The following grading scale will be used

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#1344 Bus 145-OLA Retail Management
Winter 2015
5 Credits
Dr. Jim Wiek
Office Location: Bldg 16, Office 324-9
Phone: (253) 566-5257
Email: jwiek@tacomacc.edu
Overview Of The Course
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This course examines the world of retailing and offers principles for effectively
managing retail business in highly competitive environments. Knowledge of retailing
principles and practices will help you develop management skills for many business
contexts.
Who Should Take This Class.
 Retailers lie at the end of the supply chain. They interface with the ultimate consumer
as well as with suppliers. Retailers make investments in real estate and solicit funds
from the investment community. Importantly, multi-channel retailing has all but
revolutionized the retailing scene in the last few years. As a result, this course should
appeal to a number of differing Tacoma Community College constituencies,
including people interested in learning more about retailing management, suppliers to
retailers (or any business selling inventory or services to retailers), real estate,
entrepreneurs, and information technology and e-commerce.
Textbooks and Supplemental Materials
You have two options:
1. One option (which I recommend) is to get Business 145. ISBN: 978-1-30826908-5. This is a shorter custom text created for use in the Business 145,
Retail Management course during the Winter Quarter 2015. It is only
available at the TCC Bookstore and it is strongly recommended that you
consider buying it. It contains only the 10 chapters and the 10 cases that will
be used in winter quarter. This content is copied directly from the full text
and is available in a full color, paperback format. Because it is a shorter,
stripped down version, it is considerably less expensive than the full text
(mentioned below) which we have used in the past. The custom text may have
little or no buy-back value at the end of the quarter.
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2. Your other option is to get the full text which is Retailing Management. 9th ed.
2014. Michael Levy, Barton A. Weitz, and Dhruv Grewal. McGraw-Hill/Irwin.
ISBN# 978-0-07-802899-1. This text contains 8 more chapters and many, many
cases which we will not be using. Because it contains all of this extra material,
and is in a full-color, hard back format, it is considerably more expensive
than the custom text option. It may have some buy-back value at the end of the
quarter.
Page Number Differences Between The Two Textbook Options
In the custom text Business 145 book option:
1. There are two sets of page numbers shown on each page.
2. The relevant page numbers are shown on the upper right and upper left page
corners and are printed in black, surrounded by a ½” by ¾” green box. On the
left hand pages you will see the words “Business 145” next to the relevant page
number. On the right hand pages, you will see the words “Retailing Management,
Ninth Edition’ next to the relevant page number.
3. For instance, for the week 1 case #1- “Tractor Supply Company Targets the PartTime Rancher,” the pages assigned are referred to as pp. 32-33.
4. The non-relevant page numbers refer to the numbers in the full text, hard cover
version. They appear in green and are located approximately 1 ½” down from the
top of each page.
In the full text, hard cover Retailing Management book option, the page numbers are
shown in grey on the top outside corners of each page. For instance, for the week 1 case
#1- “Tractor Supply Company Targets the Part-Time Rancher,” the pages assigned are
referred to as pp. 550-551.
Course Prerequisites
 ENGL 095 or equivalent and READ 095 or equivalent, or instructor permission.
Course Description:
 This retailing management course examines types of retailers; multi-channel retailing;
customer buying behavior; retail market strategy; retail locations and site selection;
human resource management; information systems and supply chain management;
customer relationship management; retail communication mixes; store management,
layout, design, and visual merchandising; and, customer service.
Degree Learning Outcomes
Upon completing a degree at Tacoma Community College, students will be able to:
 Demonstrate a basic knowledge of each of the distribution areas (Written
Communication, Humanities, Quantitative Skills, Natural Sciences and Social
Sciences; or, as applicable, specific professional/technical programs), integrate
knowledge across disciplines, and apply this knowledge to academic,
occupational, civic and personal endeavors. Core of Knowledge (COK).
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Listen, speak, read, and write effectively and use nonverbal and technological
means to make connections between self and others. Communication (COM).
Compare, analyze, and evaluate information and ideas, and use sound thinking
skills to solve problems. Critical Thinking & Problem Solving (CRT).
Locate, evaluate, retrieve, and ethically use relevant and current information of
appropriate authority for both academic and personal applications. Information &
Information Technology (IIT).
Respectfully acknowledge diverse points of view, and draw upon the knowledge
and experience of others to collaborate in a multicultural and complex world.
Living & Working Cooperatively/Valuing Differences (LWC).
Demonstrate an understanding of what constitutes responsible and ethical
behavior toward individuals, the community, and the environment. Responsibility
& Ethics (RES).
Business Program and Business 145 Learning Outcomes
Upon successful completion of the Associates in Applied Sciences degree in Business,
students will:
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Be able to identify, select, communicate, and implement sound and appropriate
business management or logistic concepts, strategies, and best practices in the
pursuit of effective and efficient business operations. (COM, CRT, RES, IIT,
LWC)
Demonstrate an ability to critically evaluate, problem solve, make and
communicate effective decisions about business or logistic situations. (COM,
CRT, RES, LWC)
Display effective interpersonal communication; leadership; motivation; and team
dynamics skills in their interactions with others. (COM, CRT, RES, LWC)
Communicate effectively about business management or logistic issues, including
the demonstration of competence with a wide variety of electronic tools to
research, analyze, manage, and present information orally and in writing. (COM,
CRT, IIT)
Consistently apply, role model, and communicate high standards of ethical
judgment and behavior in the conduct of personal and business affairs. (COM,
CRT, RES, LWC)
Course Learning Objectives
 A complete set of course learning objectives for each week is shown at the end of the
syllabus in the “Tentative Course Calendar” section, and in the weekly folders in
Canvas. These weekly learning objectives are provided to show you what you should
have learned after completing each week’s studies.
No Class Meetings or Attendance
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There are no regularly scheduled class meetings and no required attendance for this
course.
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Contacting Me Using the TCC Email System.
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The TCC email system is the method of communication that I prefer you to use
to contact me. I have access to the TCC email system both at my TCC office and at
home and will try to respond to your messages as soon as possible between Monday
morning and Friday at about 11:30 AM. I will generally be available to answer emails
between approximately 9:00 AM and 3:00 PM on Mondays through Thursdays, and
between approximately 9:00 AM and about 11:30 AM on Fridays.
When sending emails to me at jwiek@tacomacc.edu please indicate which course you
are in- Bus 145 -and the week number and specific assignment, quiz, exam, or other
matter that you are writing about. All emails should be signed with your first and last
name. Please note that any email that has a hotmail, yahoo, gmail, etc. extension may
not make it past the TCC junk mail filter.
Please submit all assignments through Canvas; do not submit assignments as emails
or email attachments.
Assignment Weeks Beginning and Ending Dates
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Each week of this course begins on Tuesday at 12:01 AM and ends on the following
Monday at 11:55 PM. All assignments for a particular week need to be submitted by
Monday at 11:55 PM. For instance, week one begins at 12:01 AM on Tuesday,
January 6th and ends at 11:55 PM on Monday, January 12th.
All course work must be submitted by Monday, March 16th at 11:55 PM. Work
submitted after that deadline will not be graded and will not count toward your course
grade.
Complying With Course Deadlines
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The course requires regular access to the class’s online web site in Canvas. Online
courses are time-intensive, so plan on devoting a minimum of about ten to fifteen
hours per week to this course, which includes study, and writing, etc. Contrary to
common misconceptions, online courses are challenging and comprehensive.
Online classes are quite different than traditional campus classes. All of the written
work will be submitted online. This sort of class requires a high degree of motivation
and proactivity for students to be successful. The online environment is not selfpaced. We will observe very specific schedules. Due dates are critical. Online
quizzes, exams, case analyses, “Get Out & Do It!” assignments, and discussion forum
submittals cannot be submitted late (see sections on each of these below). They must
be completed and submitted by the due date and time- generally 11:55 PM of the
Monday at the end of the assignment week- if you wish to receive up to 100% of the
possible points for your work. Turn your work in prior to the due date and time and
you have the chance to earn all of the possible points; turn it in eight days or later
following the due date and you get a zero.
In my experience as an instructor of online courses, a major determinant of student
success is their track record of completing and submitting assignments, quizzes, and
exams prior to their due dates. Most students comply with the due dates and earn
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good grades. Those who often do not comply with the weekly due dates receive zeros
for those assignments and either fail the course or earn very low grades.
Remember that college education involves making choices and the consequences of
those choices. If you do not meet deadlines because you have chosen other activities,
then the consequence and tradeoff is a lower grade. If you do not have the time for
this course or you are a procrastinator you should not be taking this course.
Please check in at least 4-6 times a week in the online classroom as well as checking
your TCC email so that you stay current on announcements for the course.
Late Assignments or Exams
Except for your discussion forum postings, basically the grading formula is this: turn
in assignments on time to earn a possible 100% of the potential points. Turn them in
within a week of the due date and you receive up to a possible 50% of the potential
points. Turn them in more than a week after the due date and get zero points.
Discussion forum postings submitted after the weekly deadline will receive zero
points.
It is your responsibility to stick to deadlines and complete all your required
assignments. Having said that, I realize that everyone makes a mistake once in a
while and with this in mind I am giving you accident forgiveness insurance. If you
miss the deadline of a quiz, exam, or assignment, you will be allowed to turn it in
within one week (7 days) of said deadline and still receive up to 50% credit for the
work. No assignment, quiz, or exam will be accepted if it is more than seven days
late.
If you encounter trouble during the course contact me immediately for help; whether
you are having trouble with the curriculum or you have outside pressures causing you
to fall behind in your work. You need to stay in touch with me and work with me to
stay on track. It is your responsibility to stay on track. If you fall more than a week
behind turning in assignments and have not contacted me you will not be allowed to
make them up.
Self-Discipline
 Based on what I have learned in previous online courses, the students who succeed
are not necessarily the most knowledgeable on a subject; they are people who can
motivate themselves to do the work without the added push of having to show up in
class several times each week and meet with other students and a teacher. It is easy to
drift away from an online class. It is easy to put off schoolwork when pressed by
deadlines at a job or by family issues or just by the temptation of leisure pursuits. I
encourage students to set a schedule (based on the "Time Commitment" mentioned
below) and to stick to that schedule. Explain to those around you that you have class
work to do at certain times and that you need to be left alone during these times. Get
in a routine and get others around you in that routine as well. Self-discipline, in
relation to education, is perhaps the hardest thing to learn in an online course if you
don't already have it.
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Time Commitment
 Because students don't come to a specific place at specific times during the week, it
can be easy for time to slip away in courses such as this. At a minimum, students
should schedule between 10 and 15 hours each week to complete the activities for this
course. Ideally, students will be able to schedule a little bit of time each day, or every
other day, to think about--and work on--this class. Initially, some students imagine
that an online class will take less of their time; however, it is very likely that this
course will actually take more time, particularly in the initial weeks as you are getting
familiar with the computer programs and style of the course. The benefit of an online
course is that the use of time is more flexible, not that it takes less time per week for
all the course related activities.
Instructional Methods Used
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Canvas for quizzes, tests, and assignments.
Technology Requirements
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You should complete the Canvas Week Zero Tutorials if you have not already done
so.
Students will need a computer with speakers, access to a printer and a personal email
account. Additional tech info is at:
http://www.tacomacc.edu/areasofstudy/learningoptions/elearning/onlineclasses/gettingstarted/ If your
personal computer does not meet the requirements specified at this site, plan to use a
computer in the TCC library, computer lab or elsewhere.
To minimize technical problems, it is strongly suggested that you download and use
both the Mozilla Firefox browser and the Chrome browser. To do so, follow the
instructions on the Internet. Firefox and Chrome work much better with Canvas than
the Microsoft Internet Explorer browser.
Software: Important plug-ins for student computers include Adobe Acrobat Reader
and Java from http://java.com.en/download/index.jsp
Technical Support For Canvas
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Canvas comes with a very large number of “how to” tutorials and directions. To
access this information, click on the “Help” button located in the upper right corner of
the Canvas home page. Having done that, click on the “Search Canvas Guides”
option or the “Report a problem or ask Canvas support a question.
Help is also available from TCC’s eLearning technical support personnel located in
the Information Commons on the first floor of building 16. In order to more
efficiently solve support requests, we will be using our help ticket and knowledgebase
system named Parature. With our support system, we have a technical support
structure with both Tier 1, Tier 2, and Tier 3 support staff. Any time you have a
technical support question or would like to search through our helpful
knowledgebase, please go to:http://my.tacomacc.edu/tcclearn
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You are also welcome to email elearning@tacomacc.edu and a support ticket will be
created for you. Whether you send an email to elearning@tacomacc.edu, submit a
ticket here, or go to http://my.tacomacc.edu/tcclearn and request support, your
questions will be answered promptly by one of our knowledgeable support staff. For
phone support, you can call 253.566.5176.
24/7 support is also available at 1.866.425.8412
What To Do In Case of A Computer Disaster
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Have a backup plan
Find family or friends who will let you come over and use their computer
TCC library has computers available to you M-Th 7:30AM-7PM and Fridays
7:30AM - 5PM in Building 7
The TCC Computer lab is located in building 16 at the end of the first floor
(Information Commons). The hours are M-Th 7AM-9PM and Friday 7AM-4:30PM
and Saturdays 8:30AM-4:30 PM
Find out where your local public libraries are and what their hours are.
In the event that you are locked out of an exam and or quiz contact Canvas
immediately to log the issue and receive a ticket number at the website indicated
below. I will require you to submit a ticket number via TCC email to me in order to
retake the exam and or quiz.
24/7 Technical Support at is available at 1.866.425.8412 or at
https://my.tacomacc.edu/tcclearn
Navigating In Canvas
 This course is organized into 10 weekly modules. For example in Week One, you will
find the following topics, assignments, and quizzes:
 Meet Your Instructor
 Week 1 Learning Objectives
 Week 1 Reading
 Week 1 Student Resources
 Week 1 PowerPoint presentation
 Week 1 Practice Quiz
 Discussion Forum Posting- About Yourself.
 Week 1 Discussion Forum Posting.
 Week 1 Case
 Week 1 “Get Out And Do It” Assignment
 Syllabus Quiz
 Week 1 Quiz for chapter 1
Online Learning Self Assessment
 Online courses are not for everyone. To be successful in these classes, you should be
able to answer “yes” to the following questions:
 Am I a self-motivated person?
 Am I able to commit 10-15 hours per week on an online course?
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Do I feel confident enough in my writing skills to utilize them as my primary mode of
communication with my instructor and fellow classmates?
Am I comfortable with using email as a means of communicating and sending
assignments to my instructor?
Am I comfortable with creating, saving, and moving files on my computer?
Do I understand how to install software on my computer?
Am I a good reader?
Am I comfortable gathering information visually as opposed to getting it in a face-toface classroom format?
Evaluation Criteria and Grading Standards
 Major emphasis will be on the exams; quizzes; your written analysis of the cases;
discussion forum postings; and “Get Out & Do It!” assignments
 All graded work will be submitted online by students in Canvas. There are
approximately 1160 possible points for this course.
 Please “save” all of your written assignments so that you do not have to re-do them if
they are not submitted properly in Canvas the first time.
No Extra Credit Assignments
 No extra credit assignments will be given in this class.
 To maximize the number of points you earn in class:
1. Please submit all assignments, and submit them on or before the weekly due
dates.
2. Submit your best quality work on your first submission.
3. Because many of the quiz and exam questions focus on the definitions of the key
terms in the assigned readings, you will maximize your points by memorizing the
definitions of those key terms. You can do this by preparing “flash cards” for
those key terms with the name of the key term on one side and its definition on
the other side.
Discussion Forum Posting: About Yourself
 Please write a brief autobiography and post it on the discussion forum as a Week One
assignment. Introduce yourself to the class and tell us something about yourself that
makes you a memorable person. What makes you unique? Don’t hold back or be shy,
and remember to provide more than just academic information. Once you have
replied and posted your introduction, read and reply to at least two of your class
members’ postings. This assignment is worth a possible 20 points.
Taking Quizzes and Exams in Canvas
 You should be as well prepared for the quizzes and exams in this online course as you
would be for an in-class quiz or exam in which you are not allowed to use your books
or notes.
 All quiz and exam assessments are open book. You may use your book and other
personal resources (as long as they do not breathe, eat or sleep). You may not
collaborate or share answers with others. To do so constitutes cheating. I depend on
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your honesty and my expectation that you will observe my policies for academic
conduct.
Optional practice quizzes are available for each chapter to help you determine the
degree to which you have learned the course concepts. These are referred to as
“practice quizzes.” These may be re-taken as many times as you wish; the scores that
you receive do not affect your course grade.
One 10 question quiz containing questions about the course syllabus will be available
during week one; it will be worth 20 possible points. This is referred to as a “syllabus
quiz.”
In addition, a timed quiz will be given each week covering the chapter assigned for
that week. These are referred to as “Week 1 Quiz,” “Week 2 Quiz,” etc. Each weekly
quiz will contain 20 true/false and multiple choice questions worth 1 point each. The
total for all ten weekly quizzes is 200 possible points.
There will be three timed exams during the quarter. They will occur in weeks 4, 7, &
10. (see Tentative Course Calendar). These are referred to as “1st Exam,” 2nd Exam,”
and “3rd Exam.”
Each exam will have 50 true/false and multiple choice questions worth 2 points each
for a total of 100 possible points per exam.
The quizzes and exams are set up in Canvas so that you will be allowed one attempt
for each one.
Each assessment is timed, so plan to take each quiz when you know that you will
have 24 minutes of uninterrupted time, and each exam when you will have 60
minutes of uninterrupted time.
If you are using a home computer, be sure that it is reliable, won’t become unplugged
by your dog or toddler, and has a DSL rather than a dial up connection. If there is any
question about the reliability of your computer and its Internet connectivity, use a
TCC lab computer or a computer that is reliable and has a relatively fast Internet
connection.
You need to begin the exam or quiz as soon as possible after you access it in order to
allow enough time to finish it before it is disabled.
Questions will be displayed one at a time in random order. You will not be allowed to
go back and change answers. Do not skip questions with the intention of going back
and answering them later; no “backtracking” is allowed.
Once you begin the quiz or exam, “the clock starts ticking.” Even if you stop taking
the assessment and close Canvas, the clock keeps running. Once the allotted time has
expired, the assessment automatically submits even if you have not finished it.
Answers for each assessment are due in Canvas by 11:55 PM on the dates posted in
the class schedule included in this syllabus.
You can monitor your quiz and exam results on the day following their due date.
To do so, just click on the quiz or exam and the answers will appear
Cases
 There will be 10 cases to analyze; one for each chapter. They are available in the text
on the pages shown in the Tentative Course Calendar at the end of the syllabus, and
under the Modules tab in Canvas where the weekly assignments are listed.
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Submit your answers to the case by clicking on the icon in Canvas that says: “Submit
answers to the questions from the written version of the case here.”
These must be submitted in either a text entry format (type the answers directly into
the answer box), or as a MS Word file upload by 11:55 PM on the dates posted in the
class schedule of this syllabus and in the “Modules;” tab of Canvas.
Each case will be worth 20 points. The total for all ten cases is 200 possible points.
Discussion Forum Postings
 The discussion forum instructions for each week are located under the “Modules” tab
and will be based on a search and report assignment for that week.
 Each week you will complete one discussion forum search and report assignment,
which requires you to conduct an Internet search on a concept covered in that
week’s reading assignment that you would like to learn more about.
 For instance, for Week 1, chapter 1, you might conduct an Internet search for a
topic such as any of the key terms shown in the chapter and listed at the end of the
chapter in the “Key Terms” section. You might instead choose to research and
report on something else that was mentioned in the chapter.
 Having located information on the Internet about that concept, you will then
submit a brief (approximately 200 words or less) report written in your own
words on the information you found on the concept and submit it as your
discussion forum posting.
 You can learn more about citing information sources using either the APA
style or the MLA style by going to the following links provided on the portal
by the TCC Library:
o http://cms.tacomacc.edu/UserFiles/Servers/Server_6/IntranetFile/Staf
f%20Portal/Learning%20Resources/Library/APA_Master_Wtr2013.
pdf
o http://www.tacomacc.edu/UserFiles/Servers/Server_6/File/library/ML
A_Style.pdf
 For full credit, please cite two or more Internet-based information sources.
Do not cite the textbook as an information source.
 When you turn in your brief report on the information you found about the
concept that you searched for, please include the full citation for the two or
more Internet information sources of information that you summarized. Do
not use Wikipedia as an information source.
 Each week you will be required to report the results of your Internet search and then
read and respond to at least two of your class members’ postings.
 Please post your Internet search reports early in the week (Tuesday or Wednesday) in
which they are assigned so that your classmates can read them and respond to them
prior to the due date.
 Your postings should indicate the reasons for and logic behind your answers. “I
agree” responses are insufficient unless clarifications, assumptions, reasons and
evidence, viewpoints or perspectives, or implications and consequences are included.
 Remember- it is not only the answer that you provide or your response to another
students’ posting that is important. Equally or more critical is how you support your
answer or response.
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Discussion board postings should not be completed prior to, or after, the week for
which they are assigned. I want you to do them when your peers are doing them so
that everyone can participate in the discussion process.
Grades for discussion forum postings do not follow the “ 50% of possible points if
submitted within a week of the due date” rule discussed in the “Late Assignments or
Exams” section of this syllabus. I will grade your discussion forum postings as they
are submitted. Discussion forum postings are time- sensitive. You need to do them
when your peers are doing them; otherwise don’t do them at all. Late postings and
responses will not be graded.
Each set of weekly discussion forum postings that are submitted during the week in
which they are assigned is worth a possible 20 points for a total of 200 possible
points.
Netiquette
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“Netiquette” is short for “network etiquette.” It is basically a set of guidelines for
proper Internet behavior. Just as in a classroom, we must be mindful of our
manners in the online environment.
Netiquette expectations for online discussions, email, and other forms of
communication in this course are:
Rule 1: Remember the human. Do onto others as you’d have others do onto you.
Stand up for yourself, but try not to hurt other people’s feelings.
Rule 2: Adhere to the same standards of behavior online that you follow in real
life. Be ethical. Do your best to act within the laws of society and cyberspace.
Rule 3: Know where you are in cyberspace. What’s perfectly acceptable in one
area may be considered rude in another. Spend a while listening to the chat; get a
sense of how your peers communicate.
Rule 4: Respect other people’s time and be brief and to the point.
Rule 5: Make yourself look good online. Spelling and grammar count for a lot.
Know what you’re talking about and make sense. Be pleasant and polite. Don’t
use offensive language.
Rule 6: Share expert knowledge. Don’t be afraid to share what you know.
Rule 7: Don’t be a “flamer.” “Flaming” is what people do when they express a
strongly held opinion without holding back any emotion.
Rule 8: Be forgiving of other people’s mistakes. When someone makes a mistake,
be kind about it.
Rule 9: Don’t use “text messaging” language or abbreviations. Please use correct
grammar and spelling.
“Get Out & Do It!” Exercises
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Each week you will complete one “Get Out & Do It!” exercise. A brief
description of these is shown on the “Tentative Course Calendar,” at the end of
the syllabus and under the Modules tab in Canvas with the other weekly
assignments.
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Almost all of these involve information you will access on the internet at retailrelated web sites. One, for week seven, however involves your evaluation of the
pros & cons of mall versus neighborhood strip shopping center locations for
jewelry stores. Depending on your time constraints you may want to do the on-site
research for this assignment prior to week seven when you are visiting an
enclosed mall and a strip shopping center for other reasons. (Please see chapter 8
for discussions on these two types of retail locations.)
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Each of these “Get Out & Do It!” assignments is worth a possible 20 points, for a
total of 200 points for all 10 assignments.
Grade Calculation
 Grades will be based on the following approximate number of possible points:
 Discussion forum posting: About Yourself .
20 points
 First exam
100 points
 Second exam
100 points
 Third exam
100 points
 Syllabus quiz
20 points
 Weekly quizzes
(10 @ 20 points each)
200 points
 Weekly case analyses (10 @ 20 points each)
200 points
 Weekly discussion forums (10 @ 20 points each)
200 points
 Weekly “Get Out & Do It!” exercises (10 @ 20 points each)200 points
 Completion of end of course student survey
20 points
 Total: approximately
1160 points
Submitting Assignments
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The assignments have been set up in Canvas so that you can type in your assignment
responses in either a text entry format (type the answer directly into the answer box)
or as a MS Word file upload in the response box provided for each assignment.
Be sure to label each assignment. Please include the week number, the name of the
assignment, and your name.
Do not submit assignments as email attachments, or as emails.
Working Ahead





All assignments, quizzes, and exams are available from the beginning of the quarter
so that you can work ahead, but be aware of the following:
I will not be grading the work until the week in which it is due.
You are still responsible for timely replies to all discussion forum assignments during
the week in which they are assigned.
I will not answer questions about a given week’s assignments until that week.
Discussion forum postings should not be completed prior to, or after, the week for
which they are assigned. Please do them when your peers are doing them so that
everyone can participate in the discussion process.
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Academic Honesty
 With the exception of your discussion forum postings, all assignments, quizzes, and
exams are to be completed and submitted on an individual basis. Failure to comply
with this rule will be deemed academic dishonesty, or cheating. You must do your
own work; it is not acceptable to submit assignments, quizzes, or exams that have
been prepared by, or with help from, another person.
 The first instance of academic dishonesty will result in a zero for the assignment,
quiz, exam, case, or other assignment. The consequence of a second offense of
academic dishonesty is a failing grade for the course and referral to the Director of
Enrollment Services/Student Rights & Responsibilities. This policy applies to all
written assignments for this course.
 The TCC Catalog states “Students are expected to be honest and forthright in their
academic endeavors. Cheating, plagiarism or other forms of academic dishonesty
corrupt the learning process and threaten the educational environment for all
students.”
The following grading scale will be used:
A = 100-94
B+ = 89.9-87
A- = 93.9-90
B = 86.9-84
B- = 83.9-80

C+ = 79.977
C = 76.9-74
C- = 73.970
D+ = 69.9-67
D = 66.9-64
E = 63.9 or
less
To determine your overall percentage for the class, take your total earned points and
divide them by the total possible points (for example, if your total earned points were
920 and total possible were 1000 then 920/ 1000 = .92 which is 92%, thus your grade
would be an A minus.)
Checking Your Grades and Quiz & Exam Results
 To check your grades, please open “Grades” in the “Global Navigation” bar at



the top.
o Click on the “Grades” link.
o To view your grades, click on the course link.
o Grades are sorted chronologically by due date.
You can also check the reasons for the scores on your Discussion Forum, Case,
and Get Out And Do It assignments by accessing the Scoring Rubric after it has
been graded, as explained later in this syllabus.
You can also monitor your quiz and exam results on the day following their due
date. To do so, just click on the quiz or exam and the answers will appear.
Also, please realize that the calculation of your total percentage of possible points and
the letter grade that is shown for you in the Canvas grade book will be overstated if
you have failed to submit some assignments. That is because until the settings are
changed in the grade book to set missing work to zero points, the percentage and
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letter grade calculated in the Canvas grade book is based only on the work that has
been submitted and graded. As we get closer to the end of the course, I will be
converting the grade book settings for missing assignments, quizzes, and exams to
zero points in order to show your total percentage of possible points and the letter
grade you have earned when any missing work is included in the calculation. As that
happens, to the extent that you have not submitted some assignments, quizzes or
exams, your total percentage and letter grade will be reduced.
I suggest that you check your grades each week to be sure that you have received
credit for all of the work that you submitted. Tuesday and Wednesday are my usual
grading days, so if you check your grades on Friday or later you should be able to
track your grades from the previous week. Please notify me by email if you do not see
a grade for work that you have submitted.
Make sure you keep track of your overall average so you know where you stand in
the class.
Other Course Rules, Caveats, and Policies
 There may be changes in the course calendar or assignments. Any changes in grading
will be announced.
 This syllabus and schedule are subject to change in the event of extenuating
circumstances.
 Withdrawals- please see the TCC Catalogue available on “My TCC Portal.”
 Incompletes- please see the TCC Catalogue available on “My TCC Portal.”
Accommodations for Disabilities.
Students with Special Needs: Students are responsible for all requirements of the class,
but the way they meet these requirements may vary. If you need specific auxiliary aids
or services due to a disability, please contact the Access Services office in Building 7
(253-566-5328). They will require you to present formal, written documentation of your
disability from an appropriate professional. When this step has been completed,
arrangements will be made for you to receive reasonable auxiliary aids or services. The
disability accommodation documentation prepared by Access Services must be given to
me before the accommodation is needed so that appropriate arrangements can be made.
Chain of Command in Classroom Concerns/Disputes
If you have questions or concerns about this class or me, please contact me about your
concerns. If we are unable to resolve your concerns, you may talk next with the Chair of
the Business Program, Mary Jane Oberhofer at 253-566-5253. She can assist you with
information about additional steps, if needed.
Instructor Responsiveness and Availability
 I will generally be available to answer your emails between approximately 9:00 AM
and 3:00 PM on Mondays through Thursdays, and between approximately 9:00 AM
and 11:30 AM on Fridays, and will endeavor to respond to your messages within 24
hours of receiving them during the Monday morning to Friday noon time frame.
 I will endeavor to grade and post the scores for your written assignments within three
days following the weekly assignment due dates.
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14

Because of the nature of full online classes, I sometimes work at my home office
instead of my TCC office. If you want to meet with me at my TCC office, please
contact me by email to arrange an appointment.
What are Scoring Rubrics And Why Are They Used?

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
A rubric is an assessment tool for communicating expectations of quality. Rubrics
support student self-reflection and self-assessment as well as communication between
instructor and students. A rubric is a set of criteria and standards typically linked to
learning objectives that is used to assess or communicate about written assignments.
A rubric is an attempt to communicate expectations of quality around a task. In many
cases, rubrics are used to delineate consistent criteria for grading. Because the criteria
are public, a rubric allows instructors and students alike to evaluate criteria, which
can be complex and subjective. It is aimed at accurate and fair assessment, fostering
understanding and indicating the way to proceed with subsequent learning/teaching.
Scoring rubrics include one or more dimensions on which performance is rated,
definitions and examples that illustrate the attribute(s) being measured and a rating
scale for each dimension. Dimensions are generally referred to as criteria, the rating
scale as levels, and definitions as descriptors.
Weekly Discussion Forum Rubric
Criteria
Content
12. points.
Grammar,
Spelling,
Punctuation, and
Word Usage.
4 points
Research, Critical
Reading and
Information
Source(s)
Description
4 points
12 points
Balanced
presentation of
relevant and
legitimate
information that
clearly addresses
the assignment
and shows a
thoughtful, indepth analysis of
the topic. Is
written in the
student’s own
words.
4 points
The writing is free
or almost free of
errors
4 points
Chooses two or
more Internet
sources that are
fully appropriate
to the assignment
(Not including
Wikipedia); shows
mastery of critical
reading; all
information
sources are clearly
and completely
described.
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9 points
Information
provides a
reasonable response
to the assignment
and displays
evidence of a basic
analysis of the topic.
Is written in the
student’s own
words.
5 points
Information
provides a response
to the assignment at
times. Analysis is
basic or general. Is
written in the
student’s own
words.
2 points
Information
provided does not
address the
assignment.
Analysis is vague
or not evident.
May have been
copied and pasted
in from the
information
source(s).
0 points
The assignment is
not completed.
3 points
There are minimal
errors that do not
interfere with the
reader’s
understanding.
3 points
Chooses two or
more appropriate
Internet sources,
correctly cited,
effectively
integrated.
2 points
Some minor errors
that may interfere
with reader’s
understanding.
1 point
Many errors that
interfere with
meaning.
0 points
The assignment is
not completed.
2 points
Chooses one
appropriate Internet
source correctly
cited.
0 points
No appropriate
Internet sources
cited. Plagiarism.
0 points
The assignment is
not completed.
15
Case, “Get Out & Do It” Assignment, and Discussion Forum- About Yourself
Rubric
Criteria/
Quality
Content
Grammar,
Spelling,
Punctuation,
and Word
Usage
High
Proficiency
15 points
Balanced
presentation
of relevant
and legitimate
information
that clearly
addresses the
assignment
and shows a
thoughtful, indepth analysis
of the topic.
5 points
The writing is
free or almost
free of errors
Proficiency
11 points
Information
provides a
reasonable
response to the
assignment and
displays
evidence of a
basic analysis of
the topic.
4 points
There are
minimal errors
that do not
interfere with
the reader’s
understanding.
Some
Proficiency
7 points
Information
provides a
response to the
assignment at
times. Analysis
is basic or
general.
Limited
Proficiency
4 points
Information
provided does
not address
the
assignment.
Analysis is
vague or not
evident
No
Proficiency
0 points
The
assignment is
not
completed.
3 points
Some minor
errors that may
interfere with
reader’s
understanding.
1 point
Many errors
that interfere
with meaning.
0 points
The
assignment is
not
completed.
Total Points: 20
Degree Learning Outcome Survey and End of Course Student Survey Rubric
Criterion
Completed the Survey.
20 points
Total Points: 20
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16
Did not complete the Survey.
0 points
TENTATIVE COURSE CALENDAR*
Each Week Begins On Tuesday at 12:01 AM and Ends on Monday at 11:55 PM
Week
1
Dates
Tuesday,
January 6th
to Monday,
January
12th.
Assignments
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Course Syllabus: Read the course syllabus.
Week 1 Learning Objectives: After reading this chapter, you
should be able to do the following:
1. Identify retailing activities
2. Realize the importance of retailing in the U. S. and world
economies.
3. Analyze the changing retail industry.
4. Recognize the opportunities in retailing for you.
5. Understand the strategic retail management decision process.
Week 1 Reading: Read Ch. 1: Introduction to the
World of Retailing; and Appendix 1-A: Careers in Retailing,
Custom book pp. 29-31. Full text book, pp. 31-33.
Week 1 Student Resources:
o Week 1 PowerPoint presentation
o Week 1 practice quiz
Discussion Forum Posting- About Yourself: Write a brief
autobiography and post it on the discussion forum. Introduce
yourself to the class and tell us something about yourself that
makes you a memorable person. What makes you unique? Don’t
hold back or be shy, and remember to provide more than just
academic information. Once you have replied and posted your
introduction, read and reply to at least two of your peers’
postings.
Week 1 Discussion Forum Posting: Conduct an Internet search on
a concept covered in chapter 1. Submit a brief (approximately
200 words or less) report on the information that you found on the
concept. Include the full citations on two or more Internet
information sources that you used. Do not use Wikipedia as an
information source. Read and reply to at least two of your peers’
postings.
Week 1 Case: Case # 1- “Tractor Supply Company Targets the
Part-Time Rancher,” Custom book, pp. 32-33. Full text book, pp.
550-551, questions 1-5.
Week 1 “Get Out & Do It!” Careers at Macy’s, Sears, and Other
Retailers. Custom book, p. 28. Full text book, p. 30, question 4.
Go to the home pages of Macy’s, Target, Walmart, Toys R Us,
and National Retail Federation Retail Careers Center
(http://www.nrf.com/RetailCareers/) to find information about
retail careers with these organizations. Review the information
about the different positions described. In which positions would
you be interested? Which positions are not of interest to you?
Which employer would interest you? Why?
Syllabus Quiz: Complete and submit the quiz over the course
syllabus.
Week 1 Quiz for chapter 1.
17
Week
2
Dates
Tuesday,
January
13th to
Monday,
January
19th
Assignments
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Week 2 Learning Objectives: After reading this chapter,
you should be able to do the following:
1. List the different characteristics that define retailers.
2. Categorize the various types of food retailers.
3. Identify the various types of general merchandise
retailers.
4. Explain the differences between service and
merchandise retailers.
5. Illustrate the types of ownership for retail firms.
Week 2 Reading: Read Ch. 2: Types of Retailers.
Week 2 Student Resources:
o Week 2 PowerPoint presentation
o Week 2 Practice quiz
Week 2 Discussion Forum Posting: Conduct an Internet
search on a concept covered in chapter 2. Submit a brief
(approximately 200 words or less) report on the information
that you found on the concept. Include the full citations on
two or more of the Internet information sources that you
used. Do not use Wikipedia as an information source. Then
read and respond to at least two of your peers’ postings.
Week 2 “Get Out & Do It!” Developments & Issues
Confronting the Retailing Industry. Custom book, p. 64.
Full text book, p. 64, question 6.
Three large associations of retailers are the National Retail
Federation (www.nrf.com), the Food Marketing Institute
(www.fmi.org), and the National Association of
Convenience and Petroleum Stores (www.nacsonline.com).
Visit these sites, and report on the latest retail developments
and issues confronting the industry.
Week 2 Case: Case # 2- “Build-A-Bear Workshop: Where
Best Friends Are Made,” Custom book, p. 66. Full text
book, p. 552, questions 1-3
Week 2 Quiz for chapter 2.
18
3
Tuesday,
January
20th to
Monday,
January
26th.
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Week 3 Learning Objectives: After reading this chapter,
you should be able to do the following:
1. Understand the non-store channels offered by retailers.
2. Compare the benefits offered by the four major retail
channels: stores, Internet, mobile, and catalogs.
3. Analyze the challenges facing multichannel retailers.
4. Consider the multichannel shopping experience in the
future.
Week 3 Reading: Read Ch. 3- Multi Channel Retailing.
Week 3 Student Resources:
o Week 3 PowerPoint presentation
o Week 3 Practice Quiz
Week 3 Discussion Forum Posting: Conduct an Internet
search on a concept covered in chapter 3. Submit a brief
(approximately 200 words or less) report on the information
that you found on the concept. Include the full citations on
two or more of the Internet information sources that you
used. Do not use Wikipedia as an information source. Then
read and respond to at least two of your peers’ postings.
Week 3 “Get Out & Do It!” Shopping for Khaki Pants
Online at J.Crew, JC Penney, & American Eagle Outfitters.
Custom book, p. 89. Full text book, p. 87, question 2.
Go to the web sites of J. Crew (www.jcrew.com), JCPenney
(www.jcpenney.com), and American Eagle Outfitters
(www.ae.com), and shop for a pair of khaki pants. Evaluate
your shopping experience at each site. Compare and
contrast the sites and your experiences on the basis of
characteristics you think are important to consumers.
Week 3 Case: Case #4- “Staples, Inc.,” Custom book, pp.
91-92. Full text book, pp. 555-556, questions 1-4.
Week 3 Quiz for chapter 3.
19
Week
4
Dates
Tuesday,
January
27th to
Monday,
February
2nd .
Assignments
 Week 4 Learning Objectives: After reading this chapter, you
should be able to do the following:
1. Describe the process that consumers go through when making
retail patronage and buying decisions.
2. Identify the different types of buying processes.
3. Summarize how the economy and social factors affect
customer purchase decisions.
4. Determine why and how retailers group customers into
market segments.
 Week 4 Reading: Read Ch. 4- Customer Buying Behavior; and
Appendix 4-A: Customer Buying Behavior & Fashion, Custom
book, pp. 123-125. Full text book, pp. 117-119.
 Week 4 Student Resources:
o Week 4 PowerPoint presentation
o Week 4 Practice quiz
 Week 4 Discussion Forum Posting: Conduct an Internet search on
a concept covered in chapter 4. Submit a brief (approximately
200 words or less) report on the information that you found on the
concept. Include the full citations on two or more of the Internet
information sources that you used. Do not use Wikipedia as an
information source. Then read and respond to at least two of your
peers’ postings.
 Week 4 “Get Out & Do It!”: Identify Your Values, Attitudes, and
Lifestyle By Taking The VALs Survey. Custom book, p. 122.
Full text book, p. 116, question 4.
To better understand the segmentation classification of
consumers, Strategic Business Insights has developed the VALS
tool, which uses psychology to segment people according to their
distinct personality traits. Go to the firm’s home page at
www.strategicbusinessinsights.com/vals/presurvey.shtml, and
take the survey to identify your VALS profile according to your
values, attitudes, and lifestyle. According to the results, what is
your VALS profile type? Do you agree with your consumer
profile? Why or why not? How can retailers effectively use the
results of this survey when planning and implementing their
business strategies?
 Week 4 Case: Case # 5- “The Decision Process For buying A
Bicycle,” Custom book, pp. 126-127. Full text book, pp. 556-557,
questions 1&2 only
 Week 4 Quiz for chapter 4.
 First Exam for chapters 1, 2, 3, & 4.
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5
Tuesday,
February
3rd to
Monday,
February
9th
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
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Week 5 Learning Objectives: After reading this chapter, you
should be able to do the following:
1. Define the retail strategy.
2. Illustrate how retailers build a sustainable competitive
advantage.
3. Classify the different strategic growth opportunities retailers
pursue.
4. Identify issues that arise as domestic retailers become global
retailers.
5. Know the steps retailers go through to develop a strategic
plan.
Week 5 Reading: Read Ch. 5: Retail Market Strategy.
Week 5 Student Resources:
o Week 5 PowerPoint presentation
o Week 5 Practice quiz
Week 5 Discussion Forum Posting: Conduct an Internet search on
a concept covered in chapter 5. Submit a brief (approximately
200 words or less) report on the information that you found on the
concept. Include the full citations on two or more of the Internet
information sources that you used. Do not use Wikipedia as an
information source. Then read and respond to at least two of your
peers’ postings.
Week 5 “Get Out & Do It!” Evaluation of the IKEA and
Starbucks web sites. Custom book, p. 158. Full text book, p. 152,
question 2.
Visit the web sites for IKEA (www.ikea.com) and Starbucks
(www.starbucks.com). Are the look and feel of these internet sites
consistent with the in-store experience of these retailers?
Week 5 Case: Case # 9- “Starbucks Expansion Into China,”
Custom book, pp. 161-163. Full text book, pp. 561-563, questions
1 and 2 only.
Week 5 Quiz for chapter 5
*There may be changes in the course calendar or assignments.
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Week
6
Dates
Assignments
Tuesday,
February
10th to
Monday,
February
16th
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Week 6 Learning Objectives: After reading this chapter you
should be able to do the following:
1. Describe the types of retail locations available to retailers.
2. Review the types of unplanned locations.
3. Analyze the characteristics of the different types of shopping
centers.
4. Discuss nontraditional retail locations.
5. Match the locations to the retailer’s strategy.
6. Review the societal and legal considerations in selecting
locations.
Week 6 Reading: Read Ch. 7: Retail Locations.
Week 6 Student Resources:
o Week 6 PowerPoint presentation
o Week 6 Practice quiz
Week 6 Discussion Forum Posting: Conduct an Internet search on
a concept covered in chapter 7. Submit a brief (approximately
200 words or less) report on the information that you found on the
concept. Include the full citations on two or more of the Internet
information sources that you used. Do not use Wikipedia as an
information sources. Then read and respond to at least two of
your peers’ postings.
Week 6 “Get Out & Do It!” Types Of Shopping Centers
Managed by the Simon Property Group.” Custom book, p. 186.
Full text book, p. 204, question 5.
Go to the home page for Simon Property Group,
http://www.simon.com/about_simon/our_business/default.aspx,
and read about the businesses that Simon is in. What is the
difference between their businesses?
Week 6 Case: Case # 12- “Choosing A New Store Location for A
Boutique,” Custom book, pp. 188-189. Full text book, pp. 566567, questions 1-3.
Week 6 Quiz for chapter 7.
22
7
Tuesday,
February
17th to
Monday,
February
23rd .
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Week 7 Learning Objectives: After reading this chapter you
should be able to do the following:
1. Summarize the factors considered in locating a number of
stores.
2. Review the characteristics of a particular site.
3. Understand how retailers analyze the trade area for a site.
4. Determine the forecasted sales for a new store location.
5. Illustrate the site selection process.
6. Explain the different types and terms of leases.
Week 7 Reading: Read Ch. 8: Retail Site Location.
Week 7 Student Resources:
o Week 7 PowerPoint presentation
o Week 7 Practice quiz
Week 7 Discussion Forum Posting: Conduct an Internet search on
a concept covered in chapter 8. Submit a brief (approximately
200 words or less) report on the information that you found on the
concept. Include the full citations on two or more Internet
information sources that you used. Do not use Wikipedia as an
information source. Then read and respond to at least two of your
peers’ postings.
Week 7 “Get Out & Do It!” Pros and Cons of Enclosed Mallversus- Strip- Shopping Center Locations for Jewelry Stores.
Note: you may want to do this on-site research for this
assignment prior to week seven when you are visiting an enclosed
mall and a strip- shopping center for other reasons. Custom
book, p. 216. Full text book, p. 232, question 6.
Visit a jewelry store in an enclosed mall and one in a
neighborhood strip shopping center. List the pros and cons for
each location. Which location is the most desirable? Why is this
the case?
Week 7 Case: Case # 13-: “Hutch- Locating A New Retail Store,”
Custom book, pp. 219-224. Full text book, pp. 567-572, questions
1-3.
Week 7 Quiz for chapter 8.
Second Exam for chapters 5, 7, & 8.
23
8
Tuesday,
February
24th to
Monday,
March 2nd .
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Week 8 Learning Objectives: After reading this chapter, you
should be able to do the following:
1. Understand the strategic advantage generated by a supply
chain.
2. Describe the information and merchandise flows in a supply
chain.
3. Consider the activities that are undertaken in a distribution
center.
4. Review the considerations in the design of supply chains.
5. Explain how retailers and vendors collaborate to make sure
the right merchandise is available when customers are ready
to buy it.
6. Discuss RFID and its implications for retailers.
Week 8 Reading: Read Ch. 10: Information Systems & Supply
Chain Management.
Week 8 Student Resources:
o Week 8 PowerPoint presentation
o Week 8 Practice quiz
Week 8 Discussion Forum Posting: Conduct an Internet search on
a concept covered in chapter 10. Submit a brief (approximately
200 words or less) report on the information that you found on the
concept. Include the full citations on two or more Internet
information sources that you used. Do not use Wikipedia as an
information source. Then read and respond to at least two of your
peers’ postings.
Week 8 “Get Out & Do It!” - “Barcoding Incorporated’s
Information Systems & Supply Chain Management Support To
Retailers.” Custom book, p. 250. Full text book, p. 288, question
#2.
Go to Barcoding Incorporated’s Web page at
www.barcoding.com/, and search for retail, warehouse
management, and RFID. How is this company using technology
to support retailers with information systems and supply chain
management?
Week 8 Case: Case #8-: Diamonds- From Mine to Market,
Custom book, pp. 252-253. Full text book, pp. 560-561,
questions 1 & 2 only.
Week 8 Quiz for chapter 10.
24
9
Tuesday,
March 3rd
to Monday,
March 9th.



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Week 9 Learning Objectives: After reading this chapter, you
should be able to do the following:
1. Describe the customer relationship management process.
2. Understand how customer shopping data are collected.
3. Explain the methods used to analyze customer data and
identify target customers.
4. Outline how retailers develop their frequent shopper
programs.
5. Explain the various ways to implement effective CRM
programs.
Week 9 Reading: Read Ch 11: Customer Relationship
Management.
Week 9 Student Resources:
o Week 9 PowerPoint presentation
o Week 9 Practice quiz
Week 9 Discussion Forum Posting: Conduct an Internet search on
a concept covered in chapter 11. Submit a brief (approximately
200 words or less) report on the information that you found on the
concept. Include the full citations on two or more Internet
information sources that you used. Do not use Wikipedia as an
information source. Then read and respond to at least two of your
peers’ postings.
Week 9 “Get Out & Do It!” 1-800-Flowers’ Customer
Relationship Management Program.” Custom book, p. 276. Full
text book, p. 312, question 4.
Go to the home page of 1-800-Flowers at www.1800flowers.com,
and read about the Fresh Rewards program. How does this
company’s CRM program help it to track its better customers,
grow its business, and increase customer loyalty?
Week 9 Case: Case #15- “Sephora Loyalty Programs: A
Comparison Between France and the United States,” Custom
book, p. 279-280. Full text book, p. 573-574, questions 1-4 only.
Week 9 Quiz for chapter 11.
*There may be changes in the course calendar or assignments.
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25
Week
10
Dates
Tuesday,
March 10th
to Monday,
March 16th.
Assignments
 Please complete the TCC student end of course opinion survey
between March 3rd and March 16th. It is worth 20 points. I will
send you the instructions for accessing it when I receive them.
 All course work must be submitted by Monday, March 16th at
11:55 PM. Work submitted after that deadline will not be graded
and will not count toward your course grade.
 Week 10 Learning Objectives: After reading this chapter, you
should be able to do the following:
1. Describe how to improve the ability of workers through
efficient recruiting, socializing, and training.
2. Examine how to improve the effort of workers through proper
motivation, evaluation, rewards, and compensation.
3. Illustrate effective leadership strategies of a store manager.
4. Explore the various strategies a store manager can undertake
to control costs.
 Week 10 Reading: Read Ch 16: Managing The Store.
 Week 10 Student Resources:
o Week 10 PowerPoint presentation
o Week 10 Practice quiz
 Week 10 Discussion Forum Posting: Conduct an Internet search
on a concept covered in chapter 16. Submit a brief
(approximately 200 words or less) report on the information that
you found on the concept. Include the full citations on two or
more Internet information sources that you used. Do not use
Wikipedia as an information source. Then read and respond to at
least two of your peers’ postings.
 Week 10 “Get Out & Do It!” Shoplifting Laws In Washington
State. Custom book, p. 310. Full text book, p. 480, question 4.
Go online and research the shoplifting laws implemented by the
State of Washington.
1. What are the fines, jail time, community service or
punishments for shoplifting perpetrators in the State of
Washington?
2. What factors are weighed and evaluated in shoplifting cases?
3. Are the laws in Washington State a deterrent to shoplifting?
Please explain.
 Week 10 Case: Case# 28: Enterprise Rent-A-Car Focuses On Its
People,” Custom book, pp. 312-313. Full text book, pp. 588-589,
questions 1-3.
 Week 10 Quiz for chapter 16.
 Third Exam for chapters 10, 11, & 16.
*There may be changes in the course calendar or assignments.
1344 Bus 145 OLA Wiek WN15
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