Introduction to Marketing, Grade 11, College Preparation, BM13C

Transcription

1 Introduction to Marketing, Grade 11, College Preparation, BM13C ournal Assignments ption of the Task: ts will choose journal topics from those assigned. If students choose a topic that is not listed, the teacher must approve the to roduct: rnal will be evaluated using the appropriate rubric. Students will demonstrate their ability to respond to the topic in a logical flo, students will relate the topic to their placement by providing workplace examples. AL TOPICS: rketing process rketing mix (e.g. where the Brand Department fits) rrent priorities in marketing strategies that motivate a customer to purchase a product olving information technologies are used to influence, inform and motivate consumers duct life cycle (e.g. from health/beauty care, home products) portance of branding e packaging and labelling e of public relations in marketing when evaluating a promotional plan in marketing ing issues created by changes in information technology (e.g. privacy) vironmental movement and marketing (e.g. packaging and labelling) er concerns and promotion (e.g. concerns about racism, sexism, truth in advertising) rketing plan ps in creating a marketing plan al skills needed in implementing a marketing plan mpetencies required for careers in marketing ting your own marketing and employability skills portance of self-promotion

2 ations: ARKETING PROCESS ing Concepts define the basic nature and scope of marketing (e.g. the components of the marketing mix) identify and describe the current priorities in marketing strategies (e.g. total quality management, customer driven application ogy, target marketing) ers and Competition summarize the factors that motivate a customer to purchase a product (e.g. discretionary income, per pressure, evolving nee nts) describe how evolving information technologies (e.g. corporate websites, e-commerce) are used to influence, inform and mot ers ARKETING MIX 2 apply the product life cycle to different types of products (e.g. mainstream products, fads, fashions) 3 demonstrate an understanding of the importance of branding 5 demonstrate an understanding of the characteristics of effective packaging and labelling. 4 describe the role of public relations function in a business 5 identify criteria that should be considered when evaluating a promotional plan S IN MARKETING in Marketing identify marketing issues created by changes in information technology (e.g. shopping on the Internet, cell phones connect rs to home, new information gathering techniques limit privacy) describe ways in which marketing activities (e.g., packaging, labelling) have been influenced by the environmental movement present a summary of current issues and consumer concerns that are affecting promotion and marketing (e.g. concern about sexism, truth in advertising, use of child labour in manufacturing) rketing Plan describe the key steps and stages in the creation of a marketing plan summarize the personal skills required for effectively implementing a marketing plan ability skills list the key competencies required for careers in marketing (e.g. effective communication skills, creative-thinking skills, ogical knowledge) evaluate their own marketing and employability skills explain the importance of self-promotion

3 ment Strategies: ance Journal ment Tool: discussed with students and the description for achievement at each level le of a journal discussed and evaluated with students ng/learning Strategies: ion of topics nded questions: connections with workplace ing on topic structions: te the topics that students can choose to students the number of topics students are to choose ts and teacher choose one topic from the list to discuss ts asked to respond by considering the topic and relating it back to their workplace by giving examples ts reflect on their own experience in the workplace and clarify their thoughts by: questioning, wondering, predicting, analyzing, g AL: e journal written by a student (example handout) he journal rubric, discuss the journal and the level of achievement reached by the student writer ded to the journal in a logical manner their response to the topic by giving examples (2) from the workplace ed on events and explored concepts, considered solutions/changes

4 ls and Resources: ts: (for students) l topics Relate, Reflect le of journal

5 BMI 3C JOURNAL ASSIGNMENTS - MARKETING hout your cooperative education placement you will write journals on a number of topics. topics include: rketing process rketing mix (e.g. where the brand department fits) rrent priorities in marketing strategies that motivate a customer to purchase a product olving information technologies are used to influence, inform and motivate consumers rketing mix duct life cycle (e.g. from health/beauty care, home products) portance of branding e packaging and labelling e of public relations in marketing when evaluating a promotional plan in marketing ing issues created by changes in information technology (e.g. privacy) vironmental movement and marketing (e.g. packaging and labelling) er concerns and promotion (e.g. concerns about racism, sexism, truth in advertising) rketing plan ps in creating a marketing plan al skills in implementing a marketing plan mpetencies required for careers in marketing ting your own marketing and employability skills portance of self-promotion ish to choose another topic relating to your workplace, please discuss this with your teacher.

6 ETHICAL DECISIONS IN THE WORKPLACE ast class, we discussed the issue of ethical decisions and the role that our personal code of ethics plays in our decision-makin. what you think would constitute ethical and unethical behaviour in your personal life. What might be a person s reason for ac ally? When does it become more difficult to act ethically? Why? any could engage in unethical activities just as individuals. Cite an example of corporate unethical behaviour. Why might a y participate in such an activity? ussing this topic with your co-op supervisor, identify the expected code of ethical behaviour at your placement. What are the uences of not following this code? Is the code written? Where? Are some behaviours simply expected of you and, therefore, by the organization? occupation governed by a code of ethics that is by a code developed by a larger organization such as a professional associati e the association and briefly describe what is covered. re legal implications of breaching your placement code of conduct? If so, what are the laws and their penalties?

7 LL ledge/comprehension scribing membering plaining ting ntifying strating mmarizing ncluding TE ation/analysis nnecting membering inking owing mprehending king meaning POSSIBLE LEAD-INS It happened I noticed that The first thing/step/procedure next When I started I observed My prediction/hypothesis The results showed I found that I identified This diagram/graph/illustration shows... This reminds me of I remember when It makes me think of It makes me feel that This situation is just like This is the same as This compares to This squared with my thinking because

8 JOURNAL ASSESSMENT IN COOPERATIVE EDUCATION NT NAME: DATE: icator Level 1 (50-59%) Level 2 (60-69%) Level 3 (70-79%) Level 4 (80-100%) ganization and Style ns response to journal ic with logical flow of ughts and feelings, sented in legible manner Reflects little planning. Inadequate response to journal topic. Little expression of thoughts or feelings. Illegible Reflects some planning in responding to journal topic. Some expression of thoughts and feelings. Fairly neat and legible. Reflects good planning and insight in responding to journal topic. Thoughts and feelings expressed with logical flow. Reasonable legible. Reflects excellent plann and insight in respondin journal topic. Skilful expression of thoughts a feelings. Neat, legible. rsonalization lects workplace examples d describes experience to alyze and clarify thoughts d feelings. Describes the experience imprecisely without analysis and little connection to the workplace. Describes the experience with a little analysis. Makes some attempt to clarify thoughts and feelings. Describes the experience precisely; uses examples to adequately analyze and clarify thoughts and feelings. Describes the experienc precisely and clearly. U well-chosen examples to analyze and clarify thou and feelings. flection (x2) flects on events to make nnections, clarify thoughts plore concepts, consider ctions and suggest nges. Lacks reflection on events. Offers inadequate or illogical solutions/changes. Reflects somewhat on event, makes little connection. Gives limited response or suggestions as solutions/changes. Reflects on events, makes connections and explores some concepts. Considers reactions and makes adequate suggestions/changes. Thoughtfully reflects on events, makes meaning connections and explore concepts. Considers reactions; suggests crea solutions/changes. mpletion complishes objective of the rnal with attention to ical components and propriate length Poor response to objective of journal, incomplete, unacceptable length. Responds somewhat to objective of the journal, some aspects incomplete, inadequate length. Adequately responds to objective of the journal, lacks some critical component, adequate length. Accomplishes objective journal with attention to critical components, appropriate length.

9 Student Example Journal Assignment Introduction to Accounting Careers in Accounting ting is the system of dealing with financial information that provides information for decision-making. Knowledge of accounting useful to anyone in many ways. These include accounting in daily life as well as owning your own business. With accounting dge, one can prepare their personal budget, keep personal financial records, and prepare their own income tax return. One ca their own personal business affairs, if they choose to own their own business. This knowledge helps them to take advantage o s opportunities and to understand business operations. Then of course, accounting and clerical skills will help one find employ asily in the business world. Yet for me, I am choosing accounting as a profession, as the career path that I take for my life. Thu ng co-op. to further understand the career and to see whether I can fit in with the occupation, knowing whether I can make this for the rest of my life. veral months of a co-operative education experience in the world of accounting, I am still very interested in accounting and I a d to continue pursuing in this field. Many say that accounting is possibly the most boring job, since no one likes to only work in ith only paperwork. Therefpre, those who work in the accounting field are only working for the high paying income. That is a fa tants earn one of the better salaries of all the occupations. The average graduate has an average annual salary of around $40 se working in the field for nine years have an average annual salary of $100,000. I am sure that is a major factor many consid comes to choosing the accounting field. It is also one of my considerations. Yet in this situation, I can still find things I enjoy ab ting. First of all, I like working with numbers, and work that yields one definite answer. I do not like working with anything grey; distinct black or white. In this case, I can be sure that I am correct. Secondly, I consider myself a perfectionist. I feel a sense o ment when the booking yields a balancing or correct figure. Does this mean I am suited for accounting? I certainly hope so, an e these are two basic requirements for an accountant who is satisfied with his job. eless, if I am determined to pursue in the career of accounting, I am going to achieve for the top and the best. During my work nce, I have noticed two distinct levels of accountants. They are junior clerks and seniors clerks. As I have learned in accountin any practical situations in co-operative experience are in fact reinforced by the knowledge of my accounting class) to ensure y and honesty in accounting information, a company, as did my accounting department, hires more than one accounting clerk n different duties. They work independently of each other and their work must match another. These accountants are distingu n junior accountants and senior accountants. Junior accountants are very much like a bookkeeper, who record repetitive tions that occur on a consistent basis. Senior accountants, on the other hand, rely on their analytical skills to interpret data and ound business decisions. Then of course, a senior accountant requires much more education and qualification. As I have seen y, there are less senior accountants than junior ones, thus, they earn more money. Helena, as the head of the accounting ent of Crossey, makes more decisions and is involved in more specialized and confidential work. That is different from what I at Pauline does. We are considered the junior accountants and bookkeepers. Therefore, I will work towards becoming those red a senior accountant. I feel this way, not only do senior accountants make more money, but, the job is more interesting as s more thinking and diversity.

10 ne wants to be successful in the accounting field, one should, as I feel, achieve a recognized designation. The three generally ized accounting designations are: CA for Chartered Accountants, CMA for Certified Management Accountant, and CGA for Ce l Accountant. Most of the accountants today have one of these designations and they are the more successful ones in the bus herefore, I have already decided and I am determined to achieve one of these designations, specifically Charter Accountants use a Chartered Accountant is most recognized internationally, has the greatest flexibility as it is qualified to do what other tions allows them to, and finally, makes the most money. These designations also shape the career that a person takes when g or acquiring one of these designations. This leads to another classification of accounting. That is public accounting and priv ting. arter Accountant, one would perform public accounting. This would be in the form of audits, which are examinations of the bo opinions about its financial statements, or other work such as management consulting and tax advisory. A Certified General tant does much the same things as a Chartered Accountant. Yet again, they have less qualification and are less recognized fo e. Both of these designated accountants may have their own clients. A Chartered Accountant can even work at a public firm t audits for other companies. On the other hand, as a Certified Management Accountant, one would be involved in private ting. This would be accounting for individual businesses. Not only does this accounting involves normal business operations, it s making sound management decisions to better run the business in order to make better profits. Each of these designations d areas of specialized aspect that interests me. h none of the people at my coop placement has any of the above designations, yet I learned from them that they would certain r one if they get the opportunity to. This shows how important qualifications are in the world of accounting in order to climb the te ladder. However, these are also differences in their opinions. Helena, would want to achieve a CMA, whereas Pauline woul ut for a CA. I believe it also has to do with the type of person you are. I personally feel Pauline is a more outgoing person, thus ant to become a Chartered Accountants, being exposed to a more socializing environment. On the other hand, Helena takes kills and specialty and is willing to work as a CMA, being decisive for an entire business. I feel that I enjoy both aspects of ting. Yet as a Chartered Accountant, one can be qualified to do what a Certified Management Accountant is qualified to do. re, as of present, Chartered Accountant is probably where I will be heading. ry interested in pursuing in the accounting field, and I have taken many steps towards getting there. I have been constantly lea he skills and theories of accounting, getting involved in practical experience through co-operative, and being informed of the on I need to continue on my path towards success in this career.