Its a game of marketing questions for students. Business game "branding". Stages of the game
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EDUCATION COMMITTEE
GOVERNMENT OF SAINT PETERSBURG
Saint Petersburg State Budgetary Professional Educational Institution "Academy of the Beauty Industry" LOKON "
(SPb GBPOU "Academy" LOKON ")
Methodical development of a binary lesson-game "Marketing Research" (in the disciplines "Marketing")
Saint Petersburg
2016
Explanatory note
The radical economic reform, which provides for a change in the forms of ownership, the right of enterprises to economic independence and disposal of the results of labor, necessitates the use of management methods by managers of a new type who are responsible for the results of the enterprise.
The modern business world needs people who are able to make economically sound decisions and be responsible for their implementation. Therefore, it is very important for students during the period of study to determine their professional capabilities, to feel themselves in the role of a leader and performer. It is the participation of students in business games based on interdisciplinary connections that makes it possible to model the behavior of future specialists in a market economy and activate their cognitive activity.
The proposed form of conducting classes activates studying proccess in comparison with the traditional form of conducting practical training. It strengthens the interest of its participants in a deeper knowledge of the studied discipline, provides them with the opportunity to improve their professional skills. In the course of the lesson-game, such personality qualities as discipline, responsibility, the ability to interact with the team are actively manifested, and a great emotional involvement of the players in the educational process is created. This form of conducting classes allows for a deeper understanding of the material being studied, students have a need to comprehend the theoretical material, intersubject connections, search for opportunities for the practical application of knowledge and skills, analysis of facts and phenomena of reality. They receive practice in teamwork, which gives them the opportunity to prove themselves to those students who found it difficult to study theory for one reason or another.
The proposed methodical development has a goal: to consolidate and activate the knowledge and concepts, skills obtained in the course of studying the topics "Marketing research", "Statistical summary and grouping", "Tabular and graphical method in statistics", "Relative values"; promote the development of economic thinking among students in the analysis of economic information; education communication skills in the course of collective work; to reveal the direct connection of the studied economic disciplines.
Methodology for organizing and conducting the lesson
The proposed practical lesson refers to non-traditional forms of developmental education technologies, being a lesson - a business game, during which participants and teams compete in answers to theoretical questions, in conducting a qualitative research, solving practical situations on the topic under study, in analytical conclusions, graphical representation of information. At the same time, on the basis of the knowledge gained, a positive position in relation to marketing activities is formed, an understanding of its meaning and transformative role in the economy, as well as the development of economic thinking, analytical skills and abilities, cognitive interest, raising the level of culture of professional communication.
The proposed business game simulates marketing research, which is indispensable in order to understand the company's clients, its competitors, etc.
Before the practical lesson, students should listen to a lecture on the topic "Marketing Research", which describes the essence and structure of the marketing management process, examines the methodology for analyzing market opportunities in order to identify new markets. At the same time, in the classroom, students need to apply practical techniques and methods of processing marketing information obtained in the course of marketing research.
On the eve of a lesson - a business game, a preparatory stage is held, which consists in the independent formation by students of the composition of teams (6-7 people), the choice of leaders, names and mottos of teams. Each group of students represents a specific manufacturer. The teacher prepares assessment criteria and score sheets, the necessary didactic material, determines the composition of the jury (teacher of economic disciplines, students who are not included in the teams), during the game informs all teams about the content of each stage and the tasks they face.
Before the lesson, it is necessary to arrange the audience: arrange tables, prepare technical teaching aids, a competition screen, lay out forms of game documents, prepare sets of stationery, whatman paper.
At the beginning of the lesson, the teacher introduces the rules of the game and the course of the lesson, distributes working material to the participants, announces the jury. His responsibilities also include monitoring the time allotted for each stage.
Lesson - the game consists of seven stages, is carried out with the entire group of students, who are divided into four teams - firms. The firms are competitors in the confectionery industry. All participants in the game from other firms are consumers. The goal of each firm is to study consumer preferences and analyze the activities of competitors.
At the beginning of the game, firms receive envelopes with the name of the products they will produce, the circle of consumers and competitors is determined.
The jury members evaluate the correctness of the answers to the completed tasks, recording the result of each stage of the game for teams and individual players in the score sheet, summing up the results of the game and identifying the winning team. During the summing up of the lesson by the jury members, students fill out a self-assessment card.
Lesson Plan - Marketing Research Games
on the subject "Marketing" of the teacher Dyachkov I.А.
(lesson time - 90 minutes)
Topic : "Marketing research"
Target : systematization, generalization and consolidation of knowledge on the topic
Tasks :
- activation and consolidation of students' knowledge of the theoretical foundations of marketing research and methods of information processing, obtained in the course of studying the topic;
- development of practical skills and abilities in processing marketing information obtained during marketing research;
- the formation, based on the knowledge gained, of a positive position in relation to marketing activities, an understanding of its meaning and transformative role in the economy;
- development of logical, economic thinking, analytical skills and abilities, cognitive interest, raising the level of the culture of professional communication;
- improving the methodology for conducting lessons in an unconventional form;
- formation of key professional competencies.
Lesson type: binary.
Lesson type: practical
Form of conducting: lesson - business game
Methods and techniques:
- developmental education
- problem-search learning
- solving practical problems.
Lesson equipment:
- calculators; paper;
- projector; flash drives; laptops;
- tables;
- felt-tip pens;
Interdisciplinary connections: economic theory, marketing, statistics, management, enterprise economics, analysis.
During the classes
1. Organizational moment:check of attendance, readiness of the group for the lesson; announcement of the topic and purpose of the lesson; rules of the game and rating systems, the composition of the jury.
2. Main part
Preparatory stage.On the eve of a lesson - a business game, a group of students is independently divided into 4 teams (6-7 people), each of which chooses its leader, the name of the company and the motto, drawing them colorfully on whatman paper and emblems.
Stage I "Establishment of Firms"... Team members give a brief description of the chosen leader, present their team, motto, brand (Maximum score - 5).
Stage II "Intellectual warm-up"(Annex 1) . The team members are alternately asked questions on the disciplines studied (for the correct answer - 2 points).
Stage III "Checking the level of economic thinking of company leaders."The heads of the teams - firms are asked questions (Appendix 2). Based on the results of this stage, a drawing of individual product names is held between firms, firms - "competitors" are determined (for the correct answer - 2 points).
Stage IV "Marketing Intelligence".Firms receive confidential information about the activities of competitors (Appendix 3) and must process it using statistical methods:
Compare key performance indicators by calculating relative values;
Draw conclusions.
(Maximum score - 5)
Stage V "Trial Sale".Teams develop detailed description product (specification) indicating individual parameters, focusing the attention of consumers on distinctive features product, its usefulness. After familiarizing the audience with the manufactured products, firms alternately distribute it among potential consumers along with questionnaires (Appendix 4), which allow them to identify their preferences (Maximum score - 3).
Stage VI "Analysis of the survey results".It is necessary to analyze the results of the questionnaire in the table (Appendix 5), present them graphically and draw analytical conclusions about what in the future you should pay special attention to, which product parameters should be adjusted to increase sales (Maximum score - 5).
VII stage The ideology of "guerrilla marketing".Each team is offered some of the possible low-cost marketing techniques ("guerrilla raids") by J. Levinson (Appendix 6), which should be used in their activities by small businesses. Students need to reasonably explain their position on the proposed options for low-cost marketing (2 points for the correct answer).
3. The final part
While the jury members summarize the results of the lesson in the grade sheet (Appendix 7), students fill out a self-assessment card (Appendix 8). The winning team is determined.
Annex 1
Intelligent warm-up
1. What does statistics study?
2. List the main stages of economic and statistical research.
3. List the methods of statistical research?
4. What marketing information is used to depict a pie chart?
5. Which diagram can be used to graphically depict the dynamics of market needs?
6. How is the relative structure size calculated?
7. Define marketing activities.
8. What is called the external environment of marketing?
9. What are the factors of the external environment.
10. Give a definition of the internal environment.
11. What is called social marketing?
12. What is the formula for determining the market size?
13. In what units is the market size determined?
14. Does increasing market share influence the achievement of a leading position in the market?
15. What is the purpose of conducting marketing research?
16. What is the difference between a marketing information system and a system for collecting external current marketing information?
17. Briefly describe the essence of the marketing information analysis system.
18. Name a number of internal and external factors that would require the firm to conduct additional marketing research.
19. List the research methods used in marketing research.
20. List the stages of marketing research.
Appendix 2
Checking the level of economic thinking of company leaders
- The capital has grown 5 times. By what percentage has it increased? (by 400%)
- The capital has decreased 5 times. By what percentage has it decreased? (by 80%)
- Capital has grown by 50%. How many times has it increased? (1.5 times)
- By what percentage is 50 more than 25? (100%)
- One of the most dynamically developing Russian markets is the tourist services market, primarily such a segment as sea cruises. The supply of cruises significantly exceeds the demand for them. In these conditions, travel companies are forced to look for non-standard ways to attract customers. Suggest options for increasing the competitiveness of a travel company that organizes sea cruises. (Providing discounts to children, pensioners, newlyweds, depositors of some banks; expanding the geographic theme of cruises and its cultural program, etc.)
- Historian Arnold Toynbee, criticizing America's marketing practices, said that American consumers are being manipulated into purchasing goods that are essentially unnecessary to meet the material requirements of life. What is your position? Justify it.
- The president of one of the student organizations of which you are a member has asked you to conduct market research to investigate the reasons for the decline in membership. How would you use all the stages of the marketing research process in the course of your work.
- What type of research would be appropriate and why if McDonald's is considering locating a new café in a fast-growing suburb?
Appendix 3
"Marketing Intelligence"
P / p No. | Key performance indicators | "Firm" | Competitor | Deviation |
|
absolute, rub. | relative,% |
||||
Average number of employees, people | |||||
Average monthly salary, rub. | 14 200 | 14 100 | |||
Trade turnover, rub. | 6 800 000 | 5 500 000 | |||
Profit, rub. | 1 700 000 | 1 375 000 | |||
Circulation costs, rub. | 890 000 | 605 000 | |||
Product price, rub. (per package) | |||||
1. Compare the main indicators of the firm with its competitor, calculating the absolute and relative deviations;
2. Draw conclusions.
Appendix 4
Application form
(define the selected answer option with an "X")
1.Your age
up to 17 years old
over 17 years old
2. How often do you eat pastries?
everyday
once a week
once a month
3. When do you eat them?
in the morning
in the afternoon
in the evening
4. Why do you like these particular products?
5. How do you rate the quality of the offered confectionery?
high
the average
low
6. Is this product too cloying?
yes it is too luscious
no, it's not cloying
7. What is your income level?
below the cost of living
above the subsistence level
8. Will you buy it for the price rubles
yes, I will buy
I will buy from time to time
no, I will not buy
Appendix 5
"Analysis of survey results"
p / p | Consumer grouping by income | Total respondents, people | including |
||
will buy | will occasionally buy | will not buy |
|||
Incomes below the subsistence level | |||||
Incomes above the subsistence level | |||||
Total | |||||
1. Fill in the statistical table.
2. Present the results of the questionnaire graphically in the form of a bar chart and draw analytical conclusions.
Appendix 6
The ideology of "guerrilla marketing"
1. Choose a corporate color and use it as often as possible in the decoration of the premises, on your business papers, when labeling goods. That way you will be better remembered.
2. Try to change the way your firm operates to be open when your competitors are not working.
3. The better your relationship with your neighbors and businesses, the higher your profits.
4. Consider in advance the style of your behavior if the client remains dissatisfied with your product (service)
Answer the questions:
2. What other low-cost marketing techniques can you suggest?
Do you agree with a guerrilla marketing strategy? What positive and negative do you find in her?
Appendix 7
Score sheet
P / p No. | Graded items activities (maximum score) | Company1 | Firm2 | Firm3 | Firm4 |
Establishment of firms (5 points) | |||||
Intellectual warm-up (1 answer - 2 points) | |||||
Checking the level of economic thinking of company leaders (1 answer - 2 points) | |||||
"Marketing Intelligence" (5 points) | |||||
Trial sale (3 points) | |||||
Analysis of survey results (5 points) | |||||
"Guerrilla marketing" (1 answer - 2 points) | |||||
final grade | |||||
b) participated in the performance of some tasks that are more understandable to me
c) was (a) passive
2. Developed skills:
a) compile tables;
b) calculate indicators;
c) present economic information in the form of graphs;
d) analyze the calculated indicators;
e) draw up questionnaires;
f) conduct marketing research.
3. Did you like the technology of work in such a lesson?
4. Will the acquired knowledge be applied in further training in the specialty?
List of used literature:
- Zhukova I.P. New pedagogical technologies - the basis for the practical training of a specialist // SPO № 4, 2007
- Klimova Yu.V. Using active teaching methods // Specialist, No. 7, 2007
- Korlyugova Yu.N. Business games in economics: A guide for teachers. - M .: Vitya-Press, 2011 .-- 152s.
- F. Kotler Fundamentals of Marketing - St. Petersburg: LITERA * PLUS, 1994
- Trainev V.A., Matrosova L.N. Intensive pedagogical and information technology. Theory and methodology of educational business games. - M .: VLADOS, 2007 .-- 269 p.
- Utkin E.A., Kochetkova A.I. Collection of situational tasks, business games, tests for the course "Marketing". - M .: Finance and statistics, 2009 .-- 190 p.
The collection of practical tasks is intended for students to perform practical work on the course "Fundamentals of Advertising"
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Lesson objectives:
1. Review and consolidate the passed material in the form of a game.
2. To intensify the study and consolidation of economic concepts, definitions, terms.
3. Get acquainted with the procedure for conducting a competitive selection, integrate the knowledge gained in the lessons of economics and entrepreneurship.
4. Develop creative thinking, reaction to situational awareness, the ability to formulate and concretize answers to questions.
5. To foster objectivity in self-esteem, the spirit of competitiveness, the desire for self-affirmation, competitiveness in the labor market.
6. Formation of an unbiased attitude to entrepreneurship, entrepreneurship in a market economy, communication skills.
Equipment and equipment of the game: paper, paints, felt-tip pens, glue, tokens for drawing lots, envelopes with assignments, forms of protocols for the jury, student self-control cards.
Interdisciplinary connections: economics, technology (professional self-determination), fundamentals of entrepreneurship, psychology, law.
Stages of the game.
1. Preparatory stage. In the previous lesson, students were introduced to the new professions of the market economy. Participants in the game should be ready to introduce these professions at the game according to the following scheme:
- What does a specialist in this profession do?
- What knowledge and education does he need?
- What professionally important qualities are required for successful work?
- Where can he work?
2. Start of the game. Organizing time. Presenter's introduction (introduction, goal and course of the game). Jury presentation.
3. Drawing lots and dividing students into two teams.
4. Competition of professions.
5. Assignment to teams for a creative competition by drawing lots.
6. Presentation of competitive works. Determination of the winning team in the creative competition (jury).
7. Selection of the main manager of the company (one representative from the team).
8. Press conference of 2 applicants for the position of the chief manager of the company.
9. Summing up the results of the competition for managers (jury).
10. Lesson summary. Filling out the student self-control card.
BEGINNING OF THE GAME
1. Presenter's introduction.
Dear friends, today in the lesson you are invited to participate in a business game. Business game assumes that you will seriously accept the rules of the game and the possible life circumstances offered to you. The success of the game depends on your ability to embody in the proposed life roles and to accept the proposed situation. Today you will have the opportunity to show your entrepreneurial, organizational, communication and creative skills.
So, the world famous advertising firm "Alyonushka International" is expanding. Marketing analysts, having studied the situation in competing firms, drew up a long-term project to open branches in different countries... We invite you to take part in the competition for filling vacant positions of specialists to work in newly opened branches.
You all want to get a job at this firm. We will have a recruitment commission (jury). It is necessary to convince the commission to provide the vacancy for you.
Make up a legend for yourself and, when applying for a job, tell us why you want to work in this company, where you worked before, what you know how to do. Also formulate an idea that you might be interested in the firm. Try to convince the panelists of the value of your candidacy for the firm.
Let me introduce a competent jury consisting of: ....
2. For work, students are divided into two teams(by tokens received at the beginning of the game).
Warm-up teams complete the task:
- Prepare a project for creating a branch (come up with a name, basic principle or motto).
- They will propose a worthy manager for the position of the executive director of the company.
At the end of the game, a pre-election press conference of candidates for this responsible position will be held.
(5 minutes)
3. Group work.
Filling a vacancy for branch specialists - (chief accountant, economist; manager; programmer; designer, artist; advertising specialist; marketer, sales agent, trade consultant; psychologist; technical editor; legal adviser).
For this: the presenter names a vacancy, finds out the number of applicants for this vacancy, applicants take turns presenting themselves as a specialist, making up a legend (presentation time - 1 minute for each participant). The jury determines the best for each specialty.
(25 min)
4. Implementation of a creative task by teams.
It is necessary to come up with an advertisement for domestic goods (which will be shown by the lot. For example: Shoes from the Severohod factory in Italy. Georgian tea in India. Cranberries in Brazil. Wool in Australia. Porcelain in China. Macaroni of the Ruskhlib association in Italy. Agat computers) in Japan. Lemonade "Buratino" in Finland. Cosmetics of the company "Northern Lights" in France. Russian kvass in America. Cars "Zaporozhets" in America), maximally showing their creativity. It can be a product in the form of a commercial, a theatrical performance, a fairy tale, etc. using drawings, poems, songs and, of course, humor. 20 minutes.
Submit your creative work.
(10 min)
Teams select their candidate for the position of the firm's chief executive.
Team members prepare several tricky questions for the candidates' press conference (2-3 questions for each candidate from the other team).
5. Election campaign of the president of the company:
Applicants for the position of executive director of the firm are invited to the stage, sit on the prepared seats. Then, in turn, each participant in the election campaign introduces himself, introducing himself to his legend, answering questions prepared by another team.
(10 min)
6. Summing up the results of the game.
The results of the jury's work are summed up and the winners are named. (Each winner of the job competition brings 1 point to his team). The team winner of the creative competition is named. Employment contracts are awarded.
(4 minutes)
7. Lesson summary. Filling out the student self-control card (Appendix 2).
Annex 1
PROTOCOL
professions competition
Appendix 2
LITERATURE
- Firsov E.G. Economy. Mind games for schoolchildren. Yaroslavl "Academy of Development", 1998.
- M. Bendyukov, I. Solomin, D. Cherneyko. You and your profession. St. Petersburg, LLC “Publishing House“ ROST ”, 2001.
(Marketing)
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Legal features of games and bets
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Guidelines for the presenter
a. The presenter acquaints the participants of the business game with the "General Provisions"; divides the group into subgroups and issues to each subgroup ("trade enterprise") "Methodological instructions for participants in the business game". b. The director of each enterprise receives a package of methodological documents for ...Methodical instructions for participants in a business game
a. The student group is divided into 4-5 subgroups, each of which has 3-4 people. Each subgroup simulates the activities of the administration of one trade enterprise. b. At each enterprise, a director is elected (or appointed by a teacher), who determines his deputies for commercial ...(Business Marketing)
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What is a business game? The specifics of organizing a business game in a classroom at a university. What is the difference between a business game and training? An example of three business games in the Business Communication / Business Communication course.
Business game Is an imitation of a workflow, its modeling, a simplified reproduction of a real production situation. This is a method of consolidating the theoretical material obtained in the course "Business Communication" / Business Communication ".
The main features of a good business game as a teaching method:
- the presence of a task or problem that needs to be resolved;
- distribution of roles and role functions;
- modeling the process of making management decisions;
- interaction of game participants;
- multi-alternative solutions;
- the presence of conflict situations;
- the presence of a system for evaluating gaming activities.
The goals of business games:
- training through workflow modeling;
- formation of a professional mentality;
- motivation of students;
- training of skills in making managerial decisions;
- assessment of students.
Difference between business game and training
The game simulates the entire workflow from start to finish (for example, organizing and conducting a business meeting), and the training touches on a separate aspect of the process (for example, the psycholinguistic aspects of business speech).
The game has a time limit (start and end), and training does not always have clear boundaries.
A set of skills is practiced in the game, and the training is aimed at practicing one skill.
There are always winners and losers in the game, and the training is focused only on personality indicators.
There is always a specific goal in the game, which can only be reached with the help of effective solutions, and training does not always have clear goals.
Examples of business games
Business game "Assigning a task to a subordinate."
The purpose of the assignment- conduct a business conversation with a subordinate about the assignment of a production task:
- the task is traditional, planned;
- the task is extreme, unplanned.
Preparing to play... The game involves manager and subordinate. The group acts as an observer. Acting as a leader, it is necessary to think over a possible task and select an official (for example, an economist, a fire safety specialist, a fire inspector, etc.) to whom he will be entrusted.
Then you should prepare for the content of the business conversation:
- explain the task and instruct the subordinate;
- bring the task to the stage of understanding by subordinates of its essence;
- motivate the subordinate to perform the task conscientiously and of high quality.
When bringing the task to the consciousness of the subordinate, the manager must ensure that the subordinate clearly understands what, when, how, in what conditions, by what forces and by what means, by what date, with what end results the assigned task needs to be done.
During a business conversation, the manager should get answers for the next questions(to make the right decision):
- Will this subordinate be able to complete the proposed task?
- Does he want to carry out this task?
- How much instruction and how much does he need?
The performer of the role of a subordinate (from among the trainees) is given an installation to refuse to complete the task. Insufficient professional competence is used as arguments for refusal. Such an attitude will allow the acting leader to apply psychological, pedagogical and communicative methods of influencing the subordinate, forming his psychological readiness to complete the task. In addition, the recognition of a subordinate of incompetence will provoke the manager to instruct.
Organization of a game lesson
The acting leader conducts a business conversation with a subordinate in two versions: first, a planned task, then - an extreme, that is, unplanned task. Each conversation lasts 15 to 20 minutes. The roles of the performers can be played by those who wish from among the trainees.
The rest of the participants act as competent judges. Their purpose is to analyze the results of a business conversation, briefing, and the communication techniques used. After the enactment, a discussion is held in which all participants are involved.
Preliminary preparation for a business conversation - assigning an assignment
- Come up with and formulate a task in the form of a management decision, as well as the conditions necessary for its implementation.
- Set goals for the upcoming conversation.
- Make a plan of the conversation in advance, think over the time, place and organizational conditions for its holding.
- Think over the beginning of the conversation, the introduction of the interlocutor into the conversation, the conditions for creating an atmosphere of complete trust.
- Prepare questions for the subordinate, clarification of which will help to achieve the goal.
Note: to complete this task, the acting manager is given 10 minutes.
Stroke: invite a subordinate to your place and tell him the reason for the call.
- Explain the meaning of the work that needs to be done to the subordinate, and ask him if he can cope with it.
- Answer all questions of the subordinate regarding the upcoming work; show him how he can do it if necessary.
- Explain the requirements for the timing of this work and keep you informed of the progress.
- Ask the subordinate to repeat the assignment or ask where he is going to start.
- Show confidence in the ability of the subordinate by using the “advised praise” technique.
- Use communication techniques taking into account the psychotype of the subordinate. If a subordinate refuses to complete the task, find out the reasons for the refusal, try to eliminate them, motivate the specialist, taking into account his personal expectations, and bring the conversation to the end.
- End the conversation with concrete decisions and actions.
Business game "Meeting"
The purpose of the business game- the acquisition of skills in organizing the preparation and conduct of business meetings with maximum efficiency.
The order of the business game:
- When conducting a business game, the distribution of roles is not made, and the participants are all those present at the lesson.
- The game leader reminds the participants of the basic theoretical provisions for preparing business meetings, which include the following main groups of actions: planning a meeting; formation of the agenda; determination of the list of participants; preparation of participants for the meeting; preparation for the meeting of the head; preparation of the premises; direct meeting.
Exercise
You are the leading construction company in the city of N. This year, fires have increased at your construction sites. This inflicts tremendous damage on business. Your budget allows you to allocate $ 30,000 to solve this problem.
Thus, the main task is to develop a plan for resolving the issue, which would ensure the normal working conditions of the company.
Work order:
- Select 4 students from the group with the assignment to evaluate the actions and behavior of the participants in the meeting. Designate one of them as the leader of the expert group.
- Form subgroups of participants in the preparation of the meeting (those who prepare the documents for the meeting, those who participate in the meeting, those who prepare the documents after the meeting).
- The rest of the student group is the meeting participants who should ask questions during the meeting.
If, according to the moderator, the purpose of the meeting has been achieved, the results of the work are summed up. If working out a solution does not work, you can try to simplify the problem by changing the proposed circumstances. In conclusion, the final decision is formulated and recorded in the form of a resolution.
Business game "Negotiating"
The purpose of the business game- the acquisition of skills in business negotiations.
Instructions for participant no. 1. You are a Pozhkontrol company engaged in fire audit, that is, it determines the degree of compliance of the enterprise with all fire safety standards.
Your client, LLC "Aquaexpert", has delayed payment for your services. Two days before the due date, you reminded the director of this company (he is the one who deals with purchases and gives orders to transfer money) about the approaching payment deadline, he promised to pay the invoice. The day of payment came, but the money did not arrive, so the next day you decided to personally meet with the debtor.
The company "Aquaexpert" is a large client that brings good income, and you do not want to spoil your relationship with him. Regularly opening a new branch, this company turns to you for services.
Your task: to achieve payment for the services rendered, without spoiling the relationship with the client.
Instructions for participant No. 2. You are the director of Aquaexpert LLC. The Pozhkontrol company has provided you with a fire audit service with a deferred payment, which is very beneficial for your company. Typically, you pay your bills on time. But this time you missed the due date, although the manager reminded you of the payment two days before the end of the term, since you need this amount for staff training. You can pay the bill, but it is not profitable for you. The day after the due date, the director came to meet you.
Your task: delay the terms of payment for the service as much as possible without spoiling the relationship.
Game stages: stages of negotiations.
Distribution of roles: We conditionally divide the audience into two teams: the Pozhkontrol company and the Aquaexpert company. Participants select directors, deputies, inspectors, economists, etc. and think through arguments in defense of their positions.
Drawing up documentation:
- Post assignment protocol.
- Letter - a proposal (one contracting party) and a response to it (another contracting party).
- Contract.
- Acts of work performed.
All documents are filed in a folder and transferred to the expert group.
Assessment of the actions of the participants in the game:
Points: for the use of speech etiquette formulas, for the use of professional terms, for the use of speech tactics.
Penalty points: for non-observance of speech etiquette, grammatical errors, speech errors, incorrect question, excessive emotionality, misuse professional term.
In this way, effective method organizing and conducting practical classes is a business game that awakens the cognitive activity of students, contributes to the formation of independent thinking, forms a professional mentality, terminological culture of future specialists, helps to develop the communicative component of any professional sphere.
- Co-founder of the website portal, Associate Professor, Candidate of Philology, Associate Professor of the Department of Russian Language and Culture of Speech of the Academy of State Fire Service of the EMERCOM of Russia.
Material from the tutorial:
Ermolaeva Zh.E. Official business style of speech: effective communication M., 2014.