MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY. Marketing II

MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY Williamstown High School Marketing II September 2010 Written by: Elizabeth Salerno Supervisor of Curriculum and Instruction Lesley McGiboney

Monroe Township Public Schools Williamstown, New Jersey Philosophy of Education The administration, faculty, and staff of Monroe Township Public Schools, in cooperation with parent and the community, and with active participation of the students, are committed to viewing each other as individuals, respecting each person s uniqueness, and setting high expectations for all students. The school system will assist each student to become a contributing member of our society by providing a learning environment that is responsive to the needs of the individual student, community, and changing society by providing a learning environment that nurtures values and morals. This environment will be conducive to acquisition of knowledge, as well as to the development of problem solving, critical thinking, and organizational skills. We will provide a learning environment that is responsive to the needs of the individual student, community, and changing society. We will aid our students in developing responsible behavior, a positive attitude toward themselves and others, the necessary life skills to become productive citizens and lifetime learners. We accept the challenge and responsibility of accomplishing these goals. Revised: August, 1996 2

Williamstown High School Williamstown, New Jersey Mission Statement Williamstown High School provides an atmosphere where our students become responsible, productive citizens, and life-long learners. BELIEFS Students are responsible for their education and are accountable for their actions and decisions. Students and staff respect all people regardless of race, color, creed, religion, gender, and sexual orientation. Students, regardless of learning styles and abilities, need to be challenged and inspired in order to achieve their full potential. Students and staff are provided a safe and supportive environment in which they can pursue their educational goals. High expectations are communicated to the students from all members of the school s community. Effective education is a student, staff, and community partnership, which prepares students for the future in a technologically changing society. High school personnel serve as catalysts for academic and personal success for all students. Revised: 2004 3

Williamstown High School Williamstown, New Jersey Philosophy of the Business Department The Business Department is dedicated to providing students with the tools they need to function upon graduation in their personal lives, professional endeavors, and/or continued schooling. A wide selection of courses is designed in alignment with the Core Curriculum Content Standards to introduce students to the world of technology, of business and finance, and of personal law and consumerism. Current issues and practices, which are addressed in these areas, contribute to the well rounded education of all students. Revised: August 1999 4

Monroe Township Public Schools Williamstown, New Jersey Curriculum Philosophy Monroe Township Public Schools offer all students access to curricula that addresses the New Jersey Core Curriculum Content Standards to provide for differentiation in meeting the needs of a variety of learners. All students identified as Special Needs and English language Learners are provided with instruction that will meet the needs as identified in their individual educational plan or as established through the utilization of content area benchmark assessments. Our goal, as a district, is to provide students with the skills necessary to meet the rigor of a selected career in the 21 st century. August 2008 5

Williamstown High School Williamstown, New Jersey COURSE ORGANIZATION Marketing LENGTH OF TIME: Full Year NUMBER OF PERIODS PER WEEK 5 NUMBER OF CREDITS: 5.00 PREREQUISITES: REQUIRED: Elective RANK: Non-Weighted Pursuant to the High School Graduation Standards Act (NJSA 18A: 7, et. seq.) successful completion of this course will require: A. Regular attendance as mandated by Board Policy. B. Mastery of 70% of the below listed content/objectives and achievement of the proficiencies required. Purpose Statement This course is designed to provide a challenging follow-up to Marketing I. Students will deepen their understanding of marketing, management, and entrepreneurial principles, make rational economic decisions, and exhibit social responsibility in a global economy. Students will recognize the importance of interpersonal skills through DECA role-plays, gain realistic experience in problem-solving situations through a marketing research project, and use technology to perform various marketing activities. Students will acquire understandings of and skills in marketing so that they can transfer this knowledge between and among industries, as well as gain a strong foundation to support an advanced study of marketing at the collegiate level. Students will recognize the importance of interpersonal skills in diverse societies, gain a realistic understanding of work, and use technology to perform marketing activities. The New Jersey Core Curriculum Content Standards and Workplace Readiness Standards are implemented throughout the course. The marketable knowledge and skills acquired can be directly utilized in the workplace and will provide a solid foundation for advanced studies in a variety of disciplines/careers, 6

Williamston High School Williamstown, New Jersey Course Proficiency Requirements OVERVIEW This course is for college-preparatory students who are looking for a challenging follow-up to Marketing I. Students deepen their understanding and apply principles of marketing research, product pricing, promotion, and marketing management through real world marketing scenarios and case studies. Each student is responsible for preparing a 20-30 page comprehensive paper in preparation for DECA competitions. Students will acquire understandings of and skills in marketing so that they can transfer their skills and knowledge between and among industries, as well as gain a strong foundation to support an advanced study of marketing at the collegiate level. Students will recognize the importance of interpersonal skills through DECA role-plays, gain realistic experience in problem-solving situations through a marketing research project, and use technology to perform various marketing activities. The New Jersey Core Curriculum Content Standards and Workplace Readiness Standards are implemented throughout this advanced course. The marketable knowledge and skills acquired can be directly utilized in the workplace and will provide a solid foundation for advanced studies in a variety of disciplines/careers. Additionally, students will develop an awareness of careers related to the content of this course study and prepare for a job within the business community. PROFICIENCIES Upon completion of this course the student will be able to: 1. Demonstrate an advanced understanding of marketing terms and concepts 2. Identify the various forms of promotion utilized by businesses and explain their respective qualities 3. Effectively communicate by speaking, listening, writing, and reading and facilitate understanding of others through interpersonal skills. 4. Explain the promotional mix concept and its role in marketing as well as the purpose and importance of advertising. 5. Discuss the nature, importance, and usage of marketing research in enhancing a business s current promotional plan. 6. Explain how businesses plan what products to produce and sell and how they position and manage these products. 7. Develop marketing strategies to introduce a business into a foreign country 7

CAREER OBJECTIVES The New Jersey Core Curriculum Content Standards and Workplace Readiness Standards are implemented throughout this course of study. The marketable knowledge and skills acquired can be directly utilized in the workplace and will provide a solid foundation for advanced studies in a variety of disciplines/careers. EVALUATION METHODS 1. Class participation/student feedback 2. Teacher observation 3. Homework assignments 4. Assigned class activities 5. Production assignments 6. Projects 7. Quizzes 8. Subjective/objective tests 9. Application tests 10. DECA research paper Benchmark I 11. DECA Competitions 12. Final exam grade 20% of final grade Mid-term examination Final examination Benchmark II Resource file 8

Monroe Township Public Schools Curriculum Guide Overview Essential Questions COURSE NAME: Marketing II New Jersey CCCS 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N Corresponding Essential Question(s): How does marketing play an influential part in society? What components contribute to the development of the marketing mix? What impact does competition have on market share? What is target marketing, and how does it affect a marketing plan? How is market segmentation more effective than mass marketing? In what ways can a target market be identified? What importance does promotion have in business and marketing? What are some factors that should be considered when selecting the promotional mix that a business will use to advertise their products? What is the purpose of marketing research in decision making? How do currents trends and limitations affect marketing research? What are some procedures and methods for gathering information? What are the steps in designing and conducting marketing research? 9

Monroe Township Public Schools Curriculum Guide Overview Essential Questions COURSE NAME: Marketing II 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N 8.1.12, 8.2.12, 9.4.12.N How do you design and administer a marketing research survey in order to gather relevant information? How can marketing research information be gathered and interpreted to provide solutions to business related problems? How and why do businesses develop, maintain, and improve products? How does branding and positioning techniques influence consumer decisions in the marketplace? What political, economic, socio-cultural, and technological factors affect international business? What global marketing strategies should be considered when franchising a business in a foreign country? What careers are available in global marketing? 10

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 1 Student will demonstrate knowledge of: marketing fundamentals in relation to foundations and functions of marketing in society Essential Questions: How does marketing play an influential part in society? What components contribute to the development of the marketing mix? What impact does competition have on market share? What is target marketing, and how does it affect a marketing plan? Content Standard CPI 9.4.12.N.6 9.4.12.N.7 8.1.12.A.2 8.1.12.A.4 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 9.4.12.N.13 9.4.12.N.20 9.4.12.N.22 Established Goals Content Objectives Measurable Skills 1.1 Explain and list the foundations and functions of marketing 1.2 Differentiate consumer and industrial markets 1.3 List the components of the marketing mix 1.4 Explain the basic elements of a marketing plan 1.5 Describe marketing share and how it applies to competition Instructional Strategies & Performance Tasks Measurable Performance Assessments & Resources Evidence 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 1, 2, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1, 2, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1, 2, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1, 2, 4, 5, 6, 8, 9, 10, 12, 14 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1, 2, 4, 5, 6, 8, 9, 10, 12, 14 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1.6 Define target marketing 1, 2, 4, 5, 6, 8, 9, 10, 12, 14 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1.7 Apply knowledge and skills learned in simulated DECA activities 1, 2, 4, 5, 6, 8, 10, 14, 15 (role plays) 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 15, 16 1, 2, 6, 7, 8 11

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 1 Student will demonstrate knowledge of: marketing fundamentals in relation to foundations and functions of marketing in society Essential Questions: How does marketing play an influential part in society? What components contribute to the development of the marketing mix? What impact does competition have on market share? What is target marketing, and how does it affect a marketing plan? Content Standard CPI 8.1.12.A.2 8.1.12.A.4 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 9.4.12.N.13 9.4.12.N.20 9.4.12.N.22 Established Goals Content Objectives Measurable Skills 1.8 Prepare for DECA competitions Instructional Strategies & Performance Tasks Measurable Performance Assessments & Resources Evidence 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 1, 2, 4, 5, 6, 8, 10, 14, 15 (role plays) 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 15, 16 1, 2, 6, 7, 8 12

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 2 Student will demonstrate knowledge of: marketing fundamentals in relation to market segmentation and target marketing Essential Question: How is market segmentation more effective than mass marketing? In what ways can a target market be identified? Content Standard CPI 8.1.12.A.2 9.4.12.N.6 9.4.12.N.7 Established Goals Content Objectives Measurable Skills Instructional Strategies & Performance Tasks Measurable Performance Assessments & Resources Evidence 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other 7. Problem Solving 15. Portfolio 7. Resource People (explain) 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 2.1 Define the concept of market 1, 2, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 segmentation 2.2 Analyze a target market 1, 2, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 9.4.12.N.6 9.4.12.N.7 8.1.12.A.2 8.1.12.A.4 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 9.4.12.N.13 9.4.12.N.20 9.4.12.N.22 2.3 Differentiate between mass marketing and market segmentation 2.4 Apply knowledge and skills learned in simulated DECA activities 1, 2, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1, 2, 4, 5, 6, 8, 10, 14, 15 (role plays) 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 15, 16 1, 2, 6, 7, 8 13

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 2 Students will demonstrate knowledge of: marketing fundamentals in relation to market segmentation and target marketing Essential Question: How is market segmentation more effective than mass marketing? In what ways can a target market be identified? Content Standard CPI 8.1.12.A.2 8.1.12.A.4 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 9.4.12.N.13 9.4.12.N.20 9.4.12.N.22 Established Goals Content Objectives Measurable Skills 2.5 Prepare for DECA competitions Instructional Strategies & Performance Tasks Measurable Performance Assessments & Resources Evidence 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other 7. Problem Solving 15. Portfolio 7. Resource People (explain) 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 1, 2, 4, 5, 6, 8, 10, 14, 15 (role plays) 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 15, 16 1, 2, 6, 7, 8 14

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 3 Students will demonstrate knowledge of: The promotional mix concept and its role in marketing as well as the purpose and importance of advertising Essential Question: What importance does promotion have in business and marketing? What are some factors that should be considered when selecting the promotional mix that a business will use to advertise their products? Content Standard CPI 9.4.12.N.6 9.4.12.N.7 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 8.1.12.A.2 8.1.12.A.4 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 9.4.12.N.13 9.4.12.N.20 9.4.12.N.22 Established Goals Content Objectives Measurable Skills 3.1 Explain the role of promotion in business and marketing Instructional Strategies & Performance Tasks Measurable Performance Assessments & Resources Evidence 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 1, 2, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 3.2 Identify the various types of 1, 2, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 promotion 3.3 Define sales promotions 1, 2, 4, 5, 6, 8, 9, 10, 12, 14 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 3.4 Explain the concept and purpose of advertising in the promotional mix 3.5 Identify the different types of advertising media 3.6 Discuss planning and selection of media 3.7 Apply knowledge and skills learned in simulated DECA activities 1, 2, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1, 2, 4, 5, 6, 8, 9, 10, 12, 14 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1, 2, 4, 5, 6, 8, 9, 10, 12, 14 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1, 2, 4, 5, 6, 8, 10, 14, 15 (role plays) 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 15, 16 1, 2, 6, 7, 8 15

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 3 Students will demonstrate knowledge of: The promotional mix concept and its role in marketing as well as the purpose and importance of advertising Essential Question: What importance does promotion have in business and marketing? What are some factors that should be considered when selecting the promotional mix that a business will use to advertise their products? Content Standard CPI 8.1.12.A.2 8.1.12.A.4 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 9.4.12.N.13 9.4.12.N.20 9.4.12.N.22 Established Goals Content Objectives Measurable Skills 3.8 Prepare for DECA competitions Instructional Strategies & Performance Tasks Measurable Performance Assessments & Resources Evidence 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 1, 2, 4, 5, 6, 8, 10, 14, 15 (role plays) 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 15, 16 1, 2, 6, 7, 8 16

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 4 Students will demonstrate knowledge of: marketing research and marketing information management Essential Question: What is the purpose of marketing research in decision making? How do currents trends and limitations affect marketing research? What are some procedures and methods for gathering information? Content Standard CPI 8.1.12.F.1 8.1.12.A.2 8.1.12.F.1 8.1.12.A.2 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 8.1.12.A.2 9.4.12.N.6 9.4.12.N.7 Established Goals Content Objectives Measurable Skills 4.1 Describe the purpose of marketing research 4.2 Explain the characteristics and purposes of a marketing information system 4.3 Identify procedures for gathering information using technology 4.4 Identify methods for conducting marketing research 4.5 Discuss trends and limitations in marketing research Instructional Strategies & Performance Tasks Measurable Performance Assessments & Resources Evidence 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 1, 2, 3, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 7, 12, 13, 14 1, 2, 6, 7, 8 1, 2, 3, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 7, 12, 13, 14 1, 2, 6, 7, 8 1, 2, 3, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 7, 12, 13, 14 1, 2, 6, 7, 8 1, 2, 3, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 7, 12, 13, 14 1, 2, 6, 7, 8 1, 2, 3, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 7, 12, 13, 14 1, 2, 6, 7, 8 17

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 4 Students will demonstrate knowledge of: marketing research and marketing information management Essential Question: What is the purpose of marketing research in decision making? How do currents trends and limitations affect marketing research? What are some procedures and methods for gathering information? Content Standard CPI 8.1.12.A.2 8.1.12.A.4 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 9.4.12.N.13 9.4.12.N.20 9.4.12.N.22 8.1.12.A.2 8.1.12.A.4 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 9.4.12.N.13 9.4.12.N.20 9.4.12.N.22 Established Goals Content Objectives Measurable Skills 4.6 Apply knowledge and skills learned in simulated DECA activities 4.7 Prepare for DECA competitions Instructional Strategies & Performance Tasks Measurable Performance Assessments & Resources Evidence 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 1, 2, 4, 5, 6, 8, 10, 14 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 15, 16 1, 2, 6, 7, 8 1, 2, 4, 5, 6, 8, 10, 14 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 15, 16 1, 2, 6, 7, 8 18

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 5 Students will demonstrate knowledge of: conducting marketing research to solve real world simulations Essential Question: What are the steps in designing and conducting marketing research? How do you design and administer a marketing research survey in order to gather relevant information? How can marketing research information be gathered and interpreted to provide solutions to business related problems? Content Standard CPI 8.1.12.A.2 8.1.12.F.1 8.1.12.A.2 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 8.1.12.A.2 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 Established Goals Content Objectives Measurable Skills 5.1 Explain the steps in designing and conducting marketing research 5.2 Compare primary and secondary data 5.3 Collect and interpret marketing information 5.4 Identify the elements in a marketing research report 5.5 Design and administer a marketing research survey Instructional Strategies & Performance Tasks Measurable Performance Assessments & Resources Evidence 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 1, 2, 3, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 7, 12, 13, 14 1, 2, 6, 7, 8 1, 2, 3, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 7, 12, 13, 14 1, 2, 6, 7, 8 1, 2, 3, 4, 5, 6, 8, 9, 10, 12, 14 1, 2, 3, 4, 7, 12, 13, 14 1, 2, 6, 7, 8 1, 2, 3, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 7, 12, 13, 14 1, 2, 6, 7, 8 1, 2, 3, 4, 5, 6, 8, 9, 10, 12, 14 1, 2, 3, 4, 7, 12, 13, 14 1, 2, 6, 7, 8 19

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 5 Students will demonstrate knowledge of: conducting marketing research to solve real world simulations Essential Question: What are the steps in designing and conducting marketing research? How do you design and administer a marketing research survey in order to gather relevant information? How can marketing research information be gathered and interpreted to provide solutions to business related problems? Content Standard CPI 8.1.12.A.2 8.1.12.A.4 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 9.4.12.N.13 9.4.12.N.20 9.4.12.N.22 8.1.12.A.2 8.1.12.A.4 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 9.4.12.N.13 9.4.12.N.20 9.4.12.N.22 Established Goals Content Objectives Measurable Skills 5.6 Apply knowledge and skills learned in simulated DECA activities 5.7 Prepare for DECA competitions Instructional Strategies & Performance Tasks Measurable Performance Assessments & Resources Evidence 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 1, 2, 4, 5, 6, 8, 10, 14, 15 (role plays) 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 15, 16 1, 2, 6, 7, 8 1, 2, 4, 5, 6, 8, 10, 13, 14, 15 (marketing research paper to be presented at the State Competition) 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 15, 16 1, 2, 6, 7, 8 20

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 6 Students will demonstrate knowledge of: product planning, branding, packaging, and labeling Essential Question: How and why do businesses develop, maintain, and improve products? How does branding and positioning techniques influence consumer decisions in the marketplace? Content Standard CPI 9.4.12.N.6 9.4.12.N.7 8.1.12.A.2 9.4.12.N.6 9.4.12.N.7 9.4.12.N.6 9.4.12.N.7 9.4.12.N.6 9.4.12.N.7 Established Goals Content Objectives Measurable Skills 6.1 Describe the steps in product planning 6.2 Explain how to develop, maintain, and improve a product mix 6.3 Identify the four stages of the product life cycle 6.4 Describe product positioning techniques 6.5 Identify the various branding elements 6.6 Explain the functions of product packaging and labels Instructional Strategies & Performance Tasks Measurable Performance Assessments & Resources Evidence 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 1, 2, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1, 2, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1, 2, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1, 2, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1, 2, 4, 5, 6, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 1, 2, 4, 5, 6, 8, 9, 10, 12, 14 1, 2, 3, 4, 12, 13, 14 1, 2, 5, 7, 8 21

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 6 Students will demonstrate knowledge of: product planning, branding, packaging, and labeling Essential Question: How and why do businesses develop, maintain, and improve products? How does branding and positioning techniques influence consumer decisions in the marketplace? Content Standard CPI 8.1.12.A.2 8.1.12.A.4 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 9.4.12.N.13 9.4.12.N.20 9.4.12.N.22 8.1.12.A.2 8.1.12.A.4 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 9.4.12.N.13 9.4.12.N.20 9.4.12.N.22 Established Goals Content Objectives Measurable Skills 6.7 Apply knowledge and skills learned in simulated DECA activities 6.8 Prepare for DECA competitions Instructional Strategies & Performance Tasks Measurable Performance Assessments & Resources Evidence 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 1, 2, 4, 5, 6, 8, 10, 14, 15 (role plays) 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 16 1, 2, 6, 7, 8 1, 2, 4, 5, 6, 8, 10, 14, 15 (role plays) 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 15, 16 1, 2, 6, 7, 8 22

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 7 Students will demonstrate knowledge of: implementing an international marketing plan Essential Question: What political, economic, socio-cultural, and technological factors affect international business? What global marketing strategies should be considered when franchising a business in a foreign country? What careers are available in global marketing? Content Standard CPI 8.1.12.F.1 8.1.12.F.1 8.1.12.A.2 8.1.12.A.2 8.1.12.A.4 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 9.4.12.N.13 9.4.12.N.20 9.4.12.N.22 Established Goals Content Objectives Measurable Skills 7.1 Identify political, economic, socio-cultural, and technological factors that affect international business Instructional Strategies & Performance Tasks Measurable Performance Assessments & Resources Evidence 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 1, 2, 4, 5, 8, 9, 10, 12, 14 1, 2, 3, 4, 12, 13, 14 1, 2, 6, 7, 8 7.2 Conduct a SWOT analysis 1, 2, 4, 5, 6, 8, 9, 10, 12, 14 1, 2, 3, 4, 12, 13, 14 1, 2, 6, 7, 8 7.3 Demonstrate the basic elements of a marketing plan 7.4 Suggest global marketing strategies 7.5 Apply knowledge and skills learned in simulated DECA activities 1, 2, 4, 5, 8, 9, 10, 12 1, 2, 3, 4, 12, 13, 14 1, 2, 6, 7, 8 1, 2, 4, 5, 6, 8, 9, 10, 12, 14 1, 2, 3, 4, 7, 12, 13, 14 1, 2, 6, 7, 8 1, 2, 4, 5, 6, 8, 10, 14, 15 (role plays) 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 15, 16 1, 2, 6, 7, 8 23

MONROE TOWNSHIP PUBLIC SCHOOLS INSTRUCTIONAL PLAN Focus Topic # 7 Students will demonstrate knowledge of: implementing an international marketing plan Essential Question: What political, economic, socio-cultural, and technological factors affect international business? What global marketing strategies should be considered when franchising a business in a foreign country? What careers are available in global marketing? Content Standard CPI 8.1.12.A.2 8.1.12.A.4 8.1.12.F.1 9.4.12.N.6 9.4.12.N.7 9.4.12.N.13 9.4.12.N.20 9.4.12.N.22 Established Goals Content Objectives Measurable Skills 7.6 Prepare for DECA competitions Instructional Strategies & Performance Tasks Measurable Performance Assessments & Resources Evidence 1. Problem Based Learning 9. Reading 1. Multiple Choice 9. Self-Assessment 1. Textbooks 2. Teacher Directed 10. Application 2. Essay 10. Class Survey 2. Technology Software 3. Study Groups 11. Lab (report) 3. Fill-In-Blanks 11. Rubrics 3. Technology Hardware 4. Technology 12. Homework 4. Academic Prompts 12. Reflective Discussion 4. Graphic Organizers 5. Demonstration 13. Field Trip 5. Writing Samples 13. Performance Tasks 5. AVA/Video 6. Cooperative Groups 14. Projects 6. Lab Report 14. Teacher Observation 6. Primary Sources 7. Literature Circles 15. Other (explain) 7. Problem Solving 15. Portfolio 7. Resource People 8. Participation & Discussion 8. Oral Presentation 16. Other (explain) 8. Internet Resources 1, 2, 4, 5, 6, 8, 10, 14. 15 (role plays) 1, 2, 3, 4, 7, 8, 11, 12, 13, 14, 15, 16 1, 2, 6, 7, 8 24

APPENDIX 25

SUGGESTED MATERIALS, TECHNOLOGY & RESOURCES Text/Workbooks Magazines, Periodicals, Newsletters Software & Internet Videos Farese, Lois Schneider, Grady Kimbrell and Carl A. Woloszyk, Ph.D. Marketing Essentials, Glenco/McGraw-Hill. (Textbook & Workbook) Entrepreneur Microsoft Office Word, Excel, PowerPoint Making the Stage Farese, Lois Schneider, Grady Kimbrell and Carl A. Woloszyk, Ph.D. Marketing Essentials, Glenco/McGraw-Hill. (Teacher s Manual) Farese, Lois Schneider. Marketing Essentials, Glenco/McGraw-Hill. (Marketing Math Workbook) Wall Street Journal Consumer Reports Adobe PhotoShop Windows Movie Maker Farese, Lois Schneider. Marketing Essentials, Glenco/McGraw-Hill. (Marketing Research Project Workbook) www.deca.org McCalla, Priscilla R. Marketing Essentials, Glenco/McGraw-Hill. (Competitive Events Workbook) Marketing Essentials, Glenco/McGraw-Hill. (BusinessWeek Reader with Case Studies Workbook) Marketing Essentials, Glenco/McGraw-Hill. (Units 1 12 Resources Workbooks) 26

Business Operations Research Events, 2011 Business Services Operations Research Event Buying and Merchandising Operations Research Event Finance Operations Research Event Hospitality and Tourism Operations Research Event Sports and Entertainment Marketing Operations Research Event Purpose The Business Operations Research Events provide an opportunity for participants to demonstrate skills needed by management personnel. The guidelines for each of the Business Operations Research Events have been consolidated to facilitate coordination of participant activities in each of the occupational categories. However, each area will be treated separately as a competitive event. Definitions The following definitions are used to determine the activities or occupations that are included in each of the Business Operations Research Events. These occupational areas are connected to career clusters. Business Services included human resources, information technology and personal and contracted services businesses. Buying and Merchandising includes retail and wholesale businesses that provide consumer goods. Finance includes banks, credit unions, accounting, investments and other financial businesses. Hospitality and Tourism includes hotels, restaurants and tourism-related businesses. Sports and Entertainment Marketing includes businesses that conduct sporting and/or entertainment events. Procedure The Business Operations Research Events consists of two major parts: the written document and the oral presentation by the participants. The written document will account for 60 points and the oral presentation will account for the remaining 40 of the total 100 points. Each business Operations Research entry will be composed of one to three members of the DECA chapter. All participants must present the project to the judges. All participants present must respond to questions. The body of the written entry must be limited to 30 numbered pages, including the appendix (if an appendix is attached), but excluding the title page and the table of contents. The Written Event Statement of Assurances must be signed and submitted with the entry. Do not include it in the page numbering. The participants will bring all visual aids to the event briefing. Only approved visual aids may be used during the presentation. The oral presentation may be a maximum 15 minutes in length. The first 10 minutes will include an explanation and description of the project followed by 5 minutes for the judge s questions. For the presentation, the participants are to assume the role of management trainees in a single-unit or independent operation. The judge will evaluate the presentation, focusing on the effectiveness of public speaking and presentation skills and how well the participants respond to questions that the judge may ask during the 5 minutes following the presentation. 27

Skills Assessed The participants will demonstrate skills needed to address the components of the project as described in the content outline and evaluation forms as well as learn/understand the importance of communications skills the ability to exchange information and ideas with others through writing, speaking, reading or listening analytical skills the ability to derive facts from data, findings from facts, conclusions from findings and recommendations from conclusions critical thinking/problem-solving skills production skills the ability to take a concept from an idea and make it real teamwork the ability to be an effective member of a productive group priorities/time management the ability to determine priorities and manage time commitments and deadlines identification of competitive conditions within mark areas. 2011 Topic The 2011 topic for each occupational category is the development of a strategic plan to enhance or introduce a social networking component to the current promotion plan of an existing business or organization. Social networking uses electronic media such as Facebook, Twitter, LinkedIn, podcasts, virtual worlds/communities, friend lists, videos, blogs, etc. to capture and retain a specific target market. Using an existing business of their choice, participants will research the current and potential use of social networking and its effectiveness. Participants will develop a strategic plan to enhance or introduce social networking into the current promotional activities. Objectives The business operations research events provide an opportunity for the participants to identify the business s current usage of social media for the promotional activities design a research study to determine the appropriate social media selection conduct the research (in depth interview, focus groups, customer surveys, etc.) based on the results of the research, develop a strategic plan to enhance or introduce social networking in the promotional activities present the research findings and proposed strategic plan in a role-play situation to the business s owner/manager The business operations research events involve the preparation of a strategic plan to enhance or introduce social networking into the promotional activities of an existing business. The participants must select an actual local business operation or organization design a research study conduct a research study analyze the results of the research study prepare a strategic plan to enhance or introduce social networking through appropriate social media to the current promotional activities prepare a proposed budget develop a metrics to measure ROI, sales, customers, traffic, etc. present in a role-playing situation the design of the research study the findings and conclusions of the research study the strategic plan for enhancing or introducing social networking through appropriate social media to the current promotional activities 28

Format Guidelines for the Written Entry The written entry must follow these specifications. Refer also to the Competitive Event Checklist and the Written Entry Evaluation Form. A Written Event Statement of Assurances must be signed and submitted with the entry. Do not include it in the page numbering. Title page. The first page of the written entry is the title page. It must include in any order, but is not limited to, the following: NAME OF THE EVENT (one of the following): BUSINESS SERVICES OPERATIONS RESEARCH EVENT BUYING AND MERCHANDISING OPERATIONS RESEARCH EVENT FINANCE OPERATIONS RESEARCH EVENT HOSPITALITY AND TOURISM OPERATIONS RESEARCH EVENT SPORTS AND ENTERTAINMENT MARKETING OPERATIONS RESEARCH EVENT Name of DECA chapter Name of high school School address City, State/Province, ZIP/Postal Cody Names of participants Date Title page will not be numbered Table of contents. The table of contents should follow the title page. All activities or original research described in this entry must take place during this school year or the timeline specified in the Event Guidelines. The table of contents may be single-spaced and may be one or more pages long. The table of contents pages(s) will not be numbered. Body of the written entry. The body of the written entry begins with Section I, Executive Summary, and continues in the sequence outlines here. The first page of the body is numbered 1 and all following pages are numbered in sequence. Page numbers continue through the bibliography (required) and the appendix (optional). Following this outline when you write your entry. Points for each section are included on the Written Entry Evaluation Form. Each section must be titles, including the bibliography and the appendix. I. EXECUTIVE SUMMARY One-page description of the plan II. INTRODUCTION A. Description of the business or organization B. Description of the community (economic, geographic, demographic and socioeconomic factors) III. RESEARCH MEHTODS USED IN THE STUDY A. Rationale and description of research methodologies selected to conduct the research study B. Process of conducting the selected research method)s) IV. FINDINGS AND CONCLUSIONS OF THE STUDY A. Description of the business s target market B. Description of the current promotional activities 29

C. Effectiveness of the current promotional activities D. Conclusions based on the findings V. PROPOSED STRATEGIC PLAN (Include the application of marketing concepts and technology usage) A. Goals/objectives and rationale (short-and long-term benefits to the business of enhancing or introducing social networking to the promotional activities) B. Proposed activities and timelines C. Proposed budget (identify costs associated to potential strategies, if applicable) D. Proposed metrics to measure ROI, sales, customers, traffic, etc. VI. VII. BIBLIOGRAPHY APPENDIX An appendix is the optional. Include in an appendix any exhibits appropriate to the written entry, but not important enough to include in the body. These might include sample questionnaires used, letters sent and received, general background data, minutes of meetings, etc. Checklist Standards In addition to following the outline above, when preparing your written entry, you must observe all of the following rules. The purpose of these rules is to make competition as fair as possible among participants. Refer to the Written Entry Checklist. 1. The Written Event Statement of Assurances must be signed and submitted with the entry or the entry will receive 15 penalty points. 2. The entry must be submitted in an official DECA written event folio. Folios are available from DECA IMAGES (FOLIO). No markings, tape or other material should be attached to the folio. One photocopy or the original typed document must be submitted. Participants may keep a copy for use in the presentation. 3. Sheet protectors may not be used. 4. The body of the written entry must be limited to 30 numbered pages, including the appendix (if an appendix is attached), but excluding the title page and the table of contents page. 5. The pages must be numbered in sequence, starting with the executive summary and ending with the final page of the appendix. Do not use separate sheets between sections or as title pages for sections. 6. Major content of the written entry must be at least double-spaced (not space-and-a-half). The title page, table of contents, executive summary, bibliography, appendix, footnotes, long quotes (more than three typed lines), material in tables, figures, exhibits, lists, headings, sample letters, forms, etc., may be single-spaced. 7. Entry must be typed/word processed. Handwritten corrections will be penalized, Charts and graphs may be handwritten. (Judges will be instructed to ignore attempts to achieve a competitive advantage due to the quality of word processing equipment available.) 8. All material must be shown on 8 1/2-inch x 11-inch paper. Pages may not fold out to a larger size. No extraneous information may be attached to the pages and tabs may not be used. 9. Decorative artwork, pictures, illustrations and desktop publishing techniques may be used throughout the manual, including the title page and table of contents. Photographs in the manual must be scanned and placed as digital files. 10. The body of the written entry must follow the sequence outlines. Additional subsections are permitted. 11. The table of contents should follow the title page. 30

Presentation Guidelines Prior to the presentation, the judge will evaluate the written portion of the entry. The major emphasis of the written entry is on the content. Drawings, illustrations and graphic presentations (where allowed) will be judged for clarity, not artistic value. The participants have assumed the roles of management trainees in a single-unit or independent operation. The judge is to assume the role of the business s owner/manager. The participants will present the plan to the judge in a 15-minute presentation worth 40 points. (See Presentation Judging.) The presentation begins immediately after the introduction of the participants to the judge by the adult assistant. Each participant must take part in the presentation. The participants will spend not more than 10 minutes, at the beginning of the presentation, describing the strategies and the plan. Each participant may bring a copy of the written entry or note cards pertaining to the written entry and use as reference during the presentation. The judge will spend the remaining 5 minutes questioning the participants. (see the Presentation Evaluation Form.) Each participant must respond to at least one question posed by the judge. The participants may use not more than three (3) standard-sized posters not to exceed 22 ½ inches by 30 ½ inches each and/or one (1) standard-sized presentation display board not to exceed 36 ½ inches by 548 ½ inches. Participants may use both sides of the posters, but all attachments must fit within the poster dimensions. Only visual aids that can be easily carried to the presentation by the actual participants will be permitted, and the participants themselves must set up the visuals. Participants are allowed to make use of a desktop flip chart presentation easel 13 inches by 10 inches (dimensions of the page). Participants are also allowed to make use of a personal laptop computer and/or a hand-held digital organizer they provide. No set-up time will be allowed. If sound is used, the volume must be kept at a conversational level. If participants use a personal computer, they must bring their own battery power pack, as electrical power will NOT be supplied. No other material may be brought to or used during the presentation by the participants. Materials appropriate for the situation may be handed to or left with the judge. If any of these rules are violated, the adult assistant must be notified by the judge. Presentation Judging Participants will make a 15-minute presentation to you. Remember, you are taking on the role of the owner/manager of the business. You may refer to the written entry, or to notes, during the presentation. During the first 10 minutes of the presentation (after introductions), the participants will explain the plan. Allow the participants to complete this portion without interruption, unless you are asked to respond. Each participant must take part in the presentation. During the final 5 minutes, you may question the participants. The first three questions must be based on the Presentation Evaluation Form. At least one question must be addressed to each participant. To ensure fairness, you must ask each participant or group of participants the same three questions: 1. one question on the participants research methods 2. one question on the details of the participants findings and conclusions 3. one question on the participants proposed plan 31

These questions should be prepared following the written entry evaluation, but before the presentation begins. After asking the three required questions, you may ask additional questions that seem appropriate, based on your notes or on the written entry itself (to which you may refer during the presentation). At the conclusion of the presentation, thank the participant(s). Then complete the Presentation Evaluation Form, making sure to record a score for all categories. Maximum score for the presentation is 40 points. 32

Business Services Operations Research Buying Merchandising Operations research Finance Operations Research Hospitality and Tourism Operations Research Sports and Entertainment Marketing Operations Research Participant(s): I.D. Number: Written Entry 2011 Written Entry Evaluation Form Please refer to Format Guidelines for the Written Entry for a more detailed explanation of these items. Exceeds Expectations 33 Meets Expectations Below Expectations Little/No Value EXECUTIVE SUMMARY 1. One-page description of the project..... 4 3 2 1-0 INTRODUCTION 2. Description of the business or organization. 3. Description of the community (economic, geographic, demographic and socioeconomic factors).... RESEARCH METHODS USED IN THE STUDY 4. Rationale and description of research methodologies selected to conduct the research study.. 5. Process of conducting the selected research method(s)... Judge Score 4 3 2 1-0 4 3 2 1-0 5 4 3-2 1-0 5 4 3-2 1-0 FINDING AND CONCLUSIONS OF THE STUDY 6. Description of the business s target market. 4 3 2 1-0 7. Description of the current promotional activities.... 4 3 2 1-0

8. Effectiveness of the current promotional activities.. 4 3 2 1-0 9. Conclusions based on the findings... 4 3 2 1-0 PROPSED STRATEGIC PLAN 10. Goals/objectives and rational (short-and long-term benefits to the business of enhancing or introducing social networking to the promotional activities). 5 4 3-2 1-0 11. Proposed activities and timelines. 5 4 3-2 1-0 12. Proposed budget for the plan (identify costs associated to potential strategies, if applicable)... 4 3 2 1-0 13. Proposed metrics to measure ROI, sales, customers, traffic, etc.... 4 3 2 1-0 APPEARANCE AND WORD USAGE 14. Professional layout, neatness, proper grammar, spelling and word usage... 4 3 2 1-0 Written Entry Total Points (maximum 60 points):... Judge A B C D E F G H I J (Circle one) 34

Business Services Operations Research Buying and Merchandising Operations Research Finance Operations Research Hospitality and Tourism Operations Research Sports and Entertainment Marketing Operations Research Oral Presentation Evaluation Form Participants(s): I.D. NUMBER: 1. Opening presentation: description of the plan; organization, clarity and effectiveness of the presentation Exceeds Expectations Meets Expectations Below Expectations 12-11 10-8 7-4 3-0 2. Question on the research methods 6-5 4 3-2 1-0 3. Question on the rationale for the details of the findings and conclusions of the study... 8-7 6-5 4-2 1-0 4. Question on the proposed plan...8-7 8-7 6-5 4-2 1-0 5. Professional standards (appearance, poise, confidence), presentation technique, effective use of visuals and participation of all. 6-5 4 3-2 1-0 Little/No Value Presentation Total Points (maximum 40 points): RECAP: WRITTEN ENTRY (60): PRESENTATION (40): SUBTOTAL (100): LESS PENALTY POINTS: TOTAL SCORE: Judge A B C D E F G H I J (Circle one) Judge Score 35

Sample Case Study BUSINESS LAW AND ETHICS TEAM DECISION MAKING EVENT 36 CAREER CLUSTER Business Management and Administration INSTRUCTIONAL AREA Human Resources Management PARTICIPANT INSTRUCTIONS The event will be presented to you through your reading of the General Performance Indicators, Specific Performance Indicators and Case Study Situation. You will have up to 30 minutes to review this information and prepare your presentation. You may make notes to use during your presentation. You will have up to 10 minutes to make your presentation to the judge (you may have more than one judge), followed by up to 5 minutes to answer the judge s questions. All members of the team must participate in the presentation, as well as answer the questions. Turn in all of your notes and event materials when you have completed the event. GENERAL PERFORMANCE INDICATORS Communications skills-the ability to exchange information and ideas with other through writing, speaking, reading or listening Analytical skills-the ability to derive facts from data, findings from facts, conclusions from findings and recommendations from conclusions Production skills-the ability to take a concept from an idea and make it real Teamwork-the ability to be an effective member of a productive group Priorities/time management-the ability to determine priorities and manage time commitments Economic competencies SPECIFIC PERFORMANCE INDICATORS Explain the nature of human resources management. Explain the nature of workplace regulations. Assess legality of contracts. Discuss the nature of workplace privacy rights. Explain the role of ethics in human resources management. Defend ideas objectively. Identify possible resolutions of an ethical dilemma.

CASE STUDY SITUATION You are to assume the roles of co-owners of READY REMODELING AND CONTRACTING, a home remodeling business specializing in kitchen repairs. Your subcontractor (judge) has asked you to discuss with him/her why you are canceling all current contracts with his/her business. READY REMODELING AND CONTRACTING has been in business for three years and prides itself on its tradition of great quality for a great price. You both started the business with your brothers and sisters, and it is growing past your expectations. Six months ago you decided to sub-contract help on houses to meet the demand of your customers. You have contracted out business to CUSTOM KITCHENS AND COUNTERS and have been very happy with their work. They also give you a considerable discount for bringing new business to them. CUSTOM KITCHENS AND COUNTERS is currently under contract with you on five different homes. Recently you have discovered that CUSTOM KITCHENS AND COUNTERS has been hiring undocumented workers, paying sub-minimum wages and requiring workers to perform work off the clock for which they were not paid. A competitor of yours has raised these issues with your customers, creating a very negative image for your business. When you raise these issues initially with CUSTOM KITCHENS AND COUNTERS they indicated that you were not legally responsible and their labor practice enabled them to give you such good prices. The owner of CUSTOM KITCHENS AND COUNTERS (judge) has asked to meet with you to discuss your decision to terminate business with them. You will discuss the issues with the owner of CUSTOM KITCHENS AND COUNTERS (judge) in a meeting to take place in the owner s (judge s) office. The owner of CUSTOM KITCHENS AND COUNTERS (judge) will begin the meeting by greeting you and asking to hear your reasons for cancelling the contracts. After you have presented your reasons and have answered the owner s (judge s) questions, the owner (judge) will conclude the meeting by thanking you for your explanation. 37

Sample Role-play CAREER CLUSTER Marketing CAREER PATHWAY Marketing Management INSTRUCTIONAL AREA Operations AUTOMOTIVE SERVICES MARKETING SERIES EVENT PARTICIPANT INSTRUCTIONS PROCEDURES 1. The event will be presented to you through your reading of these instructions, including the Performance Indicators and Event Situation. You will have up to 10 minutes to review this information to determine how you will handle the role-play situation and demonstrate the performance indicators of this event. During the preparation period, you may make notes to use during the role-play situation. 2. You will have up to 10 minutes to role-play your situation with a judge (you may have more than one judge).\ 3. You will be evaluated on how well you meet the performance indicators of this event. 4. Turn in all your notes and event materials when you have completed the role-play. PERFORMANCE INDICATORS 1. Develop a project plan. 2. Identify routine activities for maintaining business facilities and equipment. 3. Investigate the use of visual merchandising. 4. Explain the relationship between customer service and distribution. 5. Explain the selling process. 38

EVENT SITUATION You are to assume the role of morning shift manage of a large, locally owned auto parts store called AUTO PARTS WORLD. The store manager (judge) has asked you to provide a plan for improving the store. Sales at the store are stagnant, even though the number of garages and the population in your area has increased. Other problems include: 1. Parts and accessories are stored in no particular order. Different types of parts are not separated. Items are often in the wrong place. Mechanics, as well as customers, frequently complain about not being able to find the item they want. 2. Signs with prices, sale information and general information are often handwritten. The handwriting can be difficult to read, and the sign are frequently out of date or in the wrong place. 3. Sales clerks lack motivation, have love morale and are poorly trained. They do not greet customers who enter the store, and customers often have to search them out for assistance. 4. The store has no delivery service, even though several local garage owners have requested it. 5. The store looks dirty. There have been no upgrades or renovations, and sales clerks do not do much housekeeping. You have been hired to help deal with these problems. The store manager (judge) has asked you to analyze the identified problems and create working solutions for them. You will present your solutions to the store manager (judge) in a role-play to take place in the store s office. The store manager (judge) will begin the role-play by greeting you and asking to hear your recommended solutions. After you have presented your solutions and have answered the store manager s (judge s) questions, the store manager (judge) will conclude the role-play by thanking you for your recommendations. 39

A SIMULATED SPORTS AND ENTERTAINMENT MARKETING EVENT Conduct a SWOT Analysis for NASCAR BASIC BACKGROUND NASCAR wants to begin holding races in the New York City area and attract teenagers as new fans. It would also like to sign sponsorship deals with high-tech and financial services companies. A few of your clients fit that description. You work with a large bank, an Internet company, a mobile phone service provider, and teen apparel retailer. Which Company is the Right Sponsor? Before suggesting a sponsorship to any of these clients, you need to conduct a complete analysis of NASCAR. Official sponsors have exclusive rights, which means a competing company could not be a sponsor in that category. For example, if McDonald s is the sponsor for fast food at an event, no other fast food company would be permitted to sponsor that event. YOUR OBJECTIVE Once you know more about NASCAR, you will be in a better position to suggest a client for a sponsorship deal. The bank has branches in four states. The Internet company is a small auction site specializing in sports memorabilia. The cell phone company sells phones and plans with walkie-talkie and messaging features. The apparel retailer is a chain found in major shopping malls around the country. ASSIGNMENT AND STRATEGY Conduct research. Research NASCAR and its marketing activities. How successful is NASCAR as a business entity? How well does it follow the marketing concept? Who are NASCAR s official sponsors? Do any of them compete with your clients? What is the customer profile of NASCAR s target market? Do the demographic, psychographic, geographic, and behavior factors that describe a fan match the target markets of any of your clients? You will need to conduct research at a library and on the Internet. You could review new coverage of NASCAR to learn more about its operations. 40

Develop a SWOT analysis Use the format for conducting a SWOT analysis to analyze NASCAR s current situation. How effective are its marketing mix strategies (product, place, price, promotion)? Are there any external threats or opportunities that might impact NASCAR now or in the future? What your project should include Select a client for NASCAR sponsorship and a specific type of sponsorship. Note the benefits of sponsorship for the client. Develop other creative marketing strategies the client could user to make the investment worthwhile. Conclude with a strong argument as to why your ideas are feasible and how your company can make it happen for the client you selected. YOUR REPORT Use a word processing program and presentation software to prepare a double-spaced report and an oral presentation for the client you selected. See a suggested outline and key evaluation points at marketingessentials.glencoe.com/internship BUILD YOUR PORTFOLIO Option 1 Internship Report Once you have completed your Marketing Intership project and presentation, put your written report and a few printouts of key slides from your oral presentation in your Marketing Portfolio. Option 2 Analyzing a Company Analyze a company of your choice. Research how the company follows the marketing concept. What does a SWOT analysis reveal? What is the company s market share and who are its competitors? What are its target markets? What would you suggest to improve its marketing mix strategies? Prepare a written report and an oral presentation using word processing and presentation software. See a suggested outline and key evaulation points at marketingessentials.glencoe.com/portfolio @ Online Action! Go to marketingessentials.glencoe.com/unit/1/deca to review the SWOT analysis concepts that relate to DECA events. 41

Come to a consensus as a team about which country Friendly Supermarkets should invest in first. Rank the second, third, and fourth choices. Support your recommendations with facts. What your project should include Choose a country for Friendly Supermarkets international expansion and explain why it is the best choice. Which city or region should Friendly try first? Should the company go it alone or work with a local partner? Should friendly use its existing products and promotions, adapt them somewhat, or customize them for the local population? How should it answer the other P questions: place, price, and promotion? YOUR REPORT Use word processing program and presentation software to prepare a double-spaced report and an oral presentation for Friendly Supermarkets. See a suggested outline and key evaluation points at marketingessentials.glenco.com/internship BUILD YOUR PORTFOLIO Option 1 Internship Report Once you have completed your Marketing Intership project and presentation, put your written report and a few printouts of key slides from your oral presentation in your Marketing Portfolio. Option 2 Searching the Globe Select a special product, such as a locally made soft drink or handcrafted jewelry, to market in a foreign country. Conduct environmental scans (PEST) of several countries before choosing the best one for the product. Investigate competitors and target markets. Conduct a SWOT analysis. Prepare a written report and an oral presentation using word processing and presentation software. See a suggested outline and key evaluation points at marketingessentials.glencoe.com/porfolio @ Online Action! Go to marketingessentials.glencoe.com/unit/2/deca to review the SWOT analysis concepts that relate to DECA events. 42

A SIMULATED Conduct a Global Environmental Scan BASIC BACKGROUND Friendly Supermarkets is looking to expand its operations globally. An article in Supermarket News (May 31, 2004) identified four countries that have potential for growth in this area: Russia, China, India, and Japan. Multinational Competitors include Wal-Mart (United States), Carrefour (France), Tesco (United Kingdom), and Metro (Germany). The Ideal Destination The marketing director Has indicated that Friendly is not interested in countries where the market is saturated, such as Brazil, Poland, Hungary, and South Africa. It is also not interested in areas where there are aggressive price promotions, such as western Europe, or where there is political unrest, such as the Persian Gulf region. For its first venture, PRODUCT AND SERVICE MANAGEMENT EVENT it wants the location to be one that had the greatest potential with the least risk. YOUR OBJECTIVE You will be working in a team. Your objective is to give Friendly Supermarkets well-researched advice on how to proceed. The company needs to know which country to pick, how to set up its business there, and how to give the local customers what they want. There is a good chance Friendly s marketing plan for the United States will not apply overseas. ASSIGNMENT AND STRATEGY Get the background Research the four countries and the competition. Consider the stability of the governments and their attitudes toward foreign investors. Look at the countries economic philosophies (traditional, market, command), economic philosophies (traditional, market, command), economic health, factors of production, infrastructure, and technology. Consider Friendly s potential 43 customers. What socio-cultural factors, such as languages, customs, and religion, would affect the four Ps of the marketing mix? Consider the competition. Local and multinational competitors may already be growing in these countries. What are the successful competitors doing differently? Conduct an analysis Use your research to conduct an environmental scan for Each country. Look for opportunities and threats

A SIMULATED CIVIC CONSCIOUSNESS PROJECT EVENT Write a Proposal for a Civic-Minded Project BASIC BACKGROUND Your firm is a member of the American Association of Advertising Agencies. One of your firm s responsibilities as a member is to donate its time and resources to create public service ads when assigned them by the Ad Council. Now your firm would like to submit its own idea to the Ad Council for a public service ad on behalf of a government agency or a nonprofit organization. Marketing for Social Change As part of the initiative, your firm is asking every employee to submit proposals for consideration by management. According to the Ad Council, The objectives of these ads are education and awareness of significant social issues in an effort to change the public s attitudes and behaviors and stimulate positive social change. YOUR OBJECTIVE Your objective is to complete a proposal for a project that would meet the Ad Council s criteria and the criteria of the firm s civic-minded initiative. The firm wants its public service ads to be just as well planned and interesting as its work for a paying customer. Your idea will need a design element as well as an effective message. ASSIGNMENT AND STRATEGY Conduct research Research the Ad Council. Learn more about its purpose, mission, and past campaigns. Review the acceptable topics, which include educational issues and community health and safety. Review possible clients. They may be government agencies or nonprofit organizations. Develop your concept Develop a plan to help the client. Include the purpose and objectives, as well as the rationale for selecting that particular topic and beneficiary. Explain the main purpose for the proposed project and specific objectives you expect to accomplish. Be sure your objectives are simple, specific, and measurable. Include a time line for the project, as well as all the organizational details required for its completion. Explain how the project will be evaluated. 44

What your project should include Describe the project that you are proposing and its potential benefits. Include samples of proposed marketing materials. For example, include a sample advertisement, complete with headline, illustration(s), and a slogan, or a Web page design and site map of what would be included on a Web site. Conclude with a persuasive argument why the firm should select your proposal as its submission to the Ad Council. YOUR REPORT Use a word processing program and presentation software to prepare a double-spaced report and an oral presentation for the client you selected. See a suggested outline and key evaluation points at marketingessentials.glencoe.com/internship BUILD YOUR PORTFOLIO Option 1 Internship Report Once you have completed your Marketing Intership project and presentation, put your written report and a few printouts of key slides from your oral presentation in your Marketing Portfolio. Option 2 Promoting Free Enterprise Evaluate advertisements by states or local areas that attempt to attract businesses and/or tourists. Research orhter ways local communities try to promote economic growth, such as hosting gold tournaments or a state fair. Select a state or community that needs economic help. Then design a marketing strategy around specific objectives, including ways to evaluate the effectiveness of the plan. See a suggested outline and key evaluation points at marketingessentials.glencoe.com/porfolio @ Online Action! 45 Go to marketingessentials.glencoe.com/unit/3/deca to review the SWOT analysis concepts that relate to DECA events.

A SIMULATED Selling: LidRock Sales TECHNICAL SALES EVENT BASIC BACKGROUND YOUR OBJECTIVE Develop the presentation LidRock sells soft-drink lids that hold mini CD s and DVD s. The current target markets include movie theaters, fast-food chains, and convenience stores anywhere fountain soft drinks are sold. The content may include songs by popular artists, movie clips, video games, and computer screen savers, as well as special offers by advertisers, such as Internet service providers and other companies that target the demographic that purchases the soft drinks. Extra Costs LidRock charges about 70 cents for each lid. The pizza and pasta chain Sbarro had been selling soft drinks with CD on the drink size and what s on the CD. Regal Cinemas haven t raised the price for drinks with CD s and DVD s Your job is to design a Web-based presentation to sell these lid-tops with CDs and DVDs to businesses you believe would be interested in this new promotional medium. Since travel is expensive, the Web-based presentation must include all the steps of the sale, as well as tips for selling them at the retail level and recommendations for CD and DVD content based on the individual prospects you identified. ASSIGNMENT AND STRATEGY Get the background Conduct research on LidRock and other companies that sell CDs and DVDs as promotional products. Investigate prospective customers what businesses could use lid-top CDs and DVDs as part of their promotional mix? What are the major selling points and anticipated objections for this new medium? Review companies that offer Web conferencing software to see how you can set up an interactive sales presentation. Identify three prospective customers and the CDs or DVDs that you would suggest for each one. Begin the written script for LidRock s Web-based sales presentation with an appropriate and attention getting approach. Explain how the product should be depicted. Anticipate objections and prepare suggested responses. In your script, provide 46

Approach. Explain how the product should be depicted. Anticipate objections and prepare suggested responses. In your script, provide a few examples of methods for closing the sale. Offer ideas that might convince customers, such as establishing an on-going partnership or creating a related promotion. Be sure to include ideas for training the retail counterpersons who will be selling the fountain drunks. Explain what will be done as a follow-up to ensure success for the customers. What your project should include Design the Web-based presentation using computer presentation software. It should be interactive and visually interesting, and use the sales techniques you ve learned. YOUR REPORT Use a word processing program to prepare a written script to accompany the Web-based computer presentation that could be shown to LidRock. Use presentation software for the Web-based presentation and your oral presentation to our client. See a suggested outline and key evaluation points at marketessentials.glencoe.com/internship BUILD YOUR PORTFOLIO Option 1 Internship Report Once you have completed your Marketing Intership project and presentation, put your written report and a few printouts of key slides from your oral presentation in your Marketing Portfolio. Option 2 Preparing a Sales Training Manual Research a product of company you like and its target market. Use what you learn to prepare a written sales training manual for that product. Prepare your written report using a word processing program. Use presentation software to prepare a program to train new employees in how to sell the product. See a suggested outline and key evaluation points at marketingessentials.glencoe.com/porfolio @ Online Action! Go to marketingessentials.glencoe.com/unit/5/deca to review the SWOT analysis concepts that relate to DECA events. 47

Pitch a New Client A SIMULATED ADVERTISING CAMPAIGN EVENT BASIC BACKGROUND POGO is trying to get off the ground. The start-up air taxi service is looking for investors to put its business plan into action. It tends to offer short flights on six-seat mini-jets to and from small airports of the cutomer s choosing and on the customer s own schedule. Its plan calls for each of its mini-jets to fly 1,500 hours a year, or about 750 two-hour trips. Expensive... and Economical Like a Taxicab, the cost per mile is set, regardless of the number of passengers. It s pricey for someone flying alone, but if a company has four executives going to the same destination, POGO s price is pretty close to the cost of four first-class seats on a regular airline. The main selling point is convenience: There are no long waits at the airport and no fear of losing one s luggage. The target market is a mid-level executive who earns at least $150,000 a year and flies once every five or six weeks. YOUR OBJECTIVE Your firm would like to sign POGO as a client. The plan is to sell the company on your firm s ability to promote the business to its target market. Your objective is to prepare an effective marketing proposal to present to POGO. ASSIGNMENT AND STRATEGY Get the background To get started you will need to conduct the opportunities and threats portion of a SWOT analysis for POGO and a competitive assessment. For example, look at the cost of first-class tickets on commercial airlines, as well as the cost to charter a small jet for routes that POGO might want to fly. Research attitudes about air travel. Learn what annoys most airline travelers, especially business travelers, and how POGO s service could remove or reduce those annoyances. Decide which media are best suited to reach POGO s target market. 48 Write the proposal Begin your proposal by identifying POGO s main problem in one sentence. Then write a statement of purpose what your firm intends to do to help POGO achieve its goals. Tell what you did to prepare for this presentation. Include a time line or work plan that outlines how to proceed.