Grade 10 Retailing (20S) - Manitoba Department of Education and

Grade 10 Retailing (20S)

A Course for

Independent Study

G r A d E 1 0 r E t A i L i n G ( 2 0 S )

A Course for independent Study

2014

Manitoba Educat ion and Advanced Learning

Manitoba Education and Advanced Learning Cataloguing in Publication data

Grade 10 retailing (20S) : a course for independent study

iSBn: 978-0-7711-5549-9

1. retail trade—Study and teaching (Secondary).2. retail trade—Study and teaching (Secondary)—Manitoba.3. retail trade—Programmed instruction.4. distance education—Manitoba.5. Correspondence schools and courses—Manitoba.i. Manitoba. Manitoba Education and Advanced Learning.658.87

Copyright © 2014, the Government of Manitoba, represented by the Minister ofEducation and Advanced Learning.

Manitoba Education and Advanced LearningSchool Programs divisionWinnipeg, Manitoba, Canada

Every effort has been made to acknowledge original sources and to comply withcopyright law. if cases are identified where this has not been done, please notifyManitoba Education and Advanced Learning. Errors or omissions will becorrected in a future edition.

All images found in this document are copyright protected and should not beextracted, accessed, or reproduced for any purpose other than for their intendededucational use in this document.

Any websites referenced in this document are subject to change.

Available in alternate formats upon request.

C o n t E n t S

Acknowledgements vii

Introduction 1

Overview 3

What Will You Learn in This Course? 3

How Is This Course Organized? 3

What Resources Will You Need for This Course? 4

Who Can Help You with This Course? 6

How Will You Know How Well You Are Learning? 7

How Much Time Will You Need to Complete This Course? 8

When and How Will You Submit Completed Assignments? 11

What Are the Guide Graphics For? 13

Module Cover Sheets 15

Module 1: Introduction to Retailing 1

Introduction 3

Lesson 1: The World of Retailing 5

Lesson 2: Employment Opportunities in Retailing 17

Module 2: Store Policies 1

Introduction 3

Lesson 1: Handling Money 5

Lesson 2: Customer Service 23

Learning Activity Answer Key 45

C o n t e n t s iii

Module 3: Analyzing Target Markets 1

Introduction 3

Lesson 1: Knowing Your Customers 5

Lesson 2: Product Knowledge 17

Lesson 3: What Motivates Customers to Buy? 41


Module 4: The Buying Process 1

Introduction 3

Lesson 1: The Buying Cycle, Part A 5

Lesson 2: The Buying Cycle, Part B 19


Module 5: Inventory 1

Introduction 3

Lesson 1: Receiving and Storing Inventory 5

Lesson 2: Inventory Control Systems 23


Module 6: Pricing 1

Introduction 3

Lesson 1: Pricing Procedures 5

Lesson 2: Pricing Strategies 23


Module 7: Store Image, Layout, and Displays 1

Introduction 3

Lesson 1: Types of Retail Venues 5

Lesson 2: Store Location and Site Selection 9

Lesson 3: Store Image 15

Lesson 4: Store Layout and Displays 21

G r a d e 1 0 r e t a i l i n giv

Module 8: The Selling Process 1

Introduction 3

Lesson 1: Steps in the Selling Process 5

C o n t e n t s v

A c k n o w l e d g e m e n t s vii

A C k n o W L E d G E M E n t S

Manitoba Education and Advanced Learning gratefully acknowledges the contributions of thefollowing individuals in the development of Grade 10 Retailing (20S): A Course for Independent Study.

Course Writer Tannis OrtynskyTeacher

Crocus Plains Regional Secondary SchoolBrandon School Division

Members of theDevelopment Team

Eva BrownTeacher

River East CollegiateRiver East Transcona School Division

Quinton GrindleTeacher

Vincent Massey High SchoolBrandon School Division

Geoff MilneTeacher

Vincent Massey High SchoolBrandon School Division

Nancy SobkowichTeacher

Portage Collegiate InstitutePortage la Prairie School Division

Brock SpeightTeacher

Elkhorn SchoolFort La Bosse School Division

Manitoba Education andAdvanced Learning Staff

School Programs division

Louise BoissonneaultCoordinator(after March 2010)

Document Production Services UnitEducational Resources Branch

Lee-Ila BotheCoordinator(until March 2010)


Lynn HarrisonDesktop Publisher


Gilles LandryProject Manager

Development UnitInstruction, Curriculum and Assessment Branch

Susan LeeCoordinator

Distance Learning UnitInstruction, Curriculum and Assessment Branch

Susan LetkemannPublications Editor


Tom PrinsProject Leader

Learning Support and Technology Unit Instruction, Curriculum and Assessment Branch

Lindsay WalkerProofreader/Desktop Publisher


Murielle WhiteDesktop Publisher


G r a d e 1 0 r e t a i l i n G ( 2 0 S )

introduction

3i n t r o d u c t i o n

i n t r o d u c t i o n

overview

Welcome to Grade 10 Retailing: A Course for Independent Study. ThisIntroduction describes what the course is about and what you will need to doto complete the course requirements. It’s like the first few days of school, whenyou learn about a course and what you are going to learn.

As a student enrolled in a distance learning course, you have taken on a dualrole—that of a student and a teacher. As a student, you are responsible formastering the lessons and completing the learning activities and assignments.As a teacher, you are responsible to check your work carefully, noting areasin which you need to improve and motivating yourself to succeed.

What Will You learn in this course?

This course will introduce you to the dynamic field of retailing. You willreview retailing from a management perspective. You will also learn aboutthe various activities involved in selling goods or services directly toconsumers. To complete this course, you will be required to visit retail outletsand interview business owners or store managers.

How is this course organized?

The Grade 10 Retailing course consists of the following eight modules:

n Module 1: Introduction to Retailing

n Module 2: Store Policies

n Module 3: Analyzing Target Markets

n Module 4: The Buying Process

n Module 5: Inventory

n Module 6: Pricing

n Module 7: Store Image, Layout, and Displays

n Module 8: The Selling Process

4 G r a d e 1 0 r e t a i l i n g

Each module consists of one or more lessons that focus on specific aspects ofretailing. In most lessons, you will read a few pages, and then complete one ormore learning activities and/or assignments. You will learn about retailingmainly by doing things.

The lessons contain the following components:

n Lesson Focus: Each lesson begins with a Lesson Focus that identifies whatyou will be learning. It lists the specific learning outcomes (SLOs) addressedin the lesson. The SLO numbers (e.g., SLO 1.2.3) are for the tutor/marker, soyou can ignore them.

n Introduction: Each lesson begins with an explanation of what you will belearning in that lesson.

n Lesson: The main body of the lesson is made up of the content that youneed to learn. It contains text, explanations, completed examples, and so on.

n Learning Activities: Many lessons include one or more learning activitiesthat will help you learn about the lesson topics and prepare you for theassignments and the final examination. Once you have completed alearning activity, check your responses against those provided in theLearning Activity Answer Key found at the end of each applicable module.You will not submit the completed learning activities to your tutor/marker.

n Assignments: Most lessons also include an assignment. You will submit allyour completed assignments to your tutor/marker for assessment at theend of Modules 1, 2, 4, 6, and 8. In total, all assignments are worth 75% ofyour final course mark.

n Summary: Each lesson ends with a brief review of what you just learned.

What resources Will You need for this course?

You do not need a textbook for this course. All the content is provided directlywithin the course. You will, however, need access to a variety of resources.

required resources

For this course, you will need access to the following resources. If you do nothave access to one or more of these resources, contact your tutor/marker.

n Photocopier/scanner: With access to a photocopier/scanner, you couldmake a copy of your assignments before submitting them so that if yourtutor/marker wants to discuss an assignment with you over the phone,each of you will have a copy. It would also allow you to continue studyingor to complete further lessons while your original work is with thetutor/marker. Photocopying or scanning your assignments will also ensurethat you keep copies in case the originals are lost.


n A calculator: Use a calculator as you work through this course. You mayalso use a calculator for the final examination.

n Flyers and newspapers: These resources will help you with yourcoursework.

n Resource people and businesses: To complete this course, you will needaccess to

n several business managers or owners whom you will interview

n several retail businesses, such as restaurants and stores

n businesses with window displays

n A computer with spreadsheet software: Access to Microsoft Excel wouldhelp you to work with numbers in this course.

n A computer with Internet access: Some lessons suggest website links assources of information or for supplementary reference and reading. If youdo not have Internet access, you will still be able to complete the course, butyou will need to find different ways of accessing information.

Internet Safety

If you choose to use the Internet to do research, be safe. The Internet is avaluable source of information and should be used responsibly. Talk to yourparents/guardians about Internet safety, and use the following guidelines whengoing online:

n Choose a user name that does not reveal your name, gender, age, or otherpersonal details.

n Never give anyone private information.

n Do not answer emails from strangers.

n If someone asks you to keep your relationship with him or her a secret, stoptalking to the person and immediately tell your parent/guardian.

n Do not email or post pictures or files.

The above is not a complete list because no list can possibly cover all dangeroussituations. Use your common sense and be careful.

Who can Help You with this course?

Taking an independent study course is different from taking a course in aclassroom. Instead of relying on the teacher to tell you to complete a learningactivity or an assignment, you must tell yourself to be responsible for yourlearning and for meeting deadlines. There are, however, two people who canhelp you be successful in this course: your tutor/marker and your learningpartner.

Your tutor/Marker

Tutor/markers are experienced educators who tutor Independent StudyOption (ISO) students and mark assignments and examinations. When youare having difficulty with something in this course, contact yourtutor/marker, who is there to help you. Your tutor/marker’s name andcontact information were sent to you with this course. You can also obtainthis information in the Who Is My Tutor/Marker? section of the distancelearning website at <www.edu.gov.mb.ca/k12/dl/iso/assistance.html>.

Your learning Partner

A learning partner is someone you choose who will help you learn. It may besomeone who knows something about retailing, but it doesn’t have to be. Alearning partner could be someone else who is taking this course, a teacher, aparent or guardian, a sibling, a friend, or anybody else who can help you.Most importantly, a learning partner should be someone with whom you feelcomfortable and who will support you as you work through this course.

Your learning partner can help you keep on schedule with your coursework,read the course with you, check your work, look at and respond to yourlearning activities, or help you make sense of assignments. You may even studyfor your examination with your learning partner. If you and your learningpartner are taking the same course, however, your assignment work should notbe identical.


How Will You Know How Well You are learning?

You will know how well you are learning in this course by how well youcomplete the learning activities, the assignments, and the final examination.

learning activities

The learning activities in this course will help you to review and practisewhat you have learned in the lessons. You will not submit the completedlearning activities to your tutor/marker. Instead, you will complete thelearning activities and compare your responses to those provided in theLearning Activity Answer Key found at the end of the applicable modules.

Make sure you complete the learning activities. Doing so will not only help youto practise what you have learned, but will also prepare you to complete yourassignments and the final examination successfully. Many of the questions onthe examination will be similar to the questions in the learning activities.Remember that you will not submit learning activities to your tutor/marker.

assignments

Each module in this course contains assignments, which you will completeand submit to your tutor/marker for assessment. The assignments are wortha total of 75% of your final course mark.

The tutor/marker will mark your assignments and return them to you.Remember to keep all marked assignments until you have finished the courseso that you can use them to study for your examination.

To complete this course, you will be required to visit retail outlets and interviewbusiness owners or store managers.

Please note that many assignments are accompanied by marking rubrics, which yourtutor/marker will use to assess your completed assignments. The rubrics will help youto complete your assignments and receive the best marks possible.



Final examination

This course contains a final examination, which is based on Modules 1 to 8.You will write the final examination when you have completed Module 8, thefinal module in this course. You will write the examination undersupervision. It is worth 25% of your final course mark.

To do well on the examination, you should review all the work you havecompleted from the modules, including all learning activities and assignments.

Requesting Your Examination

You are responsible for making arrangements to have the final examinationsent to your proctor from the ISO office. Please make arrangements to write thefinal examination before you finish Module 8.

To write your examination, you need to make the following arrangements:

n If you are attending school, ask your school’s ISO school facilitator torequest your examination. Do this at least three weeks before you are readyto write your examination. For more information on examinationprocedures, please contact your ISO school facilitator or visit the Gradingand Evaluation section of the distance learning website at<www.edu.gov.mb.ca/k12/dl/iso/assignments.html>.

n If you are not attending school, check the Examination Request Form foroptions available to you. The form was mailed to you with this course.Three weeks before you are ready to write the examination, fill in theExamination Request Form and mail, fax, or email it to

ISO Office555 Main StreetWinkler MB R6W 1C4Fax: 204-325-1719Toll-Free Telephone: 1-800-465-9915Email: [email protected]

How Much time Will You need to complete this course?

Learning through independent study has several advantages over learning inthe classroom. You are in charge of how you learn and you can choose howquickly you will complete the course. You can read as many lessons as youwish in a single session. You do not have to wait for your teacher or classmates.

From the date of your registration, you have a maximum of 12 months tocomplete this course, but the pace at which you proceed is up to you. Read thefollowing suggestions on how to pace yourself.


chart a: Semester 1

If you want to start the course in September and complete it in January, youcan follow the timeline suggested below.

chart B: Semester 2

If you want to start the course in January and complete it in June, you canfollow the timeline suggested below.

Module Completion Date

Module 1 Middle of September

Module 2 end of September

Module 3 Middle of october

Module 4 end of october

Module 5 Middle of november

Module 6 Middle of november

Module 7 end of november

Module 8 Middle of december

Final examination Beginning of January


Module 1 Middle of February

Module 2 end of February

Module 3 Middle of March

Module 4 end of March

Module 5 Middle of april

Module 6 Middle of april

Module 7 end of april

Module 8 Middle of May

Final examination end of May


chart c: Full School Year (not Semestered)

If you want to start the course in September and complete it in June, you canfollow the timeline suggested below.

timelines

Do not wait until the last minute to complete your work, since yourtutor/marker may not be available to mark it immediately. It may take a fewweeks for your tutor/marker to assess your work and return it to you or toyour school.


Module 1 end of September

Module 2 end of october

Module 3 end of november

Module 4 end of January

Module 5 Middle of February

Module 6 end of February

Module 7 end of March

Module 8 end of april

Final examination Middle of May

If you need this course to graduate this school year, remember to schedule andcomplete your final examination by May 31.

When and How Will You Submit completed assignments?

When to Submit assignments

While working on this course, you will submit completed assignments toyour tutor/marker five times. The following chart shows you exactly whatassignments you will be submitting.

Submission of Assignments

Submission Assignments You Will Submit

1 Module 1: Introduction to Retailing

Module 1 cover Sheet assignment 1.1: the World of retailing (Parts 1 and 2)assignment 1.2: employment opportunities in retailing (Parts 1 to 4)

2 Module 2: Store Policies

Module 2 cover Sheetassignment 2.1: Handling Moneyassignment 2.2: customer Service (Parts 1 to 3)

3 Module 3: Analyzing Target Markets

Modules 3 and 4 cover Sheetassignment 3.1: Knowing Your customers (Parts 1 and 2)assignment 3.2: What Motivates customers to Buy? (Parts 1 and 2)

Module 4: The Buying Process

assignment 4.1: the Buying cycle, Parts a and B (Parts 1 to 5)

4 Module 5: Inventory

Modules 5 and 6 cover Sheetassignment 5.1: receiving and Storing inventory

Module 6: Pricing

assignment 6.1: Pricing Proceduresassignment 6.2: Pricing Strategies

5 Module 7: Store Image, Layout, and Displays

Modules 7 and 8 cover Sheetassignment 7.1: Store location and Site Selectionassignment 7.2: Store image, layout, and displays (Parts 1 to 3)

Module 8: The Selling Process

assignment 8.1: Steps in the Selling Process (Parts 1 to 3)



How to Submit assignments

In this course, you have the choice of submitting your assignments either bymail or electronically.

n Mail: Each time you mail something, you must include the print version ofthe applicable Cover Sheet (found at the end of this Introduction).

n Electronic submission: Each time you submit something electronically,you must include the electronic version of the applicable Cover Sheet(found in the Student Downloads section of the distance learning website at<www.edu.gov.mb.ca/k12/dl/downloads/index.html>) or you can scanthe Cover Sheet located at the end of this Introduction.

Complete the information at the top of the Cover Sheet before submitting italong with your assignments.

Submitting Your Assignments by Mail

If you choose to mail your completed assignments, please photocopy/scanall the materials first so that you will have a copy of your work in case yourpackage goes missing. You will need to place the applicable module CoverSheet and assignments in an envelope, and address it to

ISO Tutor/Marker555 Main StreetWinkler MB R6W 1C4

Your tutor/marker will mark your work and return it to you by mail.

Submitting Your Assignments Electronically

Assignment submission options vary by course. Sometimes assignments canbe submitted electronically and sometimes they must be submitted by mail.Specific instructions on how to submit assignments were sent to you withthis course. You can also obtain this information in the Grading andEvaluation section of the distance learning website at <www.edu.gov.mb.ca/k12/dl/iso/assignments.html>.

If you are submitting assignments electronically, make sure you have savedcopies of them before you send them. That way, you can refer to yourassignments when you discuss them with your tutor/marker. Also, if theoriginal hand-in assignments are lost, you are able to re-submit them.

Your tutor/marker will mark your work and return it to you electronically.

The Independent Study Option office does not provide technical support forhardware-related issues. If troubleshooting is required, consult a professionalcomputer technician.

What are the Guide Graphics For?

Guide graphics are used throughout this course to identify and guide you inspecific tasks. Each graphic has a specific purpose, as described below.

Remember: If you have questions or need help at any point during this course,contact your tutor/marker or ask your learning partner for help.

Good luck with the course!

Lesson Focus/Specific Learning Outcomes (SLOs): Note thatthese SLOs are addressed within the lesson.

Internet: Use the Internet, if you have access to it, to obtain moreinformation. Internet access is optional for this course.

Learning Activity: Complete a learning activity. This will helpyou to review or practise what you have learned and to prepareyou for an assignment or an examination. You will not submitlearning activities to your tutor/marker. Instead, you willcompare your responses to those provided in the LearningActivity Answer Key found at the end of the applicable module.

Assignment: Complete an assignment. You will submit yourcompleted assignments to your tutor/marker for assessment.

Learning Partner: Ask your learning partner to help you withthis task

Phone Your Tutor/Marker: Telephone your tutor/marker.

Note: Take note of and remember this important information orreminder.

Mail or Electronic Submission: Mail or electronically submityour completed assignments to your tutor/marker forassessment at this time.

Examination: This content in the course is likely to be found onthe final examination. Make sure you learn it well.

i n t r o d u c t i o n 13

Notes

G r a d e 1 0 r e t a i l i n g14

G r a d e 1 0 r e t a i l i n G ( 2 0 S )

Module 1

introduction to retailing

this module contains the following:

n introduction

n lesson 1: the World of retailing

n lesson 2: employment Opportunities in retailing

M o d u l e 1 : i n t r o d u c t i o n t o r e t a i l i n g 3

M O d u l e 1 : i n t r O d u c t i O n t O r e t a i l i n G

introduction

Welcome to the first module of Grade 10 Retailing. In Module 1, which ismade up of two lessons, you will learn about general retail principles andlook at employment opportunities in retailing. You will complete twoassignments, which you will send to your tutor/marker when you havefinished Module 1.

assignments

The assignments you will have to complete in Module 1 are listed below.

learning activity

Before you begin the lessons in Module 1, you will complete your firstlearning activity, which will involve having a phone conversation with yourtutor/marker.

Assessment Checklist

q lesson 1 assignment 1.1: the World of retailing

q Part 1: comparing retail Outlets

q Part 2: uncontrolled Variables

q lesson 2 assignment 1.2: employment Opportunities in retailing

q Part 1: career interest inventories

q Part 2: Self-image, Motivation, and reflection

q Part 3: it’s up to You

q Part 4: interview with a Store Manager


Learning Activity 1.1

Meet Your Tutor/Marker

For this learning activity, you will need to have a phone conversation withyour tutor/marker, who is interested to find out about you. the purpose ofthis conversation is to help you establish a good relationship with yourtutor/marker and to discuss course expectations so that you can completethis course as smoothly as possible.

1. First, contact your tutor/marker to schedule an appointment. Your phone conversation may take up to 20 minutes, so make sure that both you and your tutor/marker are available for this length of time.

Your tutor/marker’s name and contact information were sent to you withthis course. You can also obtain this information in the Who Is My

Tutor/Marker? section of the distance learning website at<www.edu.gov.mb.ca/k12/dl/iso/assistance.html>.

2. Phone your tutor/marker at the scheduled time. Be prepared to talkabout the following topics:

n Who are you? What kind of student are you? What are your goalsand aspirations?

n are you attending school? if so, which one?

n Why did you decide to take Grade 10 retailing through independentstudy?

n is this your first independent study course?

n do you have any concerns about the course? if so, what are they?

n When do you expect to complete Module 1? When do you expect tocomplete the entire course?

no answer key is provided for this learning activity.

l e S S O n 1 : t h e W O r l d O F r e t a i l i n G

introduction

This lesson begins with a brief discussion of what retailing is, followed by adescription of the history of retailing and some variables found in retailing.

What is retailing?

Retailing consists of the activities involved in selling goods or servicesdirectly to consumers. It is the process of planning what product or service,price, promotion, and place to use to create and maintain relationships thatwill satisfy the needs of both the customer and the retail company.

Throughout the eight modules of this course, you will find the terms products(goods, merchandise) and services. For example, a retail clothing store is abusiness that sells only goods (clothing). A fast food business sells onlygoods (food). A courier business sells only a service (delivery). Anemployment agency sells only a service (employees). Hairdressing businessessell both goods (hairdressing supplies) and services (haircuts and styles).Some businesses sell both goods (variety of merchandise) and services (e.g.,vehicle repairs).

By studying retailing, you will be introduced to the skills and practicalapplications required to get a part-time job or a full-time job in that area.Retailing offers you the opportunity to start your own business or to work atan entry-level position that offers the potential for growth or promotion.

Lesson Focus

After completing this lesson, you will be able to

q define retailing (SlO 1.1.1)

q describe the history of retailing (SlO 1.1.2)

q identify the controlled and uncontrolled variables foundin retailing (SlO 1.1.3)


Retailing offers many career opportunities in areas such as the following:

n management

n purchasing

n information systems

n inventory control

n distribution

n e-commerce

n human resources

n financial and internal auditing

n marketing

n sales

n promotions

n public relations

You will learn more about careers in retailing later in this course.

a Brief history of retailing

To understand how retailing works today, you need to have some idea ofhow it developed in the past. The history of retailing can be broken downinto four main eras:

1. Production Era—1840s to 1920s

In this era, production created its own demand; that is, products would sellthemselves because the customer (consumer) was demanding them, socompanies focused on supply (producing things), not on selling things.

2. Sales Era—1920s to 1960s

In this era, production outgrew demand. In other words, customers nolonger demanded all the products that companies were producing. Sincecompanies were still producing just as many products, their solution wasto hire salespeople to find new customers to buy their products.

3. Marketing Concept Era—1960s to 1990s

In this era, companies began to conduct research to find out exactly whatcustomers needed and wanted, and then designed their products andservices to match their customers’ needs and wants.

4. Marketing Orientation Era—1990s to Present

In this era, companies are continually collecting information aboutcompetitors, trends, and their customers in order to increase sales.


Variables in retailing

Different variables (things that are changeable) affect a retail operation. Thereare two kinds of variables: controlled and uncontrolled.

controlled Variables

Variables that can be controlled and changed by companies at any time areknown as the 4 Ps or the marketing mix:

n Product/Service: You can control what you sell.

n Price: You can control at what price to sell your product/service.

n Place: You can control where and how to sell your product/service (yourchannel of distribution).

n Promotion: You can control what promotional activities to use.

uncontrolled Variables

Variables that companies cannot control or change must be monitoredbecause they can affect a company in either a positive or a negative way.

n Technology: To stay competitive, companies must keep up to date withtechnological changes. For example, computers affect every aspect of ourlives—homes and businesses. Through technology, businesses have accessto databases of current and potential customers, opportunities to becomeconnected globally throughout the world, and opportunities to determinewhat inventory is in stock and what inventory needs to be ordered.

n Social trends: Companies must watch for, and adapt to, changes in socialtrends (e.g., fashion, fitness, health, environment, two-income families).

n Customers: Companies have a variety of clientele (e.g., repeat and loyalcustomers, customers always looking for different and better products,customers who never come back).

n State of the economy: Companies must watch for, and have a plan to adaptto, changes in the economy (e.g., a recession or depression when prices areincreasing faster than people’s incomes [inflation], which results in fewerpurchases and higher unemployment).

n Competition: Companies should monitor their competitors’ products,prices, and promotions in an effort to maintain their current customers andto attract new ones. They have no control over whether new competitors(e.g., other businesses offering the same products or services) open nextdoor, or when and how they have sales or promotional activities. Beprepared to compete.


n Government regulations: Federal, provincial, and municipal governmentsare constantly changing business dynamics with regulations (e.g., related tominimum wage increases, goods and services tax [GST], provincial sales tax[PST], workers compensation, smoking bylaws, businesses covering costs ofemployment insurance [EI] and Canadian pension plan [CPP], makingremittances to Canada Revenue Agency [CRA], North American Free TradeAgreement [NAFTA]).

n Disasters: Companies could face a variety of disasters (e.g., floods,hurricanes, tornadoes, fires). Companies should follow the rule, “Do notrisk more than you can afford to lose.” If potential losses resulting fromdisasters will put a company out of business, it may be advisable topurchase insurance.

lesson 1 Summary

In this lesson, you learned about the

n definition of retailing

n history of retailing

n controlled and uncontrolled variables that affect retailing

Assignment 1.1

The World of Retailing, Parts 1 and 2

it is now time for you to complete assignment 1.1, which is found on thefollowing pages and is made up of two parts.

n Part 1 provides a chart in which you will describe the differencesbetween different types of retail outlets and restaurants.

n Part 2 gives you a chance to list your ideas about the effects ofcontrolled and uncontrolled variables in retailing.


This assignment (along with all other

assignments) is worth marks. You will submit

the completed assignment to your tutor/marker

when you have finished Module 1.

Marking rubrics

After some of the assignments, you will find a marking rubric, which yourtutor/marker will use to mark your assignments. You can also use therubrics to help you complete your assignments and to get the best markspossible.

Assignment 1.1 has marking rubrics. You will receive 45 marks forAssignment 1.1, Parts 1 and 2.


continued

Assignment 1.1, Part 1

The World of Retailing

Part 1: Comparing Retail Outlets (35 marks)

(SLOs 1.1.1, 1.1.2)

Choose only one of the following six options. Visit and compare the retailoutlets suggested or some other similar retail operations.

1. compare a local family restaurant to a fast food restaurant (e.g., Mcdonald’s, Wendy’s).

2. compare a local sporting goods store to a brand name store (e.g.,Sportchek, Source for Sports).

3. compare a local family fashion store to a big box store (e.g.,Winners, target).

4. compare a local hardware store to a big box store (e.g., rona, homehardware).

5. compare a local technology store to a big box store (e.g., FutureShop, Visions).

6. compare a local tanning salon to a brand name salon (e.g., Fabutan,tan FX).

complete the chart on the following pages. compare the different types ofstores (using the criteria provided in column a) by writing in the applicableinformation in columns B and c. One example has been completed for you.

remember to use the marking rubric provided to help you complete theassignment.


Assignment 1.1, Part 1 (continued)

continued

Comparison of Retail Outlets

column acomparisons

column Blocally Owned Store

(usually Smaller)name: ________________

column cBig Box or

Brand name Storename: ________________

Example:

treatment of customers (how do the salespeople treat the customers?)

n Felt very welcomed andcomfortable.

n Was approached by asalesperson upon entering thesmall and cozy store, receivedhelp when needed, felt valuedas a customer.

n too big, very impersonal,didn’t feel comfortable, feltlost, received no greeting orassistance. Or

n Great atmosphere, verypersonable, helpful staff,excellent variety, really likedthe experience.

1. types and Prices ofProducts/Services

n

n

n

n

n

n

n

n

n

n

2. Quality of Products/Services (e.g., top,medium, poor quality;falls apart afterpurchased;recommended bysomeone, internet, tV,newspaper)

n

n

n

n

n

n

n

n

n

n

3. location (e.g.,convenience/accessibility—close to busstops, downtown, at ashopping mall or kiosk,close to competition, toparking, to surroundingbusinesses)

n

n

n

n

n

n

n

n

n

n



Comparison of Retail Outlets (continued)

column acomparisons

column Blocally Owned Store

(usually Smaller)name: ________________

column cBig Box or

Brand name Storename: ________________

4. customers/demographics(e.g., age, rural or urban,male or female, incomelevel, education level,family size, maritalstatus, occupation,ethnicity)

n

n

n

n

n

n

n

n

n

n

5. Personal Service (e.g., nature of service,people skills, customerservice skills,communication skills,attitude)

n

n

n

n

n

n

n

n

n

n

6. image and atmosphere(e.g., cleanliness,lighting, colour, scent,music, visual appeal)

n

n

n

n

n

n

n

n

n

n

7. conveniences Offered(e.g, carts, deliveryservice, email, phone,discounts, coupons)

n

n

n

n

n

n

n

n

n

n



assignment 1.1, Part 1: Marking rubric

comparisons

5 Marks

5 or more points ofcomparison are listed incolumn B and column c

3 Marks

3 or 4 points of comparison are listed incolumn B and column c

1 Mark

1 or 2 points of comparison are listed incolumn B and column c

Marks

1. types and Pricesof Products/Services /5

2. Quality ofProducts/Services

/5

3. location

/5

4. customers/demographics

/5

5. Personal Service

/5

6. image andatmosphere

/5

7. conveniencesOffered

/5

Total /35

continued

Assignment 1.1, Part 2

The World of Retailing

Part 2: Uncontrolled Variables (10 marks)

(SLO 1.1.3)

if you need help completing this assignment, speak to the manager orowner of a retail outlet (whom you will be contacting in Part 4 of assignment 1.2) or contact your tutor/marker.

Choose only one of the following uncontrolled variables:

1. Social trends

2. customers

3. State of the economy

4. competition

5. Government regulations (e.g., GSt)

6. disasters

complete the table on the next page. list the uncontrolled variable youhave chosen (in column a). then list five positive effects that you thinkthis uncontrolled variable can have on a retail company (in column B). thenlist five negative effects that this uncontrolled variable can have on aretail company (in column c). technology is provided as an example for youto follow.

remember to check the marking rubric provided to help you complete theassignment.



Positive and Negative Effects of Uncontrolled Variables

column auncontrolled

Variable

column BPositive effects on a company

column cnegative effects on a company

Example:

Technology

(name ofuncontrolled

Variable)

technology provides opportunities to

1. sell products on the internet

2. computerize office systems forefficiency, keeping names ofcustomers in the computer

3. keep track of quantity of product onhand

4. find suppliers faster by using theinternet

5. check out competitors and what theyare offering

6. sell globally (around the world),thereby reaching a much largermarket

technology may result in

1. expenses involved in puttingtechnology systems in place

2. cost and time needed to trainemployees

3. downtime—technology systemscrash, something has to be replacedor fixed

4. loss of jobs—technology may replaceemployees

5. constant need for upgrading oftechnology systems to remaincompetitive, which incurs costs

6. stress—dealing in the globalmarketplace can be overwhelming toa company

_____________

(name ofuncontrolled

Variable)

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.



assignment 1.1, Part 2: Marking rubric

comparisons5 Marks

5 or more effects are clearly described

3 Marks

3 or 4 effects are clearly described

1 Mark

1 or 2 effects are clearly described

Marks

Positive Effects

of uncontrolledVariable on acompany (column B) /5

Negative Effects

of uncontrolledVariable on acompany (column c) /5

Total /10

Printed in CanadaImprimé au Canada

Released 2014

Grade 10 Retailing (20S) - Manitoba Department of Education and

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Transcript of Grade 10 Retailing (20S) - Manitoba Department of Education and