Training Station Orientation
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate thorough knowledge of his or her work
place.
Specific Objectives
 Students will learn and/or reinforce basic knowledge of their respective training stations.
 Students will demonstrate an understanding of what is expected from their training sponsors.
 Students will compile information and will build a multi-media presentation.
 Students will communicate their knowledge orally to their peers.
This lesson should take twelve class days to complete.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
§127.13 Career Prep I
(c) Knowledge and skills.
(1) The student uses employability skills to gain an entry-level job in a high-skill, high-wage, or
high-demand field. The student is expected to:
(B) demonstrate the application of essential workplace skills in the career acquisition
process;
(2) The student develops skills for success in the workplace. The student is expected to:
(A) identify and model appropriate grooming and appearance for the workplace;
(B) demonstrate dependability, punctuality, and initiative;
(D) model appropriate business and personal etiquette in the workplace;
(E) exhibit productive work habits, ethical practices and a positive attitude
(G) identify how to prioritize work to fulfill responsibilities and meet deadlines
(3) The student applies work ethics, employer expectations and interactions with diverse
populations, and communication skills in the workplace. The student is expected to:
(C) analyze employer expectations;
(G) identify ethical standards;
(H) comply with organizational policies and procedures
(5) The student applies ethical behavior standards and legal responsibilities within the workplace.
The student is expected to:
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(B) demonstrate responsible and ethical behavior
(D) describe the consequences of breach of confidentiality;
(7) The student applies concepts and skills related to safety at the workplace. The student is expected to:
(A) identify and apply safe working practices related to training station;
(B) demonstrate knowledge of personal and occupational safety practices in the
§127.14 Career Prep II
(c) Knowledge and Skills
(1) The student uses and evaluates employability skills to maintain a position in a company. The
student is expected to:
(C) expand personal communication skills;
(2) The student develops advanced knowledge and skills associated with success in the
workplace. The student is expected to:
(A) maintain appropriate grooming and appearance for the workplace;
(C) demonstrate appropriate business and personal etiquette in the workplace;
(D) exhibit productive work habits, attitudes, and ethical practices;
(E) evaluate consequences for breach of personal and occupational safety practices in the
workplace
(4) The student applies academic knowledge and skills in the workplace. The student is expected to:
(A) apply critical and creative thinking skills to solve complex problems;
(5) The student recognizes legal responsibilities of the workplace. The student is expected to:
(B) analyze the legal consequences of breach of confidentiality;
(8) The student recognizes knowledge and skills related to safety in the workplace. The student is
expected to:
(A) apply safe working conditions to training station;
(D) recognize the importance of applying safety rules in all situations;
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and skills.
(5) The student knows that management is the process of achieving goals through the use of
human resources, technology, and material resources. The student is expected to:
(D) demonstrate an understanding of the process used to train and monitor employees
to ensure compliance with laws, regulations, and self-regulatory measures;
(8) The student integrates listening, reading, speaking, writing, and nonverbal communication
skills effectively. The student is expected to:
(A) communicate effectively in a business management setting;
(C) develop effective business correspondence; and
(D) use technology in receiving and sending business communication.
(9) The student knows how to use self-development techniques and interpersonal skills to
accomplish marketing management objectives. The student is expected to:
(A) demonstrate effective interpersonal and team-building skills involving situations with
coworkers, managers, and customers;
(30) The student knows the important role each employee plays in providing exceptional
customer service. The student is expected to:
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(A) identify employee management actions and attitudes that result in customer
satisfaction;
(35) The student knows the importance of teamwork, leadership, and organizational skills. The
student is expected to:
(E) identify employers' expectations and appropriate work habits;
Interdisciplinary Correlations
§110.47 Reading I, II, III
(b) Knowledge and skills.
(2) The student acquires an extensive vocabulary through reading and systematic word study.
The student is expected to:
(A) expand vocabulary by reading, viewing, listening, and discussing;
(B) determine word meanings through the study of their relationships to other words and
concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends texts using effective strategies. The student is expected to:
(A) use prior knowledge and experience to comprehend;
(B) determine and adjust purpose for reading; and
(D) summarize texts by identifying main ideas and relevant details.
§110.57 Public Speaking I, II, III
(b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and occasions; and
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The
student is expected to:
(C) develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Students will interview employer or owner to obtain necessary information.
 Students will obtain company information from employee handbooks or trade journals.
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 (cte.unt.edu).
Preparation
 Secure the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students
Instructional Aids
 Student handouts
 Grading rubric
 Internet
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Materials Needed
 Paper for essay
 Camera or phone with camera
 Flash drive
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan pictures or materials brought to class
Outline
MI
Outline
Assignment Outline:
I. Directions:
A. The packet of information must be
completed by interview, website, or
handbook.
B. Minimum of 12 digital photos
C. Floor plan may be scanned
II. Grading:
A. Completion of packet
B. Multi-media presentation
C. Pictures
D. Professionalism during presentation
III. Presentation must have:
A. Name and logo
B. Floor plan
C. Policies/procedures
D. Company history
E. Supervisor’s or owner’s previous
experience
F. Floor plan
G. Policies/procedures
H. Company history
I. Supervisor’s or owner’s previous
experience
J. Site of company
K. Organizational chart
L. Inclusion:
i. 3,2,1
IV. Layout format must be followed
Instructor’s Notes
Copy the instructions
and grading rubric and
make into a packet.
Tell the class about some
of the things you learned
at previous jobs. Explain
how those skills helped
you to become a
teacher.
Explain the necessity of
learning as much as
possible about a job
because some of the
skills learned will help
with future employment.
Explain to the class that
customers see a business
much differently than
the employees see it.
Ask the class if they ever
wanted to work at a
place where they
shopped. Have them
give reasons why they
wanted to work there.
Go over all the criteria in
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the assignment and
check for understanding.
Explain the guidelines.
Students can set it up
while working on the
Training Station
Orientation project.
Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The student will
follow along and make notes on their hard copy. Students will be strongly encouraged to take the
assignment packet to their job sites so employers will know about the activity.


Ask students to “map” out their plan, using a Mapping Tool from the Appendix of this document.
Give some ideas to students during the brainstorming session before the end of the first class
period.
Independent Practice
 Students will work at their own paces to complete this activity.
 All work is to be done in class, so the teacher can check for understanding.
 Students are strongly encouraged to take ownership of this activity and to establish a workable
pace in order to complete it on time.
 Students will be prepared to present their projects to the class.
Summary
Review
 Why do customers see a different perspective of a business operation than that of the
employees?
 Why is it important to learn as much as possible about the business establishment?
 Why are procedures established and expected to be followed?
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Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Individual Presentation Rubric to evaluate.
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Employer Project
Directions
You are to complete this packet of information by conducting interviews with employers and/or coworkers. If you have an employee-training manual, you may use it as a source. You can even try
obtaining information from your company’s website.
In addition to the packet, you will include a minimum of 12 digital photos, in your presentation. You may
bring the pictures to class on a flash drive, a memory card, or CD to import into your project. All
information will be compiled to prepare a multi-media presentation which will be shown to the class
when you present your project.
You will be graded on:
 Completion of the packet
 Multi-media presentation
 Use of pictures (as specified)
 Professionalism during presentation, including professional dress
**Bonus credit will be given if your employer attends your presentation!
Presentation must have:
 Name and logo of company
 Floor Plan
 Policies and Procedures
 History of the company
 Supervisor’s (or owner’s) previous experience
 Site of company (including number of employees)
 Organizational chart
 Miscellaneous supplemental information
 Photos (either interspersed within presentation or at the end of the presentation)
If you were in charge, explain:
 Three things you like about the training station
 Two things you would change
 One thing you have learned that will help you in your career choice
This project is due on: ___________________________
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Employer Project (Continued)
Project Document Requirements
The following ordered items are required for the Employer Project. Points will be taken off for not
following the order of the items listed below.
Basic Company Information
 Student’s name
 Company’s name, address
 Type of company
 Organizational chart
 Floor plan
 Names of competitors and their locations
 Names of vendors and suppliers
 In a minimum of 75 words, (typed and turned in separately) state what your first day on the job
was like
Daily Employment Procedures
 Reporting to work
 Calling in sick or calling in late
 Asking for time off
 Handling cash or legal documents(beginning and ending shifts)
 Accessing or handling clients files/information
 Processing returns, issuing credit and keeping clients happy
 Theft (by employees or customers)
Training and Regulations
 Explain the process that the company uses to ensure that employees are trained to ensure that
all company policies, laws and regulations are followed
 How does the company ensure that employees are following all policies, laws and regulations?
 What types of benefits are available?
Interview with Management
 Length of time manager/owner has been with company
 What prior training did manager/owner have?
 What type of education is needed for a managerial position with the company?
Student Work Experience
 What types of jobs/careers will your current training station prepare you for?
 What is the strangest thing that has happened to you on the job?
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Individual Presentation Rubric
Criteria
Points
0-5
6-10
11-15
16-20
Organization
Audience cannot
understand
presentation
because there is
no sequence of
information.
Audience has
difficulty
following
presentation
because student
jumps around.
Student presents
information in
logical sequence
that audience
can follow.
Visuals
Student used no
visuals.
Visuals related to
text and
presentation.
Mechanics
Student’s
presentation had
four or more
spelling errors
and/or
grammatical
errors.
Student does
not have grasp
of information;
student cannot
answer
questions about
subject.
Student
mumbles,
incorrectly
pronounces
terms and
speaks too
quietly for
students in the
back of the class
to hear
Student
occasionally used
visuals that rarely
support text and
presentation.
Presentation had
three
misspellings
and/or
grammatical
errors.
Student presents
information in
logical,
interesting
sequence which
audience can
follow.
Student used
visuals to
reinforce screen
text and
presentation.
Presentation had
no misspellings
or grammatical
errors.
Student is
uncomfortable
with information
and is able only
to answer
rudimentary
questions.
Student
incorrectly
pronounces
terms. Audience
members have
difficulty hearing
presentation.
Student is at
ease with
content, but fails
to elaborate.
Content
Knowledge
Delivery
Presentation had
no more than
two misspellings
and/or
grammatical
errors.
Student’s voice is
clear. Student
pronounces
most words
correctly.
Student
demonstrates full
knowledge (more
than required)
with
explanations and
elaboration.
Student used
clear voice and
correct, precise
pronunciation of
terms.
Total
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