DECA Ontario Training Manual 9 WEEK TRAINING ROUTINE FOR SUCCESS
DECA Ontario Training Manual 9 WEEK TRAINING ROUTINE FOR SUCCESS DECA ONTARIO STUDENT OFFICER TEAM 2013-2014 DECA ONTARIO | 100 Richmond Street West. Suite 341. Toronto, Ontario. M5H 3K6 Jerry Zhang DECA Ontario 100 Richmond Street West, Suite 341 Toronto, Ontario M5H 3K6 Dear DECA-migo, Originally, I was going to begin this letter with something like, “Dear Chapter Executive,” or, “Dear DECA Trainer,” but I realized that went against everything this training manual is for. We created this revised training manual because we wanted to make DECA training resources and guidance accessible to everyone across Ontario. Whether you are a Chapter President or a first-year member, this training manual is for you. DECA Ontario dominates and sets records every year at the International competition. DECA competition to Ontario is as track is to the Jamaican Olympic team. We enjoy relentlessly demonstrating our superiority each year. This year, we hope to take even more trophies, medals, and scholarships back onto Canadian soil. After all, beavers and maple syrup are so much cooler than eagles and Big Mac sauce. All joking aside though, this training manual is meant not as a curriculum that you must follow to attain success. Rather, it is something that we think you can reference every time you are looking for an activity to run or a concept to teach or learn. Use it well. I believe in you. #decaLOVE Jerry Zhang Below is the layout of the nine lessons: Lesson 1 2 3 4 5 6 7 8 9 Topic of Focus Marketing Concepts: How to apply to roleplays The Product Markets: How to apply to roleplays Multiple Choice Testing: How to write the exams Performance Indicators: What to do with them Case Studies: How to do and set up a mock case study Professionalism and Etiquette: How to prepare for DECA Going the Extra Mile: Presentation training and being in character Cluster-based Training: how to categorize and what to expect Competition Boot Camp: Review of the basics Table of Contents Lesson One: Marketing Concepts ............................................................................................. 1 Lesson Two: The Product Markets............................................................................................ 5 Lesson Three: Multiple Choice Testing ..................................................................................10 Lesson Four: Performance Indicators .....................................................................................13 Lesson Five: Case Studies .......................................................................................................16 Lesson Six: Professionalism and Etiquette ............................................................................19 Lesson Seven: Going the Extra Mile .......................................................................................25 Lesson Eight: Cluster-based Training .....................................................................................29 Lesson Nine: Competition Boot Camp....................................................................................32 Other Resources ........................................................................................................................35 Important DECA Ontario Dates................................................................................................36 Stay Connected ..........................................................................................................................37 Lesson One: Marketing Concepts Purpose To introduce delegates to some of the basic concepts of marketing through the use of various group discussions and activities. The use of business content is extremely important when presenting a role play in order to form adequate ideas and knowing how to approach your situation. Preparation and Resources Required: Task Time Assigned to… Complete by: Required Create Chapter handouts for president meeting suggestions in the lesson Meeting day 20 Minutes Print handouts Executive or meeting Member Meeting Day 5 Minutes Send reminder Chapter email for president meeting 2 days before meeting day 5 Minutes Understand all All executive meeting members information Meeting day 10 Minutes Meeting day 5 Minutes Collect a product package for analysis Executive Member Other notes One for each member Go over all aspects of training at your executive meeting prior 1 Introduction Activity/Ice Breaker: Elevator Pitch Duration: 10 Minutes This game may come off as confusing, but I assure you this will be one of the more interesting icebreakers. The objective of this game is to sell a product. You will select a member from your chapter to head outside of the room (out of earshot). The remaining members in the room will select a product (e.g. toothpaste). The member sent outside will then come back into the room and stand in front of the chapter. The chapter will then continue to ask the member at the front questions about the product. The member is still unaware of what he/she is selling, but has to answer questions in a way that will convince the chapter to buy the product. This is a confusing and chaotic game that has value (trying to sell the product), and is guaranteed for a few laughs. Introduction Duration: 15 minutes Begin the lesson by holding up a package of a product and have the class point out its notable features. Ask simple questions about the product: o How much do you think this product costs? Who is their competition? o Can you name similar products? How do they distinguish themselves from others? o Where can you purchase this product? o When did you first hear of this product? After a small list has formed on the blackboard, sort the words into the categories: Product, Price, Place and Promotion. Lesson Duration: 25 minutes Introduce the Marketing Mix, highlight key points and go into more detail. Tip: Make real life connections to common brands 2 Category Features Product (includes goods and services) Can be tangible or intangible Product Lifecycle (Talk about all phases [Intro, Growth, Maturity, Decline, Decision Point], list products and get class to guess which stage their at. E.g.iPhone, Pet Rock, Backstreet Boys CD, Crocs etc. Use products from every stage) Quality Features and Benefits of product Packaging Pricing competition Pricing strategy Discounts Channels of Distribution Coverage (is it available everywhere?) Locations Inventory Advertising Personal Selling Publicity Sales promotion (Don’t take too much time with promotion, introduce and discuss. It is possible to run a whole lesson on the Promotional Mix) Price Place Promotion (promotional mix) Reflection: Choose a brand, go over all aspects of the marketing mix. Example: Coca Cola Product: Beverage, originally came in a glass bottle. The bottle is shaped to represent a woman’s body so it appeals to all, giving it a sleek figure. Lifecycle: Maturity. Extremely good quality. Price: Priced competitively; one of the first soft drinks so other companies used Cokes price as a benchmark. Place: Any convenience store, restaurant, etc.; sold globally. Promotion- Strong supporter of the Olympics and promoted on almost all forms of media. 3 Activity Duration: 20 minutes Split the class into groups of about 4-5. Give each group a piece of chart paper, and a marker. Give them 15 minutes to create a product, and highlight each aspect of the 4 P’s. Give each group 1 minute to present their creation. (If there is a time constraint, provide the different products for each group to classify). Debrief Questions Duration: 10 minutes What do each of the P’s stand for the Marketing Mix? Name one characteristic of each P. Now that the chapter has a better understanding of the 4 P’s, re-exhibit the original package and ask them to list more characteristics relating to the Marketing Mix. Homework Research a product and create a table of the 4 P’s as done in the class. Include at least 3 different points for every ‘P’. 4 Lesson Two: The Product Markets Purpose of the Topics of Focus and Summary of the Activities: While the basic marketing principles such as the '4 Ps of Marketing' are necessary to compete effectively in DECA, it takes more than that to deliver an excellent, 90 + presentation. In our very fast-changing world, combing the elements of products in our current markets, and their fluctuating supplies and demands may be helpful to consider in a role-play situation. Understanding business terms and concepts, and knowing where and when to apply them are fundamental elements to any presentation. Preparation and Resources Required: Task Assigned to… Complete by: Time Required Other notes Create a PowerPoint to present to the members All Execs Day before the meeting. 20 minutes A PowerPoint presentation about the Product Life Cycle and the other Supply and Demand graphs. Print handouts for meeting (located on p.9) Send reminder email for meeting Cluster Leader Meeting Day 10 minutes Cluster Leader 2 days before meeting day 5 minutes Prepare for a mock roleplay Cluster Leader Meeting Day 20 minutes Print out one copy for each member and have extras on hand. 5 Compile a mini- glossary All Executives Print out one per member. Make it available online. Introduction Activity/Ice Breaker: Name that ... Duration: 10 minutes Compile a list of all the logos, keywords and tags of Social Media, new age technology st and new marketing words that have been developed during the 21 century. 1. Give everybody a piece of paper to name from 1-20. 2. People who get perfect will receive a small prize. 3. Ask people to describe the significance and the use of the buzz words. Main Activity: Product Analysis Duration: 30 minutes 1) Give each student one of the handouts (found below). First, review the previous week’s lesson on the 4 P’s to refresh their memory. 2) Introduce the product life cycle to the class. Be sure to highlight each stage of the five cycles. Use an example to give a thorough explanation (iPad, SillyBandz, etc.) The Product Life Cycle Development Introduction Growth Maturity Product is prepared to be introduced to the market No product sales have been made yet Considered the “incubation period” Period when product is first introduced to the market People are still unaware of the product Overall sales remain low Advertising costs are very high and create brand awareness Usually product prices remain high Sales begin to rapidly increase More retailers want to carry the product Product quality improves (ex. packaging) Advertising increases to grow preferential branding Most profitable stage of the cycle Sales increase, but at a slower pace than before Product differentiation is explored and introduced New resellers and distribution channels Advertising focuses on brand loyalty 6 Change in customer preferences, technology or market can lead to product decline Number of products produced declines Lower prices on product Less resellers carry the product No real advertising; may reinforce brand image Decline 3) Explain and define the terms: supply, demand and equilibrium. Use the graphics associated with the terms if you feel necessary. Have the students create their own mini-glossary of terms, or post one online for future reference. Supply and Demand Supply The amount of a product which is made available to consumers If factors remain constant, the higher the price of the product, the more quantity supplied Is directly related Demand The amount of products which are wanted by consumers If factors remain constant, the higher the price of the product, the less demand it will accumulate Is inversely related Equilibrium The point of intersection of the supply and demand graphs The time at which supply and demand are equal A point of satisfaction for both buyers and consumers 7 4) The executive team performs a sample role play for the class, making use of some of the key business concepts explored over the last two lessons. 5) Have the students identify and keep a list of how some of the business terms were effectively used in the role-play scenario. Debrief Questions: Duration: 10 minutes 1) When might you apply the supply and demand graphs for a presentation? 2) How would you tie these key business concepts in with the performance indicators? 3) Make a list of key business terms that could be used during roleplays. Homework or Extension, Extra Tips: o At home, research 3 articles relevant to your category and identify the associated key business terms. If you are unfamiliar with their definitions, look them up and update your personal glossary. 8 LESSON 2 - Handout This lesson covers: Let’s review the concept discussed in Lesson 1 … Marketing Mix Product Life Cycle Supply Demand Equilibrium MARKETING MIX PRODUCT LIFE CYCLE (also known as the 4 P`s of marketing) P _________________ P _________________ P _________________ P _________________ SUPPLY AND DEMAND 9 Lesson 3: Multiple Choice Testing Purpose of the Topic of Focus and Summary of the Activities: The focus for this week will be on preparation and practice for the Multiple Choice Testing. The week will begin with a simple ice breaker that is great for both getting to know your chapter and highlighting positive statements. Students will then break off into their cluster groups and complete a portion of a ‘mock’ multiple choice test. The focus for the meeting is to give students a feel for the multiple choice testing and practice their decision-making skills. This website provides all the categories and the clusters: http://2013.deca.ca/competitive-events/ . Practice is key for student success in DECA. Preparation and Resources Required: Includes resources such as rooms, people, technology, stationary, etc. Task Assigned to… Complete by: Time Required Other notes Print multiple Cluster Leaders Day before choice tests meeting according to student’s clusters for main activity Refer to Advisor Send reminder email for meeting Vice President, Secretary, Treasurer, etc. Date: Print answers for each cluster test Cluster Leaders Day prior to the day they will be posted Post answers President in a convenient location. Week before meeting, night before meeting Day of meeting Time: Place: Include long answers Refer to Advisor for sample tests and answers Tell students this location during the 10 Introduction Activity/Ice Breaker: Two Lies, One Truth Duration: 10 minutes or less Each student should write down three statements about themself. For example, “I have attended 6 schools,” “I have a 12 year old sister,” and “I recently travelled to California”. The catch is, only one of these statements is correct. The students then share their three statements with each other, or the entire class, and decide which one is true based on an elimination process. They must pick out the truth, or the positive statement, and eliminate the wrong answers – much like one must do during a multiple choice test. This activity provides both an interesting get to know chapter members on a more personal level, and a chance for students to practice their elimination for multiple choice testing in a fun and interactive way. Introduction for Provincial Multiple Choice Testing: Duration: 5 minutes or less This is the perfect opportunity to teach those who have never competed before about how multiple choice testing is set up at the Provincial Competition. Inform them of the time limit, explain how the room will be set up, and describe what the atmosphere is like. Perhaps have a senior member explain their own experience with the multiple choice testing from provincials. Main Activity: Mock Multiple Choice Test Duration: 30 minutes Students will be writing a mini ‘mock’ multiple choice test, allowing them to get the feel of what it will be like during Provincials. Adding in a time limit will put a bit of pressure on the students; forcing them to stay on track and work efficiently. This will get them ready for the upcoming multiple choice testing and will allow them to see what works and what they may need to fix before the real thing. It is your decision whether or not to have executive students participate by writing the multiple choice test from their category cluster. Divide students into clusters and distribute tests accordingly. Instruct students to try and complete at least the first 30 questions in 30 minutes of silence. Be sure to time them and give them a warning with 10 minutes left. Do not collect booklets at the end as the students will be completing the remaining questions at home 11 Debrief Questions: Duration: 10 minutes 1) Do any of you have a specific way that you go about tackling a multiple choice question? 2) Roughly, how long do you give yourself for each question? 3) What might you do if you weren’t sure of an answer or a word? 4) What are some good elimination strategies? 5) How else can you prepare for a multiple choice test, besides doing mock tests? Homework or Extension, Extra Tips: Duration: 5 minutes of explanation Have students take home remainder of their multiple choice questions (70 or less) to complete by the following week. Remind them to be cautious of completion time and encourage them to try not using their resources. Inform students that the answers will be posted (be sure to include date and location). Explain that you will post the explanations with the answers. Stress the importance of going through ALL answers, even those explanations/definitions of other terms. Hand out any important sheets. Write any important reminders on the board (i.e. dates, times, meetings, etc.). Remember: Practice is key for a student’s success in DECA! 12 Lesson 4: Performance Indicators Purpose of the Topics of Focus and Summary of the Activities: There is nothing more important than the Performance Indicators (PI) when making a DECA presentation. Ninety percent of competitor scores are based on the evaluation of five performance indicators (four for Principles events). Thus, the purpose of this lesson plan is to ensure that your competitors understand how to handle and adapt to different performance indicators. Start with a basic instructional period, then move onto a hands-on activity with a case study. Preparation and Resources Required: Room for meeting, handouts for cluster members, any presentation materials you will use and accompanying technology (i.e. PowerPoint, prezi, laptop, etc.) Task Assigned to… Complete by: Time Other notes Required Give every Cluster Leader a copy of performance indicator booklet (electronic or hard copy) Training Coordinator Meeting day 10 minutes Find performance indicator booklets under the “Performance Indicators” column on this page: http://2013.deca.ca /competitiveevents/ Print 2 different case studies for every person Training Coordinator Meeting Day 10 minutes 1 case study to take home, 1 case study to do in class 2 days before meeting day 5 minutes Send reminder Cluster email for meeting Leader 13 Read the lesson plan thoroughly and know your content Cluster Leader 1 day before meeting day 20 minutes Print a copy of the lesson plan for every member Training Coordinator Meeting day 10 minutes Email the lesson plan to cluster leaders and members Training Coordinator 2 days before meeting day 10 minutes Print out one copy for each member and have extras on hand Instructional Period: Performance Indicators Duration: 10 minutes Points to cover: The importance of performance indicators: Base your entire presentation around performance indicators (judges judge the performance based on these PIs so make it clear that you are delivering your content specifically to the PIs) DECA acronym: Define, Explain, Connect, Above Define what the performance indicator means (e.g. operations encompasses the day-to-day activities that keep a company running smoothly.) Explain why it’s important or relevant (e.g. optimizing our operations increases efficiency, cuts costs, and ensures quality control.) Connect to solution (e.g. this will help our company because as you mentioned, our quarterly earnings are down and our products’ perceived value is suffering as well. Improving operations will help both aspects.) Above the expectations. Ask yourself: “how do I stand out?” (e.g. I’ve put together this chart that explains the correlation between resources dedicated to improving operations and our quarterly earnings.) Main Activity: Joint Case Studies Duration: 45 minutes 1. Split the class into groups of 3-5, by cluster or category if possible (depending on your class size). 2. Assign each group a case study that matches their individual category clusters. 14 3. Give each member of the group a copy of the case study. 4. Give the class 10 minutes to solve their case study individually. 5. Ask each of the members for the performance indicator they liked the least; assign the members to present that performance indicator for 2 minutes in front of the entire class. 6. Rotate through the class and give positive reinforcement and constructive criticism after each person. Debrief Questions: Duration: 10 minutes 1) What did you learn from this exercise? 2) What are some of your tips or ideas for solving performance indicators? 3) What do you like to do when you get a hard performance indicator? Extra Time Activity: Performance Indicator (PI) Lottery Duration: 10 minutes From the PI booklet, choose one career-sustaining (marked by a bracketed “CS” beside the PI) performance indicator to assign to each person. Make sure you are picking from the right cluster (e.g. marketing cluster students should do a PI from the marketing cluster). Randomly select one person to present their PI. They are to present what they know about this PI for one minute. Have the rest of the class count the number of stutters, “ums”, and “uhs”. Whoever is able to complete this activity with the lowest count wins. Homework or Extension: 1. Hand out one case study and ask them to do the case study at home, focusing on the DECA acronym. 2. Record your performance if possible and watch it yourself. You can also upload it to YouTube as an unlisted video and send the link to your trainers for feedback. 15 Lesson 5: Case Studies Purpose of the Topics of Focus and Summary of the Activities: This week, the focus will be on how to prepare your members in the most efficient manner to set them up for the perfect case study performance. An ice breaker activity will help improve their speech techniques and avoid word crutches. The main focus will then be shifted to an activity regarding the use of visuals in case studies. Students will present one case twice, and during the second round, they will use visuals to see how it adds to their performance. Additional tips will follow on what to look for in cases as well as a brief homework assignment. Preparation and Resources Required: Task Assigned to… Complete by: Print handouts Jr. Day before and collect Exec/Secretary meeting paper for main activity Time Required 45 minutes Other notes Multiple copies of 3-5 different cases per cluster. Send reminder email for meeting President Beginning of week of meeting 5 minutes Remind members to bring writing utensils and paper. Prepare meeting room Whole exec Before meeting 10 minutes Ensure enough chairs and desks for all members to sit. Introduction Activity or Ice Breaker: “Umm….But…..Uhhhh” Duration: 7-10 minutes Instruct students to pick a partner; preferably one they do not know very well to imitate the scenario of a role play. Dictate that the object of the game is to be able to speak for a full minute about a completely meaningless thing, without using word clutches such as: UMM, BUT, UHHH, LIKE etc. Furthermore, the speaker should try and sell the partner on said thing, trying to convince them that they should like it or why they should buy one. One partner will start while the other listens. After a minute, the other partner will then try 16 with a different topic to do the same task. Choose four different topics so each partner can go twice. Sample topics: o o o o o Cheese Clouds Toilets Koalas Lamps Main Activity: Case Preparation: Using Visuals Duration: 40 minutes 1) Break up students into their clusters (marketing, management, finance, hospitality etc.). Have multiple copies of 3-5 different case studies per cluster (dependant on chapter size) and many sheets of paper to go along with each. 2) Ask the students in individual events to pair up in twos, and those in team events two get into groups of four (their partner and another team). 3) Instruct BOTH partners to start preparing for the case. Give them EIGHT (8) minutes to do so, (instruct them it is a time management exercise). After the allotted time, instruct one team/partner to present to the other (estimated 8 minutes). Remind them that a possible 18 points are awarded to each performance indicator, and 10 are given for overall impression. At this point, executives should be circling the room, acting as judges and giving tips to the students presenting. 4) Once completed, switch and allow the other partner to present (approximately 8 minutes). 5) After both teams have gone, stop the students and poll them on how many addressed ALL of the performance indicators, and how many used visuals. 6) Give two minutes for students to change/add to their preparation for the case by ADDING AT LEAST ONE VISUAL (chart, graph, picture, logo etc.) and ensuring they address all of the performance indicators 7) Instruct them to present the same case again (both teams). 8) Once completed, poll to see if they found their presentation more successful (almost guaranteed to be YES!). Debrief Questions: Duration: 5-8 minutes 1. 2. 3. 4. How do visuals affect your presentation? (give evidence of its affect to peers) What visuals did you utilize? (give examples to peers) When is it appropriate to use the visuals? (ensure proper use) Did the visuals take away from anybody’s presentation? (ensure proper use) 17 Extra Tips Things to look for when preparing for a case study: 1. Creating a solution to the task at hand. 2. Satisfying all the requirements of the case study. 3. Addressing ALL of the performance indicators (other than overall impression, this is solely what you are judged on). 4. USE OF VISUALS a. Try folding your pieces of paper in half, creating makeshift PowerPoint slides that can outline what you will be speaking about to your judge. b. Create graphs (you don’t require real numbers) that can aid the explanation of your solution. c. Create a mini brochure by folding a piece of paper three times (does not have to contain real information). d. Hand your judge a business card that you can create quickly in the corner of your paper. 5. Consider several possibilities and take a few seconds to think before answering any questions the judge may ask you; try not to ramble on for the sake of time. 6. Be courteous, shake your judge’s hand, keep eye contact, ask to be seated, and thank them for their time when you are done. Study tips: 1. Try presenting in front of a mirror or recording yourself with a camera or phone to be able to work out the kinks and nervous ticks in your presentation. 2. Present a case to a parent or a friend to get a true feel for what an actual case will be like, taking into account time limitations and grading procedures like a proper case would. 3. PRACTICE PRACTICE PRACTICE! The only way to improve your consistency is to keep practicing. It gives you the confidence to handle any case that is thrown at you on competition day. Homework: (Not mandatory, but very beneficial if it were to be completed): 1. Practice at least one real life case scenario with a friend or parent, and have them give you feedback. 2. Try creating a business card in under 30 seconds that can be handed to a judge at the conclusion of a case. Do it on a corner of a piece of paper that can either be folded or ripped neatly to give to the judge as an act of professionalism (the credentials do not have to be real, but it acts as another visual aid to the overall impression of your case). 18 Lesson 6: Professionalism and Etiquette Purpose of the Topics of Focus and Summary of the Activities: This week is slightly different from the others. Professionalism and etiquette are broken down into several categories, but the focus is on: 1) Conduct and 2) Appearance. These remain to be extremely important aspects to any professional scenario. The icebreaker provides an overview of the importance of professionalism and etiquette and situates the focus within DECA. The activities that follow educate and show members how to prepare themselves for DECA competitions, including how to interact with judges and how to dress and groom themselves appropriately. All activities can be done in groups of 5-7 with one leader. (If you have a big group, you can split up and each executive can lead one group.) Preparation and Resources Required: Task Assigned Complete to… by: Time Other notes Required Obtain projector or blackboard Sr. Exec Meeting date 10 minutes Obtain 5 rocks Jr. Exec Meeting date 5 minutes They can be rocks of any size Obtain hand sanitizer Jr. Exec Meeting date 5 minutes Practice the Four-inHand knot tie Week before meeting, at prior exec meeting 45 minutes All exec The exec should all be able to do the Four-in-Hand knot by the meeting time to instruct chapter members 19 Obtain a few ties All exec Print Professionalism Jr. Exec and Etiquette handout (one per Meeting date Day before the meeting 5 minutes There should be one tie per 2-3 males in the chapter. Tip: Never leave 45 printing minutes for the last minute because of tech person) difficulties that may arise Print Dress Your Best handouts (one per person) Jr. Exec Day before the meeting 45 minutes Print Grooming Sr. Exec Yourself posters (one set) OR show on a projector Day before the meeting 45 minutes Introduction Activity/Ice Breaker: “Thank You for the Rock” Duration: 10 minutes Students are in groups of 5-7 and each group receives one rock. Going in a clockwise manner, the first individual passes the rock on to the next person while explaining that it is a gift. The next person must graciously accept the rock and thank the gift-giver and state a use for the gift, no matter how outrageous. The goal is to deliver the message in a sincere and courteous manner. Each individual has the freedom to elaborate upon the basic “storyline” and all members of the group listen to each other’s exchanges. The faster this game proceeds, the more outrageous and funny the responses can get. This is a great icebreaker. For example: A: “B, I brought you this rock from Thailand from my recent trip there. It’s very valuable and I thought you’d love it!” B: “Thanks, A. I lost my pet rock last week and this is perfect. I’ve been feeling a void in my life ever since Rocky made a run for it.” Once everyone has had a turn giving and receiving the rock, do the following debrief as a group. The leaders can ask the questions and take a few responses before sharing the suggested responses. (Ideas should also be recorded in the Professionalism and Etiquette handout to be distributed to members after the meeting.) How might this be applicable in the business world? 20 o Firstly, it can be applicable to professional exchanges that don’t go as predicted – someone who is offering you something might see it as valuable even if you don’t. o Secondly, it’s important to always be courteous and positive with others in exchanges even when surprised; it is simply polite. Why is it important to respond positively? o You need to ensure not to offend people especially if they’re offering you something; make them feel important. Why is this relevant to DECA? o Sometimes a judge may not see a situation in the same way as you do – just like two people might value a rock differently – thus, you should always appreciate and respect the judge’s opinion. o Because this is a professional environment, you should always be polite and listen to what the judge has to offer without openly telling them they are wrong or you disagree. Brainstorm: What Not to Do Duration: 5 minutes The executive can set up a projector or a blackboard and be ready to write down ideas. (Ideas should also be recorded in the Professionalism and Etiquette handout to be distributed to members after the meeting.) Ask for ideas about definite no-no’s in competition situations with judges. Brainstorm can be done in the following categories: Addressing the judge Talking to the judge during your presentation At the end of the presentation Executives or senior members can support the brainstorm by giving ideas and tips if members are stuck based on the following list. After 2-3 minutes, the executive should share their ideas from this list and beyond: Addressing the judge o Sir, Madam o Do not use first names. o Use Mr. or Mrs. if you know their last names. o Avoid “you have to” and “you must” – always say “you should” or “I recommend that”. Talking to the judge during your presentation o Do not use slang. o Do not use acronyms (e.g. lol, ttyl, gtg). o Use full sentences and clarify ideas. o Don not talk too quickly – take pauses and take a sip of water if you’re at a loss for words. 21 o Do not swear. o Do not say you forgot what you’re saying. If you do forget, take a break for a moment and then restart (“Starting from where I left off”). At the end of the presentation o Do not give the judge any business cards; just leave your notes if they ask. o Don’t leave before the judge asks questions and permits you to do so. o Tuck in your chair after you leave. o Shake hands with your judge if they initiate it and thank them for their time. Handshake Hoopla Duration: 10 minutes (2 minute introduction of criteria, 4 minutes on handshaking, 4 minutes for best handshake). On a projector or blackboard, show the following criteria: Shake Vigour Solid Grasp Moisture Timing Eye Contact Elaborate upon each point while passing around hand sanitizer to everyone in the room: Shake Vigour (Motions?) o Your hands should stay at a natural height. o The shake should be up, down, up. o Do not keep shaking hands. Solid Grasp (Tight? Loose?) o Don’t grip the person’s hand too tightly but do not hold your hand limp either. o This is an opportunity to show a moderate amount of assertiveness. Moisture (Sweat?) o Wipe your hands off discreetly before a handshake. o Do not ever have wet hands. o Cold and clammy hands can be warmed up by rubbing your hands together and then drying them off on paper towel or handkerchief. Timing (initiating the handshake and letting go) o Take the initiative and extend your hand. o Don’t hold on after the three shakes are done. Eye Contact o Look at the other person in the eye when you shake hands. Students pair up randomly for a handshake and exchange comments based on the above criteria. Then students find new partners and repeat the process until 56 handshakes have taken place. 22 Ask students if there was anyone who had the “best” handshake. If there are multiple students, get them to shake hands with each other and see if there is any feedback amongst the “best” handshakes. If anyone struggles with this, the executives can offer extra help after the meeting to those students. Grooming Yourself Duration: 10 minutes As a group, rotate through images of either well-dressed and/or under-dressed cartoons or individuals. Each person has one main problem that needs to be remedied. Students can call out ways in which the people in the images can improve to be competition-ready. For each change suggested, the executive should ask the student to explain where this change can be made. Ideas for images are below: Image Change - Haircut - salon/barber Tweeze - at home/salon Fix hairstyle - at home (with gel) At home C - Shaggy hair Unclean facial hair Hair covering face Thick eye makeup Inappropriate jewellery Heavy lip colour Hair covering face Messy hair Food in teeth - At home At home Anywhere – salon, bobby pins Anywhere - tie hair up Anywhere - floss or brush teeth, D - Hair covering face - Haircut - salon A B - Where to make the change ** The following two activities can be run simultaneously with female and male chapter members separated. However, if the executive see fit, they may run both activities consecutively so all members may partake in both activities. Dress Your Best (female chapter members) Duration: 10 minutes Students are each given a $200 budget to buy a new work-appropriate wardrobe. Each person receives the Dress Your Best handout which has a selection of clothing appropriate for DECA. Students have to try and create an outfit with their budget. Then after 5 minutes, students turn and share their ideas with 2 others and justify their choices. Encourage students to discuss ways in which they can obtain business clothing at a lower price (e.g. shop at thrift stores, shop at larger mass retailers, shop at the end of seasons, shop for student discounts and special deals, shop for diverse pieces that can be worn in many occasions). 23 Extension: To make the budget more flexible, you can offer students a 10% off “coupon” on one item. Tying a Tie (male chapter members) Duration: 10 minutes A member of the executive will demonstrate the Four-in-Hand knot. The other members will practice the same tie one by one, with the help of an executive. The goal is to centre the knot and make sure the tie hangs above the waist and the narrow end does not show beneath the wider end. Debrief Questions: Duration: 5 minutes 1) Why is it important to conduct yourself professionally around judges? 2) What is the importance of making a good first impression? 3) How can you prepare yourself for competition? Homework or Extension, Extra Tips: Executive should complete the Professionalism and Etiquette handout and distribute to members for reference. 24 Lesson 7: Going the Extra Mile Purpose of the Topics of Focus and Summary of the Activities: Being able to present yourself professionally is very important when you meet anyone. You only have one chance to make a good first impression and if you are not confident and prepared, your presentation will not be strong. Some people even say, it’s 80% confidence and 20% knowledge; if you are not able to effectively communicate an idea, your presentation will suffer. Communication is one of the main focuses of this lesson, preparing students for upcoming role play scenarios. Preparation and Resources Required: Task Assigned to… Complete Time by: Required Write-up presentation tips for your chapter (use the ones listed below and add your own) Training Coordinator 2 days before meeting day 10 minutes Make an overhead of your presentation tips and send a copy to everyone by email Training Coordinator 2 days before meeting day 10 minutes Send reminder President/ email for meeting Secretary of Chapter 2 days before meeting day 5 minutes Read the lesson plan thoroughly and know your content Training Coordinator 1 day before meeting day 20 minutes Print a copy of the lesson plan Training Meeting 10 Other notes Most school libraries are able to print overhead sheets. Print out one copy for each member and 25 and evaluation sheet (found in the back) for every member Coordinator day minutes have extras on hand. Instructional Period: Presentation Skills (Including Tips) Duration: 15 minutes (if your chapter is large, split the chapter into clusters, and have your cluster leaders guide the instructional period and the main activity) Talk about the importance of communication and first impressions Read and discuss the following tips with your chapter/cluster: o Drink water before you go to the judging room to clear your throat. o When you walk in the judging room, smile – seem enthusiastic! o Immediately shake hands with the judge and introduce yourself. o Before you start to talk about your case and how you will solve it, tell the judge what you will be talking about briefly. o Always make eye contact with the judge. o Do not make excessive hand gestures. o Sit up straight when you are talking. o If you make a mistake when you are talking do not say “sorry”. Instead say, “let me rephrase that”. o Make sure your volume is correct. Do not shout at the judge nor speak so quietly that the judge needs to ask you to repeat what you are saying. o Do not speak too fast or too slow; a good range is 125 to 160 words per minute. o Do not use difficult words; use the right words that communicate your idea more effectively. o Remain calm and relaxed. o When you are finished talking about your solution, do not just wait for the judge to ask you questions. Say to the judge, “Now, if you have any questions I will be more than happy to answer them”. o When you are done, shake the judge’s hand and thank them for their time. o SMILE when you are done, tuck in your chair and exit the judging room. 26 Main Activity: Evaluating your Presentation Skills Duration: 30 minutes 1. 2. 3. 4. 5. 6. 7. Ask your chapter/cluster to find a partner. Give each person 4 evaluation sheets (found at the bottom of this activity). Have a list of 8 different topics: Examples: Math Science Siblings, etc. There will be 4 rounds in this activity. The training coordinator will call out a topic, and the partners must take turns evaluating each other on presentation skills, using the rubric below. Note: When the presenter is presenting they must make their presentation formal (includes shaking hands and introducing themselves) Each presenter will have one minute to present and after, the evaluator will have 1 minute to tell the presenter what they think the presenter did well and what they could improve on. The partners will then switch, and a new topic will be given. After round 1 is complete, everyone must find a new partner. This process will continue for 3 more rounds. Note: The evaluation sheet that is completed by the evaluator should always be given to the presenter at the end of his/her presentation Debriefing Questions: Duration: 10 minutes 1. What did you learn about how you present? 2. Are there some things that you found most people you spoke to can improve on? 3. What is one new thing that you learned to do when you are presenting? Homework or Extension: Practice with friends or family members and have them give you topic and tell them to evaluate your presentation skills 27 Evaluation Sheets Evaluation 1 1 – very poor 2- poor 1. Smile? 1 2 3 2. Hand Gestures 1 2 3 3. Volume 1 2 3 4. Speed 1 2 3 5. Relaxed 1 2 3 Evaluation 2 1 – very poor 2- poor 1. Smile? 1 2 3 2. Hand Gestures 1 2 3 3. Volume 1 2 3 4. Speed 1 2 3 5. Relaxed 1 2 3 Evaluation 3 1 – very poor 2- poor 1. Smile? 1 2 3 2. Hand Gestures 1 2 3 3. Volume 1 2 3 4. Speed 1 2 3 5. Relaxed 1 2 3 Evaluation 4 1 – very poor 2- poor 1. Smile? 1 2 3 2. Hand Gestures 1 2 3 3. Volume 1 2 3 4. Speed 1 2 3 5. Relaxed 1 2 3 3-average 4 5 4 5 4 5 4 5 4 5 3-average 4 5 4 5 4 5 4 5 4 5 3-average 4 5 4 5 4 5 4 5 4 5 4- good 5-excellent Comments: _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ 4- good 5-excellent Comments: _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ 4- good 5-excellent Comments: _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ 3-average 4- good 4 5 4 5 4 5 4 5 4 5 5-excellent Comments: _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ 28 Week 8: Cluster-based Training Purpose of the Topics of Focus and Summary of the Activities: One of the most effective ways to prepare members for competition is to split them into clusters. There are 6 clusters that members can belong to: Marketing, Business Management and Administration, Hospitality and Tourism, Finance, Principles, and Written Events. If you need to clarify which events belong in each cluster, you can find a list on http://2013.deca.ca/competitive-events/. By splitting into clusters, you will be able to focus on the specific skills and knowledge required for each event cluster. This will give your members a competitive edge over those who are only learning general information. The following is a guide for your cluster meetings and the preparation required before them. Preparation and Resources Required: Task Assigned to… Complete by: Time Other notes Required Designate clusters to executive members All Execs Meeting when members receive their event designations 20 minutes Divide members into clusters All Execs Meeting when receive their event designations One day before meeting. 20 minutes Print handouts for Cluster meeting Leader Send reminder email for meeting Cluster Leader Prepare a Cluster calendar for mock Leader role-play sign ups and resource sharing 2 days before each meeting day First Meeting Day Ideally, each cluster leader will have experience in an event in their cluster. Mix experienced and inexperienced in order to allow individuals to give advice, tips, etc. 10 Tip: Bring money if minutes required, keep receipt for reimbursement. 5 minutes Compile a contact list when you get your members. 20 Print out one copy for minutes each member and have extras on hand. 29 Introduction Activity or Ice Breaker: Cluster Name Game Duration: 10 minutes Everyone introduces themself and uses a cluster-related vocabulary word to accompany their name (i.e. My name is Sarah and I like SWOT analyses…My name is Mark and I like Marketing.) The second person has to remember the name and word of the first person, and then they introduce themselves and say their word. The third person does the same for the first and second person and so on and so forth. *If the cluster is larger than 10 people, have members remember the 3 or 4 names and words before them, not all. Examples of Main Activity: Duration: 40 minutes The main activity of each meeting will be different. Below are two examples of first meetings; one for experienced members and one for inexperienced members. For ideas of content to discuss in your other meetings, please refer to the other sections of this training manual. Each would make a great meeting (or two). (Recommended for inexperienced members/experienced members however, not necessary to follow) Inexperienced Members 1. Ask if everyone knows what their event is; for those who don’t, fill them in and make sure they write it down. 2. Go through the basics of DECA (i.e. competition format, levels of competition, differences between events, etc.). 3. Give members a handout with all the information you are telling them for reference. 4. Work out a schedule with members for mock role plays, a mock exam date, and if applicable, when each member has their turn with library resources. 5. Present members with the other topics in this training manual and ask them which area they are most interested in learning first. 6. Discuss any questions members have. 7. Assign homework (see ideas below). Experienced Members 1. Ask those who have done the same event to share a bit about their past experiences. 2. Give members a handout with basic information about DECA for reference. 3. Have the members each contribute something they personally have found useful (you should write these down and give a copy to everyone at the next meeting). 30 4. Work out a schedule with members for mock role plays, a mock exam date, and if applicable, when each member has their turn with library resources. 5. Present members with the other topics in this training manual and ask them which they are most interested in learning first. 6. Discuss any questions members have. 7. Assign homework (see ideas below). Debrief Questions: Duration: 5 minutes 1. 2. 3. 4. What was the most helpful thing you learned today? What didn’t we have the chance to cover today? How will you integrate what we learned into your DECA presentation? What will you do to retain what we’ve learned today? (Can also be used in a group discussion rather than individual answers) Homework or Extension, Extra Tips: Duration: 5 minutes This can be an activity or sheet for them to complete at home, a tip sheet for reference, or a challenge/interactive activities. 31 Lesson 9: Competition Boot camp Purpose of the Topics of Focus and Summary of the Activities: The purpose of this week is to summarize the concepts, strategies and lessons that have been taught over the past eight weeks in order to best prepare your team for the competition. Note: No icebreakers or homework needed this week. Preparation and Resources Required: Task Assigned to… Complete by: Time Required Other notes Research into past competition performance of school chapter President Meeting day 20 minutes See below for specific numbers. Identify past members who have participated in ICDC Vice President 3 days before Meeting Day 10 minutes Ask them to share their stories at the meeting. Create Summary Sheet. All execs Day before meeting One hour Create a summary sheet that summarizes the key Points taught over the past 9 weeks. Obtain all swags/resources from Chapter Adviser for Distribution. Vice President Day before meeting 30 minutes Create a distribution organizer 32 Fully understand the dress code for DECA Ontario: Cluster Leader Day before meeting 20 minutes Print out one copy for each executive and have extras on hand Obtain advisor’s contact information President & Vice President Meeting Day 5 minutes Obtain the contact info from the advisors Send an email to members summarizing meeting. President After meeting 30minutes Summarize dress code, meeting time, necessary materials, etc. www.deca.ca/docume nts/DECA_Dress_Co de_and_Code_of_Co nduct.doc Main Activities Duration: 15 minutes Begin the session by talking about the history of your chapter’s DECA and performance in the past. Talk about the goals that your chapter would like to reach. st # of 1 place finishes nd # of 2 place finishes rd # of 3 place finishes # of Top 10 medalists # of Top 20 medalists # of Written winners Duration: 10 minutes Talk about the prospect of competing in Atlanta and the excitement of bonding together as a team. Have past ICDC delegates share their stories and giver other personal DECA experiences. The purpose of this is to pump up the students morale for the meeting as well as for the regional and provincial conferences. Duration: 20 minutes Summarize the lessons that have been taught in the past nine weeks. Include key concepts including: 1. 4ps of marketing 2. Buzz words 3. MC Exams 4. How to break down PIs 5. Professionalism & Etiquette 33 6. Going the extra mile Duration: 15 minutes Discuss about the logistics for the event including: 1. Meeting time to travel or meet at designated hotel area. 2. Dress code and the consequences of violating them. 3. Essential Things that are needed for the competition: o Photo ID o Pad folio o Lanyard o Plastic Name Badge o Timecard o Calculator 4. Give out the executives’/advisor phone numbers for contact purposes. Duration: 15 minutes Conclude and summarize the meeting while also distributing the materials for provincials. Host a question and answer session at the very end. Encourage people to ask questions and have the executives answer in detail in order to avoid and prevent any accidents, misunderstandings, etc. Find one current industry trend. Do light research on 3 major companies in your industry. Learn 5 new vocabulary words. Complete a practice exam. Think of one question/topic to discuss at the next meeting. Write a haiku using cluster-related words. (I.e. Marketing is great. Price, Place, Product, Promotion. 4 P’s just for you). Final Question: When and where is our next meeting? Where will be meeting on the competition dates? Have all members program date, time, and place into their phones. Tip: Always try to send out a reminder e-mail or Facebook post two days prior to your upcoming meetings. Always include any important information they may need to know or any specific things they may need to bring along. 34 Other Resources DECA Ontario has plenty of other resources available for your chapter’s perusal. Consider having a look at some of these links: Events Calendar: http://2013.deca.ca/events-calendar/ Competitive Categories: http://2013.deca.ca/competitive-events/ Regionals Information: http://2013.deca.ca/about-regionals/ Provincials Information: http://2013.deca.ca/about-provincials/ How To Guide: http://www.deca.ca/documents/DECA_Ontario_How_to_Guide.pdf Competitive Tips: http://2013.deca.ca/competitive-tips/ Additional Resources: http://www.glencoe.com/sec/busadmin/marketing/sh/index.html# 35 Important DECA Ontario Dates For the 2013-2014 Academic Year Fall Symposium: Monday, September 23rd (Capitol Banquet Hall) Registration due: Monday, September 16th DECA Power Trip (NARCON): Wednesday, October 30th – Sunday, November 3rd (Boston, Massachusetts) Registration due: Tuesday, October 1st Regional Competitions: 1. York Regionals: Tuesday, October 22nd (Seneca College) 2. Hamilton Regionals: Tuesday, November 5th (Hamilton Convention Centre) 3. Waterloo Regionals: Saturday, November 9th (Sir John A. MacDonald SS) 4. Toronto Regionals: Friday, November 15th (Riverdale Cl) 5. Nor-Eastern Regionals: Saturday, November 16th (Sinclair SS) 6. Peel Regionals: Sunday, November 17th (Ryerson University) Registration and money due: Tuesday, October 15th Regional Online Written Test: Monday, October 28th Clusters must write at the same time; between 7:00am – 6:00pm Provincial Competition: Sunday, February 9th– Tuesday, February 11th (Sheraton Centre, Toronto) Registration due: Friday, December 6th International Career Development Conference: Thursday, May 1st – Thursday, May 8th Registration due: Saturday, March 1st 36 Stay Connected Stay connected with DECA Ontario throughout the year… @DECAOntario /DECAOntario Decaontario DECAONTARIOOFFICIAL [email protected] [email protected] For further student inquiries or more resources and information! 37
© Copyright 2024