AAAL Event 2 (Fashion)

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2004 DECA Ontario Provincials
An Association of Marketing Students
AAAL
Event 2
OCCUPATIONAL CATEGORY
Apparel and Accessories Series
Associate Level
®
INSTRUCTIONAL AREA
Professional Development
PARTICIPANT INSTRUCTIONS
PROCEDURES
1. The event will be presented to you through your reading of these instructions, including the
Performance Indicators and Event Situation. You will have up to 10 minutes to review this
information to determine how you will handle the role-play situation and demonstrate the
performance indicators of this event. During the preparation period, you may make notes to
use during the role-play situation.
2. You will give an ID label to your adult assistant during the preparation time.
3. You will have up to 10 minutes to role-play your situation with a judge (you may have more
than one judge).
4. You will be evaluated on how well you meet the performance indicators of this event.
5. Turn in all your notes and event materials when you have completed the role-play.
PERFORMANCE INDICATORS
1. Explain the need for ongoing education as a worker.
2. Explain possible advancement patterns for jobs.
3. Identify skills needed to enhance career progression.
4. Utilize resources that can contribute to professional development (e.g., trade
journals/periodicals, professional/trade associations, classes/seminars, trade shows and
mentors).
5. Use networking techniques for professional growth.
Published 2003 by DECA Related Materials. Copyright © 2003 by DECA, Inc. No part of this publication may be
reproduced for resale without written permission from the publisher. Printed in the United States of America.
2004 DECA Ontario Provincials
AAAL
Event 2
EVENT SITUATION
You are to assume the role of newly hired employee of FASHION BOUTIQUE, a high-fashion
specialty shop. You have been asked to explain to the store’s manager (judge) how working in the
stock room builds skills for a career in fashion retailing.
Your first assignment as an employee of FASHION BOUTIQUE disappointed you because you
were assigned to stock work rather than to a selling position. You have prepared yourself for sales
work, hoping some day to own or manage a shop. When you were hired, the manager (judge) said
that it was store policy to start all sales and merchandising personnel in the stock room. You
thought the idea was old-fashioned, but you took the job anyway.
The manager (judge) is concerned about your attitude and would like you to understand the
company’s reasons for starting everyone in the stock room. You have been asked to work in the
stock room for a week and then to meet with the manager (judge). At the meeting you are to
explain how starting in the stock room will build the skills necessary to advance in fashion
retailing and help you to realize your dream of someday owning your own shop.
You will present your explanation in a role-play to take place in the manager’s (judge) office. The
manager (judge) will begin the role-play by greeting you and asking why you think every new
employee is started off in the stock room. After you have made your presentation and have
answered the manager’s (judge’s) questions, the manager (judge) will conclude the role-play by
thanking you for your insights.
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2004 DECA Ontario Provincials
AAAL
Event 2
JUDGE’S INSTRUCTIONS
DIRECTIONS, PROCEDURES AND JUDGE’S ROLE
In preparation for this event, you should review the following information with your event manager and other judges:
1.
2.
3.
4.
Procedures
Performance Indicators
Event Situation
Judge Role-play Characterization
Participants may conduct a slightly different type of meeting and/or discussion with you each time; however, it is
important that the information you provide and the questions you ask be uniform for every participant.
5. Judge’s Evaluation Instructions
6. Judge’s Evaluation Form; Please use a critical and consistent eye in rating each participant.
JUDGE ROLE-PLAY CHARACTERIZATION
You are to assume the role of manager of FASHION BOUTIQUE, a high-fashion specialty shop. You have
asked a newly hired employee (participant) to explain to you how working in the stock room builds skills for a
career in fashion retailing.
The newly hired employee (participant) was disappointed by his/her first assignment as an employee of
FASHION BOUTIQUE because it was stock work rather than a selling position. The employee (participant) has
prepared for sales work, hoping some day to own or manage a shop. When you hired this employee (participant),
you explained that it was store policy to start all sales and merchandising personnel in the stock room. The
employee (participant) thought the idea was old-fashioned, but took the job anyway.
You are concerned about this employee’s (participant’s) attitude and would like him/her to understand the
company’s reasons for starting everyone in the stock room. You have asked the employee (participant) to work
in the stock room for a week and then to meet with you. At the meeting the employee (participant) is to explain
how starting in the stock room will build the skills necessary to advance in fashion retailing and help him/her to
realize the dream of someday owning a shop.
The employee (participant) is to present the explanation in a role-play to take place in your office. You will
begin the role-play by greeting the employee (participant) and asking to hear the explanation.
During the course of the role-play you are to ask the following questions of each participant:
1. How long do you think a new employee should spend in stock work and why?
2. Who could you network with while doing stocking work?
3. What resources can the store provide to help you advance?
Once the employee (participant) has completed the presentation and has answered your questions, you will
conclude the role-play by thanking the employee (participant) for the information.
You are not to make any comments after the event is over except to thank the participant.
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2004 DECA Ontario Provincials
AAAL
Event 2
JUDGE’S EVALUATION INSTRUCTIONS
Evaluation Form Information
The participants are to be evaluated on their ability to perform the specific performance indicators
stated on the cover sheet of this event and restated on the Judge’s Evaluation Form. Although you
may see other performance indicators being demonstrated by the participants, those listed in the
Performance Indicators section are the critical ones you are measuring for this particular event.
Evaluation Form Interpretation
The evaluation levels listed below and the evaluation rating procedures should be discussed
thoroughly with your event chairperson and the other judges to ensure complete and common
understanding for judging consistency.
Level of Evaluation
Interpretation Level
Excellent
Participant demonstrated the performance indicator in an
extremely professional manner; greatly exceeds business
standards; would rank in the top 10% of business
personnel performing this performance indicator.
Good
Participant demonstrated the performance indicator in an
acceptable and effective manner; meets at least minimal
business standards; there would be no need for
additional formalized training at this time; would rank in
the 70-89th percentile of business personnel performing
this performance indicator.
Fair
Participant demonstrated the performance indicator with
limited effectiveness; performance generally fell below
minimal business standards; additional training would
be required to improve knowledge, attitude and/or skills;
would rank in the 50-69th percentile of business
personnel performing this performance indicator.
Poor
Participant demonstrated the performance indicator with
little or no effectiveness; a great deal of formal training
would be needed immediately; perhaps this person
should seek other employment; would rank in the 0-49th
percentile of business personnel performing this
performance indicator.
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DO NOT WRITE ON THIS PAGE. RECORD ALL
SCORES ON THE SCANTRON SHEET PROVIDED.
JUDGE’S EVALUATION FORM
AAAL
Event 2
DID THE PARTICIPANT:
1. Explain the need for ongoing education as a worker?
POOR
0, 2
Explanation of the need for
ongoing education was
incomplete or inaccurate.
FAIR
4, 6, 8
Adequately explained the
need for ongoing education
as a worker.
GOOD
10, 12, 14
Effectively explained the
need for ongoing education
as a worker.
EXCELLENT
16, 18
Very effectively explained
the need for ongoing
education as a worker; gave
examples.
GOOD
10, 12, 14
Effectively explained
possible advancement
patterns.
EXCELLENT
16, 18
Very effectively explained possible
advancement
patterns; gave examples.
2. Explain possible advancement patterns for jobs?
POOR
0, 2
Explanation of possible
advancement patterns was
incomplete or inaccurate.
FAIR
4, 6, 8
Adequately explained
possible advancement
patterns.
3. Identify skills needed to enhance career progression?
POOR
0, 2
Identification of skills needed
was incomplete or inaccurate.
FAIR
4, 6, 8
Adequately identified the
skills needed.
GOOD
10, 12, 14
Effectively identified the
skills needed.
EXCELLENT
16, 18
Very effectively identified
the skills needed; gave
examples.
4. Utilize resources that can contribute to professional development?
POOR
0, 2
Explanation of resources to
utilize was incomplete or
inaccurate.
FAIR
4, 6, 8
Adequately explained
resources to utilize.
GOOD
10, 12, 14
Effectively explained
resources to utilize.
EXCELLENT
16, 18
Very effectively explained
resources to utilize; gave
examples.
5. Use networking techniques for professional growth?
POOR
0, 2
Explanation of networking
techniques was weak.
FAIR
4, 6, 8
Adequately explained
networking techniques.
GOOD
10, 12, 14
Effectively explained
networking techniques.
EXCELLENT
16, 18
Very effectively explained
networking techniques.
6. Overall impression and response to the judge’s questions?
POOR
0, 1
Demonstrated few skills;
could not answer the judge’s
questions.
FAIR
2, 3, 4
Demonstrated limited ability
to link skills; answered the
judge’s questions
adequately.
Judge’s Initials
GOOD
5, 6, 7
Demonstrated the specified
skills; answered the judge’s
questions effectively.
TOTAL SCORE
5
EXCELLENT
8, 9, 10
Demonstrated skills
confidently and
professionally; answered the
judge’s questions very
effectively.
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