ERIC Number: ED332036
Record Type: RIE
Publication Date: 1988
Strategies for Developing the Affective Work Competencies of Marketing Education Students.
Meyer, Earl C.
Effective strategies for developing the affective work competencies of marketing education students include teaching procedures, acquisition of skills and materials for teaching in the affective domain, and implementation considerations. Affective concerns in marketing can be grouped into three broad types of performance categories--self-concept, human relations skills, and work attitudes. Techniques for self-concept development include opportunities to overcome feared situations, goal setting techniques, positive affirmations, and positive social reinforcement. Procedures for developing human relations skills are role playing, behavior modeling, and coaching. Procedures for developing work attitudes include self-evaluation, discrimination activities, controlled practice, and experiential opportunities. Teacher coordinators who need to acquire the skills and materials to assist student development in the affective domain can acquire them through independent efforts, ranging from personal research and experimentation to participation in commercial self-improvement programs. Successful implementation of the affective curriculum requires that instruction be designed with specific outcomes in mind. Key factors include the following: (1) developmental activities should be spread throughout the program; (2) the teacher coordinator's attitude toward the affective domain is most critical; and (3) evaluation of progress should be measured by observations in the workplace. (22 resources and references) (YLB)
Descriptors: Affective Behavior, Affective Objectives, Attitude Change, Classroom Techniques, Distributive Education, Emotional Development, Experiential Learning, Higher Education, Human Relations, Instructor Coordinators, Interpersonal Relationship, Marketing, Self Concept, Skill Development, Teaching Methods, Work Attitudes
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A