Business Ethics, Goals and Interpersonal Skills
Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Students will understand the nature of business and its contribution to society. The student can also integrate listening,
reading, speaking, writing and nonverbal communication skills, know how to use self-development techniques and
interpersonal skills and integrate information technology as an effective marketing tool.
Specific Objective
• Comprehend ramifications of business conduct
• Communicate effectively in a business setting
• Develop effective business correspondence
• Use technology in receiving and sending business communication
• Apply written directions to achieve tasks
• Employ communication styles appropriate to target audience
• Handle telephone calls in a business-like manner
• Make oral presentations
• Participate in leadership and career development activities
• Identify and practice effective interpersonal and team-building skills involving situations with
coworkers, managers and customers
• Develop short- and long-term personal goals
• Identify and use time-management principles
• Participate in leadership and career development activities
• Demonstrate word processing skills
Terms
• Body Language – The gestures, posture, mannerisms and eye contact through which persons
communicate their thoughts with others.
• Initiative – Doing what needs to be done without being urged.
• Empathize – To understand a person’s situation or frame of mind.
• S.M.A.R.T Goals – A mnemonic for setting goals.
• Consensus – Obtaining agreement from a group of people.
Time
When taught as written, this lesson should take approximately 2-3 days to teach.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the
elimination of any or all of the TEKS listed.
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1
130.347 (c) Knowledge and Skills
(2) The student knows the nature of business and shows its contributions to society.
(A) comprehend the ramifications of business conduct;
(7) The student integrates listening, reading, speaking, writing, and nonverbal skills effectively.
•
(A) communicate effectively in a business setting.
• (B) develop effective business correspondence.
• (C) use technology in receiving and sending business communication.
• (D) apply written directions to achieve tasks.
• (F) employ communication styles appropriate to target audience.
• (G) handle telephone calls in a business like manner.
• (H) make oral presentations.
(8) The student knows how to use self-development techniques and interpersonal skills to accomplish
marketing objectives.
(A) identify and practice effective interpersonal and team-building skills involving situations
with coworkers, managers and customers.
(B) develop short- and long-term personal goals
(C) identify and use time-management principles
(D) participate in leadership and career development activities
(9) The student applies information technology as n effective marketing tool.
(A) demonstrate word-processing skills
Interdisciplinary Correlations:
English-English III
• 110.33(b)(12) Reading/Medial Library. Students use comprehension skills to analyze how words,
images, graphics and sounds work together in various forms to impact meaning. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts.
• 110.33(b)(13) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text.
• 110.33(b)(21) Research/Gathering Sources. Students determine, locate, and explore the full range of
relevant sources addressing a research question and systematically record the information they gather.
Math-Algebra I
• 111.32(b)(1)(B) gather and record data and use data sets to determine functional relationships
between quantities
Social Studies-World Geography Studies
• 113.43(c)(23)(A) plan, organize, and complete a research project that involves asking geographic
questions; acquiring, organizing, and analyzing information; answering questions; and communicating
results;
Occupational Correlation (O*Net - http://www.onetonline.org/)
Job Title: Sales Managers
O*Net Number:11-2022-00 .00
Similar Job Titles: Sales Manager, Vice President of Sales, Director of Sales, District Sales Manager, Regional
Sales Manager, Sales Supervisor, General Manager, Sales and Marketing Vice President, Sales Representative,
Store Manager
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2
Tasks:
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Resolve customer complaints regarding sales and service.
Oversee regional and local sales managers and their staffs.
Plan and direct staffing, training, and performance evaluations to develop and control sales and service
programs.
Determine price schedules and discount rates.
Review operational records and reports to project sales and determine profitability.
Monitor customer preferences to determine focus of sales efforts.
Prepare budgets and approve budget expenditures.
Confer or consult with department heads to plan advertising services and to secure information on
equipment and customer specifications.
Direct and coordinate activities involving sales of manufactured products, services, commodities, real
estate or other subjects of sale.
Confer with potential customers regarding equipment needs and advise customers on types of
equipment to purchase.
Soft Skills: Active Listening, Reading Comprehension, Critical Thinking, Speaking, Coordinating, Active
Learning.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
• Review and familiarize yourself with the terminology, website links, and digital presentations.
• Teacher will have assignments and website information ready to distribute to students.
Instructional Aids
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Textbook
Display for digital presentation, websites for assignments and class discussion
Instructor Computer/Projection Unit
Online Websites
Introduction
The main purposes of this lesson are to help students understand
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The ethical ramifications of business conduct.
How to set goals so they are attainable.
How to communicate effectively to different audiences.
How to use technology effectively.
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3
ASK: Ask students if they have ever heard of unethical businesses.
SAY: Explain that when business people conduct themselves unethically it can have a big impact not only on their
businesses, but on the people who invest in their business. That is why it is important to always conduct yourselves in
an ethical manner.
ASK: Ask students what skills they think are important when dealing with their co-workers or customers?
SAY: Explain that how a business person conducts themselves is important and how they treat a customer may be
different then how they deal with their manager or a subordinate. It is important to understand the differences and
modify your communication styles appropriately.
ASK: Ask if they have ever set any goals for themselves? Have they attained their goals?
SAY: Explain that setting goals is important part of running a successful business. But there are some important things
to be considered when setting goals. If they are too broad they may be hard to attain, or if they are not measureable it
may not be evident when they have been reached.
ASK: Ask students if they have ever had to deal, with a difficult person?
SAY: Dealing with people can be challenging but there are some things that you can do to make it easier to deal with
difficult people. By learning these interpersonal skills you can make it easier to deal with everyone from your parents, to
peers to coworkers and bosses.
Outline
MI
Outline
I. Interpersonal Skills
A. Getting to know others.
B. Observing body language can be
key to understanding people.
C. Facial expressions
D. Gestures
II. Personal traits
A. Friendliness, Courtesy and Tact
B. Personal Ethics
C. Initiative
D. Attitude
E. Self-control and orderliness.
F. Self-awareness and willingness to
change
G. Self-Esteem
H. Empathy
Instructor Notes
Refer to lesson 1.3 has
information on writing business
letters, proper telephone
etiquette and understanding
your audience.
Teacher will lead the discussion
of material, using multimedia
presentations for business
ethics, goals and interpersonal
communication.
Divide students into small
groups or assign the guided
practice individually at teacher
discretion.
Copyright © Texas Education Agency, 2014. All rights reserved.
4
III. Personal traits
A. Friendliness, Courtesy and Tact
B. Personal Ethics
C. Initiative
D. Attitude
E. Self-control and orderliness.
F. Self-awareness and willingness to
change
G. Self-Esteem
H. Empathy
IV. Personal Skills
A. Assertiveness
B. Solving Someone’s Problem
C. Time Management
V. Goal Setting
A. S.M.A.R.T. Goals
B. Specific
C. Measurable
D. Attainable
E. Relevant
F. Time-targeted
VI. Teambuilding
A. Teamwork
B. Training
C. Team goals
1. Consensus
D. Assigning roles
E. Agreements
F. Shared responsibility and shared
leadership
It is suggested that the students
present their findings to the
class.
Students will complete the
independent activities, whether
individually, or in pairs or groups
at the discretion of the teacher.
Teacher will move about the
classroom and will monitor the
students’ progress while the
students assume the role of selfdirector.
Explain the importance of
operating a business ethically to
the sales manager. Treating
employees and customers
ethically is essential to a
prosperous business.
Ask the class if they have ever
set goals for themselves. Have
them discuss how goals can help
them reach their objectives.
Go over all the criteria in the
assignments and check for
understanding.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Find a company that has gotten into trouble with business ethics, such as price fixing, kickbacks, bribes or
unethical accounting practices. Write a one page typed report on what the company did, why it was
Copyright © Texas Education Agency, 2014. All rights reserved.
5
unethical, whether or not it was legal, and how you would have handled the situation if you were the CEO.
After you have conducted the research, you are to type the report discussing the unethical behavior and the
impact that it had on individuals, employees and the community.
Independent Practice
Goal Setting
Students will work individually to create S.M.A.R.T. goals for themselves using the goal setting exercise sheet.
They will create three goals, one short term, one intermediate and one long term. Each goal must state the
specific goal, how it is to be measured, why it is attainable, how it is relevant to the student and what the time
frame is for it to be reached. Students may share their goals with the class if so desired.
Summary
Review
Using the interpersonal and teambuilding traits outlined in the digital presentation the students are to conduct role
plays using the DECA competitive events. These events can be found at www.deca.org. Students will break up into
groups if two or three. One student will be the judge and the other one (if using a series event) or two (if using a team
event) will be the competitors. Once they have role played the event they will switch roles. The judge will give
constructive feedback about the role play.
Evaluation
Informal Assessment
Instructor should observe the work ethic of individuals involved in class discussions and the independent practice
activity
Formal Assessment
Students will be evaluated on their Ethics research paper and their S.M.A.R.T. goals. Students will also be assessed on
their use of the word processing skills and the neatness, formatting, grammar and spelling of the papers.
Enrichment
Extension
Interpersonal Skills
Students will brainstorm on different difficult people that they have had to deal with in the past. It could be at work
with an irate customer or at home with parents who wouldn’t let them do something they wanted to do. They will
come up with three situations that they would like to explore. Once they have decided on the three situations they will
role play these situations in small groups using the interpersonal skills to try to change the outcome and turn a difficult
situation into a positive one?
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6
Ethics Research
Marketing Dynamics
Marketing
Name: ___________________________________
Goal Setting Exercise
Question
1. What do you want to
achieve? (Be
specific)
Short-term goal
(next few weeks)
(7 points each)
Intermediate goal
(this year)
(7 points each)
Long term goal
(next five years)
(6 points each)
2. How will you
measure your goal?
How many? How
much?
3. What will it take to
attain your goal?
(specific steps)
4. How is this goal
relevant?
5. What is your time
frame for reaching
this goal?
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Ethics Research
Marketing Dynamics
Marketing
Ethics Research Rubric
25
20
15
Topics was
covered
thoroughly and
in detail. All
aspects were
discussed in
the report
Paper was
typed and
formatted
correctly
according to
guidelines
There were no
spelling or
grammar
errors.
Topic was
covered
thoroughly but
was lacking
some detail.
Topic was
covered
minimally, many
aspects were not
covered.
Topic was
barely
covered.
Paper typed
and was
formatted but
was not
entirely as
specified.
There were at
least one but
less than three
spelling or
grammar
errors.
The paper was
typed but had
some errors
and
corrections.
Paper was typed
but was not
formatted
according the
guidelines.
Paper was not
typed or
written
according to
guidelines
There were at
least three but
less than five
spelling or
grammar errors
There were six
or more
spelling or
grammar
errors.
The paper had
strikeouts and
multiple errors
The paper was
not typed and
had several
erasures and
corrections.
Category
Topic
Formatting
Spelling/Grammar
Neatness
The paper was
typed with no
errors.
5
Total: _______________
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8
Points
Awarded