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Disclaimer This project is rather intense and has a lot of little working parts to it. It’s like that because I’m like that. I tend to complicate things. I like it that way. I have simplified this project to it’s simplest form in this power point, but know there are a lot of ways to expand it and make it better!
Objective: • To teach students marketing concepts through a hands-on simulation. Students will create a product, calculate price, produce promotions, and place it in the marketplace for purchase by other students.
Overview • Students are placed in groups of 4 or 5, each with a “job” within that group based on their personality type. • Jobs include President, Administrative Assistant, Designer, Manufacturer and Salesman. • Each group designs and then creates badges using a badge machine. • Using an Excel spreadsheet, they keep track of production cost, profit, losses, and promotions in their “business plan.” • Students go to the Market, setting up a table at the Media Center. Another class purchases the badges from them using “money” they have earned in their class for good behavior. At my school, this is another CTE Intro class—that way, each student has the opportunity to be the producer in my rotation, and the consumer in another rotation. • Each company then calculates their winnings based on their profit, and receives CTE KASH based on their success.
3 ways to sell • Students can sell their badges in 2 or 3 ways: • Selling the actual badge • Getting orders for future badges • Limited to 3 orders, made by me or my student aide, delivered a day or two after the Market • Getting votes • In this simplified version, I have dispensed with the votes, but it really is a great way to get more money and more disparity between how much each group makes.
Grading • Students are graded both on team assignments, and on individual performance. Grades are NOT based on how much money they make in the simulation. Each member of the group gets a group grade on assignments like their poster, packet, and business plan. They then take a group evaluation where they evaluate themselves and each member of their group. These scores are added together to equal their individual grade. Students who miss large portions of the unit due to absences will feel the loss in their individual grade. I usually assign extra assignments in Print Shop to compensate for that loss.
Preparation • Before Day 1, there is a bit of prep that goes into it. First, assign students into groups of 5. Each student in the group is assigned a job. I use the six personality types to determine this, giving them a personality quiz I created, http://www.quiztron.com/tests/cte_intro_personalit_quiz_144919.htm, and then giving them jobs accordingly. You can do it this way, or just assign them randomly. • President – Thinker/Organizer/Persuader • Administrative Assistant – Organizer/Thinker/Helper • Designer – Creator/Helper • Manufacturer – Doer/Helper • Salesman – Persuader/Helper
Preparation • You will also need to print the packets and have them ready to go. You can organize however works best for you, but I have a Tupperware box for each group, where they store their scissors, markers, and glue stick. I also have a Ziploc back for each group in each period, labeled, where they can put their completed badges.
Cooperating Class • This project requires a cooperating class. Our 4th Quarter CTE Intro teacher does this—he brings his kids each quarter to the Market. All our kids know they will get a chance to buy and sell—by 4th quarter, the kids I get are SO excited to finally get their turn! All the other teacher needs to do is hand out the fake money, and come to the 20-minute market on Day 8.
Day 1 – Know Your Company • Introduce groups, jobs, and explain duties of each job • Show “Day 1” of power point, going over money, grading, daily checklist, attendance, etc. • Student will get to know the members of their group. • Each “company” will choose a company name and slogan • Team will create a logo, which the designer will create • Turn in logo, print it, and glue it into page 2 of the packet
Day 1 – Know Your Company • If time allows, I will assign seats and explain each job the day BEFORE Day 1. Usually on a makeup day or a short-day Friday. This isn’t required, but it gives them a lot more time to get the Day 1 activities finished.
Day 1 – Know Your Company I actually use Power Point to make the logos because of a special feature they have there. Once the kids have pulled in their word art, shape, clipart, etc. they group it. Then they right click and choose “save as picture.” They save it as their group name. Now their logo is an actual .jpg file. They send the file to me digitally, and I put in student common so the whole group can access it for later assignments. At the end of the unit I offer a $500 reward for best logo—I tell them this on Day 1 so they give me their best effort!
Day 2 - Brainstorm On Day 2, the students start to brainstorm about what they want to do. They fill out the Design Brainstorm page, drawing their designs before making them. (Note that throughout the packet, there are symbols that indicate whose job each thing is!) After they have drawn some ideas, they are allowed to start creating their designs on the computer.
Day 2 - Brainstorm I use Print Shop for designing badges, but you could also use Publisher, Power Point, or Word if you don’t have Print Shop. Or, they could design them all by hand. Students pull up a template in Print Shop that already has the circles in the right size. Having already taught them Print Shop on a previous day, it’s not so hard for them to create their badges, though I do go over it with them. Make sure they know to leave a small margin around the edges of each design—the edges get tucked under when the badge is made, so things can get cut off.
Day 3 – Design Approvals • Usually on Day 3 or 4 I will demonstrate how to make a badge with the machine. I gather all the kids around me on the middle table and show them how. I have also done this on the Prep Day. • A note about Day 3 – Because we have short Fridays, I usually plan it so that Day 3 is on Thursday AND Friday—that way they have more time to finish their designs.
Day 3 – Design Approvals • As they design the badges, the President fills in the Business Plan. This document was a great deal of work to put together—but it is versatile and can be changed to accommodate any changes. • All the math is done automatically, and the sheet is protected. • The President records each design—it’s size, color, royalties, etc. They choose a price for it and get their production cost. • This part is actually quite easy—the Presidents rarely have a problem filling it out. • I will include a basic Business Plan, but also a few others that have alterations for things you can add like votes, more promotion options, and other badge types.
Day 3 – Design Approvals • As they finish each design, they print and give it to their manufacturer, who cuts it out and glues it on the Design Plan page in the packet. Then the salesman brings it to me for approval. • I don’t approve it it’s inappropriate, badly designed, pixeled, too big, etc. • If they need a second approval, they glue the new one on top of the old one.
Day 4 – Design Completion • Finish all designs in Print Shop by the end of the period. • All designs approved • Fill out Manufacturing page in packet • Print SIX copies of badges • Read “How to Make a Button” Power Point • If groups are ready, begin making badges
Day 4 – Design Completion • Finish all designs in Print Shop by the end of the period. • All designs approved • Fill out Manufacturing page in packet • Print SIX copies of badges • Read “How to Make a Button” Power Point • Introduce the Assembly Line and how badges are made • Ready groups put their name on the board. • If groups are ready, begin making badges • Groups waiting to make their badges may play games
Day 4 – Design Completion • All groups finish making their badges. I have them make their badges in an assembly line. • Although I walk them through the first few badges, I leave and let them go for it—I give them the chance of messing up. I want them to learn what it costs their company to have losses! The Admin Assistant records losses on the manufacturing page.
Day 5 • One thing I do is take pictures of their badges. I have them put it on the wall and I snap a few shots. Then I put it in Student Common. The kids then use the pictures to create their posters. This is, of course, something you could cut out—I just like doing it that way!
Day 6 - Promotions • Day 6 is where things start to get crazy! If they finish making their badges, I tell them to move on to the stuff for Day 6 regardless of what day it is. There’s a lot to do and there can be a lot of confusion. • But, on page 3-5 there are step by step instructions that should help them stay on track. • This area has the greatest room for change. In this version, I am presenting the simplest promotions I do. But I am always changing and adding to them.
Day 6 - Promotions • On Day 6 they start preparing their advertising and promotions. The President fills in Step Two of the business plan. • The Salesman will start the required 2-page Poster • As a group, the decide what promotions they will do. They have to do at least one. There are four to choose from: • Button Displays • Table Decorations • Teaser Posters
Day 6 - Promotions • The poster is actually very simple—pictures of each badge and their cost, their logo and slogan, and an explanation of their Giveaway or Raffle if they are doing one. • I take pictures of each badge and make them available to the kids, but it’s not required. They could just cut out additional printouts of their badges and glue them on.
Day 6 - Promotions Button Displays • In Step Two, they fill it out and have to “pay” if they want to display their badges in any way. They bring stuff from home that will make their table look more attractive. • I actually provide frames for them to rent—I have taken this out of the basic version of the Badge Builder, but it is a great option.
Day 6 - Promotions • Table Decorations – Teams can choose to decorate their table to increase interest and sell faster. There is a small cost for this. They can bring all kinds of things to make their tables stand out!
Day 6 - Promotions • Teaser Poster – The students make a “teaser” that shows just their logo, their badges, and their period. When done, they take it to the coopering teacher’s room and the kids there can get a sneak peek at what will be at the Market. It gets the other kids REALLY excited! This is a great thing for the groups who finish their badges first.
Day 6 - Promotions • The president fills out the cost for these promotions on Step Two of the business plan.
Day 7 • The President fills out the Are We Ready? Page to make sure they have everything done for the next day. • Finish their posters. I provide the glue and poster board, they just paste it on and put velcro on the back and stick it on the wall. • I encourage the kids to bring extra stuff for the Market the next day to make their table stand out. • Sometimes I will schedule an extra day between day 7 and day 8, just to make sure they have time to get stuff done. But I don’t always.
Day 7 • Once their poster is finished, they need to fill out the names of each badge on the cashiering sheet, which they will fill out in full tomorrow. I take the time to explain to them how to fill it out and what to expect the next day at the Market.
Day 8 • As the kids are coming in, I’m telling them to get their poster, their badges, their packet, their stuff from home--anything else they’ve brought. As soon as the bell rings, we are off to the library. • The Market actually doesn’t take long—I do it on our short Fridays and have ten minutes to spare! • Have them set up in the library, each group at a table. Mr. Simpson comes in about 10 minutes after the bell. I instruct his kids on how to pay, how to use their vote tokens, and then let them have at it. The are SO STINKIN’ EXCITED.
Day 8 • It takes about 20-30 minutes. The kids wander around, frantically buying and ordering badges. • It’s loud. And they are having a total blast. • At the end, any unsold badges I KEEP. I put them in a jar and use them as rewards in other classes or in the auction—otherwise they are motivated NOT to sell, in hopes that they get to keep their badges. • If they order a badge, they pay for it right there. Then we make it later and deliver it.
Day 8 • We head back to class. The kids put their posters up on the wall by class. Sometimes I will award them that day with my Design Awards. • I have three design awards, and I created a ribbon for each. They get extra money added on to their winnings. • Best Ad Design - $1000 • Best Logo - $500 • Best Table Design - $1000 • I have included the file for these ribbons in my resources.
Day 9 • I have the Presidents fill out Step Three in their Business Plan, recording losses, what they sold, what was ordered. Then they send it to me digitally. • This doesn’t take very long to do—it’s really nice if you can have them do it after the badge market on Day 8, so you can grade them before Day 9 the next day.
Day 9 • I go over each one, fixing any errors (and taking points as I go) until I have their final amount they made, which I keep track of on an Excel spreadsheet. • While I’m doing this, the kids are doing several things: • Filling out the Evaluation—the last page of the packet—together as a group • Preparing orders—printing out two copies of each order (in case I mess up making it) and cutting them out, putting it in their bag and in their box • Returning the Badge Bucks money from Simpson’s class and the votes by making a pile on my podium.
Day 9 • I announce the results, and place 1st, 2nd and 3rd place ribbons. I talk to them about why certain groups won, pointing out production cost or promotions or whatever. • When I am adding it up, I put in their award money toward their total winnings. Penalties are if they did something wrong like having false advertising on their poster. • We also do Step 4, where they create a graph. I demo how to do it, and then the President does it with the help of his group.
Day 9 • The instructions for the graph are explained on a tab in their business plan. • This is another section that can easily be taken out if you run out of time or just don’t want to do it. • I like it because it’s a great tie-in with Excel.
