Designing Training Plans for Distributive Education. Final Report.

Autor/in	Syhlman, William D.
Institution	Eastern Washington Univ., Cheney.
Titel	Designing Training Plans for Distributive Education. Final Report.
Quelle	, (447 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Advertising; Agricultural Supplies; Business; Check Lists; Clothing; Competency Based Education; Construction Materials; Cooperative Education; Distributive Education; Educational Planning; Experiential Learning; Fashion Industry; Financial Services; Food Service; Home Furnishings; Hotels; Insurance; Job Skills; Marketing; Merchandising; Minimum Competencies; Motor Vehicles; On the Job Training; Petroleum Industry; Real Estate; Recreation; Secondary Education; Transportation; Work Experience + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Werbung; Business studies; Wirtschaft; Betriebswirtschaft; Checkliste; Kleidung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Baumaterial; Konstruktionsmittel; Kooperativer Unterricht; Bildungsplanung; Experiental learning; Erfahrungsorientiertes Lernen; Produktive Fertigkeit; Direktvermarktung; Fundamentum; Mindestwissen; Motor vehicle; Kraftwagen; Training-on-the-Job; Mineralölindustrie; Grundstück; Re-creation; Erholung; Sekundarbereich; Verkehrswesen; Employment experience; Job experience; Occupational experience; Berufserfahrung
Abstract	These distributive education training and development plans for secondary-level programs provide lists of competencies a student needs to hold a job in sales and marketing occupational areas. The design of the training plans is based on a "pyramid" which incorporates the following five sections or levels of competencies (from general to specific): large group basic, small group occupational code, individual special code, DECA (Distributive Education Clubs of America), and on-the-job-individual competencies which may be identified by the coordinator or employer. Each of the training plans follows this format: name and occupational code, occupational description, sample job tasks and responsibilities, and competency checklists upon which are to be indicated the means of mastering the competencies (the five levels of the pyramid), and a final student evaluation form to scale traits and work habits/abilities. The twenty-two areas are advertising and display services; apparel and accessories marketing; vehicles and accessories marketing; finance and credit services; floristry, farm, and garden materials marketing; food marketing; food services marketing; general merchandise retailing; hardware and building supplies marketing; home furnishings marketing; hotel, motel, and lodging services; industrial and institutional marketing; insurance; international marketing; personal services marketing; petroleum marketing; real estate marketing; recreational marketing; transportation and travel marketing; business services marketing; business ownership (entrepreneurship); and general marketing. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC