Grade 10 Retailing (20S)
A Course for
Independent Study
GrAdE 10 rEtAiLinG (20S)
A Course for independent Study
2014
Mani t oba E duc at ion and Advanc e d Le ar ning
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 of
Education and Advanced Learning.
Manitoba Education and Advanced Learning
School Programs division
Winnipeg, Manitoba, Canada
Every effort has been made to acknowledge original sources and to comply with
copyright law. if cases are identified where this has not been done, please notify
Manitoba Education and Advanced Learning. Errors or omissions will be
corrected in a future edition.
All images found in this document are copyright protected and should not be
extracted, accessed, or reproduced for any purpose other than for their intended
educational use in this document.
Any websites referenced in this document are subject to change.
Available in alternate formats upon request.
ContEntS
vii
Acknowledgements
1
Introduction
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
1
Module 1: Introduction to Retailing
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
Contents
iii
Module 3: Analyzing Target Markets
Introduction
3
Lesson 1: Knowing Your Customers
5
Lesson 2: Product Knowledge
17
Lesson 3: What Motivates Customers to Buy?
41
Learning Activity Answer Key
55
Module 4: The Buying Process
1
Introduction
3
Lesson 1: The Buying Cycle, Part A
5
Lesson 2: The Buying Cycle, Part B
19
Learning Activity Answer Key
47
Module 5: Inventory
1
Introduction
3
Lesson 1: Receiving and Storing Inventory
5
Lesson 2: Inventory Control Systems
23
Learning Activity Answer Key
31
Module 6: Pricing
1
Introduction
3
Lesson 1: Pricing Procedures
5
Lesson 2: Pricing Strategies
23
Learning Activity Answer Key
31
Module 7: Store Image, Layout, and Displays
iv
1
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
Grade 10 retailing
1
Module 8: The Selling Process
Introduction
3
Lesson 1: Steps in the Selling Process
5
Contents
v
ACknoWLEdGEMEntS
Manitoba Education and Advanced Learning gratefully acknowledges the contributions of the
following individuals in the development of Grade 10 Retailing (20S): A Course for Independent Study.
Course Writer
Members of the
Development Team
Manitoba Education and
Advanced Learning Staff
School Programs division
Tannis Ortynsky
Teacher
Crocus Plains Regional Secondary School
Brandon School Division
Eva Brown
Teacher
River East Collegiate
River East Transcona School Division
Quinton Grindle
Teacher
Vincent Massey High School
Brandon School Division
Geoff Milne
Teacher
Vincent Massey High School
Brandon School Division
Nancy Sobkowich
Teacher
Portage Collegiate Institute
Portage la Prairie School Division
Brock Speight
Teacher
Elkhorn School
Fort La Bosse School Division
Louise Boissonneault
Coordinator
(after March 2010)
Document Production Services Unit
Educational Resources Branch
Lee-Ila Bothe
Coordinator
(until March 2010)
Document Production Services Unit
Educational Resources Branch
Lynn Harrison
Desktop Publisher
Document Production Services Unit
Educational Resources Branch
Gilles Landry
Project Manager
Development Unit
Instruction, Curriculum and Assessment Branch
Susan Lee
Coordinator
Distance Learning Unit
Instruction, Curriculum and Assessment Branch
Susan Letkemann
Publications Editor
Document Production Services Unit
Educational Resources Branch
Tom Prins
Project Leader
Learning Support and Technology Unit
Instruction, Curriculum and Assessment Branch
Lindsay Walker
Proofreader/
Desktop Publisher
Document Production Services Unit
Educational Resources Branch
Murielle White
Desktop Publisher
Document Production Services Unit
Educational Resources Branch
Acknowledgements
vii
Grade 10 retailinG (20S)
introduction
introduction
overview
Welcome to Grade 10 Retailing: A Course for Independent Study. This
Introduction describes what the course is about and what you will need to do
to complete the course requirements. It’s like the first few days of school, when
you 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 dual
role—that of a student and a teacher. As a student, you are responsible for
mastering the lessons and completing the learning activities and assignments.
As a teacher, you are responsible to check your work carefully, noting areas
in 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 will
review retailing from a management perspective. You will also learn about
the various activities involved in selling goods or services directly to
consumers. To complete this course, you will be required to visit retail outlets
and interview business owners or store managers.
How is this course organized?
The Grade 10 Retailing course consists of the following eight modules:
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Module 1: Introduction to Retailing
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Module 2: Store Policies
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Module 3: Analyzing Target Markets
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Module 4: The Buying Process
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Module 5: Inventory
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Module 6: Pricing
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Module 7: Store Image, Layout, and Displays
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Module 8: The Selling Process
introduction
3
Each module consists of one or more lessons that focus on specific aspects of
retailing. In most lessons, you will read a few pages, and then complete one or
more learning activities and/or assignments. You will learn about retailing
mainly by doing things.
The lessons contain the following components:
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Lesson Focus: Each lesson begins with a Lesson Focus that identifies what
you will be learning. It lists the specific learning outcomes (SLOs) addressed
in the lesson. The SLO numbers (e.g., SLO 1.2.3) are for the tutor/marker, so
you can ignore them.
Introduction: Each lesson begins with an explanation of what you will be
learning in that lesson.
Lesson: The main body of the lesson is made up of the content that you
need to learn. It contains text, explanations, completed examples, and so on.
Learning Activities: Many lessons include one or more learning activities
that will help you learn about the lesson topics and prepare you for the
assignments and the final examination. Once you have completed a
learning activity, check your responses against those provided in the
Learning Activity Answer Key found at the end of each applicable module.
You will not submit the completed learning activities to your tutor/marker.
Assignments: Most lessons also include an assignment. You will submit all
your completed assignments to your tutor/marker for assessment at the
end of Modules 1, 2, 4, 6, and 8. In total, all assignments are worth 75% of
your final course mark.
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 directly
within 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 not
have access to one or more of these resources, contact your tutor/marker.
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Photocopier/scanner: With access to a photocopier/scanner, you could
make a copy of your assignments before submitting them so that if your
tutor/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 studying
or to complete further lessons while your original work is with the
tutor/marker. Photocopying or scanning your assignments will also ensure
that you keep copies in case the originals are lost.
Grade 10 retailing
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A calculator: Use a calculator as you work through this course. You may
also use a calculator for the final examination.
Flyers and newspapers: These resources will help you with your
coursework.
Resource people and businesses: To complete this course, you will need
access to
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several business managers or owners whom you will interview
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several retail businesses, such as restaurants and stores
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businesses with window displays
A computer with spreadsheet software: Access to Microsoft Excel would
help you to work with numbers in this course.
A computer with Internet access: Some lessons suggest website links as
sources of information or for supplementary reference and reading. If you
do not have Internet access, you will still be able to complete the course, but
you 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 a
valuable source of information and should be used responsibly. Talk to your
parents/guardians about Internet safety, and use the following guidelines when
going online:
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Choose a user name that does not reveal your name, gender, age, or other
personal details.
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Never give anyone private information.
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Do not answer emails from strangers.
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If someone asks you to keep your relationship with him or her a secret, stop
talking to the person and immediately tell your parent/guardian.
Do not email or post pictures or files.
The above is not a complete list because no list can possibly cover all dangerous
situations. Use your common sense and be careful.
introduction
5
Who can Help You with this course?
Taking an independent study course is different from taking a course in a
classroom. Instead of relying on the teacher to tell you to complete a learning
activity or an assignment, you must tell yourself to be responsible for your
learning and for meeting deadlines. There are, however, two people who can
help you be successful in this course: your tutor/marker and your learning
partner.
Your tutor/Marker
Tutor/markers are experienced educators who tutor Independent Study
Option (ISO) students and mark assignments and examinations. When you
are having difficulty with something in this course, contact your
tutor/marker, who is there to help you. Your tutor/marker’s name and
contact information were sent to you with this 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>.
Your learning Partner
A learning partner is someone you choose who will help you learn. It may be
someone who knows something about retailing, but it doesn’t have to be. A
learning partner could be someone else who is taking this course, a teacher, a
parent or guardian, a sibling, a friend, or anybody else who can help you.
Most importantly, a learning partner should be someone with whom you feel
comfortable 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 your
learning activities, or help you make sense of assignments. You may even study
for your examination with your learning partner. If you and your learning
partner are taking the same course, however, your assignment work should not
be identical.
6
Grade 10 retailing
How Will You Know How Well You are learning?
You will know how well you are learning in this course by how well you
complete the learning activities, the assignments, and the final examination.
learning activities
The learning activities in this course will help you to review and practise
what you have learned in the lessons. You will not submit the completed
learning activities to your tutor/marker. Instead, you will complete the
learning activities and compare your responses to those provided in the
Learning Activity Answer Key found at the end of the applicable modules.
Make sure you complete the learning activities. Doing so will not only help you
to practise what you have learned, but will also prepare you to complete your
assignments and the final examination successfully. Many of the questions on
the 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 complete
and submit to your tutor/marker for assessment. The assignments are worth
a 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 course
so that you can use them to study for your examination.
To complete this course, you will be required to visit retail outlets and interview
business owners or store managers.
Please note that many assignments are accompanied by marking rubrics, which your
tutor/marker will use to assess your completed assignments. The rubrics will help you
to complete your assignments and receive the best marks possible.
introduction
7
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, the
final module in this course. You will write the examination under
supervision. It is worth 25% of your final course mark.
To do well on the examination, you should review all the work you have
completed from the modules, including all learning activities and assignments.
Requesting Your Examination
You are responsible for making arrangements to have the final examination
sent to your proctor from the ISO office. Please make arrangements to write the
final examination before you finish Module 8.
To write your examination, you need to make the following arrangements:
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If you are attending school, ask your school’s ISO school facilitator to
request your examination. Do this at least three weeks before you are ready
to write your examination. For more information on examination
procedures, please contact your ISO school facilitator or visit the Grading
and Evaluation section of the distance learning website at
<www.edu.gov.mb.ca/k12/dl/iso/assignments.html>.
If you are not attending school, check the Examination Request Form for
options available to you. The form was mailed to you with this course.
Three weeks before you are ready to write the examination, fill in the
Examination Request Form and mail, fax, or email it to
ISO Office
555 Main Street
Winkler MB R6W 1C4
Fax: 204-325-1719
Toll-Free Telephone: 1-800-465-9915
Email: [email protected]
How Much time Will You need to complete this course?
Learning through independent study has several advantages over learning in
the classroom. You are in charge of how you learn and you can choose how
quickly you will complete the course. You can read as many lessons as you
wish 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 to
complete this course, but the pace at which you proceed is up to you. Read the
following suggestions on how to pace yourself.
8
Grade 10 retailing
chart a: Semester 1
If you want to start the course in September and complete it in January, you
can follow 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
chart B: Semester 2
If you want to start the course in January and complete it in June, you can
follow the timeline suggested below.
Module
Completion Date
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
introduction
9
chart c: Full School Year (not Semestered)
If you want to start the course in September and complete it in June, you can
follow the timeline suggested below.
Module
Completion Date
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
timelines
Do not wait until the last minute to complete your work, since your
tutor/marker may not be available to mark it immediately. It may take a few
weeks for your tutor/marker to assess your work and return it to you or to
your school.
If you need this course to graduate this school year, remember to schedule and
complete your final examination by May 31.
10
Grade 10 retailing
When and How Will You Submit completed assignments?
When to Submit assignments
While working on this course, you will submit completed assignments to
your tutor/marker five times. The following chart shows you exactly what
assignments 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 Sheet
assignment 2.1: Handling Money
assignment 2.2: customer Service (Parts 1 to 3)
3
Module 3: Analyzing Target Markets
Modules 3 and 4 cover Sheet
assignment 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 Sheet
assignment 5.1: receiving and Storing inventory
Module 6: Pricing
assignment 6.1: Pricing Procedures
assignment 6.2: Pricing Strategies
5
Module 7: Store Image, Layout, and Displays
Modules 7 and 8 cover Sheet
assignment 7.1: Store location and Site Selection
assignment 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)
introduction
11
How to Submit assignments
In this course, you have the choice of submitting your assignments either by
mail or electronically.
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Mail: Each time you mail something, you must include the print version of
the applicable Cover Sheet (found at the end of this Introduction).
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 scan
the Cover Sheet located at the end of this Introduction.
Complete the information at the top of the Cover Sheet before submitting it
along with your assignments.
Submitting Your Assignments by Mail
If you choose to mail your completed assignments, please photocopy/scan
all the materials first so that you will have a copy of your work in case your
package goes missing. You will need to place the applicable module Cover
Sheet and assignments in an envelope, and address it to
ISO Tutor/Marker
555 Main Street
Winkler 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 can
be submitted electronically and sometimes they must be submitted by mail.
Specific instructions on how to submit assignments were sent to you with
this course. You can also obtain this information in the Grading and
Evaluation 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 saved
copies of them before you send them. That way, you can refer to your
assignments when you discuss them with your tutor/marker. Also, if the
original 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 for
hardware-related issues. If troubleshooting is required, consult a professional
computer technician.
12
Grade 10 retailing
What are the Guide Graphics For?
Guide graphics are used throughout this course to identify and guide you in
specific tasks. Each graphic has a specific purpose, as described below.
Lesson Focus/Specific Learning Outcomes (SLOs): Note that
these SLOs are addressed within the lesson.
Internet: Use the Internet, if you have access to it, to obtain more
information. Internet access is optional for this course.
Learning Activity: Complete a learning activity. This will help
you to review or practise what you have learned and to prepare
you for an assignment or an examination. You will not submit
learning activities to your tutor/marker. Instead, you will
compare your responses to those provided in the Learning
Activity Answer Key found at the end of the applicable module.
Assignment: Complete an assignment. You will submit your
completed assignments to your tutor/marker for assessment.
Learning Partner: Ask your learning partner to help you with
this task
Phone Your Tutor/Marker: Telephone your tutor/marker.
Note: Take note of and remember this important information or
reminder.
Mail or Electronic Submission: Mail or electronically submit
your completed assignments to your tutor/marker for
assessment at this time.
Examination: This content in the course is likely to be found on
the final examination. Make sure you learn it well.
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!
introduction
13
Notes
14
Grade 10 retailing
Grade 10 retailinG (20S)
Module 1
introduction to retailing
this module contains the following:
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introduction
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lesson 1: the World of retailing
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lesson 2: employment Opportunities in retailing
MOdule 1:
intrOductiOn tO retailinG
introduction
Welcome to the first module of Grade 10 Retailing. In Module 1, which is
made up of two lessons, you will learn about general retail principles and
look at employment opportunities in retailing. You will complete two
assignments, which you will send to your tutor/marker when you have
finished Module 1.
assignments
The assignments you will have to complete in Module 1 are listed below.
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
Before you begin the lessons in Module 1, you will complete your first
learning activity, which will involve having a phone conversation with your
tutor/marker.
Module 1: introduction to retailing
3
Learning Activity 1.1
Meet Your Tutor/Marker
For this learning activity, you will need to have a phone conversation with
your tutor/marker, who is interested to find out about you. the purpose of
this conversation is to help you establish a good relationship with your
tutor/marker and to discuss course expectations so that you can complete
this 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 with
this 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 talk
about the following topics:
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Who are you? What kind of student are you? What are your goals
and aspirations?
are you attending school? if so, which one?
Why did you decide to take Grade 10 retailing through independent
study?
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is this your first independent study course?
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do you have any concerns about the course? if so, what are they?
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When do you expect to complete Module 1? When do you expect to
complete the entire course?
no answer key is provided for this learning activity.
4
Grade 10 retailing
leSSOn 1: the WOrld
OF
retailinG
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 found
in retailing (SlO 1.1.3)
introduction
This lesson begins with a brief discussion of what retailing is, followed by a
description of the history of retailing and some variables found in retailing.
What is retailing?
Retailing consists of the activities involved in selling goods or services
directly to consumers. It is the process of planning what product or service,
price, promotion, and place to use to create and maintain relationships that
will 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 a
business that sells only goods (clothing). A fast food business sells only
goods (food). A courier business sells only a service (delivery). An
employment agency sells only a service (employees). Hairdressing businesses
sell 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 practical
applications 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 at
an entry-level position that offers the potential for growth or promotion.
Module 1: introduction to retailing
5
Retailing offers many career opportunities in areas such as the following:
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management
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purchasing
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information systems
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inventory control
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distribution
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e-commerce
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human resources
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financial and internal auditing
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marketing
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sales
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promotions
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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 of
how it developed in the past. The history of retailing can be broken down
into four main eras:
1. Production Era—1840s to 1920s
In this era, production created its own demand; that is, products would sell
themselves because the customer (consumer) was demanding them, so
companies 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 no
longer demanded all the products that companies were producing. Since
companies were still producing just as many products, their solution was
to 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 what
customers needed and wanted, and then designed their products and
services to match their customers’ needs and wants.
4. Marketing Orientation Era—1990s to Present
In this era, companies are continually collecting information about
competitors, trends, and their customers in order to increase sales.
6
Grade 10 retailing
Variables in retailing
Different variables (things that are changeable) affect a retail operation. There
are two kinds of variables: controlled and uncontrolled.
controlled Variables
Variables that can be controlled and changed by companies at any time are
known as the 4 Ps or the marketing mix:
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Product/Service: You can control what you sell.
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Price: You can control at what price to sell your product/service.
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Place: You can control where and how to sell your product/service (your
channel of distribution).
Promotion: You can control what promotional activities to use.
uncontrolled Variables
Variables that companies cannot control or change must be monitored
because they can affect a company in either a positive or a negative way.
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Technology: To stay competitive, companies must keep up to date with
technological changes. For example, computers affect every aspect of our
lives—homes and businesses. Through technology, businesses have access
to databases of current and potential customers, opportunities to become
connected globally throughout the world, and opportunities to determine
what inventory is in stock and what inventory needs to be ordered.
Social trends: Companies must watch for, and adapt to, changes in social
trends (e.g., fashion, fitness, health, environment, two-income families).
Customers: Companies have a variety of clientele (e.g., repeat and loyal
customers, customers always looking for different and better products,
customers who never come back).
State of the economy: Companies must watch for, and have a plan to adapt
to, changes in the economy (e.g., a recession or depression when prices are
increasing faster than people’s incomes [inflation], which results in fewer
purchases and higher unemployment).
Competition: Companies should monitor their competitors’ products,
prices, and promotions in an effort to maintain their current customers and
to attract new ones. They have no control over whether new competitors
(e.g., other businesses offering the same products or services) open next
door, or when and how they have sales or promotional activities. Be
prepared to compete.
Module 1: introduction to retailing
7
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Government regulations: Federal, provincial, and municipal governments
are constantly changing business dynamics with regulations (e.g., related to
minimum wage increases, goods and services tax [GST], provincial sales tax
[PST], workers compensation, smoking bylaws, businesses covering costs of
employment insurance [EI] and Canadian pension plan [CPP], making
remittances to Canada Revenue Agency [CRA], North American Free Trade
Agreement [NAFTA]).
Disasters: Companies could face a variety of disasters (e.g., floods,
hurricanes, tornadoes, fires). Companies should follow the rule, “Do not
risk more than you can afford to lose.” If potential losses resulting from
disasters will put a company out of business, it may be advisable to
purchase insurance.
lesson 1 Summary
In this lesson, you learned about the
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definition of retailing
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history of retailing
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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 the
following pages and is made up of two parts.
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Part 1 provides a chart in which you will describe the differences
between different types of retail outlets and restaurants.
Part 2 gives you a chance to list your ideas about the effects of
controlled 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.
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Grade 10 retailing
Marking rubrics
After some of the assignments, you will find a marking rubric, which your
tutor/marker will use to mark your assignments. You can also use the
rubrics to help you complete your assignments and to get the best marks
possible.
Assignment 1.1 has marking rubrics. You will receive 45 marks for
Assignment 1.1, Parts 1 and 2.
Module 1: introduction to retailing
9
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 retail
outlets 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, home
hardware).
5. compare a local technology store to a big box store (e.g., Future
Shop, 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 of
stores (using the criteria provided in column a) by writing in the applicable
information in columns B and c. One example has been completed for you.
remember to use the marking rubric provided to help you complete the
assignment.
continued
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Grade 10 retailing
Assignment 1.1, Part 1 (continued)
Comparison of Retail Outlets
column a
comparisons
column B
locally Owned Store
(usually Smaller)
name: ________________
Example:
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treatment of customers
(how do the salespeople
treat the customers?)
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1. types and Prices of
Products/Services
2. Quality of Products/
Services (e.g., top,
medium, poor quality;
falls apart after
purchased;
recommended by
someone, internet, tV,
newspaper)
3. location (e.g.,
convenience/
accessibility—close to bus
stops, downtown, at a
shopping mall or kiosk,
close to competition, to
parking, to surrounding
businesses)
Felt very welcomed and
comfortable.
Was approached by a
salesperson upon entering the
small and cozy store, received
help when needed, felt valued
as a customer.
column c
Big Box or
Brand name Store
name: ________________
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too big, very impersonal,
didn’t feel comfortable, felt
lost, received no greeting or
assistance. Or
Great atmosphere, very
personable, helpful staff,
excellent variety, really liked
the experience.
continued
Module 1: introduction to retailing
11
Assignment 1.1, Part 1 (continued)
Comparison of Retail Outlets (continued)
column a
comparisons
4. customers/demographics
(e.g., age, rural or urban,
male or female, income
level, education level,
family size, marital
status, occupation,
ethnicity)
5. Personal Service
(e.g., nature of service,
people skills, customer
service skills,
communication skills,
attitude)
6. image and atmosphere
(e.g., cleanliness,
lighting, colour, scent,
music, visual appeal)
7. conveniences Offered
(e.g, carts, delivery
service, email, phone,
discounts, coupons)
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column B
locally Owned Store
(usually Smaller)
name: ________________
column c
Big Box or
Brand name Store
name: ________________
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Grade 10 retailing
assignment 1.1, Part 1: Marking rubric
comparisons
5 Marks
3 Marks
1 Mark
5 or more points of
comparison are listed in
column B and column c
3 or 4 points of
comparison are listed in
column B and column c
1 or 2 points of
comparison are listed in
column B and column c
1. types and Prices
of Products/
Services
Marks
/5
2. Quality of
Products/Services
/5
3. location
/5
4. customers/
demographics
/5
5. Personal Service
/5
6. image and
atmosphere
/5
7. conveniences
Offered
/5
Total
Module 1: introduction to retailing
/35
13
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 or
owner 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 you
have chosen (in column a). then list five positive effects that you think
this uncontrolled variable can have on a retail company (in column B). then
list five negative effects that this uncontrolled variable can have on a
retail company (in column c). technology is provided as an example for you
to follow.
remember to check the marking rubric provided to help you complete the
assignment.
continued
14
Grade 10 retailing
Assignment 1.1, Part 2 (continued)
Positive and Negative Effects of Uncontrolled Variables
column a
uncontrolled
Variable
Example:
Technology
(name of
uncontrolled
Variable)
_____________
column B
Positive effects on a company
column c
negative effects on a company
technology provides opportunities to
technology may result in
1. sell products on the internet
2. computerize office systems for
efficiency, keeping names of
customers in the computer
3. keep track of quantity of product on
hand
4. find suppliers faster by using the
internet
5. check out competitors and what they
are offering
6. sell globally (around the world),
thereby reaching a much larger
market
1. expenses involved in putting
technology systems in place
2. cost and time needed to train
employees
3. downtime—technology systems
crash, something has to be replaced
or fixed
4. loss of jobs—technology may replace
employees
5. constant need for upgrading of
technology systems to remain
competitive, which incurs costs
6. stress—dealing in the global
marketplace can be overwhelming to
a company
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
(name of
uncontrolled
Variable)
Module 1: introduction to retailing
15
assignment 1.1, Part 2: Marking rubric
comparisons
5 Marks
3 Marks
1 Mark
5 or more effects
are clearly described
3 or 4 effects
are clearly described
1 or 2 effects
are clearly described
Marks
Positive Effects
of uncontrolled
Variable on a
company (column B)
/5
Negative Effects
of uncontrolled
Variable on a
company (column c)
/5
Total
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Grade 10 retailing
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Released 2014
Printed in Canada
Imprimé au Canada