment process, human resource department function, and the
development of a positive work ethic in order to maintain employment in
a Virtual Enterprise, along with examples and reference materials. It is
recommended that Virtual Enterprises use Word in MS Office.
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Each Virtual Enterprise company will establish
a human resources department.
Employees in each Virtual Enterprise company
will understand the function of a human resources department and the
protocol to be followed when applying for positions, participating in
the evaluation process, exiting a job, and participating in staff
development.
Each Virtual Enterprise company will develop
employment protocol to include:
- Job applications
- Resumes
- Cover letters
- Letters of recommendation
- Digital portfolios
- Exiting a job
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The employment process should begin as soon as
the virtual company is established. Writing cover letters, resumes,
obtaining letters of recommendation, and interviewing techniques should
be reviewed. A human resources department should be created to handle
the employment needs.
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Quarter 1
- Research the Internet for samples of
cover letters, resumes, obtaining letters of recommendation, and
interviewing techniques in order to land the VE job. An outside
speaker is an excellent source in landing a VE job. In addition,
proper procedures for exiting a job and applying for another
position within the company should be researched and discussed.
- The company should establish a human
resources department, write job descriptions, and announce positions
available for employment. Research the Internet for sample
documents. Also, visiting a human resources department of a business
partner would be helpful.
- Potential employees apply for
positions and are interviewed by the human resources department head
or whomever the company has established as the interviewer. Search
for videos/DVDs, contact a Career Center Counselor for information,
and research for materials in the library.
- Establish a code of conduct for all
employees.
- Throughout the year, the human
resources department continues to require employees to demonstrate
positive Work Ethics by providing information in e-mails, staff
development workshops, rewarding employees for performance, and
create an environment that generates employee success in the
workplace. A company policy for employee terminations and
resignations should be established and required for all employees.
- Continue to work with the company's
established Business Partner for discussions and assistance with
workplace operations.
Quarter 4
- All employees will be required to
create a digital portfolio.
- All employees will be required to
follow the procedures for exiting a job. This may be completed by
letters of resignation.
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See the following web sites for further
information:
Writing cover letters:
Writing resumes:
Obtaining letters of recommendation:
Interviewing techniques:
Exiting a job:
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Employee Evaluations
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Real World
Application
- The purpose of the employee evaluation
process is to review and assess the employee's accomplishments
during the evaluation period and to set new goals for improved
performance. Employees are expected to demonstrate accomplishments
and continuing progress in all areas of the performance criteria.
This process is also useful when determining candidates for
promotion or raises.
Virtual World Application
- Employee evaluations play a valuable role
in the Virtual Enterprise simulation. As in the real world, the
purpose of the employee evaluation process is to review and assess
the employee's accomplishments during the evaluation period and to
set new goals. Not only is this procedure helpful to the employer,
but it also provides the employee with valuable feedback concerning
how their performance is viewed by company management. Employee
evaluations are the essential record of short- and long-term
performance and are among the primary documents considered in the
assignment of the Virtual Business course grade.
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CTE Foundation Standards
- Professional Work Demeanor: FS7.7.1
- Accountability and Responsibility:
FS7.7.2, FS7.7.3, FS7.7.4
- Leadership and Teamwork: FS9.9.1, FS9.9.3,
FS9.9.4, FS9.9.5
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Evaluation of the virtual business employee's
(VE student) job performance
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Prior to the beginning of the employee
evaluation period, the employee MUST be given a copy of the Employee
Performance Evaluation Criteria. After the Human Resource
representative has reviewed the evaluation criteria with the employee,
the Acknowledgement of Employee Evaluation Criteria, which is located at
the end of the above stated form, should be completed and signed. A copy
of the document is to be given to the employee and the original is to be
filed in the employee's personnel file.
Who uses the Employee Evaluation documents?
Why?
- VE Consultant - employee assessment and
grade assignment
- VE Company Supervisor/Manager -
subordinate employee assessment
- VE Employee - self-assessment
Evaluating the Employee
Print a copy of all of the evaluation tools
you will need before beginning an evaluation. Multiple evaluation tools
are provided in this unit. It is the individual virtual business'
responsibility to review and determine which evaluation tools best suit
its company. The evaluation tools are listed in the "Other
Resources" at the end of this unit or under "Samples."
Areas of evaluation include:
- Performance Factors - knowledge, skills,
abilities; quality of work; quantity of work; attitude;
communication, attendance/participation
- Behavioral Traits - dependability;
cooperation; initiative; adaptability; judgment; attendance;
punctuality; attire
- Managerial Skills - leadership;
delegation; supervision; planning and organization; administration;
staff management
Grade Assignment
The Employee Performance Evaluation is among
the primary documents considered in the assignment of the Virtual
Business course grade. The VE Coordinator is responsible for reviewing
the Employee Performance Evaluation conducted by the VE company
supervisor/manager to ensure unbiased and fair employee assessment. The
VE Coordinator has unrestricted authority to override any and all
recommendations made by the VE company supervisor/manager. It is the VE
Coordinator's responsibility to assign grades.
Recommendations concerning the grading scale
for the Employee Evaluation have been provided within the Employee
Performance Evaluation Criteria.
Grievance Procedures
If an employee feels that he/she received an
unfair evaluation, the employee has the right to file a grievance.
Grievance procedures can be found on the CA VE website under Curriculum,
Employee Evaluation Lessons.
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Step 1:
Determine Evaluation Tools to be Used
Review the evaluation tools provided in this
unit and determine which tools best suit your company.
Step 2: Educate Employees about Job
Performance Expectations
Review the evaluation criteria / job
performance expectations with each employee to be evaluated (including
management). This can be done individually or in a staff development
setting.
Step 3: Inform Employees
Provide each employee with a copy of the
Employee Performance Evaluation Criteria.
Step 4: Obtain Employee's Acknowledgement of
Employee Performance Evaluation Criteria
Require all employees to sign off on the
Acknowledgement of Employee
Performance Evaluation Criteria form, which is located at the end of
the Employee Performance Evaluation Criteria. The original signed
document must be retained in the employee's personnel file.
Step 5: Determine Evaluation Period
Determine the period of evaluation and notify
affected employees. It is recommended that both weekly and monthly
evaluations be conducted.
- Weekly - Refer to the Weekly
Workflow & Evaluations for documents to be used for weekly
employee progress and evaluation.
- Monthly - Refer to the Employee
Performance Evaluation Criteria and Score Sheets for documents to be
used for monthly employee progress and evaluation.
Step 6: Collect Evidence
During the evaluation period, collect
information and documents to support the evaluation. Be sure to keep
your evaluation tools and evidence well organized so that you can
complete your evaluation quickly and easily. You may want to keep a
journal, making note of problem areas and areas of notable job
performance. Remember, employee evaluations are not only used for
pointing out areas of needed improvement, but are also used to
acknowledge outstanding performance.
Step 7: Review Collected Evidence
At the end of the evaluation period, review
all evidence collected. It is advisable that you organize the evidence
and write a summary of your findings.
Step 8: Complete the Employee Performance
Evaluation Score Sheet
It is imperative that the evaluation is fair
and unbiased. Low scores and high scores must have supporting evidence
and/or a narrative justifying the score.
Step 9: Meet with Employee
Schedule an appointment with the employee.
During your meeting, review the evaluation and the supporting evidence.
Both management and the employee must sign off on the review in the area
provided.
Step 10: Grievance Procedures
Inform the employee of his/her right to file a
grievance if not agreeable with the evaluation. Inform the employee
where to find the Grievance Procedures.
Step 11: Document Employee's Personnel File
Place original copy of the employee's
evaluation, along with its supporting evidence, in the employee's
personnel file. Provide the employee with a copy of his/her evaluation.
Step 12: Determine Next Period of Evaluation
Begin with Step 4 and the start the process
all over again.
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Employee
Performance Tools
Weekly Performance Tools
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JUNIORS
Entrepreneurship
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- CTE Foundations standards:
Economics principals, reading, writing, listening and
speaking, problem solving and critical thinking, leadership
and teamwork, technical knowledge and skills, responsibility
and flexibility.
- Entrepreneurship pathway
standards: Characteristics of entrepreneurs, types of
businesses, market research, analysis of potential business,
role and importance of entrepreneurs.
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CTE Foundation Standards:
- Economics: 1.1.3(12.2.5),
1.1.3(12.2.8), 1.1.3(12.4.2), 1.1.3(12.4.3)
- Reading: 2.2.1(2.3), 2.2.1(2.5.5),
2.2.1(2.6)
- Writing: 2.2.2(1.3), 2.2.2(1.6),
2.2.2(2.6)
- Listening and Speaking:
2.2.4(1.1), 2.2.4(1.3), 2.2.4(1.7), 2.2.4(2.5), 2.2.4(2.6)
- Problem Solving and Critical
Thinking: 5.5.1, 5.5.3, 5.5.4
- Responsibility and Flexibility:
7.7.1, 7.7.2, 7.7.3, 7.7.4
- Leadership and Teamwork: 9.9.1,
9.9.3, 9.9.4, 9.9.5
- Technical Knowledge and Skills:
10.10.1, 10.10.2
CTE Entrepreneurship Pathway Standards:
- Characteristics of Successful
Entrepreneurs: B1.1.1
- Types of Business Ownership:
B1.1.2
- Market Research: B2.2.2
- Analyze a Potential Business:
B2.2.5
- Role and Importance of
Entrepreneurship: B5.5.1
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What is
an entrepreneur?
Entrepreneurs assume risk. This makes
them different from employees who are people that work for a
company. Employees and entrepreneurs both make decisions but
entrepreneurs are directly affected by the consequences of those
decisions. People that own, operate and take the risk of a
business venture are called entrepreneurs.
Types of businesses:
- Manufacturing companies -
actually produce the products they sell. Examples:
- Apparel and textile products
- Chemicals and related products
- Electronics and other
electrical equipment
- Fabricated metal products
- Food products
- Industrial machinery and
equipment
- Printing and publishing
- Rubber and plastic products
- Stone, clay and glass products
- Wholesale companies - sell
products to people other than the final customer. Examples:
- Apparel
- Electronics
- Food related items
- Hardware and equipment
- Lumber and construction
materials
- Paper and paper products
- Petroleum and petroleum
products
- Retail companies - sell
products directly to the people that consume them. Examples:
- Auto and home supply stores
- Clothing stores
- Florists
- Furniture stores
- Gift, novelty and souvenir
stores
- Grocery stores
- Jewelry stores
- Shoe stores
- Sporting goods stores
- Service companies - sell
services rather than products. Examples:
- Automotive repair
- Bookkeeping
- Consulting
- Travel agency
- Investments services
- Painting
- Plumbing
- Hotels
- Hairdresser
Entrepreneurs and the Economy
Entrepreneurs provide many benefits to
the country they live in. Entrepreneurs make business more
efficient by comming up with innovative ideas and products.
Entrepreneurs create jobs for the communities they operate in.
90% of all businesses in the United States are small businesses
with less than 20 employees. Entrepreneurs come from very
diverse backgrounds. There are 8.5 million women-owned
businesses in the United States. These businesses account for
more than one-third of all businesses and generate more than $3
trillion in revenue.
Characteristics of Successful
Entrepreneurs
- Develop a habit of reading -
successful entrepreneurs are voracious learners. They read
biographies of famouse people, devour books on strategy,
product development and trends. They also stay current by
reading newspapers and online sites.
- Overpowering need to achieve
- always wanting to be successful at something. Not all of
them are academic stars, but they all wanted to be
successful.
- Get started young - most
entrepreneurs started selling products or services as
teenagers. They love to make money.
- Positive mental attitude -
exhibiting self confidence and believing in your own
abilities is essential to success.
- Marathon workers - There is
no such thing as a 40 hour week. In fact, a 60 hour week
would be considered a vacation. Successful entrepreneurs
love to work.
- Surround yourself with smart
people - successful entrepreneurs surround themselves with
smart people that aren't afraid to ask questions. They hate
"yes" people and appreciate confident people that
push back.
- Intellectual curiosity -
they are interested in learning about other businesses,
listening to other people's stories and questioning why
things are a certain way.
- "NO" is not in
their vocabulary - barriers are just challenges.
- Big thinkers - entrepreneurs
think about how they might have a big impact on their
industry, region and country.
- Ability to accept change -
change occurs frequently when you own your own business,
entrepreneurs thrive on change and their businesses grow.
- Good listeners - some people
like to hear the sound of their own voice, but successful
people are good listeners.
- Unique vision - they see
things differently than everyone else. They have a gut
instinct about trends and opportunities that have been honed
through experience, observation and reading.
- Fearless - successful
entrepreneurs don't worry or shy away from adversity.
- Competitive spirit - they
love competition. Typically these people love to compete
athletically or through the arts. The tougher the
competition, the more pumped up they become.
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All Virtual Enterprise employees will
be able to participate in the entrepreneurial process by having
input on the type of company their class chooses to become.
Class members will discuss different types of businesses
(manufacturing, wholesaling, retail and service). They will also
be able to brainstorm different ideas for new businesses and
compare opportunites.
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Time line: 1st Quarter
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- Break the class into groups
of four. Explain that brainstorming in groups is usually
more productive than brainstorming individually. Have the
groups brainstorm ideas for a new company. Make sure that
each group has at least one idea for each type of business
(manufacturing, wholesaling, retail and service). Encourage
the class to be creative with their ideas. All ideas should
be written down no matter how wild they seem. Have each
group elect a person to write down all the ideas the group
is able to come up with. Each group will also need to elect
a presenter.
- Once each gruop has had time
to brainstorm at least 4 ideas, have them send their
presenter to the front of the class to present their 2 best
ideas.
- The groups will compare
their 2 favorite ideas. This is to identify which idea has
the best chance for success. Each group will answer the
following questions for their 2 favorite business
opportunities.
- Is there a need in my
community for this kind of business? Answer this
question in terms of the Virtual community and your real
community. Will people buy this product or service?
- How much money would it
take to start this business? Will I be able to borrow
that much money?
- What are the particular
risks associated with this business. What is the rate of
business failure in that industry sector?
- Does the class have the
necessary background to run this kind of business?
- What is the potential
for profit for this company?
- What is the competitive
environment like for your idea?
- What is my business
advantage over other firms?
- A student from each group
will present the results of their comparison to the class.
Each group will tell the class which of their ideas was the
best aand why.
- The class will compare each
group's favorite idea and then vote on which company idea
has the best opportunity for success.
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International Trade
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- Business Core: Business Communications;
Business Environment; Economics and Financial Concepts; Information
Technologies; Decision Making; Financial Analysis; Financial
Markets; Risk Analysis; Trade Finance; Economics; International
Business; Global Marketing; Marketing Strategies; Promotion;
Entrepreneurship
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CTE Foundations Standards
- Business Communications: FS2.2.5,
FS2.2.2(2.5a), FS2.2.2(2.6a-c)
- Economics and Financial Concepts:
FS1.1.3(12.6), FS1.1.3(12.6.1)
- Information Technologies: FS4.4.2
- Decision Making: FS5.5.1
- Financial Analysis: FS5.5.4
- Economics: FS1.1.3(12.1), FS1.1.3(12.1.1),
FS1.1.3(12.1.2)
CTE Pathway Standards
- Accounting: A1.1.2, A3.3.3
- Entrepreneurship: B1.1.4, B4.4.2, B4.4.3,
B4.4.4, B5.5.2
- Sales and Marketing: D1.1.2, D1.1.3,
D1.1.4, D3.3.1, D3.3.2, D3.3.3
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Most business activities are domestic. That is
too say that they occur within a country's own borders. Specifically,
domestic trade is the process of making, buying, and selling goods and
services within one country. On the other hand, international trade
includes making, buying, and/or selling good and services across
national borders.
Why participate in international trade?
- the products consumers want are made in
another country
- the source materials used to make a
product are in another country
- it increases opportunities for
individuals, companies, and nations to gain wealth
Just as with domestic trade there are some
barriers to international trade. This unit will allow students to
examine those barriers and learn to successfully trade despite them.
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- Students will be able to define the
following international trade concepts (click for examples of each):
- tariff
- quota
- export
controls
- Foreign-Trade
Zone (FTZ)
- exchange
rate
- Students will be able to determine the
export
potential of a given product
- Students will be able to assess the export
readiness of a given company
- Students will be able to determine
which of the following exporting considerations apply to a given
company and how:
- freight
forwarders
- production
price vs. export price
- quotations
and pro forma invoices
- cultural
factors
- business
practices in international selling
- building
a working relationship with an international customer
- Students will be able to develop an export
plan
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Time Line: 1st
Quarter
Step 1: Review international trade concepts,
export potential, export readiness, and exporting considerations with
students. See Objectives A - D.
Step 2: Assess student comprehension with this
assessment: CLICK
HERE.
Step 3: Construct Export Plan. The Export Plan
is one of the most important assignments of a third year Virtual
Enterprise and should be presented along with the strategic plan.
Therefore, begin constructing the Export Plan immediately after
completing the strategic plan. Expect to spend four to six weeks
constructing the Export Plan. Note that revisions may take additional
time. Quality time should be spent on preparing the Financial
Statements, based on the previous' year operating income and gross
sales. (See Accounting and Finance).
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What are the
restricted countries where I may not sell my goods?
You cannot think only of "restricted
countries" because some of our export controls apply worldwide.
Where you may or may not ship your goods varies with each transaction
and depends on the nature of the goods, the identity of the proposed
recipient of the goods, and the activity or activities in which the
recipient is involved. You must determine that information before you
can decide whether you need an export license. In some situations, the
Export Administration Regulations (EAR) requires an export license for
shipments to any country in the world (even Canada, in rare
circumstances). Part 746 of the EAR lists countries that are subject to
embargoes or other special controls. Presently, there are seven
countries for which shipment of almost all commodities requires a
license for export. Those countries are Iran, Iraq, Libya, Serbia,
Sudan, North Korea, and Cuba.
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An International
Trade Rubric and Grade
Summary have been provided for evaluation purposes.
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See the following web sites for further
information regarding international trade:
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E-Marketing Lesson
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Real World
Application
As the world economy becomes globalized and
technology changes the business infrastructure, companies must learn to
market themselves in other languages. There are many good reasons for
companies to take the international online market seriously:
- Increased international sales
- Internet use growing exponentially outside
the U.S./Canada: by 2002, analysts estimate that 66% of Internet use
and 40% of e-commerce revenue will come from outside the U.S.
(Source: IDC).
- Sheer size of the non-English market:
recent figures show that 70% of the world's purchasing power and 92%
of the world's population live in countries where English is not the
native language.
- Projection: by 2005, 75% of the worldwide
online population will access the Internet in a language other than
English (when there will be around a billion people online).
Why Sell To International Markets?
It is all in the numbers: Nearly half of all
Internet users live in Asia and Europe. Today there are 238 million
non-English speaking Internet users. Over half of the online population
accesses the Internet in another language than English, and this figure
will grow to 75% by 2005 (when there will be around a billion people
online). And by 2003, two-thirds of all e-commerce spending will
originate outside the U.S. If you make the effort to address these
non-English-speaking markets now, before your competition does, you will
have an enormous competitive advantage over your competitors who arrive
later on.
It is undeniable that globalization is no
longer an option but a strategic imperative for all but the smallest
corporations. The Internet is increasingly the element that holds the
global economy all together, as it makes the marketplace into a 24/7
event that takes place everywhere at once. The potential for
cross-border trade has never been stronger. Benefits of international
marketing:
- Increased Sales
- When domestic sales are good, the time is ripe for you to start
exporting.
- Higher Profits -
Your profits can rise faster, if your company's fixed costs are
covered by domestic operations.
- Reduction of Dependence
on Traditional Markets - You can strengthen your company by
diversifying into international markets.
- Diversified Markets
- Companies that market internationally can take advantage of
booming export markets.
- New Knowledge,
Experience and Enhanced Domestic Competitiveness - Expand
your horizons! Often, new ideas, new approaches, and new marketing
techniques learned from exposure to the global marketplace can be
successfully applied domestically.
- Global Competitiveness
- Today, many companies outside your country are entering your local
market, as they are exporting worldwide. Exporting paves the way to
global competitiveness.
Virtual World Application
The Virtual Enterprise World is not much
different from the real world. You are marketing the same products and
services that companies in the real world do and therefore it is
essential for your VE to tap into the international market by making
your website multilingual and using your bilingual employees to
translate advertisements, send emails and communicate orally at trade
fairs and business conferences.
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All Virtual Enterprise employees will have an
understanding of international marketing concepts and complete the
five-part Lesson (as stated below) within the timeframe specified. Extra
credit is available for the Technology and/or Marketing Departments.
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E-marketing is an activity that becomes
increasingly more important as your VE develops. Specifically when you
are a VE in the second year of operation, your Technology and Marketing
Departments will need to get together to develop their E-marketing plan.
Start this assignment as soon as your website is up and running and
increase the time spent on this activity before international trade
fairs.
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Given the information below, you will:
- Provide five explanations why your
VE should sell to international markets.
- What is the basic requirement for
being visible in a country?
- Define "guerilla
marketing" and explain why this may be more effective than
attracting customers through search engines.
- Write down four strategies to
promote your site online.
- What is the maximum download time
for each web page?
- Bonus: With the information provided
under "Additional Resources", use Alta Vista
Translator to translate your web site in a foreign language.
How To Get Started
The basic requirement for being visible in a
country is to appear in the indexes, directories and search engines of
that country. Now that there are more web pages on the internet than
human beings on the planet, the first step to take after developing a
web site is to ensure that potential visitors can find it. Most people
turn to the search engines and directories to start their search for a
specific product or service. By establishing a presence here, you are
greatly increasing the chances of bringing visitors to your client's
site. Getting registered on directories and search engines is the most
logical and cost-effective means to placing your web site where
potential visitors start their searches on the Internet.
When web users outside of English-speaking
countries search for something on the web, they search in their native
language. You can make it easy for them to find your client's site by
registering their website in these international indexes. As far as web
promotion goes, this step is the strict minimum to bring visitors to
their website from other countries. It is like them having their company
listed in the local phone book.
Guerilla Marketing
Online promotion (also called "guerilla
marketing") is based on bringing traffic to your website from other
niche-specific search engines and directories, e-magazines, discussion
forums, chat groups, newsletters, discussion groups, Newsgroups, etc.
These are places on the internet where people with similar interests
would congregate. People are often more apt to visit your website if
they are already reading about a particular subject, and they see a link
to your client's website (same-subject) than simply by clicking on a
banner. Your site might attract higher quality visitors from this web
promotion technique than from search engines.
Forums Research and Participation
Bulletin boards, message boards, and
discussion groups are excellent and often overlooked marketing tools.
They can be quite effective because they help develop relationships with
prospects and customers. From building customer loyalty to providing
customer assistance, participating in group discussions can help your
business build an excellent reputation with discussion group members.
These forums can provide your business with the opportunity to let
others know about your products and/or services. These forums are
extremely subject-specific, so that if someone talks about your
company's offering in one of the forums that has to do with the
subject-matter of your product or service, they are sure to get several
people asking for details after each message posted. Extremely qualified
and interested prospects, wouldn't you say?
Here are some ideas that can be used to
promote a site online:
- Identify and monitor the right
discussion groups;
- Develop content from the hot topics
your prospects discuss;
- Participate effectively and get your
sales message out without turning people off;
- Build your "brand" and
your business by becoming a valued participant in a few selected
groups.
Similar to e-zines, discussion lists are done
through e-mail. But the difference, however, is that subscribers may
participate in the discussions as each person's e-mailed contribution is
mailed to every other subscriber. On the other hand, discussion board
messages are posted on a web page; the top of the page being the most
recent post. The advantage of discussions boards over discussion lists
is the fact that posts can be viewed by anyone.
Direct Marketing
Direct marketing is a well-established
industry in itself to easily communicate directly with potential
customers who already have expressed an interest in your business'
particular product or service. A marketing message can be distributed by
fax or by email. This is an excellent way of attracting potential
customers to your website.
Besides direct mail (by post, the most common
- and expensive - means of direct marketing), there are two principal
means of broadcasting an advertising message:
- By fax mailing (highly developed in most
all countries)
- By direct email (quite developed in
English-speaking countries, somewhat developed in Europe outside of
Germany, where it is illegal).
Download Time
Create web pages with your target audience in
mind. The download time for each page should be kept to between 15 and
30 seconds, with 45 seconds at a maximum.
The designers of the Note Book Mall designed
their entire site assuming 28.8 modum users. The used-computer-company
reduced the logo size and tried to limit downloading time to between 15
and 20 seconds for each page.
Some customers turn off graphics altogether.
For these people, include alternate text (the ALT tag in HTML) for each
image and make sure the text explains why it's there.
Avoid large graphics on entry-level pages.
While retailers note the need for eye-appealing pictures, the
most-traversed pages should have smaller graphics. Save the bigger,
better graphics for a few layers down on the site. Also, avoid nested
tables (placing an HTML table within another HTML table). Nested tables
on many browsers dramatically slow display time.
Some Facts and Figures Regarding International
E-Marketing
According to the Direct Marketing Association,
113 million American catalog shoppers will order more than $75 billion
(UK milliard) worth of goods in 1997. Projections from the market
research firm International Data Corporation (IDC) indicate about 9
million computer users will order just $5.4 billion worth of products on
the Internet this year. Though figures vary, the future looks brighter,
with projections ranging from $73 to $100 billion for the year 2000.
Forrester Research forecasts business-to-business e-commerce at $66
billion in U.S.-related Internet revenues, while improved security and
the increasing number of households on the Internet drive consumer
retail to $7 billion by 2000. IDC projects that growth of sales combined
with an increase in the number of users buying and selling goods and
services on the World Wide Web will boost commerce on the Internet to
$100 billion in the year 2000.
Alta Vista Translator
Have you tried the translation service at
AltaVista? Go to http://www.altavista.com Then submit any query, then
click on "translate" next to any of the items in the results
list. Or go straight to the translation page by clicking on the
"Translations" tab above the query box or by going to http://babelfish.altavista.com.
There you can enter a URL, or type or cut-and-paste any text into the
box, and you can translate from English to French, German, Italian,
Spanish, or Portuguese; or from any of those languages to English.
Unless the server is extraordinarily busy, you get the results almost
immediately. And unless the text is idiomatic or laden with slang, you
are likely to get remarkably good translations.
Because the software runs on Digital's
powerful Alpha computer systems at the AltaVista site, you get very fast
results (though response- time may slow somewhat when tens of thousands
of users make requests at the same moment). And the translation service
is intimately tied into the AltaVista search service, making translation
part of your normal Web-navigating experience. Whenever you do a search,
matches in your results list that are in any of the six languages now
covered come with a "translate" link. Clicking on that takes
you to a page where you select the language you want to translate it to.
Then clicking on "translate" again, provides you with the page
itself, with all its graphic look and feel, including all its hyperlinks
-- with the text in the language of your choice. From there you can
continue to explore as you normally do in the Web environment.
There are limitations. Today the service only
provides translations between English and five European languages, not
among those European languages (e.g., French to German) and not any of
the other major languages of the world (such as Arabic, Japanese,
Chinese, and Russian). Also, because of performance issues, the size of
the text it will translate is limited: normally about 5-10 Kbytes (which
about one to two times the size of the text of the average Web page),
but varying to balance performance based on usage. Also, keep in mind
that this service only translates plain text. Words embedded in graphics
remain unchanged.
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Selling Your Virtual Product
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- Business Core: Business Communications,
Leadership Development;
- Business Management: Management
Principles;
- Marketing: Global Marketing, Promotion,
Selling Concepts
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- Business Core :1.1.1; 1.1.6; 1.7.4;
- Business Management :3.3.4;
- Marketing : 5.2.8; 5.5.2; 5.6.3; 5.6.5;
5.6.6
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Real World
Application
Everyone, everywhere sells something. You
might be selling a product, a service, and idea or concept, or yourself.
Whether tangible or intangible, the same basic principles of
salesmanship apply and can be adapted to almost any situation. There are
important factors that can impact the success of your interaction with
customers. Every customer is different and a good salesman knows how to
operate successfully with all type of customers. You may not like
selling but you will be involved in the activity numerous times
throughout your lifetime.
Virtual World Application
Every employee of a virtual enterprise will be
directly or indirectly involved in sales. It is important for all
employees to understand the sales process in order to support the sales
efforts. The best way to sell anything is face to face. The opportunity
to do this in the virtual world is limited to visiting other sites,
visitors on site, and activities such as trade fairs. However, the sales
job must be ongoing throughout the year. Remember.everyone is a
salesman.be prepared!
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All Virtual Enterprise employees will
understand the basics of good selling techniques including the ability
to demonstrate product knowledge, dress appropriately, interact with a
variety of customer personality types, represent the company in a
positive way, close a sale, and process necessary paperwork.
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There is an old saying in the retail industry
- NOTHING HAPPENS UNTIL SOMETHING GETS SOLD. This section is designed to
help you make sales happen, and is based on these truths.
- Sales don't just happen.
- Selling skills can be learned.
- Everyone can learn to be an
effective salesperson.
- Customers don't care how much you
know until they know how much you care.
- If sales are done correctly, the
customers will be very satisfied and the company will be profitable.
(5.6.3, 5.6.6)
These truths, or maxims, come directly from
the training given by Fortune 500 companies to their sales force. They
are nearly universally accepted, although they may be stated in
different words. Let's expand on them a bit.
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There are numerous resources on the web for
information about trade shows in general and about actual trade show
throughout the world. The following sites will also lead to other trade
show sites and information:
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SELLING YOUR VIRTUAL PRODUCT
LESSON PLAN
KEY CONCEPT: (Marketing Sales &
Service Industry Sector)
(VE: International Trade Pathway)
Student will understand the process of selling in
different venues.
PERFORMANCE
OBJECTIVES: Students
will be able to: understand the basics of good selling techniques including the
ability to demonstrate product knowledge, dress appropriately, interact with a
variety of customer personality types, represent the company in a positive way,
close a sale, and process necessary paperwork.
TECHNICAL
STANDARDS ADDRESSED: (C:
International Trade Pathway)
C1.1 Evaluate
emerging products, services, and business models in relation to the creation,
setup, and management of network communication products and services.
ACADEMIC
SKILLS REINFORCED: (2.0
Communications)
(9-10)
R 2.5
Extend ideas presented in primary or secondary sources through original
analysis, evaluation, and elaboration.
(11-12) W 1.1 Demonstrate
an understanding of the elements of discourse (e.g., purpose, speaker, audience,
form) when completing narrative, expository, persuasive, or descriptive writing
assignments.
FOUNDATION
OR ESLRS ADDRESSED: (5.0 Problem and Critical Thinking & 10. Technical
Knowledge and Skills)
5.1 Apply
appropriate problem-solving
strategies and critical thinking skills to work-related issues and tasks.
10.1 Use the
marketing information management concepts, systems, and tools needed to obtain,
evaluate, and disseminate information for use in making marketing decisions.
MATERIALS:
There are
numerous resources on the web for information about trade shows in general and
about actual trade shows throughout the world. The following sites will also
lead to other trade show sites and information:
·
http://www.info-now.com
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http://www.ideacafe.com
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http://www.advantekinc.com
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http://www.imagespecialist.com
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http://www.siskindtraining.com
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http://www.tsdsc.com
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http://www.exhibitorease.com
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http://www.tradeshowweek.com
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http://www.tscentral.com
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http://www.bizland.com
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http://www.iondesigngroup.com
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http://www.woznymedia.com
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http://ca.essortment.com/tradeshowbooth_rxub.htm
·
http://www.allbusiness.com
MOTIVATION/OPENER:
Everyone,
everywhere sells something. You might be selling a product, a service, an idea
or concept, or yourself. Whether tangible or intangible, the same basic
principles of salesmanship apply and can be adapted to almost any situation.
There are important factors that can impact the success of your interaction with
customers. Every customer is different and a good salesperson knows how to
operate successfully with all types of customers. You may not like selling but
you will be involved in the activity numerous times throughout your lifetime.
Every employee of a Virtual Enterprise
will be directly or indirectly involved in sales. It is important for all
employees to understand the sales process in order to support the sales efforts.
The best way to sell anything is face to face. The opportunity to do this in the
virtual world is limited to visiting other sites, visitors on site, and
activities such as trade fairs. However, the sales job must be ongoing
throughout the year.
PRESENTATION:
(Teacher Activities) There
is an old saying in the retail industry - NOTHING HAPPENS UNTIL SOMETHING GETS
SOLD. This section is designed to help you make sales happen, and is based on
these truths.
- Sales don't just happen.
- Selling skills can be
learned.
- Everyone can learn to be an
effective salesperson.
- Customers don't care how much
you know until they know how much you care.
- If sales are done correctly,
the customers will be very satisfied and the company will be profitable.
These
truths, or maxims, come directly from the training given by Fortune 500
companies to their sales force. They are nearly universally accepted, although
they may be stated in different words. Let's expand on them a bit.
·
Sales
don’t just happen.
For a business to be successful, planning and research are required. Some
products carry nearly universal appeal, such as televisions. Others are
age-specific, gender-specific, or limited to a specific interest group, such as
skateboards.
·
Selling
skills can be learned.
“Natural-born” salespeople are really just excellent communicators. The
skills needed to be a successful salesperson are not difficult to develop, and
are refined through practice.
·
Everyone
can learn to be an effective salesperson. Just as with any other skill, some people will
learn faster than others, but everyone can improve their skills by practicing.
·
If
sales are done correctly, the customers will be very satisfied and the company
will be profitable.
Research has shown that a satisfied customer will tell three people how nice
their buying experience was with you, while a dissatisfied customer will tell
twenty people how bad it was. Satisfied customers will bring you more business,
and these referrals will be ready to buy from you. Dissatisfied customers will
cost you sales, and rarely will you even know why.
The
virtual sales world uses many of the same sales techniques as the real world.
However, virtual sales differ in several ways.
·
Limited
market. Generally,
you will be selling to other virtual enterprises, employees of other virtual
enterprises, and on occasion to guests (visitors) to your business.
·
Limited
face-to-face contact with your customers. Most
of your business will be conducted electronically from your web page, via email,
fax, or by telephone.
·
No
physical product. You
are selling an idea, not a box that the customer can carry out. You cannot
demonstrate the product, and you cannot demonstrate differences in product
performance. Imagine an electronics store with no power, or buying a new car
from a catalog.
·
Most
virtual businesses are monopolies. However,
this has not prevented individuals and businesses from refusing to make
purchases from virtual companies who perform unsatisfactorily. After all, if you
can’t get the virtual water company to respond to your needs, you don’t take
a virtual shower and your virtual lawn dies. This relates directly to customer
satisfaction.
·
Limited
hours of operation. Most
businesses are open at least eight hours on business days; virtual businesses
are open less than two. Additionally, it is not the same two from one virtual
business to another. The company you need to lease a car from may not be open
when you are. This makes communications slow, even though email is fast.
·
Visual
communication is vital.
Because you have no physical product, you have no showroom. Since the daily
hours are limited, you may not get many opportunities to make face-to-face sales
presentations. Because of these factors, your visual sales materials become
extremely important. This includes your web page, catalog, and advertisements.
They must invite the customer to purchase your products, and do much of the
selling without you. For an outstanding example of a website, go to http://www.towerhobbies.com.
APPLICATION:
(Student Activities) In groups of 2-3, students research the following
terms and share answers:
1.
Indirect sales
2.
Electronic Data Interchange
3.
Customer
service policy
4.
Multi Level Marketing
5.
Stress Management
6.
Empathy
7.
Conflict Resolution
8.
Listening Skills
9.
Sales Quota
10. Consignment
Sales
Students
role-play The Process of Selling for better
understanding of the six (6) steps:
I.
The Process of selling any product or service can be broken into five
steps:
·
Greet the Customer
·
Qualify
·
Present the product
·
Overcome objections
·
Close the sale
·
Follow up
1.
Greet the customer.
This can be done in many ways. Avoid “Can I help you” as that elicits
the automatic response “Just looking.” A much better greeting would be
“Hello. Welcome to XYZ Widgets. I’m John Salestar. How may I be of
assistance today?”
2.
Qualify. Ask questions to find out what are the
customer’s wants and needs. Do they already know exactly what they want, or do
they need your expertise in order to select the product that will be best for
them? The website needs to have a logical flow to help the customer qualify
themselves, perhaps a checklist or table for each product category.
3.
Present the product. “Based on what you’ve told me, I
recommend this model. It has (feature customer wanted), (another feature
customer wanted), and even adds (a feature customer might not even know
about).”
4.
Overcome objections. If a customer still isn’t ready to
buy, why not? Some examples:
P
Price. If the price is an objection, ask, “Well, which
features are you willing to give up?”
P
It’s not on sale. Response: “If I can get you the sale
price now will you buy it now?”
P
Customer doesn’t need it. Go back to Qualifying.
5.
Close the sale. Ask for the sale! If you discover
early on (during qualifying) that the customer has already made in informed
decision, ask them to buy it. Don’t get so anxious to give your presentation
that you overlook the signs that your customer is ready to close the sale. Many
salespeople have lost sales by talking when they should have been listening.
6.
Follow up. Once you make the sale, continue to
build a relationship for future sales or referrals.
Once you’ve asked for the sale, BE
QUIET! In the Closing Game, the person who talks first loses the advantage. If
the customer says “Yes,” you win. If the customer comes up with another
objection, you’re still in the game. Overcome it and try to close again.
ABC—Always be Closing!
When
the selling process has been demonstrated, students, then, research Internet
websites within the Virtual Enterprise world to analyze each industry’s
websites to determine what are quality, reliable, and user friendly components
of each link within the website. The class discusses and compiles a list for the
company Webmaster to use when creating the website. An Internet search for
Internet Commerce will give material to evaluate and help with the plan for
the website.
II.
The Company Website – In addition to supplying visitors with information about
the company, the following five steps need to be adapted for the website to be a
successful sales tool.
A
company website should be far more flexible than a paper catalog because it can
be updated nearly instantly. It is also more cost effective because printing and
mailing expenses can be eliminated altogether.
1.
Greet the customer. The home page may be the first
introduction to the company a customer may have. It is important that it reflect
the quality of the products/services offered. Make it pleasing to the eye
(remember your customer base will be diverse so consider what others might like
and/or dislike). It’s a good idea to get another opinion before you spend an
inordinate amount of time on a “far out” page.
2.
Qualify. You may have to make some assumptions about
customer likes and dislikes. This can be modified as a result of customer
surveys, etc. Take into consideration their questions and supply a place for
“Frequently Asked Questions” to be answered and easily located.
3.
Present the Product. Group things in a way that customers
would want to see them. Be sure all links work and are easy to identify. This is
a very critical step. Do some surfing of your own and make a list of features
you find that are good and bad. Incorporate the good things.
4.
Overcome Objections. About the only way to overcome
objections is to provide the customers with good information. This is where the
selling comes in. Involve the sales team because they are the “experts.” Use
their input!
5.
Close the Sale. Probably the best way to close the
sale on a website is to provide an on-line order form. This takes some advanced
expertise and may take awhile to put together, but it will be worth it in the
long run. If this option is not available, then be sure to supply obvious links
to the sales department and/or specific employees e-mail contact.
Suggestion:
Pick a product in your line and search for retailers of that product. Put
yourself in the role of the customer and look at the sites you find with a
critical eye as to what about them is easy to use and encourage you to make a
purchase. Incorporate those elements into your own website. http://www.entrepreneur.com/startingabusiness/businessideas/index.html
has a large database of suggestions.
Basic
Guidelines:
1.
Use MS FrontPage® if it available. If not, MS Word® or MS Publisher®
will work.
2.
Keep it professional. No dancing hamsters, etc.
3.
Clean and neat. Avoid numerous photos unless they are compressed.
4.
Avoid the overuse of animation. Long loading times are annoying.
5.
Use Arial or Times New Roman fonts.
6.
Contrast the fonts with the background. Dark fonts on a light background
work best.
III.
Selling at a Trade Fair
Trade
fairs are a great opportunity to promote your company and make direct contact
with your customers. Trade fairs will be your best opportunity to use your sales
skills - - Greet the customer, Qualify, Present the product, Overcome
objections, Close the sale. Hundreds of people (potential customers!) will be
attending the trade fair, and most will have money to spend.
1.
While
you will probably want to have your catalog available, the majority of your
sales should be concentrated in a few “trade fair specials.” These specials
should be the latest and the greatest, the newest products with the widest
appeal of your product line.
2.
Your
goal is to create excitement, which in turn attracts more customers and results
in a “buying frenzy,” when you find yourself presenting the product to
groups and selling it to many people simultaneously. When this happens, the
customers will actually start telling other customers about the product and
getting them ready for you to close! Don’t be surprised if one salesperson
will be writing orders for three or more customers at a time during the
trade-fair frenzy.
You
will also need to do the following prior to the trade fair:
1.
Design
an attractive booth. Clean, neat, with something to grab the attention of
customers.
2.
Offer
a few, well-selected specials. Two per product category is good;
don’t exceed three per product category. In some categories, you may only want
to offer one, if it will appeal to a wide variety of customers. Too few is
better than too many. These specials should reflect a large discount, but should
still be profitable. Many times manufacturers will give your company special
promotional pricing for trade fairs, especially if you are introducing new
products.
3.
Train
all employees who will be involved in the sales process. (This should be
everyone!). They need to memorize ALL the specials and what the key selling
points or features are for the products on special.
4.
Come
properly and appropriately dressed. The appearance of your salespeople
matters! Customers judge the credibility of the salesperson by their appearance.
Just as a tie and sport coat or suit would not be appropriate at a skate park,
cargo pants and a ratty tee shirt don’t belong on your sales floor. Look
professional, and customers will assume you are a professional.
5.
Develop
a well-organized system. Are invoices numbered and readily available? Do
you have clipboards for the invoices? Pens? Calculators? Will you be doing
financing? How will you keep track of what is sold, who has paid, and who owes
the company money?
6.
(Optional)
Have a contest for your sales staff - - especially if they are not on
commission. This can be broken up into hourly contests, half-days, etc.
IV.
Other Sales Categories
The
steps identified can be applied and adapted to all other potential sales tools.
Some would include:
·
The
catalog – incorporate many of the components of a successful sales
presentation and website.
·
Advertisements,
newsletters, and other marketing documents.
·
E-Mail
communications
·
Identify
potential customers
·
Assign
specific personnel to follow-up contacts
·
Keep
excellent records of who was contacted, when they were contacted, and what the
next step should be.
The
steps for successful sales can and should be considered when interacting with
all potential customers. Have fun…take a deep breath…and remember to smile
when you say that first “Hello.”
ASSESSMENT/EVALUATION:
(See Sales Assessment and key attached)
CLOSURE:
After
a Trade Fair students in each department do a quick write and reflect on what they have
learned about the sales process, trade fair preparation, and website components.
Each department identifies a spokesperson that presents a brief summary to the
class.
LESSON
PLAN REFLECTION: Teacher reflects on the lesson and makes necessary changes for the next
time.
|
Name:
______________________________
|
Date: ______________
|
|
1.
|
During the objection phase of the sales process, if the
customer gives an objection then the salesperson should go back to what
step?
|
|
|
a.
|
Presentation
|
|
c.
|
Meet and Greet
|
|
|
b.
|
Follow Up
|
|
d.
|
Qualifying
|
|
2.
|
Telemarketing is a form of indirect sales.
|
|
|
TRUE
|
FALSE
|
|
3.
|
What is the best way to close a sale through the
Internet?
|
|
|
a.
|
Email of acceptance.
|
|
c.
|
Through the toll free number given on the site.
|
|
|
b.
|
An online order
form.
|
|
d.
|
Customer service representatives online.
|
|
4.
|
Why is it important to use the six (6) steps of the
sales process?
|
|
|
a.
|
The employer prefers the 6 steps because it is fast.
|
|
c.
|
Completed sales is the only thing that is important.
|
|
|
b.
|
If sales are
done correctly, the customers will be vary satisfied and the company will
be profitable.
|
|
d.
|
The customer expects all 6 steps to be practiced each
time they enter a place of business.
|
|
5.
|
EDI stands for Electronic Different Information.
|
|
|
TRUE
|
FALSE
|
|
6.
|
Name one step you can take to insure clients receive
excellent customer service.
|
|
|
a.
|
Have a full time customer service quality control
manager.
|
|
c.
|
Hand out gifts with every purchase.
|
|
|
b.
|
Always have a manager present at every sale.
|
|
d.
|
Put your
customer service policy in writing.
|
|
7.
|
During the qualifying step of the sales process is
where you see if the customer needs the product.
|
|
|
TRUE
|
FALSE
|
|
8.
|
What four areas of customer service training do
employees often get help in?
|
|
|
a.
|
Stress
management, empathy, conflict resolution, listening.
|
|
c.
|
Stress management, dress management, listening,
speaking.
|
|
|
b.
|
Empathy, dress management, conflict resolution,
speaking.
|
|
d.
|
Conflict resolution, empathy, listening, speaking.
|
|
9.
|
What is Multi Level Marketing?
|
|
|
a.
|
A system of marketing which relies on telemarketers to
get all sales leads.
|
|
c.
|
A system of marketing where you can be both a manager
and a customer.
|
|
|
b.
|
A system of marketing where once you reach a certain
level of sales, you can change the name of the company.
|
|
d.
|
A system of
marketing which puts more emphasis upon the recruiting of distributors
than on the selling of products.
|
|
10.
|
What are consignment sales?
|
|
|
a.
|
An arrangement where one party buys something from
another party and resells the merchandise at a profit.
|
|
c.
|
An arrangement
whereby merchandise owned by one party is sold by another party, usually
on a commission basis.
|
|
|
b.
|
An arrangement between two parties where one makes the
merchandise then sells the merchandise to another party at a discount.
|
|
d.
|
An arrangement of two parties where one party sells
merchandise to another party who sells it to a third party.
|
|
11.
|
What is a sales quota?
|
|
|
a.
|
Dollar or unit
sales goals set for the sales staff to achieve in a specified period of
time.
|
|
c.
|
A dollar amount set for a specific item, not to exceed
that amount.
|
|
|
b.
|
A device that counts sales at the time they are
happening.
|
|
d.
|
A set dollar amount to pay salespeople whether they
make a sale or not.
|
|
12.
|
Name two ways in which virtual sales differ from real
sales.
|
|
|
a.
|
Limited market, No marketing team
|
|
c.
|
Limited hours of operation, Limited number of employees
|
|
|
b.
|
Limited
face-to-face contact with customers, No physical product
|
|
d.
|
No physical product, Limited management team
|
|
13.
|
When selling at a trade fair, additional preparation is
needed. Name two things that
need to be done for a trade fair.
|
|
|
a.
|
Dress appropriately, Have lots of light displays.
|
|
c.
|
Have trade fair
specials, Develop a well organized system.
|
|
|
b.
|
Pick a trade fair leader, Have a contest for your sales
staff.
|
|
d.
|
Make sure you have a banner, Make sure the company
accountants are logging receipts.
|
|
14.
|
Selling skills can be learned.
“Natural-born” salespeople are really just excellent _____.
The skills needed to be a successful salesperson are not difficult
to develop, and are refined through practice.
|
|
|
a.
|
con-artist
|
|
c.
|
dressers
|
|
|
b.
|
hand-shakers
|
|
d.
|
communicators
|
|
15.
|
List the six steps in the sales process and give a
brief explanation for each one.
|
|
|
The six steps of the sales process are:
1.
Meet and Greet - The introduction, icebreaker. Chance to build rapport with the customer.
2.
Qualify Customer - Ask questions to identify customer needs.
The who, what, when, why and how of the sales process.
3.
Presentation - This is where you demonstrate the product for
the customer.
4.
Overcome Objections - Your opportunity to reinforce the
benefits in the customers mind.
5.
Closing - Ask for their business.
6.
Follow Up - Once you make the sale, build a relationship for
future sales or referrals.
|
|
|
|
|
Name:
______________________________
|
Date: ______________
|
|
1.
|
During the objection phase of the sales process, if the
customer gives an objection then the salesperson should go back to what
step?
|
|
|
a.
|
Presentation
|
|
c.
|
Meet and Greet
|
|
|
b.
|
Follow Up
|
|
d.
|
Qualifying
|
|
2.
|
Telemarketing is a form of indirect sales.
|
|
|
TRUE
|
FALSE
|
|
3.
|
What is the best way to close a sale through the
Internet?
|
|
|
a.
|
Email of acceptance.
|
|
c.
|
Through the toll free number given on the site.
|
|
|
b.
|
An online order form.
|
|
d.
|
Customer service representatives online.
|
|
4.
|
Why is it important to use the six (6) steps of the
sales process?
|
|
|
a.
|
The employer prefers the 6 steps because it is fast.
|
|
c.
|
Completed sales is the only thing that is important.
|
|
|
b.
|
If sales are done correctly, the customers will be vary
satisfied and the company will be profitable.
|
|
d.
|
The customer expects all 6 steps to be practiced each
time they enter a place of business.
|
|
5.
|
EDI stands for Electronic Different Information.
|
|
|
TRUE
|
FALSE
|
|
6.
|
Name one step you can take to insure clients receive
excellent customer service.
|
|
|
a.
|
Have a full time customer service quality control
manager.
|
|
c.
|
Hand out gifts with every purchase.
|
|
|
b.
|
Always have a manager present at every sale.
|
|
d.
|
Put your customer service policy in writing.
|
|
7.
|
During the qualifying step of the sales process is
where you see if the customer needs the product.
|
|
|
TRUE
|
FALSE
|
|
8.
|
What four areas of customer service training do
employees often get help in?
|
|
|
a.
|
Stress management, empathy, conflict resolution,
listening.
|
|
c.
|
Stress management, dress management, listening,
speaking.
|
|
|
b.
|
Empathy, dress management, conflict resolution,
speaking.
|
|
d.
|
Conflict resolution, empathy, listening, speaking.
|
|
9.
|
What is Multi Level Marketing?
|
|
|
a.
|
A system of marketing which relies on telemarketers to
get all sales leads.
|
|
c.
|
A system of marketing where you can be both a manager
and a customer.
|
|
|
b.
|
A system of marketing where once you reach a certain
level of sales, you can change the name of the company.
|
|
d.
|
A system of marketing which puts more emphasis upon the
recruiting of distributors than on the selling of products.
|
|
10.
|
What are consignment sales?
|
|
|
a.
|
An arrangement where one party buys something from
another party and resells the merchandise at a profit.
|
|
c.
|
An arrangement whereby merchandise owned by one party
is sold by another party, usually on a commission basis.
|
|
|
b.
|
An arrangement between two parties where one makes the
merchandise then sells the merchandise to another party at a discount.
|
|
d.
|
An arrangement of two parties where one party sells
merchandise to another party who sells it to a third party.
|
|
11.
|
What is a sales quota?
|
|
|
a.
|
Dollar or unit sales goals set for the sales staff to
achieve in a specified period of time.
|
|
c.
|
A dollar amount set for a specific item, not to exceed
that amount.
|
|
|
b.
|
A device that counts sales at the time they are
happening.
|
|
d.
|
A set dollar amount to pay salespeople whether they
make a sale or not.
|
|
12.
|
Name two ways in which virtual sales differ from real
sales.
|
|
|
a.
|
Limited market, No marketing team
|
|
c.
|
Limited hours of operation, Limited number of employees
|
|
|
b.
|
Limited face-to-face contact with customers, No
physical product
|
|
d.
|
No physical product, Limited management team
|
|
13.
|
When selling at a trade fair, additional preparation is
needed. Name two things that
need to be done for a trade fair.
|
|
|
a.
|
Dress appropriately, Have lots of light displays.
|
|
c.
|
Have trade fair specials, Develop a well organized
system.
|
|
|
b.
|
Pick a trade fair leader, Have a contest for your sales
staff.
|
|
d.
|
Make sure you have a banner, Make sure the company
accountants are logging receipts.
|
|
14.
|
Selling skills can be learned.
“Natural-born” salespeople are really just excellent _____.
The skills needed to be a successful salesperson are not difficult
to develop, and are refined through practice.
|
|
|
a.
|
con-artist
|
|
c.
|
dressers
|
|
|
b.
|
hand-shakers
|
|
d.
|
communicators
|
|
15.
|
List the six steps in the sales process and give a
brief explanation for each one.
|
|
|
The six steps of the sales process are:
1.
2.
3.
4.
5.
6.
|
|
|
|
Keyboarding
Achievement Standard: Use touch keyboarding skills to enter and
manipulate text and data.
Level 1-4 - Performance Expectations:
- Develop touch keyboarding techniques
- Enter and manipulate numeric data using the touch method on a 10-key keypad
- Identify, compare, and explain features of various keyboards
Level 2-4 - Performance Expectations:
- Develop touch keyboarding skills at acceptable speed and accuracy levels
Common Applications of Information Systems to Organizations
Achievement Standard: Select and use word processing, desktop
publishing, database, spreadsheet, presentation graphics, multimedia, and
imaging software and industry- and subject-specific software.
- Explain the purposes, functions and features of word processing software
- Explain the meaning of common word processing terminology
- Compose, organize, and edit information using a keyboard
- Use touch keyboarding techniques and word processing software to create,
editing, store, retrieve, and print documents
- Proofread and edit documents for accuracy and content, and for correct
grammar, spelling, and punctuation
- Explain the purposes, functions, and common features of database software
- Explain the meaning of common database terminology
- Use database software to store, query, search, retrieve, sort data, and
generate reports
- Use database software to plan, create, update, add, and delete records
- Explain the purposes, functions, and common features of spreadsheet
software
- Explain the meaning of common spreadsheet terms
- Use spreadsheet software to design, create, manipulate, store, retrieve,
update, add, search, sort, print, simple chart or graph, and delete data
- Design and enter formulas that permit users to ask "what if'
questions to analyze spreadsheet data
- Explain the purposes, functions, and common features of desktop publishing
software
- Explain the meaning of common terms
- Identify and apply principles and techniques of publication design
- Use software to design, create, import images, format, and produce a
simple documents; such as a flyer, invitation, and letterhead.
- Use database software to plan, create, modify and print reports
- Test spreadsheet formulas and design for accuracy
Communications Systems and Networking
Achievement Standard: Use, select, evaluate, install, customize plan,
design, and diagnose and solve problems with communications and networking,
systems.
- Identify and explain various types of on-line services
- Access, navigate, and use on-line services
- Send and receive e-mail messages, voice messages, and taxes
- Transfer files between varying types of computers, both local and remote
- Communicate between varying computer platforms
Operating Systems, Environments, and Utilities
Achievement Standard: Identify, select, evaluate, use, install,
upgrade, customize, and diagnose and solve problems with various types of
operating systems, environments, and utilities.
- Use operating system commands
- Import, export, and merge data stored in different formats
- Organize and maintain directories and files using various operating
systems
File and Database Management Systems
Achievement Standard: Enter, sort, and retrieve data from databases;
evaluate media and file structures; and plan, develop, and modify, file
specifications and database schema.
- Populate (enter data into) and edit fields and records
- Describe search strategies and use them to solve common information
problems
- Sort and retrieve data from files and databases
- Plan and develop record specifications
Ethical Issues Pertaining to Information Systems
Achievement Standard: Establish and use a personal code of ethics for
information systems use and management.
- Identify and explain property, privacy, access, and accuracy issues
pertaining to information systems, including the impact of these issues on
individuals and organizations
Information Systems Careers
Achievement Standard: Describe positions and career paths in
information systems.
- Identify positions and career paths in the field of information systems
- Identify common tasks performed by information systems workers
- Describe education, experience, skills, and personal requirements for
careers in information systems
- Recognize the impact of technological change on information systems
positions and the resulting need for life-long learning and retraining
The Social and Economic Impact of Information Systems
Achievement Standard: Assess the impact of information systems on
society.
- Describe how information systems have changed the breadth and level of
worker responsibilities
- Describe how information systems have changed social mores, including
worker/manager protocols, and attitudes toward work, family, school, and
other cultures
- Describe how information systems have fostered greater interdependence
among workers, organizations, and nations
- Describe how information systems have changed organizational structure
- Describe how information systems have transformed business processes and
relationships
- Describe how information systems have changed the manner in which training
is offered and implemented
- Explain how information systems have contributed to worker productivity
Information Systems Across the Curriculum
Achievement Standard: Select and apply information systems across the
curriculum.
- Demonstrate how information systems can support learning in all curriculum
areas
- Select information systems hardware and software appropriate to accomplish
tasks across the curriculum
- Apply information systems hardware and software appropriately to
accomplish tasks across the curriculum
Computer Application Software
Achievement Standard: Identify, select, evaluate, use, install,
upgrade, and customize application software; diagnose and solve problems
occurring from an application software's installation and use.
- Identify, the types of application software and explain their purpose or
use
- Select application software types appropriate or specific tasks
- Use reference materials, such as on-line help, vendor bulletin boards,
tutorials, and manuals, available for application software
- Identify, select, and apply, the features of software products, such as
galleries, templates, macros
- Import and export text, data, and images between software programs
Specific applications of English–language arts (grades eleven
and twelve)
(1.1) Demonstrate an understanding of the elements of discourse
(e.g., purpose,
speaker, audience, form) when completing narrative, expository,
persuasive, or
descriptive writing assignments.
(1.3) Structure ideas and arguments in a sustained, persuasive,
and sophisticated way
and support them with precise and relevant examples.
(1.6) Develop presentations by using clear research questions
and creative and
critical research strategies (e.g., field studies, oral
histories, interviews,
experiments, electronic sources).
(1.7) Use systematic strategies to organize and record
information (e.g., anecdotal
scripting, annotated bibliographies).
(1.8) Integrate databases, graphics, and spreadsheets into
word-processed documents.
(2.5) Write job applications and resumes:
a. Provide clear and purposeful information and address the
intended audience
appropriately.
b. Use varied levels, patterns, and types of language to achieve
intended
effects and aid comprehension.
c. Modify the tone to fit the purpose and audience.
d. Follow the conventional style for that type of document
(e.g., resume,
memorandum) and use page formats, fonts, and spacing that
contribute to
the readability and impact of the document.
(2.6) Deliver multimedia presentations:
a. Combine text, images, and sound and draw information from
many sources
(e.g., television broadcasts, videos, films, newspapers,
magazines, CDROMs,
the Internet, electronic media-generated images).
b. Select an appropriate medium for each element of the
presentation.
c. Use the selected media skillfully, editing appropriately and
monitoring for
quality.
d. Test the audience’s response and revise the presentation
accordingly.
2.3
Written and Oral English
Language Conventions:
Specific applications of English–language arts (grades nine
and ten)
3.0
Career Planning and
Management
Students acquire the skills necessary to make effective
decisions, use career information, and
manage personal career plans:
3.1 Know the personal qualifications, interests, aptitudes,
knowledge, and skills necessary to
succeed in careers.
3.2 Understand the scope of career opportunities and know
requirements for education,
training, and licensure.
3.3 Develop a career plan that is designed to reflect career
interests, pathways, and
postsecondary options.
Page 184 of 366
8/1/05 Draft as sent to CDE Press for final edit
3.4 Understand the role and function of professional
organizations, industry associations, and
organized labor in a productive society.
3.5 Understand the past, present, and future trends that affect
careers, such as technological
developments and societal trends, and the resulting need for
lifelong learning.
3.6 Know key strategies for self-promotion in the hiring
process, such as job applications,
résumé writing, interviewing skills, and portfolio
preparation.
3.7 Explore career opportunities in business through such
programs as virtual enterprise,
work experience, and internship.
4.0
Technology
Students know how to use contemporary and emerging technological
resources in diverse and
changing personal, community, and workplace environments:
4.1 Understand past, present, and future technological advances
as they relate to a chosen
pathway.
4.2 Understand the use of technological resources to access,
manipulate, and produce
information, products, and services.
4.3 Understand the influence of current and emerging technology
on selected segments of the
economy.
4.4 Understand effective technologies used in Web site
development and Internet usage.
4.5 Know procedures for maintaining secure information,
preventing loss, and reducing risk.
5.0
Problem Solving and
Critical Thinking
Students understand how to create alternative solutions by using
critical and creative thinking
skills, such as logical reasoning, analytical thinking, and
problem-solving techniques:
5.1 Apply appropriate problem-solving strategies and critical
thinking skills to work-related
issues and tasks.
5.2 Understand the systematic problem-solving models that
incorporate input, process,
outcome, and evaluation components.
5.3 Use critical thinking skills to make informed decisions and
solve problems.
5.4 Understand how financial systems and tools are used to solve
business problems.
10.0
Technical Knowledge and
Skills
Students understand the essential knowledge and skills common to
all pathways within the
Finance and Business sector:
10.1 Know cash management techniques, including bank
reconciliation and cash controls.
10.2 Understand the role of managerial accounting and the use of
planning and control
principles to evaluate the performance of an organization.
10.3 Know agencies that affect accounting procedures and discuss
regulations and compliance
issues that influence business decisions.
Page 186 of 366
8/1/05 Draft as sent to CDE Press for final edit
10.4 Examine and use technological services to achieve
objectives and make decisions in
accounting and finance.
11.0
Demonstration and
Application
Students demonstrate and apply the concepts contained in the
foundation and pathway standards.
Pathway Standard
A. Accounting Services Pathway
Employees in the Accounting Services Pathway help design,
install, maintain, and use general
accounting systems and prepare, analyze, and verify financial
reports and related economic
information to help make important financial decisions for an
organization. Accounting is an
essential aspect of every business institution and organization.
Analysis of business transactions,
preparation of financial statements, and knowledge of accounting
systems are critical to all
business operations. Employment of accountants and auditors is
expected to grow about as fast
as the average for all occupations in the future.
A1.0 Students understand the basic principles and procedures of
the accounting cycle:
A1.1 Understand the accounting cycle for service businesses and
merchandise
businesses.
A1.2 Examine, analyze, and categorize financial transactions.
A1.3 Complete the accounting cycles for a service business and a
merchandise
business.
A1.4 Prepare, analyze, and interpret financial statements for
various business
entities.
A2.0 Students understand and apply accounting principles and
concepts:
A2.1 Understand how to identify current and long-term assets and
liabilities.
A2.2 Apply appropriate concepts and techniques to account for
equity investments
and withdrawals for sole proprietorships, partnerships, and
corporations.
A2.3 Understand the processes involved in revenue recognition
and in matching
income and expenses.
A2.4 Know the procedures for the acquisition, disposition, and
depreciation of fixed
assets.
A2.5 Use basic concepts of financial analysis to interpret
financial statements.
A2.6 Know payroll procedures.
A3.0 Students understand governing agencies and the typical
development and structure of
various business environments:
A3.1 Understand the major types of business organizations and
the risks and benefits
of each.
A3.2 Understand the influence of key agencies, regulations, and
issues on accounting
procedures and business decisions.
A3.3 Know the basic international terminology and theories used
in accounting and
finance.
Page 187 of 366
8/1/05 Draft as sent to CDE Press for final edit
A4.0 Students understand how basic principles of internal
control systems relate to the
accounting cycle:
A4.1 Understand a variety of internal control measures.
A4.2 Know cash management techniques.
A4.3 Understand the role of managerial accounting.
A4.4 Understand how planning and control principles are used to
evaluate the
performance of an organization.
B. Banking and Related Services Pathway
Students understand basic concepts pertaining to a variety of
banking and related financial
services. Employees working in occupations in the Banking and
Related Services Pathway
provide loans, credit, and payment services to businesses and to
individuals. Knowledge of
money and banking, lending fundamentals, and banking regulations
is necessary for handling
financial transactions. Employment in the banking industry is
expected to increase because of the
expansion of credit unions, small regional banks, and savings
institutions.
B1.0 Students understand the concepts involved in providing
customer service in banking and
related services:
B1.1 Employ technical skills to perform teller functions, data
processing functions,
new-account functions, and lending functions.
B1.2 Understand the nature and demands of professionalism in
working relationships
with customers and employees.
B1.3 Demonstrate basic selling techniques to assist customers in
making an informed
buying decision.
B1.4 Use accounting knowledge to perform bookkeeping functions.
B2.0 Students understand the key operations and management of
banking and related services:
B2.1 Know basic banking concepts and terms.
B2.2 Understand techniques for managing personnel to maximize
operations.
B2.3 Understand the role of organizational, time-management, and
multitasking
skills.
B3.0 Students understand the regulatory compliance of banking
and related services:
B3.1 Understand the role of the Federal Reserve System in the
banking industry.
B3.2 Know the procedures necessary to adhere to banking
regulations.
B3.3 Know internal audit procedures to ensure compliance.
B3.4 Understand the review process for bank records in
preparation for examination
by an external entity.
C. Business Financial Management Pathway
Students in the Business Financial Management Pathway learn to
provide investment analysis
and guidance to help businesses and individuals with their
investment decisions. Students learn
that exploring, applying, and monitoring investment
opportunities are necessary to take
advantage of financial opportunities throughout one’s life.
Employment in the securities and
Page 188 of 366
8/1/05 Draft as sent to CDE Press for final edit
commodities sector of the industry will continue to expand
because of the increasing levels of
investment in the global marketplace and the growing need for
investment advice.
C1.0 Students create and use budgets to guide financial decision
making:
C1.1 Create a budget to calculate long-term projections.
C1.2 Analyze past and current budgets to determine financial
business needs.
C1.3 Understand how the financial needs of a business change in
a dynamic and
competitive marketplace.
C2.0 Students know how to analyze and interpret financial data:
C1.1 Use basic concepts of financial analysis to interpret
financial statements.
C1.2 Analyze and interpret financial statements to compare risk
and return.
C1.3 Know the differences between financial statements prepared
for internal use
and those prepared for external use.
C1.4 Understand the primary ways in which various types of
domestic and
international financial markets influence interest rates, trade
deficits, and
unemployment.
C1.5 Determine creditworthiness on the basis of appropriate
criteria and identify
alternative sources of credit.
C1.6 Analyze investment and finance options available to prepare
a cost-benefit
analysis.
C2.0 Students understand the impact of federal, state, and local
regulations on financial
management decisions:
C2.1 Understand the effects of tax structures on business
decision making.
C2.2 Know the legal rights and responsibilities of various types
of businesses.
C2.3 Analyze the ways in which current laws and regulations
enforce appropriate
financial practices.
C3.0 Students understand the role of insurance products and
services in successful business
management:
C3.1 Know the appropriate uses of basic types of insurance
policies.
C3.2 Understand the ways in which insurance reduces risk.
Marketing, Sales, and Service Industry Sector
Model Curriculum Standards
Marketing, Sales, and Service Career Pathways
E-commerce
Entrepreneurship
International Trade
Professional Sales and Marketing
The Marketing, Sales, and Service sector is designed to align
career path course work with
current and projected employment opportunities. Marketing
includes the processes and functions
of transferring products or services to consumers and is a
function of almost every business. It
exists within an environment of rapidly changing technology,
interdependent nations and
economies, and increasing demands for ethical and social
responsibility.
The four pathways in this sector—E-commerce, Entrepreneurship,
International Trade, and
Professional Sales and Marketing—emphasize training to meet
the growing need for marketing
professionals with skills in communication, global marketing,
marketing strategies, product and
service management, promotion, and selling concepts. These
pathways provide a firm foundation
for advanced education, entry to a career, and success in the
global marketplace.
Foundation Standards
1.0
Academics
Students understand the academic content required for entry into
postsecondary education and
employment in the Marketing, Sales, and Service sector:
(The standards listed below retain the numbering in parentheses
as specified in the original
academic content standards documents.)
1.1
Mathematics:
Specific applications of Number Sense (grade seven)
(1.1) Read, write, and compare rational numbers in scientific
notation (positive and
negative powers of 10) with approximate numbers using scientific
notation.
(1.2) Add, subtract, multiply, and divide rational numbers
(integers, fractions, and
terminating decimals) and take positive rational numbers to
whole-number
powers.
(1.3) Convert fractions to decimals and percents and use these
representations in
estimations, computations, and applications.
(1.4) Differentiate between rational and irrational numbers.
(1.5) Know that every rational number is either a terminating or
repeating decimal
and be able to convert terminating decimals into reduced
fractions.
(1.6) Calculate the percentage of increases and decreases of a
quantity.
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(1.7) Solve problems that involve discounts, markups,
commissions, and profit and
compute simple and compound interest.
Specific applications of statistics, data analysis, and
probability (grade seven)
(1.1) Know various forms of display for data sets, including a
stem-and-leaf plot or
box-and-whisker plot; use the forms to display a single set of
data or to
compare two sets of data.
(1.2) Represent two numerical variables on a scatterplot and
informally describe
how the data points are distributed and any apparent
relationship that exists
between the two variables (e.g., between time spent on homework
and grade
level).
(1.3) Understand the meaning of, and be able to compute, the
minimum, the lower
quartile, the median, the upper quartile, and the maximum of a
data set.
Specific applications of Mathematical Reasoning (grade seven)
(1.1) Analyze problems by identifying relationships,
distinguishing relevant from
irrelevant information, identifying missing information,
sequencing and
prioritizing information, and observing patterns.
(2.1) Use estimation to verify the reasonableness of calculated
results.
(2.2) Apply strategies and results from simpler problems to more
complex problems.
(2.3) Estimate unknown quantities graphically and solve for them
by using logical
reasoning and arithmetic and algebraic techniques.
(2.4) Make and test conjectures by using both inductive and
deductive reasoning.
(2.5) Use a variety of methods, such as words, numbers, symbols,
charts, graphs,
tables, diagrams, and models, to explain mathematical reasoning.
(2.6) Express the solution clearly and logically by using the
appropriate
mathematical notation and terms and clear language; support
solutions with
evidence in both verbal and symbolic work.
(2.7) Indicate the relative advantages of exact and approximate
solutions to problems
and give answers to a specified degree of accuracy.
(2.8) Make precise calculations and check the validity of the
results from the context
of the problem.
(3.1) Evaluate the reasonableness of the solution in the context
of the original
situation.
(3.2) Note the method of deriving the solution and demonstrate a
conceptual
understanding of the derivation by solving similar problems.
(3.3) Develop generalizations of the results obtained and the
strategies used and
apply them to new problem situations.
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Specific applications of Algebra I (grades eight through twelve)
(1.1) Students use properties of numbers to demonstrate whether
assertions are true
or false.
(5.0) Students solve multistep problems, including word
problems, involving linear
equations and linear inequalities in one variable and provide
justification for
each step.
(13.0) Students add, subtract, multiply, and divide rational
expressions and functions.
Students solve both computationally and conceptually challenging
problems by
using these techniques.
(15.0) Students apply algebraic techniques to solve rate
problems, work problems,
and percent mixture problems.
(24.1) Students explain the difference between inductive and
deductive reasoning and
identify and provide examples of each.
(24.2) Students identify the hypothesis and conclusion in
logical deduction.
(24.3) Students use counterexamples to show that an assertion is
false and recognize
that a single counterexample is sufficient to refute an
assertion.
(25.1) Students use properties of numbers to construct simple,
valid arguments (direct
and indirect) for, or formulate counterexamples to, claimed
assertions.
(25.2) Students judge the validity of an argument according to
whether the properties
of the real number system and the order of operations have been
applied
correctly at each step.
(25.3) Given a specific algebraic statement involving linear,
quadratic, or absolute
value expressions or equations or inequalities, students
determine whether the
statement is true sometimes, always, or never.
1.2
Science:
Specific applications of Investigation and Experimentation
(grades nine through
twelve)
(1.a) Select and use appropriate tools and technology (such as
computer-linked
probes, spreadsheets, and graphing calculators) to perform
tests, collect data,
analyze relationships, and display data.
(1.d) Formulate explanations by using logic and evidence.
1.3
History–Social
Science:
Specific applications of World History, Culture, and Geography:
The Modern World
(grade ten)
(10.3.) Students analyze the effects of the Industrial
Revolution in England, France,
Germany, Japan, and the United States.
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(10.3.1) Analyze why England was the first country to
industrialize.
(10.3.2) Examine how scientific and technological changes and
new forms of energy
brought about massive social, economic, and cultural change
(e.g., the
inventions and discoveries of James Watt, Eli Whitney, Henry
Bessemer, Louis
Pasteur, Thomas Edison).
(10.3.3) Describe the growth of population, rural to urban
migration, and growth of
cities associated with the Industrial Revolution.
(10.3.4) Trace the evolution of work and labor, including the
demise of the slave trade
and the effects of immigration, mining and manufacturing,
division of labor,
and the union movement.
(10.3.5) Understand the connections among natural resources,
entrepreneurship, labor,
and capital in an industrial economy.
(10.3.6) Analyze the emergence of capitalism as a dominant
economic pattern and the
responses to it, including Utopianism, Social Democracy,
Socialism, and
Communism.
Specific applications of United States History and Geography:
Continuity and Change
in the Twentieth Century (grade eleven)
(11.11) Students analyze the major social problems and domestic
policy issues in
contemporary American society.
(11.11.1) Discuss the reasons for the nation's changing
immigration policy, with
emphasis on how the Immigration Act of 1965 and successor acts
have
transformed American society.
(11.11.2) Discuss the significant domestic policy speeches of
Truman, Eisenhower,
Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton
(e.g., with regard
to education, civil rights, economic policy, environmental
policy).
(11.11.3) Describe the changing roles of women in society as
reflected in the entry of
more women into the labor force and the changing family
structure.
(11.11.4) Explain the constitutional crisis originating from the
Watergate scandal.
(11.11.5) Trace the impact of, need for, and controversies
associated with environmental
conservation, expansion of the national park system, and the
development of
environmental protection laws, with particular attention to the
interaction
between environmental protection advocates and property rights
advocates.
(11.11.6) Analyze the persistence of poverty and how different
analyses of this issue
influence welfare reform, health insurance reform, and other
social policies.
(11.11.7) Explain how the federal, state, and local governments
have responded to
demographic and social changes such as population shifts to the
suburbs, racial
concentrations in the cities, Frostbelt-to-Sunbelt migration,
international
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migration, decline of family farms, increases in out-of-wedlock
births, and drug
abuse.
Specific applications of Principles of Economics (grade twelve)
(12.1) Students understand common economic terms and concepts
and economic
reasoning.
(12.1.1) Examine the causal relationship between scarcity and
the need for choices.
(12.1.2) Explain opportunity cost and marginal benefit and
marginal cost.
(12.1.3) Identify the difference between monetary and
nonmonetary incentives and how
changes in incentives cause changes in behavior.
(12.1.4) Evaluate the role of private property as an incentive
in conserving and
improving scarce resources, including renewable and nonrenewable
natural
resources.
(12.1.5) Analyze the role of a market economy in establishing
and preserving political
and personal liberty (e.g., through the works of Adam Smith).
(12.2) Students analyze the elements of America's market economy
in a global
setting.
(12.2.1) Understand the relationship of the concept of
incentives to the law of supply
and the relationship of the concept of incentives and
substitutes to the law of
demand.
(12.2.2) Discuss the effects of changes in supply and/ or demand
on the relative
scarcity, price, and quantity of particular products.
(12.2.3) Explain the roles of property rights, competition, and
profit in a market
economy.
(12.2.4) Explain how prices reflect the relative scarcity of
goods and services and
perform the allocative function in a market economy.
(12.2.5) Understand the process by which competition among
buyers and sellers
determines a market price.
(12.2.6) Describe the effect of price controls on buyers and
sellers.
(12.2.7) Analyze how domestic and international competition in a
market economy
affects goods and services produced and the quality, quantity,
and price of
those products.
(12.2.8) Explain the role of profit as the incentive to
entrepreneurs in a market
economy.
(12.2.9) Describe the functions of the financial markets.
(12.2.10) Discuss the economic principles that guide the
location of agricultural
production and industry and the spatial distribution of
transportation and retail
facilities.
(12.3) Students analyze the influence of the federal government
on the American
economy.
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(12.3.1) Understand how the role of government in a market
economy often includes
providing for national defense, addressing environmental
concerns, defining
and enforcing property rights, attempting to make markets more
competitive,
and protecting consumers' rights.
(12.3.2) Identify the factors that may cause the costs of
government actions to outweigh
the benefits.
(12.3.3) Describe the aims of government fiscal policies
(taxation, borrowing,
spending) and their influence on production, employment, and
price levels.
(12.3.4) Understand the aims and tools of monetary policy and
their influence on
economic activity (e.g., the Federal Reserve).
(12.4) Students analyze the elements of the U.S. labor market in
a global setting.
(12.4.1) Understand the operations of the labor market,
including the circumstances
surrounding the establishment of principal American labor
unions, procedures
that unions use to gain benefits for their members, the effects
of unionization,
the minimum wage, and unemployment insurance.
(12.4.2) Describe the current economy and labor market,
including the types of goods
and services produced, the types of skills workers need, the
effects of rapid
technological change, and the impact of international
competition.
(12.4.3) Discuss wage differences among jobs and professions,
using the laws of
demand and supply and the concept of productivity.
(12.4.4) Explain the effects of international mobility of
capital and labor on the U.S.
economy.
(12.5) Students analyze the aggregate economic behavior of the
U.S. economy.
(12.5.1) Distinguish between nominal and real data.
(12.5.2) Define, calculate, and explain the significance of an
unemployment rate, the
number of new jobs created monthly, an inflation or deflation
rate, and a rate
of economic growth.
(12.5.3) Distinguish between short-term and long-term interest
rates and explain their
relative significance.
(12.6) Students analyze issues of international trade and
explain how the U.S.
economy affects, and is affected by, economic forces beyond the
United States
borders.
(12.6.1) Identify the gains in consumption and production
efficiency from trade, with
emphasis on the main products and changing geographic patterns
of twentiethcentury
trade among countries in the Western Hemisphere.
(12.6.2) Compare the reasons for and the effects of trade
restrictions during the Great
Depression compared with present-day arguments among labor,
business, and
political leaders over the effects of free trade on the economic
and social
interests of various groups of Americans.
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(12.6.3) Understand the changing role of international political
borders and territorial
sovereignty in a global economy.
(12.6.4) Explain foreign exchange, the manner in which exchange
rates are determined,
and the effects of the dollar's gaining (or losing) value
relative to other
currencies.
2.0
Communications
Students understand the principles of effective oral, written,
and multimedia communication in a
variety of formats and contexts:
(The standards listed below retain the numbering in parentheses
as specified in the original
academic content standards documents.)
2.1
Reading:
Specific applications of English–language arts (grades nine
and ten)
(2.1) Analyze the structure and format of functional workplace
documents, including
the graphics and headers, and explain how authors use the
features to achieve
their purposes.
(2.2) Prepare a bibliography of reference materials for a report
using a variety of
consumer, workplace, and public documents.
(2.3) Generate relevant questions about readings on issues that
can be researched.
(2.4) Synthesize the content from several sources or works by a
single author dealing
with a single issue; paraphrase the ideas and connect them to
other sources and
related topics to demonstrate comprehension.
(2.5) Extend ideas presented in primary or secondary sources
through original
analysis, evaluation, and elaboration.
(2.6) Demonstrate use of sophisticated learning tools by
following technical
directions (e.g., those found with graphic calculators and
specialized software
programs and in access guides to World Wide Web sites on the
Internet).
(2.7) Critique the logic of functional documents by examining
the sequence of
information and procedures in anticipation of possible reader
misunderstandings.
Specific applications of English–language arts (grades eleven
and twelve)
(2.3) Verify and clarify facts presented in other types of
expository texts by using a
variety of consumer, workplace, and public documents.
2.2
Writing:
Specific applications of English–language arts (grades nine
and ten)
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(1.3) Use clear research questions and suitable research methods
(e.g., library,
electronic media, personal interview) to elicit and present
evidence from
primary and secondary sources.
(1.4) Develop the main ideas within the body of the composition
through supporting
evidence (e.g., scenarios, commonly held beliefs, hypotheses,
definitions).
(1.5) Synthesize information from multiple sources and identify
complexities and
discrepancies in the information and the different perspectives
found in each
medium (e.g., almanacs, microfiche, news sources, in-depth field
studies,
speeches, journals, technical documents).
(1.6) Integrate quotations and citations into a written text
while maintaining the flow
of ideas.
(1.7) Use appropriate conventions for documentation in the text,
notes, and
bibliographies by adhering to those in style manuals (e.g.,
Modern Language
Association Handbook, The Chicago Manual of Style).
(1.8) Design and publish documents by using advanced publishing
software and
graphic programs.
(1.9) Revise writing to improve the logic and coherence of the
organization and
controlling perspective, the precision of word choice, and the
tone by taking
into consideration the audience, purpose, and formality of the
context.
(2.3) Write expository compositions, including analytical essays
and research
reports:
a. Marshal evidence in support of a thesis and related claims,
including
information on all relevant perspectives.
b. Convey information and ideas from primary and secondary
sources
accurately and coherently.
c. Make distinctions between the relative value and significance
of specific
data, facts, and ideas.
d. Include visual aids by employing appropriate technology to
organize and
record information on charts, maps, and graphs.
e. Anticipate and address readers' potential misunderstandings,
biases, and
expectations.
f. Use technical terms and notations accurately.
(2.4) Write persuasive compositions:
a. Structure ideas and arguments in a sustained and logical
fashion.
b. Use specific rhetorical devices to support assertions (e.g.,
appeal to logic
through reasoning; appeal to emotion or ethical belief; relate a
personal
anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant
evidence, including
facts, expert opinions, quotations, and expressions of commonly
accepted
beliefs and logical reasoning.
d. Address readers’ concerns, counterclaims, biases, and
expectations.
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(2.5) Write business letters:
a. Provide clear and purposeful information and address the
intended audience
appropriately.
b. Use appropriate vocabulary, tone, and style to take into
account the nature
of the relationship with, and the knowledge and interests of,
the recipients.
c. Highlight central ideas or images.
d. Follow a conventional style with page formats, fonts, and
spacing that
contribute to the documents’ readability and impact.
(2.6) Write technical documents (e.g., a manual on rules of
behavior for conflict
resolution, procedures for conducting a meeting, minutes of a
meeting):
a. Report information and convey ideas logically and correctly.
b. Offer detailed and accurate specifications.
c. Include scenarios, definitions, and examples to aid
comprehension (e.g.,
troubleshooting guide).
d. Anticipate readers' problems, mistakes, and
misunderstandings.
Specific applications of English–language arts (grades eleven
and twelve)
(1.1) Demonstrate an understanding of the elements of discourse
(e.g., purpose,
speaker, audience, form) when completing narrative, expository,
persuasive, or
descriptive writing assignments.
(1.3) Structure ideas and arguments in a sustained, persuasive,
and sophisticated way
and support them with precise and relevant examples.
(1.6) Develop presentations by using clear research questions
and creative and
critical research strategies (e.g., field studies, oral
histories, interviews,
experiments, electronic sources).
(1.7) Use systematic strategies to organize and record
information (e.g., anecdotal
scripting, annotated bibliographies).
(1.8) Integrate databases, graphics, and spreadsheets into
word-processed documents.
(2.5) Write job applications and resumes:
a. Provide clear and purposeful information and address the
intended audience
appropriately.
b. Use varied levels, patterns, and types of language to achieve
intended
effects and aid comprehension.
c. Modify the tone to fit the purpose and audience.
d. Follow the conventional style for that type of document
(e.g., resume,
memorandum) and use page formats, fonts, and spacing that
contribute to
the readability and impact of the document.
(2.6) Deliver multimedia presentations:
a. Combine text, images, and sound and draw information from
many
sources (e.g., television broadcasts, videos, films, newspapers,
magazines,
CD-ROMs, the Internet, electronic media-generated images).
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b. Select an appropriate medium for each element of the
presentation.
c. Use the selected media skillfully, editing appropriately and
monitoring for
quality.
d. Test the audience’s response and revise the presentation
accordingly.
2.3
Written and Oral English
Language Conventions:
Specific applications of English–language arts (grades nine
and ten)
(1.1) Identify and correctly use clauses (e.g., main and
subordinate), phrases (e.g.,
gerund, infinitive, and participial), and mechanics of
punctuation (e.g.,
semicolons, colons, ellipses, hyphens).
(1.2) Understand sentence construction (e.g., parallel
structure, subordination, proper
placement of modifiers) and proper English usage (e.g.,
consistency of verb
tenses).
(1.3) Demonstrate an understanding of proper English usage and
control of grammar,
paragraph and sentence structure, diction, and syntax.
(1.4) Produce legible work that shows accurate spelling and
correct use of the
conventions of punctuation and capitalization.
(1.5) Reflect appropriate manuscript requirements, including
title page presentation,
pagination, spacing and margins, and integration of source and
support material
(e.g., in-text citation, use of direct quotations, paraphrasing)
with appropriate
citations.
2.4
Listening and Speaking:
Specific applications of English–language arts (grades nine
and ten)
(1.1) Formulate judgments about the ideas under discussion and
support those
judgments with convincing evidence.
(1.2) Compare and contrast the ways in which media genres (e.g.,
televised news,
news magazines, documentaries, online information) cover the
same event.
(1.3) Choose logical patterns of organization (e.g.,
chronological, topical, cause and
effect) to inform and to persuade, by soliciting agreement or
action, or to unite
audiences behind a common belief or cause.
(1.7) Use props, visual aids, graphs, and electronic media to
enhance the appeal and
accuracy of
(2.3) Apply appropriate interviewing techniques:
a. Prepare and ask relevant questions.
b. Make notes of responses.
c. Use language that conveys maturity, sensitivity, and respect.
d. Respond correctly and effectively to questions.
e. Demonstrate knowledge of the subject or organization.
f. Compile and report responses.
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g. Evaluate the effectiveness of the interview.
(2.4) Deliver oral responses to literature:
a. Advance a judgment demonstrating a comprehensive grasp of the
significant ideas of works or passages (i.e., make and support
warranted
assertions about the text).
b. Support important ideas and viewpoints through accurate and
detailed
references to the text or to other works.
c. Demonstrate awareness of the author's use of stylistic
devices and an
appreciation of the effects created.
d. Identify and assess the impact of perceived ambiguities,
nuances, and
complexities within the text.
(2.5) Deliver persuasive arguments (including evaluation and
analysis of problems
and solutions and causes and effects):
a. Structure ideas and arguments in a coherent, logical fashion.
b. Use rhetorical devices to support assertions (e.g., by appeal
to logic through
reasoning; by appeal to emotion or ethical belief; by use of
personal
anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant
evidence, including
facts, expert opinions, quotations, expressions of commonly
accepted
beliefs, and logical reasoning.
d. Anticipate and address the listener's concerns and
counterarguments.
(2.6) Deliver descriptive presentations:
a. Establish clearly the speaker's point of view on the subject
of the
presentation.
b. Establish clearly the speaker's relationship with that
subject (e.g.,
dispassionate observation, personal involvement).
c. Use effective, factual descriptions of appearance, concrete
images, shifting
perspectives and vantage points, and sensory details.
Specific applications of English–language arts (grades eleven
and twelve)
(2.4) Deliver multimedia presentations:
a. Combine text, images, and sound by incorporating information
from a wide
range of media, including films, newspapers, magazines, CD-ROMs,
online
information, television, videos, and electronic media-generated
images.
b. Select an appropriate medium for each element of the
presentation.
c. Use the selected media skillfully, editing appropriately and
monitoring for
quality.
d. Test the audience's response and revise the presentation
accordingly.
2.5 Students understand written business communication modes,
such as memos, e-mail
messages, one-page executive summaries, etc.
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3.0
Career Planning and
Management
Students understand how to make effective decisions, use career
information, and manage
personal career plans:
3.1 Know the personal qualifications, interests, aptitudes,
knowledge, and skills necessary to
succeed in careers.
3.2 Understand the scope of career opportunities and know the
requirements for education,
training, and licensure.
3.3 Develop a career plan that is designed to reflect career
interests, pathways, and
postsecondary options.
3.4 Understand the role and function of professional
organizations, industry associations, and
organized labor in a productive society.
3.5 Understand the past, present, and future trends that affect
careers, such as technological
developments and societal trends, and the resulting need for
lifelong learning.
3.6 Know key strategies for self-promotion in the hiring
process, such as job applications,
résumé writing, interviewing skills, and portfolio
preparation.
3.7 Explore career opportunities in business through programs
such as virtual enterprise,
work experience, and internships.
4.0
Technology
Students know how to use contemporary and emerging technological
resources in diverse and
changing personal, community, and workplace environments:
4.1 Understand past, present, and future technological advances
as they relate to a chosen
pathway.
4.2 Understand the use of technological resources to access,
manipulate, and produce
information, products, and services.
4.3 Understand the influence of current and emerging technology
on selected segments of the
economy.
4.4 Understand effective technologies used in Web site
development and the Internet.
4.5 Know the procedures for maintaining secure information,
preventing loss, and reducing
risk.
5.0
Problem Solving and
Critical Thinking
Students understand how to create alternative solutions by using
critical and creative thinking
skills, such as logical reasoning, analytical thinking, and
problem-solving techniques:
5.1 Apply appropriate problem-solving strategies and critical
thinking skills to work-related
issues and tasks.
5.2 Understand the systematic problem-solving models that
incorporate input, process,
outcome, and evaluation components.
5.3 Use critical thinking skills to make informed decisions and
solve problems.
5.4 Understand how financial systems and tools are used to solve
business problems.
6.0
Health and Safety
Students understand health and safety policies, procedures,
regulations, and practices, including
equipment and hazardous material handling:
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6.1 Know policies, procedures, and regulations regarding health
and safety in the workplace,
including employers’ and employees’ responsibilities.
6.2 Understand critical elements for health and safety practices
related to storing, cleaning,
and maintaining tools, equipment, and supplies.
6.3 Understand the environmental and ergonomic risks associated
with the use of business
equipment and the financial impact related to an unsafe work
environment.
7.0
Responsibility and
Flexibility
Students know the behaviors associated with the demonstration of
responsibility and flexibility
in personal, workplace, and community settings:
7.1 Understand the qualities and behaviors that constitute a
positive and professional work
demeanor.
7.2 Understand the importance of accountability and
responsibility in fulfilling personal,
community, and workplace roles.
7.3 Understand the need to adapt to varied roles and
responsibilities.
7.4 Understand that individual actions can affect the larger
community.
8.0
Ethics and Legal
Responsibilities
Students understand professional, ethical, and legal behavior
consistent with applicable laws,
regulations, and organizational norms:
8.1 Know major local, district, state, and federal regulatory
agencies and entities that affect
industry and how they enforce laws and regulations.
8.2 Understand the concept and application of ethical and legal
behavior consistent with
workplace standards.
8.3 Understand the role of personal integrity and ethical
behavior in the workplace.
8.4 Understand the major local, state, and federal laws and
regulations that affect business
and the procedural requirements necessary for compliance.
8.5 Know how to design systems and applications to allow access
to all users, including
those with cultural, physical, and cognitive differences.
9.0
Leadership and Teamwork
Students understand effective leadership styles, key concepts of
group dynamics, team and
individual decision making, the benefits of workforce diversity,
and conflict resolution:
9.1 Understand the characteristics and benefits of teamwork,
leadership, and citizenship in
the school, community, and workplace settings.
9.2 Understand the ways in which preprofessional associations,
such as DECA—A
Marketing Association and Future Business Leaders of America (FBLA),
and
competitive career development activities enhance academic
skills, promote career
choices, and contribute to employability.
9.3 Understand how to organize and structure work individually
and in teams for effective
performance and attainment of goals.
9.4 Know multiple approaches to conflict resolution and their
appropriateness for a variety of
situations in the workplace.
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9.5 Understand how to interact with others in ways that
demonstrate respect for individual
and cultural differences and for the attitudes and feelings of
others.
10.0
Technical Knowledge and
Skills
Students understand the essential knowledge and skills common to
all pathways in the
Marketing, Sales, and Service sector:
10.1 Use the marketing information management concepts, systems,
and tools needed to
obtain, evaluate, and disseminate information for use in making
marketing decisions.
10.2 Understand the financial concepts used in making marketing
decisions.
10.3 Know the product and service management concepts and
processes needed to obtain,
develop, maintain, and improve a product or service mix in
response to market
opportunities.
10.4 Know how promotion concepts and strategies, including
advertising, sales promotion,
public relations, and personal selling, are used to communicate
information about
products, services, images, and ideas to achieve a desired
outcome.
10.5 Understand the methods used to determine client needs and
desires and respond with
selling concepts, including planned, personalized communication
that influences
purchase decisions and enhances future business opportunities.
10.6 Understand the distribution concepts and processes needed
to move, store, locate, and
transfer ownership of goods or services.
10.7 Know the pricing concepts and strategies used to maximize
return and meet customers’
perceptions of value.
11.0
Demonstration and
Application
Students demonstrate and apply the concepts contained in the
foundation and pathway standards.
Pathway Standards
A. E-commerce Pathway
The Internet is increasingly the element that holds the global
economy together as it makes the
marketplace into an all-day, everyday event. Globalization is no
longer an option but a strategic
necessity for all but the smallest of corporations. Students
pursuing the E-commerce Pathway
develop an understanding of the functions, foundations, and
dynamics of e-commerce as well as
the legal, ethical, and social responsibilities of the business.
A1.0 Students understand the fundamental concepts of e-commerce:
A1.1 Explain how e-commerce is similar to and different from
traditional commerce,
including comparing the competitive environment of online models
with
traditional business models.
A1.2 Understand the economic impact of the partnership between
the Internet and
business.
A1.3 Understand the role of the Internet in expanding business
options and creating
diverse marketplace opportunities.
A1.4 Analyze information gained through e-market research to
make decisions about
marketing goods and services online.
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A1.5 Identify common e-market research activities and the type
of information each
provides.
A1.6 Know appropriate methods of product or service delivery in
an e-commerce
environment.
A2.0 Students understand the decisions an e-commerce business
makes in the development of
products and services:
A2.1 Understand how e-commerce has affected traditional branding
strategies.
A2.2 Know how an e-commerce Web site must label products to meet
legal and
ethical business requirements.
A2.3 Understand the importance of appropriate and attractive
presentation of goods
and services sold electronically.
A2.4 Know the techniques used by marketers in an online
environment to position
products and services.
A2.5 Know the procedures involved in product planning for an
online business.
A3.0 Students understand important promotional strategies for
communicating information
about products, services, images, and ideas in an e-commerce
environment:
A3.1 Understand the benefits of online communication channels,
such as chat rooms,
news groups, list servs, and message boards, as they pertain to
online
advertising.
A3.2 Understand the function of Internet hyperlinks and their
potential usefulness to
e-business marketing strategies.
A3.3 Know the essential components of an effective e-commerce
Web site.
A3.4 Know public relations strategies and techniques for online
businesses.
A3.5 Know how to use keywords and register Web sites to make
them easily
accessible through online searches.
A4.0 Students understand the purpose, process, and components of
effective online sales and
purchasing:
A4.1 Understand what motivates consumers to buy online.
A4.2 Understand the relationship between business ethics and
consumer confidence
in an e-commerce environment and its impact on the techniques
used to build
customer relationships.
A4.3 Know various payment options for online purchases and their
relative
advantages and disadvantages for consumers and businesses.
A4.4 Understand the methods used to provide Internet customers
with product and
service knowledge.
A4.5 Know the key components of relationship marketing in an
e-commerce
environment.
A5.0 Students understand the role of technology as it relates to
e-commerce:
A5.1 Understand the role of e-mail in an e-commerce environment.
A5.2 Know the key components of Web hosting packages and how
they fit various
business needs.
A5.3 Analyze the effectiveness of various methods available for
making online
purchases and payments.
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A5.4 Know common security measures used to protect businesses
and consumers
engaging in e-commerce.
A5.5 Know how various tools used in e-commerce (e.g., Web
authoring programs
and database solutions) contribute to Web site effectiveness.
B. Entrepreneurship Pathway
Competition and the global economy have opened the door for many
new businesses, and
entrepreneurs are becoming increasingly vital to the economy.
Students with a career interest in
entrepreneurship learn skills for employment in today’s growth
industries as well as skills that
are transferable to careers of the future.
B1.0 Students understand the basic aspects of entrepreneurship:
B1.1 Analyze the characteristics of successful entrepreneurs.
B1.2 Understand the different types of business ownership and
the advantages and
disadvantages of owning and managing a small business.
B1.3 Apply principles and procedures of accounting and finance
to the operation of a
small business.
B1.4 Know the risk management principles associated with small
business
ownership.
B1.5 Formulate pricing strategies for goods and services for a
small business.
B1.6 Know how the various channels of distribution and inventory
control systems
are important to the marketing process of a small business.
B1.7 Know the elements of effective human resources management
and how these
practices benefit small businesses.
B2.0 Students understand the elements and purpose of a business
plan:
B2.1 Understand the reasons a small business develops a business
plan.
B2.2 Conduct market research by using a variety of methods.
B2.3 Analyze market research to develop a marketing plan.
B2.4 Develop a financial plan that outlines sources of capital
and projects income
and expenses.
B2.5 Analyze a proposed business situation and its potential
market.
B3.0 Students understand how to use technology in a small
business to gain a competitive
advantage:
B3.1 Know how technology and electronic media can be used to
manage work flow
and provide feedback for operational efficiency.
B3.2 Know key technologies affecting small businesses and how
they impact
operations.
B3.3 Understand the software technologies used to make a Web
site effective for
small business needs.
B4.0 Students understand effective marketing of small
businesses:
B4.1 Know the selling techniques used to aid customers and
clients in making
buying decisions.
B4.2 Know the components of a promotional plan (e.g.,
advertising, public relations,
and sales promotion) and how the plan is used to achieve a
stated outcome.
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B4.3 Understand how products and services are conceived,
developed, maintained,
and improved in response to market opportunities.
B4.4 Understand how market research is used to develop
strategies for marketing
products or services in a small business.
B5.0 Students understand the key economic concepts that affect
small business ownership:
B5.1 Understand the role and importance of entrepreneurship and
the small business
in the economy.
B5.2 Understand common ways in which fiscal and monetary
policies affect the
economy (e.g., the availability of money and credit and business
decisions).
B5.3 Understand the role of government in the free enterprise
system and its impact
on small businesses.
B5.4 Understand the relationship between supply and demand and
pricing and
production.
B5.5 Know how scarcity and allocation affect small businesses.
B5.6 Understand the importance of economic measurement and the
factors used to
calculate it.
C. International Trade Pathway
The relative ease of travel and the use of electronic
communication have seemingly
diminished the size of the globe. Today’s global marketplace,
while growing and thriving, is also
becoming increasingly competitive. Students focusing on the
occupational area of international
trade develop an understanding of the global business
environment and the interconnectedness of
cultural, political, legal, historical, economic, and ethical
systems.
C1.0 Students understand the fundamental concepts of
international business:
C1.1 Know the measures used to evaluate the economic conditions
of a country and
how economic development levels are determined.
C1.2 Know the risks associated with various methods of entering
the global
marketplace.
C1.3 Understand how trade agreements and barriers affect free
trade.
C1.4 Know how the technology base of various countries affects
trade
C1.5 Know common financing sources and the payment methods used
for
international business transactions.
C1.6 Understand the effect of imports and exports on production
and manufacturing.
C2.0 Students understand how geographic, cultural, political,
legal, historical, and economic
factors influence international trade:
C2.1 Understand the ways in which cultural factors affect the
marketing of goods
and services.
C2.2 Understand international variations in business ethics and
customs.
C2.3 Analyze how international business is impacted by climate,
distance, time
zones, and topography.
C2.4 Understand the impact of organized labor on international
business.
C2.5 Understand the ways in which a country’s natural,
financial, and human
resources influence international business.
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C2.6 Analyze factors that affect currency and exchange rates.
C2.7 Know how laws and regulations influence international
trade.
C3.0 Students understand the role of information technology in
modern global trade:
C3.1 Understand how technology is used to buy and sell products
and services
online.
C3.2 Know various methods used to promote a product or service
online in the
global marketplace.
C3.3 Use technology to research international trade
opportunities.
C3.4 Analyze security measures used to protect businesses and
consumers engaging
in international e-commerce.
C4.0 Students understand the logistics of importing and
exporting products and services:
C4.1 Explain direct and indirect distribution channels by
identifying various
distribution intermediaries and discussing their functions in
international trade.
C4.2 Explain how products are prepared for international
distribution, including
packing and documentation.
C4.3 Know the most appropriate methods of transporting various
products
internationally.
D. Professional Sales and Marketing Pathway
Employees in professional sales and marketing are involved in
the transfer of goods and
services in the economy, both to businesses and to individual
consumers. Sales positions in all
sectors account for more than eight million jobs and are
expected to grow. The increased use of
technology in sales positions has resulted in increased
responsibilities for members of the sales
staff. Students focusing on this competitive career path develop
an understanding of the sales
process, sales management, and marketing information management.
D1.0 Students understand the key concepts of professional sales
and marketing:
D1.1 Know the characteristics of a successful salesperson.
D1.2 Understand how various types of selling are applied in
wholesale and retail
environments.
D1.3 Know the steps of the selling process.
D1.4 Know the techniques used by salespeople to enhance selling
potential and
increase customer satisfaction.
D1.5 Understand the impact of a salesperson’s knowledge of the
product and its
effect on potential sales.
D1.6 Understand buying motives and the customer’s
decision-making process.
D2.0 Students understand the theories and basic functions of
sales management:
D2.1 Understand the utility of strategic planning (including
setting goals and
planning activities) in guiding a sales force.
D2.2 Know methods of motivating and evaluating sales staff.
D2.3 Know various approaches for organizing and leading a sales
force to maximize
effectiveness.
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D2.4 Understand the importance of tracking sales figures and
preparing sales reports
to guide sales force activities.
D3.0 Students understand how to access and use marketing
information to enhance sales
opportunities and activities:
D3.1 Analyze and use data for identifying potential customers
and clients.
D3.2 Track trends and analyze data to forecast sales, predict
economic conditions,
and guide business activities.
D3.3 Research consumers’ needs and wants to develop, maintain,
and improve a
product or service.
D3.4 Use sales information to guide business activities.
Information Technology Industry Sector
Model Curriculum Standards
Information Technology Career Pathways
Information Support and Services
Media Support and Services
Network Communications
Programming and Systems Development
Technology and the growing complexity of businesses have
expanded the need for employees
who can analyze, design, and manage information. Skills for
evaluating data, the ability to work
with people, and clear communication are companion components
for careers in information
technology systems. Employment opportunities for technically and
professionally trained
persons are outstanding in this emerging career path. After
mastering basic technology skills,
students can select one of many specializations in the field of
technology.
Foundation Standards
1.0
Academics
Students understand the academic content required for entry into
postsecondary education and
employment in the Information Technology sector:
(The standards listed below retain the numbering in parentheses
as specified in the original
academic content standards documents.)
1.1
Mathematics:
Specific applications of Number Sense (grade seven)
(1.1) Read, write, and compare rational numbers in scientific
notation (positive and
negative powers of 10) with approximate numbers using scientific
notation.
(1.2) Add, subtract, multiply, and divide rational numbers
(integers, fractions, and
terminating decimals) and take positive rational numbers to
whole-number
powers.
(1.3) Convert fractions to decimals and percents and use these
representations in
estimations, computations, and applications.
(1.4) Differentiate between rational and irrational numbers.
(1.5) Know that every rational number is either a terminating or
repeating decimal
and be able to convert terminating decimals into reduced
fractions.
(1.6) Calculate the percentage of increases and decreases of a
quantity.
(1.7) Solve problems that involve discounts, markups,
commissions, and profit and
compute simple and compound interest.
Specific applications of Statistics, Data Analysis, and
Probability (grade seven)
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(1.1) Know various forms of display for data sets, including a
stem-and-leaf plot or
box-and-whisker plot; use the forms to display a single set of
data or to
compare two sets of data.
(1.2) Represent two numerical variables on a scatterplot and
informally describe how
the data points are distributed and any apparent relationship
that exists between
the two variables (e.g., between time spent on homework and
grade level).
(1.3) Understand the meaning of, and be able to compute, the
minimum, the lower
quartile, the median, the upper quartile, and the maximum of a
data set.
Specific applications of Mathematical Reasoning (grade seven)
(1.1) Analyze problems by identifying relationships,
distinguishing relevant from
irrelevant information, identifying missing information,
sequencing and
prioritizing information, and observing patterns.
(2.1) Use estimation to verify the reasonableness of calculated
results.
(2.2) Apply strategies and results from simpler problems to more
complex problems.
(2.3) Estimate unknown quantities graphically and solve for them
by using logical
reasoning and arithmetic and algebraic techniques.
(2.4) Make and test conjectures by using both inductive and
deductive reasoning.
(2.5) Use a variety of methods, such as words, numbers, symbols,
charts, graphs,
tables, diagrams, and models, to explain mathematical reasoning.
(2.6) Express the solution clearly and logically by using the
appropriate
mathematical notation and terms and clear language; support
solutions with
evidence in both verbal and symbolic work.
(2.7) Indicate the relative advantages of exact and approximate
solutions to problems
and give answers to a specified degree of accuracy.
(2.8) Make precise calculations and check the validity of the
results from the context
of the problem.
(3.1) Evaluate the reasonableness of the solution in the context
of the original
situation.
(3.2) Note the method of deriving the solution and demonstrate a
conceptual
understanding of the derivation by solving similar problems.
(3.3) Develop generalizations of the results obtained and the
strategies used and
apply them to new problem situations.
Specific applications of Algebra I (grades eight through twelve)
(1.1) Students use properties of numbers to demonstrate whether
assertions are true
or false.
(5.0) Students solve multistep problems, including word
problems, involving linear
equations and linear inequalities in one variable and provide
justification for
each step.
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(13.0) Students add, subtract, multiply, and divide rational
expressions and functions.
Students solve both computationally and conceptually challenging
problems by
using these techniques.
(15.0) Students apply algebraic techniques to solve rate
problems, work problems, and
percent mixture problems.
(24.1) Students explain the difference between inductive and
deductive reasoning and
identify and provide examples of each.
(24.2) Students identify the hypothesis and conclusion in
logical deduction.
(24.3) Students use counterexamples to show that an assertion is
false and recognize
that a single counterexample is sufficient to refute an
assertion.
(25.1) Students use properties of numbers to construct simple,
valid arguments (direct
and indirect) for, or formulate counterexamples to, claimed
assertions.
(25.2) Students judge the validity of an argument according to
whether the properties
of the real number system and the order of operations have been
applied
correctly at each step.
(25.3) Given a specific algebraic statement involving linear,
quadratic, or absolute
value expressions or equations or inequalities, students
determine whether the
statement is true sometimes, always, or never.
1.2
Science:
Specific applications of Investigation and Experimentation
(grades nine through twelve)
(1.a) Select and use appropriate tools and technology (such as
computer-linked
probes, spreadsheets, and graphing calculators) to perform
tests, collect data,
analyze relationships, and display data.
(1.d) Formulate explanations by using logic and evidence.
1.3
History–Social
Science:
Specific applications of World History, Culture and Geography:
The Modern World
(grade ten)
(10.3) Students analyze the effects of the Industrial Revolution
in England, France,
Germany, Japan, and the United States.
(10.3.1) Analyze why England was the first country to
industrialize.
(10.3.2) Examine how scientific and technological changes and
new forms of energy
brought about massive social, economic, and cultural change
(e.g., the
inventions and discoveries of James Watt, Eli Whitney, Henry
Bessemer, Louis
Pasteur, Thomas Edison).
(10.3.3) Describe the growth of population, rural to urban
migration, and growth of
cities associated with the Industrial Revolution.
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(10.3.4) Trace the evolution of work and labor, including the
demise of the slave trade
and the effects of immigration, mining and manufacturing,
division of labor,
and the union movement.
(10.3.5) Understand the connections among natural resources,
entrepreneurship, labor,
and capital in an industrial economy.
(10.3.6) Analyze the emergence of capitalism as a dominant
economic pattern and the
responses to it, including Utopianism, Social Democracy,
Socialism, and
Communism.
Specific application of United States History and Geography:
Continuity and Change in
the Twentieth Century (grade eleven)
(11.11) Students analyze the major social problems and domestic
policy issues in
contemporary American society.
(11.11.1) Discuss the reasons for the nation's changing
immigration policy, with
emphasis on how the Immigration Act of 1965 and successor acts
have
transformed American society.
(11.11.2) Discuss the significant domestic policy speeches of
Truman, Eisenhower,
Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton
(e.g., with regard
to education, civil rights, economic policy, environmental
policy).
(11.11.3) Describe the changing roles of women in society as
reflected in the entry of
more women into the labor force and the changing family
structure.
(11.11.4) Explain the constitutional crisis originating from the
Watergate scandal.
(11.11.5) Trace the impact of, need for, and controversies
associated with environmental
conservation, expansion of the national park system, and the
development of
environmental protection laws, with particular attention to the
interaction
between environmental protection advocates and property rights
advocates.
(11.11.6) Analyze the persistence of poverty and how different
analyses of this issue
influence welfare reform, health insurance reform, and other
social policies.
(11.11.7) Explain how the federal, state, and local governments
have responded to
demographic and social changes such as population shifts to the
suburbs, racial
concentrations in the cities, Frostbelt-to-Sunbelt migration,
international
migration, decline of family farms, increases in out-of-wedlock
births, and drug
abuse.
Specific application of Principles of Economics (grade twelve)
(12.1) Students understand common economic terms and concepts
and economic
reasoning.
(12.1.1) Examine the causal relationship between scarcity and
the need for choices.
(12.1.2) Explain opportunity cost and marginal benefit and
marginal cost.
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(12.1.3) Identify the difference between monetary and
nonmonetary incentives and how
changes in incentives cause changes in behavior.
(12.1.4) Evaluate the role of private property as an incentive
in conserving and
improving scarce resources, including renewable and nonrenewable
natural
resources.
(12.1.5) Analyze the role of a market economy in establishing
and preserving political
and personal liberty (e.g., through the works of Adam Smith).
(12.2) Students analyze the elements of America's market economy
in a global setting.
(12.2.1) Understand the relationship of the concept of
incentives to the law of supply
and the relationship of the concept of incentives and
substitutes to the law of
demand.
(12.2.2) Discuss the effects of changes in supply and/ or demand
on the relative
scarcity, price, and quantity of particular products.
(12.2.3) Explain the roles of property rights, competition, and
profit in a market
economy.
(12.2.4) Explain how prices reflect the relative scarcity of
goods and services and
perform the allocative function in a market economy.
(12.2.5) Understand the process by which competition among
buyers and sellers
determines a market price.
(12.2.6) Describe the effect of price controls on buyers and
sellers.
(12.2.7) Analyze how domestic and international competition in a
market economy
affects goods and services produced and the quality, quantity,
and price of
those products.
(12.2.8) Explain the role of profit as the incentive to
entrepreneurs in a market
economy.
(12.2.9) Describe the functions of the financial markets.
(12.2.10) Discuss the economic principles that guide the
location of agricultural
production and industry and the spatial distribution of
transportation and retail
facilities.
(12.3) Students analyze the influence of the federal government
on the American
economy.
(12.3.1) Understand how the role of government in a market
economy often includes
providing for national defense, addressing environmental
concerns, defining
and enforcing property rights, attempting to make markets more
competitive,
and protecting consumers' rights.
(12.3.2) Identify the factors that may cause the costs of
government actions to outweigh
the benefits.
(12.3.3) Describe the aims of government fiscal policies
(taxation, borrowing, spending)
and their influence on production, employment, and price levels.
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(12.3.4) Understand the aims and tools of monetary policy and
their influence on
economic activity (e.g., the Federal Reserve).
(12.4) Students analyze the elements of the U.S. labor market in
a global setting.
(12.4.1) Understand the operations of the labor market,
including the circumstances
surrounding the establishment of principal American labor
unions, procedures
that unions use to gain benefits for their members, the effects
of unionization,
the mini-mum wage, and unemployment insurance.
(12.4.2) Describe the current economy and labor market,
including the types of goods
and services produced, the types of skills workers need, the
effects of rapid
technological change, and the impact of international
competition.
(12.4.3) Discuss wage differences among jobs and professions,
using the laws of
demand and supply and the concept of productivity.
(12.4.4) Explain the effects of international mobility of
capital and labor on the U.S.
economy.
(12.5) Students analyze the aggregate economic behavior of the
U.S. economy.
(12.5.1) Distinguish between nominal and real data.
(12.5.2) Define, calculate, and explain the significance of an
unemployment rate, the
number of new jobs created monthly, an inflation or deflation
rate, and a rate of
economic growth.
(12.5.3) Distinguish between short-term and long-term interest
rates and explain their
relative significance.
(12.6) Students analyze issues of international trade and
explain how the U.S.
economy affects, and is affected by, economic forces beyond the
United States
borders.
(12.6.1) Identify the gains in consumption and production
efficiency from trade, with
emphasis on the main products and changing geographic patterns
of twentiethcentury
trade among countries in the Western Hemisphere.
(12.6.2) Compare the reasons for and the effects of trade
restrictions during the Great
Depression compared with present-day arguments among labor,
business, and
political leaders over the effects of free trade on the economic
and social
interests of various groups of Americans.
(12.6.3) Understand the changing role of international political
borders and territorial
sovereignty in a global economy.
(12.6.4) Explain foreign exchange, the manner in which exchange
rates are determined,
and the effects of the dollar's gaining (or losing) value
relative to other
currencies.
2.0
Communications
Students understand the principles of effective oral, written,
and multimedia communication in a
variety of formats and contexts:
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(The standards listed below retain the numbering in parentheses
as specified in the original
academic content standards documents.)
2.1
Reading:
Specific applications of English–language arts (grades nine
and ten)
(2.1) Analyze the structure and format of functional workplace
documents, including
the graphics and headers, and explain how authors use the
features to achieve
their purposes.
(2.2) Prepare a bibliography of reference materials for a report
using a variety of
consumer, workplace, and public documents.
(2.3) Generate relevant questions about readings on issues that
can be researched.
(2.4) Synthesize the content from several sources or works by a
single author dealing
with a single issue; paraphrase the ideas and connect them to
other sources and
related topics to demonstrate comprehension.
(2.5) Extend ideas presented in primary or secondary sources
through original
analysis, evaluation, and elaboration.
(2.6) Demonstrate use of sophisticated learning tools by
following technical
directions (e.g., those found with graphic calculators and
specialized software
programs and in access guides to World Wide Web sites on the
Internet).
(2.7) Critique the logic of functional documents by examining
the sequence of
information and procedures in anticipation of possible reader
misunderstandings.
Specific applications of English–language arts (grades eleven
and twelve)
(2.3) Verify and clarify facts presented in other types of
expository texts by using a
variety of consumer, workplace, and public documents.
2.2
Writing:
Specific applications of English–language arts (grades nine
and ten)
(1.3) Use clear research questions and suitable research methods
(e.g., library,
electronic media, personal interview) to elicit and present
evidence from
primary and secondary sources.
(1.4) Develop the main ideas within the body of the composition
through supporting
evidence (e.g., scenarios, commonly held beliefs, hypotheses,
definitions).
(1.5) Synthesize information from multiple sources and identify
complexities and
discrepancies in the information and the different perspectives
found in each
medium (e.g., almanacs, microfiche, news sources, in-depth field
studies,
speeches, journals, technical documents).
(1.6) Integrate quotations and citations into a written text
while maintaining the flow
of ideas.
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(1.7) Use appropriate conventions for documentation in the text,
notes, and
bibliographies by adhering to those in style manuals (e.g.,
Modern
Language
Association Handbook, The Chicago Manual of Style).
(1.8) Design and publish documents by using advanced publishing
software and
graphic programs.
(1.9) Revise writing to improve the logic and coherence of the
organization and
controlling perspective, the precision of word choice, and the
tone by taking
into consideration the audience, purpose, and formality of the
context.
(2.3) Write expository compositions, including analytical essays
and research
reports:
a. Marshal evidence in support of a thesis and related claims,
including
information on all relevant perspectives.
b. Convey information and ideas from primary and secondary
sources
accurately and coherently.
c. Make distinctions between the relative value and significance
of specific
data, facts, and ideas.
d. Include visual aids by employing appropriate technology to
organize and
record information on charts, maps, and graphs.
e. Anticipate and address readers' potential misunderstandings,
biases, and
expectations.
f. Use technical terms and notations accurately.
(2.4) Write persuasive compositions:
a. Structure ideas and arguments in a sustained and logical
fashion.
b. Use specific rhetorical devices to support assertions (e.g.,
appeal to logic
through reasoning; appeal to emotion or ethical belief; relate a
personal
anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant
evidence, including
facts, expert opinions, quotations, and expressions of commonly
accepted
beliefs and logical reasoning.
d. Address readers’ concerns, counterclaims, biases, and
expectations.
(2.5) Write business letters:
a. Provide clear and purposeful information and address the
intended audience
appropriately.
b. Use appropriate vocabulary, tone, and style to take into
account the nature
of the relationship with, and the knowledge and interests of,
the recipients.
c. Highlight central ideas or images.
d. Follow a conventional style with page formats, fonts, and
spacing that
contribute to the documents' readability and impact.
(2.6) Write technical documents (e.g., a manual on rules of
behavior for conflict
resolution, procedures for conducting a meeting, minutes of a
meeting):
a. Report information and convey ideas logically and correctly.
b. Offer detailed and accurate specifications.
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c. Include scenarios, definitions, and examples to aid
comprehension (e.g.,
troubleshooting guide).
d. Anticipate readers' problems, mistakes, and
misunderstandings.
Specific applications of English–language arts (grades eleven
and twelve)
(1.1) Demonstrate an understanding of the elements of discourse
(e.g., purpose,
speaker, audience, form) when completing narrative, expository,
persuasive, or
descriptive writing assignments.
(1.3) Structure ideas and arguments in a sustained, persuasive,
and sophisticated way
and support them with precise and relevant examples.
(1.6) Develop presentations by using clear research questions
and creative and
critical research strategies (e.g., field studies, oral
histories, interviews,
experiments, electronic sources).
(1.7) Use systematic strategies to organize and record
information (e.g., anecdotal
scripting, annotated bibliographies).
(1.8) Integrate databases, graphics, and spreadsheets into
word-processed documents.
(2.5) Write job applications and resumes:
a. Provide clear and purposeful information and address the
intended audience
appropriately.
b. Use varied levels, patterns, and types of language to achieve
intended
effects and aid comprehension.
c. Modify the tone to fit the purpose and audience.
d. Follow the conventional style for that type of document
(e.g., resume,
memorandum) and use page formats, fonts, and spacing that
contribute to
the readability and impact of the document.
(2.6) Deliver multimedia presentations:
a. Combine text, images, and sound and draw information from
many
sources (e.g., television broadcasts, videos, films, newspapers,
magazines,
CD-ROMs, the Internet, electronic media-generated images).
b. Select an appropriate medium for each element of the
presentation.
c. Use the selected media skillfully, editing appropriately and
monitoring for
quality.
d. Test the audience's response and revise the presentation
accordingly.
2.3
Written and Oral English
Language Conventions:
Specific applications of English–language arts (grades nine
and ten)
(1.1) Identify and correctly use clauses (e.g., main and
subordinate), phrases (e.g.,
gerund, infinitive, and participial), and mechanics of
punctuation (e.g.,
semicolons, colons, ellipses, hyphens).
(1.2) Understand sentence construction (e.g., parallel
structure, subordination, proper
placement of modifiers) and proper English usage (e.g.,
consistency of verb
tenses).
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(1.3) Demonstrate an understanding of proper English usage and
control of grammar,
paragraph and sentence structure, diction, and syntax.
(1.4) Produce legible work that shows accurate spelling and
correct use of the
conventions of punctuation and capitalization.
(1.5) Reflect appropriate manuscript requirements, including
title page presentation,
pagination, spacing and margins, and integration of source and
support material
(e.g., in-text citation, use of direct quotations, paraphrasing)
with appropriate
citations.
2.4
Listening and Speaking:
Specific applications of English–language arts (grade nine and
ten)
(1.1) Formulate judgments about the ideas under discussion and
support those
judgments with convincing evidence.
(1.2) Compare and contrast the ways in which media genres (e.g.,
televised news,
news magazines, documentaries, online information) cover the
same event.
(1.3) Choose logical patterns of organization (e.g.,
chronological, topical, cause and
effect) to inform and to persuade, by soliciting agreement or
action, or to unite
audiences behind a common belief or cause.
(1.7) Use props, visual aids, graphs, and electronic media to
enhance the appeal and
accuracy of presentations.
(2.3) Apply appropriate interviewing techniques:
a. Prepare and ask relevant questions.
b. Make notes of responses.
c. Use language that conveys maturity, sensitivity, and respect.
d. Respond correctly and effectively to questions.
e. Demonstrate knowledge of the subject or organization.
f. Compile and report responses.
g. Evaluate the effectiveness of the interview.
(2.4) Deliver oral responses to literature:
a. Advance a judgment demonstrating a comprehensive grasp of the
significant ideas of works or passages (i.e., make and support
warranted
assertions about the text).
b. Support important ideas and viewpoints through accurate and
detailed
references to the text or to other works.
c. Demonstrate awareness of the author's use of stylistic
devices and an
appreciation of the effects created.
d. Identify and assess the impact of perceived ambiguities,
nuances, and
complexities within the text.
(2.5) Deliver persuasive arguments (including evaluation and
analysis of problems
and solutions and causes and effects):
a. Structure ideas and arguments in a coherent, logical fashion.
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b. Use rhetorical devices to support assertions (e.g., by appeal
to logic through
reasoning; by appeal to emotion or ethical belief; by use of
personal
anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant
evidence, including
facts, expert opinions, quotations, expressions of commonly
accepted
beliefs, and logical reasoning.
d. Anticipate and address the listener's concerns and
counterarguments.
(2.6) Deliver descriptive presentations:
a. Establish clearly the speaker's point of view on the subject
of the
presentation.
b. Establish clearly the speaker's relationship with that
subject (e.g.,
dispassionate observation, personal involvement).
c. Use effective, factual descriptions of appearance, concrete
images, shifting
perspectives and vantage points, and sensory details.
Specific applications of English–language arts (grades eleven
and twelve)
(2.4) Deliver multimedia presentations:
a. Combine text, images, and sound by incorporating information
from a wide
range of media, including films, newspapers, magazines, CD-ROMs,
online
information, television, videos, and electronic media-generated
images.
b. Select an appropriate medium for each element of the
presentation.
c. Use the selected media skillfully, editing appropriately and
monitoring for
quality.
d. Test the audience's response and revise the presentation
accordingly.
2.4 Students understand written business communication modes,
such as memos, e-mail
messages, one-page executive summaries, etc.
3.0
Career Planning and
Management
Students understand how to make effective decisions, use
information about careers, and manage
personal career plans:
3.1 Know the personal qualifications, interests, aptitudes,
knowledge, and skills necessary to
succeed in careers.
3.2 Understand the scope of career opportunities and know the
requirements for education,
training, and licensure.
3.3 Develop a career plan that is designed to reflect career
interests, pathways, and
postsecondary options.
3.4 Understand the role and function of professional
organizations, industry associations, and
organized labor in a productive society.
3.5 Understand the past, present, and future trends that affect
careers, such as technological
developments and societal trends, and the resulting need for
lifelong learning.
3.6 Know key strategies for self-promotion in the hiring
process, such as job applications,
résumé writing, interviewing skills, and portfolio
preparation.
3.7 Explore career opportunities in business through such
programs as virtual enterprise,
work experience, and internships.
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4.0
Technology
Students know how to use contemporary and emerging technological
resources in diverse and
changing personal, community, and workplace environments:
4.1 Understand past, present, and future technological advances
as they relate to a chosen
pathway.
4.2 Understand the use of technological resources to access,
manipulate, and produce
information, products, and services.
4.3 Understand the influence of current and emerging technology
on selected segments of the
economy.
4.4 Understand effective technologies used in Web site
development and Internet usage.
4.5 Know procedures for maintaining secure information,
preventing loss, and reducing risk.
5.0
Problem Solving and
Critical Thinking
Students understand how to create alternative solutions by using
critical and creative thinking
skills, such as logical reasoning, analytical thinking, and
problem solving techniques:
5.1 Apply appropriate problem-solving strategies and critical
thinking skills to work-related
issues and tasks.
5.2 Understand the systematic problem-solving models that
incorporate input, process,
outcome, and evaluation components.
5.3 Use critical thinking skills to make informed decisions and
solve problems.
5.4 Understand how financial systems and tools are used to solve
business problems.
6.0
Health and Safety
Students understand health and safety policies, procedures,
regulations, and practices, including
equipment and hazardous material handling:
6.1 Know policies, procedures, and regulations regarding health
and safety in the workplace,
including employers’ and employees’ responsibilities.
6.2 Understand critical elements for health and safety practices
related to storing, cleaning,
and maintaining tools, equipment, and supplies.
6.3 Understand the environmental and ergonomic risks associated
with the use of business
equipment and the financial impact of an unsafe work
environment.
7.0
Responsibility and
Flexibility
Students know the behaviors associated with the demonstration of
responsibility and flexibility
in personal, workplace, and community settings:
7.1 Understand the qualities and behaviors that constitute a
positive and professional work
demeanor.
7.2 Understand the importance of accountability and
responsibility in fulfilling personal,
community, and workplace roles.
7.3 Understand the need to adapt to varied roles and
responsibilities.
7.4 Understand that individual actions can affect the larger
community.
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8.0
Ethics and Legal
Responsibilities
Students understand professional, ethical, and legal behavior
consistent with applicable laws,
regulations, and organizational norms:
8.1 Know major local, district, state, and federal regulatory
agencies and entities that affect
industry and how they enforce laws and regulations.
8.2 Understand the concept and application of ethical and legal
behavior consistent with
workplace standards.
8.3 Understand the role of personal integrity and ethical
behavior in the workplace.
8.4 Understand major local, state, and federal laws and
regulations that affect business as
well as the procedural requirements necessary for compliance.
8.5 Know how to design systems and applications to allow access
to all users.
9.0
Leadership and Teamwork
Students understand effective leadership styles, key concepts of
group dynamics, team and
individual decision making, the benefits of workforce diversity,
and conflict resolution:
9.1 Understand the characteristics and benefits of teamwork,
leadership, and citizenship in
the school, community, and workplace settings.
9.2 Understand the ways in which preprofessional associations,
such as DECA—A
Marketing Association and Future Business Leaders of America (FBLA),
and
competitive career development activities enhance academic
skills, promote career
choices, and contribute to employability.
9.3 Understand how to organize and structure work individually
and in teams for effective
performance and attainment of goals.
9.4 Know multiple approaches to conflict resolution and their
appropriateness for a variety of
situations in the workplace.
9.5 Understand how to interact with others in ways that
demonstrate respect for individual
and cultural differences and the attitudes and feelings of
others.
10.0
Technical Knowledge and
Skills
Students understand the essential knowledge and skills common to
all pathways within the
Information Technology sector:
10.1 Know how to use a variety of business- and
industry-standard software and hardware,
including major proprietary and open standards.
10.2 Understand the information technology components of major
business functions (e.g.,
marketing, accounting, and human resource management) and their
interrelationships.
10.3 Understand the economic effects of technology on a business
in the global marketplace.
10.4 Know how financial systems and tools are used to perform
business transactions through
the use of technology.
10.5 Use technology and electronic media to manage the work flow
and to provide feedback.
10.6 Understand the interrelationships between hardware
components and supportive
software.
10.7 Analyze the functions, features, and limitations of
different operating systems,
environments, applications, and utilities.
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10.8 Know how to use appropriate help resources (e.g., help
desks, online help, and manuals)
to install, configure, upgrade, diagnose, and repair operating
systems, environments,
applications, and utilities.
11.0
Demonstration and
Application
Students demonstrate and apply the concepts contained in the
foundation and pathway standards.
Pathway Standards
A. Information Support and Services Pathway
Students in the Information Support and Services Pathway prepare
for careers that involve the
implementation of computer services and software, the provision
of technical assistance, and the
creation of technical documentation and management of
information systems. Mastery of
information technologies is the foundation for all successful
business organizations today.
Persons with expertise in information support and services are
in high demand for a variety of
positions in business and industry.
A1.0 Students understand the potential impact of information
systems in different
organizations:
A1.1 Evaluate the systems-development life cycle and develop
appropriate plans to
maintain a given system after assessing its impact on resources.
A1.2 Evaluate support needs for different data and systems
configurations.
A1.3 Understand the necessity of and procedures for
communicating and
documenting technical support provided.
A2.0 Students understand the process of systems implementation:
A2.1 Understand how to develop the purpose and scope of a
systems project.
A2.2 Understand the criteria and processes for evaluating the
functions of
information systems.
A2.3 Know the processes needed to install and maintain systems.
A2.4 Know appropriate documentation support for information
systems.
A3.0 Students understand key aspects of project management:
A3.1 Analyze business problems by using functional and
cost-benefit perspectives.
A3.2 Know common organizational, technical, and financial risks
associated with the
implementation and use of systems.
A3.3 Know the functions of various tools used to manage projects
involving the
development of information systems.
A4.0 Students understand the process necessary to accomplish a
task by using effective
resource management:
A4.1 Know how to acquire, use, and manage both internal and
external resources
needed when supporting various organizational systems.
A4.2 Understand how to identify and integrate various
organizational systems to
achieve maximum efficiency and effectiveness.
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A5.0 Students understand the dynamics of systems management and
control:
A5.1 Know appropriate policies and procedures to ensure the
security and integrity
of management systems.
A5.2 Investigate, evaluate, select, and use major types of
systems applications and
vendors, including retail, manufacturing, and service
management.
A6.0 Students understand how training and support ensure
efficient, productive systems
operations:
A6.1 Analyze technical support needs.
A6.2 Use technical writing and communication skills to work
effectively with
diverse groups of people.
A6.3 Understand the principles of a customer-oriented service
approach to users.
A7.0 Students understand software applications and life-cycle
phases:
A7.1 Know common industry-standard software and its
applications.
A7.2 Evaluate the effectiveness of software to solve specific
problems.
A7.3 Know a variety of sources for reference materials (e.g.,
online help, vendors’
Web sites, online discussion groups, tutorials, and manuals).
A7.4 Diagnose and solve software application problems.
A7.5 Know current and emerging industry-standard technology and
trends.
A8.0 Students understand the importance of reading, writing, and
comprehending
documentation in a technical environment:
A8.1 Know appropriate search procedures for different types of
information, sources,
and queries.
A8.2 Evaluate the accuracy, relevance, and comprehensiveness of
retrieved
information.
A8.3 Analyze the effectiveness of online information resources
to support
collaborative tasks, research, publications, communications, and
increased
productivity.
A9.0 Students understand and implement quality assurance
processes:
A9.1 Know the characteristics and functions of available quality
assurance tools and
procedures for a variety of situations.
A9.2 Understand techniques for optimizing quality assurance
processes.
A10.0 Students understand and implement database management
systems:
A10.1 Know the variety of data types that are stored in database
management systems.
A10.2 Understand the ways in which tools for developing
applications can be used to
create information systems.
A10.3 Understand the various structures appropriate for specific
applications within
database management systems.
A10.4 Understand the development process of database schema.
A10.5 Understand the possibilities for and limitations of
converting data between
databases and various applications.
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B. Media Support and Services Pathway
Students in the Media Support and Services Pathway prepare for
careers that involve creating,
designing, and producing multimedia products and services,
including the development of
digitally generated or computer-enhanced media used in business.
Organizations of all types and
sizes use digital media (e.g., CDs, DVDs, Web sites) to
communicate with existing and potential
customers. Media support experts can find jobs in organizations
doing such work as creating
e-business Web sites.
B1.0 Students understand the effective use of tools for media
production, development, and
project management:
B1.1 Know the basic functions of media design software, such as
keyframe
animation, two-dimensional design, and three-dimensional design.
B1.2 Use appropriate software to design and produce
professional-quality images,
documents, and presentations.
B1.3 Analyze the purpose of the media to determine the
appropriate file format and
level of compression.
B1.4 Analyze media and develop strategies that target the
specific needs and desires
of the audience.
B1.5 Understand the development and management process of a show
(e.g.,
television programs, musicals, and radio programs).
B1.6 Know the basic design elements necessary to produce
effective print, video,
audio, and Web-based media.
B1.7 Use technical skills (e.g., pagination, printing, folding,
cutting, and binding) to
produce publishable materials.
B2.0 Students understand the effective use of communication
software to access and transmit
information:
B2.1 Know multiple ways in which to transfer information and
resources (e.g., text,
data, sound, video, and still images) between software programs
and systems.
B2.2 Understand the differences between various Internet
protocols (e.g., http, ftp,
mailto, and telnet).
B2.3 Use multiple online search techniques and resources to
acquire information.
B2.4 Know the appropriate ways to validate and cite Internet
resources.
B3.0 Students understand the use of different types of
peripherals and hardware appropriate to
media and technology:
B3.1 Understand the appropriate peripherals and hardware needed
to achieve
maximum productivity for various projects.
B3.2 Know how to identify and integrate various types of
peripherals and hardware
to meet project requirements.
B3.3 Use various types of audio and video equipment (e.g.,
digital cameras,
recorders, scanners, Web cams, and CD and DVD recorders), as
appropriate,
for different projects.
B3.4 Understand the types of media storage and the use of
appropriate file formats,
and know how to convert data between media and file formats.
B4.0 Students apply technical and interpersonal skills and
knowledge to support the user:
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B4.1 Use a logical and structured approach to isolate and
identify problem sources
and to resolve problems.
B4.2 Know the available resources for identifying and resolving
problems.
B4.3 Use technical writing and communication skills to work
effectively with
diverse groups of people.
B4.4 Understand the principles of a customer-oriented service
approach to users.
B5.0 Students understand and apply knowledge of effective Web
page design and
management:
B5.1 Understand the purpose, scope, and development of a Web
site.
B5.2 Know the relative features, strengths, and weaknesses of
different authoring
programs and cross-platform issues.
B5.3 Use industry-standard programs to produce a Web-based
business operation or
simulation.
B5.4 Know the tools needed to enable multimedia capabilities
(e.g., still images,
animated graphics, sound, and video) for Web sites.
B5.5 Know strategies for optimizing Web design for fast delivery
and retrieval.
B5.6 Know the tools needed to enable databases to collect data
from Web site
visitors (e.g., how to create forms and create a database of
collected
information and how to manage an online database) and the tools
needed for
general Web site management, including basic HTML coding, Web
site
statistical tracking, standard scripting languages, and advanced
communications protocols.
B5.7 Know the full process of Web hosting, including registering
domain names,
setting up Web hosting, setting up e-mail addresses, and
recognizing privacy
issues.
B5.8 Understand the hardware (server) and software required for
Web hosting.
B5.9 Know the tools and process for registering Web sites with
search directories
and engines and for enabling e-commerce capabilities (e.g., sell
products,
create a shopping cart, and handle credit card transactions).
B5.10 Differentiate among various versions of Internet
programming languages.
C. Network Communications Pathway
Students in the Network Communications Pathway prepare for
careers that involve network
analysis, planning, and implementation, including the design,
installation, maintenance, and
management of network systems. The successful establishment and
maintenance of information
technology infrastructure is critical to the success of almost
every twenty-first-century
organization. Employment continues to grow for persons with
expertise in network
communications.
C1.0 Students understand how to identify and analyze the
customer’s organizational network
system needs and requirements:
C1.1 Evaluate emerging products, services, and business models
in relation to the
creation, setup, and management of network communication
products and
services.
C1.2 Evaluate, create, and process voice, video, and data
transmissions.
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C1.3 Understand the effective management of human, financial,
and
communications resources from the standpoints of the user and
the provider.
C1.4 Diagram physical and logical layouts of network
communication systems.
C2.0 Students understand and use various types of networking
models:
C2.1 Know the types of networks and their features and
applications.
C2.2 Know how to implement a functional wired and wireless
network, including the
installation and configuration of components, software, and
plug-ins.
C2.3 Understand the functions of various network devices,
including network
connectivity hardware.
C2.4 Distinguish between the topologies and protocols of local
area networks and
those of wide area networks.
C2.5 Understand the differences between various network
environments (e.g., peerto-
peer, client-server, thin client, n-tier, internetworks,
intranets, and extranets).
C2.6 Evaluate, select, and deploy a variety of network
architectures and protocols.
C2.7 Apply appropriate technologies to improve network
performance.
C2.8 Identify, analyze, and evaluate emerging communications
technologies for use
in organizations.
C3.0 Students understand network maintenance and user-support
services:
C3.1 Know common customer policies and procedures, including
those for
management of incidents.
C3.2 Understand the security procedures necessary to maintain
and support a
network.
C3.3 Know the functions of common help-desk tools and resources,
such as incident
tracking, knowledge database, and staffing.
C3.4 Understand effective methods of disseminating information
and instruction to
users.
C4.0 Students understand network project management:
C4.1 Analyze network system interdependencies and constraints.
C4.2 Understand the processes used in managing and maintaining
various types of
electronic networks.
C4.3 Understand implications of key protocols and international
standards and their
impact on data transmission.
C5.0 Students understand network communication applications and
infrastructure:
C5.1 Know the appropriate uses of communication services,
products, and
applications.
C5.2 Use a variety of online services (e.g., purchasing,
selling, tracking,
communicating, banking, and investing).
C5.3 Evaluate the features of communications software products
in terms of their
appropriateness to organizational tasks.
C5.4 Configure compatible systems across various platforms and
types of media.
C6.0 Students understand network administration through the
monitoring of the information
and network systems:
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C6.1 Understand the importance of classifying appropriate
monitoring devices and
procedures for quick identification and prevention of security
violations.
C6.2 Know policies and procedures for routine administration
(e.g., user agreement,
incident reporting, and recovery for users).
C6.3 Know common potential risks and entrance points, including
internal and
external risks, and the tools used to neutralize them (e.g.,
firewalls; monitoring;
and antivirus, spyware, and spam protection).
C6.4 Know common techniques for disaster prevention and
recovery.
D. Programming and Systems Development Pathway
Students in the Programming and Systems Development Pathway
prepare for careers that
involve the design, development, and implementation of computer
systems and software. Those
careers require knowledge of computer operating systems,
programming languages, and software
development. Persons with expertise in programming and software
development work with
cutting-edge technologies to develop tomorrow’s products for
use by businesses and consumers.
D1.0 Students understand the strategies necessary to define and
analyze systems and software
requirements:
D1.1 Develop information technology-based strategies and project
plans to solve
specific problems.
D1.2 Know how systems and software requirements are determined
in various
situations.
D1.3 Know the effective use of tools for software development.
D1.4 Know the software development process.
D2.0 Students understand programming languages:
D2.1 Know the fundamentals of programming languages and
concepts.
D2.2 Compare programs by using control structures, procedures,
functions,
parameters, variables, error recovery, and recursion.
D2.3 Understand digital logic, machine-level representation of
data, memory-system
organization, and use of assembly-level programming
architecture.
D3.0 Students understand the creation and design of a software
program:
D3.1 Analyze customers’ needs and requirements for software.
D3.2 Know how specifications and codes are developed for new and
existing
software applications.
D3.3 Understand the abstract organization of information and how
programs
maintain the properties of the data structure while they perform
such operations
as search, insert, or load-balancing.
D3.4 Know multiple ways in which to store, retrieve, and access
information.
D3.5 Understand how to track software versions
.
D4.0 Students understand the process of testing, debugging, and
maintaining programs to meet
specifications:
D4.1 Know the steps involved in the software-testing process.
Page 248 of 366
8/1/05 Draft as sent to CDE Press for final edit
D4.2 Know the methodologies of program maintenance to preserve
intended
program applications and the operation of scheduled batch jobs
and real-time
jobs.
D4.3 Know how different systems and associated utilities perform
such functions as
file management, backup and recovery, and execution of programs.
D4.4 Understand the differences between simple and multiuser
operating systems.
D5.0 Students understand the importance of quality assurance
tasks in producing effective and
efficient products:
D5.1 Know the standards and requirements for software quality
assurance.
D5.2 Know common quality assurance tasks and their place in the
development
process.
D5.3 Understand the ways in which specification changes and
technological
advances can require the modification of programs.
D5.4 Know various sorting and searching methods and their
comparative advantages.
D5.5 Know the characteristics of reliable, effective, and
efficient products.
D6.0 Students understand the importance of effective interfaces
in the interaction between
humans and computer systems:
D6.1 Understand how to support access, privacy, and high ethical
standards in
computing.
D6.2 Use knowledge of cognitive, physical, and social
interactions to create and
design user-friendly computer practices and applications that
meet the needs of
the market.
Project Overview
Page 4
Marketing Career Cluster Status Report
Copyright © 2008, Marketing Education Resource Center®
Tier 2: Marketing Core
The second tier of specificity represented those skills and
knowledge that were identified as common
across the five marketing pathways. The instructional areas
addressed in this tier include Channel
Management, Marketing-Information Management, Market Planning,
Pricing, Product/Service
Management, Promotion, and Selling.
Tier 3: Marketing Pathways
This tier addressed the content of a variety of broad-based
occupational opportunities called
Pathways. To aid in determining when a particular set of
knowledge and skills constituted a
pathway, MarkED researchers established criteria that must be
present for a pathway to exist. These
criteria are:
•
Presence of a discrete,
core body of knowledge
•
Existence of a career
ladder
•
Extent of professional
certification and training
•
Existence of
professional association(s)
•
Critical mass in terms
of number of jobs
The Marketing Pathways addressed in the initial States’ Career
Cluster Initiative were analyzed to
determine whether modifications were needed since six years had
passed since the original research.
Research findings indicated that the pathways to be addressed in
the Marketing Cluster had changed
since the work was completed in 2001.
•
Buying and Merchandising
was shortened to focus on Merchandising since many business
representatives considered them one in the same.
•
Distribution and
Logistics was dropped from the Marketing Cluster since
distribution/logistics/supply chain management had become
recognized as primary functions
in Business.
•
Electronic Marketing had
been absorbed into the mainstream of marketing activities rather
than being treated as a separate, distinct entity; therefore, it
was dropped as a pathway.
•
Management and
Entrepreneurship were addressed in all clusters, and became an
instructional area within each of the clusters of interest.
•
Marketing Communication
and Promotion was shortened to Marketing Communications.
•
Marketing-Information
Management and Research was shortened to Marketing Research to
reflect the job titles/opportunities in the pathway.
•
Professional Sales and
Marketing was changed to Professional Selling to focus specifically
on sales activities.
The original Marketing Pathway titles are identified in Figure 1
along with the 2007 title
modifications.
Project Overview
Page 5
Marketing Career Cluster Status Report
Copyright © 2008, Marketing Education Resource Center®
Figure 1
.
Comparison of 2001 and 2007 Marketing Pathways
Tier 4: Marketing Specialties
The final tier of specificity contained curricular content
unique to a product/service. It addressed job
opportunities associated with each pathway. In Professional
Selling, for example, some job
opportunities are pharmaceutical sales, real-estate sales, and
advertising sales.
Curricular Model Components
The curricular content was organized into Knowledge and Skill
Statements, Performance Elements,
and Performance Indicators. Definitions and examples are as
follows:
Knowledge and Skill Statement
A broad level of knowledge and skill that encapsulates the
overarching intent/purpose of a work
function
Characteristics:
Broad based
Not measurable in and of itself
Scope determined through more specific units of work or specific
learning expectations
Comparable to:
Content standard
~Unit of instruction
Examples:
1.
Selling :
Understands the concepts and actions needed to determine client needs and wants
and respond through planned, personalized communication that
influences purchase
decisions and enhances future business opportunities.
2.
Promotion:
Understands the concepts and strategies needed to communicate information
about products, services, images, and/or ideas to achieve a
desired outcome
The Knowledge and Skill Statements developed for the
Business
Administration Core are as
follows:
Business Law:
Understands
business’s responsibility to know, abide by, and enforce laws and
regulations that affect business operations and transactions
Communication Skills:
Understands
the concepts, strategies, and systems used to obtain and
convey ideas and information
Customer Relations:
Understands
the techniques and strategies used to foster positive, ongoing
relationships with customers
Economics:
Understands
the economic principles and concepts fundamental to business operations
Emotional Intelligence:
Understands
techniques, strategies, and systems used to foster selfunderstanding
and enhance relationships with others
Entrepreneurship:
Understands
the concepts, processes, and skills associated with identifying new
ideas, opportunities, and methods and with creating or starting
a new project or venture
Financial Analysis:
Understands
tools, strategies, and systems used to maintain, monitor, control,
and plan the use of financial resources
Human Resource Management:
Understands
the tools techniques, and systems that businesses use
to plan, staff, lead, and organize its human resources
Information Management:
Understands
tools, strategies, and systems needed to access, process,
maintain, evaluate, and disseminate information to assist
business decision-making
Marketing:
Understands
the tools, techniques, and systems that businesses use to create exchanges
and satisfy organizational objectives
Operations:
Understands
the processes and systems implemented to monitor, plan, and control the
day-to-day activities required for continued business
functioning
Professional Development:
Understands
concepts, tools, and strategies used to explore, obtain, and
develop in a business career
Strategic Management:
Understands
tools, techniques, and systems that affect a business’s ability
to plan, control, and organize an organization/department
The
Marketing Core is
composed of the following seven Knowledge and Skill Statements:
Channel Management:
Understands
the concepts and processes needed to identify, select,
monitor, and evaluate sales channels
Marketing-Information Management:
Understands
the concepts, systems, and tools needed to
gather, access, synthesize, evaluate, and disseminate
information for use in making business
decisions
Project Overview
Page 7
Marketing Career Cluster Status Report
Copyright © 2008, Marketing Education Resource Center®
Market Planning:
Understands
the concepts and strategies utilized to determine and target
marketing strategies to a select audience
Pricing:
Understands
concepts and strategies utilized in determining and adjusting prices to
maximize return and meet customers’ perceptions of value
Product/Service Management:
Understands
the concepts and processes needed to obtain,
develop, maintain, and improve a product or service mix in
response to market opportunities
Promotion:
Understands
the concepts and strategies needed to communicate information about
products, services, images, and/or ideas to achieve a desired
outcome
Selling:
Understands the
concepts and actions needed to determine client needs and wants and
respond through planned, personalized communication that
influences purchase decisions and
enhances future business opportunities
Performance Element
Multiple broad-based work or cognitive performances that define
the K&S statement and that are
further defined by a series of related performance indicators
Comparable to:
Duty area
Major topic
Characteristics:
Subset of Knowledge and Skill statements
Measured through performance indicators
Examples for Selling:
1. Acquire product knowledge needed to perform professional
selling
2. Employ processes and techniques to sell goods/services/ideas
3. Utilize support activities to provide satisfying sales
activities
4. Use staffing, organizing, leading, controlling, and planning
to manage sales activities
Performance Indicator
A specific work-based action—either knowledge or skill--that
specifies what a worker must know
or be able to do to achieve the performance element.
Comparable to:
Task
Competency
Characteristics:
Measurable; quality of work can be determined
Can be performed by an individual worker
Specific/detailed vs. open to interpretation
Not:
Steps in a process
A learning/classroom activity
Examples for Selling
Acquire
product knowledge needed to perform professional selling
1. Synthesize information accompanying product.
2. Obtain product information available the Web.
3. Read promotional literature from manufacturers/service
providers.
4. Analyze competitors’ product/service information.
5. Determine product/service benefits.
Project Overview
P
______________________________
Sophomores
Accounting
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- Business Core Economics and Financial
Concepts; Accounting Procedures and Financial Analysis; Financial
Analysis; Financial and Managerial Accounting; Economics; Computer
Science and Informational Technology; Administrative Support;
Selling Concepts; Merchandising; and Entrepreneurship
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CTE Foundation Standards:
- Business/Financial Relationships: FS7.7.1,
FS7.7.2
- Exchange Rates: FS1.1(1.2),
FS1.1.3(12.6.4)
- Financial Statements: FS2.2.1(2.1),
FS5.5.4
- Investments: FS1.1.3(12.2.9),
FS1.1.3(12.2.2)
- Money Management: FS10.10.2
- Cash Management: FS10.10.1
- Computer Accounting Systems: FS4.4.1
- Decision Making: FS5.5.1
- Ethics: FS8.8.2, FS8.8.3
- Financial Analysis: FS10.10.2
- Governing Agencies: FS8.8.1
- Supply and Demand: FS1.1.3(12.2.1),
FS1.1.3(12.2.2)
- Computer Applications: FS4.4.3, FS4.4.4,
FS4.4.5
- Knowledge Management and Business
Processes: FS5.5.2
- Technical Resources: FS4.4.2
CTE Pathway Standards - Accounting Services
- Accounting Cycle: A1.1.1, A1.1.2, A1.1.3,
A1.1.4
- Accounting Principles: A2.2.1, A2.2.3,
A2.2.5
- Payroll: A2.2.6
- Capital Budgeting: A4.4.1
- Classified Balance Sheet: A2.2.5
- Cash Management: A4.4.2
- Costing Methods: A4.4.3
- Internal Reporting: A4.4.3
- Owner's Equity: A3.3.3
- Receivables and Payables Management:
A4.4.1
- Revenue: A3.3.3
- Financial Planning: A4.4.3
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Accounting is the cornerstone of any business.
The accounting system is designed to collect, document, and report on
financial transactions affecting the business. Financial information can
be processed and recorded by a manual accounting system or by a
computerized accounting system. Owners and investors who risk their
money depend on accountants to report the results of operations and the
financial conditions of the business in which they invest. Accurate
record keeping is essential in order to measure the condition of a
business.
All accountants use the same set of rules,
called "generally accepted accounting principles" or GAAP
(pronounced "gap") to prepare their reports. Accounting
principles provide a way to communicate financial information in a way
that is understood by those who are interested in the financial
conditions of a business. Accounting is often called the language of
business, because it is based upon several very simple principles
concerning financial transactions and reports.
The Real World Application
An accounting system is the orderly recording
of financial transactions. This recordkeeping is used to produce
accounting reports that are necessary for financial and money
management. The information found in these reports has a wide audience.
In general, there are two main types of accounting and two main groups
that use accounting reports. The following are the two types of
accounting: financial and management or managerial accounting. The
following groups use one or both of these types of reports:
- financial accounting focuses on
external users or individuals outside the business who have an
interest in the business
- management/managerial accounting
focus on internal users or individuals inside the business.
The life of a business is divided into
specific periods of time. One of these periods of time is the accounting
period which can cover one month, three months (quarterly), and one
year. These reports produced for these periods may vary from business to
business; however, the most common period of reporting for most
businesses is one year.
The Virtual World Application
An accounting system in the Virtual World is
also the orderly recording of company financial transactions. The same
recordkeeping formats necessary for "real" companies are also
necessary for the "virtual" companies. By developing and
keeping accurate financial records monthly, the Virtual Enterprise
companies will be able to determine how well their companies are doing
financially.
Given the limited exposure of many high school
students to accounting, it has been proven to be an area where many
Virtual Enterprises need support. Both of the two types of accounting,
financial and management or managerial, are necessary for the
"virtual" companies. Some companies may choose to focus on the
financial accounting more than the managerial type due to the lack of
exposure to accounting principles. However, most Virtual Enterprise
companies should work with both types of accounting as their companies
develop.
This unit is intended to provide an overview
of the accounting functions in a Virtual Enterprise, along with examples
and reference materials. It is recommended that Virtual Enterprises use
Excel in MS Office 2000.
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Each Virtual Enterprise company will establish
a working set of books using an accounting system that records financial
transactions in an orderly manner.
Each Virtual Enterprise company will develop
payroll procedures.
Each Virtual Enterprise company will determine
their federal and state corporate taxes and other taxes that may apply.
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Time Line: 1st
Quarter
- November 1 - April 30 company books
(recordkeeping) are kept for financial accounting, managerial
accounting, and Annual Report purposes
- May 1 - May 31 company books kept, as
needed.
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- Read the information presented in
the Accounting Unit along with the Basic Accounting Principles
(Accounting Samples) and miscellaneous worksheets. Also, the
information at the following web sites may be helpful as company is
beginning to set up their books:
- Design the company's basic accounts
or chart
of accounts. Usually some type of numbering system is used for
the various accounts. These accounts are kept in the company's
general ledger, a book which contains all the ledger accounts and
control accounts. Excel2000 has a number of templates, most of which
are set up for either 12 months (1 year) or 8 quarters (2 years).
These accounts should be set up by the sixth week of the first
quarter. They will probably change throughout the year.
- Design, implement and maintain the
company's general journal for the recording of financial
transactions. The general journal is used to post credits, debits,
and references to accounts.
- Develop and implement company's
operating monthly budget. Identify sources of income and sources of
expenses.
- Income sources will be Business
Contract sales, sales to companies and sales to individuals,
Trade Fair sales, and visitor sales.
- Expense sources will be company
operating expenses (rent, electricity, water, supplies, etc.),
payroll, payroll taxes, sales tax ( if applicable), and
corporate taxes.
- Cost of merchandise sold, if service
company, and miscellaneous sales discounts need to be considered
when preparing budget.
- Design, implement and maintain the
company's trial
balance and worksheet. Information for this comes from the
general ledger.
- Determine the company's payroll. Set
up gross monthly income and payroll taxes using QuickBooks software,
Peachtree Accounting software, www.paycheckcity.com,
or information in the payroll sample lesson. Determine how employees
will be paid: weekly, twice a month, or monthly.
- Complete monthly financial
statements: The income statement reports the net income or net loss
earned by the business in a fiscal period (monthly, quarterly, and
yearly). The balance sheet reports the final, updated balances of
all assets, liabilities, and stockholder's (owner's) equity accounts
as of a specific date.
- Determine company taxes payable in a
fiscal period (monthly, quarterly, and yearly). For most companies,
these taxes will be the company payroll taxes and corporate, both
federal and state, taxes. Companies selling merchandise will also be
paying sales taxes (use current state sales tax percentage).
- Develop and implement company's
invoicing format and the company's invoice form. Keep track of all
invoices and accounts receivable.
- Develop and implement company's
purchase order format and the company's purchase order form. Keep
track of all purchase orders and accounts payable.
- Develop and implement company's
inventory management system, if applicable.
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Complete the
following reports monthly:
- Schedules of accounts receivable- Add up
the total subsidiary accounts and make sure they balance with the
general ledger.
- Schedules of accounts payable- Add up the
total subsidiary accounts and make sure they balance with the
general ledger.
- Trial Balance
- Worksheet
- Income Statement
- Balance Sheet
- Complete payroll monthly (or whatever time
frame you use)
- Record business transactions daily
Other Reports and Transactions
- Business/Strategic Plan-Due November 1 (or
end of week 8 for 10-hour program and week 16 for 5-hour program)
- Pay payroll taxes-End of each month to the
Central Bank of California-make checks payable to Franchise Tax
Board for California related taxes and the Internal Revenue for
Federal related taxes.
- Pay sales taxes-End of each month to the
Central Bank of California-make checks payable to Franchise Tax
Board of California.
- Individual and corporate taxes-Due April
15 to the Central Bank of California-make checks payable to the
Internal Revenue Service for federal taxes and the Franchise Tax
Board of California for state taxes.
- Company books should be closed April 30.
- Annual Report-Due May 15 (or end of week
32 for 10-hour program or week 33 for 5-hour program).
Components of the Annual Report
- Accomplishments
- Goals and Objectives
- Highlights of the year
- Financial Statements-Income Statement and
Balance Sheet
- Notes and Explanations to the Financial
Statements
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An Accounting
Rubric and Grade
Summary have been provided for evaluation purposes.
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See the following web sites for further
information:
ACCOUNTING
ACCOUNTING - Payroll
JOB DESCRIPTION - Writing
JOB DESCRIPTIONS - Samples
BUSINESS PLANS - Writing
BUSINESS PLANS - Samples
GREAT GENERAL RESOURCES
PERSONAL FINANCE
INTERNATIONAL EXCHANGE RATES
WEB DESIGN
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Business Communications
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- Business Core: Business Communications;
Career Preparation, Job Acquisition and Retention; Information
Technologies; Leadership Development; Business Management,
International Business; Entrepreneurship.
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CTE Foundation Standards
- Business Communications: FS2.2.5,
FS2.2.2(2.5), FS2.2.4(2.3), FS2.2.4(2.6)
- Career Preparation, Job Acquisition and
Retention: FS3.3.1, FS3.3.2, FS3.3.3, FS3.3.6
- Information Technologies: FS4.4.2
- Leadership Development: FS9.9.4
CTE Pathway Standards
- E-commerce: A3.3.1, A5.5.1
- Information Support and Services: A1.1.3,
A6.6.2
- Media Support and Services: B2.2.1, B4.4.3
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Real World
Application
- Effective business communication is an
essential part of a successful business. Business communication
entails three vital areas: written correspondence, verbal
communication, and body language.
Virtual World Application
- As in the real world, effective business
communication is an essential part of a successful virtual business.
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All virtual business employees will have an
understanding of effective business communication.
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Time Line 1st
Quarter (revisions throughout year, as needed.)
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Step 1: Know your purpose - What is the
overall goal of the communication?
Step 2: Determine your audience - Who is
receiving the information?
Step 3: Select appropriate means of
communication - Type and format of communication must take into account
the audience.
Step 4: Be consistent - Do not change format
or tone throughout the message.
General Written Communication Guidelines
Effective business writing is necessary for
business letters, office memos, project reports, and various other means
of written communication. Accepted style requirements for writing
business correspondence include:
- Brevity - Keep it to the point. Use as few
words as possible without losing the objectives of the message.
- Clarity - Be clear and concise to ensure
easy understanding of the message.
- Grammar and Spelling - Proofread the
correspondence for grammar and spelling errors before it is released
to its audience.
Pay attention to detail. Do not allow written
communication to be released to its audience before it has been
proofread for errors and content. Business communication can create a
positive or negative public image of the company. It can also make or
break a sale.
Written communication can also help or hinder
the writer's career progress. Upper-level managers or executives may
only know the writer by the writer's written correspondence.
Methods of Communication
The following methods of communication have
been included in this unit. Click on the link to access the respective
lesson and samples, or access the component from the "Samples"
list located in the Business Communications introduction page.
- Addressing an Envelope - Business
correspondence should always be sent out with a properly addressed
envelope. This section provides guidelines for addressing envelopes.
- Business Letters - A business letter is
written correspondence intended for an audience outside of the
company. There are various acceptable forms of a business letter.
This section provides information on correct business letter
formatting and the components that every business letter should
contain. Examples have also been provided in the following formats.
- Business Letters - Block Format with
Letterhead
- Business Letters - Block Format with
NO Letterhead
- Business Letters - Modified Block
Format with Letterhead
- Business Letters - Modified Block
Format with NO Letterhead
- Creating Company Letterhead - Business
correspondence should be created on company letterhead. This section
provides information on creating company letterhead.
- Email Etiquette - Electronic mail is
written correspondence transmitted over the World Wide Web
(Internet). This section provides valuable insight on proper email
etiquette.
- Facsimile - A facsimile is a paper image
(i.e., printed document) that is transmitted over a telephone line
via a fax machine. This section provides an example and information
concerning professional facsimile formatting.
- Memorandums - A memorandum is in-house
written communication. It is only intended to be seen by company
personnel. This section provides an example and information on
creating a memorandum.
- Telephone Etiquette - Proper telephone
etiquette is essential in the workplace. This section provides
information concerning professional telephone etiquette.
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A Business
Communications Rubric and Grade
Summary have been provided for evaluation purposes.
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Business Plan
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- Business Standards: Business
Communications; Business Environment; Economics and
Financial Concepts; Leadership Development; Accounting
Procedures and Financial Analysis; Financial and Managerial
Accounting; Economics; Legal Environment; Management
Principles; Marketing Strategies; Selling Concepts;
Entrepreneurship
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CTE Foundation Standards
- Business Communications:
FS2.2.2(1.4), FS2.2.2(1.8), FS2.2.2(1.9), FS2.2.2(2.4a-d),
FS2.2.2(2.4)
- Business Environment: FS7.7.1
- Economics and Financial Concepts:
FS1.1.3(12.2.3), FS1.1.3(12.2.2)
- Information Technologies: FS4.4.2
- Decision Making: FS5.5.1, FS5.5.3
- Economics: FS1.1.3(12.4.2),
FS1.1.3(12.4.3)
CTE Pathway Standards
- Accounting Services: A1.1.1,
A1.1.2, A2.2.1, A2.2.5, A4.4.3, A4.4.4
- Financial Management: C1.1.1,
C1.1.2, C1.1.3, C2.2.1
- Media Support and Services:
B1.1.2, B1.1.4, B1.1.7, B2.2.1
- Entrepreneurship: B1.1.3, B1.1.4,
B1.1.5, B1.1.6, B2.2.1, B2.2.2, B2.2.3, B2.2.4, B2.2.5,
B4.4.2, B4.4.4
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The Business Plan is a valuable
management tool that can be utilized in a wide variety of
situations. In most companies, the plan is used at a minimum to:
- Set the goals and objectives for
the company's performance.
- Provide a basis for evaluating and
controlling the company's performance.
- Communicate a company's message to
middle managers, outside directors, lenders, and potential
investors.
The Business Plan is used as a
powerful money-raising tool to obtain loans from lending
agencies. A well-written Business Plan helps a Virtual
Enterprise secure start-up funding. It also allows an existing
Virtual Enterprise to request additional funding for continued
operation and/or expansion.
Real World Application
An effective Business Plan does more
than help convince prospective investors that the proposed new
(or existing) business is sound. It provides a detailed
blueprint for the activities needed to finance the business and
develop and market the product and/or service. Business Plans
are also used for the continuing operation of a firm. A properly
developed and well-written business plan should answer questions
such as:
- Would it be attractive to lending
institutions?
- Does the proposed business have a
reasonable chance for success at the start?
- Does it have any long-run
competitive advantages to the owners? To the investors? To
employees?
- Can the product be produced
efficiently?
- Can it be marketed effectively?
- Can the product and marketing of
the product be economically financed?
- Can the prospective owners express
the plans for the proposed business in writing in a clear,
concise, and logical way so that it is easily understood and
convincing to potential investors or lenders?
- Is every department adequately
represented?
- Is it clear what each department
wants to accomplish?
- Is there evidence of teamwork and
coherency?
Virtual World Application
In the Virtual World, a properly
developed and well-written business plan addresses the same Real
World questions. However, in the Virtual World, business
contracts are proposed to cover a percentage of a company's
proposed expenses.
In summary, if the plan is properly
developed and written, it provides more than mere numbers on
paper. It serves as an effective communication tool to convey
ideas, research findings, and proposed plans to others.
Secondly, it forms the basis for managing the new (or existing)
venture. Lastly, it serves as a means by which to evaluate
needed changes. Developing and writing a Business Plan takes
much time and effort, but the result can make the difference
between success and failure. The Business Plan should show how
all the pieces of a company fit together to create a vibrant
organization capable of meeting its goals and objectives.
Note: if competing
in the California State or the National Business Plan
competition do not rely solely on this unit. To be competitive,
it is imperative that the competition rubrics (written and oral)
are closely followed.
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All Virtual Enterprise employees will
be able to participate in writing a complete Business Plan,
including the following components: Cover Sheets, Statement of
Purpose, Table of Contents, Mission Statement, Executive
Summary, Objective Statement, Company Description, Personnel
Overview, Market Analysis, SWOT Analysis, Marketing Plan,
Operation Procedures, Loan Application (or Summary), Start-Up
Budget, Pro-Forma Balance Sheet, Pro-Forma Income Projections,
Pro-Forma Cash Flow, Financial Summary, and Supporting
Documents.
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Time
Line: 1st Quarter
When designing the Business Plan, keep
close track of the VE calendar. The Business Plan should be
ready in hard copy format to be presented as prescribed by the
task timeline on the VE web site. The Business Plan is one of
the most important assignments of any enterprise. Therefore,
start as early as possible. Expect the total time spent on this
project to range anywhere from four to six weeks. Note that
revisions may take additional time. Quality time should be spent
on preparing the Financial Data and estimating Business
Contracts. (See Accounting and Finance).
Because the business plan is such an
important document, it should be arranged logically and
presented clearly. Although the information that should be
included tends to be standardized, the format is not. Regardless
of the specific format chosen, any plan should include at least
the following:
- Introductory Components
- Cover Sheet
- Table of Contents
- Executive Summary
- Statement of Purpose
- Objective Statement
- Mission Statement
- Company Description
- Personnel
- Market Analysis
- Industry Analysis
- Target Market
- Market Segmentation
- SWOT Analysis
- SWOT
- Discussion of Business
Risks
- Marketing Plan
- Marketing Mix
- Operating Procedures
- Location
- Equipment
- Labor
- Process
- Product Acquistion,
Storage, and Distribution
- Financial Data
- Loan Document
- Start-Up Budget
- Pro-Forma Balance Sheet
- Pro-Forma Income Statement
- Pro-Forma Cash Flow
Statement
- Break-even Analysis
- Financial Write-Up
- Supporting Documents
- Required Documents
- Proposed lease
agreement or purchase agreement for building space
- Resumes of all
principals (CEO and management team)
- Business Contracts -
proposed
- Optional Documents
- Licenses
- Letters of Intent
- Other relevant
documents
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Step 1 -
Identify Objectives
- Determine who will read the plan
- Decide what should be known about
the company (e.g. business description, product/service, new
or existing company, financial need, etc.)
Step 2 - Outline the Business Plan
- Prepare a detailed outline based
on objectives
- Break out sections
- Introductory Components
- Market Analysis
- SWOT Analysis
- Marketing Plan
- Operating Procedures
- Financial Data
- Supporting Documents
Step 3 - Review Outline
- Identify areas of the outline that
will require the most detailed support
- Identify areas of the outline that
will require a summary
Step 4 - Determine Business Plan
Writing Team
The company's management team should
prepare the Business Plan. Each manager should be assigned a
section of the plan and must include members of their department
to assist with completing that section.
Step 5 - Preliminary Research
The order in which the specific
elements of the plan are developed will vary depending on the
age of the company and the experience of its staff in preparing
business plans. Even so, certain research must be completed
before formal writing of the plan begins. This will provide a
basis for many of the assumptions and strategies eventually
described in the Business Plan. The research includes:
- Collect historical financial
information about the company
- Balance Sheets
- Income Statements
- Existing Loan Information
- Additional Financial
Information (e.g. cash flow, break-even analysis, etc.)
- Complete market research:
- Industry
Analysis - describe the performance of other
firms in related industries and markets, both virtual
and real. Determine competitive national and local
business trends, identifying strengths and threats to be
addressed in long and short term planning. Compare the
company vision and experience against averages for
similar operations.
- Market
Segmentation - identify potential customers that
may be divided into workable segments such as: age,
income, product type, geography, buying patterns, and
customer needs.
- Target
Market - identify defined segments of the market
that are the strategic focus of the business. These
defined segments are made up of people that possess
common characteristics and have a greater tendency to
purchase a particular product or service. These
characteristics of a target market include geographic,
demographic, and psychographic elements. As such, people
in this market represent the greatest potential for
sales volume and frequency.
- Research and Develop Financial
Data
- Start-Up Budget (one-time
expenses) such as:
- Administrative Personnel
- Salary expense for
administrative team prior to opening
- Salaries/Wages
- Personnel expense
for employees hired at or after opening
- Advertising/Promotions
- Construction Costs
- Equipment
- Furniture and Fixtures
- Inventory
- Legal/Professional
Consulting fees
- Licenses
- Pre-paid Insurance
- Rent Deposit
- Supplies
- Utilities Deposit
- Operating Budget (on-going
monthly expenses) such as:
- Advertising/Promotions
- Bank Service Charges
- Equipment
- Insurance
- Inventory
- Janitorial Services
- Legal/Professional fees
- Licenses
- Rent
- Salaries/Wages
- Payroll Taxes
- Supplies
- Utilities
- Vehicle Expenses
Step 6 - Write the Plan
All writing rules including grammar,
spelling and punctuation need to be carefully applied. In
addition, the following guidelines will assist in preparing a
successful business plan.
- Be honest and reveal the
significant and relevant aspects of the plan - avoid lies.
- Use the third person, not the
first person "I."
- Use transitional words, such as
but, still, therefore, and hence, to smoothly lead the
reader from one thought to another.
- Avoid redundancies, such as
"future plans." Such repetition adds nothing to
the presentation.
- Use short, simple words where
feasible, so the plan will be easy to understand.
- Use visuals such as tables,
charts, photos, and computer graphics to present your ideas
effectively.
The plan should be prepared in an 8
1/2 x 11-inch format, typewritten and laser printed (if
possible), with copies for the investors attractively bound.
Most Business Plans can be presented effectively in 25 to 30
pages. The plan should be grammatically correct and should
always be proofread before it is presented. Only when pertinent,
the cover and title pages should indicate that the information
is proprietary since it might offend a potential investor.
- Mission
Statement - briefly state (2-4 sentences) the
direction for the company. It is the guiding principle for
the entire business. The statement should represent the
company's goal, what the company stands for, and their focus
for the future. Suggested guidelines include:
- Narrow enough to give
direction and guidance to everyone in the business
- Large enough to allow the
business to grow and realize its potential
- Must be realistic, achievable,
and brief.
- Captures the essence of an
organization without being so vague that it could apply
to every other organization too.
- Objective
Statement - specify time-based goals that can be
monitored and measured, that the company wishes to achieve.
- "Being the best" or
"maximize customer satisfaction" cannot really
be measured. Much better objectives would set measurable
goals, such as holding gross margin to 25 percent as a
minimum, or selling more than $4 million, or achieving
six percent profit on sales and 10 percent return on
equity.
- EXAMPLES: "Achieve annual
sales of $1.1 million"; "Open gift shop in
Anytown at Third Street Public Market with five-year
lease."; "Maintain gross margin of 25
percent"; Expand product family by adding 10
different kinds of flowers and flower arrangements in
2004".
- Company
Description - describe in general terms a clear and
concise picture of what the company does, what it will
offer, where it will operate, when it will transact
business, and how it will succeed.
- Type of
business
- Industry segment(s)
- Company offerings
- Legal
Description
- Where the company was
formed
- How the company is
structured (sole proprietorship, partnership,
corporation)
- Effective
Date
- Date the company is
projected to open for business (new company).
- Date the company
originally opened for business (existing company).
- Company
Location
- Street Address
- City, State, Zip Code
- Organizational
Chart
- History of
Company (existing businesses only)
- Current
Status (existing businesses only)
- Future
Goals
- Personnel
- specify key personnel including the CEO and management
team.
- Name
- Job title
- Personal
qualifications - (Student's actual
qualifications)
- Market
- Market
Analysis
- Industry
Analysis
- Real Industry
- Virtual Industry -
based on historical data
- Market
Segmentation - identify potential customers
in a target market that may be divided into workable
segments such as:
- Age
- Income
- Product type
- Geography
- Buying patterns
- Customer needs
- Target
Market
- SWOT
Analysis
- Internal
Audit
- Strengths
- identify the company's resources and
capabilities that can be used as a basis for
developing a competitive advantage.
- Weaknesses
- identify any internal areas of weakness that
pose a threat to the company's competitive
advantage
- External
Audit (4 external forces: economic,
technological, competitive,
social/cultural/environmental)
- Opportunities-
describe areas that may reveal certain new
opportunities for profit and growth.
- Threats
- discuss changes in the external environment
that may present threats to the company.
- Marketing
Plan - outline specific actions the company will
take to interest potential customers and clients in its
product and/or service and persuade them to buy the
product and/or service offered.
- Product
- identify the physical product/service offered to
the consumer as well as any services or conveniences
that are part of the offering.
- Price -
use any combination of the following to determine
the price of the product/service:
- evaluate product
features and customer benefits
- determine the cost
of production
- note competitors'
prices
- ask key customers
what price they are willing to pay
- get feedback from
salespeople
- consider typical
customers' "disposable income"
- solicit advice
from consultants or business associates
- Placement
(Distribution) -
- identify channels of
distribution that serve as the means of getting the
product/service to the target customers.
- describe the distribution
system that performs transactional, logistical, and
facilitating functions.
- Promotion
- discuss the method of communicating and selling
the product/service to potential consumers.
- Operating
Procedures - determine the internal operations and
process necessary to deliver the product/service.
- Location - list information
about the location of the business including:
- Number of Locations
- Square Footage
- Type of Space - (office,
warehouse, manufacturing, or combination)
- Advantage of Location(s)
- Equipment - describe
significant equipment needed, including cost.
- Labor - list the number of
employees, schedules, functions, and pay.
- Process
- Acquiring Products
- Storing Products
- Distributing
Products/Services
- Loan
Documents
- Loan Application for new
company
- Loan Summary for existing
company - summarize the current status of the loan
including:
- Original Amount of Loan
- Loan Issue Date
- Loan Pay-Off Date
- Remaining Balance
- Start Up
Budget - A plan for the company's income and expenses
from the time the business starts to when it makes a profit.
Calculate the following one-time expenses:
- Administrative Personnel
- Salary expense for
administrative team prior to opening
- Salaries/Wages
- Personnel expense for
employees hired at or after opening
- Inventory
- Legal/professional fees
- Licenses
- Insurance
- Rent
- Equipment
- Utilities
- Supplies
- Advertising/Promotions
- Financial
Data
- Balance
Sheet - A financial statement that summarizes a
company's assets, liabilities and shareholders' equity
at a specific point in time. These three balance sheet
segments give investors an idea as to what the company
owns and owes, as well as the amount invested by the
shareholders.*
- Proforma
Income Statement (3-year projection: year 1
monthly details and years 2 and 3 quarterly details) - A
financial report that - by summarizing revenues and
expenses, and showing the net profit or loss in a
specified accounting period - depicts a business
entity's financial performance due to operations as well
as other activities rendering gains or losses. Also
known as the "profit and loss statement" or
"statement of revenue and expense". The income
statement is the most analyzed portion of the financial
statements. It displays how well the company can assure
success for both itself and its shareholders through the
earnings from operations.*
- Proforma
Cash Flow Statement (3-year projection: year 1
monthly details and years 2 and 3 quarterly details)
-One of the quarterly financial reports any publicly
traded company is required to disclose to the SEC and
the public. The document provides aggregate data
regarding all cash inflows a company receives from both
its ongoing operations and external investment sources,
as well as all cash outflows that pay for business
activities and investments during a given quarter.
Because public companies tend to use accrual accounting,
the income statements they release each quarter may not
necessarily reflect changes in their cash positions. For
example, if a company lands a major contract, this
contract would be recognized as revenue (and therefore
income), but the company may not yet actually receive
the cash from the contract until a later date. While the
company may be earning a profit in the eyes of
accountants (and paying income taxes on it), the company
may, during the quarter, actually end up with less cash
than when it started the quarter. Even profitable
companies can fail to adequately manage their cash flow,
which is why the cash flow statement is important: it
helps investors see if a company is having trouble with
cash.*
- Break-even
Analysis - A mathematical method for analyzing
the relationships among a firm's fixed costs, profits,
and variable costs. Financial analysts are particularly
interested in how changes in output and sales will
translate into changes in earnings.*
- Financial
Write-Up - summary of the financial documents
including the assumptions on which the projections were
based.
* definitions provided by
Dictionary.com
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The following Business Plan evaluation
tools have a duel purpose: 1) To be used by the students when
preparing the business plan; 2) To be used by the judges during
the competition phase.
Written
Rubric [pdf] - aka "Judges' Rubric" - a
comprehensive document that details all required elements of a
written Business Plan
Written
Scoresheet [pdf] - a summarized version of the
written rubric; the tool used by the teacher or a judge for
recording scores of the written Business Plan.
Oral
Rubric [pdf] - aka "Judges' Rubric" - a
comprehensive document that details all required elements of the
Business Plan oral presentation
Oral
Scoresheet [pdf] - a summarized version of the oral
rubric; the tool used by a teacher or a judge for recording
scores during the oral presentation of the Business Plan.
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See the following web sites for
further information regarding international trade:
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Oral Presentation
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- Business Core: Business
Communications; Employability Skills; Information
Technology; Leadership Development; Computer Science and
Information Technology
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CTE Foundation Standards
- Business Communications:
FS2.2.2(2.4a-d), FS2.2.3(1.3), FS2.2.4(2.5), FS2.2.4(2.6)
- Employability Skills: FS3.3.1,
FS9.9.5, FS7.7.1, FS7.7.2, FS7.7.3, FS7.7.4
- Information Technologies: FS4.4.2
- Leadership Development: FS9.9.1,
FS9.9.3
- Communication & Interpersonal
Skills: FS7.7.4, FS9.9.5
CTE Pathway Standards
- Media Support and Services:
B1.1.4, B1.1.6, B1.1.7, B2.2.1, B2.2.3, B3.3.1, B3.3.2,
B3.3.3, B4.4.3, B4.4.4
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Real
World Application
An oral presentation (face-to-face) is
an effective way for a business to share information while
having the opportunity to interact with the audience directly.
Some general reasons to deliver an oral presentation might
include:
- Seeking investors or a bank loan
- Promoting products and services
- Presenting status, goals, and
condition of the company (Business Plan, Annual Report)
- Communicating with staff
(training)
- Introducing and explaining company
structure
Virtual World Application
In addition to the real
world applications, oral presentations are a very large
part of the Business Plan, Annual Report, and various Virtual
Business trade fair competitions.
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Successful oral presentations occur
when the audience responds appropriately to the material
presented. In order to reach the desired outcome, the presenter
must have a clear understanding of what they want to achieve and
who the audience is. Anyone can give a good presentation if they
plan, prepare, and practice, practice, practice!
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Good presentations take time and
require careful planning. Keep close track of the calendar.
Allow sufficient time to accomplish all tasks and complete the
presentation with ample time to practice, practice, and practice
some more. For major projects like a Business Plan presentation,
you should anticipate the total time to be spent on design and
development (including PowerPoint) to range anywhere from two to
three weeks. Try to identify all the tasks that need to be
accomplished and create a deadline (timeline) for each element
to be completed. Remember to include time for proofreading and
rewriting. Assign appropriate personnel (one or more people) to
each task. The following is a list of items that you might want
to consider.
- Coordinator
- Timeline - develop and track
- Outline - main points
- art work, design
- topic research
- demographic research - audience,
location
- graphs, tables, and/or charts
- gathering materials
- secretarial support
- proofreading / making the
corrections
- creating a back-up presentation
- hardcopies - for audience and
notes for speakers
- cover page development and design
- PowerPoint presentation
- presenters notes
- practice sessions
Outline
Once general research has been
conducted and main topic points have been identified, it is time
to begin the outline. The outline should be an overview of the
actual material to be presented and the order in which it is to
be presented. Do not write long sentences. Use keywords only.
Indicate where visuals are to be used.
Remember to state your purpose and
expected outcomes at the beginning, several times throughout,
and at the conclusion of your presentation. This information may
be stated in a variety of ways but it is important to be sure
the audience clearly understands why you are making the
presentation and what action you want them to take. (i.e.:
Purpose - to present your company; Outcome - to receive a bank
loan.)
- Introduction - Tell your audience
what you are going to tell them.
- Body - Tell your audience your key
points restating purpose and outcome.
- Summary - Tell your audience what
you told them. Review presented material.
Visual Presentation
The purpose for using visuals is to
enhance the presentation. According to experts 55% of
communication is non-verbal. PowerPoint is the recommended
presentation software program to use. You should be able to use
your outline to develop PowerPoint slides. Other
non-technological visuals might include story boards,
flip-charts, posters, and/or other real objects (sample
product). Whatever visual aid you choose to use, remember:
- Keep it simple and uncluttered
- Make it big.
- Make it clear.
- Be consistent.
- Use keywords only - no sentences.
- Limit key concepts - 1-3 per slide
(maximum)
Don't show everything you are going to
say on the slide. NEVER read from the slide. PowerPoint is
intended to reinforce what you say, not duplicate it; you don't
want your audience to stop listening to you. Once you loose
their attention it might be difficult to get them back.
Practice, Practice, Practice
Once the presentation is fully
developed and the presentation team has been identified, it is
time to rehearse. This cannot be overemphasized. The many
benefits of practicing include:
- Practice allows the team to get
thoroughly familiar with the material and memorize the key
points.
- Practice in front of peers will
help identify areas of strength and weakness.
- Practice will identify timings for
slides and displaying other visuals.
- Practice will identify unnecessary
slides or missing slides.
- Practice will help reduce
nervousness during live presentation.
- Practice will allow you to check
the timing. Never go over the time allowed.
- Practice in front of live audience
will provide polish and professionalism.
- Practice will make you more
comfortable interacting with an audience.
Presentations that have not been
rehearsed adequately are easy to identify and give the
impression that the purpose and expected outcome is not very
critical. Think of questions that could be asked and prepare
answers to these questions. Spend significant time getting your
part of the presentation perfect. However, the beginning is the
most critical because the impression you make then will probably
be the one the audience leaves with. Your presentation should be
as professional as possible, therefore, you should be more than
adequately prepared and have practiced.
Presentation Day
The following is a list of "Dos
and Don'ts" for making good oral presentations:
DO...
- prepare an audience analysis.
- organize the presentation so it
flows smoothly from section to section.
- prepare and rehearse the
presentation and then practice it some more.
- prepare note cards but only use
them sparingly as needed (i.e., direct quotation or precise
financial data).
- visit the room where the
presentation will be given ahead of time, if at all
possible.
- inform the audience in the
introduction your subject, who you are, and your
qualifications to speak about the subject.
- know your material. Do the
research. Be prepared. Even if the information is not used
in the presentation, it is useful to have as much knowledge
as possible for any discussion during the question period.
- state your main ideas at the
beginning, in the middle, and at the end.
- provide adequate support for your
ideas. Use more than one source.
- integrate relevant, supportive,
and attractive visuals into your presentation.
- use words that express your ideas
clearly. (See "Power
Words")
- explain and/or define technical
terms that the audience may not be familiar with.
- speak clearly by using acceptable
language, pronunciation, and enunciation. (No slang, "uhh"
or "umm")
- dress appropriately.
- avoid distracting body movements.
- maintain eye contact with the
audience.
- display enthusiasm and genuine
concern for your subject.
- use appropriate tone and
inflection in your voice to emphasize key point.
- use a pointer (stick or laser)
only if you need to highlight a specific item on the screen.
- allow time for a question/answer
period.
- focus on the questions and answer
them credibly. If you don't know, say so.
- start and stop your presentation
on time.
DON'T...
- leave research and preparation
until the last minute.
- make it up. Real data is the
result of sound research.
- hope it will come together with
proper preparation and practice.
- be late for the presentation and
nor go overtime. The timeframe should be known in advance.
- forget to breathe. Pause and take
a deep breath before you begin or during your presentation.
Don't hyperventilate; just relax and breathe normally.
- speak in a monotone, mumble, or
speak too fast.
- slouch. Stand up straight.
- forget your notes but don't read
them. They are handy to have for reference but you must
demonstrate personal knowledge of the material.
- sit or lean on the desk or hide
behind the podium.
- stand in front of the screen or
other visuals.
- turn your back to the audience.
- sway or rock in place. Moving
around is ok but don't pace back and forth.
- forget your audience nor avoid eye
contact.
- use technical terms unfamiliar to
your audience unless you provide clear explanations and
definitions.
- hold the pointer when you're not
using it (but don't forget where you placed it, either).
- leave a slide up that is not
relevant to the current topic.
- leave the screen blank. Turn
equipment off when you are finished.
- forget that giving presentations
is hard, but necessary if you are to be an effective
communicator.
- worry too much - it gets easier
with experience.
Power Words
When making an oral presentation,
vocabulary is essential. A good vocabulary indicates confidence,
knowledge, and authority and will draw the audience in. The
proper use of vocabulary will:
- save time and allow you to make
your point without excessive use of words. Using the
"correct" word can often replace an entire string
of words. Very often the string of words is simply the
definition of the "correct" word. Always try to
identify the "correct" word that will explain and
describe succinctly.
- inform the audience while inviting
them to listen carefully. Even if the audience doesn't know
for sure what a word means, they will realize they must stay
tuned in and attentive.
- make your point more accurately.
- communicate concepts more clearly
and rapidly.
Some define power words as:
"choosing just the right words...those that have power,
persuasion, and impact". Developing a broad vocabulary of
power words will have a surprisingly significant impact on your
career. The following quote is the result of a 20 year study.
"Without a single exception, in every case those who had
scored highest on the vocabulary test given in college were in
the top income group, while those who had scored the lowest
were in the bottom income group."--
Earl Nightingale
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Keep these four concepts in mind as
you prepare to make an oral presentation.
- Formulate a strategy for
your specific audience.
- Develop a presentation
structure that is flexible and flows from point to point.
- Remember, how you present is
as important as what you present. Pay attention to your
personal presentation style including appearance and
behaviors. Remember that what you say and how you say it
should enhance the presentation, not distract from it.
- Be thoroughly prepared for
questions. Anticipate questions that are likely to be asked
and prepare confident, informed responses.
Step 1: The Strategy
Before you begin putting a
presentation together, answer the following questions to help
pinpoint your focus and develop a clear overview of what you
need to do. Then use it as the basis for building an outline of
the "real" presentation.
- WHAT
- What
is the purpose of the presentation? (Inform,
persuade, instruct, etc.) Everyone involved in the
presentation, and that might be the entire company,
should be very clear about the purpose.
- What
is it you want the audience to do? What action do
you want the audience to take? (loan money, buy product,
provide some service) What is it you want them to do?
You must clearly identify the desired outcome in order
to measure success or failure.
- What
are your main points? Be succinct. Identify key
elements. You may have a lot of information, but there
is only so much time, so use it wisely.
- What
information will the audience be interested in?
Identify critical information that is essential to
reaching the desired outcome from the audience. Don't
overwhelm them with too much data.
- What
kind of supporting documentation should you provide?
Will they take your word for it? Sometimes a visual is
far better than words. i.e.: Organization Chart.
- What
tasks need to be delegated? Who will do what and
who will check to see that they do it!
- What
information does the audience already have? What
do they want to know? Don't waste time presenting
material the audience already has. Try to determine the
experience or knowledge base of the audience in general.
- What
are the benefits for the audience if they take your
expected action? Is this a risky venture? Will
they gain value, improve image, get reliable
products...what?
- What
questions might be asked? If your audience is
knowledgeable, they will ask more in-depth questions. If
not, they will probably ask more general types of
questions. Put together a list of questions for practice
sessions and be prepared with answers.
- What
are you responsible for? What tasks have been
delegated to you? Don't waste time saying or doing what
someone else is supposed to do. (You may intentionally
duplicate critical information.) Know exactly what is
expected from you.
- WHO
- Who
will be in the audience? How many people will
there be?
- Who
are you? Why have you been selected to present?
What is your position in and responsibility to the
company?
- Who
is responsible for each component of the presentation?
Who will be doing the introductions? Who is responsible
to set up the equipment? Who will be passing out
materials?
- Who
are the backup speakers? Who will step up if
someone is sick or unable to present?
- Who
else is there? Are others sharing presentation
duties? Are there observers in the audience who will not
be participating in the decision to take action?
- WHERE
- Where will
the presentation be given? Will it be at your
office or somewhere else? Will you need to make
arrangements to transport staff, materials, computers,
etc.?
- Where is
the presentation room located? How big is it? Is
it a conference room, small office, auditorium, etc?
Will appropriate technological tools and/or connections
be provided and are they compatible with your needs?
What is the layout of the room? Will there be room to
move around?
- WHEN
- When will
the presentation be made? What time of the day
will you present? Will your audience be hungry, alert,
or tired?
- When will
you begin and end? What time should you arrive?
How long will it take to set up? What is the time limit
for the presentation? Does that include questions? Who
will be designated to keep track of time?
- WHY
- Why should
the audience listen to you? What will the
audience benefit from listening to your presentation?
- Why is the
presentation important to the audience? Try to
keep in mind their point of view.
- Why does it
matter what you wear? What is appropriate attire
for you? What will the audience be wearing? Use
whichever standard is higher. If your company has a
dress code you must follow it. However, you should NEVER
dress more casually than the audience.
Step 2: The Structure
- Outline
Interesting presentations make it
easy for the audience to follow. They are clearly structured
with a definitive beginning, middle, and end. Prepare the
structure (outline) carefully and logically.
- Always keep the audience
needs, prior knowledge, and attitude in mind.
- Thoroughly research your
topic.
- Be specific, practical,
relevant and absolute in your statements.
- Organize main points to flow
naturally and maintain audience attention using one or a
blend of the following traditional formats.
- Problem/Solution
(recommend solution if more than one option)
- Chronological (according
to a timeline or time sequence)
- Cause/Effect
- Topical -- point to point
- Rhetorical - questions and
answers
- Compare and Contrast -
different activities or situations
- Simple to Complex -
building block sequence
- Deductive Reasoning - move
from general principles/values to specific
applications/situations.
- Inductive Reasoning -
specific applications/situations used to draw
conclusions about general principles/values.
- Logical Progression - Step
1, Step 2, etc.
- Include pros and cons
(challenges or risks) to show thoroughness in planning.
- Determine appropriate visual
aids to enhance presentation. Don't use so many they
become a distraction from the main purpose of the
presentation.
- Graphs / Charts
- Maps / Photos / Drawings
- Models / Objects / Samples
- Technology / Video / Film
- Identify handouts or other
support documentation needed.
- Plan for contingencies (backup
cd, extension cords, etc.)
- Identify different ways to
encourage audience participation where appropriate.
This example outline indicates
information/items to be considered and/or included in each
section.
- INTRODUCTION - The
Introduction (beginning) is critical because it sets the
tone. This is when you draw the audience in, gain their
attention, and establish rapport.
- Introduce yourself (name,
position, responsibilities within the company that
indicate your qualifications). Your job is to convince
the audience that you know what you are talking about.
(Be sure you do!)
- Introduce the other team
members.
- State purpose of the
presentation.
- Provide overview of material
to be presented (outline or roadmap).
- Indicate desired outcome and
benefits (to the audience as well as the company).
- Inform audience how and when
you want to take questions (anytime during the
presentation or only at the end).
- Pass out handouts or other
support documentation.
- BODY - The Body (middle) is
where specific topics are addressed. All information should
support your stated purpose. Don't get sidetracked...you
don't have time! Determine effective formats to organize
points.
- Prioritize topics logically.
Make it easy to follow and remember.
- Allocate time appropriately.
- Use clear examples to
illustrate your points.
- Use humor where appropriate.
(Caution: Know your audience and don't overdo it!)
- Follow a pattern (i.e.:
problem/solution, cause and effect, timeline, or by
topic).
- Use effective transitions to
move to the next point.
- Restate the purpose and
desired outcome where appropriate.
- Use key phrases and power
words (see list).
- CONCLUSION - The Conclusion
(end) provides the opportunity to leave the audience with a
clear summary of the presentation.
- Summarize, review, and
emphasize the main points.
- Restate and highlight the
benefits to both the company and the decision makers in
the audience.
- Draw conclusions - restate the
purpose and recommend the action you want the audience
to take.
- Thank the audience and make it
obvious the presentation is over. Don't just fade away.
- Ask for Questions.
Step 3: The Presentation (Delivery)
Everyone has their own presentation
style but some things are consistent in all good oral
presentations. In order to ensure success, everyone involved in
the presentation should apply the following principles:
- Relax, breathe,
and SMILE. This will make you
appear confident even if you are scared to death.
- Dress
appropriately. What you wear has a direct impact on
how you are perceived by the audience. You should never be
dressed more casually than your audience. A professional
presentation usually demands professional attire.
- Talk to the
audience. Don't talk to the wall, the computer, or
the overhead screen. DO NOT read from a script or read from
the overhead to the audience. Never turn your back on the
audience. What you say should elaborate, explain, and
enhance what is seen on the overhead.
- Use appropriate
vocabulary to deliver the message quickly and
clearly. Pay attention to what you say and how you say it.
Speak in a professional manner. Check pronunciation of
unknown, foreign, or technical words. Use Power Words to
enhance your vocabulary and clearly make your point.
- Be prepared.
Know your material. The best presentation is memorized but
you may use note cards as a reference for technical data,
actual financial data, or a direct quotation. Remember to
number them in case they get mixed up.
- Emphasize key
points repetitively. Don't get bogged down with too
much detail.
- Speak up.
An audience that has to struggle to hear you will rapidly be
lost. Speak slowly and clearly. Don't mumble! Take your
time. Don't chew gum.
- Use time
effectively. Give the audience time to absorb what
you are saying and take notes between key points. Start on
time and end on time!
- Stand up
straight. Do not wander around. If you move, do it on
purpose. Don't fidget or rattle the coins or keys in your
pocket!
- Look at the
audience. Try to identify those who are supportive
and interested in what you are saying. If someone looks
confused, stop and ask them why.
- Be yourself.
Use your normal hand movements, voice inflection, and body
movements to enhance what you are saying. Do not stand like
a stiff board and yet, don't dance all over. Just be you!
- NEVER
turn your back on the audience!
Visuals
The primary purpose of all visual aids
is to enhance the presentation. PowerPoint is widely accepted as
the presentation software of choice today. However, if
technology is not available other visuals that you might
consider would be story boards, flip-charts, posters, and/or
printed outlines and handouts. In order to maximize the value of
your visual be sure it is:
- uncluttered
and easy to read
- large
enough to be seen by everyone in the room
- functional
and compatible with existing equipment and connectivity
- designed
to increase audience interest in the topic
- interesting
and draws the audience in
There are many Internet sites that can
give guidance for appearance and formatting of PowerPoint
presentations. Some general rules to follow are:
- Use san serif fonts for smaller
text.
- Use serif fonts only for larger
headings and titles.
- Use color to enhance text.
- Be certain text can be read from
the back of the room.
- Try to determine if the audience
can quickly and easily grasp what they see. You don't want
them to be distracted from listening to you because they are
reading.
- Make only one key point per slide
unless the audience is very familiar with the material being
presented.
- Organize points to flow in logical
manner.
- Include no more than 3-4 points
under one heading.
- Use keywords only. No sentences
except for quotations.
- When presenting financial data,
don't use a full page of numbers. Create a table showing
critical data in summary.
- Translate numbers into graphs or
charts to make your point quickly and clearly. Use not more
than three curves on a line chart or graph.
- Use drawings, diagrams, or models
to present complex or successive processes and/or concepts.
- Don't block the audience's vision;
limit the time your back is to the audience.
- Be sure you know how to operate
the equipment; practice it ahead of time; have backup cords,
bulbs, adapters, etc; prepare for the unexpected.
- Make sure you know the electronic
requirements for your equipment; know where the switches are
and what settings are needed; bring a small penlight in case
the room has to be darkened and you need to see notes or
equipment.
Step 4: The Questions
Most presenters prefer that questions
be asked at the end of the presentation. Whatever format you
prefer, be sure to let the audience know. Consider the
question/answer portion of the presentation as an opportunity to
provide more detailed information in a specific area and really
show what you know about your business. This is your chance to
make friends with the audience and give them your final pitch.
Remember, the presentation is not over just because the
questions/answer period has begun. It is only over when the last
question has been asked and answered. Remember to thank the
audience for their attention and time.
- Always allow
time for questions. It is a good idea to keep a
record of questions asked in order to refine the answers in
case the question is asked at another presentation.
- Try to
anticipate what questions might be asked. Try to
determine what the audience might be most interested in.
- Repeat the
question aloud in case others did not hear it.
- Be honest.
Ask for assistance from your team if you don't know the
answer. Indicate you will research it and let them know what
you find out. Then do exactly that.
- Keep your focus.
Don't get caught going off in the wrong direction. Always
remember the purpose of the presentation. Respond in a way
that will bring the session back on track.
- Be prepared.
If no one asks you a question, present a pre-prepared point
of discussion or one of your anticipated questions and
answers.
- Keep track of
time and use the last question to summarize, restate
the purpose and desired outcome, and thank the audience for
their attention and time.
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See the following web sites for
further information regarding international trade:
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