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TPLANSYS (Training PLAN SYStem) is a software program that provides classroom teachers with a convenient way to record, print, and maintain cooperative training plan information for students in their classes. It allows them to identify their classes, the training plans that can be used, and the students who are using these training plans. This guide provides a comprehensive description of TPLANSYS. It is designed to be a reference manual and a user's guide for each of the components of the system. It describes each screen in detail and the various options that may be chosen. It also describes the type of data that is allowable for each field and suggested uses for several key information fields. The manual presents a general overview of the system, followed by information on types of fields and methods of entering data. This information is applicable to all screens throughout the system. The general information is followed by individual sections describing the various components and how they may be used. The following functional areas are described: school information, class information, training plan information, student profile information, print class lists, and print training plans. Four appendixes include the following: (1) a list of training plan file names and descriptions; (2) training plan backs included on disk; (3) codes for related study assignments; and (4) a master sheet for recording teacher-assigned codes. (KC)

This publication contains competency task lists that address principal entry-level and career-sustaining jobs in the occupational categories of general merchandise retailing, food service management, and business and personal services marketing. Section I, Development of the Competency Task Lists, provides details on how the competencies were developed and validated and what tools were used in doing so. Section II, Uses for the Competency Tasks Lists in the Marketing Education Classroom, includes general notes on using the information found in the next three sections. Sections III, IV, and V contain competency tasks lists for each training position within each of the three occupational categories, student competency checklists for each training position, a list of tools and equipment used on the job, and a list of the ways basic academic skills are used on the job. Section III on general merchandise retailing contains competency task lists and student competency checklists for cashier, stocker, salesperson, and department manager/supervisor. Section IV on food service management contains competency task lists and student competency checklists for restaurant waitperson, restaurant manager/supervisor, quick-serve restaurant crew leader, and quick-serve restaurant supervisor/manager-trainee. Section V on business and personal marketing contains competency task list and student competency checklist for customer service representative. Appendixes include request for validators, surveys, and correspondence. (YLB)

This planning and implementation guide is designed to assist marketing educators and others supportive of marketing education. It begins with definitions of vocabulary of related terminology and descriptions of the four models of internships presented in the guide: full-year, rotation-type format; 1-semester, rotation-type format; full-year format starting with shadowing and moving into performing entry-level duties; and full-year or semester format for high school seniors not in cooperative education who want a two-year college or four-year university degree before beginning their marketing-related careers. A section on planning activities for a marketing internship course covers the following: performing an internship needs analysis; seeking and gaining business support; developing a proposal; securing administrator support; forming an advisory committee; and securing approval from the Texas Education Agency. The section on implementing strategies for marketing internships focuses on these areas: program/course promotion; student recruitment procedures; recommended student placement; paid or unpaid employment; class schedules/student schedules; policies and procedures; sample forms; planned and systematic job rotation; articulation agreements with postsecondary institutions; and evaluation of student outcomes. Appendixes include a copy of Lewisville Independent School District's proposal for a marketing internship course; Texas Education Agency specifications; sample policies and procedures; and sample forms. (YLB)

This student manual and answer book/teacher's guide focus on the industry-specific information and skills needed by students who plan to enter, or who may already be receiving, training in a petroleum-related business, such as a full-service gas station, convenience store, or automotive specialty service shop. The student manual contains 16 assignments divided into these parts: beginning one's training, gaining product knowledge, applying marketing concepts, and employment opportunities. Each assignment consists of a list of objectives, informational material, summary, and review questions. The answer book/teacher's guide contains the following: suggestions for using the publication for independent study and classroom instruction; assignments and objectives correlated with competencies identified by the Secretary's Commission on Achieving Necessary Skills (SCANS); SCANS competencies and skills; and answers to the questions found at the end of each assignment. Additional learning activities are provided for each assignment. Each activity follows this format: objective, background, instructions, and all necessary information or examples. A series of brief summative quizzes with answer keys, one for each assignment, provides an alternate method of student assessment. (YLB)